CHAPTER IV FINDINGS & DISCUSSION
B. Discussion
(Smoothness) Different
Table above shows that t-test value for speaking ability focus on Accuracy (Pronunciation) is 10.265 > 1.693 and Fluency (Smoothness) is 12.590 > 1.693. It indicates that the result of t-test value in all of variable and indicator is higher than t-table value. It means that there are significant different between the result of pre- test and post-test in speaking ability especially Accuracy (Pronunciation) and Fluency (Smoothness).
Based on the result, it concludes that there is improvement of the students’
Speaking ability deal with Accuracy (Pronunciation) and Fluency (Smoothness) by using Self-Regulated Learning.
52
Burns and Joyce in Florez in Permanasari (2014: 12-13) defined
“speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information.” Yet, Spratt, et.al in Pratiwi 2013 Speaking is a productive skill, like writing. It involves using speech to express meanings to other people.
According to Syakur in Ringgi (2012) there are at least three components of speaking skill such as, accuracy, fluency, and comprehension.
a. Accuracy. Accuracy in speaking is a way of people speaks by using an appropriate vocabulary, pronunciation and grammar. Accuracy refers to the use of correct forms where utterances do not contain errors affecting the phonological, syntactic, semantic or discourse features of a language (Bryne in Lim 2017).
a) Vocabulary. Based on Longman Dictionary in Hanum (2017) vocabulary is a set of lexemes, consisting single words, compound words, and idioms that are typically used when talking something.
b) Pronunciation. Webster in Basuki (2018: 54) says that pronunciation is an act or result of producing the sound of speech, including articulation, vowel information, accent, and inflection, often with reference to some standard of concerns or acceptability. It means that what the students’ needs to pay attention to the sound of speech in speaking.
c) Grammar. Nordquist in Desfitranita & Senjahari (2019) says that grammar is a set of rules and examples dealing with the syntax and word structures (morphology) of a language.
Moreover, Nordquist in Desfitranita & Senjahari (2019) explains that without grammar, a language wouldn't work, because people couldn't communicate effectively.
b. Fluency. As proposed by Harris and Hodges in Hanum (2017), fluency is an ability to speak quickly and automatically. It is probably best achieved by allowing the "stream” of speech to "flow"
then, assume of this speech spills over beyond comprehensibility to river bank of instruction or same details of phonology, grammar and discourse explained that fluency defined as ability to across communicative intent without too much hesitation and to many pause or break-down in communication.
a) Smoothness. Smoothness is the ability of speaking English through a good clustering and reduces form (Brown in Asmayanti & Amalia 2014). A good clustering is to speak English with phrasal fluently. It means that speak English not word by word. And reduce forms are to use English with contraction, elisions and reduced vowels.
b) Pauses. Pausing is often viewed as a factor of diffluent speech (Rossiter 2009); however, pausing is not an uncommon or wholly negative feature of fluent language. Pauses are utilized
54
as space for breathing and thinking when participating in any form of oral discourse.
c) Hesitation. According to Cambridge Online Dictionary, hesitation is the act of pausing before doing something, especially because you are nervous or not certain.
c. Comprehension. Syakur in Ringgi (2012: 11) states that comprehension is needed in oral communication. It is to avoid the misunderstanding among the speaker and the listener. It includes comprehend the situation, the condition in where the oral communication take place.
Good and Brophy in Aregu (2013: 98) defines self-regulated learning as a process of active learning in which students take responsibility for en-couraging themselves to understand materials they deal with, to accomplish tasks, to monitor what they do, to assess their strengths and weaknesses, and to take corrective actions based on self- evaluation reports. In Self-Regulated Learning, the students search their own material with their habits or strengths. It makes the students arrange the material easily. Orhan in Novita (2019: 32) defines self-regulation as the ways in which learners take control of their own learning. Zimmerman in Novita (2019: 34) developed a cyclical model of self regulation from social-cognitive theory and research. He suggested a cyclical model of self-regulation consisting of three phases namely:
The Forethought Phase (reaction):
This phase precedes the action performance: sets the stage for action, maps out the tasks to minimize the unknown and helps
to develop a positive mindset. Students in the forethought phase use goal setting and strategic planning to self- regulate.
The Performance Phase:
This phase refers to processes that occur during behavioral implementation.
The self- reflection phase:
This phase refers to processes that occur after each learning effort. It‘s a self- evaluation of outcomes compared to goals.
Students‘ self- reflection brings them back to evaluate and understand their own performance.
