THE USE OF CONSCIENCE ALLEY STRATEGY TO IMPROVE

STUDENTS’ SPEAKING ABILITY IN NARRATIVE

TEXT AT EIGHT GRADE OF MTS AL-ISLAMIYAH
PURWA NEGARA WAYKANAN
ACADEMIC YEAR
2016/2017

AN UNDERGADUATE THESIS

In partial fulfillment of the requirement for the degree of S1

in English Language Education

By

ERLINA
NPM: 13240011

FACULTY TARBIYAH
ENGLISH DEPARTEMENT

ISLAMIC INSTITUTE OF MA’ARIF NU

METRO LAMPUNG
1438 H/ 2017 M

i
APROF

ii
NOTA DINAS

iii
ADMISION

iv
 CURRICULUM VITAE

The researcher name Erlina was born 15th October 1995 in Purwa Negara, she

is the second child from two sibling moslim cuople Satiyo and Yatin. She began her

study at elementry school at SDN 1 Purwa Negara and graduated in 2006, she is

graduated from junior high school SMPN 1 Negara Batin graduated 2009, than she

gradueted her study from senior high school of SMAN 1 Negara Batin graduated

2012. After graduating from senior high school she continued study at IAIM Metro

Lampung an was registered as a student of English Study Program at Tarbiyah

Departement of IAIM NU Metro Lampung in 2013.

v
 MOTTO

       

“Dan sesungguhnya, orang yang bodoh diantara kami selalu mengucapkan

(Perkataan) yang melampaui batas terhadap Allah.”

“And that the foolish one among us used to speak concerning Allah an atrocious lie.”

(Q.S. Al Jin: 4)1

1
Abdullah Yusuf Ali, The Holy Qur‟an Text and Translation, (Kuala Lumpur: Islamic Book
Trust, 2006), p. 799

vi
 DEDICATION

This piece of paper is dedicated to:

1. My small world in my mind which given by God, Allah the gracious and the
wonderful. My world is a better place because of You.
2. My beloved parents (Mr. Satiyo and Mrs. Yatin), are good examples, who

always take care, educate and in heart keep on praying for my life. You are my

soul and my inspiration. May Alloh always bless you are.

3. My beloved young sister Fenny , who given me support and encouragement. I

love you so much endlessly.

4. Thanks to all family has given support and spirit, so the reseacher could finish

this paper.

5. My beloved Almamater English Departement of Islamic ColLege IAI Ma‟arif

NU Metro Lampung.

6. The Chief of Junior High School Mts Al-Islamiyah Purwa Negara (Gunawan,

S.Pd) who has given opportunity the time to conduct research in this gorgeous

school.

vii
 ACKNOWLEDGEMENT

First of all, the researcher would like to express thanks to the Almighty God,
Allah, for his Blessing and Wonderful given in the completion of this thesis by the
title “The Use Of Conscience Alley Strategy To Improve Students‟ Speaking Ability
In Narrative Text At Eight Grade Of Mts Al-Islamiyah Purwa Negara Waykanan In
Academic Year 2016/2017”. whould like to express her deepestand gratitude
especially to:
1. The Rector of IAIM NU Metro Lampung Dr. Mispani, M. Pd. I
2. Dean of Education Faculty Muhammad Yusuf, M.Pd.I
3. The Chief of English Education Department Of IAIM NU Lampung Mai Zuniati,
M.Pd
4. My advisors, Mrs. Mai Zuniati, M.Pd as advisor 1 and Miss Dian Anggraini as
advisor II.
5. Headmaster of Mts Al-Islamiyah Purwa Negara, Gunawan S.pd, for his
permission of research
6. Large family of Mts Al-Islamiyah Purwa Negara
7. All of my friends in English Departement
8. My beloved family who always gives me everlasting love, pray and support for
finishing my study.

Metro, 2017
Researcher,

Erlina
13240011

viii
 ABSTRACT
THE USE OF CONSCIENCE ALLEY STRATEGY TO IMPROVE
STUDENTS’ SPEAKING ABILITY IN NARRATIVE TEXT AT EIGHT
GRADE OF MTS AL-ISLAMIYAH PURWA NEGARA WAYKANAN IN
ACADEMIC YEARS 2016/2017
By :
ERLINA
Key Words : Speaking, Narrative Text, Conscience Alley Strategy
The objective of this research to improve the students‟ speaking ability. The
formulation of the problems in this research is “How can conscience alley strategy
improve the students‟ speaking ability at Mts Al-Islamiya Purwa Negara Waykanan
in academic year 2016/2017?”
This research is classroom action research (CAR).The Researcher used in this
research adopting the Kurt Lewin‟s design: it consist of 2 cycles. Every cycle consists
of four phases. Those are: planning, acting, observing, and reflecting. The subject of
this research is the students in VIII class of Mts Al-Islamiyah Purwa Negara
Waykanan. In collecting the data, this research used observation, questionaire,test and
field note. The analysis of the data by using qualitative and quantitative
data.Qualitative by using Miles Huberman model and quantitative by using
percentage.
From the observation students‟ active in the class, in cycle 1, 8 (36,36%). And
in cycle 2 students‟ active in the class 17 (77,27%), and was improved 50% in cycle
2. And the result of questionnaire in cycle 1 and cycle 2, the mean of questionnaire
cycle 1 was 35,45 and the maen of questionnaire cycle 2 was 70,45. Meanwhile, the
gained improvement was 35%.

Based on the research findings, it can be said that using Conscience Alley
strategy in teaching speaking is success since the criteria of succsess were achieved.
The achievement of this research was minimally 70% of students were graduate of
the passing grade. The passing grade(KKM) was 70. In the first cycle, the students
who passing the KKM was only 7 students or 31,8% of students. The result of cyce 2
showed there was 16 or 72,72%, was improved 54,5% of students who passed the
KKM. While the cycle 2, the students who passed the KKM were 72,72% or 16
students with average score was 75.

ix
 TABLE OF CONTENTS

Cover ............................................................................................................... i
PAGE OF TITLE ........................................................................................... ii
APPROVAL ................................................................................................... iii
NOTA DINAS ................................................................................................. iv
CURRICULUM VITAE ................................................................................ v
MOTTO .......................................................................................................... vi
ABSTRACT .................................................................................................... vii
DEDICATION PAGE .................................................................................... viii
ACKNOLEDGEMENTS ............................................................................... ix
TABLE OF CONTENTS ............................................................................... xi
LIST OF APENDIXES .................................................................................. xiv
Chapter I Introduction
1.1 Definition Of Key Terms ....................................................... 1
1.2 The Reason For Choosing The Title ...................................... 2
1.3 The Background Of Study ..................................................... 3
1.4 The Identification Of The Problem ....................................... 4
1.5 The Formulation Of The Problem .......................................... 5
1.6 The Objective Of The Study .................................................. 5
1.7 The Scope Of The Study ........................................................ 5
1.8 Significance Of The Study ..................................................... 6
1.9 Hypothesis Action .................................................................. 6
Chapter II Review Of Related Literature
2.1 Speaking Ability .................................................................... 7
2.1.1 The Concept Of Speaking .......................................... 7
2.1.2 Some Aspects Of Speaking ........................................ 8
2.1.3 The Strategies For Developing Speaking Ability ...... . 10

x
 2.1.4 The Process Of Speaking ........................................... . 11
2.2 Teaching Speaking ................................................................. . 12
2.2.1 The Concept Of Teaching Speaking .......................... 12
2.2.2 Principle For Designing Speaking Technique............ 13
2.2.3 Assessing Speaking .................................................... . 15
2.3 Concept Of Narrative Text ..................................................... . 17
2.3.1 Definition Of Narrative Text...................................... . 17
2.3.2 Feature Of A Narrative............................................... 17
2.4 The Concept Of Conscience Alley Strategy .......................... 18
2.4.1 The Procedure Of Conscience Alley Strategy ........... 19
2.4.2 The Advantages And Disavantages Of Consience Alley
Startegy ...................................................................... 19
2.5 The Teaching Speaking In Narrative Text Using Conscience Alley
Strategy. ................................................................................. 20
2.6 Relevance Of Study................................................................ 21
Chapter III Research Methodology
3.1 Research Design ..................................................................... 23
3.2 Criteria Of The Success ......................................................... 26
3.3 Research Setting And Subject ................................................ 27
3.4 Definition Operational Variables ........................................... 28
3.5 Research Instrument ............................................................... 29
3.6 Research Data And Data Collection Technique..................... 31
3.7 Data Analysis ......................................................................... 33
3.8 Validity And Reliability ......................................................... 33
3.9 Technique Of Analysing Data ................................................ 35
Chapter IV Data Finding And Discussion
4.1. The Report Of Cycles .......................................................... 37
4.1.1. The Report Of Cycle 1 ...................................................... 37
4.1.2. The Report Of Cycle 2 ...................................................... 47

xi
 4.2. Data Finding ........................................................................ 56
4.2.1 Data Finding Of Pra Survey ................................................................. 56
4.2.2 Data Finding Cycle 1 ......................................................... 56
a. Data Finding Instrument 1 ........................................... 57
b. Data Finding Instrument 2 ........................................... 58
c. Data Finding Instrument 3 ........................................... 58
4.2.3 Data Finding Cycle 2 ......................................................... 58
4.2.3 Data Finding Cycle 2 ......................................................... 59
a. Data Finding Instrument 1 ............................................ 59
b. Data Finding Instrument 2 ............................................ 60
c. Data Finding Instrument 3 ............................................ 60
4.2. Discussion................................................................................. 61
a. Data Finding Instrument 1 Cycle 1 And 2 .......................... 61
b. Data Finding Instrument 2 Cycle 1 And 2 .......................... 62
c. Data Finding Instrument 3 Cycle 1 And 2 .......................... 63

Chapter V Conclussion And Suggestion

5.1 Conclussion ....................................................................... 63
5.2 Suggestion ......................................................................... 64
References. ....................................................................................................... .68
Appendices ....................................................................................................... 70

xii
 LIST OF APPENDICES

1. Rpp Cycle 1 ................................................................................................ 70

2. Rpp Cycle 2 ................................................................................................ 74

3. The Students‟ Observation Sheet Cycle 1 .................................................. 80

4. The Students‟ scores of cycle 1 and cycle 2 .............................................. .81

5. The Result Of Questionaire Pre Implementing Conscience Alley Strategy 82

6. The Students‟ Observation Sheet Cycle 2 ................................................. 83

7. The Result Of Questionaire Post Implementing Conscience Alley Strategy84

8. Pre-test........................................................................................................ 85

9. Post-test ...................................................................................................... 86

10. The Rubrik Speaking Component Of Students‟ Result Cycle 1 ................ 87

11. The Speaking Rubrik Component Of Students‟ Result Cycle 2 ................ 88

12. Photos ......................................................................................................... 89

xiii
 CHAPTER I

INTRODUCTION

In this part of this chapter, the researcher would be introduced of research.

