Classroom Action Research (CAR-PTK)

ku. tahun pelajaran 2013/2014

NOVEMBER 2, 2013 | ALJAUHARIY

CHAPTER I
INTRODUCTION

As an introduction this chapter presents the background of the study,

statement of the study, objective of the study, significance of the study,
hypothesis and definition of key terms.
1.1

Background of the Study

Language is the important part in communication. Language is being the way

to transfer an idea, thinking, opinion and feeling. In the world, there are so
many languages and English is an important language to be learned because
it becomes an international language. English influences our daily life; many
sectors need English as the prerequisites. For example, English is widely used
in mass media and oral communication as means of exchanging information
including science, education and technology reasons. In Indonesia, English is
the first foreign language. It is taught from elementary school as an
alternative subject until high school as one of the compulsory subjects. It
means that English has an important position so the Indonesian students
need to learn English as well as possible.
There are four important skills that students have to master in English. They
are speaking, reading, listening and writing. Furthermore, the students have
to master English components such as vocabulary, grammar, spelling and
pronunciation. In current curriculum, the English literacy level of junior high

school is the ability to use English for communication in daily life. It means
that the objective of English teaching is the ability to speak English fluently.
But in reality, there are so many students are not able to speak English well.
Commonly, they only have capability in grammar, reading or writing. It is
because English is not spoken in society, so the accuracy and fluency to
speak English is difficult for the students. Moreover, the use of conventional
teaching techniques which only use the same way for each section of
teaching English becomes the second reason of the problem in speaking
English. Setiyadi (2006: 21) states that speaking is the productive skill in the
oral mode. It likes the other skills, is more complicated that it seems at first
and involves more than pronouncing words.
Based on the statements above, the researcher knows that the fluency in
speaking becomes the problem in learning English. Here, the using of
appropriate techniques in teaching and learning English is one of the ways to
solve the problem. It is needed in order to make the students be motivated in
speaking English in the classroom and out of classroom. There are many
techniques to make English teaching especially speaking is fun, interesting
and active. So the students are encouraged to expose themselves to speak
English. One of the techniques which can be used in English speaking is
cooperative learning technique, so the teachers have to analyze the most
appropriate technique to teach English in their class. Cooperative learning
has so many techniques which can be a good alternative to be applied in
teaching English and it can make an interesting teaching and learning for the
students.
Based on the backgrounds above, the researcher will conduct a study in the
form of Classroom Action Research entitled Enhancing the Eighth Students
Ability in Speaking through Team-Game-Tournament of Cooperative Learning
Technique at SMP Negeri 1 Rejotangan in Academic Year 2013/2014.
1.2

Statement of the Problem

Referring to the background of the study previously presented, the researcher

formulates the statement of the problem as follows How can the TeamGame-Tournament of cooperative learning technique enhance the eighth
students ability in speaking at SMP Negeri 1 Rejotangan in academic year
2013/2014?

1.3

Objective of the Study

The objective of the study is to enhance the eighth students ability in

speaking through Team-Game-Tournament of cooperative learning technique
at SMP Negeri 1 Rejotangan in academic year 2013/2014.

1.4

Significance of the Study

The advantages that can be acquired from this research are:

1. For the students
This research can encourage them to learn English especially in learning
speaking so that they can enhance their speaking ability and find the
interesting teaching and learning process. It can be new experience for them
in learning English so that their speaking achievement can be better.
1. For the teachers
It can be input and reference to the English teachers in teaching speaking.
They can get an appropriate technique so that they can enhance their
students speaking ability and make the students speaking achievement can
be better than before.
1. For other researcher
It can be used to be reference in conducting further research to develop
another technique to motivate the students to speak English.

1.5

Hypothesis

If the Team-Game-Tournament of cooperative learning technique is applied

well, it will improve the students ability in speaking at SMP Negeri 1
Rejotangan in academic year 2013/2014.
1.6