After the calculating the enters of the score variable, the data on table 4.6 and 4.11 shows that the students speaking ability on Accuracy (Pronunciation) improve 13.17% from the mean score in pre-test is 70.15;
in post-test is 79.39 and Fluency (Smoothness) improve 13.11% from the mean score in pre-test is 71.66; in post-test is 81.06. It indicates by the mean score post-test are higher than pre-test. Therefore, Self-Regulated Learning is able to improve the students’ speaking ability at the eleventh grade students of SMAN 5 Barru.
2. The Test of The Students’ Significant
Through the result of pre-test and post-test, the result of t-test value of the level significant (p) = 0.05 with degree of freedom in Accuracy (Pronunciation) (df) = 32; in Fluency (Smoothness) (df) = 32. Indicate t- table value is 1.693 and t-test value in Accuracy (Pronunciation) is 10.265;
in Fluency (Smoothness) is 12.590.
56
After the calculating the value t-test analysis, then it is compared with t-table value. As the result, the researcher finds that the value of t-test is higher than the t-table value. It means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test that have given by researcher before and after researcher using Self-Regulated Learning in teaching speaking ability.
From the discussion above, it can be concluded that using Self- Regulated Learning is one of teaching method that can improve the students’ speaking ability at the eleventh grade students of SMAN 5 Barru.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on discussion proposed in previous chapter, it can be concluded that:
1. The use of Self-Regulated Learning can develop students’ speaking accuracy (pronunciation) at the eleventh grade of SMAN 5 Barru.
It is proven by the students’ mean score improvement from pre-test to post-test. The students’ mean score of pre-test in accuracy (pronunciation) is 70.15. While the post-test is higher than mean score of pre-test, the post-test in accuracy (pronunciation) is 79.39.
Moreover, based on the data analysis, t-test value is higher than the t-test table values (10.265 > 1.693). It means that there is a significant difference. Therefore H0 is rejected and H1 is accepted.
2. The use of Self-Regulated Learning can develop students’ speaking fluency (smoothness) at the eleventh grade of SMAN 5 Barru. It is proven by the students’ mean score improvement from pre-test to post-test. The students’ mean score of pre-test in fluency (smoothness) is 71.66. While the post-test is higher than mean score of pre-test, the post-test in fluency (smoothness) is 81.06.
Moreover, based on the data analysis, t-test value is higher than the
58
t-test table values (12.590 > 1.693). It means that there is a significant difference. Therefore H0 is rejected and H1 is accepted.
B. Suggestion
After passed all of the procedures to finish this thesis, the researcher would like to give some suggestions in apply Self-Regulated Learning in teaching speaking ability, as follows:
1. The researcher suggests to the English teacher to know the students interest in English learning and know how to monitoring the students, because it is very important to support the students’
knowledge in preparing the material or understanding the material before applied Self-Regulated Learning.
2. The researcher suggests to the teacher that should be creative in teaching English especially speaking. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research.
They are suggested to apply the technique in different level of the students because every school has different level of the students.
The other researchers should be creative and innovative to modify the activities of the technique in using Self-Regulated Learning to improve students’ students’ speaking ability.
59
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A P P E N D I C
E
S
64
Appendix A Composition Test
A. Pre-Test
Speak in front of class with include cause and effect expressions in 3 minutes!
B. Post-Test
Speak in front of class with include cause and effect expressions in 3 minutes!
