DISCUSSION - FINDING AND DISCUSSION - efforts in improving students' speaking skill by

CHAPTER IV FINDING AND DISCUSSION

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

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

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-6 a. 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 b. 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 c. 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-7 1. Pendahuluan

b. Guru memberi salam dan menyapa peserta didik dan menanyakan kabar c. Guru mengecek kehadiran peserta didik sebelum melakukan oral test 2. Inti

Peserta didik diminta satu persatu naik kedepan kelas menghadap ke teman kelasnya untuk memperkenalkan diri

3. Penutup

a. Memberikan umpan balik terhadap proses dan hasil pembelajaran

b. Guru menjelaskan ulang cara penyebutan beberapa kata yang salah di ucapkan

PERTEMUAN Ke -8 1. Pendahuluan

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.

2. Inti

Peserta didik diminta satu persatu naik kedepan kelas menghadap ke teman kelasnya untuk memperkenalkan diri yang belum sempat naik pada pertemuan sebelumnya.

3. Penutup

Guru menyampaikan rasa terimakasih kepada peserta didik yang telah terjun langsung dalam kegiatan ini sekaligus.

J. Penilaian

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

Makassar, 19 Agustus 2020

Mutli Asysyamsi

APPENDIX III

The Result Of The Students Pre-Test And Post-Test The students’ raw of pre test

NO NAME PRONUNCIATION TOTAL

1 A -1 17 42.5

2 A -2 15 37.5

3 A -3 12 30

4 A -4 13 32.5

5 A -5 15 37.5

6 A -6 13 32.5

7 A -7 15 37.5

8 A -8 14 35

9 A -9 17 42.5

10 A 1-0 12 30

11 A -11 14 35

12 A -12 13 32.5

13 A -13 12 30

14 A -14 14 35

15 A -15 13 32.5

16 A -16 12 30

17 A -17 15 37

TOTAL 236 590

Mean Score 34.7

Data analysis of Pre-test X = ∑x

N X =590

17 = 𝟑𝟒, 𝟕 Where:

X : Mean score

∑x: The sum of all score N : The number of students

The students’ raw of post test

NO NAME PRONUNCIATION TOTAL

1 A -1 19 _47.5

2 A -2 22 ₅₅

3 A -3 21 _52.5

4 A -4 22 ₅₅

5 A -5 27 _67.5

6 A -6 20 ₅₀

7 A -7 23 _57.5

8 A -8 20 ₅₀

9 A -9 24 ₆₀

10 A 1-0 17 _42.5

11 A -11 15 _37.5

12 A -12 18 ₄₅

13 A -13 19 _47.5

14 A -14 21 _52.5

15 A -15 28 ₇₀

16 A -16 21 _52.5

17 A -17 30 ₇₅

TOTAL 367 918

Mean Score 54

Data analysis of Post-test X = ∑x

N X =918

17 = 𝟓𝟒

Where:

X : Mean score

∑x: The sum of all score N : The number of students

Percentage of Students Before and After Given The Treatment No Name Pre-test Classification Post-test Classification

1 A -1 42.5 Poor 47.5 Poor

2 A -2 37.5 Poor 55 Fair

3 A -3 30 Poor 52.5 Fair

4 A -4 32.5 Poor 55 Fair

5 A -5 37.5 Poor 67.5 Fair

6 A -6 32.5 Poor 50 Fair

7 A -7 37.5 Poor 57.5 Fair

8 A -8 35 Poor 50 Fair

9 A -9 42.5 Poor 60 Fair

10 A 1-0 30 Poor 42.5 Poor

11 A -11 35 Poor 37.5 Poor

12 A -12 32.5 Poor 45 Poor

13 A -13 30 Poor 47.5 Poor

14 A -14 35 Poor 52.5 Fair

15 A -15 32.5 Poor 70 Fair

16 A -16 30 Poor 52.5 Fair

17 A -17 37 Poor 75 Fair

The Rraw Of The Students’ Pronunciation improvement In Pre Test And Post Test.