The Introduction is defined as follows:

1.1 Definition of Key Terms

To give a clear clarification and mis-understanding of interpretation

between the researcher and reader, the researcher clarification the term which are

use in this study as follows :

a. Speaking

Speaking is The uniquely human act or process of sharing and

exchanging information, ideas, and emotions using oral language. Whether in

daily information interactions or in more formal settings, communicators are

required to organize coherent messages, deliver them clearly, and adapt them

to their listeners.2

b. Conscience Alley Strategy

Conscience Alley Strategy is a role play strategy allows pupils to again

quick synopsis of all the issue related to a specific topic.3

2
Douglas Fisher and Nancy Frey, Checking for Understanding Formative Assessment
Techniques for Your Classroom, ( Alexandria: ASCD, 2007), p.16.
3
Council For The Curriculum, Examinations and Assessment (CCEA) Active Learning and
Teaching Method, 2000, p.16.

1
 c. Narrative Text

Narrative is a text that tells a story and , in doing so, entertain the

audience4. In other word narrative is a text which says about events in the past

usually in imaginative way and can entertain the reader.

1.2 The Reason for Choosing the Title

Based on National competency standard the goal of english teaching

learning at Junior High School is student must be able to develop their

competence in four skills. Those are: listening, speaking, reading and writing.

From definition of key terms, the researcher concluded that speaking is

one of language skills which is necessary to be developed for students speaking

English.

Speaking as one of language skills has very important role. The students

should able to speak for communicating in teaching learning english, however it

needs a practical and suitable strategy.

Considering the importance of teaching learning process, the teacher

should improve the teaching learning english in speaking ability. The teacher can

use the suitable strategy can make the students enjoy, active in learning activity,

can be stimulated in learning English, learning easier, and effective learning. That

is conscience alley strategy. It can help students more active and effective to

understand information in the text. Using conscience alley stratgey can be carried

4
Mark Anderson and Kathy Anderson, Text Type in English, (No City: National library of
Australia, 1998), p.3.

2
 out reasonably quickly and the activity should express inner thoughts and

feellings. The teacher should use this activity in conscience alley strategy to

improve students‟ speaking ability.

1.3 The Background of Study

Speaking is one of the important skills that should be mastered by students

in English subject. Speaking is a skill and as such as needs to be developed and

practiced independently of the grammar curriculum.5 Besides, there are some

problems for the students difficult to learn English especially in speaking learning

activity. The four skills as the main purpose of teaching by which students can used

the language effectively in communication.

When the researcher survey at Mts Al-Islamiyah Purwa Negara Waykanan,

Miss Eka Putria as english teacher said”. Speaking is not favorite subject, because the

students have low vocabularies.

The first problem is the students dislike to speak English and not

interesting to English because it is not confident to speaking English.

In fact, most of techniques to teach speaking made students bored. So, they

difficulties in learning speaking english. That students have assumed that speakingis

the most borring subject in english lesson. Then, the strategy in teaching learning

5
Scott Thornbury, How To Teach Speaking, (No City: England Second Impression, 2006),
p.4.

3
was bored. The following is students‟s test result of speaking narrative text ability in

pra-survey. To complete the data please see appendix 10 page 89.

Table 1.1.
Data of Pre-survey
No Score Interpretation Frequency Precenatge
1 90- Excellent 0 0%
100
2 70- Good 3 15%
89
3 0-69 Fair 17 85%
Total 20 100%

From the cases above the researcher should find appropriate techniques and

strategies to overcome these problems. It is very important in teaching learning

process to make students interest and more enjoy it. Technique is one of tool to

learning english. There are many techniques and strategies can be used by teacher to

teach speaking in the class. Absolutely, the teacher should choose the appropriate one

to reach teaching learning goals.

To overcome these problems, the teacher can use the suitable and

interesting methods or strategies which are also suitable for the learners. To minimize

these problems, students should be a centre activity in solving their problem.

4
 From explanation above, the researcher would like to proposed one

teaching strategy which has been shown to be a beneficial teaching strategy in the

Use of Conscience Alley Strategy to Improve Students‟ speaking abillity. Meanwhile,

conscience alley strategy can be carried out reasonably quickly and the activity

should express inner thoughts and feellings. 6

Based on the preliminary problem above, the researcher offered to use

Conscience Alley Strategy for teaching of speaking ability in narrative text.

Therefore, the reseacher proposes a research entitled : “The Use Of Conscience

Alley Strategy To Improve Students’ Speaking Ability In Narrative Text At

Eight Grade Of Mts Al-Islamiyah Purwa Negara Waykanan In Academic Year

2016/2017”.

1.4 The Identification of The Problem

Learning speaking is difficult, because the students is not only need a

good in pronounciation and fluency but also need motivation for learning. Based

on the reason and the background of the problem above, the researcher identified

the problem as follows:

1. The students have low vocabularies

2. The techniques which are used in the learning process are boring.

3. The strategy or techniques which are used is monotonouns.

6
Meli Rasti, Teaching Speaking by Using Conscience Alley and Whip Around Strategy at
Junior High School Students, (STKIP PGRI Sumatra Barat, No Year), no page.
.

5
1.5 The Formulation of The Problem

Based on the background of study and identification of the problem above,

the researcher formulated the problem in this research, “ How can Conscience

alley strategy improve the students‟ speaking ability at Mts Al-Islamiya Purwa

Negara Waykanan?”

1.6 The Objective of the Study

The objective of this research based on the formulation of the problem is

to improve the students‟ speaking ability at the eight grade of Mts Al-Islamiyah

Purwa Negara Waykanan, academic year 2016/2017.

1.7 The Scope of The Study

The scope of the research is speaking ability and the researcher focused on

speaking ability of using Conscienece Alley Strategy. The subjects of this

research are students of the eight grade at Mts Al- Islamiyah Purwa Negara

Waykanan. The object is speaking narrative text and speaking ability through

Conscience Alley Strategy. The place in this research at Mts Al-Islamiyah Purwa

Negara Waykanan.

1.8 Significance of the Study

1.8.1 For the School

6
 To enrich the model in teaching and learning process, in order to

increase the school‟s quality teaching learning process.

1.8.2 For the Teacher

To give inform for the teacher that the Conscience Alley Strategy

can be one of the facilitate to easy and effective teaching learning in

speaking abillity.

1.8.3 For the Student

Students in this case are the subject of the researcher. By

conducting this research, hopefully the students can improve their

speaking abillity to support their learning process.

1.9 Hypothesis Action

Based on the theoretical review above, researcher formulate the hypothesis

is The use of conscience alley strategy can improve the students‟ participation in

activities of learning speaking ability in the classroom.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

The review included the concept of speaking, the strategies for developing

speaking ability, teaching speaking, the concept of conscience alley strategy, and

relevance of the study.

2.1 Speaking Ability

2.1.1 The Concept of Speaking

Speaking usually needs someone to be listening. Children can provide

one another with just the right audience, especially if they know what to listen

out for- that is, if they understand how to evaluete what they hear and provide

helpful feedback. By learning to listen actively, children gain insight into their

own capacity to act as the speaker.7

Dauglas Fisher and Nancy Frey said “Speaking is the uniquely human act
or process of sharing and exchanging information, ideas, and emotion using oral
language. Whether in daily information interactions and in more formal setting
communicators are required to organize coherent massage, deliver them clearly
and adapt them to their listeners.”8

Speaking is so much a part of daily life of that take it for granted. The

average person produces tens of thousands words a day, although some people -

7
Lyn Dawes, The Essential Speaking and Listening Talk for Learning Key Stage, (New York:
Routladge, 2008), p.118.
8
Douglas Fisher & Nancy Frey, Checking for Understanding Formative Assesment
Techniques for Your Classroom, (Alexandria: ASCD Publications, 2007), p.16.

8
 like auctioneers or politicians – may produce even more than that. speaking is so

much a part of daily life that we take it for granted.9

Burns and Seidlehofer point out, “speaking is widely considered to be the

principal skill that stands for an overall knowladge of a foreign language.”10

Language is a complex, specialized skill, which develops in the child

spontaneosly, without conscious efort or formal instruction, is deployed without

awarness of its underlying logic, is qualitatively the same in every individual,

and is distinct from more general abilities to process information or behave

inteligently.11

Those, it can be said that speaking is used to express one‟s need request,

information, ideas, feeling and thought to others orally and as human being

comunication.

2.1.2 Some Aspects of Speaking

There are some elements in speaking that have to be considered by the

speakers as follow:

1. Pronounciation

9
Scot Thornbury, How to Teach Speaking, (Longman: Pearson Education Limited, 2005), p.
1.
10
Miroslaw Pawlak, Ewa Waniek-Climczak, and Jan Majer, Speaking and Instructed Foreign
Language Acquisition, (North York: Multilingual Matters, 2011), p. 24.
11
H Douglas Brown, Principles Of Language Learning And Teaching, Forth Edition,
(Sanfransisco: State University, 2000), P.5.

9
 Pronounciation is affected by a wide variety of factors.”12 Pronounce

the word or phrase in the English is not too difficult for the Indonesian people,

so it can be trained qiuckly and easily. To improve capabilities in these areas,

we must first focus with a dialect or accent. Refers to two different accents

can be a confusing thing.

2. Grammar

H. Douglas Brown affirms that “grammar is a system of rules

governing the conventional arrangement and relationship of word in a

sentence.”13 In popular use and term, grammar describes what people –

usually native speakers –ought or ought not to say or write. This is called

prescriptive grammar because it prescribes correct usage.

3. Vocabulary

“Vocabulary is defined as the “words” in foreign language. Words are

perceived as the building blocks upon which knowladge of a second language

can built. However, a new item of vocabulary may be more than a single

word. For example, post office and mother-in-law, which are, made up two or

three words but express a single idea. They are also multi-word idioms such

12
I.S.P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, ( New York:
Routledge, 2011), p.76.
13
H. Douglas Brown, Op. Cit., p.362.