Appendix B
The list name of XI MIA 1 students at SMAN 5 Barru
NO CODE Name
1 S-1 ANISA SALSABILA
2 S-2 CHICHI OKTAVIANI
3 S-3 DIAN SASMITA ANGGRIANI
4 S-4 ELLY YANTI NOR
5 S-5 ERSA PARISA ANANDA
6 S-6 FITRIANI
7 S-7 Fuji Indri Amelia
8 S-8 NUR FITRAH
9 S-9 NUR UMMI HAYATI
10 S-10 ENDANG TRI YULIANTI
11 S-11 NURFADILLAH
12 S-12 NURLINA
13 S-13 NURSAPIKA
14 S-14 OLIVIA
15 S-15 RAHMA AULIA HARISMAN
16 S-16 SRY WINARNI
17 S-17 NURHIKMAH
18 S-18 Resti Dui Damayanti
19 S-19 RIRIN MELANI ASAF
20 S-20 SARTINA
21 S-21 SELVI
22 S-22 Sindi Marsella
23 S-23 ST. RAHMIANA
24 S-24 MUHAMMAD FARIED FAJRI
25 S-25 Muhammad Imam Fakhri
Aliah
26 S-26 SULFADIL
27 S-27 SYAMSUALAM
66
28 S-28 MUH. ALYA RAMADHAN
29 S-29 MUH. NURUL HAQ BASRI
30 S-30 MUHAMMAD ASSRAF
BRIGADE PUTRA
31 S-31 MUHAMMAD FIQRAM
32 S-32 KARIIMAN AKHLAQ
33 S-33 M. NUR ESA
Appendix C
Data Analysis of Students’ Mean Score Pre-Test and Post-Test Note: Pre-Test A = Pre-Test Accuracy (Pronunciation)
Post-Test A = Post-Test Accuracy (Pronunciation) Pre-Test F = Pre-Test Fluency (Smoothness) Post-Test F = Post-Test Fluency (Smoothness)
NO Sample Pre-Test A Post-Test A Pre-Test F Post-Test F
1 S-1 70 85 75 90
2 S-2 75 85 75 80
3 S-3 75 80 75 85
4 S-4 70 80 70 85
5 S-5 70 75 75 80
6 S-6 70 80 70 80
7 S-7 70 85 75 85
8 S-8 70 90 75 85
9 S-9 70 85 70 90
10 S-10 75 85 75 85
11 S-11 75 85 75 80
12 S-12 75 80 70 85
13 S-13 70 80 75 85
14 S-14 70 85 75 85
15 S-15 70 85 70 80
16 S-16 70 75 75 85
17 S-17 70 80 75 80
18 S-18 70 70 70 75
19 S-19 70 85 70 85
20 S-20 70 75 70 75
21 S-21 75 80 70 85
22 S-22 75 80 70 85
23 S-23 70 75 75 80
68
24 S-24 60 70 65 75
25 S-25 75 75 75 80
26 S-26 40 60 50 60
27 S-27 60 70 65 70
28 S-28 75 80 75 80
29 S-29 70 85 70 85
30 S-30 70 80 70 80
31 S-31 75 80 75 80
32 S-32 75 80 70 75
33 S-33 70 75 75 80
Appendix D
The Improvement of Students in Speaking Ability
1. Improvement Students’ Accuracy (Pronunciation)
% = 𝑋2− 𝑋1
𝑋1 × 100
% = 79.39 − 70.15
70.15 × 100
% = 9.24
70.15× 100
% = 0.1317 × 100
% = 13.17 The students’ improvement= 13.17%
2. Improvement Students’ Accuracy (Pronunciation)
% = 𝑋2− 𝑋1
𝑋1 × 100
% = 81.06 − 71.66
71.66 × 100
% = 9.4
71.66× 100
% = 0.1311 × 100
% = 13.11 The students’ improvement= 13.11%
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Appendix E T-test Analysis
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PretestA 70.15 33 6.553 1.141
PosttestA 79.39 33 6.093 1.061
Pair 2 PretestF 71.67 33 4.948 .861
PosttestF 81.06 33 5.831 1.015
Paired Samples Correlations
N Correlation Sig.
Pair 1 PretestA & PosttestA 33 .668 .000 Pair 2 PretestF & PosttestF 33 .695 .000
Paired Samples Test Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair 1 PretestA -
PosttestA -9.242 5.172 .900 -11.076 -7.408 -10.265 32 .000 Pair 2 PretestF -
PosttestF -9.394 4.286 .746 -10.914 -7.874 -12.590 32 .000
Appendix F
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052 2 0.81650 1.88562 2.91999 4.30265 6.96456 3 0.76489 1.63774 2.35336 3.18245 4.54070 4 0.74070 1.53321 2.13185 2.77645 3.74695 5 0.72669 1.47588 2.01505 2.57058 3.36493 6 0.71756 1.43976 1.94318 2.44691 3.14267 7 0.71114 1.41492 1.89458 2.36462 2.99795 8 0.70639 1.39682 1.85955 2.30600 2.89646 9 0.70272 1.38303 1.83311 2.26216 2.82144 10 0.69981 1.37218 1.81246 2.22814 2.76377 11 0.69745 1.36343 1.79588 2.20099 2.71808 12 0.69548 1.35622 1.78229 2.17881 2.68100 13 0.69383 1.35017 1.77093 2.16037 2.65031 14 0.69242 1.34503 1.76131 2.14479 2.62449 