i

TASK BASED LANGUAGE TEACHING IN IMPROVING

STUDENTS’ SPEAKING SKILL THROUGH CARTOON

STORY MAKER

(A CAR OF THE 10th GRADE STUDENTS OF MAN TEMANGGUNG)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ANDI WIDDAYA SOFYANA

113 11 007

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

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MOTTO

حالتك إللأ عامل عىل وجود إلفرإغ من إ

رعوانت إلنفس“Your postponement to do goodness because of waiting the

leisure time is a part of your stupidity”

Syekh Ibnu Athaillah Assakandari. Mutu manikam dari kitab Al-hikam. 2012

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DEDICATION

This graduating paper is dedicated to:

1. My Parents who always educate me in doing good things

2. My Sister Eli Farida Susanti and her little family (Syaefuddin and Najwa

Salsabila Azzahra) who fill my life with love and affection.

3. My English teacher Mr. Seneng who always helps me in everything and K.

Mahfud Solihuddin my advisor who always gives me advices.

4. My unforgettable friends in International Class IAIN Salatiga.

5. My little sister Nia Kurniawati who always encourages me.

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ACKNOWLEDGEMENT

Praised be to Allah, Lords of the worlds, who has given the writer His love

and compassion to finish the last assignment in his study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion and his

adherence.

It is pleasure to acknowledge the help and contribution to all lectures,

institution, family and friends who have contributed in different ways hence this

graduating paper is processed until it becomes a complete writing which will be

presented to the Faculty of Teacher Training and Education Department in partial

fulfillment of the requirements for the degree of S.Pd.I in English Education

Department.

The writer’s sincere gratitude goes to:

1. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for

Islamic Studies

(IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education

Faculty.

3. Noor Malihah, Ph.D. as the Head of English Education Department.

4. Rr. Dewi Wahyu M, M.Pd, as the writer’s councelor who has

guided, directed, motivated, and advised the writer in finishing the

thesis.

5. Romlan and Suwarti as the writer’s parents who always encourage

and pray for him with all of their hearth

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TABLE OF CONTENTS

PAGES

TITLE…………………………………………………………………………. i

DECLARATION ............................................................................................. ii

ATTENTIVE COUNSELOR NOTES ............................................................. iii

STATEMENT OF CERTIFICATION ............................................................. iv

MOTTO ........................................................................................................... v

DEDICATION ................................................................................................. vi

ACKNOWLEDGMENT .................................................................................. vii

TABLE OF CONTENT ................................................................................... viii

LIST OF TABLES AND FIGURES…………………………………………. xii

ABSTRACT………………………………………………………………….. xiii

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

A. Backgorund of the Research .................................................... 1

B. Statement of the Problems ...................................................... 5

C. Objectives of the Studies .......................................................... 5

D. Significances of the Study……………………………………. 6

E. Limitation of the Study……………………………………….. 7

F. Definition of Key Terms……………………………………… 7

CHAPTER II REVIEW OF THEORIES .................................................. 10

A. Previous Studies ....................................................................... 10

B. Task Based Language Teaching……………………………… 12

1. Definition of TBLT………………………………………... 13

2. Approach of TBLT………………………………………… 14

3. Characteristics of the Teaching/Learning Process in TBLT

……………………………………………………………....... 15

4. Teachers’ and Learners’ Role in TBLT………………….... 16

5. Types of Task in TBLT......................................................... 16

6. TBLT Methodology……………………………………….. 17

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C. Speaking Skill………………………………………………... 22

1. Definition of Speaking…………………………………… 22

2. Elements of Speaking……………………………………. 22

3. Characteristics of Speaking Performance………………... 23

4. Speaking is the Matter of Habit………………………….. 24

5. Speaking Difficulties in Foreign Language Learning……. 24

D. Cartoon Story Maker (CSM)…………………………………. 25

1. Definition of CSM……………………………………….. 25

2. Features of CSM…………………………………………. 25

3. Usage of CSM……………………………………………. 26

4. CSM in the Classroom……………………………………. 26

CHAPTER III RESEARCH METHODOLOGY………………………… 28

A. Research Setting……………………………………………….. 28

1. Research Location................................................................ 28

2. Research Schedule................................................................ 28

3. General Description of MAN Temanggung………………. 29

B. Research Methodology………………………………………… 30

C. Subject of the Research………………………………………… 32

D. Design and Procedures of Classroom Action Research (CAR)… 32

1. Cycle I………………………………………………………. 33

2. Cycle II……………………………………………………… 36

E. Technique of Collecting the Data……………………………….. 37

1. Observation………………………………………………….. 38

2. Test…………………………………………………………... 39

3. Documentation………………………………………………. 40

4. Interview.................................................................................. 41

F. Technique of Analyzing Data........................................................ 41

1. Qualitative data……………………………………………… 41

2. Quantitative…………………………………………………. 41

CHAPTER IV FINDINGS AND DISCUSSION………………………….. 53

A. Research Findings………………………………………………. 53

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1. Cycle I………………………………………………………. 53

2. Cycle II……………………………………………………… 61

B. Data Analysis and Discussion…………………………………… 69

1. Test Analysis………………………………………………... 69

2. Observation Analysis……………………………………….. 73

CHAPTER V CLOSURE…………………………………………………… 76

A. Conclusions……………………………………………………... 76

B. Suggestions……………………………………………………... 76

1. Teachers…………………………………………………….. 77

2. Students…………………………………………………….. 77

3. Other researchers.................................................................... 78

REFERENCES

CURRICULUM VITAE

APPENDIXES

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LISTS OF TABLES AND FIGURES

Table 3.1 : Research Schedule 24

Table 3.2 : Observation Checklist for the Teacher 38

Table 3.3 : Observation Checklist for the Students 39

Table 3.4 : Fluency and Coherence 42

Table 3.5 : Lexical Resource and Vocabulary 44

Table 3.6 : Grammatical Range and Accuracy 46

Table 3.7 : Pronunciation 48

Table 3.8 : Comprehension 49

Table 3.9 : Conversion of Speaking Skill of the Students 50

Table 4.1 : Result of Post-test I 57

Table 4.2 : The examples of the use of regular and irregular verbs 62

Table 4.3 : Result of Post-test II 65

Table 4.4 : Result of Pre-test, Post-test I and Post-test II 69

Table 4.5 : Students’ Mean Score 70

Table 4.6 : Conversion of Students’ Proficiency 72

Figure 3.1 : Flowchart of CAR 32

Figure 4.1 : The outline of famous person story 63

Figure 4.2 : Students’ score mean improvement 71

Figure 4.3 : Students’ Score Percentage 71

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ABSTRACT

Sofyana, A.W. 2015. Task Based Language Teaching in Improving

students’ speaking

Skill Through Cartoon Story Maker (A CAR of the 10th Grade

Students of MAN Temanggung). A Graduating Paper. Teacher

Training and Education Faculty. English Education Department.

State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Rr.

Dewi Wahyu M, M.Pd.

This research goal were to know the implementation of TBLT in

improving students’ speaking skill through cartoon story maker and to

know the students’ improvement on speaking skill by implementing Task

Based Language Teaching through cartoon story maker. This research was

accomplished at the tenth grade students of social science II of MAN

Temanggung in which consisted of 38 students as respondent. The

methodology of this research used CAR which is designed by Arikunto

which each consists of four phase; planning, acting, observing, and

reflecting per cycle. In sustaining the research result, two types of data are

collected; qualitative data that derived from observation and interview

towards the students and the teacher as well. On the other hand, the

quantitative data that derived from the test result; pre-test and post-test

result. Then those data analyzed by the researcher by using statistical

analysis to know the final result of the implementation TBLT in improving

students’ speaking skill through cartoon story maker in the CAR. The

result of this study shown, that the implementation of TBLT through

cartoon story maker in improving students’ speaking skill was effective. It

was proven by data that were derived from this study. There were found

21.73 points of improvement of the students’ mean score; 16 points were

derived from post-test I result and 5.73 points were derived from post-test

II after implementing TBLT through cartoon story maker. On the other

hand, there were 81.5% students had passed the KKM (70); 36.9% were

obtained from the first cycle and 81.5% were obtained from the second

cycle. Based on the result, there were 31 of 38 it meant that 81.5% of the

students passed the KKM exceed 75%. It can be concluded that this CAR

was successful.

Keywords: TBLT in Speaking, Cartoon Story Maker, Speaking Skills.

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CHAPTER I

INTRODUCTION

A. Background of the Study

Today, for the learners who are studying English in a non-English

speaking setting, it is very important to experience real communicative

situations in which they will learn how to express their own views and

opinions, and they develop their oral fluency and accuracy on speaking skill

which are very essential for the success of foreign language communication.

Classroom Interaction then, is necessary and useful as an educational strategy

to enhance learning. According to Ellis (2003:135) classroom interaction

strives to involve and support learners in the learning process. Among the ways

to create this language learning process in the classroom, Task Based Language

Teaching (TBLT) presents opportunities to employ effective and meaningful

activities and thus promotes communicative language use in the classroom.

The concept of teaching method that used by teacher in the classroom

plays a significant role in the process of foreign language learning. In fact the

considerable interest in the role of interaction in the context of learning

becomes an important factor for the researchers of this field because it creates

opportunities for the classroom community to develop knowledge and skills.

(Willis, 1996:97) suggested that TBLT is seen as a method fostering a learning

environment that finds appropriacy in all skills and often combines more than

one skill in the same task.

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Another clear purpose of choosing TBLT is to increase learner activity;

TBLT is concerned with learner and not teacher activity and it lies on the

teacher to produce and supply different tasks which will give the learner the

opportunity to experiment spontaneously, individually and originally with the

foreign language. Each task will provide the learner with new experience with

the foreign language and at this point the teacher has a very important part to

play. The term ‘task’ which one of the key concepts in TBLT is defined as a

piece of work undertaken for oneself or for others, freely or for some reward.

(Long, 1985:95)

Dealing with cases mentioned above, in teaching and learning process

basically, English teachers have begun attempting to teach foreign language in

a way that was more similar to first language acquisition. However, in fact their

endeavor seems completely difficult to encourage students to speak English.