NO RESPONDENTS

PRE-TEST POST-TEST D D2

X1 X1 2 X2 X22 X2-X1 (X2-X1)2

1 A -1 42.5 1806.25 47.5 2256.25 5 25

2 A -2 37.5 1406.25 55 3025 17.5 306.25

3 A -3 30 900 52.5 2756.25 22.5 506.25

4 A -4 32.5 1056.25 55 3025 22.5 506.25

5 A -5 37.5 1406.25 67.5 4556.25 30 900

6 A -6 32.5 1056.25 50 2500 17.5 306.25

7 A -7 37.5 1406.25 57.5 3306.25 20 400

8 A -8 35 1260.25 50 2500 15 225

9 A -9 42.5 1806.25 60 3600 17.5 306.25

10 A 1-0 30 900 42.5 1806.25 12.5 156.25

11 A -11 35 1225 37.5 1406.25 2.5 6.25

12 A -12 32.5 1056.25 45 2025 7.5 56.25

13 A -13 30 900 47.5 2209 17.5 306.25

14 A -14 35 1225 52.5 2756.25 17.5 306.25

15 A -15 32.5 1056.25 70 4900 37.5 1406.25

16 A -16 30 900 52.5 2756.25 22.5 506.25

17 A -17 37 1369 75 5625 38 1444

TOTAL 590 20735.5 918 51009 323 7669

APPENDIX IV

The Significance different of the Students’ pronunciation after showing some videos with lcd as an electronic media between the Score of Pre-Test and Post-Test

2 ( )

( 1)

t MD D D

N N N





 

Ḋ = ^∑D_N =³²³₁₇ =19

∑Ḋ 𝑀𝐷 = √𝐷²− ^(∑𝐷)²N

N(n−1)

𝑡 = √7669 − ^(323)²¹⁷

17(17−1)

𝑡 = √7669 − ¹⁰⁷⁵⁸⁴¹⁷

17(16)

𝑡 = √7669 −⁶¹³⁷₂₇₂ 19

19 𝑡 = √1532

272

𝑡 = √5.63

t = _2.37¹⁹

t = 8.01

tTable

cum. prob one-tail two-tails

t.50 t.75 t.80 t.85 t.90 t.95 t.975 t.99 t.995 t.999 t.9995

0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005

1.00 0.50 0.40 0.30 0.20 0.10 0.050.02 0.01 0.002 0.001

1 2 3 4 5

0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.62 0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.599 0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.924 0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.610 0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.869 6

7 8 9 10

0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.959 0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.408 0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.041 0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781 0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.587 11

12 13 14 15

0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.437 0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.318 0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.221 0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.140 0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.073 16

17 18 19 20

0.000 0.690 0.865 1.071 1.337 1.746 2.120 2.583 2.921 3.686 4.015 0.000 0.689 0.863 1.069 1.333 1.740 2.110 2.567 2.898 3.646 3.965 0.000 0.688 0.862 1.067 1.330 1.734 2.101 2.552 2.878 3.610 3.922 0.000 0.688 0.861 1.066 1.328 1.729 2.093 2.539 2.861 3.579 3.883 0.000 0.687 0.860 1.064 1.325 1.725 2.086 2.528 2.845 3.552 3.850 21

22 23 24 25

0.000 0.686 0.859 1.063 1.323 1.721 2.080 2.518 2.831 3.527 3.819 0.000 0.686 0.858 1.061 1.321 1.717 2.074 2.508 2.819 3.505 3.792 0.000 0.685 0.858 1.060 1.319 1.714 2.069 2.500 2.807 3.485 3.768 0.000 0.685 0.857 1.059 1.318 1.711 2.064 2.492 2.797 3.467 3.745 0.000 0.684 0.856 1.058 1.316 1.708 2.060 2.485 2.787 3.450 3.725 26

27 28 29 30

0.000 0.684 0.856 1.058 1.315 1.706 2.056 2.479 2.779 3.435 3.707 0.000 0.684 0.855 1.057 1.314 1.703 2.052 2.473 2.771 3.421 3.690 0.000 0.683 0.855 1.056 1.313 1.701 2.048 2.467 2.763 3.408 3.674 0.000 0.683 0.854 1.055 1.311 1.699 2.045 2.462 2.756 3.396 3.659 0.000 0.683 0.854 1.055 1.310 1.697 2.042 2.457 2.750 3.385 3.646 40

60 80 100 1000

0.000 0.681 0.851 1.050 1.303 1.684 2.021 2.423 2.704 3.307 3.551 0.000 0.679 0.848 1.045 1.296 1.671 2.000 2.390 2.660 3.232 3.460 0.000 0.678 0.846 1.043 1.292 1.664 1.990 2.374 2.639 3.195 3.416 0.000 0.677 0.845 1.042 1.290 1.660 1.984 2.364 2.626 3.174 3.390 0.000 0.675 0.842 1.037 1.282 1.646 1.962 2.330 2.581 3.098 3.300

z 0.000 0.674 0.842 1.036 1.282 1.645 1.960 2.326 2.576 3.090 3.291

0% 50% 60% 70% 80% 90% 95% 98% 99% 99.8%

99.9% ConfidenceLeve

APPENDIX V DOCUMENTATION

(Image 1: Process Giving Pre-test. The students introduction their self one by one)

(Image 3: Process Giving a Treatment. The researcher showed some videos with LCD as an electronic media)

(Image 4: Process Giving Post-test. The Students introduction their self one by one)

Dalam dokumen efforts in improving students' speaking skill by (Halaman 49-81)