Improving Students’ Speaking Skill by Using

Scientific Approach
(A Classrrom Action Research to the Seventh
Grade of MTs. IKA-PGA Baiturrahmah in the
Academic Year of 2015 / 2016)

By
Herni Fitriana
(521100035)
BACKGROUND
 Research Background
 Speaking skills are an important part of the curriculum in
language teaching (Luoma, 2004:1).
 Speaking with accurate grammar, good pronunciation, and
appropriate words usage indicates a good speaker.

 The problems of the seventh grade students of MTs. IKA-

PGA Baiturrahamah toward speaking:
- fluency, pronunciation, comprehension.
 The possible causes:
- seldom practice speaking, not interested in English, the
..teaching learning process is only based on the text book /
..students’ worksheet.
 Research Background
 Scientific approach is a teaching approach that the
researcher chose to improve the students’ speaking skill.
 Why Scientific Approach?
- Scientific Approach (act like a scientist) can develop
..students’ ability in solving problems.
- Improving the students’ ability in mastering the learning
..material.
- Improving the students’ ability in communication.
- The 5 steps of Scientific Approach (observing, questioning,
..collecting information, associating, communicating) helps
..the teacher in managing the learning activities in a
..systematic sequence easily.
 Research Question
 How can scientific approach improve the
.students’ speaking skill to the seventh grade of
.MTs. IKA-PGA Baiturrahmah?

Research Purpose
 To reveal How scientific approach can improve
..the students’ speaking skill to the seventh grade
..of MTs. IKA-PGA Baiturrahmah.
RESEARCH
FINDINGS
RESEARCH FINDINGS (Qualitative Data)
 Findings of First Cycle
1. Planning
- Prepared lesson plan based on the syllabus that had been analyzed.
- Prepared teaching media, learning material and learning activities.
- Prepared observation checklists and field notes to support data findings.
- Prepared the indicators of speaking, scoring rubric, and speaking test.
- Prepared the readability of speaking test.
2. Action
the researcher taught the students based on the lesson plan. There were
...three meetings in the first cycle.
a) First Meeting (Saturday, November 14, 2015)
There were three steps of teaching learning activities, opening, main
activities, and closing.
1) Opening
The English teacher told the students that the researcher wanted to
do research in this class for several meetings. The students were
friendly and show good attitude in the first meeting.
2) Main Activities
- Observing
The students were excited in observing the pictures about daily activities.
- Questioning
At first, no one asked in this first meeting. The researcher asked the
..students about grammar context. Then, a student asked 1 question.
- Collecting Information
The students discussed together and the researcher gave explanation
...during discussion.
- Associating
The students made the same monologue and read the monologue.
- Communicating
The students performed their monologue but they still brought the
..transcript and not all of the students could perform.
3) Closing
the researcher gave feedback. Then, the students and the researcher
concluded the learning activities and what the students had learnt today.
The researcher also told the students that next meeting all of the students
had to speak the monologue they made today.
b) Second Meeting (Monday, November 16, 2015)
1) Opening
The researcher explained the purpose of learning today.
2) Main Activities
- Observing
The students observed the researcher’s perfomance in delivering a monologue.
- Questioning
Most of the students were shy and doubt to ask. Thus, the students wrote the
...questions on sticky notes.
- Collecting Information
The students wrote the explanation from the teacher.
- Associating
The students made the same monologue and read the monologue.
- Communicating
Most of the students performed their monologue even though almost all of
..them forgot what to say..
3) Closing
the researcher gave feedback. Then, gave the information that next meeting they
would do speaking test.
c) Third Meeting (Wednesday, November 18, 2015)
The third meeting was speaking test. The test result will be discussed in the next section.

 Observation
The observation checklists and field notes were filled by the English teacher as the
collaborator to support data observation. The result can be seen in the following chart.

Teaching Learning Process of 1st Cycle

Meeting 1 Meeting 2
65%

50%

< 60% < 60% (Poor) 60 - 75% (Enough)

60 - 75%
76 - 85 % (Good)
76 - 85%
86 - 100% (excellent)
86 - 100%
(Poor) (Enough) (Good) (Excellent)
 The Implementation of Scientific Approach of First Cycle
In the first cycle, the researcher noticed that the students’ performance was
still low. They were not really interested in learning speaking. There were only
few students who actively involved in every step of scientific approach and paid
attention to the researcher’s explanation.