10
 as call it a day, where the meaning of the phrase can not be deduced from

analisys of the components word.”14

4. Fluency

Fluency is difficult to define, though it is a term which has been used

for long time with reference to language teaching for discussion of some of

the ambiguities, and also of the notion of receptive fluency.15 Their attention

on the information they are communicating than on the language it self.

According to Scott Tornbury, fluency is primarily the ability to produce and

maintain speech in real time. To do this, fluent speakers are capable of two

things first, appropriate pausing (their pauses may be long but are not

frequent, their pauses are usually filled to pause fillers like erm, you know),

second, long runs (there are many syllables and words between pauses).

2.1.3 The Strategies for Developing Speaking Ability

The students often think that the ability to speak a language is the product

of language learning but speaking is also a crucial part of the language learning.

So, the teacher should find out to teach students speaking strategies throught the

following characteristics of spoken language that can make oral performance

easy as well as, in some case, difficult.16 There are:

1. Clustering
14
Penny Ur, Course in Language Teaching Practice and Theory, (Cambridge: Cambridge
University Press, 1991), p.60.
15
Cristopher Brumfit, Communicative Methodology in Language Teaching, (New York:
Cambridge University Press, 1984), p.53.
16
H. Douglas Brown, Teaching by Principles An Interactive Approach to Language
Pedagogy, (San Fransisco: State University Longman, 2004), p.270-271.

11
 Fluent speech is phrasal, not word by word. Learners can organize

thier output cognitively and physically through such clustering.

2. Redundancy

The speaker has an opportunity to make meaning clearer through the

redundancy of language. The learners can capitalize on this feature of spoken

language.

3. Reduced Forms

Contraction, elisions, reduced vowels, etc. All from special problems

in spoken English (pronouncing).

4. Performence Variables

One of the advantage of spoken languge is that the process of thinking

as speak allows you to manifest a certain number of performence hesitations,

pauses, backtracking, and corrections. The learner can actually be taught how

to pause and hesitate.

5. Colloquial Language

Hoped that students are reasonably well acquainted with the words,

idioms, and phrases of colloquial language and that they get practice in

producing forms.

6. Rate of Delivery

12
 Another salient characteristic of fluency is rate of delivery. One of

them to help learners achieve an acceptable speed along with other attributes

of fluency.

7. Stress, Rhythm and Intonation

This is the most important characteristic of English pronounciation.

The stress-timed rhythm of spoken English and its intonation patterns convey

important massages.

8. Interaction

Learning of produce waves of language in a vacum without

interlocutors would rob speaking skill of its richest component the creativity

of conversational negotiation.

2.1.4 The Process of Speaking

As students who are actively angaged in the speaking process, their

perception change from momen to momen and from week to week. They get

information, and they use language to add their knowladge when they share or

receive informatif, it can revise their understanding about language, so their

knowladge can develop. There are four simple rules you must follow when you

are learn to speak English:

a. To learn to speak English correctly, you must speak it aloud.

b. To learn to speak English fluently, you ush think in English.

13
 c. The more you speak English aloud, the more quickly you will learn to speak it

fluently.

d. You must never make a mistake when you are practicing spoken English.17

2.2 Teaching Speaking

2.2.1 The Concept of Teaching Speaking

The goal of teaching speaking is to improve students‟ communicative

ability. It is about the process building and sharing meaning through the use of

verbal and non verbal symbol in variety of context. Learner should be able to

take themselves understood. They should easy to avoid confusion in the massage

such us faulty Pronounciation, Grammar, and Vocabulary. Nunan in Kayi states

that there are some ways to teach in speaking activities. It can be applied in

classroom setting as follows:

1. Produce the English speech sounds and sound patterns.

2. Using word and sentence stress, intonation patterns and they rhythmn of the
second language.
3. Selecting suitable word and sentences base on the audience and situation.
4. Arranging their thoughts in a meaningful and logical sequence.
5. Using language as a means of expressing values and judgements.

Students often think that the ability to speak a language is the product of

language learning, but speaking is also a crucial part of the language learning

proccess. Effective instructors teach students teaching strategies – using minimal

17
Lynn Lundqquist, Learning Spoken English in Half the time, Publisher Inforation (no place,
no year), p.12-14

14
responses, recognizing scripts, and using language to talk about language – that

they can use to help themselves expand their knowladge of the language and their

confidence in using it. These instructors help students learn to speak so that the

students can use speaking to learn.

2.2.2 Principle for Designing Speaking Technique

The following are offered as examples of what might be regarded as the

central principles relating to speaking and listening:

1. Pupils know that effective speaking meets the needs of particular audiences
and contexts (different circumstances and different listeners require different
approaches from speakers – knowing the correct manner in appropriate
situation is a vital and throughly empowering skill).
2. Pupils know that listening skills can be improved by attending in more
focuses ways to particular oracy events (being aware that it is possible to
develop and practice listening abilities is a very valueable starting point for
learning to discern all the subtleties of spoken discourses).
3. Pupils know that reading and writing attainment can be supported and
improved through talking about, and listening to, the ways meaning are
sought and constructed in texts (as someone was once reported as saying, “I
don‟t know what I mean until I have said what I meant!‟ Talk is a medium
for exploration and analisys of matters in the world, as well as for expression
and declaration).
4. Pupils know that learning can be improved through exploring apportunities to
articulate what is being considered, in their own words (pupils need to
articulate what has been absorbed in their own language and nuances).
5. Pupils know that speaking and listening attainment can be improved as a
result of reflecting in the effectiveness of what is said, and on how well
listening is conducted (as in all learning, pupils need to be supported in their
developing skills of asking rigorous self – evaluatory questions of their
progress in these competencies, and how to improve).

15
 According to Brown, there are seven principles for designing speaking

technique, they are:

1. Using technique that include the kind the student needs.

2. Giving intrisically motivating technique.
3. Recommending the use of authentic language in meaningful contexts.
4. Providing suitable feedback and corrections.
5. Talkin advantages of on the natural relaction between speaking and listening.
6. Giving students apportunities to start oral communications.
7. Recommending the improvement of speaking strategies.18

The teacher involves the learners in introducting of the topic to be learner,

in order to mativate them in study. The topic may be demonstrated in the class

before the students have to do the task, so it can make them easier.

From the explain above it is can be inffered that the teacher can use of the

principles above to design of speaking technique on learning activity, so every

students has different ability, so it can help the teacher easier in teaching process.

2.2.3 Assessing Speaking

The ability to speak in foreign language is at the very heart of what it

means to be able to use a foreign language. Our self image, our knowladge of the

world and our ability to reason and express our thoughtso are all reflected in our

spoken performance in a foreign language.

18
Douglas Brown, Op.Cit., p. 275-276.

16
 Jack C. Richards stated “For any activity we use in class, whether it be
one that seeks to develop proficiency in using talk as interaction,
transaction, and performence, we need to consider what successful
completion of the activity involves. Is accuracy of pronounciation and
grammar important? Is each participant expected to speak for about the
same amount of time? Is it acceptable if a speakers uses many long
pauses and repetitions? If a speaker‟s contribution to a discussion is off
topic, does it matter?”19

All good language teachers constantly evaluate their learners as the lesson

in actually taking place, thus teacher should consider assessment even as initial

class planning is started. The most obvious feedback for teachers is the students‟

performence. Teachers use the information about the students‟ performence day

to day to inform the students about their progress as well as to evaluate the

effectiveness of teaching materials and activities.

Continued assessment during instructions helps teachers know who is

having problems, what kind of problems need to be addressed through repetition

of a particular activity, or even when to move on from this particular activitiy.

This feedback informs the teachers of the learners‟ progress as well as of the

teachers‟ own progress in teaching. Good assessment is built into all good

teaching. It does not just „happen‟ because it takes careful planning as well as

knowladge of the subject matter, the learner, and general testing.

19
Jack C. Richards, Teaching Listening and Speaking From Theory to Practice, (New York:
Cambridge University Press, 2008), p.39.

17
 “Specifically, assessment should concider three aspect - difficulties,

dicrepancies, and differencies, and these should relate to the classroom

environment and the curriculum.20

The implication for assessment is that assessment for oral language

should focus on a students‟ ability to interpret and convey meaning for authentic

purposes in interactive context. It should include both fluency and accuracy.

Cooperative learning activities that present students with opportunities to use oral

language to interact with other are optimal for assessing oral language.

Concidering the notion of assessment given here, language teachers should be

careful in planning for assessment. Teachers need to identify the assessment

purposes before planning for assessment.

After identifying the assessment purposes, teachers may begin planing for

classroom-based assessment for oral language by identifying instructional

activities or tasks the teachers are currrently usning that can also be used for

assessent. One important step in planning for assessment is to outline the major

instructional goals or learning outcomes and match these to learning activities

and / performence tasks. Deciding whether or not to make an audio or video

recording of students‟ performence is important to take into account as a part of

planning for oral assessment. And for be clear can see the table scoring of

speaking assesment bellow:

20
Gavin Reid, Dyslexia and inclusion Classroom Approaches for Assessmen Teaching and
Learning, (London: David Fulton Publishers, 2005), p. 11.

18
 Tabel 1.1.
The scoring of speaking based on Composition Profile
No Catagories Score Comment
1. Pronounciation 30 – 27 Excellent
26 – 23 Good
21 – 17 Fair
16 – 13 Poor
2. Grammar 20 – 18 Excellent
17 – 14 Good
13 – 10 Fair
9–7 Poor
3. Vocabulary 25 – 22 Excellent
21 – 18 Good
17 – 10 Fair
9–6 Poor

4. Fluency 20-18 Excellent

17-14 Good
13-10 Fair
9-7 Poor

2.3 Concept of Narrative Text

2.3.1 Definition of Narrative Text

Narration is the form of writing used to related the story of acts or

events.21 Narrative is a text that tells a story and in doing so, entertain the

audience. The purpose of narrative, other than providing entertaiment, can be to

make the audience think about an isssue, teach them a lesson, or excite their

emotions. Narrative can be presented as written or spoken texts. Written narrative

often take the form of novels. The story is usually told by a narrator. If the

narrator is one of the characters in the story, the story is said to be told in the first

21
George E.Wishon and Julia M.Burks, Let‟s Write English Revised Edition, (New York:
Litton Educational Publishing,Inc, 1980), p.378.

