CHAPTER V CONCLUSSION AND SUGGESTION
D. Lesson Plan
test. The researcher also had prepared three stories about south Sulawesi folklore to be choosen by the students.
b. Action
In line with the objectives of the study, action or classroom activities refered to what the researcher did in the classroom setting during the processes of learning and teaching. Action step is important to make sure that the data was collected in the appropriate procedure.
1. The following are the Main-Activities in Cycle 1
a. Showing the South Sulawesi Folklore to the students.
After explaining the monologue performance and showing them an example video about monologue performance, the researcher gave them three stories of south Sulawesi folklore.
There were about “Princes Tandampalik, Nenek Pakande, Ladana and the Buffalo”. Then the researcher asked the students to choose one of the stories to be performed. It happend in the second meeting of the implemetation.
b. Reading the story for the students.
The researcher read the story that had been chosen by the students. It was “Princes Tandampalik”.
c. Giving the students chance to read the folklore and understand the story
d. Asking the students what they got after reading.
After reading section, the researcher asked the students what the story talked about and identified the character, plot, and the
setting in the story. It helped to train the students to be more understood in detail.
e. Giving students chance to asking questions about the Folklore of South Sulawesi that they did not understand yet.
f. Answering the ambiguities terms that understood yet by the students.
g. Asking the students to make a script based on the story.
This part was held in the third meeting. In the process of making a script, the students had helped by the researcher. So the story that had been read and understood next was made a script according to the plot of story.
h. Giving the students time to prepare what should be prepared to perform in front of the class.
It was held in the fourth meeting. The proccess was about the students try to comprehend each character in the story and trained with the body gesture while they performed. During this meeting, the students had been trained in deep to stabilize their performance.
i. Performing the students Monologue Performance of South Sulawesi Folklore. It was running in the fifth and sixth meeting.
j. Paying attention to the students‟ fluency while they did the performance.
In this part, the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed.
k. Giving comment to students about their performance
In this section, the researcher informed the students about some of words that they did not spell well, and repeated the sentences that they did not fluent well.
l. Giving reward to the students who had the best performance
m. Giving motivation and advice to students who had low ability in speaking
c. Observation
This step had been done while the researcher implemented the actions. The research take notes in the backside of the class to observe the students‟ reactions and behaviors during the activities. In this section, , the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed.
d. Reflection
The researcher discussed what had been done in the implementation in order to evaluate the process and the result of the action. Then, the researcher analyzed students‟ weaknesses or the stduents who did not speak smooth, and many of hesitation activites in
performing the story such as their sound while speaking was inaudible.
Furthermore, the solution was continue to the next cycle.
3. Cycle II
After doing the cycle 1, then the researcher got the result that the students fluency still under the target score of English course, this became the reason to implement the cycle 2. There was a litle bit change in cycle 2 as described bellow:
a. Planning
In cycle 2, the researcher did not explain about what was monologue, but rather to inform the weakness when the students performed in the first cycle. The cylce 2 was planned by following instructional activities, as follows:
1. The researcher explained the students mistake or weakness in the first cylce. And the problem was they did not speak fluently yet, which was they were not speaking smoothly yet.
2. After discussing with the teahcer (observer), the researcher decided to take the same story with the first cycle that was “princess tandampalik”. Furthermore, this choise were taken to make the students esay and more fluent to tell the story.
3. The researcher prepared and arranged lesson plan again for the classroom activity, and made research instruments which involved of speaking test.
b. Action
Still regarding with the objectives of the study, action or classroom activities refers to what the researcher did in the classroom setting during the processes of learning and teaching. In cycle 2, the students was more trained to make the performance running well. Action step was important to make sure the data was collected in the appropriate procedure.
1. Below are the Main-Activities in Cycle 2
a. Showing the South Sulawesi Folklore to the students.
In this cycle, the students performed the same story that was Princess Tandampalik but before they performed, the researcher sitted the students in some group to discuss the wekaness in cycle 1 such as the hesitation sound to be mentioned like “daughter, accept, diseases, cured,decide, law, who, with, beutiful,cow (in the script)” and when they would like to speak, they had to think fist to express the idea, so there was many of “ e “ sound they made. So the reseracher did the repetition practice to correct the weaknesses in order to be more great. It was held in the seventh meeting.
b. Reading the story for the students.