Feeling awkward to always say things in English sometimes attack students

that it becomes problems toward English teaching. In addition when attempting

to speak, learners must muster their thought and encode those ideas in the

vocabulary and synthetic structures of the target language. Therefore, it brings

about uncomfortable to use the target language toward students eventually.

To deal with this case, the teacher is challenged to be as creative as

possible to provide opportunities for students to expose and to reinforce

students’ speaking skill. To encourage students to practice their English, some

English teachers sometimes utilize games, role plays, dramas, and other

activities, in order to make students enjoy learning and to reduce their boring.

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Such those activities may help students to always expose their ability to

produce sentences and to use the appropriate expressions based on the situation

created by the teacher in the classroom. It usually makes students enthusiast.

Moreover when the teacher gets them to participate the activity that it

challenges them to compete with other students. It not only makes students

attempt to be the best from others, but also be a chance for them to attain scores

through given feedback.

Unfortunately, such those activities and teaching method are rarely

conducted at tenth grade of MAN Temanggung. The English teacher teaches

English by using traditional and monotonous strategy in which he reads loudly

a dialogue that has been written on the students’ workbook in the front of class

as well as the meaning of the dialogue. After reading it, he instructs the students

to repeat after him untill the overall dialogue is read.

To measure students’ understanding of the lesson, the teacher asks the

students to practice the dialogue in pairs by using the textbook. The teacher

seldom ask the students whether they are really understand the use of those

expressions. On the other hand, the students’ activities in the classroom only

read a dialogue, write its meaning based on what the teacher’s say and then

practice it in front of the class with their friend without knowing when they

have to use the expression in real situation. Hence, when they are asked

someone else about things they will be speechless. For example; when they are

asked about their experiences, what was your experience, where did it happen,

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when did it happen. They will say “I visit …, I visit …. Last holiday”. Both

question and answer not coherent.

This strategy (textbook based-learning) completely cannot help the the

students expand their knowledge in spoken language. it is possibly become

and ongoing problem for the students when they come into the higher level.

This strategy also causes other problems such as; firstly, in Indonesia, English

is a foreign language, which it brings about students feeling better to use their

first language that is Bahasa Indonesia. Moreover, limited vocabulary makes

the students difficult to say anything in the classroom. Therefore, the only thing

they do is keeping silent. Secondly, the students feel bored because the teacher

always uses the same strategy. Finally, the students unable to speak English

correctly.

Based on the problem above, as for the researcher, it is very important

to seek the way to overcome the students’ problems and figure out the

difficulty they face in speaking skill. Therefore, a research is carry out to

analyze and to find the overcoming the students’ problems. In this case, the

students of 10th grade social science II are chosen as the subject of the study.

Here, the researcher tries to propose the use TBLT through cartoon story maker

in improving student’s ability in English especially in speaking ability.

As mentioned above, TBLT is a method of teaching language based on

the real world or target task by using language. The task that is given to the

students is in the form of computer application that is cartoon story maker that

will make students more understand the dialogue and its uses in their daily

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activities. According to Lee (2000:30) through task, students are provided with

“purpose” to use the target language.

From those statements above, the researcher would like to conduct a

research to improve students’ speaking ability by using TBLT through cartoon

story maker to be as communicative as possible under the title “Task Based

Language Teaching in Improving Students’ Speaking Skill through Cartoon

Story Maker (A Classroom Action Research of the 10th grade Students of MAN

Temanggung)

B. Statement of the Problems

Based on the background of the study above, the problems of the study

can be formulated as follows:

1. How is the implementation of Task Based Language Teaching

(TBLT) through cartoon story maker in improving students’

speaking skill at 10th grade students of MAN Temanggung in the

academic year of 2014/2015?

2. How is the improvement of students’ speaking skill after being

taught using Task Based Language Teaching (TBLT) through

cartoon story maker at 10th grade students of MAN Temanggung

in the academic year of 2014/2015?

C. Objectives of the Study

Based on the research statement, this particular study is aimed at:

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1. To Describe the implementation of Task based language teaching

(TBLT) through cartoon story maker at 10th grade students of

MAN Temanggung in the academic year of 2014/2015.

2. To identify how much students’ speaking skill improvement after

being taught by using Task Based Language Teaching (TBLT)

through cartoon story maker at 10th grade students of MAN

Temanggung in the academic year of 2014/2015.

D. Significances of the Study

The result of the study is expected to be used theoretically and

practically:

1. Theoretically

a. The result of this study is expected to be able to increase the

students’ fluency of speaking skill by implementing TBLT

through cartoon story maker .

b. This study gives some advantages, especially for the

researcher and also for the respondents and also all students

toward their speaking ability and pronunciation.

c. As a reference for other researchers who want to study about

TBLT through cartoon story maker towards fluency on

pronunciation more intensively.

2. Practically

The result of this study is suggested to improve speaking

ability to increase the students’ fluency on speaking.

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E. Limitation of the Study

The target of this study is investigating the implementation of Task

based language teaching through cartoon story maker toward the fluency on

speaking. Properly, TBLT in this study, focuses on the usage of cartoon story

maker as a tool to make the students easier to understand and practice speaking.

The topic that is discussed in the following study are about “Talking about an

idol and admired people”

In order to enhance the speaking skill of 10th grade students of MAN

Temanggung, the researcher proposes using a procedure based on the use of

tasks as the core unit of planning and instruction in language teaching called

Task-Based language Teaching (TBLT).

F. Definition of Key Terms

To avoid problem, misunderstanding and misinterpretation of the

research finding, the researcher would like to explain and define the key terms

are used:

1. Task Based Language Teaching (TBLT)

Ellis (2003:63) reports that task- based language teaching is a form

of teaching that treats language primarily as a tool for communicating rather

than as a subject for study or manipulation. Richards and Rodgers (2001:

228) suggest that because the reason for this is that "tasks are believed to

foster processes of negotiation, modification, rephrasing, and

experimentation that are at the heart of foreign language learning".

From those definition the researcher asserts that if learners are to

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develop the competence they need in order to use a foreign language easily

and effectively in the kinds of situations they meet outside the classroom,

they need to experience how language is used as a tool for communication

within it. 'Task' serves as the most obvious means for organizing teaching

along these lines.

Finally, TBLT proposes the use of tasks as a main component in

language classroom because it provides better understanding for activating

learner acquisition processes and promoting foreign language learning.

TBLT is therefore based on a theory of language learning rather than a

theory of language structure.

2. Speaking Skills

Speaking skill become the core of language that is learnt by students.

It becomes the most difficult part that students rarely practice in their daily

life. According to Harmer (1996:14) speaking is defined as a form of

communication, so a speaker must convey what he/she is saying effectively.

In line with this definitions, Carter (1997:4) defines it as “one of the types

of composing language, the type that is swift, complicated, frequent, and

primary, because the language itself is symbolic used by communicators to

construct and convey information”. Moreover, skill is defined as the ability

to do something well and expertly as a result of training, practice, or

experience (Holt, Rinehart and Winston, 1966: 75).

From those definition, the researcher infers speaking as activities by

which human beings try to express thought, opinion, and to exchange

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information by using utterances in the form of communication. Therefore,

as a tool of communication, it is necessary for people to have good speaking

skill. Speaking skill is not an instant skill to be acquired. It needs long

process. Moreover, speaking skill is dealing with habitual activities that

students always do, it means that if students never practice speaking so they

will to understand expressions and its usage. Finally, it needs huge amount

of practice to be more successful language learner. In short, it can be said

that speaking skill is the ability to produce utterance to express thought and

to convey meaning.

3. Cartoon Story Maker

Cartoon story maker is a computer application that can be used by

both teachers and students to ilustrate conversations and dialogues in a 2D

form (Adam, 2013). Not only conversations but also stories that include an

unlimited number of frames and are view frame by frame. Each frame can

include images, test bubbles, and voice recordings. The stories can be saved

on a computer as HTML page (webpages), and can easily viewed by others

on any computer using a web browser such as internet explorer. Stories can

be printed. Completed stories can also be loaded back into cartoon story

maker and edited or added to. Furthermore by using this application the

researcher try to help students to comprehend conversations and then

practice it easily.

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CHAPTER II

REVIEW OF THEORIES

A. Previous Studies

As mentioned above, a lot of things may affect fluency on speaking that

are fluency, lexical resource, grammars, and pronunciation. Moreover, this

study only focuses on the implementation of the uses of task based language

teaching through cartoon story maker towards the fluency on speaking.

This review of literatures presents relevant information that is needed

to understand and support the present study. Therefore there three literature

review that would be presented by the researcher.

The first study that has done by Tareq Mitib Murad (2009) from

Yarmouk University in his graduating paper entitled “The Influence of Task

Based Language Teaching (TBLT) in Improving Students’ Speaking Skills

Among The Palestinian Secondary EFL Students in Israel And Their Attitudes

Towards English”. This objective of this study was to investigate the effect of

a task-based language teaching program on developing the speaking skills of

Palestinian secondary students and their attitudes towards English. The

students were in the eleventh grade (second secondary grade) during a period

of three months in which this study was conducted (January-March) of the

academic year 2008/2009. Finally, the researcher recommended that

curriculum designers incorporate TBLT principles and procedures in the

students' books and teachers' guides.

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The second study is done by Ajey Dalley (2009) from the University

of Brimingham entitle “Implementing Task-Based Language Teaching in

Korean classrooms”. There are two research questions presented by her namely

: 1. Do you think that Task-Based Language Teaching if adopted in your own

teaching context would result in more students being able to communicate

effectively in English? . 2. Why (not)? What would be the advantages and/or

problems of implementing a task-based approach in this context?. She used

commnunicative approach and learner-centered of TBLT on teaching English

towards the students in Korea. The result of her study is succes that more that

75% of the students feel enjoy while they practice speaking in the classrom.

Moreover the Korean gevernment change their policy and this methodology to

be implemented by all the schools in Korea.

