Oleh: Putri Yulia Nur Kusuma Wardhani. Ch. Evy Tri Widyahening

Transcription

1 PENINGKATAN PEMAHAMAN MENDENGAR SISWA MENGGUNAKAN THINK PAIR SHARE (Penelitian Tindakan Kelas pada Siswa Kelas 8 A SMPN 5 Surakarta Tahun Akademik 2014/2015) Oleh: Putri Yulia Nur Kusuma Wardhani Ch. Evy Tri Widyahening ABSTRAK Tujuan dari penelitian ini adalah: (1) untuk mencari tahu apakah think pair share dapat meningkatkan pemahaman mendengar siswa di kelas VIII A SMPN 5 Surakarta tahun ajaran 2014/2015; (2) untuk mengetahui apakah think pair share dapat diterapkan dalam pemahaman mendengar di kelas VIII A SMPN 5 Surakarta tahun ajaran 2014/2015. Penelitian ini dilaksanakan dalam dua siklus yang terdiri dari perencanaan, tindakan, pengamatan, refleksi, dan perbaikan. Dalam pengumpulan data, peneliti menggunakan tes dan non tes. Tes terdiri dari pre-test dan pos test. Non tes tediri dari wawancara, pengamatan, dan dokumentasi. Untuk menganalisis data, peneliti menggunakan kuantitatif dan kualitatif. Kualitatif terdiri dari pengumpulan data, reduksi data, penyajian data, dan verifikasi atau kesimpulan. Hasil penelitian menunjukkan bahwa think pair share (TPS) dapat meningkatkan pemahaman mendengar siswa. Hal tersebut dibuktikan dengan nilai rata-rata pre tes yaitu yaitu Nilai itu meingkatkan menjadi 72.5 di postes meningkat lagi di postes 2 yaitu Nilai itu dibandingkan dengan db= (n-1)= (32-1)= 31 dan t table signifikan 5%= T-tes di siklus 1 adalah dan di siklus 2 adalah Selain itu, dalam proses belajar mengajar ada beberapa peningkatan yang lebih baik seperti tingkah laku, perilaku, motivasi, dan situasi. Berdasarkan penemuan penelitian, peniliti menyimpulkan bahwa think pair share (TPS) adalah strategi yang terbaik untuk diterapkan dalam meningkatkan pemahaman mendengar siswa. Strategi ini juga dapat meningkatkan motivasi siswa untuk belajar pemahaman mendengar. Kata kunci: penelitian tindakan kelas, pemahaman mendengar siswa, strategi think pair share (TPS)

2 IMPROVING STUDENTS LISTENING COMPREHENSION USING THINK PAR SHARE STRATEGY ( A Classroom Action Research at the Eighth Grade Students Of SMPN 5 Surakarta in 2014/2015 Academic Year ) By : Putri Yulia Nur Kusuma Wardhani Ch. Evy Tri Widyahening ABSTRACT The objectives of the research are as follows: (1) To find out whether Think- Pair-Share can improve the students listening comprehension in class VIII-A of SMPN 5 Surakarta 2014/2015 Academic Year; (2) To know whether Think-Pair- Share can be implemented the students listening comprehension in class VIII-A of SMPN 5 Surakarta 2014/2015 Academic Year. In this research, it was conducted in two cycles. It consisted of planning, action, observing, reflecting, and revising. In collecting the data, she used test and non test. The test consisted of the pre-test and post-test. The non-test consisted interview, observation and documentation. To analyze the data, she used quantitative and qualitative. The qualitative consisted data collection, data reduction, data display and verification or conclusion. The result of the research shows that Think-Pair-Share (TPS) could improve the students listening comprehension. It could be proven by the mean score of pre test was It improved up to 72,5 on post test were the mean score ofpost test two was 80,03. It was compared with db = (n-1) = (32-1) = 31 and t table in significance 5% = The t-test in cycle 1 was 13,76 and in cycle 2 was 12,76. Besides that, in teaching learning process there was some better improvement such as attitude, behavior, motivation and situation. Based on the research finding, the researcher concludes that Think Pair Share (TPS) is the best strategy to be applied in improving students listening comprehension. It can also improve the students motivation to learn listening comprehension. Keywords: Classroom Action Research, Students Listening Comprehension, Think Pair Share (TPS) Strategy.