The Definition of Key Terms

To avoid misunderstanding and misinterpreting of any terms used in

this class action research, the researcher defines the key words as follow:
1. Speaking is an interactive process of constructing meaning that
involves producing, receiving and processing information (Brown, 1994;
Burn & Joyce, 1997). Its form and meaning are dependent on the
context in which it occurs, including the participant themselves, their
collective experience, the physical environment and the purposes for
speaking. However, speaking is not always unpredictable.
2. Team-Game-Tournament is one of the games based on the procedure
and developing of cooperative learning technique. The major
characteristic of the game is group work. The students study in group
and assigned a task that involves collaboration and self-initiated
language.
3. Cooperative learning technique is group learning activity organized so
that learning is dependent on the structured social exchange of
information between learners in group and in which each learner is
held accountable for his or her own learning and is motivated to
increase the learning of other (Kesler 1992: 8). It means that
cooperative learning technique can enhance the motivation and spirit
of the students to study with their friends in group.
CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents some related literatures that support this class
action research. It includes English curriculum for SMP, learning English,
speaking, cooperative learning and Team- Game- Tournament.
2.1

English Curriculum for SMP

English curriculum for SMP is The School Based Curriculum 2006 is

called KTSP 2006. The objective of KTSP namely KKM, it does include the
indicator of competence that use for determining the minimum score of

passing grade in every school. As stated in the 2006 curriculum that every
school has full authority and responsibility for determining the subject matter
and learning instruction in line with the vision, mission, purpose, condition
and characteristic of every school.
According to 2006 English curriculum: Pengembangan kemampuan
siswa dalam berbahasa Inggris yaitu dengan memiliki empat ketrampilan
dalam berbahasa Inggris (speaking, listening, reading, writing) yang
bertujuan untuk mengembangkan kompetensi berkomunikasi secara lisan
secara terbatas untuk mengiringi tindakan (language accompanying action).
The 2006 curriculum based on Depdiknas 2006 targets the students to be
able to understand various types of texts, i.e. descriptive, procedure, recount,
narrative and report. Those kinds of text types have to be mastered by the
students in four skills; they are listening, speaking, reading and writing. The
standard competence especially in speaking the students should be
expressing the meaning in written functional text and short essay of
descriptive and procedure to interact with the closest environment. Moreover,
the basic competence in speaking the students must express the meaning
and the steps accurately, fluently and acceptably in very simple short essay
related to the closest environment.
2.2

Learning English
Learning English has an essential point in order to make the students

master in English. As we know that in Indonesia, English is the first foreign

language. This section introduces and explains the definition of learning and
English language learning for SMP.

2.2.1

Definition of Learning
The formal definition of learning describes the process as a relatively

permanent change in behavior based on individuals interactional experience

with its environment. As such, learning is an important form of personal
adaptation. It means that learning is relatively permanent is to emphasize

that behavior is flexible and not genetically pre- programmed in form or

function.
2.2.2

English Language Learning for SMP

In KTSP Mata Pelajaran Bahasa Inggris (Depdiknas, 2006: 278)

learning English in SMP has aims as follows: (1) developing communicative

competence either oral or written ways to achieve literacy level; (2) having
awareness of the essence and importance of English to enhance competitive
power of nation in global society; (3) developing understanding of the
students about the relationship between language and culture.
2.3

Speaking
This section focuses in some important aspects of speaking as one of

the skills in learning English involves the definition of speaking and the
importance of speaking.
2.3.1

Definition of Speaking

Of all the four skills (listening, speaking, reading and writing), speaking
seems intuitively the most important: people who know a language are
referred to as speakers of that language, as if speaking included all other
kinds of knowing; and many if not most foreign language learners are
primarily interested in learning to speak (Paulo, 2010:120). Moreover, (Shrouf
in Brown, 1994; Burns & Joyce, 1997) defines that speaking is an interactive
process of constructing meaning that involves producing and receiving and
processing information. It means that speaking is a crucial part of language
and it became a communicative skill for the students.
2.3.2

Teaching Speaking

Hornby (1995: 37) quoted that teaching means giving the instruction to (a
person): give a person (knowledge, skill etc). While speaking means to make
use of words in an ordinary voice, so teaching speaking is giving instruction
to a person in order to communicate. Many students equate being able to
speak a language as knowing the language therefore view learning the
language as learning how to speak the language.

Speaking is fundamental to human communication. Just think of all the

different conversation we have in one day and compare that how much the
written conversation we do in one day. In our daily lives most of us speak
more than we write, yet many English teachers still spend the majority of
class time on reading and writing practice almost ignoring speaking and
listening skills. If the goal of English course is truly to enable the students to
communicate in English, then speaking skill should be taught and practiced in
the language classroom. Classroom activities that develop the ability of
learners to express themselves through speech would therefore seem an
important component of a language course and it is usually called an
effective speaking activity.