The last reserach regarding task-based application in the EFL

classroom were summarized in this section to give an overview of what

researcher had done so far in this field. Fan-Jiang’s (2005) from Yuan Ze

University of Taiwan. This study aimed to investigate the effectiveness of

implementing TBLT in a Taiwanese primary school, and her finding revealed

that TBLT could enhance the students’ motivation and attitudes toward

learning English. She conducted a detailed qualitative study to explore the

implementation of task-based teaching in an elementary English class in

Taiwan. The overall results of her study evinced that the implementations of

task-based teaching was challenging for both the teacher and students

involved; however, students did enjoy working on the tasks at different level.

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Her results revealed that there were longer turns in spontaneous speech

and increasing use of interactional adjustment toward the end of the treatment

period, and using supplementary cooperative materials involved students in

comprehending and producing the target language more willingly and more

effectively. Based on those previous studies, TBLT brought about positive

learning outcomes and motivation. Especially, the task-based speaking

activities helped students to cultivate better communicative skills and social

skills in interrogating meaning.

In conclusion, TBLT is advantageous to the EFL students because it is

more student-centered, allows more meaningful communication, and often

provides practical extra linguistic skill building. Although the teacher may

present language in the pre-task, the students in the classroom are ultimately

free to use grammar constructs and vocabulary they want. This allows them to

use all the language they know and are learning, rather than just the ‘target

language’ of the lesson. Furthermore, as the tasks are more likely to be

engaged, which may further motivate them in their language learning.

B. Task based language teaching (TBLT)

The new curriculum focuses on speaking skills through the domain

of social interaction. This is because speaking skills are extremely important

when teaching EFL. Graham-Mar (2004:78) claims that the importance of

teaching speaking skills stems from the fact that human beings have been

acquiring language through speaking and listening long before they began

reading and writing. Our brains are well programmed to learn language

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through sound and speech. The basic theory of these topics will be discussed

briefly in this chapter.

1. Definition of TBLT

TBLT refers to teaching a second/foreign language that seeks to

engage learners in interactionally authentic language use by having

them perform a series of tasks. It aims to both enable learners to acquire

new linguistic knowledge and to procedurize their existing knowledge.

The main characteristics of TBLT are the following (Ellis, 2003:64):

a. 'Natural' or 'naturalistic' use of language

b. Learners- centered rather than teacher controlled learning

c. Focus on form (attention to form occurs within the context of

performing the task; intervention while retaining 'naturalness').

d. Tasks serve as the means for achieving natural use of language.

e. Traditional approaches are ineffective.

Moreover the researcher reports that task- based language

teaching is a form of teaching that treats language primarily as a tool for

communicating rather than as a subject for study or manipulation. It is

clear that if learners are to develop the competence they need in order to

use a foreign language easily and effectively in the kinds of situations

they meet outside the classroom, they need to experience how language

is used as a tool for communication within it. 'Task' serves as the most

obvious means for organizing teaching along these lines.

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2. Approach of TBLT

The theory language items used in TBLT are tended to train the

learners to use language forms appropriately in various contexts and for

different purposes. For communicative competence and linguistic

competence, the knowledge of forms and meanings form parts of the

communicative purpose in TBLT (Larsen-Freeman & Anderson,

2000:71). Learners need to understand the forms, meanings and functions

of language and take into consideration the social situation. However,

TBLT has sometimes been seen as sacrificing accuracy in the teaching

of grammar in order to pursue fluency.

In using TBLT, the students develop a language system through

attempting to use meaning-based language. The teacher designs

opportunities for the students through meaningful, authentic and

interesting activities (Eills, 2003:57). The students have a much more

varied exposure to the language and its issues that they need. Thus,

learners spend a lot of time communicating during the task (Hammer,

1999:79).

From those explanation above the researcher asserts that in

TBLT, specific language forms will never be considered; instead, the

learners are allowed freely to make meaning in any way they like. The

tasks provide learners’ outcomes that can be assessed. Using tasks is

based on building a syllabus design for to both sequence lessons and

assessing the students’ outcomes.

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3. Characteristics of The Teaching/Learning Process in TBLT

The main characteristic of TBLT is that everything is aimed

for communication. All activities are designed to enhance the learners’

communicative competence. According to Morrow (1981:86),

activities in TBLT have three features: information gap, choice and

feedback. The information gap is the precondition that the students

have a desire to communicate with the content. During the

communication, the students have opportunities to choose which

language to use in the specific contents. After the communication, the

learners get feedback from the teachers about their performance.

Furthermore, there are three different distinctive types of practice in

TBLT: mechanical, meaningful and communicative.

Along with those explanation the researcher gives more

commentary about the distinctive of practice in TBLT namely;

Mechanical practice is a language controlled activity whereby learners

can successfully use language without necessarily understanding it.

Meaningful practice is an activity where the language items are

controlled but where the learners are required to understand the

meaningful choices made when the language are used. Communicative

practice refers to activities whereby the language is used not totally

predictably and for real communicative purposes.

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4. Teachers’ and Learners’ Role in TBLT

The role of the teacher in TBLT shifts away from some

traditional of the teacher roles in language teaching (Nunan, 1989:69).

In TBLT, the teacher will decrease the proportion of the time spent on

communicative processing. The main role of the teacher in TBLT, such

as monitoring and giving feedback. The teachers are responding not

only to the students’ fluency, but also their accuracy. Furthermore, for

large parts of the actual task, the teachers spent more time on giving

background information. TBLT is a learner-centered teaching approach

(Willis, 1996:123).

The researcher concludes that learners’ role is the main aspect

during language processing. The main characteristics of the learners’

role in TBLT are: act as a negotiator or interactor, capable of giving as

well as taking; act as a performer and listener, with little control over

the content of the learning; and the take responsibility for their own

learning.

5. Types of The Task in TBLT

Willis (1996: 149) listed the following types of tasks of TBLT:

a. Listing: Including a brainstorming and fact-

finding, the outcome is a completed list or draft

mind map. This type of task can help train students'

comprehension and induction ability.

b. Ordering, sorting: Including sequencing, ranking

and classifying, the outcome is a set of information

ordered and sorted according to specific criteria.

These types might foster comprehension, logic and

reasoning ability.

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c. Comparing: This type of task includes matching,

finding similarities, or differences. The outcome

can be appropriately matched or assembled items.

This type of task enhance students' ability of

differentiation.

d. Problem solving: This type of task includes

analyzing real situations, reasoning, and decision-

making. The outcome involves solutions to the

problem, which can then be evaluated. These tasks

help promote students' reasoning and decision-

making abilities.

e. Sharing experience: These types of tasks include

narrating, describing, exploring and explaining

attitudes, opinions, and reactions. The outcome is

usually social. These tasks help students to share

and exchange their knowledge and experience.

f. Creative tasks: These include brainstorming, fact

finding, ordering and sorting, comparing and many

other activities. The outcome is an end product

that can be appreciated by a wider audience.

Students cultivate their comprehensive problem-

solving abilities as well as their reasoning and

analyzing abilities.

These tasks above are listed from easy to difficult, and all of

them reveal the recognition process of students. The tasks in TBLT

should be applicable to real life to help students accomplish the tasks

and show their communicative competence in classroom teaching and

real life situations.

6. TBLT Methodology

Ellis (2003:57) assert that the design of a task-based lesson

involves consideration of the stages or components of a lesson that has

a task as its principal components.

However, the researcher suggests that they all have in common

three principal phases, these phases reflected the chronology of a task-

18

based lesson. Thus the first phase is 'pre-task' and concerns the various

activities that teachers and students can undertake before they start the

task; such as whether students are given time to plan the performance

of the task. The second phase, the 'during task' phase, centers on the

task itself and affords various instructional options, including whether

students are required to operate under time pressure. The final 'post-

task' phase involves procedures for following up on the task

performance.

a. Pre-task

The purpose of the pre-task phase is to prepare students to

perform the task in ways that will promote acquisition. Skehan

(1996:90) refers to two broad alternatives available to the teacher

during the pre-task phase: An emphasis on the general cognitive

demands for task, and/or an emphasis on linguistic factors,

attentional capacity is limited, and it is needed to both linguistic

and cognitive demand, then engaging in activities which reduce

cognitive load will release attentional capacity for the learner to

concentrate more on linguistic factors. These alternatives can be

tackled procedurally in one of four ways:

1) Supporting learners in performing a task similar to the

task that will perform in the during task phase of the

lesson;

19

2) Asking students to observe a model of how to perform

a task;

3) Engaging learners in non-task activities designed to

prepare them to perform the task

4) Strategic planning of the main task performance.

From those explanation the researcher gives brief

comment the use of a 'pre-task' is a key feature of the TBLT.

Furthermore the task was carried out as an activity involving the

entire class with the teacher, and involved the learners in

completing a task of the same type and content as the main task.

Thus, it served as a preparation for performing the main task

individually. For example, if the main task involving talking about

clothes and appearance of individuals or groups; the teacher may

talk to the students about how they dress and how this affects their

personalities.

Finally, to prevent the groups from using their L1 to

complete the task, the teacher informed the class that each group

had a different conversation, and that each group would have to

present their developing conversation to the rest of the class in

English after they had completed the task. It was therefore

important for all of the students to speak only English during the

task.

20

b. During the task

The methodological option available to the teachers in the

during-task phrase is of two basic kinds. First, there are various

options relating to how the task is to be undertaken that can be

taken prior to the actual performance of the task and thus planned

for by the teacher. These will be called “task performance options”.

Second, there are a number of “process options” that involve the

teacher and students in online decision making about how to

perform the task as it is being completed.

The teachers need to ensure that students can complete the

task in their own time and then set a time limit to encourage fluency

rather than accuracy. When students are carrying out the task, the

teachers should allow students to borrow the useful related

information from the input data to encourage students’

participation in the task, especially for those poor learners,

especially when they feel speechless and of course, while

discussing, some unexpected questions and answers will come up,

for the students’ imagination and creativity have been greatly

motivated. Furthermore, it may help to enhance the students’

intrinsic interest in the task.