19
 person. If a person outside the story is the narrator, then the story is being told in

the thrid person.

Example of narrative text include :

a. Myth
b. Fairytales
c. Aboriginal dreaming story
d. Science fiction
e. Hystorical fiction
f. Romance novels22.

2.3.2 Feature of a narrative

a. An orientation in which narrator tells the audience about who is in the story,

when the story taking place and where the action is happening

b. Complication that sets off a chain of events that influences what will happen

in the story

c. A sequence of events where the characters react to the complication

d. Resolution in which the characters solve the problem created in the

complication.

e. A coda that provides a comment or moral based on the what has been learned

from the story (an optimal step)23.

2.4 The Concept of Conscience Alley Strategy

According Goodwin stated that Conscience Alley Strategy is a character in

role walks between two rows of the alley. And according to Jhon and Swartz

22
Mark Anderson and Kathy Anderson, text type in english, ( No City: National library of
Australia, 1998), p.3.
23
Ibid., p.3.

20
 defines that conscience alley strategy is a character in role walks between two

rows of children (the alley). As a result, the studentscan be more active in

speaking activity and have opportunity to explore their own emotional, to

response to direct action related conflict situation.24

In other word, conscince alley startegy allows pupils to gain a quick

synopsis of all the issues related to a specific topic. It has the advantage over

„standar‟ role play in that it can be carried out reasonably quickly.25

In short, the teachers have to find good solution and make the students

interset in learning English. In this paper the writter tries to explain about

teaching English using Consience Alley strategy. Therefore, by used consience

Alley as a strategy in teaching English for students‟, it is expected that students

will enjoy learning English and can easily understand the speaking material at the

same time the learn it.

2.4.1 The Procedure of Conscience Alley Strategy

This role play strategy allows pupils to gain a quick synopsis of all the

issues related the topic. It has the advantage over standard role play in that it can

be carried out reasonably quickly.

1. Explain the scenario or role play to the pupils. Exs. A bullying incident that
place at school has resurfaced again in the groups. The school has been asked
to deal with the situational.

24
Meli Rasti, Teaching Speaking by Using Conscience Alley and Whip Around Strategy at
Junior High School Students, (STKIP PGRI Sumatra Barat, No Year), p.3.
25
Council for the Curriculum, Examinations and Assessment (CCEA), Active Learning and
Teaching Method, 2000), p 16.

21
 2. Then place each pupil into role by giving him or each a role card which tells
the pupils who they are and briefly how they feel about the situation.
3. Get pupils to stand in twolines facing each other with a pathway up the
middle.
4. Select a pupil randomly and ask them to state their role.
5. Ask remaining pupils to think of one statement they would like to make to
this individual.
6. The select pupils then walks between the lines and the remaider of the class
make their statements as they pas by.
7. Debrief by asking the selected pipils which arguments they found convincing
and what their view is on the scenario.
8. The activity can be repeated by selecting other pupils to walk in role trough
the “conscience alley”.26

It‟s a role of conscience alley stratgey , and the teacher can use that role

of conscience alley strategy to teach students, because the stratgey can make

students more be active and enjoy to study.

2.4.2 The Advantages and Disavantages of Consience Alley startegy

Based on the explaination briefly above, researcher conclude Conscience

Alley Strategy have advantages strategy as follow:

1. It will help the students can respond their own and others performances.

2. It Gives students the opportunity to think about the difficulties and their

approach.

3. Can help students to solve thier speaking problem.

While disadvantages bellow:

1. Some students is difficult to transfer the information or idea as their thought

2. Many times are finished for prepared and showed.

2.5 The teaching speaking in narrative text using conscience alley strategy
26
Ibid., p.16.

22
 In teaching speaking ability in narrativetext by conscience alley strategy,

the conscience alley strategy can explore their expression of character in thinking

creatively to imagine the learnes as well as the public speaking skills.

Based on procedure conscience alley strategy above, teachers are doing

with the variations as following:

1. The teacher divides the class into five groups. Each groups consit five

students. The teacher has to make group in variant member due to their ability

of speaking.

2. The teacher arranges or prepares scenario (text) that will be performed by the

students. This scenario is important for students to know the situation of their

roles.

3. The teacher gives students a tittle that they are going to learn in narrative text

about”Malin Kundang”.

4. The teacher explain the scenario and roles to the students,the teacher ask the
students will be act the scenario,
Ex: “An old woman ran to the beach to meet the new rich merchant. She was
Malin Kundang‟s mother. She wanted to hug him, released her sadness of
being lonely after so long time. Unfortunately, when the mother came, Malin
Kundang who was in front of his well dressed wife and his ship crews denied
meeting that old lonely woman”
in this section they will discussed the story of “Malin Kundang” in their

groups and them will acts as “Malin Kundang”.

23
 5. The teacher explain about competence will be achieved. The teacher

enlightens the students that from their performance,pronounciation, fluency

and some expression.

6. Every group which has performed gives conclusion about what scenario has

been performed as orally.

7. The teacher gives general conclusion.

2.6 Relevance of study

As comparison in this research, there was a relevance study with my

research. It was Melia Rasti (2007), Under Tittle “Teaching Speaking byUsing

Conscience Alley and Whip Around Strategies at Junior High School Students”.27

She was said that the main purpose of the research is to find out the significant

effect of using conscience alley strategy to be more confident and active to

expressing their ideas or feelings, without any disruption of their lack of

knowladge language. She use conscience alley strategy to improve students‟ in

teaching speaking, and her using comparison research design.

But reseacher using conscience alley strategy to improve speaking abillity

in narrative text, and use Classroom Action Research desaign (CAR).

The second, Andre Akmari, Don Narius (2010).“with title” Teaching

Speaking Narrative Text Using Conscience Alley Strategy To Senior High

School”. They said, that using of conscience alley strategy can make the students

27
Meli Rasti, , Op. Cit. P.7.

24
 are hoped be more active to express their ideas in group based on their own

feelings, making decision and critical thingking.28. They use conscience alley

strategy to improve students‟ speaking ability and their research methodology is

CAR research design.

The similar their research and the researcher are on the research aspect of

conscience alley strategy is the students‟ speaking ability in the classroom. The

different their research and the researcher are on the grade and the result. They

used conscience alley strategy to improve the strategy toward students‟ speaking

narrative ability to know the effective of using conscience alley strategy in

students‟ narrative ability. But, in this research, reseacher using conscience alley

strategy to improve students‟ speaking ability in narrative text, research

methodology is CAR (Classroom Action Research).

28
Andre Akmari, Don Narius, Teaching Speaking A Narrative Text Using Conscience Alley
Strategy To Senior High School, (Fbs, State University Of Padang. No Year), P.29.

25
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used in this research. There

are: research design, research setting and subject, research data, research instrument,

validity and reliability data and data analysis technique.

3.1 Research Design

The subject of this research is the students of the Mts Al-Islamiyah Purwa

Negara Waykanan. This research is a collaborative research, it is caused by the

researcher as a new teacher.The design of the study will be a classroom action

research.

Research is a dynamic activity that travels a long and winding trail from

start to finish.29 The research uses the classroom action research because the

researcher as the teacher in the class. Anne burns defines Action Research is part

of a broad movement that has been going on in education generally for some time.

“Classroom action research starts from teacher serious concern about their

success in their own instruction, their students‟ learning progress, their students‟

behavior, and their students‟ learning problems and the learning environtment.”

Anne burns defines Action Research is part of a broad movement that has been

29
Gary Anderson and Nancy Arsenault, Fundamental of Educational Research, (Philadelphia:
The Falmer Press, Taylor & Francis Inc, 1998), p. 3.

26
 going on in education generally for some time. It is related to the ideas of

„reflective practice‟ and „the teacher as researcher.30

Irais, Tlaxcala defines Action research is carried out by teachers in their

context, in their classrooms. Teacher identify a problem or an area they wish to

improve and based on theory or experience or a hypothesis they think of an

intervention. They document the intervention and results of it. If the results are

positive they could lead to the dissemination of the information. If not, the cycle

may be started again.31 According to Kemmis and McTaggart, who are major

authors in this field, AR typically involves four broad phases in a cycle of

research. The first cycle may become a continuing, or iterative, spiral of cycles

which recur until the action researcher has achieved a satisfactory outcome and

feels it is time to stop.32 Based on design of Kurt Lewin was modified suitable

needed:

Pra-Survey

Plan

Action

Observe

30
Anne Burns, Doing Action Research in English Language Teaching, (New York:
Routledge, 2010), p.2.
31
Ibid., p.5.
32
Ibid., p.7.

27
Report Stop Reflection
Classroom action research activities involve repeated cycles, each

consisting of planning, acting, observing and reflecting.

3.1.1 Planning

In this phase you identify a problem or issue and develop a plan

of action in order to bring about improvements in a specific area of the

research context.

3.1.2 Action

The plan is a carefully considered one which involves some

deliberate interventions into your teaching situation that you put into

action over an agreed period of time.

3.1.3 Observation

This phase involves you in observing systematically the effects of

the action and documenting the context, actions and opinions of those

involved. It is a datacollection phase where you use „open-eyed‟ and

„open-minded‟ tools to collect information about what is happening.

3.1.4 Reflection

At this point, you reflect on, evaluate and describe the effects of

the action in order to make sense of what has happened and to understand

the issue you have explored more clearly. You may decide to do further

cycles of AR to improve the situation even more, or to share the „story‟ of

28
 your research with others as part of your on going professional

development.

3.2 Criteria of the Success

In this research, there was some cycles process, the research would be

stopped if the students would have gotten the target of criteria of succsess. The

criteria of succsess for this research if the students was researhed the criteria as

follow:

3.2.1 Students’ speaking Achievement

1. Criteria of Success in Test

Achievement aspect related with students scores

accomplished.Scores of the test can be obtain from the final cycle

students. Score that describes the results of tests of academic

achievement, which describes the frequency ask activeness and

participation of students in the learning process.Students must earn a

score minimum 70 in test. The research will be a success if 75% of

students are able to accomplish the minimum passing grade (KKM) is

70 scores. If the students that accomplished the KKM score (70 score)

under the KKM , the researcher must repeat the process of learning by

using the same strategy in the next cycle.