2.4

Cooperative Learning
This section focuses in some important aspects of cooperative

learning that includes the nature of cooperative learning and the five key
elements of cooperative learning; positive interdependence, face to face
interaction, individual and group accountability, interpersonal small- group
skill and group processing.
2.4.1

The Nature of Cooperative Learning

As humans we are social animals and have an inherent social nature. It is not
in our nature to life alone (Johnson and Johnson, 1975: 1). Based on the
statement above we can conclude that make a group is needed in our life. It
seems for the students that they need to learning together through group
work. Group work is a generic term covering a multiplicity of techniques in
which two or more students are assigned a task that involves collaboration
and self initiated language (Brown, 2001: 177). Group work is usually called
cooperative learning. (Kessler, 1992: 8) states that cooperative learning is
group learning activity organized so that learning is dependent on the social
structured exchange of information between learners in group and in which
each learner is held accountable for his or her own learning and is motivated
to increase the learning of other. It means that cooperative learning can
increase the spirit of the students to study with their friends in group.

2.4.2

Key Elements of cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to

be more productive than competitive and individualistic efforts. Those
conditions are positive interdependence, face to face interaction, individual
and group accountability, interpersonal and small- group skill and also group
processing. Then this section focuses on explanation of each key element is
defined below:
2.4.2.1 Positive Interdependence
Positive Interdependence exists when each member realizes that success is
impossible without the support and interaction of all members, that is, each
one has an awareness of sink or swim together (Burns- Roe- Ross 1996:
588). It is also can make the students have responsibility to themselves and
also to their groups member. Each member tries to give the best for his or
her group.
2.4.2.2 Face to Face Interaction
Face to Face Interaction promotes each others success. It has five points,
they are: (1) orally explaining how to solve the problem, (2) teaching ones
knowledge to other, (3) checking for understanding, (4) discussing concepts
being learned and (5) connecting present with past learning. The students
share each other to solve the problems. They share their knowledge and their
experience with the other members in the group.
2.4.2.3

Individual and Group Accountability

Individual and Group Accountability exist when the performance of each

individual is assessed and the results are given back to the group and the
individual in order to as certain who needs more assistance, support and
encouragement in learning (David & Johnson, 2009). Individual and group
accountability refer to the teachers monitoring of each group members and
provision of feedback to ensure that each student is learning (Burns- RoeRoss, 1996: 588).
2.4.2.4 Interpersonal and Small- Group Skills

Interpersonal and Small- Group Skills also called Collaborative Skills include
such group interaction skills as leadership, decision- making, trust- building,
communication and conflict- management skills. The purpose of learning
together in group work is that they can make collaboration of the skills with
their friends in the group and share those all collaborative skills.
2.4.2.5

Group Processing

Group Processing occurs when the students discuss their progress in reaching
goals and analyze their working relationship within the group. Group
processing exist when group members discuss how well they are achieving
their goals and maintaining effective working relationship. The effective
working relationship shows and describes what member actions are helpful
and not helpful.
2.5

Team- Game- Tournament

Basically, Team- Game- Tournament is one of the techniques of cooperative

learning. Then this section presents the definition of Team- GameTournament and the characteristics of Team- Game- Tournament.
2.5.1

Definition of Team- Game- Tournament

Team Game Tournament (TGT) is a cooperative learning technique

that enhances students academic achievement and attitudes towards the

content material. The purpose of the Team- Game- Tournament is to create an
effective classroom environment in which students are actively involved in
the teaching process and are consistently receiving encouragement for
successful performance. The Team- Game- Tournament structure encourages
competition and cooperation in a way that promotes peer group rewards for
academic achievement and this strategy is appropriate for secondary school
students of all abilities especially speaking ability (Abrami, 1991: 83).
2.5.2

The Characteristics of Team- Game- tournament

Team- Game- Tournament has three basic elements: (1) teams

students are assigned to equal teams categorized by equivalent academic

levels; (2) games skill exercises relating to content material are played

during weekly tournaments; (3) tournament students represent their teams

and compete individually against students from other teams. The winnings
are brought back to their teams. Total winnings are tallied across teams and
team champions are announced. Not only is Team- Game- Tournament a fun
activity, it also helps students review what they have just learned in the unit
for a future test. There is an incentive for playing the game. The team that
wins the tournament gets a reward. For example, stickers or extra time to
play outside.
CHAPTER III
RESEARCH METHOD

