CHAPTER III RESEARCH METHOD
F. Data Analysis
The data collection through the post-test analysis in potential statistic through following steps :
1. Scoring the students’ correct answer in pre-test by using this formula The student correct answer
Score = X 100
The total items of test
2. Classifying the students’ score into seven base on the following criteria:
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
3. Calculating the mean score
The mean score that the students achieve both pre-test (X1) and post- test (X2) Calculating the mean score of the students’ speaking test by using the following formula:
Note :
= Mean Score (symbol for the population mean)
= The sum of all score N = Total number of students
Gay (2006: 320)
4. Test Significance
Calculating the value of the t-test to show the mean score of pre- test was Significantly different from that of the post-test by applying this formula
Where: t = test of significance
𝐷̅ = the mean score of difference (X2-X1)
∑D = the sum of the total score
∑𝐷2 = the square of the sum score of difference n = the total sample
Gay (2006: 356)
100
Speaking Accuracy
50
0
Pre-test Pronun Post-test Pronun
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter particularly consist the findings and discussion. Finding consists of the ability to identify using BBC Learning English to improve speaking skill. The discussion of the research cover further explanation of the findings.
A. Findings
The findings of the research showed the result description of the research trough the mean score of the students in pre-test and post-test in term of accuracy (pronunciation) and (vocabulary) achievement by using smartphone video recorder as a tool in teaching English. The findings obtained by speaking test at the eleventh grade of SMA Muhammadiyah Sungguminasa described as follow:
1. The effect of British Broadcasting Corporation (BBC) on students’
pronunciation in speaking accuracy a. Mean Score
Diagram 4.1 The students’ mean score in pronunciation
25
The improvement of the students’ accuracy through BBC Learning English had different in pre-test and post-test. The result of the students’
pre-test and post-test could be seen in the following table:
Table 4.1 The students’ mean score in pronunciation
Indicator
The Students’ Score
The Improvement (%) X2-X1
Pre-Test X1
Post-Test X2
Pronunciation 4.8 8.7 39%
Table 4.1 showed that the improvement of students’ accuracy: first, the improvement of the students’ pronunciation was 39% pre-test 48 and post-test 87 The mean score 9.64. The improvement of the students’ skill above means that the implementation of using BBC Learning Speaking in speaking accuracy has successfully improve the students, participation in speaking accuracy.
b. The Improvement of Students’ Accuracy dealing with as follow:
The implementation of BBC Learning English in teaching improve students’ speaking accuracy in terms of pronunciation can be seen the different by considering the result of the students’ pre-test and post-test.
Table 4.2 Frequency and Percentage Score of Pronunciation
No. Criteria Score
Pre-test Post-test
Frequency % Frequency %
1. Excellent 9.6-10 - - - -
2. Very Good 8.6-9.5 - - - -
3. Good 7.6-8.5 - - - -
4.
Fairly Good
6.6-7.5 - - 6 43
5. Fair 5.6-6.5 - - 5 36
6. Poor 3.6-5.5 7 50 3 21
7. Very Poor 0-3.5 7 50 - -
Total 14 100 14 100
The table 4.2 the rate percentage of pre-test showed that from 14 students, there were 07 students (50 %) who belonged to “Very Poor”
category, 07 students (50%) belonged to “Poor”. From the result, it can be concluded that the students speaking skill was Poor. In rate percentage of post-test showed that from 14 students, there were 3 students (21 %) who belonged to “Poor” category, 5 students(36 %) belonged to “Fair” category, and 6 students (43%) belonged to “Fairly
10 5
0 Frequency
Percentage
6 4 2
0 Frequency
Percentage
Good” category. From the result, it can be concluded that the students Pronunciation skill was Fairly Good.
Diagram 4.2 Frequency and Percentage Pre-test of Pronunciation
Frequency and Percentage Post-test of Students Pronunciation
The diagram above describes the result of pronunciation test. The column that the frequency and percentage of students pronunciation in speaking the different column pre-test and post-test before gave four meetings treatment it can be seen that the students’ score for the assessment surpassed the criteria of success in other words, it indicated that animation movies can be used as teaching media to improve the students’ accuracy in speaking.
Speaking Accuracy
100 80
60
40
20
0
Pre-test Vocab Post-test Vocab
2. The effect of British Broadcasting Corporation (BBC) on students’
vocabulary in speaking accuracy a. Mean Score
Diagram 4.3 The students’ mean score in vocabulary
The improvement of the students’ accuracy through BBC Learning English had different in pre-test and post-test. The result of the students’
pre-test and post-test could be seen in the following table:
Table 4.3 The students’ mean score in Vocabulary
Indicator
The Students’ Score
The Improvement (%) X2-X1
Pre-Test X1
Post-Test X2
Vocabulary 4.4 8.4 40%
Table 4.1 showed that the improvement of students’ accuracy: The improvement of the students’ vocabulary was 40% pre-test 44 and post- test 84 The mean score was 9.14. The improvement of the students’ skill above means that the implementation of using BBC Learning Speaking in speaking accuracy has successfully improve the students, participation in speaking accuracy.
b. The Improvement of Students’ Accuracy dealing with as follow:
The implementation of BBC Learning English in teaching materials in improving the students’ speaking accuracy of text in terms of pronunciation can be seen the different by considering the result of the students’ pre-test and post-test.
