CHAPTER III RESEARCH METHOD
G. Data Analysis Technique
In the data analysis technique, the researcher used some procedure. The steps undertake in quantitative analysis employing the following formulas:
1. To classify the score of the students’ pronunciation, the researcher uses an assessment as the following:
Scoring of students Pronunciation
Table 3.1 Scoring of students Pronunciation
No. Criteria Score
1
The pronunciation is very good and no serious mistakes can be heard
4 2
The pronunciation is good and only occational
words are pronunced incorrectly 3
3
The pronunciation is not very good but can be
understood 2
Ana Arias Castro (2017)
4
The pronunciation is very bad and the
exposition can not be understood. 1
Scoring the students’ answer of test by using this formula (Pusat Kurikulum, 2006:32) in Julita (2011):
Score =Students′correct answer Total number of score X100
2. The mean score of the students’ achievement (Gay, 1981:298).
X =∑x N Where:
X : Mean score
∑x: The sum of all score N : The number of students
3. Classifying the score of the students that adapted from Julita (2011) Table 1: Classification Score of Students
No Classification Score
1 2 3 4 5
Very good Good Fair Poor Very poor
90-100 70-89 50-69 30-49 10-29
Calculating the rate percentage of the students score:
P =N𝑓X 100 % Where:
P : Percentage ƒ : Frequency
N : The total number of the students
(Gay, 1981:448) 4. The formulation of the test is:
2
2 ( )
( 1)
t MD D D
N N N
Where:
t = score of computation
MD= average difference between pre-test and post-test
∑D2= different scores squared, then summed (∑D)2= difference scores summed then squared
N = Subject of sample d.b= Decided by N-1
(Gay, 2006: 331)
CHAPTETR IV
FINDINGS AND DISCUSSION
This chapter answered of problem statements in the previous chapter and consisted of findings and discussion. Findings showed description of result from the data that had collected through speaking test in pre-test and post-test. Then, discussion was explanation of findings and showed r-esult of the data.
A. The Findings
The findings of the research that the teaching using LCD as a media by showing some videos could improve students’ pronunciation. The research report are based on the analysis of data by using the test (Pretest and Posttest) for further interpretation of the data analysis are given below:
1. The Improvement of the students’ pronunciation by Showing Videos Through Lcd as an Electronic Media
Students’ score of Pre-test and Post-test classified into some criteria and the percentage of the students’ score of pre-test and Post-test were presented in the following table:
Table 4.1: The Mean Score of Pre-test and Post-test Variable
The students' score Improvement Pre- Test Post-Test
Students’
Pronunciation improvement
34.7 54 19.3
The table above showed that the mean score of the students’
pronunciation improvement before giving a treatment was 34.7 and the mean scores of the students’ pronunciation improvement after giving a treatment was 54. Therefore, the improvement of the students’
pronunciation improvement was 19.3.
2. The Rate Percentage of Students’ Scores Through the Test
The classification of the students score was presented in following table:
Table 4.2: The Percentage of Students’ Pronunciation
No. Classification Score
Pre-test Post-test Freq % Freq %
1 Very good 96-100 0 0 0 0
2 Good 70-85 0 0 2 11.8%
3 Fair 50-69 0 0 10 58.8%
4 Poor 30-49 17 100 5 29.4%
5 Very poor 10-29 0 0 0 0
Total 17 100 17 100
The table above showed that the percentage of the students’
pronunciation that 17 (100%) students got poor classification and none of the students got the other classification.
After the researcher gave a treatment by using LCD as an Electronic media in teaching speaking especially on pronunciation, the percentage of the students’ pronunciation became where 5 students (29.4%) got poor classification, 10 students (58.8%) got fair classification, 2 students (11.8%) got good classifications, and none of the student got very good and very poor classifications.
3. The Effectiveness of showing videos with using LCD as an electronic media.
Analyzing t-test was used to find out the significant difference of the students’ result of pre-test and post-test. In order to know the level of significance 5% (0.05), degree of freedom df=N-1 (df is N - 1
= 17-1 = 16) it is found that the t-table value is 2.120 the result of the calculation is shown as follows:
Table 4.3 T-test value of the students’ pronunciation
VARIABLE t-test t- table
Students' Pronunciation 8.01 2.120
The table above shows about the comparison between the students’ t-test and t-table to improve students’ speaking skill especially on pronunciation after using LCD as an electronic media.
The value of the t-test is greater than t-table. The score in variable of speaking skill especially on pronunciation was (8.01 > 2.120). It can be concluded that there was significant difference between the results of
the student speaking skill before and after using LCD as an electronic media. This also means that null hypothesis (Ho): The use of LCD as an electronic media does not effective in improved the students’
speaking skill especially on pronunciation at the seventh grade of MTs Assalam Timbuseng is rejected and the alternative hypothesis (H1) . The use of LCD as an electronic media does effective in improved the students’ speaking skill especially on pronunciation at the seventh grade of Mts Assalam Timbuseng is accepted.
B. Discussion
In this part, the result of findings was explained clearly about students’
speaking skill especially on pronunciation improvement by using LCD as an electronic media. In findings, the data showed that the increase of students’ in speaking skill was significant after analyzing t-test and t-table value.
1. The improvement students’ skill especially on pronunciation In improving students’ production of English pronunciation in terms of English the researcher used LCD as an electronic media. Where used electronic media could help the students to improve their speaking skill. The students thought that the teaching English that used Electronic media was very helpful to improve the students’ speaking skill especially on vocabulary. The effectiveness of this technique is that it made increase students’ self confidence in pronouncing word, phrase, or sentences and how to make the interesting pronunciation in order to easier to understand what the students convey.
All of students were interested to use every kinds of technology because it could make life easier. For example, people use hand pone and laptop to make their activities become easier and more practice. Thus, LCD Projector is also an interesting media which is suitable with the developing of technology. Based on this condition the students also were interest and enjoy in learning English when the teacher uses the LCD Projector as a media in learning English in the classroom. The students were really exited in learning English by using LCD Projector rather than using another media.
It was because the teacher used technology as a media such as LCD Projector related to the students’ need.
The finding of this research is similar to Fathorrahman (2013:38).
State that applying projector in the classroom, many benefits will be gotten, those are; interesting, efficiency and effectiveness. Applying LCD Projector as an electronic media the students motivated in teaching 2 and learning activity. Students can acquire their lessons better and more interested than other ways. The main focus of using of LCD Projector in the classroom is not only to help students to learn more effectively but also to have fun.
Then, applying LCD Projector can help teacher in explaining material easily. The purpose of this research is to identify and describe students’
perception in learning English toward LCD Projector at the classroom.
Abila (2016) Liquid Crystal Display (LCD) based instruction engages students, enjoys and help them to concentrate and learn better as well as saves their time during learning process in their classrooms. Because it saves
more energy. Using LCD Projector the material becomes clearer, thus the students do not need to ask to the teacher about the material. Actually, this condition makes the students do not come to the front of the class to ask the material to the teacher. It saves their energy, therefore the students will have fun and are not bored in learning English in the classroom, he also found the use of LCD in learning process can be improve the students speaking skill.
The data had been showed in pre-test there were any students’ get inadequate score. In pre-test, all students found many difficulties in pronunciation. It was too different with post-test that some of students got higher than the value in pre-test. The students got a significant development after giving treatment. The students could improve their pronunciation and vocabulary.
From the result of pre-test, the mean score of the students’
pronunciation in term of English intonation, the result of the post-test was 53.7. Based on the result of the data, the researcher concluded that after the treatment by showing some videos with using LCD as an electronic media, the students were in excellent category. It means that using electronic media in teaching English the students can improve their pronunciation. Therefore, using electronic media in this research had a big influence in improving students’ English pronunciation.
CHAPTER V
CONSLUSION AND SUGGESTION
There are two sub-chapters in this section. They are conclusion and suggestion. The conclusion based on the data analysis and findings in the previous chapter. The suggestion based on the findings and conclusion of this research.
A. Conclusion
Based on the findings on the previous chapter, the researcher formulated some conclusion about the difference between before and after implementing electronic media in teaching English in terms of English pronunciation. It would briefly formulated in two points, they were: Showing videos through LCD as an electronic media to improve students’ speaking skill especially on pronunciation of English because there was a higher score of the post-test than the students’ pre- test.
Furthermore there was significant improvement between the students’
pronunciation before and after showing videos through LCD as an electronic media. Thus, the conclusion was null hypothesis was rejected, while the alternative hypothesis was accepted.
B. Suggestion
Based on the conclusion above, the researcher presented some suggestion as follows:
1. The English teachers are suggested to apply LCD as an electronic media technique in teaching and learning process, especially in speaking material. Showing videos with using LCD as electronic media will
expectedly help the students in improving students’ speaking skill especially on pronunciation of English.
2. In teaching English teachers can also use LCD as an electronic media help the students in constructing their interest to learn and make the students not bored during in the class.
3. For the future researchers can apply the electronic media especially LCD to improve students’ speaking skill.
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APPENDIX I Treatment Materials
APPENDIX II
LESSON PLAN Sekolah : MTS Assalam Timbuseng Mata pelajaran : Bahasa Inggris
Kelas/Semester : VII.a / 1
Materi Pokok : Self Introduction
Alokasi Waktu : 45 menet ( 8 Pertemuan) A. Kompetensi Inti (KI)
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 :Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 :Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar (KD)
3.2 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan konteks penggunaannya. {Perhatikan unsur kebahasaan dan kosa kata terkait hubungan Keluarga; pronoun (subjective, objective, possessive).
