IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM

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IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM

THROUGH ROUND ROBIN TECHNIQUE

(A Classroom Action Research at the Ninth Grade of an SMP in Surakarta

in the Academic Year of 2017/2018)

A THESIS

GUPITANINGRUM LABDA KUSUMA JATI

K2213026

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfil of the Requirement for Obtaining the Undergraduate

Degree of English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2017


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IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM

THROUGH ROUND ROBIN TECHNIQUE

(A Classroom Action Research at the Ninth Grade of an SMP in Surakarta

in the Academic Year of 2017/2018)

A THESIS

GUPITANINGRUM LABDA KUSUMA JATI

K2213026

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfil of the Requirement for Obtaining the Undergraduate

Degree of English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2017


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ABSTRACT

Gupitaningrum Labda Kusuma Jati. K2213026. IMPROVING STUDENTS’

PARTICIPATION IN EFL CLASSROOM THROUGH ROUND ROBIN

TECNHIQUE (A Classroom Action Research at the Ninth Grade of an SMP

in Surakarta in the Academic Year of 2017/2018). Thesis, Surakarta: Teacher

Training and Education Faculty of Sebelas Maret University, December 2017.

The objectives of the research are to find out in what way Round Robin

technique can improve the students’ participation in EFL classroom and the

classroom situation when Round Robin technique is implemented at the IX PK

class of an SMP in Surakarta in the academic year of 2017/2018.

This research was conducted at IX PK class of an SMP in Surakarta. The

class consists of 25 students. The research is a classroom action research (CAR).

This research was conducted in 2 cycles. The first cycle consist of three meetings

and the second cycle consists of two meetings. There were four stages of

classroom action research used in each cycle: planning, acting/implementing,

observing, and reflecting. The data were collected through observation, interview,

questionnaire, and photographs.

There are three conclusions found in this research. First, Round Robin

technique can improve the students’ participation in EFL classroom. (1) In Round

Robin technique, the students had to finish the task given individually before they

shared it, so they had to focus more on the teacher’s explanation to finish the task

properly. (2) In Round Robin technique, the students discussed together to find

the best answer of the task and make a conclusion from the learning material. It

helped the students to understand more about the material; therefore when the

teacher asked questions related to the material, the students knew the answers and

their willingness to answer the questions voluntarily was improved. (3) In Round

Robin technique, each student had to share their opinion in the group discussion,

when they got difficulties to speak in English; they did not hesitate to ask the

teacher’s help. (4) In Round Robin technique, the students were not allowed to

interrupt or criticize when a group member was sharing his opinions. Therefore,

the students felt comfortable and confident to share their opinions. They were not

shy to share their opinions in the group discussion. (5) In Round Robin technique,

the students’ groups were arranged based on the students’ learning achievements

and characteristics; therefore there was not domination from certain students in

the group discussion. Moreover, the groups that consist of low- level students

were more motivated to work seriously and not rely on certain students. The

students finished the task given properly and collected it on time. Second, the

implementation of Round Robin technique creates a conducive classroom

environment. As the students are participating actively in the learning, the

classroom situation becomes conducive. Third, to implement Round Robin

technique effectively, the teacher should consider the students’ grouping and

classroom management.

Keywords: EFL classroom, students’ participation, Round Robin technique


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ABSTRAK

Gupitaningrum Labda Kusuma Jati. K2213026. MENINGKATKAN

PARTISIPASI SISWA PADA PEMEBELAJARAN BAHASA INGGRIS

DENGAN TEKNIK ROUND ROBIN (Penelitian Tindakan Kelas pada Kelas

Sembilan di Sebuah SMP di Surakarta pada Tahun Pelajaran 2017/2018).

Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas

Maret, Desember 2017.

Penelitian ini bertujuan untuk mengetahui bagaimana teknik Round Robin

dapat meningkatkan partisipasi siswa dalam pembelajaran bahasa Inggris dan

kondisi kelas ketika teknik Round Robin diimplementasikan di kelas IX PK

sebuah SMP di Surakarta pada tahun ajaran 2017/2018.

Penelitian ini dilaksanakan di kelas IX PK sebuah SMP di Surakarta.

Kelas IX PK terdiri dari 25 siswa. Penelitian ini merupakan Penelitian Tindakan

Kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus. Siklus pertama terdiri

dari 3 pertemuan dan siklus kedua terdiri dari 2 pertemuan. Dalam tiap siklus,

terdapat empat langkah penelitian tindakan kelas yang digunakan: perencaaan,

pelaksanaan, pengamatan, dan refleksi. Data dalam penelitian ini dikumpulkan

melalui pengamatan, wawancara, angket, dan foto.

Terdapat tiga kesimpulan dalam penelitian ini. Pertama, teknik Round

Robin dapat meningkatkan partisipasi siswa dalam pembelajaran bahasa Inggris.

