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IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM
THROUGH ROUND ROBIN TECHNIQUE
(A Classroom Action Research at the Ninth Grade of an SMP in Surakarta
in the Academic Year of 2017/2018)
A THESIS
GUPITANINGRUM LABDA KUSUMA JATI
K2213026
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfil of the Requirement for Obtaining the Undergraduate
Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2017
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IMPROVING STUDENTS’ PARTICIPATION IN EFL CLASSROOM
THROUGH ROUND ROBIN TECHNIQUE
(A Classroom Action Research at the Ninth Grade of an SMP in Surakarta
in the Academic Year of 2017/2018)
A THESIS
GUPITANINGRUM LABDA KUSUMA JATI
K2213026
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfil of the Requirement for Obtaining the Undergraduate
Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2017
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ABSTRACT
Gupitaningrum Labda Kusuma Jati. K2213026. IMPROVING STUDENTS’
PARTICIPATION IN EFL CLASSROOM THROUGH ROUND ROBIN
TECNHIQUE (A Classroom Action Research at the Ninth Grade of an SMP
in Surakarta in the Academic Year of 2017/2018). Thesis, Surakarta: Teacher
Training and Education Faculty of Sebelas Maret University, December 2017.
The objectives of the research are to find out in what way Round Robin
technique can improve the students’ participation in EFL classroom and the
classroom situation when Round Robin technique is implemented at the IX PK
class of an SMP in Surakarta in the academic year of 2017/2018.
This research was conducted at IX PK class of an SMP in Surakarta. The
class consists of 25 students. The research is a classroom action research (CAR).
This research was conducted in 2 cycles. The first cycle consist of three meetings
and the second cycle consists of two meetings. There were four stages of
classroom action research used in each cycle: planning, acting/implementing,
observing, and reflecting. The data were collected through observation, interview,
questionnaire, and photographs.
There are three conclusions found in this research. First, Round Robin
technique can improve the students’ participation in EFL classroom. (1) In Round
Robin technique, the students had to finish the task given individually before they
shared it, so they had to focus more on the teacher’s explanation to finish the task
properly. (2) In Round Robin technique, the students discussed together to find
the best answer of the task and make a conclusion from the learning material. It
helped the students to understand more about the material; therefore when the
teacher asked questions related to the material, the students knew the answers and
their willingness to answer the questions voluntarily was improved. (3) In Round
Robin technique, each student had to share their opinion in the group discussion,
when they got difficulties to speak in English; they did not hesitate to ask the
teacher’s help. (4) In Round Robin technique, the students were not allowed to
interrupt or criticize when a group member was sharing his opinions. Therefore,
the students felt comfortable and confident to share their opinions. They were not
shy to share their opinions in the group discussion. (5) In Round Robin technique,
the students’ groups were arranged based on the students’ learning achievements
and characteristics; therefore there was not domination from certain students in
the group discussion. Moreover, the groups that consist of low- level students
were more motivated to work seriously and not rely on certain students. The
students finished the task given properly and collected it on time. Second, the
implementation of Round Robin technique creates a conducive classroom
environment. As the students are participating actively in the learning, the
classroom situation becomes conducive. Third, to implement Round Robin
technique effectively, the teacher should consider the students’ grouping and
classroom management.
Keywords: EFL classroom, students’ participation, Round Robin technique
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ABSTRAK
Gupitaningrum Labda Kusuma Jati. K2213026. MENINGKATKAN
PARTISIPASI SISWA PADA PEMEBELAJARAN BAHASA INGGRIS
DENGAN TEKNIK ROUND ROBIN (Penelitian Tindakan Kelas pada Kelas
Sembilan di Sebuah SMP di Surakarta pada Tahun Pelajaran 2017/2018).
Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas
Maret, Desember 2017.
Penelitian ini bertujuan untuk mengetahui bagaimana teknik Round Robin
dapat meningkatkan partisipasi siswa dalam pembelajaran bahasa Inggris dan
kondisi kelas ketika teknik Round Robin diimplementasikan di kelas IX PK
sebuah SMP di Surakarta pada tahun ajaran 2017/2018.
Penelitian ini dilaksanakan di kelas IX PK sebuah SMP di Surakarta.
Kelas IX PK terdiri dari 25 siswa. Penelitian ini merupakan Penelitian Tindakan
Kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus. Siklus pertama terdiri
dari 3 pertemuan dan siklus kedua terdiri dari 2 pertemuan. Dalam tiap siklus,
terdapat empat langkah penelitian tindakan kelas yang digunakan: perencaaan,
pelaksanaan, pengamatan, dan refleksi. Data dalam penelitian ini dikumpulkan
melalui pengamatan, wawancara, angket, dan foto.
