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INTRODUCTION
1.1
Background
of the Study
In this era, people require to have
more than one language especially in English, because language is a tool of
communication in human being life. Without language that is used by people to
communicate with other people, a good interaction among them will not be
occurred.
Therefore, language is a bridge of communication between people, so
the listener can understand what the speaker said. However, if the usage of
language is not suitable, the communication will not be done well. In other
words, speaking, language, and communication are related things each other.
English is one of the most important
languages in the world. English as an international language is spoken in most
international events and is used as the media of information flow on science
and technology. In Indonesia, English is a foreign language, so people should
make an effort to be able to speak English to make correlation with other
countries in the world. If English can be mastered, Indonesian people can
master science and technology, and face the competition with other countries.
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According to Nida (1957:19, as cited
in Henry Guntur Tarigan, 2012:1), language skill has four components, they are
listening, speaking, reading, and writing skills. Speaking is one of the skill
elements from the objectives of English teaching. Speaking is a communication
activity that used by human being. Speaking can be done wherever, whenever, and
whoever. Having a good speaking skill is not easy, although speaking is easiest
than other elements. Students can speak many words, but they should have good
capability in speaking. Many students get some problems to do it, so they
seldom speak English. Therefore, the researcher wants to improve their speaking
skill.
Based on the researcher’s
experiences, there are many problems are occurred in teaching English
especially in teaching of speaking in the classroom. First, the students seldom
speak English. The students seldom do it due to the lack of vocabularies, so
they do not speak English. Second, the students still feel ashamed to speak
English and they are not having braveness to prove their speaking skill. Third,
the lack of motivating from their teacher, so students are not interested in
speaking English. Fourth, the teacher still uses the conventional strategy, so
the students are not motivated to increase their speaking skill. And the last
point, there are many teachers teach their students based on exercise in the textbook that only focus on
the reading and writing skills, but they seldom focus on speaking skill. All of
the reasons make the students seldom use English.
Based on the problems above, the
researcher decides to do the research to improve the students’ speaking skill
by using a strategy and the material. The researcher gives the material about
passive voice that will be taught to the students. It is aimed to improve the
students’ speaking skill, so the students can speak English in using passive
voice. The strategy of study recommended in this research is not a new
approach. It is one that has been used successfully with students of all ages.
Referring to the fact, the researcher intends to improve the students’ speaking
skill through Two Stay Two Stray strategy, with expectation that the usage of
this strategy can increase the students’ speaking skill.
Two Stay Two Stray is the precise
strategy according to the researcher because Two Stay Two Stray is a cooperative
learning technique that supports individual participation and is applicable to
all grade levels. It is effective for lessons where parallel groups of students
work on the same problem set or other activity.
This collaborative strategy gets
students moving around the room while working with classmates to solve problems
and answer questions. This also allows all students the opportunity to “be the
teacher,” which students love to do. As students talk about their ideas and
thinking process with others, it helps them develop a deeper understanding of
the concepts at hand. In this strategy, two members of each cooperative group
visit another group to share procedures near the beginning or middle of an
activity, or findings near the end of an activity or session. The group members
who strayed rejoin their original group to share what they learned from the
visited group. By using this strategy, the students are expected to improve
their speaking skill especially in using the passive voice and be able to apply
the passive voice in their daily conversation.
With all of these backgrounds, the
researcher would like to carry on the research of improving the students’
speaking skill in using passive voice through Two Stay Two Stray strategy at
grade X of MAS Daerah Simpang Empat in School Year 2013/2014.
1.2
Identification
of the Problem
Identification
of the problem helps the researcher to limit the research that will be
researched. The identification of the problem can be stated as follows:
1.
The students’ speaking
skill is low and they still feel ashamed.
2.
The previous strategy
is not suitable, students need a new strategy to develop their ideas, increase
their motivations, and build their solidarity, so they can enjoy speaking
English.
1.3
Scope
of the Study
This
research is focused on the teaching of Passive Voice by using the Two Stay Two
Stray strategy to improve the students’ speaking skill of grade X at MAS Daerah
Simpang Empat in School Year 2013/2014.
1.4
Formulation
of the Problem
The
problem of this research is formulated as follows: “How can the Two Stay Two
Stray strategy improve the students speaking skill in using passive voice?”
1.5
Objective
of the Study
Based
on the identification of the problem above, the objective of the research is to
find out the appropriate way in using the Two Stay Two Stray strategy to improve
the students’ speaking skill in applying the passive voice at students of MAS
Daerah Simpang Empat grade X in School Year 2013/2014.