3 INTRODUCTION English is an international language, which is used in every country as the second language. We know that in this globalization era, English is getting more and more important. It is especially needed to fulfill the requirement for job. By having good command of English, it can help people in every part in their life such as jobs career, meeting someone new from abroad and many more. So it is very important for them to master English. English is also known as the global language, it is because almost all the people in the world use English to communicate. In Indonesia, English becomes the first foreign language which is taught in many schools started from elementary to university. In learning English, there are four skills : listening, speaking, reading and writing. From four of language skills, speaking becomes the basic skill that must be mastered by the students when they learn English in order to communicate with the other people. According to Nordquist (2012:1), listening is the active process of receiving and responding to spoken (and sometimes unspoken) messages. Listening involves listening for thoughts, feelings, and intentions. In SMPN 5 Surakarta, the minimum score or Kriteria Ketuntasan Minimal (KKM) for English was 75. It became a problem especially for students in Class VIII A. It was too difficult for the students to achieve that score in the test. It was also shown the fact that the students of VIII class especially VIII A class listening comprehension was still low and needed to be improved. There were three causes teaching learning listening, they were : (1) The teacher did not use traditional methods and interesting media to teach listening; (2)

4 The students had low motivation and attention from their teacher to learn English; (3) There were not good facilities in teaching learning listening such as tape recorder was low, and the cassettes were not up to date. One of the appropriate strategy for teaching learning listening was Think Pair Share Strategy. According to Johnson & Johnson (2005:137), Think-Pair-Share is a cooperative learning strategy that can promote and support higher-level thinking. The teacher asks students to think about a specific topic, then pair with another student to discuss their thinking and, after that, share their ideas with the group. In Think Pair Share activities the students shared ideas with a partner. Each students should be paired with another student. The students shared their thinking with their partner, discussed ideas, and asked question with their partner about their thoughts on the topic. The researcher believed that Think Pair Share Strategy was very appropriate to be applied in teaching learning English especially in teaching learning listening. The aims of the study were as following : (1) To find out whether Think-Pair- Share could improve the students listening comprehension in class VIII-A of SMPN 5 Surakarta 2014/2015 Academic Year. (2) To know that Think-Pair-Share could be implemented the students listening comprehension in class VIII-A of SMPN 5 Surakarta 2014/2015 Academic Year. RESEARCH METHODOLOGY This research was conducted at SMPN 5 Surakarta. It is located on Jl. Diponegoro No. 45, Keprabon, Banjarsari, Surakarta. The research was held on Oktober 2014 up to November 2014 in 8A class of SMPN 5 Surakarta 2014/2015 Academic Year.

5 The subject of the research was the students of the eighth grade students of SMPN 5 Surakarta in 2014/2015 Academic Year. In this research, the researcher took one class of the eighth grade students, it was class VIII A. This consisted of 32 students, they were 7 boys and 25 girls. The researcher chose that class because the first, there were some students who had limitation in listening. Second, the teacher used traditional method to teach listening. The method used in this research was Classroom Action Research (CAR). According to Carr and Kemmis (1986 : 162 ), Action Research is simply form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices are carried out. In the Classroom Action Research, the techniques of collecting the data were tests and non-tests. In test, there were : pre-test and post-test. In non test, there were observation, interview, and documentation. The observation was being done by the researcher as the observer. In the procedure of Action Research, the researcher took two cycles. Each cycle used six steps, they were : identifying the problem, planning the action, implementing the action, observing, reflecting, and revising the plan.