On the other hand, achieving the processes during the task

is quite challenging. It depends on how the participants orientate to

the task and on their personal skills in navigating the roles of

21

interlocutor/language users and instructor/learners as the task is

performed.

c. Post – Task

The post-task phase affords a number of options. These

have 3 major pedagogical goals:

1) To provide an opportunity for a repeat performance of

the task;

2) To encourage reflection on how the task was

performed;

3) To encourage attention to form, in particular to those

forms that proved problematic to the learners when

they performed the task.

After the students have a heated and exciting discussion,

two students are chosen from each group to do the speaking

practice by using a certain topic of conversation that has been

explained by the teacher on cartoon story maker. Remind them to

be aware of the phrases and expressions that they should say at the

beginning of the conversation and the skill of asking questions and

ask the questions to the right people. Later, ask them to speak to

the different students and different topic to make a conversation.

And other students are asked to give the proper response according

to the roles they play. While the students are practicing

22

conversation, the teacher will give score and feedback to all of the

students who have been done performing in front of the class.

C. Speaking Skill

1. Definition of speaking

Speaking is a basic skill that language learners should master

with the other language skills. It is defined as a complex process of

sending and receiving messages through the use of verbal expressions,

but it also involves non verbal symbols such as gestures and facial

expressions. Hedge (2000: 261) defines speaking as “a skill by which

people are judged while first impressions are being formed.”

Furthermore according to Hedge’s definition the researcher

give more explanation that speaking is an important skill which

deserves more attention in both first and second language because it

reflects people‟s thoughts and personalities.

2. The elements of speaking

To speak the foreign language fluently and accurately, learners

need to be able to know some elements which are very important to

develop this skill. Harmer (2001:89) mentions these elements which

refer to the language features that learners should have knowledge

about. In addition to the processes of the language and information in

the same time when an interlocutor interacts with them.

The researcher tries to give more understanding about the

elements of speaking namely; knowledge of vocabulary, grammar,

23

fluency and also attitude. These are the main core of speaking that

have to be learned by the learner who are willing to learn foreign

language.

3. Characteristics of Speaking Performance

In recent teaching context, a lot of attention has been paid to

design activities which focus more on tasks that are balanced between

the need to achieve fluency and accuracy. These criteria are also based

upon in the assessment of the oral skills.

In the task based approach, fluency and accuracy are of the main

characteristics of this approach, and they are seen as complementary

in accomplishing a given task. Although Richards and Rodgers (2001:

157) mention that “fluency and acceptable language is the primary

goal: Accuracy is judged not in the abstract but in context”, and this is

an obvious point since the emphasis of TBLT is on the communicative

process between learners or teachers-learners, rather than mastery of

the language forms.

Many questions have been raised about the role of accuracy in

TBLT theory. Hedge (2000: 61) makes the important point that “The

Task based approach somehow excuses teachers and learners from a

consideration of how to develop high levels of accuracy in the use of

grammar, pronunciation, and vocabulary.” Learners, should develop a

communicative competence through classroom practice; however,

simultaneously they should know how the language system works in

24

a correct and appropriate way.

4. Speaking is the Matter of Habit

If someone wants to learn a foreign language he will

obviously meet with all kinds of learning problems. Ramelan,

(2003 : 4) defines that these difficulties have to do with the learning

of the new sound system, the new of vocabulary items, and the

learning of the unfamiliar ways of arranging the foreign words into

sentences.

In learning a foreign language the researcher explains that

the student will meet the difficulties in his learning process may be

easily understood. Since childhood, he has been speaking in mother

tongue, which has been deeply implanted in him as part of his habit.

Therefore, it will be difficult for him to sounds or to produce the

foreign sound.

5. Speaking Difficulties in Foreign Language Learning

Practicing the speaking skill of the foreign language is not

as knowing about this language. The difference between the

knowledge of how things must be done and the ability to do these

things is crucial in the learning process. Learners often find some

difficulties when practicing the speaking skill, even those who

know about the system of the foreign language. Parrott (1993)

asserts that teachers must perform a series of tasks that aim at

providing learners with the confidence and the skills required to

25

take advantages of the classroom opportunities in order to speak

English effectively.

D. Cartoon Story Maker (CSM)

1. Definition of CSM

As the explanation of the cartoon that has been mention by the

researcher in the previous chapter. CSM is a new computer application

that can be used by both teachers and students to ilustrate conversations

and dialogues in a 2D form (Adam:2013).

Conversations stories are also included an unlimited number

of frames and are view frame by frame. Each frame can include images,

test bubbles, and voice recordings. The stories can be saved on a

computer as HTML page (webpages), and can easily viewed by others

on any computer using a web browser such as internet explorer. Stories

can be printed. Completed stories can also be loaded back into cartoon

story maker and edited or added to. Furthermore by using this

application the researcher try to help students to comprehend

conversations and then practice it easily.

2. Features of the CSM

There are several features of CSM that will be mentioned

briefly by the researcher :

a. Character and background libraries

b. Importing pictures from gallery

c. Text bubbles and information boxes

26

d. Accent key panel

e. Import voice recordings

f. Built in recorder to add our own voice recordings

g. Unlimited number of frames

h. Copy and paste frames

i. Preview

j. Print function

k. Saved stories can be opened and edited

l. Copy and paste text from other documents

3. Usage of CSM

There are several usages of CSM. CSM can become a medium

for students’ writing in a number of modes: conversation, narrative,

persuasive, or informative. The other functions is to revise a language

topic, as an assessment task, collaborative task, as a window into

culture. And the most important usage that has been done by the

researcher is as a tool to practice speaking skill or fluency in speaking.

4. CSM in the classroom

CSM has been design with a focus on applying language

learning. It is easy to use with simple control so students spend less

time manipulating tools and more time on the language. Within a few

minutes of opening the cartoon story maker, students can be typing

text or adding their own voice recordings. Furthermore the usage of

27

CSM can be divided into two basic application in the classroom based

on the programmer of this tool.

a. What can be done by the students in using CSM

1) Create dialogues with their own text or voice

recordings to demonstrate proficiency

2) Create using digital photos of themselves acting out a

situation and add either text or voice recordings to the

photos

3) Search the web for culturally authentic images and

import them into the cartoon story maker as

background to story

4) Students can place pictures of themselves in front of

culturally authentic images: they can imagine that

they are really there

b. What can be done by teachers in using CSM

1) Provide a script or storyboard with students use to

create story

2) Create partially completed stories which students can

then open and complete

3) Provide text only and students must add their own

matching voice recordings

4) Provide questions to which students generate

appropriate answers in the story

28

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

1. Research Location

The research took place in State Islamic Senior High School

(MAN) Temanggung, located in Temanggung.

2. Research Schedule

The sequences of data collection and the data analysis are as

follows:

Table 3.1

Research Schedule

Number Activities Date

1. Preparing the research

proposals

November 15st –

January 7th

2. Observation and Teaching

process

January 12th –

March 3th

3. Data Collection March 17th

4. Data Analysis May 7th

5. Concluding the research June 3rd

29

3. General Description of MAN Temanggung

MAN Temanggung is the only State Islamic senior high school

in Temanggung, the city of comfort to study. MAN Temanggung

integrates personal development from multi dimension, including

spirituality, intellectuality and professionalism through the quality

assurance of learning processes and outputs. Thus, the alumni are

capable to compete in higher education and academic vacancies with a

high competences and great characters.

a. History of MAN Temanggung

In Temanggung there were two MAN namely MAN

Temanggung that located at the downtown of Temanggung near

the town squere and MAN arakan Temanggung that located on

Jenderal Sudirman Street but the one that located near the town

squere had been relocated to Suruh Semarang district by the

religious ministry of central java while teachers and students had

united to MAN Parakan Temanggung counted since academic

year 1982/1983 so that the improvement of MAN Parakan

Temanggung become wide spread easily.

b. Vision and Mission of MAN Temanggung

30

Becoming a religious, creative, qualified, and skilled

person and also have a conception toward surroundings” this is

the vision of MAN Temanggung. Furthermore the mission of

this school are; preparing the graduated students who have Good

character or moral (akhlakul karimah), Knowledge of science

and technology, Skills and abilities, and Awareness toward

society and surroundings.

c. Location

Jl. Jendral Sudirman No. 184 Temanggung 56128

Telp. (0293) 491372 – Fax (0293) 491891

Email: mantemangggung@yahoo.co.id

B. Research Methodology

In this research the researcher used Classroom Action Research

(CAR). Burns (1994:293) says that action research is application of fact

finding to practical problem solving in a social situation with a view to

improve the quality of action within it, involving the collaboration and

cooperation of researchers, practitioners, and laymen. According to

Wallace (1998:57) CAR is a type of classroom research carried out by

the teacher in order to solve problems or to find answer toward context

specific issues. It means that before implementing the CAR, the

researcher or the teacher needs to identify any problems real found in

the classroom before implementing the CAR.

Some of those definitions suggest a number of common features

31

which can be considered to characterize CAR:

1. Action research is contextual, small-scale, and localized. It

identifies and investigates problems within a specific situation.

2. It is evaluate and reflective as it aims to bring about change and

improvement in practice.

3. It is participatory as it provides for collaboration investigation

by teams of colleagues, practitioners, and researchers.

4. Changes in practice are based on the collective of information

or data which provides the impetus for change.

Furthermore, the type of this research is mix between qualitative

and quantitative research. The approach in this study is a quantitative

approach because this study was presented with figures (Arikunto 2010:

20). Kothari (2004 : 25) believes that quantitative research is based on

the measurement of the quantity or amount. It is applicable to

phenomena that can be expressed in term of quantity. This research is

suitable when the variables that mixed up is really complex, and cannot

be done by experiment method or which its variety cannot be arranged.

Some of the characteristics of quantitative research/method are:

1. It is numerical, non-descriptive, applies statistics or

mathematics and uses numbers.

2. It is an iterative process whereby evidence is evaluated.

3. The results are often presented in tables and graphs.

4. It is conclusive.

32

5. It investigates the what, where and when of decision making.

Statistics is the most widely used branch of mathematics in

quantitative research. It finds applications not only in physical

sciences but also in economics, social sciences and biology.

Quantitative research using statistical methods often begins with the

collection of data based on a theory or hypothesis or experiment

followed by the application of descriptive or inferential statistical

methods.