1.6
Significance
of the Study
The
research is expected to have both academic and practical contributions.
a.
Theoretically
1.
Giving a reference to
develop teaching learning process especially in speaking by using the Two Stay
Two Stray strategy that can make the students’ speaking skill will be better.
2.
Giving a contribution
to the students how to improve their speaking skill especially in learning
passive voice.
3.
As source of theory to
any further researcher that wants to study the same case, so this research
becomes a helpful information and useful reference for the next research.
b.
Practically
1.
To improve the
students’ speaking skill in using passive voice and it may guide, help, and
encourage students to express their thinking, ideas, and opinion.
2.
To increase the
students’ motivations in learning passive voice in all situations.
3.
Students can apply and
practice their speaking skill according to the knowledge they got from the
teacher.
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REVIEW OF RELATED LITERATURE
2.1
Theoretical Framework
In this chapter, there are some
theories described to identify all variables relating one another in theory of
language, improving, speaking skill, Two Stay Two Stray strategy and passive
voice.
2.1.1
Theory of Language
Language is one of the ways to
communicate between people. The system of communication is complex enough.
According to Anderson (1972:35-36, cited in Henry Guntur Tarigan, 2012:9),
language is a system, vocal (speech sound), arbitrary symbols, unique,
communication tool, and temporary.
Brown (1980:5, cited in Henry Guntur
Tarigan, 2012:9) stated that language is systematic system, consist of
arbitrary vocal symbols, has conventional meaning, as communication and gotten by
all human being.
Based on the statement, it can be
said that the major function of language is for communication and interaction
between human being. When people communicate, they use language to say things
to each other.
2.1.2
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McNiff
(1992, cited in Supardi, 2010:106) stated that the main basic in classroom
action research is to improve. The word improve here is related to the learning
process. Based on the statement, it can be said that improving in this research
means activity done by teacher in teaching learning process to make students
better in quality by adding or removing components of study.
2.1.3
Theory of Speaking Skill
Tarigan (2012:15) pointed out that
speaking is skill of saying articulation sound or words to express, tell, and
deliver thought, idea, and feeling. Speaking is the delivery of language
through the mouth. When we speak, we create sounds by using many parts of our
body; include lungs, vocal tract, vocal cords, tongue, teeth, and lips.
In speaking, there are two forms
that used by people to speak, they are formal and informal speaking. Informal
speaking is typically used with family and friends, or people you know well.
Formal speaking occurs in business or academic situations, or when meeting
people for the first time.
Formal and informal speeches are
differentiated in two basic: by style and by content. Informal speech is
characterized stylistically by omissions, elisions, reductions, and sometimes,
a faster speaking rate. Formal speech is characterized by embedding (building
information into sentences, also characterized of written language) and a
tendency toward more complete sentences as opposed to fragments. These examples
of informal and formal language:
Informal formal
Gonna go. I am going to
go.
Wanna chocolate? Could
I offer you a chocolate?
Speaking vocalized form of language
usually requires at least one listener. When two or more people speak each
other, the conversation is called a “dialogue”. Speech can run naturally from
one person to another in the form of dialogue. It can also be planned and
rehearsed, as in the delivery of a speech or presentation. Of course, some people
talk to themselves. In fact, some English learners practice speaking standing
alone in front of a mirror.
2.1.4
Two Stay Two Stray Strategy
Strategy is one of the way that used
by the teacher to help the students interested in teaching learning process. Ahmadi
and Prasetya (2005:11) stated that a strategy may be defined as the teacher’s
effort in creating an environment system that probably teaching process
happened. Actually, there are many strategies that can do if teacher teaches
his/her students in a classroom, but in this research, the researcher has
chosen the convenient strategy based on the experience and opinion. That
strategy is Two Stay Two Stray.
Two Stay Two Stray is one of
cooperative learning. Lie (2010:29) pointed out that cooperative learning is
not same with learning in group. There are some basic elements of cooperative
learning that different with dividing group inappropriately. The right
procedures of cooperative learning will make the teacher manages the class more
effectively.
According to Roger and David
Johnson, to achieve the maximum result, five elements of cooperative learning
must be applied: (a) positive dependency, (b) individual responsibility, (c)
face to face interaction, (d) communication each members, and (e) evaluation group
process.