2. Criteria of Success in Observation

29
 In this research the researcher used observation checklist to

know the students‟ interaction and students‟ activity while applying

conscience alley strategy. Research activitiy will be successful if

students have the atmosphere as follows learning: paying attention to

the teacher, asking a question, discussion, presenting an argument,

completing the task.The students should be active in learning activities

not exercise but also actively answer in the learning process. At the

result, the students at grade of Mts Al-Islamiyah Purwa Negara

Waykanan in the academic years 2016/2017 are taken as the subject of

the research since the reseacrher is classroom action research.

3. Criteria of Success in Questionnaire

The criteria of questionnaire will be success if students agrees

with questionnaire related the teaching learning has applied in

strategy.

3.3 Research Setting and Subject

3.3.1 Research Setting

Research setting is something that related to the location where

will be conducted the research. This research, researcher should conducted

research at Eighth Grade of Mts Al-Islamiyah Purwa Negara Waykanan

academic year 2016/2017.

3.3.2 Research Subject

30
 The subject of this research is Mts Al-Islamiyah Purwa Negara

Waykanan academic year 2016/2017. It consist of twenty students, they

are ten of male students and ten of female students. The students of eight

grade are as research subject of the study because they have a low in

speaking abillity.

3.4 Definition Operational Variables

A variable is anything that can take on different values, which is being

studied by Kerlinger in Kumar Singh.33

This research consisted of two variables namely:

3.4.1 Independent Variable

Independent variable is the factor that manipulated or contolled

by the researcher.34 Independent variable (X) in this research is

Conscience Alley Strategy the indicators in this variable are:

1. Students be able to determine each character to performe

2. Students be to express character each own their self

3. Students be able to generate idea to express public speaking widely.

3.4.2 Dependent Variable

Dependents variable of this research is the variable which is

observed and measured to determine the effect of the independent

33
Yogesh Kumar Singh, Fundamental of Research Methodology and statistic, (New Delhi:
New Age International (p) Limited Publisher, 2006), p.42.
34
Geoffrey Marczyk, David De Matteo, David Festinger, Essential of Research Desaign and
Methodolology , (New Jersey: Published Simultaneously, 2005), p.42.

31
 variable. The dependent variable is the variable the researcher wishes to

explain35. Dependent variable of this research is speaking ability in

narrative text. The factors of this variable are:

1. Students be able to know the content in story which in narrative text.

2. The students be able to to speak fluency

3. The students be able to pronounce their statement about the story in

narrative text.

3.5 Research Instrument

The research instruments that would be used in case of this research are:

3.5.1 Observation

The observation method is the most commonly used methods

specially in studies relating to behavioural sciences.36 The perpose of the

observation is to explain the situation being investiaged: activities, people,

or individuals are involves in activities and realtionship among them.

Under the observation method, the information is tought by way of

investigator‟s own direct observation without asking for the respondent. In

this research, researcher will uses the observation ceklist, to observe the

teaching process that the teacher applies in the class.

35
Luciene T.M. Blessing and Amaresh Chakrabarti, DRM a Design Research Methodology,
(Banglore: Indian Institute of Science, 2009), p. 91.
36
C.R. Khotari, Research Methodology methods and techniques, second revised edition,
(New Delhi: New age international (p) ltd, publisher, 2004), p.96.

32
 In this step the researcher as how the implementation of conscience

alley strategy in teaching speaking the researcher observes the

phenomenon during applied the conscience alley strategy in teaching

speaking process.

3.5.2 Questionnaire

The decision to use aquestionaire is often motivated by need to

collect routine data from a large number of respondents who may be in

one or several location, for example, school whitin in district.37 It was

given to the students of eight of Mts Al-Islamiyah Purwa Negara

Waykanan this questionaire consist seet qustions to know the students

respons. The students have to answer the questions by their own in order

to know their responds toward applying of teaching and learning speaking

narrative text using conscience alley strategy.

3.5.3 Test

Test is given to the students focuss on speaking abillity in narrtive

text. And the result of the tet is students narrative text. The aim of this test

is to measure the students‟ ability in speaking narrative text. The test is

used in this study is pre-test and and post-test. The test was given to the

students to get score. The test used to determine the score of students after

studying the material using conscience alley strategy.

37
Gary Anderson, and Nancy Arsenault, Op. Cit p.17.

33
 1. Pre-test, is done before implementing conscience alley startegy in

teaching speaking process. In prelimenary study to know the students

competence in narrative speaking abillity.

2. Post-test, that had been given after impelementing conscience alley

strategy in teaching speaking process.

3.6 Research Data and Data Collection technique

3.6.1 Research data

Research data in this study gathered from students‟score, students‟

activity, and students‟ respond.

3.6.2 Data Collection Technique

The data it self will be collect by conducting several data

collecting technique below:

3.6.2.1 Observation

Observationis a mainstay of action research. It enables

researchers to document and reflect systematically upon classroom

interaction and events, as they actually occur rather than as we

think they occur. In this step the researcher as how the

implementation of conscience alley startegy in teaching speaking,

the researcher observes the phenomenon during process of

teaching speaking it can be seen from activeness during teaching

speaking process.

34
 3.6.2.2 Quetionnaire

A questionare consist of a number of questions printed or

typed in definite order on a form or set of form. The researcher

used questonnaire technique to know the students‟ participations

and their motivation during teaching learning process. To collect

the data through questionnaire done by giving a set of questions to

get students‟ respond. The students have to answers the questions

on their own. This instrument is to know students opinion after the

teaching learning process conducting conscience alley startegyThe

questionnaire would be given at first meeting and the last meeting.

3.6.2.3 Test

According to Douglas Brown test is a method of

measuring a person‟s ability or knowledge in a given domain.38

The researcher will conduct the test in pre-test and post-test form.

The researcher will conducted the test in pre-test and post-

test form.

 Pre-test

The researcher administered pre-test in preliminary. It is in

order to know the students‟ competency in speaking before

teaching speaking by using Conscience Alley Strategy. In this

38
H. Douglas Brown, Teaching By Principles an Interactive Approach to Language
Pedagogy, Second Edition, (San Fransisco: State University, 2001), p.384.

35
 pre-test, researcher will give the text about narrative, the

students express the situation that a clue card content the

situation related the topic in text have been given by the

researcher.

 Post-test

The post-test in this research to measure the students‟ progress

and result of the teaching-learning activities whether the

student‟s competency in speaking was improving or not. The

researcher given the text about narrative text, and ask the

students have to express the situation using the improve their

speaking based on the topic of the text. It is mean the

researcher applied the consience alley strategy toward to the

students related the same text.

3.7 Data Analysis

Data analysis is a process manages and interpred the data with the aim of

seats the various information in accerdance with the study. In this Classroom

Action Research, the researcher will be validating the data use qualitative data

and quantitative data.

3.8 Validity and Reliability

3.8.1 Validity

36
 Validity is an important term in research that refers to the

conceptual and scientific soundness of a research study. Validity is an

important key to effective research. If a piece of a research is invalid then

it is worthless. Validity is thus a requirement for both quantitative and

qualitative / naturalistic research.39

a. Democratic Validity

This criterion relates to the extent to which the research is truly

collaborative and allows for the inclusion of multiple voices.

b. Outcome Validity

Outcome validity also depends on the validity of the process of

conducting the research, which is the next criterion considered.In this

criterion the researcher to give resolution of the problem with new

questions in teaching learning process.

c. Process Validity

This criterion raises question about the depend ability and competency

of the research.

d. Catalytic Validity

This criterion relates to the extent to which the research allows

participants to deepen their understanding of the social realities of the

context and how they can make changes within it. This may be

39
Louis Cohen, Lawrence Manion, Keith Marrison, Research Method In Education, (London:
Routlegde Falmer, 2002), p. 122.

37
 addressed by recounting changes in teacher and learners‟

understanding of their role and the actions taken as a result of these

changes, or by monitoring other participants‟ perceptions of problems

in the research setting. In this criterion the researcher to deepen

understanding and make changes to monitoring other participants.

e. Dialogic Validity

This criterion parallels the process of peer review which is commonly

used in academic research.In this criterion the researcher to evaluation

value or goodness academic.

3.8.2 Reliability

“Reliability refers to the consistency dependability of a

measurement technique, and it is concerned with the consistecy or

stabilityof the score obtained from a measure or assessment over time and

across setting or condition. A reliable test is consistent and dependable.

Reliability is essentially a synonym for consistency and replicability over

time, over instruments and over groups of respondent.40

3.9 Technique of Analysing Data

40
C.R Khotari, Op. Cit, p. 117.

38
 The process of evaluating data using analytical and logical reasoning to

examine each component of the data provided. This form of analysis is just one of

the many steps that be completed when conducting a reserach dat form various

sources is gathered, reviewd, and the analyzed to form some shot of finding or

cunclusion. The data form test. The researcher used the written test. The

researcher analyzed the data by using means score.

The data of observation to know students‟ activity, so researcher used

observation check-list for students. The data of questionnaire and observation will

be analyzed by using percentages.

39
 CHAPTER IV

DATA FINDING AND DISCUSSION

This chapter presents the result of research. In this case, it discussed the result

of the research in improving students‟ speaking ability through conscience alley

strategy in the VIII class of Mts Al-Islamiyah Purwa Negara academic year

2016/2017. The data and findings of the study are presented based on the result of

students‟ speaking test, observation, questioner.

4.1 The Report of Cycles

4.1.1 The Report of Cycles 1

Cycle 1 began on June, 1st until July 25th 2017. There four steps in

this cycle they are planning, acting, observing and reflecting. For more

explanation, the researcher has written them as bellow:

a. Planning

Planning held on Monday, June, 1st 2017. In this step, the

researcher prepared the teaching strategy, designed a lesson plan (see

appendix 1 page 70-74), prepared the material, and determined the criteria

of success. In this plann, here the researcher as teacher and collaborative

with the english teacher of Mts Al-Islamiyah Purwa Negara Eka Putria as

observer.

Based on the result of pre-test score, the reseacher has identified

and found the problems after talking student‟s pre-test score. Therefore,the

40
reseacher directly prepared the lesson plan such as; the material (topic),

task and evaluation for the next meeting.

b. Acting

Acting in first cycle was done in 3 meeting with time allocation

2 × 40 minutes per meeting. At the first cycle with the basic competence

was express meaning in a simple short monologue which is using the

variety of written language accurately, fluently and communicatively in

daily-life context and to access knowledge in a monologue. In the first

meeting, the material to be taught is about narrative text.