The data that included in qualitative were: interviews,

documentations, and

C. Subject of the research

The researcher held the research in MAN Temanggung at the

students of X grade. The researcher took social science II class as the subject

of the research. The numbers of students were 38 students.

D. Design and Procedures of The Classroom Action Research (CAR)

The researcher followed Arikunto Classroom Action Research

design. The design consists of several cycles, in which each cycle covers the

planning, acting, observing, and reflecting of the teaching learning process

based on the lesson plan that has been prepared for one meeting. To support

the reflecting the researcher adds the evaluating phase in each cycle.

Figure 3.1 Flowchart of CAR

33

The diagram of classroom action research by Arikunto (2006:16)

This procedure consists of several cycles that would be done in

several actions. The researcher and collaborator teacher made a

collaboration work since preparation phase, action, observation, and

reflection until the pre-planning phase. The effort to improve students’

speaking skill through the way and procedures on these phases or steps

bellow:

1. Cycle 1

a. Planning

In this phase, the researcher planed what action would

be done in applying TBLT through cartoon story maker in

teaching speaking. The activities in the planning session

would be presented below:

1) Selecting and adjusting the materials with the

teacher’s annual program based on syllaby.

2) Determining the materials, the materials that would

be explained here was about “make a diary”

34

3) Making a lesson plan that would be the teachers’

guideline in teaching and implementing TBLT

through cartoon story maker.

4) Other preparations are: preparing the teaching and the

research instrument such as computer application,

scheduled of daily activities.

In line with this, the researcher determined the measuring rod

of research success. In this case, students were supposed to

be able to build their confidence to practice and to express

their thought in the form of oral. Here students were also able

to interact with people who are known or unknown by them

before by using correct expression and structure.

b. Acting

After all the preparation finished, the teacher did

teaching learning process. In action activities, as an

implementation of the planning, the researcher presented

them in the following:

1) Explaining the materials and the use of cartoon story

maker in practicing conversation.

2) Giving occasion to the students to ask any difficulties

or problems using cartoon story maker.

3) Giving opportunity to the students who want to

practice conversation by using cartoon story maker

35

voluntarily.

4) Giving post-test I

During this period, the procedures were selected for

collecting data that was developed and put into action. These

might not be the only data gathering events, but this period

began the process of going more deeply into the issue being

researched.

c. Observing

To know success or not the action that was done, it

must be observed. The researcher and collaborative teacher

as the collaborator did this activity in every action. The

teacher as the collaborator is chosen because he understands

the students’ condition and situation in the class. The aspect

of teacher activity that was observed included:

1) Preparing the material systematically

2) Reviewing the previous lesson

3) Giving motivating strategies

4) Giving explanation and example.

5) Giving opportunity for asking question and giving

suggestion

6) Observing the students activity

7) Giving an evaluation for students’ activity.

8) Reinforcement/ feed back after evaluating the

36

students in doing the lesson.

The student that was observed such as:

1) Speaking loudly and clear enough.

2) Pronouncing words correctly, using grammar

correctly, using vocabulary appropriate to age,

speaking fluently, actively involved in groups/ pairs

discussion, practicing the media appropriately.

d. Reflecting

On this phase all observations data and evaluation

were reported and reflected to measure the weakness and the

improvement the teaching learning process and student’s

speaking skill on the action in every cycle.

The aimed of this step is between the researcher and

collaborative teacher studied about the outcomes of

intervention. If the result does not show the progressiveness

we can revise the beginning plan. The researcher also did

the meeting to discuss the result of teaching learning process.

The researcher and the teacher tried to look for problems and

solve them.

2. Cycle II

a. Planning

In the planning phase of the second cycle, the

researcher would do several activities that would be

37

presented in the following.

1) Revising the lesson plan based on the problem that

faced by students within the first cycle.

2) Reselecting the material with and reforms the

evaluation and the teaching instrument to improve

indicator that haven’t reached yet.

b. Acting phase

It is similar with the acting phase at the first cycle.

These activities included:

1) Giving more information and explanation

about the instrument they would be used.

2) Give the task to students to practice

conversation based on the pictured he has

showed by using cartoon story maker. This

would be the post-test II.

c. Observing phase

In this phase, the researcher observed the students’

response, participation, and achievement which are found

during the teaching and learning process. The researcher

used observation form that has been formed by the researcher

to collect the data.

d. Reflecting phase

In this phase, the writer evaluated students’ progress

38

in their speaking ability after teaching by using TBLT

through cartoon story maker. The researcher also asks the

English’s teacher opinion about the students’ improvement

in speaking.

E. Techniques of Collecting the Data

Technique for collecting data aimed to support the success of the

research. It helped the researcher to get data and the information about the

process of improving the students speaking skill by using TBLT through

Cartoon Story Maker.

Related to the research, the researcher used some techniques for

collecting the data. They were:

1. Observation

The researcher and the collaborator his name is Mr. Seneng did

an observation on January 12th 2015. They used observations because

they want to know the first year students activities in speaking skill in

the speaking class. On the observation the researcher provided the

observation checklist as the instrument for collecting data. There were

two kinds of observation list or checklist. Those were provided for

observing the students activities in speaking by using clip arts and the

teachers’ activities during the English teaching learning process.

The following table is observation checklist for the teacher in

observation.

39

Tabel 3.2 Observation checklist for the teacher

No Teachers’ activities

1. Preparing the material systematically

2. Reviewing the previous lesson

3. Giving motivating strategies

4. Giving explanation and example

5. Giving opportunity for asking question and

giving suggestion

6. Observing the students activity in speaking

7. Giving an evaluation of students activity

8. Reinforcement/ feed back after evaluating the

students in doing the lesson

The table given below is the observation checklist for the

students.

Tabel 3.3 Observation List for the Students

No Students’ activities

1. Speaking loudly and clear enough

2. Pronouncing words correctly

3. Using grammar correctly

4. Using vocabulary appropriate to age

5. Speaking fluently

6. Actively involved in groups, pairs and

40

discussion

7. Actively involved in groups, pairs and

discussion

2. Test

The measurements of speaking competence, the researcher used

pre-test and post test. The speaking test can be used to test skill such as

fluency in a foreign language. In this research, the researcher used

speaking test for the pre and post test not only to measure the students’

speaking skill, but also to get the data.

There are five components assessed in oral test, such as:

grammar, vocabulary, pronunciation, fluency, and comprehension.

Arikunto (1997:138) says that test is sequence of question or exercise,

which is used to measure skill, knowledge, intelligence and ability of

individual or group.

a. Pre-test

The researcher gave pre-test to the students in order to

know their speaking competence of teaching learning process

before teaching. The researcher gave pre-test on January 20th 2015

in MAN Temanggung. This pre-test was given in the first meeting

before he had done the cycle I.

b. Post-test

The researcher also gave post-test to the students in order

41

to know their speaking competence. He gave the two post-test. The

first post-test was given in cycle I and the second post-test was

given in cycle II which was held on February 10th and February 24th

2015.

3. Documentation

The researcher used the documentary method as a method of

collecting data about matters of variables, which in the form of notes,

transcripts book and recording. Documents could improve information

which is relevant with the problems’ investigation. There are many

documents that used by the researcher include in the context of CAR,

they are: syllabuses and schemes of work, curriculum reports of school

working parties and committees, assesment papers and test used,

students’ score, students’ and attendance list.

The documents that were used in this research were: syllabus,

names of the students, students’ speaking score, and photograph of the

activities in CAR.

4. Interview

Interview was used by the researcher to get data about the

students’ and teacher’s response before and after teaching learning

process. The researcher asked some questions to the teacher and some

students. The researcher interviewed the English teacher to get

information related to the Classroom Action Research. The researcher

used the general interview guide to make the interview process run

42

smoothly. Here are the question that had been asked to the teacher:

F. Technique of Analyzing Data

1. Qualitative data

In this research, the process of analyzing the qualitative data

used some components included: analyzing data, presenting the data (it

can be percentage of data) and conclusion or verification. The data that

included in qualitative data are: Documentations and interview.

The researcher then explained that raw data collected at the

beginning of the cycle are synthesized and summarized in order to

suggest further episodes of the data collection and analysis. In turn these

data add to the assembly of information links permit ideas to be

formulated and further action to be taken. Further action means that data

analysis can be reviewed and construction can be drawn.

2. Quantitative data

The researcher used quantitative data to support the research

result especially for the students’ speaking results. The quantitative data

are the students’ speaking score in pre and post speaking test. To

measure scoring system in speaking competence, the researcher uses

five components of language proficiency. They are fluency and

coherence, lexical resource (vocabulary), grammatical range and

accuracy, and pronunciation. Moreover the criteria components are

applied by point 1-7. Here are the five components of language

proficiencies:

43

The following table is the indicator that indicate the fluency and

coherence.

Table 3.4 Fluency and Coherence

NO Indicators Score

1. a) speaks with long pauses

b) gives only simple responses and is

frequently unable to convey basic

message

5-10

2. a) links basic sentences but with

repetitious use of simple

connectives and some

breakdowns incoherence

b) cannot respond without noticeable

pauses and may speak slowly,

with frequent repetition and self-

correction

11-15

3. a) usually maintains flow of speech

but uses repetition, self-correction

and/or slow speech to keep going

b) produces simple speech fluently,

but more complex communication

causes fluency problems

16-20

4. a) is willing to speak at length,

44

though may lose coherence at

times due to occasional repetition,

self-correction or hesitation

b) uses a range of connectives and

discourse markers but not always

appropriately

21-25

5. a) speaks at length without

noticeable effort or loss of

coherence

b) uses a range of connectives and

discourse markers with some

flexibility

26-30

6. a) speaks fluently with only

occasional repetition or self-

correction; hesitation is usually

content-related and only rarely to

search for language

31-35

b) develops topics coherently and

appropriately

7. a) speaks fluently with only rare

repetition or self-correction; any

hesitation is content-related rather

than to find words or grammar

36-40

45

b) speaks coherently with fully

appropriate cohesive features

The following table was the indicator that indicate the Lexical

resource and vocabulary.