Still in the seventh meeting, the researcher read the story about “Princes Tandampalik”. Regarding to the weakness of the students in cycle 1, the researcher did repetition of some idea that
difficult to expressed, and trained the students in repeating the sentence that was not smooth well.
c. Giving the students chance to read again the folklore and understand deep the story
d. Giving students chance to asking questions about the Folklore of South Sulawesi that they did not understand yet.
e. Answering the ambiguities terms that understood yet by the students.
f. Giving the students time to prepare what should be prepared to perform in front of the class.
The proccess was about the students try to comprehend each character in the story and trained with the body gesture while they performed. During this meeting, the students had been trained in deep to stabilize their performance. It was held in group discussion and in the seventh meeting. It was running in the eighth, ninth, tenth meeting
g. Performing the students Monologue Performance of South Sulawesi Folklore. It was running in the eleventh and twelvth meeting. In cycle 2 the students more practiced to make their performance better than cycle 1.
h. Paying attention to the students‟ fluency while they did the performance.
In this part, the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed. And surprisingly, after did some of repetation before perform, the students performance become more fluent.
i. Giving comment to students about their performance
In this section, the researcher informed the students that their performance had significant imrpovement. Their performance was smooth, lack of hesitation, and their voice volume was excellent.
j. Giving reward to the students who have the best performance.
c. Observation
This step was done while the researcher implemented the actions.
The observer took notes in the backside of the class to observe the students‟ reactions and weaknesses during the activities. In this section, the researcher concerned to the students‟ fluency related to their speaking smoothness, focus, confidence, and their voice volume in performing monologue. The result showed that their performance was good and the students spoke smoothly, confident, and their voice volume was excellent than in cycle 1.
d. Reflection
The researcher discussed what have done in the implementation in order to evaluate the process and the result of the action. Then, the researcher analyzed that after performing, all the students had achieved
the standard score of English subject and it proved when they did the performance, they spoke smooth,ly and no hesitation in performing the story. Furthermore, regarding to the improvement of the students in cycle 2, the researcher decided that there was no the next cycle again.
Table 3.2. Score Level of Students’ Fluency
Score Category
(90-100) Excellent
(80-89) Very Good
(70-79) Good
(60-69) Fair
(0-59) Poor
(Heaton, 2012) 2. Frequency and rate percentage of the students‟ scores:
P = x 100% Where: P : Percentage
F : Frequency
N : The total number of students
(Gay, 2006)
3. Mean score of the students = ∑
Where: : Mean score.
∑x : The sum of all the score.
N : Total number of students,
(Gay, 2006)
4. The improvement from cycle I to cycle II P=
Where : P = The imrpovment C2 = Cycle 2 mean score C1= Cycle 1 mean score
(Gay, 2006)
38
CHAPTER IV
FINDINGS AND DISCUSSION
This findings describe the students‟ speaking fluency in performing Monologue of South Sulawesi Folklore, while the Discussion presents the analysis of data described in findings.
A. Findings
The findings of the research present the data related the result of the research in using Monologue Performance of South Sulawesi Folklore. The further explanations of data are given below.
1. Mean Score of Students’ Fluency in Speaking through Monologue Perfromance
The students‟ fluency in speaking through monologue performance is determined from the D-test mean score, cycle 1 mean score and cycle 2 mean score. The D-test means score shows the students‟ score before giving the treatment. While the cycle 1 and cycle 2 mean score are showed the stduents‟ score after giving the treatment. The data can be seen in the Table 4.1.
Table 4.1 Mean Score of the Students’ Speaking Fluency No
Categories
Score
The Improvment Diagnostic
Test
Cycle I
Cycle II
Diagnostic test –cycle 1
Cycle 1- Cycle 2
Fluency 1799 1938 2157 7.73 % 11.30 %
Mean Score 66.63 71.78 79.89
Table 4.1 shows that the students‟ mean score in speaking ability in terms of fluency has an improvement from D-test to cycle I and from cycle 1 to cycle II. In D- test students‟ mean score is 66.63 to be 71.78 in cycle 1 test. The improvment percentage of the students‟score in speaking ability especially fluency after giving the treatment is 7.73 %. It can be seen that the students still do not achieve the standart score of English subject. So the reseracher continue to the cycle 2 and the result shows that the students‟ speaking fluency is 79.89. The percentage of the students‟score in speaking ability especially fluency after giving the treatment in cycle 2 is improved to 11.30 %. It can be categorized as good and achieve the standart of English subject.