The teaching learning process in the first meeting is as follow:

1. First Meeting

First meeting was on Monday, June, 1st 2017. The teacher

announced the result of Pre-Surrvey. The teacher told the students

score was not satisfying enough. The teacher also told if the

researcher will introduce the speaking strategy and motivated the

students that the method would be useful for them. The researcher

did treatment about the material and applying Conscience Alley

Strategy. The researcher introduced the role of Conscience Alley

Strategy. The teaching learning process in the first meeting as

follows:

41
 Teacher greets students and asks their condition. After that,

the teacher checks the attendance list and the teacher gave the

students motivation to participate in the learning process, it aimed to

make students eager on the material. It can be seen from the

situations below:

“.....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. After that, the teacher continued
the greeting by saying “Good morning everybody!”, the
students answered “Good morning miss.....”
“.....Teacher asked the students condition by said “how are
you today?”, and the students replied “we are fine, how
about you?”, teacher responsed “I‟m fine too, thank you”.
After the greeting, the teacher checked the attendance of the
students, and opening the meeting.....”

For the next, the teacher given material with theme,

“narrative text”. The teacher explained about it, then teacher gave an

example of short monologue in narrative text for gating and invite

their focus in learning process about the topic, at that time the

students look ready and quite to listen the monologue that the

teacher gave.

Further more the researcher explained about narrative text

with conscience alley strategy, after students understand teacher

asked two students to come in front of the class and gave a text of

them for practice in front of the class about narrative text. When

their friends practiced some students were laughing because their

42
friends pronounciation was funny, but lots of them still focus and

support their friend to practice in front of the class by well.

However, as researcher mentioned before, this research focus

on improve their speaking ability. So, in this acting step, the

researcher will applied conscience alley strategy process. In this first

meeting, the material to be taught is about narrative text.

The teaching learning process in the first meeting are: (1)

Teacher began the lesson by greeting students and then gave them

motivation to participate in the learning process actively, (2)

Teacher explained the objective and the purpose of the learning, (3)

Teacher investigated the students previous knowledge about

narrative text by asking them the steps of conscience alley srtategy

they know, (4) Teacher gave the stimulus to the students to explore

more about the conscience alley strategy by giving them a text of

narrative text, (5) Teacher gave the students further explanation

about the steps and functions of narrative text, (6) Teacher gave the

students chance to ask if there is something that they still didn‟t

understood about the material, (7) Teacher devided the student into 4

groups, each groups must finish to alley the text to their groups.

While the students practice, the teacher went around the class to

maintain its order and helped the students who were still having

trouble with the material which was presented, (8) After all of

43
 groups finish their task, teacher together with students made

conclusions about learning process that had been done, (9) Teacher

informed the students about next meeting lesson material and closed

the class.

2. Second Meeting

Second meeting in first cycle had done on Wednesday, June,

7th 2017, with the basic competence was still express meaning in a

simple short monologue which is using the variety of written

language accurately, fluently and communicatively in daily-life

context and to access knowledge in a monologue.

In this second meeting, the material to be taught is about

narrative text. The teaching learning process in the second meeting

are: (1) Teacher began the lesson by greeting students and then gave

them motivation to participate in the learning process actively than

checks the attendent list, It can be seen from the situations below :

“.....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. And all of them replied at once
“Wa‟alaikumsalam wr.wb”. After that, the teacher
continued the greeting by saying “Good morning
everybody!”, the students answered “Good morning miss”.
Teacher said “how are you today?”, and the students replied
“we are fine, how about you?”, teacher responsed “I‟m fine
too, thank you”. After the greeting, the teacher checked the
attendance of the students, and opening the meeting. Teacher
said “Now, lets open our meeting by reciting basmalah
together. All at once said “bismillaahirrahmaanirrahiim”.....

44
 (2) Teacher explained the objective and the purpose of the

learning, (3) The teacher reviewed the material last meet, than

teacher investigated the students previous knowledge about narration

text by asking them the steps of conscience alley strategy they know,

(4) Teacher gave the stimulus to the students to explore more about

the narration text by giving them an examples of narration text, (5)

Teacher asked the students to made more examples about simple

narration text they know, (6) Teacher gave the students chance to

ask if there is something that they still didn‟t understand about the

material, (7) Teacher instructed the students to join with their groups

before, in first meeting and then asked them to start conscience alley

strategy with narration text, they must read, memorise, and

expression about the story part of narration text,with their groups

until finish of the text. While the students practice that strategy, the

teacher went arounded the class to maintain its order and helped the

students who were still having trouble with the material which was

presented, (8) Teacher asked to students to read the text that they

read in front of class one by one, than teacher together with students

made conclusions about learning process that had been done, (10)

Teacher informed the students that next meeting (June 15th 2017)

will be a post-test exam, so teacher asked the student to reviewed the

material that had been learn in their home, and then closed the class.

45
3. Third Meeting

In the last meeting of first cycle, the teacher gave the post

test of cycle 1. As before, the meeting is opening by the

teacher.Teacher greets students and asked their condition. After that,

the teacher checked the attendance list and the teacher gave the

students motivation to participate in the learning process actively, it

aimed to make students eager on the material. And the teacher given

questioner for pre-implementing Conscience Alley Strategy. (see

appendix 5 page 82).

Its‟ can be seen from the situations below :

„.....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. And all of them replied at once
“Wa‟alaikumsalam wr.wb”. After that, the teacher
continued the greeting by saying “Good afternoon
everybody!”, the students answered “Good afternoon miss”.
Teacher said “how are you today?”, and the students replied
“we are fine, how about you?”, teacher responsed “I‟m fine
too, thank you”. After the greeting, the teacher checked the
attendance of the students, and opening the meeting. Teacher
said “allright, lets open our meeting by reciting basmalah
together. All at once said “bismillaahirrahmaanirrahiim”...

Than, the teacher given instruction to do post test. It was in

conscience alley strategy form and conducted in groups. The teacher

gave text than the students read, memorise, practice and express it to

their groups. Than performed it in front of the class. The post test 1

is carried to measure how well the students‟ achievement in

speaking improved.

46
c. Observing

In this step, the reseacher presented three meetings in teaching

speaking by using conscience alley strategy. The reseacher gave

material and made the students interested.

1. First Meeting

There were two kinds of activity to be observed in this

research. Those were students‟ collaboration with their groups and

students‟ collaboration with the teacher during teaching learning

process using conscience alley strategy. The observing step was

conducted in the same time with implementing step. When the

teacher and the students were still on the teaching learning process,

the researcher was doing her job by observing both students‟

collaboration with their groups and the teacher by using observation

check list.(see appendix 3 page 80).

Related to the students‟ collaboration with the teacher, more

of students did not pay attention to the teachers‟ explanation, and

more of them, also did not practice with their groups. Moreover,

they cheated each other while other students were asked to practice

conscience alley strategy. The teaching and learning in this meeting

not in terested for studentst.

2. Second Meeting

47
 In this meeting, still same with first meeting, there were two

kinds of activity to be observed in this research. Those were

students‟ collaboration with their groups and students‟ collaboration

with the teacher during teaching learning process using conscience

alley strategy. The observing step was conducted in the same time

with implementing step. When the teacher and the students were still

on the teaching learning process, the researcher was doing her job by

observing both students‟ collaboration with their groups and the

teacher by using observation check list.

Related to the students‟ collaboration with the teacher, more

of students still did not pay attention to the teachers‟ explanation,and

several of them, practice with their groups. However, the teaching

and learning activity happened enough well.

3. Third Meeting

In this meeting, still same with last meeting, there were two

kinds of activity to be observed in this research. Those were

students‟ collaboration with their groups and students‟ collaboration

with the teacher during teaching learning process using conscience

alley strategy. The observing step was conducted in the same time

with implementing step. When the teacher and the students were still

on the teaching learning process, the researcher was doing her job by

48
 observing both students‟ collaboration with their groups and the

teacher by using observation check list.

Related to the students‟ collaboration with the teacher, some

of students still did not pay attention to the teachers‟ explanation.

Several of them, practice with their groups. However, the teaching

and learning activity happened enthusiastically even some students

seen do not interest. It showed some progress than before

implementing conscience alley strategy. See appendix 5 page 80.

d. Reflecting

The teacher evaluated about the conclusion of implementing the

conscience alley startegy. Based on the post test cycle 1, they were only

12 students or 54,54% of students who pass the KKM with average

score is 67,41. Then, the teacher tried to modified the action in order to

75% of students in the class could pass the KKM.

In this step, the researcher concluded that cycle I did not run well

because most of students did not achieve the standart score. It can be

seen from the result of pre-test 1 score. Besides, most of students‟ scores

had increased although the condition of learning process was

uncontrolled enough.

From the result of observation in cycle 1, there were some

problems that found, as follow :

49
 a. There were some students that shown unenthusiastic to the teacher‟s

explanation.

b. Some students be able to cooperated well with their groups.

c. Some students were confidence to asked.

Based on the result of reflection in cycle 1, there were some

matter to be revision in cycle II, as follow :

1) Teacher gave more detaile explanation about the topic and gave

question after explain the topic.

2) Teacher guided the students who not be able to cooperated with their

partner.

3) Teacher gave stimulus to the students, for example by giving reward

to the students who brave answered the question.

4.1.1 The Report of Cycle 2

As mentioned in the previous cycle, in this cycle, the researcher

made the lesson plans for third meeting. In each meeting, there were also

some actions to improve students‟ speaking narrative ability. The

materials that would be taught were still the narrative text with different

title.

a. Planning

After finding the fact that the students‟ speaking ability was low,

which was proven by their post test 1 scores, the teacher rearrenge the

50
lesson plan which was used in the previous cycle with some revision. In

this plann, here the researcher as teacher and collaborative with the

english teacher of Mts Al-Islamiyah Purwa Negara Mrs. Eka Putria as

observer.

When in cycle 1 the teacher conducted conscience alley strategy

only used text, in the cycle 2, the teacher will explain the material more

widely. The teacher hope that it can stimulated students to be more active.