Table 3.5 Lexical Resource and Vocabulary

NO Indicators Score

1. a) uses simple vocabulary to convey

personal information

b) has insufficient vocabulary for less

familiar topics

5-10

2. a) is able to talk about familiar topics

but can only convey basic meaning

on unfamiliar topics and makes

frequent errors in word choice

b) rarely attempts paraphrase

11-15

3. a) manages to talk about familiar and

unfamiliar topics but uses vocabulary

with limited flexibility

b) attempts to use paraphrase but with

mixed success

16-20

4. a) has a wide enough vocabulary to

discuss topics at length and make

46

meaning clear in spite of

inappropriacies

b) generally paraphrases successfully

21-25

5. a) uses vocabulary resource flexibly to

discuss a variety of topics

b) uses some less common and

idiomatic vocabulary and shows

some awareness of style and

collocation, with some inappropriate

choices

26-30

6. a) Uses a wide vocabulary resource

readily and flexibly to convey precise

meaning.

b) Uses less common and idiomatic

vocabulary skilfully, with occasional

inaccuracies.

31-35

7. a) uses less common and idiomatic

vocabulary skilfully, with occasional

inaccuracies

b) uses idiomatic language naturally and

accurately

36-40

The following table was the indicator that indicate the

47

grammatical range and accuracy.

Table 3.6 Grammatical Range and Accuracy

NO Indicators Score

1. a) attempts basic sentence forms but

with limited success, or relies on

apparently memorized utterances

b) makes numerous errors except in

memorized expressions

5-10

2. a) produces basic sentence forms and

some correct simple sentences but

subordinate structures are rare

b) errors are frequent and may lead to

misunderstanding

11-15

3. a) produces basic sentence forms with

reasonable accuracy

b) uses a limited range of more complex

structures, but these usually contain

errors and may cause some

comprehension problems

16-20

4. a) uses a mix of simple and complex

structures, but with limited

flexibility

b) may make frequent mistakes with

21-25

48

complex structures, though these

rarely cause comprehension

problems

5. a) uses a range of complex structures

with some flexibility

b) frequently produces error-free

sentences, though some grammatical

mistakes persist

26-30

6. a) Uses a wide range of structures

flexibly

b) produces a majority of error-free

sentences with only very occasional

inappropriacies or basic/non-

systematic errors

31-35

7. a) uses a full range of structures

naturally and appropriately

b) produces consistently accurate

structures apart from ‘slips’

characteristic of native speaker

speech

36-40

The following table was the indicator that indicate the

Pronunciation.

49

Table 3.7 Pronunciation

NO Indicators Score

1. The speech is not understandable 5-10

2. a) attempts to control features but

lapses are frequent

b) mispronunciations are frequent and

cause some difficulty for the listener

11-15

3. uses a limited range of pronunciation

features

16-20

4. a) shows some effective use of features

but this is not sustained

b) can generally be understood

throughout, though mispronunciation

of individual words or sounds

reduces clarity at times

21-25

5. uses a range of pronunciation features

with mixed control

26-30

6. sustains flexible use of features, with

only occasional lapses 31-35

7, a) uses a full range of pronunciation

features with precision and subtlety

b) sustains flexible use of features

throughout

36-40

50

The following table was the indicator that indicate the

Comprehension.

Table 3.8 Comprehension

NO Indicators Score

1. Do not understanding the conversation at

all

5-10

2. Little understanding in simple

conversational

11-15

3. Have understanding in simple

conversation slow, need more explanation

and repetition

16-20

4. Have understanding in simple

conversational well, need more

explanation and repetition

21-25

5. Rather good in understanding of normal

conversation, sometimes need more

explanation and repetitions

26-30

6. Have understanding in the normal

conversation well expect for colloquial

conversation

31-35

7, Have understanding in the normal

conversation well expect for colloquial 36-40

51

conversation

After getting Students’ speaking score, the researcher would

use conversation table to know the students’ speaking proficiency

level.

Table 3.9 Conversion of Speaking Skill of The Students

Number of score Proficiency level

16 - 25 0

26 - 32 1

33 – 42 1+

43 – 52 2

53 – 62 2+

63 – 72 3

73 - 82 3+

83 - 92 4

93 - 99 4+

100 5

The proficiency level of students’ then described as

follows:

1) Able to speak for traveling and use the language

minimally.

2) Able to speak for requirement of work by having

52

limitedness.

3) Able to speak by using appropriate grammar and

vocabulary both in formal and non-formal conversation

in practical, social, and professional case.

4) Able to use the language fluently and in exact words in

every level in accordance with professional

requirement.

5) Able to use the language smoothly and frequently

without any grooving like native speaker.

(Nurgiantoro, 1994:284-288).

To know the improvement in pre-test and post-test, the

researcher would use the formula as follow:

P1= 𝑦1−𝑦

𝑦 x 100%

P2= 𝑦2−𝑦

𝑦 x 100%

Where :

P : Percentage of students’ improvement

Y : Pre test result

y1 : Post test 1 result

y2 : Post test 2 result

To know each students activity in the class percentage, the

researcher would use the following formula:

53

P = 𝐹

𝑁 X 100%

Where:

P: Percentage

F: Number of each indicator of students’ participation

N: Total number of students.

3. Criteria of the succes of Classrrom Action Research

According to Sumarno (2002 : 141) in the evaluation, criteria

have function as standard of comparison to determine the level of the

action success based on the consideration that have been agreed by the

teacher and the researcher.

In this research, the researcher and the teacher as collaborator

have determined criteria of the action success. The action will be called

success, if the students who success in the test reach 75% which the

KKM of the test was 70, so the next action will be stop.

CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Findings

Based on the observation which was conducted before cycle I, the

researcher planned some steps to make easy in conducting the cycle I. The

steps were as the following list:

54

1. Cycle I

a) Planning

Planning was the first step to do research. Here, the

researcher who acted as the teacher made preparation that would be

given in the following:

1) Preparing the teaching instrument

2) Composing a lesson plan

3) Preparing the attending list in order to check the attendance of the

students in joining the class activity.

Along with the preparation, the use of TBLT through CSM

would be implemented within the process of teaching and learning.

Through these method, the teacher expected students engage in the

classroom activity so they will be better in speaking ability. In this

case, grammar, vocabulary, and pronunciation aspect are also main

goals to be obtained. For the first action, the researcher took ‘my

personal diary’ as the topic. In this topic, likely mentioned in the

English syllabus that students after learning the lesson, they have to

be able to tell someone else daily activities that included in their

personal diary. It talks about daily activity and best moment that they

have done. In detail the researcher presents in acting phase.

b) Implementation of the action

Acting phase was the implementation of the planning phase

that had been planned by the teacher and the researcher as well. Here,

55

the researcher acted as the teacher who did the action by teaching

students at tenth grade of MAN Temanggung using Task Based

language teaching through cartoon story maker. In teaching the

lesson, the researcher used three phases, those are; opening phase,

core phase, and closing phase. In this acting, the researcher tried to

integrate students to participate in the classroom activities. In detail,

the writer presents in the following action.

The meeting

Theme: My personal diary

Day/date: Tuesday, 10th February 2015

1) Opening

The teacher opened the class by saying greeting and asking

students’ condition. Besides, he also asked students’

readiness to learn.

2) Core phase

Based on the materials that have been selected in the planning

phase before, in this meeting the teacher attempted to

introduce TBLT through CSM by using the theme that had

been determined. First of all, the teacher introduce CSM to

the students then the student began to make their best

experienced list to be shared with others by using past tense

form. Some student shared their experience in front of the

class in pair and the other paid attention. After sharing the

56

experience, the teacher gave students materials and link it

based on the students experience stated before. The material

involved the use of past tense and expressions to tell about

best experienced. In this case, he explained the past tense

usage and so did the expression and then gave some example

and then students made another different example by using

their own word.

a) What was your experience about?

b) Where did it happen?

c) When did it happen?

d) Who was/were involved?

e) What happened first, second, third, and so forth?

f) What happened then?

g) What happened finally?

h) How did you feel about?

To do this, the teacher decided to make group that consist of

two students. Then the students will practice conversation

group by group and the time for them to practice this

conversation is three minutes. While the researcher give an

instruction to the students, the teacher as collaborator give the

score to the students who are practicing conversation in front

of the class. This task of speaking would be used as a data for

post-test I

57

3) Closing

The teacher asked students’ difficulties regarding the material

given during the learning process. He also gave feedback

concerning with the students work. The last, he closed the

class by saying salam.

c) Observation

Observing students’ activity in the classroom was the

observer duty. He observed every single thing that happen in the

classroom while the teaching and learning process were

accomplishing. Here, she used observation from that has been

formed by the researcher concerning with cases to be observed.

Along with the observation. The observer also noticed things that did

not note in the observation form by using oral observation.

The observer suggested the teacher to modify the instruction,

so the students would integrate and seriously pay attention to the

material explanation. If the teacher still cannot control the students,

the observer suggested him to give punishment.

The following table was the result of post-test I.

