CHAPTER III RESEARCH METHOD
F. Data Analysis
In this research, the type of data namely data from the questionnaire to find out the students‟ perception on the use of Round Table Strategy:
1. Calculating the Total Score of Each Respondents from Questionnaire:
Table 3.1 Likert Scale and Scoring
Items Score
Positive Negative
Strongly Angree 5 1
Agree 4 2
Neutral 3 3
Disagree 2 4
Strongly Disagree 1 5
F
P x 100 % N
Which:
P = Percentage F = Frequency
N = Number of Sample
100% = Constant Value
(Sugiyono, 2017: 135)
2. The Result Questionnaires are Analyzed by Using the Following Percentage System:
∑
: The mean of the score.
∑ : Total score
n : Total sample.
If questionnaires consisted of 20 items, the score is classified as follow:
20 x 5 = 100 maximum score 20 x 3 = 60 neutral
20 x 1 = 20 undecided score / low score
Table 3.2 Level of Perception
Level of Perception Score
Positive 61-100
Neutral 21-60
Negative 0-20
(Best, w, John in Fitriani, 2010)
If the mean score of the students were greater, it indicated that the students‟ perception of Roundtable Strategy is positive, while if it is smaller than 20 it indicated that the students‟ perception of the Roundtable Strategy is negative.
3. The Category Process of the Students’ Perception on the Use of Round Table and Characteristic Classified into:
No. Catagory Interpretation Score
1 Excellent 81-100
2 Good 61-80
3 Fair 41-60
4 Poor 21-40
5 Very Poor <20
(Sudarmono, 2012: 15)
The interpretation score above was to better understand the level students' perception about the use of the roundtable strategy in the classroom. For instance, that interpretation score was in the range of 80-100 it mean that the students had category positive, in the range of 68-80 it mean that students had good category, in the range of 41-60 it mean that students had fair category, then in range of 21-40 it mean that students had category poor, and the range of <20 it mean that students had very poor category.
CHAPTER IV FINDINGS AND DISCUSSION
This chapter consists of findings and a disucussion of the research. The finding of this research is presents the result of students‟ questionnaires on the students‟ perception of the use of Roundtable Strategy on learning Speaking.
The discussion of the research is a further explanation of the findings.
A. Findings
In this part, the researcher described the result of data analysis based on the problem statement. Based on the table contained in the appendix sheet of the result of the student questionnaire, it shows that most students have a positive perception by choosing to strongly agree and agree with use of the roundtable strategy to learn to speak. Their perception about the use of this roundtable strategy are also based on their perceptions which are formed through an individual subjective assessment process. This roundtable strategy that has been used by the teacher in teaching makes students comfortable and enjoys to learning. Students can feel motivated and helped when learning to speak using the roundtable strategy. Then, with this strategy, students can also add to their new vocabulary for speaking. They can also show an active role in the group by helping each other explain the material the material they are learning. So it can be concluded that this the roundtable strategy can help the student learn to speak.
In this research the researcher used a questionnaire and documantation of the students to obtain more accurate and valid data:
1. The Students‟ Perception on the Use of Roundtable Strategy
The researcher used the questionnaire to know the students‟ perception of the use of Roundtable Strategy. Classification of students‟ questionnaire for each item:
Table 4.1 Roundtable Strategy is an effective learning strategy for speaking
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 14 51.9 %
3. Neutral 6 22.2 %
4. Disagree 0 -
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 14 (51.9%) chose to Agree, 6 (22.2%) chose Neutral (N), none chose Disagree (D) and Strongly Disagree (SD). It means most students thought that Roundtable Strategy made them more enjoyable in learning English and it can help the students to be more active in speaking. Because it can add to their vocabulary in speaking.
Table 4.2 I feel that learning speaking using Roundtable strategy encourage me to particapate actively
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 12 44.4 %
3. Neutral 6 22.2 %
4. Disagree 2 7.4 %
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 12 (44.4%) chose to Agree, 6 (22.2%) chose Neutral (N), 2 (7.4%) chose Disagree (D), and none chose Strongly Disagree (SD). It means Roundtable strategy can help students to particapate actively in learning speaking because the students feel they can work together in group so that they can help each other in learning.