Table 4.4 Frequency and Percentage Score of Students Vocabulary
No. Criteria Score
Pre-test Post-test
Frequency % Frequency %
1. Excellent 9.6-10 - - - -
2. Very Good 8.6-9.5 - - - -
3. Good 7.6-8.5 - - - -
4.
Fairly Good
6.6-7.5 - - 3 21
10 8 6 4 2 0
Frequency Percentage
5. Fair 5.6-6.5 - - 8 58
6. Poor 3.6-5.5 4 29 3 21
7. Very Poor 0-3.5 10 71 - -
Total 14 100 14 100
The table 4.4 the rate percentage of pre-test showed that from 14 students, there were 10 students was (71 %) who belonged to “Very Poor” category, 4 students (29 %) belonged to “Poor”. From the result, it concluded that the students speaking skill was Very Poor. In rate percentage of post-test showed that from 14 students, there were 3 students (21 %) who belonged to “Poor” category, 8 students was (58 %) belonged to “Fair” category, and 3 students was (21%) belonged was “Fairly Good” category. From the result, it can be concluded that the students Vocabulary was “Good”.
Diagram 4.4 Frequency and Percentage Pre-test of Vocabulary
8 6 4 2
0 Frequency
Percentage
Frequency and Percentage Post-test of Students Vocabulary
The diagram above describes the result of Vocabulary test. The column that the frequency and percentage of students Vocabulary in speaking the different column pre-test and post-test before gave four meetings treatment it can be seen that the students’ score for the assessment surpassed the criteria of success in other words, it indicated that a BBC Learning English can be used as teaching media to improve the students’
accuracy in speaking.
c. The Value of t-test
The Comparison of T-test and T-table Students‟ Speaking Skill Score can be seen in the following table.
Table 4.5 The Comparison of T-test and T-table Speaking Accuracy
Variable t-test t-table
Speaking skill 15.013 2.160
The table 4.5 above showed that the t-test and t-table. Where t-test value was higher than t-table ( 15.013 >2.160).From the result, it can be concluded that there differences between both. Then, the last calculation is calculating the T test to find out significant different between pre-test and post-test of the students and the result is as follows:
t = 15.013
The result was 15.013 indicated that there was a difference of degree as much as15.013. Value at the degree of significance was 0.05 (see from α level of significance) α= 0.05 = 2.160. The result was 15.013 ˃ 2.160. The result of analyzing the data by using the formula above shows that the coefficient was 17.18. It was means that there was a significance increase after used BBC Learning English as a media. Therefore, HO is rejected and H1 is accepted.
B. Discussion
There were some problems of the English teaching and learning process in the class before the implementation of the treatment. Most students were difficult to engage in speaking activity effectively where as their speaking skills were still low. They lacked self-confidence to speak English because they were always afraid of making mistakes. The media and the materials used in the teaching and learning process were also less varied It made the students got bored and lost attention easily. Therefore, it was necessary to implement some treatment to solve those problems.
The researcher then proposed to use BBC Learning English as the main media to improve the students' speaking skills. The use of animation movie coupled with other interesting activity was expected to help the students improve their speaking skill. The students would have more opportunity to practice speaking.
Video have advantages of achieving the important goals of motivating students' interest, providing realistic listening practice, stimulating language use, and increasing students' awareness of particular language points or other aspects of communication. In line with this, Harmer (2001: 284) mentions that there are many advantages in using movie in the teaching and learning process such as seeing language-in- use. It means that the students do not just hear the language but they can also see it. They can understand the general meaning of language used that are conveyed through expressions, gesture, and other visual clues.
The second advantage is motivation. The students will be interested when they have a chance to see language in use as hear it and it will be better if this is combined with communicative tasks.
Generally, there are three main steps of integrating movie into classroom instruction for learning speaking effectively. They are pre- viewing, viewing, and post-viewing (Stoller, 1988: 9). Those techniques were used in the implementation of the treatment and some activities were designed for each stage. In the pre-viewing activity, vocabulary practice and pronunciation practice were applied. Pre-teaching any
unusual vocabulary contained in the movie was needed and aimed at helping the students enrich their vocabulary. So, when they watched the movie, they could understand the content of the movie. The pronunciation practice was the follow-up activity of vocabulary practice.
Brown (2001: 271-274) says that by using drilling, students will get opportunity to listen and orally repeat some words. To make it more interesting, pronunciation practice was also done through the video. The students listened to the speaker's utterances in the video and repeated after it. The use of both treatment successfully helped the students improve their pronunciation and vocabulary mastery.
In using the movie, the researcher decided to use various movies teaching techniques. The first technique was listening comprehension.
According to Davies (2002: 166), the most obvious use of movie is for listening comprehension. The listening comprehension technique aimed at helping the students to understand the content of the video and identify the language functions or the expression used by the speaker In applying this technique, the movie was played at normal speed and normal sound.