Table 4.1 Result of Post-test I

No Name Assesment Score

F&C LR GR&A P C TC FS

1. Student 1 27 28 29 27 25 136 68

2. Student 2 27 29 28 29 27 140 70*

3. Student 3 28 30 28 28 26 140 70*

4. Student 4 27 27 26 26 25 131 65,5

5. Student 5 26 28 27 26 26 133 66,5

58

*Students who pass the KKM

Explanation:

F&C : Fluency and Coherence

LR : Lexical Resource

GR&A : Grammatical Range and Accuracy

P : Pronunciation

TS : Total score

FS : Final Score

70 : Criterion Minimum of Competence (KKM)

6. Student 6 27 28 26 26 27 134 67

7. Student 7 27 28 26 25 24 130 65

8. Student 8 27 27 26 27 27 134 67

9. Student 9 26 28 27 26 25 132 66

10. Student 10 27 27 28 27 26 135 67,5

11. Student 11 28 29 30 27 27 141 70,5*

12. Student 12 27 27 26 26 25 130 65

13. Student 13 27 28 26 26 25 131 65,5

14. Student 14 26 26 27 28 26 133 66,5

15. Student 15 27 28 26 26 24 131 65,5

16. Student 16 28 30 28 29 28 143 71,58

17. Student 17 27 28 27 27 25 134 67

18. Student 18 28 30 28 28 30 144 72*

19. Student 19 26 27 27 26 25 131 65,5

20. Student 20 27 29 28 27 26 137 68,5

21. Student 21 28 29 30 28 30 145 72,5*

22. Student 22 27 26 27 26 25 131 65,5

23. Student 23 27 26 28 27 25 133 66,5

24. Student 24 27 30 29 28 27 141 70,5*

25. Student 25 28 29 30 27 28 142 71*

26. Student 26 28 27 28 28 28 139 69,5

27. Student 27 27 28 27 26 29 137 68,5

28. Student 28 30 31 29 30 30 150 75*

29. Student 29 28 28 29 28 28 141 70,5*

30. Student 30 31 29 31 30 30 151 75,5*

31. Student 31 31 33 30 30 31 155 77,5*

32. Student 32 28 29 28 30 29 144 72*

33. Student 33 28 29 28 27 25 137 68,5

34. Student 34 27 28 29 28 25 138 69

35. Student 35 28 30 28 29 27 142 71*

36. Student 36 27 28 28 29 27 139 69,5

37. Student 37 28 29 28 28 27 140 70*

38. Student 38 27 28 29 28 28 140 70*

59

Based on the data above, it can be inferred that the average of

those students’ post-test 1 score is:

∑ Pot-test 1 = 2564

Post-Test 1 = ∑𝑥

𝑁

= 2564

38

= 67.47

From the calculation of the students’ post-test 1 score, it can be

inferred that there were some improvement toward students’ speaking

score after implementing TBLT through CSM in teaching English. It is

proven by students’ mean test result comparison between pre-test and

post-test in cycle 1, the mean of pre-test is 51.47 while the mean of post-

test result is 67.47. It means there 16 improvements toward students

speaking score.

This improvement was also can be calculated in percentage by

calculating students’ pre-test score with their post-test 1 score. In which

it calculated by using this formula below:

P = y1−y2

y x 100%

P = 67.47−51.47

51.47 x 100%

P = 16

51.47 x 100%

60

P = 31%

Meanwhile the percentage calculation which showed the class

percentage of students’ score with score who pass the KKM are:

P = F

N x 100%

P = 14

38 x 100%

P = 36.9%

It meant that there were about 14.9% (36.9 – 22) of students’

score passed the KKM after learning English by using TBLT through

CSM. On the other hand, there were 14 students finally passed the

KKM and the other 24 students are still in lower score. Finally, the next

cycle would be taken by the researcher so the students who could pass

the test reached 75%.

d) Reflecting

After finishing the three-phase, it was the time to reflect the

all activities whether the implementation of the TBLT through CSM

have developed student’s speaking skill or it did not. Based on the

data have been collected and analyzed by the teacher as collaborator

and the researcher as well, it shown that there was an improvement

of students’ speaking ability in the classroom action research by

using TBLT through CSM. Nevertheless, it was not prestigious or

had not achieved the target yet. There were so many things to be

well-prepared again to again the target. To be an ongoing concern,

61

the researcher then limited three points for the discussion, those

were; students’ speaking achievement, students’ participation in the

classroom, and classroom situation.

Students speaking achievement was the primary concern for

this research, dealing with this case, the researcher found that some

students were lacking in several aspects that they cannot achieve the

lesson as fast as another students can do. Consequently, the teacher

had to be aware to who that could not participate actively as the

teacher expected to do. He also had to help them to activate their will

to learn. At least they are able to response even in short sentence.

Concerning with the improvement of aspects that the teacher

expected in the planning phase, it is found that students’ grammar

and pronunciation are still low in speaking. Because they are clearly

need to practice orally not only in the form of written.

The secondary concern was integrating students in the

classroom. Relating to this case, the observer revealed that the

implementation of TBLT through CSM to stimulate students to

speak was good way, besides it is fun, it also can make students

socialized themselves and built their solidarity. But teacher had to be

more pay attention to students who lacks in speaking aspect. Because

sometimes, students felt so fool in front of their friends when they

cannot do likely the others did, so that student would not work well

during activity. Therefore, teacher had to cover all students without

62

any exception and make them to attempt to do as best as their friend

do to speak.

2. Cycle II

This cycle was considered as the follow up the cycle I. In cycle two

there were two meetings that had already done by the researcher. Each of

those meeting would be given in the following.

a) Planning

1) Preparing the material for reading instruction.

2) Choosing the appropriate passage.

3) Making lesson plan of second meeting on cycle III.

b) Implementation of the action

The revised lesson plan had been formed by the researcher

based upon the problem that still happen at grade X Social science

II of MAN Temanggung after applying the TBLT through CSM in

teaching speaking. In cycle two, the teacher would teach students

still using that method. Here, the researcher wished to have more

improvement of students speaking score than in the the previous

section. Here the actions;

Theme: talking about an idol

Day/date : Tuesday, 24th February 2015

1). Opening

The teacher started the class by saying salam,

asked students condition, and students activities during

63

the holiday. A small discussion will considering needed to

give the students opportunities to share their experiences.

2). Core activity

Related to the theme was made; the teacher gave

the material to the students about giving and asking

information about an idol. The material given focused on

the use of irregular verbs.

Regular verbs Irregular verbs

Habibie continued his

studies in Jakarta

His parents met while

studying in Bogor.

Habibie received a degree in

engineering in Germany

They had the first son,

Ilham akbar habibie

Habibie and his wife settled

in Aachen for a short period.

He found employment

with automotive Marque

Talbot

He developed theories on

thermodynamics.

Habibie became an

advisor in the automotive

Marque Talbot.

He worked for

Messerschmit.

Habibie spent some of his

life in Germany

The bold type word above indicated that the word

is regular verb or irregular verb. The students have to

64

make a conversation by using guideline below.

Speaking activity

Have your ever met someone special? What happened? How

did you feel? Make the outline of the story below!

Tell to your friend about your idol and use your note you

have made before on activity to help you! What makes you

Famous Person

Wife, Son

Hometown

Education

MarriageWork

experienced

Role in society

Parents, Bord

65

want to imitate your idol?

By using the guideline above the students would

practice conversation in pair. Each group will have time

for about 3 minutes to practice conversation while the

others are listening to them. This task would be the data

for Post-test II

3). Closing

The teacher calls the students’ name to ensured

that they attended the class. After finishing it, he closed

the class by saying salam.

c) Observation

1) Observing the learning process that concerned on the students‟

ability in comprehending the lesson.

2) Observing the students attention and all the activities of the

learning process.

As the result of this cycle, the researcher observed the students’ score

that was gained after the scoring the students‟ pre and post-test in this

cycle. The following table was the final result score of the students in

the cycle II.

Table 4.2 Result of Post-test II

No Name Assesment Score

F&C LR GR&A P C FS

1. Student 1 29 30 28 29 30 73*

2. Student 2 30 31 29 32 29 75*

3. Student 3 30 32 28 29 31 75*

66

4. Student 4 29 30 31 29 30 74,5*

5. Student 5 30 31 28 30 29 74*

6. Student 6 32 31 31 30 31 77,5*

7. Student 7 30 31 28 29 29 73,5*

8. Student 8 29 32 30 29 31 75,5*

9. Student 9 30 29 31 29 32 75,5*

10. Student 10 28 29 31 30 29 73,5*

11. Student 11 29 32 30 29 30 75*

12. Student 12 29 30 31 29 30 74,5*

13. Student 13 28 28 27 26 25 67

14. Student 14 29 30 29 31 29 74*

15. Student 15 27 27 27 26 28 67,5

16. Student 16 29 29 30 30 29 73,5*

17. Student 17 28 27 27 28 27 68,5

18. Student 18 29 30 29 30 29 73,5*

19. Student 19 30 32 31 31 30 77*

20. Student 20 30 31 29 30 30 75*

21. Student 21 29 32 31 32 31 77,5*

22. Student 22 30 28 29 28 28 71,5*

23. Student 23 30 29 31 29 31 75*

24. Student 24 29 31 28 29 30 73,5*

25. Student 25 28 27 28 30 29 71*

26. Student 26 30 30 29 29 32 75*

27. Student 27 29 28 27 27 28 69,5

28. Student 28 30 30 31 29 30 75*

29. Student 29 27 28 29 27 28 69,5

30. Student 30 30 28 32 31 30 75,5*

31. Student 31 30 32 31 30 32 77,5*

32. Student 32 29 31 30 30 31 75*

33. Student 33 30 29 30 32 30 75,5*

34. Student 34 28 28 29 29 25 69,5

35. Student 35 30 30 30 30 30 75*

36. Student 36 28 29 28 27 26 69,5

37. Student 37 28 29 28 29 28 71*

38. Student 38 29 28 28 29 29 71,5*

*Students who pass the KKM

Explanation:

F&C : Fluency and Coherence

LR : Lexical Resource

GR&A : Grammatical Range and Accuracy

P : Pronunciation

TS : Total score

67

FS : Final Score

70 : Criterion Minimum of Competence (KKM)

Based on the data above, it can be inferred that the average of those

students’ post-test 2 score is:

∑ Post-test 2 = 2790

Post-Test 2 = ∑𝑥

𝑁

= 2790

38

= 73.2

From this data, the researcher calculated students’ post-test 1

score with students’ post-test II score by using this formula below to

find the improvement of students’ score in the form of percentage, it

would be as follow:

P = y2−y

y x 100%

P = 73.2−51.47

51.47 x 100%

P = 21,73

51.47 x 100%

P = 42.2%

After finding the improvement of students’ score, then the

researcher tried to find the class percentage of the whole students’ who

able to pass the KKM as follow:

68

P = F

N x 100%

P = 31

38 x 100%

P = 81.5%

It is meant that about 21.73% (73.2 – 51.47) students score

averages were increased. It is improved from the previous cycle which

was only improved 14.9 points. It showed that the implementation of

TBLT through CSM in teaching English especially in teaching speaking

were successful.