Research method is a significant element in the research activity. In this

chapter, some aspects will be used to conduct the study. They include the
research design, research procedure, setting and subject of the study, data
collection method and data analysis.
3.1 Research Design
To conduct a useful research, a systematic way or a well-done plan must be
made in order to obtain the valid answers of the research questions. It means
that the appropriate research design has to be selected. In conducting this
study, classroom action research would be used. It was designed to describe
a condition objectively and information concerning the status of phenomena
of the sample. This study also attempts to describe the analysis of improving
the eighth grade students ability in speaking through one of the cooperative
learning techniques that is Team- Game- Tournament. The research design is
used to find out the result of enhancing the eighth grade students ability in
speaking through Team- Game- Tournament at SMPN 01 Rejotangan in
Academic Year of 2013/2014 using Classroom Action Research.
Carr and Kemmis (2005:7) state that action research is a form of selfreflective enquiry undertaken by participants in social (including educational)
situation in order to improve (a) the rationality and justice of these practices;
(b) their understanding of the practices, and the situations in which the

practices are carried out. It can be said that an action research is a learning
by doing action a group of people or person (researcher), identifies a
problem, does something to resolve it, sees how successful the efforts which
has been made, and if the result is not satisfying, that group or that person
will try again the efforts in the next action.
Applying the principle of an action research design, the researcher
took the model of an action research proposed by Kemmis and Mc.Taggart
model Aqib (2006: 23). The action research consists of four main steps,
namely planning, acting, observing, and reflecting in which the cycle is shown
in figure 3.1.

Figure 3.1 the Procedure of Classroom Action Research

(Adapted from Kemmis and Mc Taggarts model)

The explanations of the figure above were presented more clearly as the
following:
3.1.1 Cycle I
Planning

Finding an institution to do an action (Eighth

students of SMPN I Rejotangan).
Asking permission to the headmaster and
English teacher to carry out the research
there.
Designing a well-prepared plan (lesson plan
and test).

Acting

First Activity (Pre-test)

Giving a pre-test to the students.

Second Activity (Treatment 1)

The researcher

Students

The researcher
distributes the
practice version of
the test to each
student and instruct
them to answer the
question orally and
cooperatively as a
team, ensuring that
all team members
understand how
each answer was
obtained the
intension.

Students give their

attention.

The researcher
evaluates and
corrects the
students answer
then displayed a
copy of the answer
on the data projector
and get each team to
check their answer
and resolve any
issues with their
answer.

Students who know,

then answer the
question orally then
check their answer
and attention the
teachers
explanation.

The researcher asks

the students to sort
there team on the
basis of their
understanding of the
topic from very good
understanding (A
students) to poor
understanding (E
students).

Students rank their

members on the
basis of their
understanding.

After that, the

researcher regroups
all of the teams and

Students regroup
their selves.

asks them to seat all

of the A students in
one area of the
room, B students in
another area, etc.
The researcher gives
out the test version
question to each
student and instructs
them to individually
answer the questions
under formal test
conditions.

Students answer the

question orally.

The researcher
evaluates and
corrects then
displays a copy of
the answer on the
data projector and
get each student to
mark their answers
and then to rank
themselves amongst
the group of students
they are group with.
That is, the A
students will rank
themselves from
best to worst score.
The students with
best score is given a
score of 5 points
while the students
with the lowest score
is given a score 1
point. Students with
equal scores receive
the same number of
points (e.g. the
points distribution
could be 5, 4, 4, 4, 1,
if three students
have same score).

Students give their

attention and rank
their scores.

The researcher gives

feedback for the

Students give
attention and

students activity
within teams, so that
the researcher can
give evaluation for
their speaking
activity.

improve their
speaking ability.

Third Activity
The researcher

Students

The researcher plays

the rule once more.

Students do the rule

once more with
increase attention.

The researcher gives

a cycle I test to
check the students
progress.

Students do the
cycle I test.

Monitoring

Collecting and analyzing the result of the

action. Its purpose was to know to what extent
the result of the action reached the objectives.

Reflection

Finding out the progress from the first activity

to the last activity.

3.1.2 Cycle II

Planning

Designing a well-prepared plan (lesson plan

and test).