Terdapat tiga kesimpulan dalam penelitian ini. Pertama, teknik Round
Robin dapat meningkatkan partisipasi siswa dalam pembelajaran bahasa Inggris.
(1) Dalam teknik Round Robin, siswa harus menyelesaikan tugas secara individu
sebelum didiskusikan kepada kelompok, sehingga mereka harus fokus kepada
penjelasan guru agar bisa mengerjakan tugas sesuai dengan perintah. (2) Dalam
teknik Round Robin, siswa berdiskusi untuk menemukan jawaban terbaik dari
tugas yang diberikan dan membuat kesimpulan, diskusi ini membantu siswa
menjadi lebih faham mengenai materi yang diajarkan, sehingga ketika guru
bertanya mengenai materi, siswa mengetahui jawabannya dan keinginan mereka
untuk menjawab pertanyaan secara sukarela meningkat. (3) Dalam teknik Round
Robin, tiap siswa harus menyumbangkan opini, sehingga ketika mereka kesulitan
untuk berbicara dalam bahasa Inggris, mereka tidak malu untuk bertanya kepada
guru. (4) Dalam teknik Round Robin, siswa dilarang mengkritik pendapat siswa
yang lain, hal ini membuat siswa nyaman dan percaya diri ketika menyampaikan
pendapat. Mereka tidak malu untuk menyampaikan pendapat dalam diskusi (5)
Dalam teknik Round Robin siswa dibagi dalam kelompok berdasar hasil belajar
dan karakter; sehingga diskusi tidak didominasi oleh siswa tertentu. Terlebih lagi,
kelompok beranggotakan siswa yang kurang aktif, menjadi termotivasi untuk
serius menyelesaikan tugas dan tidak bergantung pada siswa tertentu. Siswa
menyelesaikan tugas dengan benar dan mengumpulkannya tepat waktu. Kedua,
teknik Round Robin menciptakan kondisi kelas yang kondusif. Dikarenakan siswa
berpartisipasi dalam pembelajaran, kondisi kelas menjadi kondusif. Ketiga, agar
teknik Round Robin dapat diimplementasikan secara efektif, guru harus
memperhatikan pengelompokan siswa dan pengaturan kelas.
Kata Kunci: partisipasi siswa, pembelajaran bahasa Inggris, teknik Round Robin
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MOTTO
“O you who believe! If you help (in the cause of) Allah, He will help you, and
make your foothold firm.”
(Q.S. Muhammad: 7)
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DEDICATION
In the Name of Allah, the Most Gracious, the Most Merciful
This thesis is especially dedicated to my best supporters: my beloved Ibu, Titik
Rochmani, and Bapak, Jati Pracaya; my the one and only little brother,
Luhur Pambudi Kusuma Jati, and my beloved Mbah Uti and Mbah Kakung.
Also… For my beloved Uti, Tung, Mbah Ti, and Mbah Kung,
“Alhamdulillah… I can fulfill one of your big dreams…”
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ACKNOWLEDGEMENT
First of all, the writer praises to Allah SWT, the Lord of the worlds, for
blessing, mercy, and love given to the writer, so the writer can finish this thesis.
The writer realizes that the writer would not be able to finish this thesis without
prayer, support, and guidance from many people. Therefore, the writer would like
to express the sincerest gratitude to:
1. Prof. Dr. Joko Nurkamto, M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Teguh Sarosa, S.S., M.Hum, the Head of English Education
Department of Sebelas Maret University;
3. Drs. Martono, M.A., as the first advisor who always gives guidance,
advice, and motivation to the writer, and patiently correct each
sentence in this thesis;
4. Teguh Sarosa, S.S., M.Hum., as the second advisor who always
encourages and motivates the writer to finish this thesis and warmly
guide the writer in his busy schedule;
5. All of the lecturers and staffs of English Education Department;
6. Drs. H. Sugiyono, the Headmaster of SMP Muhammadiyah 2
Surakarta who had given the opportunity to the writer to conduct the
research at SMP Muhammadiyah 2 Surakarta;
7. Lestari, the English teacher of IX PK class of SMP Muhammadiyah 2
Surakarta who had given support and guidance for the writer in
conducting the research;
8. The IX PK class students of SMP Muhammadiyah 2 Surakarta who
help the writer in conducting the research;
9. The writer beloved parent and brother, as the writer’s best supporters
who always give unconditional love, affection, and prayer;
10. Mbak Ama, Ukh Intan, Ukh Vita, Ukh Lita, Ukh Susi, Ukh Diah, Ukh
Sita, Ukh Dini, and Ukh Arini who always remind the virtue of Allah
SWT and Islam during the hard times;
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11. Dena, Tyas, Candra, Ade, Nimas, Anis, Alice, Ika, Nissa, and all of
beloved friends in English Education Department 2013 who have
shared happiness and spirit.