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Table 4.3 Roundtable strategy can develop my motivation in speaking
No Items Frequency Percentage (%)
1. Strongly Agree 8 29.6 %
2. Agree 11 40.7 %
3. Neutral 8 29.6 %
4. Disagree 0 -
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 8 (29.6%) out of the students chose Strongly Agree (SA), 11 (40.7%) chose to Agree, 8 (29.6%) chose Neutral (N), none chose Disagree (D) and Strongly Disagree (SD). It means Roundtable strategy can motivation students motivation in speaking because students could help each other and it makes the students enjoyable in teaching speaking.
Table 4.4 I feel happy in learning using Roundtable Strategy
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 9 33.3 %
3. Neutral 10 37 %
4. Disagree 1 3,7 %
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 9 (33.3%) chose to Agree, 10 (37%) chose Neutral (N), 1 (3.7%) chose Disagree (D), and none chose Strongly Disagree (SD). It means most of the students‟ had neutral perception. But they feel happy in this strategy for they learn in groups with their friends.
Table 4.5 Through Roundtable strategy, I can understand the material easily
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 16 59.3 %
3. Neutral 4 14.8 %
4. Disagree 0 -
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 16 (59.3%) chose to Agree, 4 (14.8%) chose Neutral (N), none chose Disagree (D) and Strongly Disagree (SD). That means the Roundtable strategy also helps them to understand more about the material easily because when in groups they help each other in explaining the material presented by the teacher.
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Table 4.6 I participated actively during group activities with using Roundtable strategy
No Items Frequency Percentage (%)
1. Strongly Agree 4 14.8 %
2. Agree 10 37 %
3. Neutral 10 37 %
4. Disagree 2 7.4 %
5. Strongly Disagree 1 3.7 %
Total 27 100%
The table above shows that 4 (14.8%) out of the students chose Strongly Agree (SA), 10 (37%) chose to Agree, 10 (37%) chose Neutral (N), 2 (7.4%) chose Disagree (D), and 1 (3.7%) chose Strongly Disagree (SD).
That means the Roundtable strategy makes the students participated actively with group activities models. Students are required to play an active role in speaking out, expressing their opinions, and giving their thoughts on what they are learning to convey.
Table 4.7 I am confident enough to deliver my opinions in group
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 10 37 %
3. Neutral 9 33.3 %
4. Disagree 1 3.7 %
5. Strongly Disagree 0 -
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 10 (37%) chose to Agree, 9 (33.3%) chose Neutral (N), 1 (3.7%) chose Disagree (D), and none chose Strongly Disagree (SD). It means with this strategy, students felt confident when they are want to convey their opinions or answers.
Table 4.8 I feel relaxed learning using Roundtable strategy
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 8 29.6 %
3. Neutral 10 37 %
4. Disagree 1 3.7 %
5. Strongly Disagree 1 3.7 %
Total 27 100%
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The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 8 (29.6%) chose to Agree, 10 (37%) chose Neutral (N), 1 (3.7%) chose Disagree (D), and 1 (3.7%) chose Strongly Disagree (SD). It means the students felt comfortable to learning using Roundtable strategy.
Students felt comfortable working with their peers in groups.
Table 4.9 Roundtable strategy can improve my learning ability
No Items Frequency Percentage (%)
1. Strongly Agree 11 40.7 %
2. Agree 12 44.4 %
3. Neutral 3 11.1 %
4. Disagree - -
5. Strongly Disagree 1 3.7
Total 27 100%
The table above shows that 11 (40.7%) out of the students chose Strongly Agree (SA), 12 (44.4%) chose to Agree, 3 (11.1%) chose Neutral (N), none chose Disagree (D), and 1 (3.7%) chose Strongly Disagree (SD). It means the Roundtable strategy can improve students learning ability because are taught to learn acrively in accepting and explaining the material provided by the teacher.
Table 4.10 Roundtable strategy can helps to increase my speaking skills
No Items Frequency Percentage (%)
1. Strongly Agree 7 25.9 %
2. Agree 14 51.9 %
3. Neutral 4 14.8 %
4. Disagree - -
5. Strongly Disagree 2 7.4 %
Total 27 100%
The table above shows that 7 (25.9%) out of the students chose Strongly Agree (SA), 14 (51.9%) chose to Agree, 4 (14.8%) chose Neutral (N), none chose Disagree (D), and 2 (7.4%) chose Strongly Disagree (SD). It means the Roundtable strategy can help students to increase their speaking skills because the students are taught to speak actively and this can increase their vocabulary and fluency in speaking.