 Reflection
Reflection was the last step of this classroom action research. The researcher
discussed the findings with the collaborator. The collaborator also explained the
field notes that had been made regarding the students’ behavior during learning
process. Since the students’ score in speaking test was not adequate, the
researcher would conduct the second cycle. Therefore, in the next cycle the
researcher would revise the planning before teaching the students and looked for
the solution to attract the students’ interest in learning speaking.
RESEARCH FINDINGS (Qualitative Data)
 Findings of Second Cycle
1. Planning
- The researcher tried to improve the teaching learning process.
- The researcher looked for the solution to attract the students attention.
2. Action
a) First Meeting (Saturday, November 21, 2015)
1) Opening
The English teacher told the students that the researcher wanted to
do research in this class for several meetings.
2) Main activities
- Observing
The students were excited because that was easy to translate the
...........activity by looking at the activity in the pictures.
- Observing
The students were excited because that was easy to translate the activity
by looking at the activity in the pictures.
- Questioning
At first, there was no student had a question to ask. Then, the researcher
asked a question the conversation of the researcher written . The students
were curious, they tried to answer even it was wrong.
- Collecting Information
Some of the students wrote the important information since questioning
section. The students also discussed about the right answer in observing
pictures.
- Associating
The students made the same monologue with the monologue that they
had observed.
- Communicating
The students still brought the transcript of their monologue.
 3) Closing
In closing the class, the researcher gave feedback of the students’
performance. Then, the students and the researcher concluded the
learning activities and what the students had learnt today.
b) Second meeting (Monday, November 23, 2015)
In the second meeting the researcher would practice the students to
speak a monologue fluently.
1) Opening
The researcher greeted the students and made sure that the
students were ready to study today. After that, the researcher
checked the students’ attendance and asked the students what had
been learned last meeting.
2) Main activities
The researcher explained to the students about learning activities
that would be done by the students.
- Questioning
Most of the students asked the pronunciation of english words they used
in their monologue. The researcher answered all the questions and asked
the students to repeat the pronunciation correctly.
- Collecting Information
The researcher also asked the students to write how to pronounce some
difficult words of their monologue so that they could remember how to
pronounce the words. In collecting information, there were about five
students who looked lazy to write.
- Associating
All of them read their monologue one by one. From this activity, the
resarcher could see not all of them were bad in pronunciation.
- Communicating
Most of the students performed their monologue even though almost all
of them forgot about the part they should tell but they were confident to
perform in front of the class.
3) Closing
In this last section, the researcher gave feedback of the students’
performance. Then, the students and the researcher concluded the
learning activities and what the students had learnt today.
c) Third meeting (Wednesday, November 25, 2015)
the students did the speaking test.
 Observation
In the second cycle, as the same as the first cycle the observation data
was supported by observation checklists and field notes filled by the
collaborator.
The Implementation of Scientific Approach of Second Cycle
,

In the second cycle, the researcher noticed that the students’

performance in learning speaking by using scientific approach
was getting better. They were enthusiast in involving every step
of scientific approach.
In every meeting all of the students practiced speaking one
by one. It gave the students the opportunity to try speaking in
English in the form of monologue.
 Quantitative Data
In quantitative data, the researcher analyzed the result of students’
individual score in speaking test. There were two scorers in speaking test. The
first was the English teacher as a collaborator and the second was the
researcher.
 Students’ Individual Score

The notation:
X = Student’s individual score
P = Pronunciation
G = Grammar
V = Vocabulary
F = Fluency
C = Comprehension
Example:
The total of NS’s score for the speaking test in the second cycle was 74 and
gained average level.
The students’ score was shown in table 4.2
DISCUSSION
DISCUSSION
This research was conducted to answer the research question about how
can scientific approach improve students’ speaking skill by using scientific
approach to the seventh grade of MTs. IKA PGA Baiturrahmah Pontianak. The
students’ improvement will give the evidence whether scientific approach is
successful or not to improve the students’ speaking skill.
All of the students increased their score. Evidently, there were 19 students
from 27 students who raised average level with the score in scale 70-79 in the
second cycle. The total was increased from the first cycle which was only 6
students raised the average level.
However, in the second cycle, the students’ behavior was getting better
during learning process. In coonducting scientific approach, the students
learned to be actively involved in learning activities. The students involved in
every step of scientific approach such as observing, questioning, collecting
information, associating, and communicating.
Conclusion and
Suggestion
 CONCLUSION

1. The students showed an improvement in learning process. The students

improved their interest and confidence in speaking English. That was
showed in observation checklists and field notes in every meeting of two
cycles. In the first cycle, the students were still passive in learning, only
few students who involved actively in every learning step of scientific
approach. However, the students’ behavior was getting better in the
second cycle. The students were actively involved in every learning steps
of scientific approach in the second cycle. Thus, there was improvement
in the learning process from the first cycle to the second cycle.

2. The students showed significant improvement in speaking skill after

teaching learning process by using scientific approach. The students’
individual score was getting higher. In the second cycle, there were 19
students raised average level because the score was in scale 70 - 79
compared with the first cycle that only 6 students raised the average
level. Thus, the students’ speaking skill improved from the first cycle to
the second cycle.
 SUGESTION

1. For the teacher

The teachers are expected to be able to improve the students’ interest
and confidence in speaking English. The researcher suggests the teachers
to use scientific approach in teaching speaking skill. By using scientific
approach, the teacher had better preparation in managing learning
activities for the students.

2. For the students

The students have to participate in every step of learning process well
because it will improve the students’ skill in speaking. The researcher
expects that the students can easily speak English fluently with correct
pronunciation, grammar, appropriate word usage and also understand
what is said. By using scientific approach the students will actively involve
in every learning activities such as observing, questioning, collecting
information, associating, and communicating. The learning steps of
scientific approach will give the students meaningful learning experience.
 SUGESTION

3. For the other researchers

The researcher hopes that the other researcher can develop this research
in conducting the similar research. The research findings in this research
can give information for the other researchers to complete another
research. This research also can be used as the reference for the
researchers who want to conduct the similar research.
.
Thank You