Table 4.1 prove that the used of monologue performance of south sulawesi folklore is able to improve the students‟ speaking ability in fluency after did action in cycle I and cycle 2 where the students‟
achievement in cycle II is the highest score (cycle II > cycle I).
2. Frequency Score of Students’ Fluency in Speaking through Monologue Performance
The frequency score of students‟ fluency through Monologue Performance shows the spread of the students‟ score and their percentage in each category. The data description can be seen in Table 4.2.
Table 4.2 Frequency Score Level of Students’ Fluency No
. Category Score CYCLE 1 CYCLE 2
F P (%) F P (%)
1. Excellent 100-90 0 0 0 0
This section presents the analysis of findings which shows students‟
speaking ability in terms of fluency that consists of diagnostic test, cycle 1 and cycle 2. Further explanations are given below:
1. Students’ Speaking Ability in terms of fluency
The research findings indicated that the students showed an improvement of their speaking ability in terms of fluency.
First, the researcher conducted diagnostic test to measure the students‟
basic ability in English speaking ability in terms of fluency. The result showed that the stdents‟ mean score was 66.63 which mean that the students did not achieve yet the standart of English score and the reality is the students‟ speech is frequently hesitant with some sentences left uncompleted, and their voice is very soft. Thus the next activity was the
researcher did the treatment of monologue performance to improve students' speaking ability in terms of fluency in cycle 1.
In cycle 1, the result shows the students got score 71.78 which means in fair category and still did not reach the standart score of the English Subject and their speaking performance still not smooth yet, and there is also hesitation speak caused by rephrashing and searching for word and also the voice volume is wavy. The mean score of cycle 1 test also described that they can express the idea of the story but the students still speaking with hesitation and make sound “e” in their performance. Thus the resercher conducted the cycle 2.
Then after giving a treatment in cycle 2, the students‟ mean score improved. The result showed the students got 79.89 which means that the students had been achieved the standart score of English subject. The mean score of cycle 2 test described that the students‟ fluency was smooth as well and they expressed the idea of the story with no hesitation again, no pauses in speak and their voice volume is excellent.
Therefore, Monologue Performance of South Sulawesi folklore can be used as problem solving in students speaking ability in terms of fluency. The students identified the the story of south Sulawesi folklore and remake the script and told the story without the text. The result of evaluation test in cycle 2 showed that the students‟ score improved higher than cycle 1. Using Monologue Performance also have an advantage for the students because learning while playing with body gesture and
expression make the students really enjoy the learning process. So, Monologue Performance of South Sulawesi folklore can be used as a strategy to improve students speaking ability.
The result found was in line with Koizumi (2005) on his research said that using monologue performance could improve students‟ fluency, and sharpened the critical thingking of the students to express an idea.
Furthermore, using folklore stories in speaking also gave the students knowledge about their culture and maintained the culture of Indonesia in this modern era.
43 CHAPTER V
CONCLUSSION AND SUGGESTION
This chapter consists of two parts. The first part is conclusion of the findings, and the second part is suggestion.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher concluded the use of Monologue Perfromance of South Sulawesi Folklore can solve the students‟ problems of fluency in spekaing ability. It is proved by the result from D-test (66.63) to cycle 1 (71.78) that was improvement in cycle 2 (79.89) after giving treatment with 11.30%
improvement and it proved by the students speaking fluency that is smooth well with no hesitation in speaking, no pauses and their voice volume is excellent. It can be concluded that using Monologue Performance of South Sulawei is able in improving students speaking ability in terms of fluency at the eleventh grade students of MA Assalam Timbuseng
B. Suggestion
The researchers‟ suggestion for the students is the students are able to improve their speaking ability especially their speaking fluency by using Monologue Perormance of South Sulawesi Folklore. Because this strategy trains the students to use the language to express something with more practice that make the students‟ fluency better.
This research also suggested for the English teachers, teachers have a chance to use a new strategy to improve students‟ speaking ability by using
monologue performance of south Sulawesi folklore to improve students speaking ability
For the next researchers who has similar to this research to conduct more perfect research with different framework and contexts that could enrich knowledge by giving contribution to develop English teaching and learning procces.
45
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