Acting

Fourth Activity (Treatment 2)

The writer

Students

The researcher
distributes the
practice version of
the test to each
student and instructs
them to answer the
question orally and
cooperatively as a
team, ensuring that
all team members
understand how
each answer was
obtained the
intension.

Students give their

attention.

The researcher
evaluates and
corrects the
students answer
then displays a copy
of the answer on the
data projector and
get each team to
check their answer
and resolve any
issues with their
answer.

Students who know,

then answer the
question orally then
check their answer
and attention the
teachers
explanation.

The researcher asks

the students to sort
there team on the
basis of their
understanding of the
topic from very good
understanding (A
students) to poor
understanding (E
students).

Students rank their

members on the
basis of their
understanding.

After that, the

researcher regroups
all of the teams and
asks them to seat all
of the A students in
one area of the

Students regroup
their selves.

room, B students in
another area, etc.
The researcher give
out the test version
question to each
student and instructs
them to individually
answer the questions
under formal test
conditions.

Students answer the

question orally.

The researcher
evaluates and
corrects then
displays a copy of
the answer on the
data projector and
got each student to
mark their answers
and then to rank
themselves amongst
the group of students
they are group with.
That is, the A
students will rank
themselves from
best to worst score.
The students with
best score is given a
score of 5 points
while the students
with the lowest score
is given a score 1
point. Students with
equal scores
received the same
number of points
(e.g. the points
distribution could be
5, 4, 4, 4, 1, if three
students have same
score).

Students give their

attention and rank
their scores.

Third Activity
The writer

Students

The researcher plays

the rule once more.

Students do the rule

once more with
increase attention.

The researcher give

a cycle II test to
check the students
progress.

Students do the
cycle II test.

Monitoring

Collecting and analyzing the result of the

action. Its purpose was to know to what extent
the result of the action reached the objectives.

Reflection

Finding out the progress from the first activity

to the last activity.

From the cycles above, the main difference of each cycle is the role of the
teacher in giving the more motivation to the students in speaking. The
researcher motivates the students to do their best within team. The students
give more attention for their team. Then researcher gives another form of
test in cycle 2, so that the students will beyond the previous failure in the
cycle 1 from this class action research.
3.2 Research Procedure
The procedure of this classroom action research will be conducted in cycle
covering four steps of activities, namely the planning, acting, monitoring and
reflecting.
a. Planning
Before conducting the action, observation is done to find out the
condition of the student performance in English teaching learning process.
The researcher consulted her thesis advisor to find information wether the
situation of the eighth year students, which the researcher found while she
did the preliminary study, could improved students speaking ability in
English teaching learning process through Team- Game- Tournament.

b. Acting
In this study, the researcher acted as the practitioner who
implemented the proposed strategy by referring to the activities done in
class. The study was conducted in two meetings in which each meeting had a
different focus. The first meeting was focused on introducing teaching with
Team- Game- Tournament. In the step, the researcher divided the class into
teams of four or five. A class of 40 would have 9 teams of 5. The second
meeting was focused on the teaching and learning process using TeamGame- Tournament.
c. Monitoring
Monitoring is the process of recording and collecting data about any
aspect which happened during the implementation of the action. This active
is done by the observer. In conducting the observation, the observer is
equipped with observation sheet and field notes to record the required data.
Thus, the data of this research were obtained from the result of the
observation and interview.
d. Reflection
During the process using Team- Game- Tournament, the researcher got data.
The researcher tried to criticize the strengths and weaknesses of her
procedure in implementing the research plan. After the analyzing of data, she
made the reflection from the action in cycle 1, based on observation sheets,
to decide and plan the next cycles step. The result of the analysis from next
cycle had matched the criteria of success, the action was finished.