Two Stay Two Stray was developed by
Spencer Kagan (1992). This strategy can be used in all subjects and levels. Lie
(2010:61) stated Two Stay Two Stray structure give opportunity the group to
share result and information to the other groups. The students work the task in
the group and consist of students that have high, middle, and low ability. The
reward is more dedication for the group than individual.
2.1.4.1
The Procedure of the Two Stay Two
Stray Strategy
There are some steps using Two Stay
Two Stray, those are:
1. The teacher conveys the material and
divides the students in group of 4.
2. The students asked to discuss the
problem related to material concept in a limited time. Make sure that everyone
in the group understands the solution that the group has been discussed.
3. After finishing the discussion, two
members of each group (called “the visitors”) should move to another group, and
the other two (called “the host”) should stay in their group.
4. “The host” members should tell “the
visitors” the result of the discussion with their groups. Here, “the visitors”
just need to listen to what “the hosts” say and they do not have to share what
they have discussed with their own group.
5. After finishing listening to what
the stay say, “The visitors” should go back to their home group and tell to the
members of their own group what they get when they visit another group. Then,
they have to discuss and compare it with their own result of discussion until
they arrive in one conclusion.
6. The teacher leads the little plenary
result of discussion. Some groups will share to the whole class the result of
result of their last discussion.
7. The teacher gives the evaluation.
8. Closing.
Figure 2.1
The Structure of Two Stay Two Stray
2.1.4.2
The Advantages of the Two Stay Two
Stray Strategy
The advantages of this learning model are:
1.
It is student-activity oriented.
2.
It can make students’ learning more meaningful.
3.
It can be applied to all classes or levels.
4.
It can make students brave to express their opinion.
5.
It can increase students’ self-confidence.
6.
It gives students an opportunity to learn to speak.
7.
It can increase students’ interest and learning.
Based on the advantages above, Two
Stay Two Stray strategy is good for developing the students’ skill, especially
in speaking skill because it gives students chance to communicate and share
their opinion.
2.1.4.3
The Disadvantages of the Two Stay
Two Stray Strategy
Meanwhile that becomes disadvantages from this learning
strategy are:
1.
It requires a long time to be applied.
2.
There is a possibility that only student with good ability
who is active.
3.
It takes a lot for the preparation.
4.
It tends to lead to rowdy classroom atmosphere.
5.
The information delivered from the “visitors” to the “host”
in their group is possibly not complete.
Based on the disadvantages, there
are several troubles in Two Stay Two Stray, but it can be helped if the teacher
creative and can manage the class well.
2.1.5
Passive Voice
Passive voice is one of English
grammar that has to be mastered by students. It is used when the focus on the
action. It is not important or not known; however, who or what is performing
the action.
2.1.5.1
The Form of the Passive Voice
Surayin (2010: 344) stated that the
passive of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past
participle of the active verb. The subject of the active verb becomes the
‘agent’ of the passive verb. The agent is very often not mentioned when it is
mentioned it is preceded by by and
placed at the end of the clause.
When rewriting active sentence in
passive voice, note the following:
a.
The object of the active sentence becomes the subject of the
passive sentence.
b.
The form of the verb is the appropriate form of to be (the
tense of the active voice main verb) + the past participle.
c.
The subject of the active sentence becomes the object of the
passive sentence (or is dropped).
Example (Simanjuntak, 2003:187):
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Active
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||||
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I
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write
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a letter
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Subject
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verb
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object
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Passive
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A letter
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is
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written
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(by me)
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Object
becoming subject
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Appropriate
form of to be
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Verb
(past
participle)
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Subject
becoming object or is dropped
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The
Passive continuous tenses require the present continuous forms of to be, which
are not otherwise much used:
Example:
Active : They are repairing the bridge.
Passive : The bridge is
being repaired.
Auxiliary
+ infinitive combinations are made passive by using a passive infinitive:
Example:
Active :
You must/should shut these doors.
Passive :
These doors must/should be shut.
2.1.5.2
Active Tenses and Their Passive
Equivalents
Table 2.1 Active Tenses and Their Passive Equivalents
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Tense/Verb Form
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Active Voice
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Passive Voice
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Simple present
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keeps
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is kept
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Present Continuous
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is keeping
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is being kept
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Simple past
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kept
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was kept
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Past continuous
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was keeping
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was being kept
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Present perfect
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have/has kept
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have/has been kept
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Past perfect
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had kept
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had been kept
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Future
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will keep
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will be kept
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Conditional
|
would keep
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would be kept
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Perfect conditional
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would have kept
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would have been kept
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Present infinitive
|
to keep
|
to be kept
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Perfect infinitive
|
to have kept
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to have been kept
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Present participle/gerund
|
keeping
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being kept
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Perfect participle
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having kept
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having been kept
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In
colloquial speech get is sometimes
used instead of be (Thomson and
Martinet, 1986:266):
Example:
The eggs got (=were) broken.