Besides, the teacher also prepared the observation sheet to note the

speaking class.(see appendix 6 page 83). Next, the teacher also prepared

the post test 2 and questionnaire to collect the data.

b. Action

The description of the teaching learning in cycle II was not

different from the previous cycle. In every stage the teacher tried to make

class active. She tried to make students enjoy in the class. Sometimes she

gave a or motivation to the students. And the teacher teached the students

about narrative text. The description of the result in cycle II could be

interpreted as follows :

1. First Meeting

The first meeting in cycle II was conducted on Wednesday,

June, 17th 2017 with the basic competence was express meaning in a

simple short monologue which is using the variety of written language

51
accurately, fluently and communicatively in daily-life context and to

access knowledge in a monologue and to access knowledge in

conscience alley strategy.

The researcher announced the result of Post-test 1. The

researcher told the students score was not good enough.

The researcher also told if the researcher will continued the

research. The researcher did the second treatment about the material

and applying conscience alley strategy. The researcher tried to explain

more clearly. The researcher introduced the role of conscience alley

strategy again. The teaching learning process in the third meeting as

follows:

Teacher greets students and asked their condition. After that,

the teacher checks the attendance list and the teacher gave the students

motivation to participate in the learning process actively, it aimed to

make students eager on the material. It can be seen from the situations

below :

“....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. And all of them replied at once
“Wa‟alaikumsalam wr.wb”. After that, the teacher continued
the greeting by saying “Good afternoon everybody!”, the
students answered “Good afternoon miss”. Teacher said “how
are you today?”, and the students replied “we are fine, how
about you?”, teacher responsed “I‟m fine too, thank you”.
After the greeting, the teacher check the attendance of the
students, and opening the meeting. Teacher said “Now, lets
open our meeting by reciting basmalah together. All at once
said “bismillaahirrahmaanirrahiim”...

52
 After that, the teacher reviewed the material and remembered

them about the speaking test. Also, asked about their situation.

After the opening, the teacher remembered the students if there

will be speaking test “last meeting, miss Lina has said if there
will be speaking test. Have you studied?”. Students‟ answered
“yes, we have Miss”. Teacher said “miss Lina will asked you
to practice conscience alley strategy with Narrative text with
your groups.

Teacher explained the objective and the purpose of the learning

than teacher investigated the student previous knowledge about

narration text by asking them the steps of conscience alley strategy

they know. Teacher gave the stimulus to the students to explore more

about the conscience alley by giving them example of narration text

about animal. Teacher gave the students further explanation about the

steps and functions of conscience alley. Teacher gave the students

chance to ask if there is something that they still didn‟t understood

about the material. Teacher instructed the students to join with their

groups before, and then asked them to practice conscienec alley

strategy. While the students discussed the material, the teacher went

arounded the class to maintain its order and helped the students who

were till having trouble with the material which was presented.

Teacher together with student made conclusions about learning process

that had been done. Teacher informed the students about next meeting

lesson material and closed the class.

53
2. Second Meeting

The second meeting was conducted on Monday, june 24th,

2017, with the basic competence was still express meaning in a simple

short monologue which is using the variety of written language

accurately, fluently and communicatively in daily-life context and to

access knowledge in a monologue. In this second meeting, the material

to be taught is about narrative text about animal.

Teacher greets students and asked their condition. After that,

the teacher checks the attendance list and the teacher gave the students

motivation to participate in the learning process actively, it aimed to

make students eager on the material. It can be seen from the situations

below :

“.....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. but, because not all of the students
answered noisy. So, the teacher repeat the greeting to the
students. And all of them replied at once “Wa‟alaikumsalam
wr.wb”. After that, the teacher continued the greeting by
saying “Good morning everybody!”, the students answered
“Good morning miss.....”
“.....Teacher ask the student condition by said “how are you
today?”, and the students replied “we are fine, how about
you?”, teacher responsed “I‟m fine too, thank you”. After the
greeting, the teacher checked the attendance of the students,
and opening the meeting.....

The teaching learning process in the second meeting are: (1)

Teacher began the lesson by greeting students and then gave them

motivation to participate in the learning process actively, (2) Teacher

54
explained the objective and the purpose of the learning, (3) Teacher

investigated the students previous knowledge about narrative text by

asking them the steps of conscience alley strategy they know, (4)

Teacher gave the stimulus to the students to explore more about the

narrative text by giving them some examples of narrative text text, (5)

Teacher asked the students to make more examples about short

narrative text they know, (7) The teacher also let the students ask if

they didn‟t understood.

“.....The teacher explained the objectives of learning to the

students. After that, the teacher explained how to use the
strategy in teaching speaking narrative text. Then, the teacher
let the students asked if they didn‟t understood.....”

(8) Teacher instructed the students to practice conscience alley

strategy with their groups. While the students discussed the material,

the teacher went around the class to maintain its order and helped the

students who were still having trouble with the material which was

presented. Researcher gave a suggesion for them, “if you want to

speak English fluently and have good pronounciation you have used

the English as your daily live as far as you can and you must be

confident, (9) Teacher together with students made conclusions about

learning process that had been done, (10) In the end of meeting, the

teacher closed the material and asked the students to study because

there will be do the test in the next meeting.

55
 “.....In the end of the meeting, the teacher informed the students
that next meeting will be a second post-exam, so the teacher
asked the student to learned more about the lesson at home.
Than closed the material “allright, because the times up. Let‟s
closed our meeting today by reciting hamdalah together”. All
at once said “alhamdulillaahirabbil‟aalamiin”. Then, the
teacher closed with “Assalamu‟alaikum wr.wb”. the students
replied “wa‟alaikumsalam wr.wb”. and the teacher also
researcher out of the classroom.....”

3. Third Meeting

In the third meeting, the teacher gave the post test of cycle 2. It

was in a conscience alley strategy form and conducted in groups.

Teacher greets students and asked their condition. After that,

the teacher checks the attendance list and the teacher gave the students

motivation to participate in the learning process actively, it aimed to

make students eager on the material. It can be seen from the situations

below :

“.....English teacher opening the greeting commencement

“Assalamualaikum wr.wb”. “Good morning everybody!”, the
students answered “Good morning miss”. Teacher said “how
are you today?”, and the students replied “we are fine, how
about you?”, teacher responsed “I‟m fine too, thank you”.
After the greeting, the teacher checked the attendance of the
students, and opening the meeting. Teacher said “Now, lets
open our meeting by reciting basmalah together. All at once
said “bismillaahirrahmaanirrahiim”.

The students practiced based on the text and story from the

teacher, than performed it in front of class.

56
 After practiced, the teacher asked to read what they re-write

before in front of class,and the end of the lesson. There are a lot of

students had understood the material.

“.....Then, the time almost done, the teacher asked the students
to colect their work. After the teacher and the students
evaluated the learning process that have done. There is more
than half students who understood about the lesson has
learned, it is visible when the teacher asked the students.....”.

After that, the teacher closed the learning process, and didn‟t

forgot encourage the students to study more dilligently, then the

teacher and researcher out of the classroom.

“.....And the end of the lesson, the teacher closed the learning
process, and didn‟t forgot encourage the students to study more
dilligently, then the teacher and researcher out of the
classroom and say good bye, the student answered by-bye
Miss.....”.

c. Observing

In this step, the reseacher still presented three meetings in teaching

speaking by using consciensce alley strategy. The reseacher gave material

and made the students interested more.

1. First Meeting

There were still two kinds of activity to be observed in this

research. Those were students‟ collaboration with their groups and

students‟ collaboration with the teacher during teaching learning

process using conscience alley strategy. The observing step was

conducted in the same time with implementing step. When the teacher

57
 and the students were still on the teaching learning process, the

researcher was doing her job by observing both students‟ collaboration

with their groups and the teacher by using observation check list. (see

appendix 6 page 79).

Related to the students‟ collaboration with the teacher, more of

students paid attention to the teachers‟ explanation but practiced with

groups pair only several of students who anthusiastically.

2. Second Meeting

Related to the students‟ collaboration with the teacher, near of

all students paid attention to the teachers‟ explanation and practiced

with their pair anthusiastically. There are some improved from the

Meeting before.

3. Third Meeting

Related to the students‟ collaboration with the teacher, near

of all students paid attention to the teachers‟ explanation and

practiced with their groups anthusiastically and enjoy. Besides, the

students looked braver to Speak English in class. And the teacher used

questionaire to know post implementasi about conscience alley

strategy. See appendix 7 page 84.

d. Reflecting

58
 In cycle 2, teaching learning process was going quite well. Teacher

delivered the lesson material effectively, solved students problems

precisely and evaluating the learning process perfectly. The students were

also become more active in learning activity, and it was one of indications

that the teaching learning process was succeeded.

Based on the reseacher‟s observation in cycle II, it found that the

result of students‟ learning by using conscience alley strategy was better

than in cycle I, so it can be inferred, as follow :

a. Students was more active in learning activity.

b. Students was understood more about the important of cooperation in a

groups.

c. Students was felt not shy to speak English.

The researcher concluded that the steps of the teaching learning

process that the researcher suggested have been done.

4.2 Data Finding

4.2.1 Data Finding of Pra Survey

4.2.1.1 The Result of Pre-Survey in Observation

Observation was conducted to observed the process of teaching

learning in speaking activity before implementing the strategy. The

researcher conducted pre observation in the VIII class on the Saturday,

April , on 28th 2017. Based on pre observation result, the VIII class

59
 showed they in speaking activity. Most students in VIII were participation

class conversation, discussion, but they are not confident in giving oral

presentations. They were not courage to involve the speaking learning

process. They were encountered with the hesitance of practicing the

materialas well as the drilling conducted by the teacher in the learning

process. In the other words, the students have the problems with their

confidence. Therefore, they need a strategy to improve their speaking

ability and make the English speaking lesson more exciting.

4.2.2 Data Finding cycle 1

a. Data Finding Instrument 1 (Observation)

The observer was observed to students and helped by the

teacher.The result can be seen on the table below:

Tabel.1.1. Students’ Observation in cycle 1

No Students’ Activity Cycle 1 Criteria Conclusion

of sucsess

1. Students‟ Active in 11 (50%) ≥70%

The Class students
2. Students‟ speaking 12 (54,5%) active in
Do not
performance in Their the
success
groups learning
activity in
the class

Related to the students‟ activity is still low, it showed in the students

observation activity in cycle 1 above, only 11 students‟ active in the class,

60
who get grade of (good) are 7 (31 %) , and students speaking performance

in their groups who good grade are 12 (54,5%) . It‟s mean that this learning

activity process must be given again. It‟s was caused the students have not

achieve 70%. To complete the data see appendix 3 page 82.

b. Data Finding Instrument 2 (Test).