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Table 4.11 Roundtable strategy is not an effective strategy
No Items Frequency Percentage (%)
1. Strongly Agree 1 3.7 %
2. Agree 6 22.2 %
3. Neutral 5 18,5 %
4. Disagree 11 40.7 %
5. Strongly Disagree 4 14.8 %
Total 27 100%
The table above shows that 1 (3.7%) out of the students chose Strongly Agree (SA), 6 (22.2%) chose to Agree, 5 (18.5%) chose Neutral (N), 11 (40.7%) chose Disagree (D), and 4 (14.8%) chose Strongly Disagree (SD).
It means the students felt disagree if that the Roundtable strategy was not ineffective learning strategies
Table 4.12 Roundtable strategy can not increase my motivation in speaking
No Items Frequency Percentage (%)
1. Strongly Agree 2 7.4 %
2. Agree 1 3.7 %
3. Neutral 7 25.9 %
4. Disagree 14 51.9 %
5. Strongly Disagree 3 11.1 %
Total 27 100%
The table above shows that 2 (7.4%) out of the students chose Strongly Agree (SA), 1 (3.7%) chose to Agree, 7 (25.9%) chose Neutral (N), 14 (51.9%) chose Disagree (D), and 3 (11.1%) chose Strongly Disagree (SD).
It means students disagree that the Roundtable strategy did not increase their motivation in their learning to speak.
Table 4.13 I can not understand the material easily through Roundtable strategy
No Items Frequency Percentage (%)
1. Strongly Agree 3 11.1 %
2. Agree 1 3.7 %
3. Neutral 7 25.9 %
4. Disagree 13 48.1 %
5. Strongly Disagree 3 11.1 %
Total 27 100%
The table above shows that 3 (11.1%) out of the students chose Strongly Agree (SA), 1 (3.7%) chose to Agree, 7 (25.9%) chose Neutral (N), 13 (51.9%) chose Disagree (D), and 3 (11.1%) chose Strongly Disagree (SD).
It means students felt disagree that the Roundtable strategy did not help them understand the material easily
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Table 4.14 I feel demotivated to learning on using Roundtable strategy
No Items Frequency Percentage (%)
1. Strongly Agree 1 3.7 %
2. Agree 2 7.4 %
3. Neutral 9 33.3 %
4. Disagree 12 44.4 %
5. Strongly Disagree 3 11.1 %
Total 27 100%
The table above shows that 1 (3.7%) out of the students chose Strongly Agree (SA), 2 (7.4%) chose to Agree, 9 (33.3%) chose Neutral (N), 12 (44.4%) chose Disagree (D), and 3 (11.1%) chose Strongly Disagree (SD).
It means students felt disagree that the Roundtable strategy made them feel demotivated and felt less active in learning.
Table 4.15 I feel so confused about the material instructions given by the teacher
No Items Frequency Percentage (%)
1. Strongly Agree - 0
2. Agree 5 18.5 %
3. Neutral 11 40.7 %
4. Disagree 8 29.6 %
5. Strongly Disagree 3 11.1 %
Total 27 100%
The table above shows that none out of the students chose Strongly Agree (SA), 5 (18.5%) chose to Agree, 11 (40.7%) chose Neutral (N), 8 (29.6%) chose Disagree (D), and 3 (11.1%) chose Strongly Disagree (SD). It means students had a neutral perception.
Table 4.16 I feel that I cannot participate actively during group activities with using Roundtable strategy
No Items Frequency Percentage (%)
1. Strongly Agree 1 3.7 %
2. Agree 2 7.4 %
3. Neutral 13 48.1 %
4. Disagree 7 25.9 %
5. Strongly Disagree 4 14.8 %
Total 27 100%
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The table above shows that 1 (3.7%) out of the students chose Strongly Agree (SA), 2 (7.4%) chose to Agree, 13 (48.1%) chose Neutral (N), 7 (25.9%) chose Disagree (D), and 4 (14.8%) chose Strongly Disagree (SD).
It means students had a neutral perception.