You’ll get (=be) sacked if you take any more time off.
Note
that in theory a sentence containing a direct and an indirect object, such as someone gave her a bulldog, could have
two passive forms:
She was given a bulldog. and A bulldog was given to her.
2.1.5.3
Uses of the Passive
The passive is used:
·
When it is not so important who or what did the action
(Murphy, 1985:84):
Example: This house was
built in 1895.
·
When we do not know, or do not know exactly, or have
forgotten who did the action:
Example: The minister was
murdered.
·
When the subject of the active verb would be ‘people’:
Example: He is
suspected of receiving stolen goods.
·
When the subject of the active sentence would be the
indefinite pronoun one. Example: One sees this sort of advertisement
everywhere would usually be expressed: This sort of advertisement is seen everywhere.
·
When we are more interested in the action than the person
who does it:
Example: A new public library is being built (by our local council)
·
The passive may be
used to avoid an awkward or ungrammatical sentence. This is usually done by
avoiding a change of subject:
Example: When he arrived home a detective arrested him, would
be better expressed: When he arrived home he was arrested (by a detective).
2.1.5.4
Preposition with Passive Verbs
1.
As already noted, the agent, when mentioned, is preceded by by:
Active : Dufy
painted this picture.
Passive : This
picture was painted by Dufy.
Active : Smoke
filled the room.
Passive : The room was filled with smoke.
2.
When a verb + preposition + object combination is put into
the passive, the preposition will remain immediately after the verb:
Active : We must
write to him.
Passive : He must be written to.
Active : They
threw away the old newspapers.
Passive : The old
newspapers were thrown away.
In first example “We must write to
him” we can see a verb “write”, preposition “to” and object “him”, when put
into passive, the preposition “to” is remained immediately after the verb
“write”, it is same with second example.
2.1.5.5
Infinitive Construction after
Passive Verbs
1.
After acknowledge, assume, believe, claim, consider,
estimate, feel, find, etc.
Example:
Active : People
said that he was jealous of her.
Passive : It was
said that he was jealous of her.
He was said to be jealous of her.
2.
Infinitives placed after passive verbs are normally full
infinitives:
Example:
Active : We saw
them go out.
Passive : They were seen to go out.
let, however, is used without to:
Active : They let
us go.
Passive : We were let go.
2.1.5.6
Past Participle as Adjective
(Stative Passive)
Azar (1993 : 294) stated that “be can be followed by a past
participle (the passive form). The past participle is often like an adjective. The
past participle describes or gives information about the subject of the
sentence. Past participles are used as adjectives in many common, everyday
expressions”.
Example:
Paul is married to Susan.
Paul was excited about the game.
Some common expressions with be +
past participle
be acquainted (with) be excited (about) be opposed (to)
be bored (with, by) be exhausted (from) be pleased (with)
be broken be finished (with) be prepared (for)
be closed be frightened (of, by) be qualified (for)
be composed of be gone (from) be related
(to)
be crowded (with) be hurt be satisfied (with)
be devoted (to) be interested (in) be scared (of by)
be disappointed (in, with) be involved (in) be shut
be divorced (from) be located in be spoiled
be done (with) be
lost be
terrified (of, by)
be drunk (on) be made of be
tired (of, from)
be engaged (to) be married (to) be worried
(about)
Example of passive voice in
conversation
Conversation I
A: Should I send the packages now?
B: No, that’s O.K. They’ve already been sent.
A: I want to help. Should I sweep the porch?
B: No, don’t worry. It’s already been swept.
A: At least let me help you pay the bills.
B: No problem. They’ve
already been paid.
Conversation II
A: An
important meeting will be held next month. Will you be there?
B: Of course. What
subject will be discussed?
A: We’ll discuss the problem of drugs in our
community.
B: Will any
law officers be invited?
A: Yes, we’re inviting several police officers.
B: The drug
dealers must be arrested or we’re going to have more problems.
Conversation III
A: Your back
should be seen by a specialist.