The writer realizes that there are some lacks in this thesis; therefore all of
the critics and suggestions for the improvement of this thesis are really
appreciated. Hopefully, this thesis will be useful for the readers and the writer
herself.
Surakarta, December 2017
The writer
Gupitaningrum Labda Kusuma Jati
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TABLE OF CONTENTS
COVER ................................................................................................................... i
PRONOUNCEMENT ........................................................................................... ii
PROPOSED TITLE ............................................................................................. iii
APPROVAL OF THE CONSULTANTS .......................................................... iv
LEGALIZATION OF EXAMINERS ..................................................................v
ABSTRACT .......................................................................................................... vi
ABSTRAK ........................................................................................................... vii
MOTTO .............................................................................................................. viii
DEDICATION ...................................................................................................... ix
ACKNOWLEDGEMENT .....................................................................................x
TABLE OF CONTENTS.................................................................................... xii
LIST OF TABLES ...............................................................................................xv
LIST OF FIGURES ........................................................................................... xvi
LIST OF APPENDIXES .................................................................................. xvii
CHAPTER I INTRODUCTION...........................................................................1
A. Background of the Study .............................................................................. 1
B. Problem Statements ...................................................................................... 4
C. The Objectives of the Study ......................................................................... 5
D. The Benefits of the Study ............................................................................. 5
CHAPTER II LITERATURE REVIEW .............................................................7
A. Theoretical Description ................................................................................ 7
1. Definition of Students’ Participation ........................................................ 7
2. Indicators of Students’ Participation ........................................................ 8
3. Benefits of Students’ Participation ........................................................... 9
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4. Factors Leading to Students’ Low Participation in EFL Classroom ...... 10
5. Assessing Students’ Participation .......................................................... 12
B. Review of Round Robin Technique ........................................................... 14
1. Definition of Round Robin ..................................................................... 14
2. Procedures of Round Robin ................................................................... 14
3. The Strengths and Weaknesses of Round Robin .................................... 15
C. Review of Related Research ...................................................................... 16
D. Rationale .................................................................................................... 17
CHAPTER III RESEARCH METHODOLOGY .............................................20
A. The Setting of the Research ....................................................................... 20
B. The Schedule of the Research .................................................................... 20
C. The Subject of the Research ....................................................................... 20
D. The Method of the Research ...................................................................... 21
E. The Procedures of the Research ................................................................. 21
F. Techniques of Collecting Data ................................................................... 23
G. Techniques of Analysing Data ................................................................... 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................28
A. Research Findings ...................................................................................... 28
1. The Situation before the Research .......................................................... 28
2. The Implementation of the Research ...................................................... 31
B. Discussion .................................................................................................. 56
1. The Implementation of Round Robin Technique to Improve Students’
Participation in EFL Classroom ..................................................................... 56
2. The Classroom Situation when Round Robin Technique is
Implemented… .............................................................................................. 60
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3. Points that Must be Considered in the Implementation of Round Robin
Technique in EFL Classroom ........................................................................ 61
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........64
A. Conclusion ................................................................................................. 64
B. Implication ................................................................................................. 65
C. Suggestion .................................................................................................. 66
BIBLIOGRAPHY ................................................................................................68
APPENDICES ......................................................................................................71
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LIST OF TABLES
Table 2.1 Construct of Students’ Participation Indicators ......................................... 9
Table 2.2 Scoring Rubric of Students’ Participation ................................................. 13
Table 3.1 The Schedule of the Research .................................................................... 20
Table 4.1 The Summary of the Pre-research .............................................................. 30
Table 4.2 The Outline of the Lesson Plans in Cycle 1 ............................................... 32
Table 4.3 The Summary of the Observation in Cycle 1 ............................................. 40
Table 4.4 The Summary of the Reflection in Cycle 1................................................ 43
Table 4.5 The Outline of the Lesson Plans in Cycle 2 ............................................... 44
Table 4.6 The Summary of the Observation in Cycle 2 ............................................. 54
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LIST OF FIGURES
Figure 3.1 Action research model based on Kemmis and McTaggart (1989) ........... 21
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LIST OF APPENDICES
Syllabus ...................................................................................................................... 71
Lesson Plans ............................................................................................................... 92
Observation Sheets ..................................................................................................... 127
Students’ Participation Assessment Sheets ................................................................ 136
Questionnaire ............................................................................................................. 146
Interview Transcripts ................................................................................................. 153
Field Notes ................................................................................................................. 167
Diaries ........................................................................................................................ 193
The List of the Students ............................................................................................. 214
Students’ Tasks .......................................................................................................... 215
Photographs ................................................................................................................ 219
Letters ......................................................................................................................... 225
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