From the interpretation, the writer obtained that there were 44.6%

(81.5 – 36.9) of students score had improved within the second cycle,

31 of 38 students passed the KKM while the other 7 students are still

below the KKM. From those data above it could be concluded that there

is no following cycle of this research because more than 75% of the

students in the classroom reached the KKM.

Throughout these scores were derived not only within the tests

that carried out to know students’ progress but also it derived from

students’ English development during the research even oral or written.

So that the researcher was not only valued the final result of the research

but also the process itself. As revealed by Finochario and Brumfit

concerning with communicative language teaching for beginning level.

Furthermore, the main problem was just the matter of habit to practice;

the more students have opportunities to practice the better they would

69

be.

d) Reflecting

Acting phase within the second cycle completely accomplished.

Data that were obtained from the test and observation also have been

collected. It is the time to analyze those data, reflected the all activities,

and proved the students’ progress in learning English by using TBLT

CSM techniques.

From the observation data and the post test result of the second

cycle. The researcher and the teacher felt satisfied to the action research

result, because the implementation of TBLT through CSM in teaching

English especially teaching speaking showed amount of changes than

before CAR. For example, student who was at the first time felt afraid

of making mistake in grammatical and the vocabulary after learning by

using TBLT through CSM, now they begin to understand the use of

simple past tense in speaking even in simple sentence by which students

can use vocabularies that have been stored in their memory. The,

student who was at the first time feeling awkward to say in English,

because they usually brush the material up only in the form of written,

and after learning by using TBLT through cartoon story maker in which

expressions were involved in those displays, so students can practice

which bring about habit of using English orally. It could be concluded

that the result of cycle II was 81% over than 75%, so the researcher do

70

not need to conduct another cycle.

B. Data Analysis and Discussion

1. Test Analysis

The result of the whole test is compared to know the significant

difference of the treatment. The comparison of the all cycle test is as

follows:

The following table is the result of pre-test, post-test I, and Post-test II

Table 4.3 Result of Pre-test, Post-test I, and Post-test II

No Name Pre-test Post-test 1 Post-test 2

1. Student 1 65,5 68 73

2. Student 2 68 70 75

3. Student 3 65 70 75

4. Student 4 65 65,5 74,5

5. Student 5 63 66,5 74

6. Student 6 63,5 67 77,5

7. Student 7 65 65 73,5

8. Student 8 63,5 67 75,5

9. Student 9 62 66 75,5

10. Student 10 64 67,5 73,5

11. Student 11 65 70,5 75

12. Student 12 70 65 74,5

13. Student 13 67,5 65,5 67

14. Student 14 66,5 66,5 74

15. Student 15 65,5 65,5 67,5

16. Student 16 70,5 71,58 73,5

17. Student 17 64 67 68,5

18. Student 18 70 72 73,5

19. Student 19 64 65,5 77

20. Student 20 65 68,5 75

21. Student 21 70 72,5 77,5

22. Student 22 64 65,5 71,5

23. Student 23 65,5 66,5 75

24. Student 24 67 70,5 73,5

71

25. Student 25 67,5 71 71

26. Student 26 67 69,5 75

27. Student 27 64,5 68,5 69,5

28. Student 28 75 75 75

29. Student 29 70 70,5 69,5

30. Student 30 75 75,5 75,5

31. Student 31 78,5 77,5 77,5

32. Student 32 63,5 72 75

33. Student 33 64,5 68,5 75,5

34. Student 34 65 69 69,5

35. Student 35 70 71 75

36. Student 36 64 69,5 69,5

37. Student 37 66,5 70 71

38. Student 38 65 70 71,5

The following table is the result of students’ score mean in

number and percentage

Table 4.4 Students’ Mean Score

Total Score 1956 2564 2790

Students’ score mean

M = ∑𝑥

𝑁

51.47 67.47 73.2

Students’ score class

percentage

P = 𝐹

𝑁 x 100%

22%

36.9% 81.5%

The following figure below show the students’ score mean

improvement.

72

Figure 4.1 Students’ score mean improvement

The following figure show the the students’ score precentage (pre-test,

post-test I, and post-test II)

Figure 4.2 Students’ Score Percentage

73

The table and the chart displays that the improvement of the

students’ improvement of speaking skill is very significant from the

cycle I to the cycle II. The difference among whole results is obviously

great. This means that the treatment, TBLT through cartoon story maker

can improve the students’ speaking ability.

Based on the comparison among calculation of cycle I, and cycle

II, the implementation of TBLT through cartoon story maker is

successful to improve the students’ speaking skill. It can be seen in the

table. The table showed that in the pre-test the result just 22% of students

who had passed the KKM, while in the post-test there was an

improvement of students who passed the KKM there were 36,9%, and

81,5% was the result of pre-test II it meant that the result could be

74

stopped.

In addition after the last cycle had been done, the conversion of

students proficiency could be seen in the table below.

Table 4.6 Conversion of Students’ Proficiency

Number of students Number of score Proficiency level

- 16 – 25 0

- 26 – 32 1

- 33 – 42 1+

- 43 – 52 2

- 53 – 62 2+

11 63 – 72 3

27 73 – 82 3+

- 83 – 92 4

- 93 – 99 4+

- 100 5

From the table above the researcher concluded that 27 (71%) of

the students got 3+ while the other 11 (29%) students got 3. It means

that most of the students in the classroom have the same level in

speaking skill ability because there were no highest or lowest score of

the results.

2. Observation Analysis

The researcher did the observation by using interview on Tuesday

75

3th of March 2015. This interview was done after finishing the second

cycle. Along with this, he implied student to value the implementation

and the researcher work during the classroom action research. In this

case, he categorized into four view points, those were; students’

speaking achievement, students’ motivation to learn, teachers’ opinion

on the implementation of Task Based Language Teaching through

Cartoon story maker, and the last was classroom condition controlling.

Based on the students’ answer within the oral interview, they can

express themselves by using English, without any hesitation even in

simple sentence. They also felt satisfy that they do not feel awkward and

feel afraid of making mistake when they are saying something in

English. Besides it is fun, it is also tends to make them comfort, hence,

they wanted to learn and learn again.

As for the teacher, it was good way to teach English by using

TBLT through cartoon story maker. Despite, for the first time he

hesitated that this technique would make students crowded and

unserious in learning. Moreover, it was the deadline to finish all

materials that he did not have much time to play. The demand of annual

program target made him confuse and doubt to apply TBLT through

cartoon story maker into the lesson for twice, he saw something different

by which students more active in participate the class. The feedback

given makes students compete to get more points from the competition.

Since TBLT through cartoon story maker are applied the technique by

76

using group work and pair bring about changes toward student; students

who at the first time do not want to participate in the classroom, finally

they tends to do their best; and students who are difficult to make group,

at last they automatically become one when the instruction revealed.

From those result mentioned above, it can be inferred that

teaching peaking by using TBLT through cartoon story maker are

effective for engaging students’ motivation and encouraging them to

practice. So that, lesson that they have been store to their brain will

retained through those practices. .

CHAPTER V

CLOSURE

A. Conclusions

The conclusions of the study were presented on this chapter and it was

aimed to answer the research question, thus, the conclusion drawn for this

research are as follows:

1. Based on the data result of data analysis, the researcher inferred that the

implementation of TBLT through CSM is effective and can improve

students speaking ability. It can be proved through several data such as;

observation result which is shows students enthusiastic, actively

participated in learning process, they were also motivated to learn spoken

English which it reduces students’ hesitation to say in English.

77

2. From the test result, the researcher concluded that there were 81.5% of

students’ score had passed the KKM. 14.9 Derived from The post-test I, and

44.6 which it derived from the second post-test result with the mean in each

improvement were 16 first post-test, and 5.73 for the second post-test result.

From these interpretations, in short it can be said that 31 of 38 students can

pass the KKM after learning by using TBLT through CSM. It meant that the

implementation of TBLT through CSM in the classroom action research to

improve students’ speaking ability is success.

B. Suggestions

This research indicates that the implementation of TBLT through CSM

in teaching speaking showed many positive effects on the students’ progress.

Based on the result of the study, there are some suggestions put forward the

English teachers, the students and the other researchers.

1. Teachers

a) The teacher should try to select the content or different topics based on

the school’s requirements and also should meet the students’ need.

b) Practical and interesting content can motivate students to actively

engage in the speaking activities.

c) The teacher should pay attention that the content or topics given to the

students should not be very difficult; otherwise, the students may lose

interest and get frustrated in the speaking activity.

d) The content should be a little bit above the average level, so that the

students feel it is challenging and would love to do.

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e) The teacher should remember that it is good to conduct momentous or

individual activities or pair and group task to help the students to

improve their speaking skill.

f) Teacher should not measure the students’ competence from their ability

in finishing the task or performance; instead, the teacher should focus

on the students’ skill to communicate with their friends or other people.

g) The teacher should help and facilitate to learn the language. When the

students need help in the language, the teacher should give immediately

facilitation and help. The teacher using pair works lets the students help

each other in a good way to facilitate the students’ language learning.

2. The Students

a) The 10th grade social science II students of MAN Temanggung change

their attitude towards learning speaking skill.

b) They should be more confident and braver to speak English rather than

be afraid of making mistakes or be humiliated by their friends.

c) they have to be active in teaching learning. It has been proven that this

technique can improve the students’ speaking proficiency.

d) They should courage themselves to learn more, to ask what they do not

know, and to learn as much as possible.

e) They should know that making mistakes is a part of learning process,

so that they can practice speaking English in their daily life at school

with their friends and community without feeling hesitate.

f) They should not focus too much on the grammatical accuracy which

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could prevent them from practicing English and make them afraid of

making mistakes; instead, they should focus more on their vocabulary

mastery and fluency.

g) They should realize that mastering sufficient vocabularies is important

in supporting their speaking skill. Without sufficient vocabulary, they

could not speak fluently.

3. Other Researchers

TBLT through CSM is one of interesting and joyful approach that

can be applied in the classroom to improve students’ speaking skill.

Although the researcher has tried to do the best in implementing TBLT

through CSM approach in improving the students’ speaking skill, the result

of this study is not very perfect; therefore, the researcher hopes that the other

researchers could help to eliminate the weaknesses which were found in this

study.

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