B: Yes, my back is giving me a lot of problems.
A: You should
be given a list of exercises.
B: Yes, I want
to be treated by a good physical therapist.
A: An antiinflammatory
medicine should be prescribed for you.
B: Yes, my
pain has to be reduced or I can’t work very effectively.
2.2
Conceptual Framework
Speaking is the delivery of language
through the mouth to express, tell, and deliver thought, idea, and feeling.
Speaking is probably the language skill that most language learners wish to
perfect as soon as possible. It used to be the only language skill that was
difficult to practice online. This is no longer the case. English learners can
practice speaking online using voice or video chat. They can also record and
upload their voice for other people to be listened.
Two Stay Two Stray strategy is
designed to differentiate instruction by providing students time and structure
for discussing on a given topic, enabling them to teach and give opportunity
the group to share result and information to the other groups. This learning
strategy promotes classroom participation by encouraging a high degree of
students’ response, rather than using a basic recitation method in which a
teacher poses a question and one student offers a response.
Additionally, this strategy provides
an opportunity for all students to share their thought with at least two other
students who visit to their group. It also increases their sense of concerning
in classroom learning. Two stay two stray can also be used as in information
assessment tool, as students discuss their ideas, the teacher can circulate and
listen to the conversation taking place and respond accordingly.
2.3
Hypothesis
The hypothesis of this research is stated below:
Ha :
There is an improvement of the students’ speaking skill in using the passive
voice by using Two Stay Two Stray strategy of grade X at MAS Daerah Simpang
Empat.
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RESEARCH METHOD
3.1
Location and Time of the Research
The location of the research will be
conducted at MAS Daerah Simpang Empat in February-May 2014, which is located at
Jl. Besar Simpang Empat, Kecamatan Simpang Empat. The researcher chooses this
location as a result of these reasons: (a) there is an access to do the
research; (b) the location is near, so it will not spend much time and much money
to achieve there; and (c) the research has never been done in the same place.
Table 3.1
Planning and Research Schedule
|
Activity
|
Month/Year 2013
|
Exp.
|
|||
|
Feb
|
Mar
|
April
|
May
|
|
|
|
First Observation
|
X
|
|
|
|
|
|
Planning
|
X
|
|
|
|
|
|
Observation
|
X
|
|
|
|
|
|
Collecting Data
|
X
|
X
|
X
|
X
|
|
|
First Cycle
|
|
X
|
|
|
|
|
Second Cycle
|
|
|
X
|
|
|
|
Result and Discussion
|
|
|
X
|
X
|
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3.2
Subject of the Research
|
21
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3.3
Research Variables
The variables of the research faced
in this learning process are independent variable and dependent variable.
Independent variable of this research is Two Stay Two Stray Strategy, while the
dependent variable of this research is “students’ speaking skill” in using passive
voice of grade X at MAS Daerah Simpang Empat in School Year 2013/2014.
3.4
Research Design
This research will be conducted in a
Classroom Action Research (CAR), aimed to solve problems through direct
application in the classroom and improving outcomes of teaching and learning. According
to Arikunto (2010:130), CAR is a
scrutiny of the activities
that are intentionally raised,
and occurs in
a classroom.
In conducting the research, the
researcher will work together with one of classroom teacher to solve the
students’ problems in teaching learning of speaking at MAS Daerah Simpang Empat
grade X in School Year 2013/2014.
The design of CAR will be conducted
in some cycles. A cycle process adapted from model by Kemmis and Mc. Taggart (cited
in Arikunto, 2010:137). It consisted of four main steps, namely: planning,
action, observation, and reflection. The cyclic process ended whenever the
problems have been overcome.
|
Reconnaissance
(Preliminary Study)
- Identifying
the problems
- Identifying
the source of problem
- Analyzing
the problem
- Formulating
the problem
|
|
Planning
of the Action
|
|
Reflection
and Revision
|
|
Implementing
of the Action
|
|
Observing
|
|
Re-planning
of the Action
|
|
Reflection
and Revision
|
|
Implementing
of the Action
|
CYCLE II
|
Observing
|
|
Success
|
|
Stop
|
Figure 3.1
The Design of Classroom Action Research
Classroom Action Research is
portrayed as a cyclical or spiral process. The cyclic process consists of four
main steps namely:
1.
Planning of the action, involves thinking process and
evaluating to reflect the event that have been happened and attempting to find
out ways to overcome problems encountered.