6 Simple Action Research Model by Stephen Kemmis and Taggart ( 1988 : 14 ) In analyzing of the data, the researcher used Qualitative and Quantitative data analyisis. In Qualitative Data Analysis, the reseracher used interactive model by Miles and Huberman ( in Sugiyono, 2010 : 338 ), as the the figure below : Data Collection Data Display Data Reduction Conclusion:dra wing/verifying Component of data by Miles and Huberman s (in Sugiyono, 2010: 338)

7 From the figure above, it could be explained that : (1) Data Collection: Data collection is the first process in analysis data. Data collection refers to the process of collecting the data from interview and documentation study when the observation is done by the researcher; (2) Data Reduction: Data reduction refers to the process of selecting, focusing, amplifying, abstracting, and transforming the data that appear in written up field notes. Data reductions process continuous after field work, until a final report is complete; (3) Data Display: Display is an organized assembly of information that permits conclusion drawing and action taking. Looking at display help us to understand, what is happening and to do further analysis or action based on the understanding; (4) Conclusion Drawing/ Verification: This activity was the fourth element of qualitative analysis. Conclusion drawing involves stepping back to consider what the analyzed data mean and to assess their implications for the questions at hand. Verification integrally linked to conclusion drawing, entails revisiting the data as necessary to cross-check or verifies these emergent conclusions. In this step, the data is very important to be done in order to get good research conclusion. In Quantitative Data Analysis, the score analyzed by using pre-test and post-test to prove whether teaching learning listening using Think Pair Share strategy could overcome the students problems in listening comprehension or not. The formula of pre-test and post-test as follow : a) The mean of the pre-test and the post-test could be calculated with the formula:

8 Where : X = means of pre-test score Y N = means of post-test score = the number of students b) The t-value could be calculated with the formula : t = Where : t D D D 2 N = the t-value for non independent (correlated means) = the difference between the paired scores = the mean of the differences = the sum of squared differences score = the number of pairs (Ary; Jacobs; and Razavieh, 1979: ) THE RESULT OF THE RESEARCH The result was carried out at the VIII A class of SMPN 5 Surakarta. The research was conducted in collaboration with the English teacher of SMPN 5 Surakarta ( Mrs. Lutfiah, S.Pd ) as a collaborator. The researcher used Think Pair Share strategy to improve students listening comprehension. The researcher took two cycles. Every cycle consisted of two meetings. Cycle one was held on November 17th, 2014 until November 24th, Cycle two was held on November 25th, 2014

9 until Desember 2th, Every cycle consisted of four steps: (1) planning the action; (2) implementing the action; (3) observing the action; and (4) reflecting. Before implementing cycle one, the researcher conducted pre-test in November 11th, The mean score of pre-test only It was too low, because the minimum score of SMPN 5 Surakarta is In cycle one, there were two meetings. The first meeting was conducted on Monday, November 17th, The second meeting was conducted on Tuesday, November 18th After observing and reflecting the action, the researcher found several strengths and weaknesses. The strengths were: (1) the classroom situation was more alive; (2) the students listening comprehension developed well during the first cycle in meeting 2; (3) The students began to be more active and responsive in this cycle in meeting 2. The weaknesses were: (1) some of students were passive; (2) the students were difficult in grasping the meaning English; (3) the students did not join in the discussion activities because they were not confident; (4) the students were not serious in doing the task; (5) post test score was still low the minimum score or KKM (Kriteria Ketuntasan Minimal), that was 75. From the reflection of cycle one, the researcher was not satisfied with the result. So, the researcher held cycle two to improve the result. The first meeting was held on Tuesday, November 25th, 2014 and the second meeting was held on Monday, December 1th, After observing and reflecting the action, the researcher found several strengths and weaknesses. The strengths were: (1) the strengths in terms of the students listening comprehension. In the post test 1, the students mean score got 72,5. While, in the post test 2 the students got 80,03 it showed that there was progress. The

10 students could comprehend the text better; (2) the strengths was in terms of class condition. The students were more active in doing activities and they had high motivation in joining English lesson. The classroom situation was more alive and enjoyable. They had high participation in English lesson. The students were more active in doing activities. The weaknesses were: (1) the classroom was noisy because the students work in the group; (2) there were students who cheated their friends work. DISCUSSION In this section, the researcher wanted to discuss the students improvement in listening comprehension. In the cycle one, the activities did not run smoothly. The researcher found some problems in teaching learning process. The students did not join in the discussion activities because they were not confident. Some of students were passive. In cycle one, the goal of teaching learning did not achieve as expected by the researcher. The mean score of pot-test one only The researcher conducted cycle two to improve the result in the cycle one. In this cycle, the students were more active. The students were very excited in teaching learning listening by using Think Pair Share strategy. The result of improvement of the students could be seen on the result table as follows : The Mean The Mean of The Mean of T-value of T-value of of Pre-Test Post-Test 1 Post-Test 2 Cycle 1 Cycle The table of result of the research