(1) Dalam teknik Round Robin, siswa harus menyelesaikan tugas secara individu

sebelum didiskusikan kepada kelompok, sehingga mereka harus fokus kepada

penjelasan guru agar bisa mengerjakan tugas sesuai dengan perintah. (2) Dalam

teknik Round Robin, siswa berdiskusi untuk menemukan jawaban terbaik dari

tugas yang diberikan dan membuat kesimpulan, diskusi ini membantu siswa

menjadi lebih faham mengenai materi yang diajarkan, sehingga ketika guru

bertanya mengenai materi, siswa mengetahui jawabannya dan keinginan mereka

untuk menjawab pertanyaan secara sukarela meningkat. (3) Dalam teknik Round

Robin, tiap siswa harus menyumbangkan opini, sehingga ketika mereka kesulitan

untuk berbicara dalam bahasa Inggris, mereka tidak malu untuk bertanya kepada

guru. (4) Dalam teknik Round Robin, siswa dilarang mengkritik pendapat siswa

yang lain, hal ini membuat siswa nyaman dan percaya diri ketika menyampaikan

pendapat. Mereka tidak malu untuk menyampaikan pendapat dalam diskusi (5)

Dalam teknik Round Robin siswa dibagi dalam kelompok berdasar hasil belajar

dan karakter; sehingga diskusi tidak didominasi oleh siswa tertentu. Terlebih lagi,

kelompok beranggotakan siswa yang kurang aktif, menjadi termotivasi untuk

serius menyelesaikan tugas dan tidak bergantung pada siswa tertentu. Siswa

menyelesaikan tugas dengan benar dan mengumpulkannya tepat waktu. Kedua,

teknik Round Robin menciptakan kondisi kelas yang kondusif. Dikarenakan siswa

berpartisipasi dalam pembelajaran, kondisi kelas menjadi kondusif. Ketiga, agar

teknik Round Robin dapat diimplementasikan secara efektif, guru harus

memperhatikan pengelompokan siswa dan pengaturan kelas.

Kata Kunci: partisipasi siswa, pembelajaran bahasa Inggris, teknik Round Robin


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MOTTO

“O you who believe! If you help (in the cause of) Allah, He will help you, and

make your foothold firm.”

(Q.S. Muhammad: 7)


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DEDICATION

In the Name of Allah, the Most Gracious, the Most Merciful

This thesis is especially dedicated to my best supporters: my beloved Ibu, Titik

Rochmani, and Bapak, Jati Pracaya; my the one and only little brother,

Luhur Pambudi Kusuma Jati, and my beloved Mbah Uti and Mbah Kakung.

Also… For my beloved Uti, Tung, Mbah Ti, and Mbah Kung,

“Alhamdulillah… I can fulfill one of your big dreams…”


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ACKNOWLEDGEMENT

First of all, the writer praises to Allah SWT, the Lord of the worlds, for

blessing, mercy, and love given to the writer, so the writer can finish this thesis.

The writer realizes that the writer would not be able to finish this thesis without

prayer, support, and guidance from many people. Therefore, the writer would like

to express the sincerest gratitude to:

1. Prof. Dr. Joko Nurkamto, M.Pd, the Dean of Teacher Training and

Education Faculty of Sebelas Maret University;

2. Teguh Sarosa, S.S., M.Hum, the Head of English Education

Department of Sebelas Maret University;

3. Drs. Martono, M.A., as the first advisor who always gives guidance,

advice, and motivation to the writer, and patiently correct each

sentence in this thesis;

4. Teguh Sarosa, S.S., M.Hum., as the second advisor who always

encourages and motivates the writer to finish this thesis and warmly

guide the writer in his busy schedule;

5. All of the lecturers and staffs of English Education Department;

6. Drs. H. Sugiyono, the Headmaster of SMP Muhammadiyah 2

Surakarta who had given the opportunity to the writer to conduct the

research at SMP Muhammadiyah 2 Surakarta;

7. Lestari, the English teacher of IX PK class of SMP Muhammadiyah 2

Surakarta who had given support and guidance for the writer in

conducting the research;

8. The IX PK class students of SMP Muhammadiyah 2 Surakarta who

help the writer in conducting the research;

9. The writer beloved parent and brother, as the writer’s best supporters

who always give unconditional love, affection, and prayer;

10. Mbak Ama, Ukh Intan, Ukh Vita, Ukh Lita, Ukh Susi, Ukh Diah, Ukh

Sita, Ukh Dini, and Ukh Arini who always remind the virtue of Allah

SWT and Islam during the hard times;


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11. Dena, Tyas, Candra, Ade, Nimas, Anis, Alice, Ika, Nissa, and all of

beloved friends in English Education Department 2013 who have

shared happiness and spirit.

The writer realizes that there are some lacks in this thesis; therefore all of

the critics and suggestions for the improvement of this thesis are really

appreciated. Hopefully, this thesis will be useful for the readers and the writer

herself.

Surakarta, December 2017

The writer

Gupitaningrum Labda Kusuma Jati


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TABLE OF CONTENTS

COVER ................................................................................................................... i

PRONOUNCEMENT ........................................................................................... ii

PROPOSED TITLE ............................................................................................. iii

APPROVAL OF THE CONSULTANTS .......................................................... iv

LEGALIZATION OF EXAMINERS ..................................................................v

ABSTRACT .......................................................................................................... vi

ABSTRAK ........................................................................................................... vii

MOTTO .............................................................................................................. viii

DEDICATION ...................................................................................................... ix

ACKNOWLEDGEMENT .....................................................................................x

TABLE OF CONTENTS.................................................................................... xii

LIST OF TABLES ...............................................................................................xv

LIST OF FIGURES ........................................................................................... xvi

LIST OF APPENDIXES .................................................................................. xvii

CHAPTER I INTRODUCTION...........................................................................1

A. Background of the Study .............................................................................. 1

B. Problem Statements ...................................................................................... 4

C. The Objectives of the Study ......................................................................... 5

D. The Benefits of the Study ............................................................................. 5

CHAPTER II LITERATURE REVIEW .............................................................7

A. Theoretical Description ................................................................................ 7

1. Definition of Students’ Participation ........................................................ 7

2. Indicators of Students’ Participation ........................................................ 8

3. Benefits of Students’ Participation ........................................................... 9


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4. Factors Leading to Students’ Low Participation in EFL Classroom ...... 10

5. Assessing Students’ Participation .......................................................... 12

B. Review of Round Robin Technique ........................................................... 14

1. Definition of Round Robin ..................................................................... 14

2. Procedures of Round Robin ................................................................... 14

3. The Strengths and Weaknesses of Round Robin .................................... 15

C. Review of Related Research ...................................................................... 16

D. Rationale .................................................................................................... 17

CHAPTER III RESEARCH METHODOLOGY .............................................20

A. The Setting of the Research ....................................................................... 20

B. The Schedule of the Research .................................................................... 20

C. The Subject of the Research ....................................................................... 20

D. The Method of the Research ...................................................................... 21

E. The Procedures of the Research ................................................................. 21

F. Techniques of Collecting Data ................................................................... 23

G. Techniques of Analysing Data ................................................................... 26

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................28

A. Research Findings ...................................................................................... 28

1. The Situation before the Research .......................................................... 28

2. The Implementation of the Research ...................................................... 31

B. Discussion .................................................................................................. 56

1. The Implementation of Round Robin Technique to Improve Students’

Participation in EFL Classroom ..................................................................... 56

2. The Classroom Situation when Round Robin Technique is

Implemented… .............................................................................................. 60


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3. Points that Must be Considered in the Implementation of Round Robin

Technique in EFL Classroom ........................................................................ 61

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........64

A. Conclusion ................................................................................................. 64

B. Implication ................................................................................................. 65

C. Suggestion .................................................................................................. 66

BIBLIOGRAPHY ................................................................................................68

APPENDICES ......................................................................................................71


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LIST OF TABLES

Table 2.1 Construct of Students’ Participation Indicators ......................................... 9

Table 2.2 Scoring Rubric of Students’ Participation ................................................. 13

Table 3.1 The Schedule of the Research .................................................................... 20

Table 4.1 The Summary of the Pre-research .............................................................. 30

Table 4.2 The Outline of the Lesson Plans in Cycle 1 ............................................... 32

Table 4.3 The Summary of the Observation in Cycle 1 ............................................. 40

Table 4.4 The Summary of the Reflection in Cycle 1................................................ 43

Table 4.5 The Outline of the Lesson Plans in Cycle 2 ............................................... 44

Table 4.6 The Summary of the Observation in Cycle 2 ............................................. 54


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LIST OF FIGURES

Figure 3.1 Action research model based on Kemmis and McTaggart (1989) ........... 21


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LIST OF APPENDICES

Syllabus ...................................................................................................................... 71

Lesson Plans ............................................................................................................... 92

Observation Sheets ..................................................................................................... 127

Students’ Participation Assessment Sheets ................................................................ 136

Questionnaire ............................................................................................................. 146

Interview Transcripts ................................................................................................. 153

Field Notes ................................................................................................................. 167

Diaries ........................................................................................................................ 193

The List of the Students ............................................................................................. 214

Students’ Tasks .......................................................................................................... 215

Photographs ................................................................................................................ 219

Letters ......................................................................................................................... 225

IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM

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