Table 4.17 I do not feel confident to speak about my opinions in group
No Items Frequency Percentage (%)
1. Strongly Agree - 0
2. Agree 5 18.5 %
3. Neutral 10 37 %
4. Disagree 10 37 %
5. Strongly Disagree 2 7.4 %
Total 27 100%
The table above shows that none out of the students chose Strongly Agree (SA), 5 (18.5%) chose to Agree, 10 (37%) chose Neutral (N), 10 (37%) chose Disagree (D), and 2 (7.4%) chose Strongly Disagree (SD). It means some the students had a neutral perception but also felt disagree if they do not feel to confident to speak about their opinion in the group.
Table 4.18 I’m not happy to hear my friends opinion in my groups.
No Items Frequency Percentage (%)
1. Strongly Agree 1 3.7 %
2. Agree 1 3.7 %
3. Neutral 12 44.4 %
4. Disagree 8 29.6 %
5. Strongly Disagree 5 18.5 %
Total 27 100%
The table above shows that 1 (3.7%) out of the students chose Strongly Agree (SA), 1 (3.7%) chose to Agree, 12 (44.4%) chose Neutral (N), 8 (29.6%) chose Disagree (D), and 5 (18.5%) chose Strongly Disagree (SD).
It means students had a neutral perception.
Table 4.19 I feel Roundtable strategy can not increase my teamwork skills in group
No Items Frequency Percentage (%)
1. Strongly Agree - 0
2. Agree 7 25.9 %
3. Neutral 8 29.6 %
4. Disagree 6 22.2 %
5. Strongly Disagree 6 22.2 %
Total 27 100%
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The table above shows that none out of the students chose Strongly Agree (SA), 7 (25.9%) chose to Agree, 8 (29.6%) chose Neutral (N), 6 (22.2%) chose Disagree (D), and 6 (22.2%) chose Strongly Disagree (SD). It means students had a neutral perception.
Table 4.20 I feel Roundtable strategy can not help me to increase my speaking skills
No Items Frequency Percentage (%)
1. Strongly Agree 2 7.4 %
2. Agree 1 3.7 %
3. Neutral 8 29.6 %
4. Disagree 11 40.7 %
5. Strongly Disagree 5 18.5 %
Total 27 100%
The table above shows that 2 (7.4%) out of the students chose Strongly Agree (SA), 1 (3.7%) chose to Agree, 8 (29.6%) chose Neutral (N), 11 (40.7%) chose Disagree (D), and 5 (18.5%) chose Strongly Disagree (SD).
It means students felt disagree that the Roundtable strategy is not help them to increase their speaking skills.
Table 4.21 Category of the students’ perception on the use of Roundtable strategy
Frequency Percentage %
Score Classification
Category
24 88.89 % 61-100 Positive
3 11.11% 21-60 Neutral
0 0 0-20 Negative
27 100% Positive Perception
The table above showed that 24 (88.89%) of the students‟ scores produced greater results. This indicated that students‟ perception of the Roundtable strategy were positive. Then, 3 (11.11%) were in the Neutral category, and none of students had the category negative.
While to find the mean of the score:
To get the main score of the students, the writer used the following formula:
= 73.56 %
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If questionnaires consisted of 20 items, the score is classified as follow:
20 x 5 = 100 maximum score 20 x 3 = 60 neutral
20 x 1 = 20 undecided score/ low score Table 4.22 Level of Perception
Level of Perception Score
Positive 61-100
Neutral 21-60
Negative 0-20
Based on the questionnaire data analysis, it can be seen that the average score of students‟ perceptions about the strategies used by teachers in teaching English, especially in speaking is 73.56%. From likerts scale theory, if the average score is greater that Neutral score (60), the result will be positive. It also shows that the students has had a positive perception of the use of the Roundtable strategy in the teaching English, especially in learning to speak.
Based on these findings, to better understand the level of students‟ perceptions about the use of the Roundtable strategy based on the total score of the Likert scale, it can be categorized in the table below:
Table 4.23 Category of the students’ perception on the use of Roundtable Strategy
Frequency Percentage %
Score Classification
Category
9 33.33% 81-100 Excellent
16 59.25% 61-80 Good
2 7.40% 41-60 Fair
0 0 21-40 Poor
0 0 <20 Very poor
27 100%
From the table showed that 9 (33.33%) had Excellent category, 16 (59.25%) had Good category, and 2 (7.40%) had Fair category on the use of Roundtable strategy in teaching speaking. Students who were in the excellent and good category had the highest total points with
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answers strongly agreeing and agreeing with their perception of the roundtable strategy they had used. It means many students agree with the use of a roundtable strategy in learning to speak. So, the result of the students‟ perception on learning speaking using Roundtable strategy at the grade twelve of SMA Muhammadiyah Sungguminasa had Good category perception.