11 From the table above, the result of pre-test was and the result of posttest 1 was 72.5, it meant that there were the improvement. The improvement happened after teaching learning listening activity Think Pair Share Strategy. There was also improvement in cycle two that the mean score of students were increased into It could be concluded that there were the improvement of the students listening comprehension. Think Pair Share Strategy could increase students skill especially in listening comprehension. Based on the analysis using t-test, the result between pre-test and post test 1 was It was consulted in the t-table and the result was that t 0 > t 1 in significance 5 % (13.76 > 2.042). It meant that there were significance improvement which was described before in the teaching learning listening comprehension using Think Pair Share Strategy in pre-test and post-test 1. Then the result of analysis using t-test between post-test 1 and post-test 2 was It could be concluded that t 0 > t 1 in significance 5 % ( > 2.042). It meant that there were significance from teaching learning of listening comprehension using Think Pair Share Strategy in post-test 1 and post-test 2. CONCLUSION AND SUGGESTION Conclusion The researcher concluded that this research purposed to improve listening comprehension by using Think Pair Share Strategy. The researcher conducted it at the eighth grade students of SMPN 5 Surakarta. The researcher conducted the research by doing some processes, such as : (1) Identifying the problem; (2) Planning the action;

12 (3) Implementing the action; (4) Observing the action; and (5) Reflecting. The researcher concluded the research as follows : 1. Think Pair Share could improve the students listening comprehension. It could be seen from the mean score some of the students listening comprehension. There were the result of the students test such as, pre-test was 63.97, post-test 1 was 72.5 and post-test 2 was The use of Think-Pair- Share (TPS) could improve the students listening comprehension. It was because such material was able to create curiosity toward students. They became interested in the material, and they enjoyed the listening class so much. By the improvement on the positive attitude toward the teaching learning process, therefore it results on the improvement of the students participation during teaching learning process. The students involved actively in doing the exercises, answering the teacher s questions, and sharing ideas, individually and in group work. 2. Think-Pair-Share (TPS) was able to make the students more active in learning process, especially listening comprehension. The process of the teaching learning listening process run well during the classroom action research at class VIII A of SMPN 5 Surakarta in 2014/2015 Academic Year. It could be seen from the students were enthusiast and cooperative to study English, especially listening. Beside that, the researcher also got full support by the English teacher. Suggestion

13 There were some suggestion which might be useful for the students, the teacher, and the other researcher who were interested in this study were as follows: 1. The Teacher The English teacher should use good method in teaching learning process in order that the students listening comprehension can improve well. It needs teacher s creativity. The use of Think-Pair-Share (TPS) could be applied as an alternative method. There are some suggestion could be applied to carry out Think-Pair-Share (TPS) in listening class. The teacher should socialize the objective and method of the use of Think-Pair-Share (TPS) before applying it in class. Although the students had been familiar with the Think-Pair-Share (TPS), it was important in order to courage the students to participate in the class. 2. The Students The students should be confident. They should not be afraid of mistake in answering the teacher s question about the listening materials. Moreover, the English teacher can be a good counselor or friend who always gives good guidelines in listening class. 3. The Other Researcher The result of the study can be used as an additional references with different sample occasion research in increasing listening comprehension.

14 BIBLIOGRAPHY Ary, Donald; Jacobs, Lucy Cheser; and Ashgar Razavieh Introduction to Research in Education. United State : Wadsworth Cengage Learning. Carr, W. and G. Marshall Teaching and Learning English Literature. London : Sage. Johnson, W. David & Roger T. Johnson An Overview of Cooperative Learning. New York: Oxford University Press. Kemmis, S. and R. Taggart Action Research Planner (3rd edition). Victoria, Australia : Deakin University Press. Miles, Matthew B., and A. Michael Huberman Analisis Data Kualitatif. Jakarta: UI Press. Nordquist, Richard Effective Listening. Grammar & Composition Essentials. USA: University of Georgia. Sugiyono Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta.