CHAPTER III: RESEARCH METHO
F. Data Collection
There were some methods of collecting the data. They were observation, interview and test. In this case the data were taken from the sources by employing observation, interview and test.
Observation
The observer did the observation directly toward teaching and learning process. In this case, the researcher acted as an active observer. The researcher interacted with the students as well as the teacher. in speaking class the observer observes their speaking skill such as their grammar, vocabulary, effectiveness and their accent in speaking lesson.
1. Interview
One of the ways to get deep and more information in the classroom was reviewing. The researcher interviewed the English teacher. Besides, the researcher also took 10 samples from 30 students that were interviewed. What were their speaking problems before, during and after applying SAVI method?
2. Test
The test was given to the students to figure out the students’ proficiency in speaking
The assessment used fluency and accuracy to assess the students’ proficiency in speaking.
1. The assessment of speaking accuracy a. Accuracy
Classification Score Criteria
Excellence
6 Pronunciation is only very slightly influenced by the mother tongue two or three minor grammatical and lexical errors
Very good
5 Pronunciation is slightly influenced by the mother tongue. A few minor grammatical and lexical errors but must utterances are correct.
Good
4
Pronunciation is still moderately influenced by mother tongue but no serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.
Average
3
Pronunciation seriously influenced by the mother tongue but only a few serious phonological errors. Several grammatical and lexical errors, two or more errors cause confusing.
Poor
2
Pronunciation seriously influenced by mother tongue with the errors causing a breakdown in communication. Many basic grammatically and lexical errors.
Very poor
1
Serious pronunciation errors as well as many
‘basic’ grammatically and lexical errors. No evidence of having mastered any of language skills and areas practiced in the course.
(Heaton, 1989:100)
b. VocabularyThe assessment of fluency a. Effectiveness
Classification Score Criteria
Excellence 6 They speak effectively without any missing words understanding is very well
Very good 5 They speak effectively, occasionally missing words
Good 4
They speak sometimes hasty, make understanding slow very simple speech on common social topic.
Poor 3 They are hasty and understanding is too little for the simplest type of conversation.
Very poor 1 They are very hasty and no sentence understood.
(J.B. Heaton, 1989:14)
G. Data Analysis
The data were gotten from cycle one and cycle two are analyzed through the following steps:
1. Calculating the mean score of the students by using following formula:
N X
XWhere:
X = Mean score
X= The sum of all scoreN = Number of student
(Gay, 1981: 331) After collecting the data of the students, we could classify the score of the students. We could classify the score of the students into the following criteria:
a. 9.6 to 10 is classified as excellent b. 8.6 to 9.5 is classified as very good c. 7.6 to 8.5 is classified as good d. 6.6 to 7.5 is classified as fairy good e. 5.6 to 6.5 is classified as fairy f. 3.6 to 5.5 is classified as poor g. 0.0 to 3.5 is classified as very poor
1. From the table classification, the researcher calculated the value of percentage got test through the following formula:
P =
P = Percentage
F = Number of correct N = Number of sample
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains the conclusion and the suggestion based on the research finding in the previous chapter. The writer puts the forward the following conclusion and suggestion:
H. CONCLUSION
1. Somatic Auditory Visual Intellectual (SAVI) method increases the students’ speaking proficiency. This lead the conclusion that implementing SAVI method is needed in the English language teaching and learning process especially in increasing the students’
speaking English proficiency. SAVI gives the students more chance to practice and it also gives them more chance to involve their senses in the learning process which gives good influence to the students with making English learning process be more interesting for them.
2. Somatic Auditory Visual Intellectual method has a significant effect to speaking English proficiency of the second grade students in class 11 IPS 1 at SMA N 1 PALLANGGA due to the significant difference score between cycle 1 and cycle 2 of the students’ speaking proficiency, in which the mean score in cycle II is significantly higher than cycle I.
3. Somatic Auditory Visual Intellectual method is an effective method to increase the students’ speaking proficiency.
I. SUGGESTION
Based on the result of the study by applying Somatic Auditory Visual Intellectual method which had been effective in increasing the students’
speaking proficiency especially in accuracy and fluency. The suggestions are given to the readers as follows:
1. It is suggested that the English teachers apply the Somatic Auditory Visual Intellectual method as one of the alternative ways to increase the students’ speaking proficiency.
2. The students are expected to increase their intensity in learning speaking through SAVI method.
3. In teaching and learning process, it is suggested to the teacher to pay deep attention to the feeling of the students. Make the nuance of the classroom as comfort as she/ he can and always involve the students in the process totally.
4. It is suggested to the English teachers to maximize in teaching and learning process especially for the English speaking skill in giving guidance to the students and also the students have to practice speaking English more and more, because the more they practice the more they speak accurately and fluently.
BIBLIOGRAPHY
Arikunto, S.SuhadjonodanSupardi. 2007. PenelitanTindakanKelas. Jakarta.
RinekaCipta.
Brown, Douglas. 1982. Principle of Language Learning and Teaching. Englewood CLIFFS. New Jersey. Patrice Hall inc.
Gay L R. 1981. Educational Research, Competencies for Analysis and Application Harmer Jeremy. 2001. The practiceof English Language Teaching. England.
Pearson education limited
Herdinan, S.pd. 2009. Model Pembelajaran SAVI. www.anatomy.usyd.edu.au
Manser, Martin H.1982.Teaching and learning Languages New York: Cambridge University Press.
Marcel. 1978. English Speaking Elements
Meier Dave. 2003. The Accelerated Learning. Bandung. PenerbitKaifa
Oxford Dictionary. 1991. Oxford Learner’s Pocket Dictionary.Oxford University Press. Walton street, New York
Stevick, Earl W. 1982. Teaching and learning LanguagesNewyork: Cambridge University Press.
Webster, Noah 1996. Webster’s Third New International Dictionary. Gove and Merriam Company Publisher. Springfield, Massachusetts, USA.
(www.en.wikipedia.org
Widdowson, H.G. 1985. Teaching Language as Communication Dictionary of the English Language; Unbridge.
CURRICULUMVITAE
Insani Nahumarury is the first child of two siblings of her beloved parents Reis Nahumarury and Asma Hunusalela. She was born in Ambon, Tulehu, on June 6th 1986. She began her education with finishing her elementary school in SD N 2 Tulehu at 1998. She continued her junior school at MTS N Tulehu and finished at 2001; she then continued her Senior high school at MAN 2 Ambon and finished at 2004. She actually continued her first education in university at UNPATTI Ambon for one year, but for some particular reasons she then moved to Makassar and continued her education in UNISMUH Makassar on English Education Department at 2006.