B. Discussion
This research was conducted on twelve-grade students at SMA Muhammadiyah Sungguminasa. The purpose of this research was to determine students perceptions about the use of the Roundtable strategy in learning English, especially in developing students‟ speaking. Hong, K. –S (2003) mentioned that perception is a person‟s thinking about something they have learned to measure the extent of their perception were to agree or disagree about this strategy that they had done before.
The results obtained were that most of the students had positive perceptions of the use of the Roundtable strategy used for learning English in the class.
The roundtable was an effective learning strategy for speaking because itu helps students to take an active role in group and delivered answer to the material by work together. The students also felt happy and comfortable in using the roundtable strategy because they learn in a round shape so that it can improve good teamwork in groups. This strategy also helps students developed their speaking skills because it can add to their vocabulary, their fluency, and their courage in delivering answers to the material. These strategies also help included when they do not understand what their teacher is saying, but by sitting at a round table, they can ask their friends what material they do not understand and the students in the group could cooperate to help their peers understand
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the material.
In the use of the roundtable strategy, the students had the perception that they are quite confident when expressing their opinions in the group. Surati (2015: 26) said that the adventage of used this Roundtable strategy can direcred students learn activities became more useful. This is because the student feels when coveying their opinions they delivered, their friends will help each other for correct what they say. In addition, the student feel relaxed and can help improve their learning abilities. This is because the student feel comfortable to studying with their friends in the group and they feel motivated in learning not to be left behind in understanding the material.
The use of this roundtable can be used for all class levels. This strategy is also used to make the classroom atmosphere comfortable in the teaching and learning process to avoid a boring classroom atmosphere. The teacher must be clever in arranging the groups that are made so that the student do not harm each other in groups and can work together with one another. This can also increase their motivation in learning because students feel helped by one another.
This roundtable strategy can also help students who are less knowledgeable in learning combined with smart students. The student who are less able to study together so that these students have the motivation to be more diligent in studying. This group must have a
balance of students who can make this strategy work well and students feel comfortable in using this strategy.
Astuti (2013: 16) said this strategy takes quite a long time to practice. But, with good preparation, this roundtable strategy can run well and it can develop the learning process well. By choosing a trusted group leader, the existing group will run successfully. Students must receive material information well so that no one is lazy and relies on other friends than working together. Therefore, students are required to play an active role in groups.By choosing a trusted group leader, the existing group will run successfully. Students must receive material information well so that no one is lazy and relies on other friends than working together. Therefore, students are required to play an active role in groups.
By regulating class conditions and providing appropriate instruction and supervision from one group to another, it can help achieve student learning outcomes. This roundtable strategy can be used to learn to speak by students. Each student has their role in group with various ideas. The roundtable can help students develop their speaking skills and also show the positive side. If the implementation of this strategy is good, this roundtable strategy will be carried out well and effectively based on the characteristics of the roundtable that have been determin.
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This Roundtable strategy assists students in developing their speaking in class. Students feel motivated to speak and play an active role, understand the metirial easily because they will help each other in explainning the material given, students also feel confident to talk about their opinions and help each other in problem-solving and help them to develop their speaking in speak English. This is in line with research by Anisa Husni Alkaromah (2017) which states that the use of the Roundtable has improved students‟ speaking skills because in the Roundtable students are very involved in the speaking process and they must explore their speaking skills in everyday life.
Roundtable strategy has a good influence on students learning outcomes. By using the Roundtable, students‟ feel happy in listening to their friends‟ opinions so that if the group has difficults, such as difficulty speaking their opinions due to word limitations, they will help each other.
This is also in line with Anggi Sinta Hapsari (2011) who has researched with the Roundtable strategy by suggesting that students achievement can be improved by using the Roundtable which can be seen when the group has experienced difficulties, such as exploring ideas or writing with the wrong simple present tense, they will help.