The second movie teaching technique used was viewing technique.
Harmer (2001: 286) states that the purpose of the design of the viewing techniques is to awaken the students' curiosity through prediction activities. Therefore, when the students watch the movie sequence in its entirety they will have some expectations and considerations about it.
There are many kinds of viewing techniques proposed by Harmer (2001:
286) and the researcher chose silent viewing (for language) technique. In applying this technique, the researcher played the movie at the normal speed but without the sound. Students' then should guess what the characters are saying. When they had done this, the researcher played the movie with sound so that they could check to see if they guessed correctly.
The goal of using movie as the main media to provide English speaking model was successfully achieved. The students' could easily identify some expression in the movie and understand the content of the movie.
Through those activities, the students' had more speaking practice.
Harmer (2001: 271-275) states that games are designed to give the opportunity to the students' to speak in English interestingly and role play can be used to encourage students' oral fluency in a specific situation.
The use of movie combined with those speaking activities made the students speak more fluent and confident. It could be seen from their participation which greatly increased than before.In general, the speaking teaching and learning process conducted. by the researcher was running well The students could follow all the activities given and they were very enthusiastic in joining the activities. In conclusion, the objective of this research was successfully achieved through the use of movie.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents some conclusions and suggestions of the result from the data analysis.
A. Conclusion
Based on the discussion and explanation in the previous chapter and looking at the result of this research, the researcher put forward some conclusions as follows:
This research focused on improving the students' speaking skill at Class XI IPA of SMA MUHAMMADIYAH SUNGGUMINASA in the Academic Year of 2020/2021 though the using movie. As started in the previous chapter, it could be concluded that the implementation of all action was successful and made positive changes in the speaking teaching and learning process. The conclusions are elaborated as follows.
1. BBC Learning English as media to process and actively involved in speaking activity.
2. BBC Learning English as media helped the students to improving vocabulary and can be developed better activities in students.
37
Besides, it can be concluded that there were some factors influences the change of students' speaking skill by using movie Teaching pronunciation and vocabulary through movie can be one of an effective ways to increase students pronunciation and vocabulary ability to the second semester of English Department. It can be seen from the result of the post-test was higher than the pre- test. The improve percentage of pronunciation was 39% and the improve percentage of pronunciation was 40%. The use of . BBC Learning English could motivate and interest the students in learning English much better. The researcher also found students have a huge interest in movie.
Therefore, . BBC Learning English was considered as an effective media in learning English.
B. Suggestion
In relation the conclusions above, the writer suggests that:
1. The English teachers should pay much attention to the appropriate technique and media that will be applied in presenting the speaking material.
2. The English speaking teacher should develop the skill of the students' speaking by giving the students' more chance to practice English and to speak their opinion freely, so that the English teacher should using movie to improve students' speaking skill as the teaching method especially for teaching speaking.
3. The head master should motivate and support the teacher of English to apply this method in teaching speaking at their each school.
BIBLIOGRAPHY
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October 2008,From
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A
P
P
E
N
D
I
C
E
S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : Sma Muhammadiyah Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI (Sebelas) / 2 Skill : Speaking Accuracy
Alokasi Waktu : 2 x 45 Menit (1 x pertemuan) Topik Pembelajaran : Report Text
Pertemuan ke : 1
A. Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk Report Text untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
C. Indikator
1. Memahami pengertian Report Text.
2. Memahami Text Organization dari Report Text.
3. Menceritakan kembali contoh Report Text.
D. Tujuan Pembelajaran
Pada akhir pemebelajaran siswa dapat:
1. Siswa mampu memahami pengertian Report Text.
2. Siswa mampu Memahami Text Organization dari Report Text.
3. Siswa mampu menceritakan kembali contoh Report Text.
E. Materi Pembelajaran 1. Pengertian Report Text
Narrative text is a text that describe something in general. Every text has a communicative purpose of repot text is to present information about something in general.
2. Generic Structure of Report text
3. Example of Report text https://youtu.be/B8wp4JdAD1Q
F. Metode Pembelajaran / Teknik / Media tode : Three Phase Techniques
British Broadcasting Corporation (BBC) Learning English G. Langkah - Langkah Kegiatan
1. Kegiatan Pendahuluan
tentang topik yang akan dipelajari.
2. Kegiatan Inti
Report Text untuk diceritakan.
pembelajaran.
3. Kegiatan Penutup
tujuan
H. Sumber Belajar
Buku yang relevant dengan materi.
I. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja
3. Instrument : British Broadcasting Corporation (BBC) Learning English Memories the Report Text carefully then retell the f Report Text with your own English words!
n
J. Rubrik Penilaian
No. Name Aspect of Assesment (pronunciation)
Comprehensibility Total Score 1.
2.
3.
4.
5.
K. Pedoman Penilaian
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
Gowa, 23 Desember 2020 Mengetahui,
Dosen Pembimbing, Guru Mata Pelajaran,
Dr.Nur Devi BTE, S.Pd., M.Pd Ramlah, S.S