C. Indikator Pencapaian Kompetensi
3.2.1 Mengidentifikasi fungsi sosial ungkapan perkenalan diri dan responsnya.
3.2.2 Mengidentifikasi struktur teks percakapan yang menggunakan ungkapan perkenalan diri dan responsnya.
3.2.3 Mengidentifikasi unsur kebahasaan pada ungkapan perkenalan diri dan responsnya.
D. Tujuan Pembelajaran
1. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris.
2. Serius dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris.
3. Memperkenalkan diri pada guru dan teman menggunakan Bahasa Inggris yang berterima.
4. Merespon perkenalan diri kepada guru dan teman menggunakan Bahasa Inggris yang berterima.
5. Mengidentifikasi fungsi sosial ungkapan perkenalan diri dan responsnya.
6. Mengidentifikasi struktur teks percakapan yang menggunakan ungkapan perkenalan diri dan responsnya.
E. Materi pembelajaran 1. Video self-introduction 2. Fungsi sosial
Memperkenalkan diri untuk menjalin hubungan interpersonal dengan guru dan siswa.
3. Struktur teks
My name is_____,I’m_____, I live in _____,what’s your name?, where do you come from
Nice to meet you, how do you do,_____. Etc 4. Unsur kebahasaan
a. Ungkapan-ungkapan yang lazim digunakan
b. Ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan c. Topic
INTRODUCING SELF Hello friends
I would like to introduce my self to you My name is/ My full name_____
You can call me/my nick name______
I am from____
I live in_____
I am a students at____
My Hobby is____
My favorite food is_____
My favorite Colour is____
Nice to see you/ meet you
F. Metode Pembelajaran
Model Pembelajaran : Individual G. Sumber Belajar
a. Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris “When English Rings The Bell”, Kelas VII, Kemendikbud, Revisi Tahun 2016.
b. Youtube
H. Media pembelajaran
1. Bahan: Video perkenalan diri dari www.youtube.com 2. Alat/ media: LCD Projector, speaker, laptop
I. KEGIATAN PEMBELAJARAN PERTEMUAN KE-1
1. Pendahuluan
a. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa.
b. Guru memberi salam dan menyapa peserta didik dan menanyakan kabar
c. Guru memperkenalkan diri dan menjelaskan tujuan d. Guru mengecek kehadiran peserta didik
e. Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang akan dipelajari sebagai pendahuluan dan gambaran awal kepada peserta didik.
2. Inti
a. Guru meminta peserta didik untuk mempersiapkan texk perkenalan diri masing-masing.
b. Peserta didik akan memperkenalkan diri mereka depan teman-teman kelas mereka.
3. Penutup
a. Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.
b. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
c. Guru memberikan penugasan kepada siswa untuk membuat text perkenalan diri
d. Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-2 a. Pendahuluan
a. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa.
b. Guru memberi salam dan menyapa peserta didik dan menanyakan kabar c. Guru mengecek kehadiran peserta didik
d. Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang akan dipelajari sebagai pendahuluan dan gambaran awal kepada peserta didik.
b. Inti
Peserta didik akan memperkenalkan diri mereka depan teman-teman kelas mereka.
c. Penutup
a. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
b. Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-3 1. Pendahuluan
a. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas.
b. Mengecek kehadiran peserta didik
c. Guru memberikan pertanyaan tentang pertemuan sebelumnya sebagai refleksi kegiatan.
d. Guru menyiapkan peserta didik sebelum memasuki materi inti 2. Kegiatan Inti
Mengamati
a. Guru menayangkan video ungkapan perkenalan diri dengan LCD sebagai media electronic.
b. Peserta didik mengamati video perkenalan diri yang telah di tayangkan 3. Penutup
a. Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.
b. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
c. Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-4 1. Pendahuluan
a. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas.
b. Mengecek kehadiran peserta didik
c. Guru memberikan pertanyaan tentang pertemuan sebelumnya sebagai refleksi kegiatan.
d. Guru menyiapkan peserta didik sebelum memasuki materi inti 2. Kegiatan Inti
Mengamati
a. Guru menayangkan video ungkapan perkenalan diri dengan LCD sebagai media electronic.
b. Peserta didik mengamati video perkenalan diri yang telah di tayangkan 3. Penutup
a. Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.
b. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
c. Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-5 1. Pendahuluan
a. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas.
b. Mengecek kehadiran peserta didik
c. Guru memberikan pertanyaan tentang pertemuan sebelumnya sebagai refleksi kegiatan.
d. Guru menyiapkan peserta didik sebelum memasuki materi inti 2. Kegiatan Inti
Mengamati
a. Guru menayangkan video ungkapan perkenalan diri dengan LCD sebagai media electronic.
b. Peserta didik mengamati video perkenalan diri yang telah di tayangkan