2.
Implementing of the action, in this step, we think and
consider what action was done, how method will be applied, and what material
was provided.
3.
Observing of the action is some activities that consist of
gathering data to identify the result of action. Collecting can be considered
from several factors: students’ and teacher’s interaction.
4.
Reflection is activity to verify the fairness of data and
interpret the data for doing some improvement and revision in other to enhance
the successful of teaching.
There are various kinds of classroom
action research models. The researcher would like to describe the model of
Kemmis and Mc. Taggart (1992). In implementing this model, the following
visualization is presented:
Cycle I
a.
Planning of the Action
1.
Design lesson plan.
2.
Prepare material to teach the passive voice.
3.
Prepare observation sheets for students.
4.
Prepare test sheets for students.
5.
Preparing criteria success.
b.
Implementing of the action
1. The teacher teaches based on lesson
plan.
2. The students listen about the explanation
of material.
3. The teacher will use the two stay
two stray strategy in teaching learning.
4. Provide the students with concept on
a given topic enabling them to formulate individual ideas.
5. Share these idea
c.
Observation
1. Observe each other in speaking performance.
2. Assessing students use observation
sheet.
d.
Reflection
In reflection, the researcher will
analyze the students speaking performance with the purpose to measure whether
first cycle is success or not. If the first cycle is not success, so the second
cycle will be established. The researcher will improve the implementation of
the first cycle.
Cycle II
a.
Planning of the Action
1.
Design lesson plan.
2.
Prepare material to teach the passive voice.
3.
Prepare observation sheets for students.
4.
Prepare test sheets for students.
5.
Preparing criteria success.
b.
Implementing of the action
1. The teacher teaches based on lesson
plan.
2. The students listen about the
explanation of material passive voice.
3. Students are grouped of 4 to discuss
their thought. This step allows students to articulate their ideas and consider
those of others.
4. Two members of each group move to other
group, and two other members stay at their group. After that, they back to
their home group and share the information gotten from other group.
5. Student groups share their ideas in
a larger group, such as the whole class.
c.
Observation
1. Observe each group.
2. Assessing students speaking
performance.
d.
Reflection
In reflection, the researcher will make
reflection and analyze about the students speaking performance, and make
conclusion. If the second cycle reaches the criteria of success, the researcher
will stop on the second cycle, if not, the researcher will continue to the next
cycle.
3.5
Instruments for Collecting Data
The instruments that will be used in
collecting data are:
a.
Observation
The researcher will observe the
students, teacher and classroom, and take note all things that related to the
research by using observation format.
b.
Test
Test
is included as part of the learning process. The success of a lesson can be
seen from the test results. Test will be used in this research is an oral exam
form because of the skill is speaking. The method of testing is different with
another. In this research, the students will be required to present
conversation between students in free theme and they have to use at least five passive
voice forms in their conversation. Each of them will be given a role and then
asked to conduct a conversation.
3.6
Technique for Analyzing Data
After collecting the data, the
researcher will analyze the capability of the students by using some criteria. According
to Syakur (1987:3, cited in Yultisa and Yani, 2013:3), there are at least five
components of speaking skill concerned with comprehension, grammar, vocabulary,
pronunciation, and fluency.
Table 3.2 The Criteria of Success
|
No
|
Name
|
Criteria
|
Total
|
Category
|
||||
|
Fluency
|
Pronunciation
|
Grammar
|
Comprehension
|
Vocabulary
|
||||
|
20
|
20
|
20
|
20
|
20
|
100
|
|||
|
|
|
|
|
|
|
|
|
|
Category excellent = 90-100, good = 72-89, enough = 62-71,
less = 52-61, and more less = <52.
If the implementation of the first
cycle of students does not achieve exhaustiveness 85%, it means the first cycle
is fail, and the research will be continued to second cycle with the same
material to reach the exhaustiveness of learning by using the same formula.
There are two points that will be
used in this research to measure the success of this classroom action research:
1.
Individually
Every student should reach the Minimum
Completeness Criteria (KKM) in speaking skill (based on the school KKM rules).
2.
Classically
At least 85% of the class should
reach the Minimum Completeness Criteria (KKM) or more.
Percentage of passing the
examination classically can be formulated as:
Explanation:
D : Percentage
of passing the examination classically
X : Amount of
the students that passed of examination
N : Amount of
all the students
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siapa nama lengkap kakak dan tulisan ini, dari kampus mana?
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