Learning producted is students‟ scores from the speaking

ability test. The indicator of students achievement is, if least 70% of

the students can reach score 70 for the speaking test. It mean the

implementation of aplicable to improve the students speaking ability.

The test was given to students and helped by the teacher. The result

can be seen on the table below:

Table. 1.1.2. Table Test of Cycle 1

Students Criteria of Conclusion

scores of test sucsess
in cycle1
3 (13,8%) ≥ 70% Students Do not success
students passed the KKM
passed the (70)
KKM (70)

Related to the cycle 1 the average of students‟ speaking ability

on this cycle were 3 students who passed the KKM, or get (13,8 %)

but the students unacompalished the KKM. To complete the data

please see appendix 4 page 83.

c. Data Finding Instrument 3 (Questionaire)

61
 The reseacher provided questionnaire to know the students‟

interested in learning process, in this questionaire the researcher asked

to the students about application, experiences and their progress when

learning speaking. Based on the research, it could be seen in the table

below:

Table 4.1.3. Table the result of questionaire cycle 1

The result of Questionnaire in cycle 1

No Questions Students answer

Yes Precentage
1 Question 1 8 36%
2 Question 2 7 31%
3 Question 3 9 40%
4 Question 4 8 36%
5 Question 5 7 31%
6 Question 6 8 36%
7 Question 7 7 31%
8 Question 8 7 31%
9 Question 9 9 40%
10 Question 10 8 36%
Mean 31,31%

Regarding to the result of questionnaire cycle 1 above, it could

be concluded that there was still needed improvement about the

students‟ motivation to learn English well, also there must be positive

response in questionaire cycle 1 of conscience alley strategy that will

be giving. To complete the data please see appendix 5 page 84.

62
 4.2.3 Data Finding Cycle 2

a. Data Finding Instrument 1 (Observation).

In cycle 2, based on the table result, observation result from

students process in teaching learning at eight grade bellow:

Table 2.1.Students’ Observation Cycle 2

Criteria of Conclusion
Cycle 2
Students’ Activity success

Students‟ active in their groups

18 ≥70% Success
(81,81%) students
Students‟speaking performance 16 active in the Success
in their groups (72,72%) learning
activity in
the class

Related to the students‟ activity is still low, it showed in the

students observation activity in cycle 2 above, 18 (81,81%) students

active in their groups, who get grade of 16 (good) are 16 (72,72%),

students speaking performance in their groups. To complete the data

see appendix 6 page 85.

b. Data Finding Instrument 2 (Test).

The test was given to students and helped by the teacher.The

result can be seen on the table below:

63
 Table.2.1.2 Table result of scores on test of cycle 2

Students Criteria Conclusion

scores of test of sucsess
incycle 2
16 (72,72%) ≥ 70% Sucsess
students pass students
the KKM (70) pass the
KKM (70)

Related to the cycle 1 the average of students‟ speaking ability on

this cycle were 16 or (72,72%) students who passed the KKM, and

there were 4 students failed or did not passed the KKM. Its mean

conscience alley strategy can improving students‟ speaking ability. To

complete please see appendix 4 page 83.

c. Data Finding Instrument 3

The questionaire was given to students and helped by the

teacher.The result can be seen on the table below:

Table. 2.1.3 Table the result of questionaire in cycle 2.

No Questions Students answers

Yes Precentage
1 Question 1 16 75%
2 Question 2 116 75%
3 Question 3 16 75%
4 Question 4 15 72%
5 Question 5 15 73%
6 Question 6 16 75%
7 Question 7 16 75%
8 Question 8 17 80%

64
 9 Question 9 17 80%
10 Question 10 22 100%
Mean 70,75%

Regarding to the result of questionnaire cycle 2 above, it could be

concluded that there was still needed improvement about the students‟

motivation to learn English well, also there must be positive response

the implementation of conscience alley strategy that will be giving.

And in teaching learning speaking ability by using conscience alley

strategy can improve students‟ speaking ability. To complete the data

please see appendix 7 page 86.

4.3 Discussion of the Finding

In this sub-chapter researcher would presents some the data finding

instrument cycle 1 and 2. Those are a follows:

a. Data Finding Instrument 1 (observation) cycle 1 and 2

Based on the research, obtained the learning result using Conscience

alley strategy, it could be seen in the table below:

Table 4.3.1. the result of students’ observation cycle 1 and 2

Crireria of
Students‟ Students success
conclusi
No Note observation observation Discussion bservation
on
in cycle 1 incycle 2 incycle 1
and 2

65
1. Students‟ 7 (31,82%) 18 (81,81%) Cycle 1 Sucsess
active in students students 31,82% in cycle
the class active in active in improves 2
learning learning 67,99%
activity in activity in becomes
the class the class 81,81% ≥70%
students
2. Students‟ 8 (36,36%) 17 (77,27%) Cycle2 active in Sucsess
speaking students students 36,36% learning in cycle
performa active in active in improves activity in 2
nce in learning learning 50% the class
their activity in activity in becomes
groups the class the class 77,27%

That data can bee seen at the diagram bellow:

100,00% 81,81% Students

80,00% active in
60,00% learning
#REF!
31,82%
40,00% activity in
Column2
20,00% the class
0,00%
Cycle 1 Cycle 2

Based on the table of observation and diagram observation above the

Cycle 1-Cycle 2 has improved in cycl1 7 (31,82%) to cycle 2 18 (81,81%)

students activity in the class and students‟ speaking performance in their

groups. Was improved 49,99%. To complete the data please see appendix 3

page 82 and appendix 6 page 85.

b. Data Finding Instrument 2 Test) Cycle 1 And 2

66
 From the result of research obtained the data about students speaking

ability using conscience alley strategy. It could be seen in cycle 1 and cycle

2 in the table below:

Table 4.3.2. table of result test cycle 1 and 2

Students Students’ Discussion Criteria Conclusion

scores of scoreso f of sucsess
cycle1 cycle2 in test
3 (13,6%) 16 Cycle 1 ≥70 %
students (72,72%) 13,6% Students
passed the students improves pass the
KKM (70) passed the 59,6%
KKM (70) success
KKM (70) becomes
72,72% in
cycle 2

That can be seen the data at diagram bellow:

72,72%
80,00%
60,00%
40,00% passed
13,60%
20,00%
0,00%
Cycle 1 Cycle 2

Based on the result of the table and diagram above in Cycle 1, and

Cycle 2 was improved in cycle 2. And the target criterion of 70% is

succces.Then, in Cycle 1 students passed is 3 (13,6%). In cycle 2 students

67
 passes the KKM 16 (72,72%). Was improved 59,6% in cycle 2. (see

appendix 4 page 83).

c. Data Finding Instrument 3 (Questionaire) Cycle 1 Aand 2.

The reseacher provided questionaire to know the students‟ interesed in

learning process, in this questionaire the researcher asked to the students

about application, experiences and their progess when learning speaking by

using conscience alley strategy. Based on the research, it could be seen in

the table below:

Table 4.3.3. the questionaire of cycle 1 and 2

Note Questionair Questionair Discussi Criteria Conclusion

e cycle 1 of e cycle 2 of on of
conscience conscience sucsess
alley alley of
strategy strategy question
aire
Yes 35,45 % 70,45% Cycle 1 ≥70% Sucsess in
students students 35,45% students cycle 2
positive positive improves positive
respond 35 % respomd
respond
with the becomes with the
with the questionaire 70,45% questioai
questionaire re

That can be seen the data at diagram bellow:

68
80,00% 70,45%

60,00%
35,45%
40,00% Yes

20,00%
0,00%
Cycle 1 Cycle 2

Based on the table and diagaram above the Cycle 1-Cycle 2 has

improved students‟ questionaire in cycle 1 of conscience alley strategy

(35,45%) and students‟ questionaire in cycle 2 of conscience alley strategy

(70,45%). Was improved 35% in cycle 2. To complete the data please see

appendix 5 page 84 and appendix 7 page 86.

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 CHAPTER V

CONCLUSSION AND SUGGESTION

In this last chapter, researcher would presents some conclusions and

sugesstion based on the data findings of the cycles. Those are a follows:

5.1 Conclusion

Based on the research conducted, in VIII class of MTS Al-Islamiyah

Purwa Negara, the researcher concluded that conscience alley strategy can

improve students‟ speaking ability in narrative text showed by the score they get.

Conscience alley strategy helped to know about expressing, memorising,

collaboration with their group. This strategy, using role play stratgey , so can

made the students active in speaking learning process. Furthermore, from the

observation checklist showed that the students seemed brave and more confident

in speaking. It proven by their participation in practice the game and performed in

front of the class.

Related to the test result, there were some progressions of students‟ scores

from cycle 1 and cycle 2. Next in the result of students scores from cycle 1 3

(13,6%). And the second cycle, 16 or (72,72%) students who passed the KKM in

which their mean score of oral test derived 75 of improvement.

From the observation students‟ active in the class, in cycle 1 7 (31,82%).

And in cycle 2 students‟ active in the class 18 (81,81%).

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 The questionnaire results showed the students‟ responsed toward the

implementing of conscience alley strategy. Both two means of questionnaire in

cycle 1 and cycle 2 showed different results. The mean of questionnaire in cycle 1

was 35,45% and the maen of questionnaire in cycle 2 was 70,45%. Meanwhile,

the gained improvement was 50%. It can be concluded that students‟ responses

toward the use of conscience alley strtagey in narrative speaking ability was

positive. In short, the using of conscience alley stratgey in teaching learning

speaking ability was liked by the students.

5.2 Suggestion

In this part, the researcher would like to gave some suggestion to be

considered by English teacher as follows:

1. In teaching speaking ability,the teacher are hopped more creative in teaching

the students in order to maximized teaching learning process. Also, the

teacher should be active to involved the students in teaching learning process.

2. Conscience alley strategy would be very helpful to improve students‟

speaking ability in narrative text, so the researcher needs to maintain using

conscience alley strategy as alternative strategy of the teaching learning

process in the eight grade of Junior High School.

3. The teacher should gave clear explanationed and instruction in directing their

students using conscience alley strategy.

4. The teacher should controled the students‟ activities.

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Finally, the rsearcher realizes that this research still have some weakness and

mistakes. Therefore, the researcher would like to accept any constructive

suggestion to make this research be better.

72
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