3.3 Researcher Attendance

The researcher needs to conduct this class action research in order to
increases the eighth students ability in speaking. The researcher found the
students difficulty in pronouncing the word correctly and their fluency in
speaking English is decrease. In this class action research, the researcher
acts as a practitioner and observer. In order to making success this activity,

the researcher also collaborates with the English teacher and the head
master of SMPN 1 Rejotangan.
3.4 Setting and Subject of the Study
Each person or participant in the study was considered as a subject (Brown,
1993: 48). The subjects of the study of this research were the eighth students
of SMPN 01 Rejotangan in academic year of 2013 2014. The school is in the
Jl. Raya Kandung- Tanen Rejotangan 66293 and it leads by the head master
that is Bpk. Haidar Alwi Zamzamy, M.Pd.
This school has 24 classes from the seven classes up to nine classes. As the
sample, the researcher took the eighth students of SMPN 01 Rejotangan. In
the eighth grade class, English was taught two times a week. The time was
divided 245 minutes twice a week.
The school was chosen because it has applied the School Based Curriculum
2006 which is suitable with the implementation one of the strategies from
cooperative learning that is Team- Game- Tournament. The setting is chosen
because based on the preliminary study conduct by the researcher, it was
found that the students have low score and difficulties to mastery the
speaking ability. As shown on the students score list, this score is only on the
average of less than 75. The passing grade is 75 in the students score.
3.5 Data Collection Method
Data collection method is manner, used by researcher in collecting the data.
In this research writer used interview, questionnaire, observation sheets, test
and documentation. The following are the explanation of each method that is
used in this class action research.
3.5.1 Interview
Interviewing is a technique that primarily used to gain and
understanding of the underlying reasons and motivations for peoples
attitudes, preferences, or behavior (Thames Valley University). In this
research the researcher used the free-guided interview. It is an interview in

which the interviewer uses a set of questions and each question, is developed
to gain detail information.
The interview was conducted at preliminary study. At the preliminary study,
an informal was done to find out what kind of teaching and learning process
in English speaking were faced by English teacher. So the researcher found
the most appropriate technique or strategy in this class action research.
3.5.2

Questionnaire

Questionnaire is a form containing a set of questions, especially one

addressed to a statistically significant number of subjects as a way of
gathering information for a survey The American Heritage (2003).
The researcher distributed questionnaire to the students at preliminary study.
It was enabled to know the students difficulties in learning English skills
especially mastery speaking. The result was enabled to find out the suitable
strategy to solve the problem in class.
3.5.3 Observation Sheets
Observation sheets were used to see and the note the real activities
proceeded in the classroom. There were two sheets of observation sheets
used in this study. The first set was for the teacher and the second one was
for the students. The observation sheets contained some important steps
that the teacher and students had to do during the implementation speaking
class through Team- Game- Tournament in teaching learning process.
3.5.4 Test
Test is a series of questions, problems or physical responses design to
determine knowledge, intelligence, or ability (The American Heritage: 2003).
The tests use in this study was pre-test test and post-test. The pre-test was
use in the preliminary study to find out information dealing with the students
speaking ability. To obtain data about the students progress in learning
speaking after the strategy apply, the researcher conducted an evaluation by
administering a post-test to the students individually at the end of each
cycle.

3.5.5 Documentation
American Heritage (2003) states that documentation is act or instance of the
supplying of documents or supporting references or records. The researcher
print in some information such as: attendance list of the students in the
classroom and the score list.
3.6 Data Analysis
Data analysis is an important aspect of the reflectivity of action
research. The reflecting steps use to analyzing whether the action success or
failed. The whole of action research is that analyzing the data, interpreting it,
and developing theories about what it means are constantly feedback into
practice Burn (1999:155). The researcher used descriptive analysis and score
analysis in analyze the action research data.
The descriptive analysis was used to analyze the data of interview,
observation and questionnaire. The data gained through field interview were
analyses and report descriptively. While the data collect through interview,
questionnaire and documentation were reported in the form of table, in order
to make it easier to compare the result and analyses descriptively.
The score analysis was used to analyze the students speaking ability
after implementing the plan. The score analysis consists of preparing the
instrument of scoring, the tabulation of the data and the summarizing of the
data (Arikunto,1993: 205). The writer prepared the students score list. It
contains three score data: they are score of preliminary study, score of cycle
I, and score of cycle II. This step calculated the individual degree of score and
subjects mean score. The formulation will be described as follow:
Individual Degree of Score

Sum of Score Earned

100
Maximum Score
Subject Mean Score

Sum of Students Score

x 100

Sum of Students
Percentage Gain Students

Gain Students

x 100%

Total of Students
The conclusion of the data is whether the research could improve the
students ability in speaking or not. It described that the research categories
in success if (1) the students post- test mean score on speaking ability is
improved not less than 75 and no students got the score under 75; and (2)
75% of the students test in cycle I until cycle II test go up.