15 0.69120 1.34061 1.75305 2.13145 2.60248 16 0.69013 1.33676 1.74588 2.11991 2.58349 17 0.68920 1.33338 1.73961 2.10982 2.56693 18 0.68836 1.33039 1.73406 2.10092 2.55238 19 0.68762 1.32773 1.72913 2.09302 2.53948 20 0.68695 1.32534 1.72472 2.08596 2.52798 21 0.68635 1.32319 1.72074 2.07961 2.51765 22 0.68581 1.32124 1.71714 2.07387 2.50832 23 0.68531 1.31946 1.71387 2.06866 2.49987 24 0.68485 1.31784 1.71088 2.06390 2.49216 25 0.68443 1.31635 1.70814 2.05954 2.48511 26 0.68404 1.31497 1.70562 2.05553 2.47863 27 0.68368 1.31370 1.70329 2.05183 2.47266 28 0.68335 1.31253 1.70113 2.04841 2.46714 29 0.68304 1.31143 1.69913 2.04523 2.46202 30 0.68276 1.31042 1.69726 2.04227 2.45726 31 0.68249 1.30946 1.69552 2.03951 2.45282 32 0.68223 1.30857 1.69389 2.03693 2.44868 33 0.68200 1.30774 1.69236 2.03452 2.44479 34 0.68177 1.30695 1.69092 2.03224 2.44115 35 0.68156 1.30621 1.68957 2.03011 2.43772 36 0.68137 1.30551 1.68830 2.02809 2.43449 37 0.68118 1.30485 1.68709 2.02619 2.43145 38 0.68100 1.30423 1.68595 2.02439 2.42857 39 0.68083 1.30364 1.68488 2.02269 2.42584
72
Appendix G
Syllable of Curriculum 2013
SILABUS Bahasa InggrisUmum
Satuan Pendidikan : SMAN 5 Barru
Kelas : X (Sepuluh)
Kompetensi Inti :
KI-1 dan KI-2:Menghayati dan mengamalkanajaran agama yang dianutnya.
Menghayati dan mengamalkanperilakujujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggungjawab, responsif, dan pro-
aktifdalamberinteraksisecaraefektifsesuaidenganperkembangananak di lingkungan, keluarga, sekolah, masyarakat dan lingkunganalamsekitar, bangsa, negara, kawasan regional, dan kawasaninternasional”.
KI 3:Memahami, menerapkan, dan menganalisispengetahuanfaktual, konseptual, prosedural, dan metakognitifberdasarkan rasa ingintahunyatentangilmupengetahuan, teknologi, seni, budaya, dan humanioradenganwawasankemanusiaan, kebangsaan, kenegaraan, dan peradabanterkaitpenyebabfenomena dan kejadian,
sertamenerapkanpengetahuanprosedural pada bidangkajian yang spesifiksesuaidenganbakat dan minatnyauntukmemecahkanmasalah
KI4:Mengolah, menalar, dan menyajidalamranahkonkret dan ranahabstrakterkaitdenganpengembangandari yang dipelajarinya di sekolahsecaramandiri, bertindaksecaraefektif dan kreatif,
sertamampumenggunakanmetodesesuaikaidahkeilmuan
Kompetensi Dasar MateriPembelajar
an KegiatanPembelajaran 3.1 Menerapkanfungsisosial,
strukturteks, dan
unsurkebahasaanteksinteraksitransa ksionallisan dan tulis yang
melibatkantindakanmemberi dan memintainformasiterkaitjatidiri dan hubungankeluarga,
sesuaidengankontekspenggunaanny a. (Perhatikanunsurkebahasaan pronoun: subjective, objective, possessive)
Fungsi Sosial Mengenalkan, menjalin hubungan interpersonal dengan teman dan guru
Struktur Teks - Memulai - Menanggapi
(diharapkan/d i luar dugaan)
Unsur Kebahasaan - Sebutan
anggota keluarga inti dan yang lebih luas dan orang-orang dekat
- Menyimak dan menirukanbeberapa contoh interaksi terkait jati diri dan hubungan keluarga, dengan ucapan dan tekanan kata yang benar
- Mengidentifikasi ungakapan-ungkapan penting dan
perbedaan antara beberapa cara yang ada
- Menanyakan hal-hal yang tidak diketahui atau yang berbeda.
- Mempelajari contoh teks interaksi terkait 4.1
Menyusunteksinteraksitransaksio nallisan dan tulispendek dan sederhana yang
melibatkantindakanmemberi dan memintainformasiterkaitjatidiri, denganmemperhatikanfungsisosial, strukturteks, dan unsurkebahasaan yang benar dan sesuaikonteks
Kompetensi Dasar MateriPembelajar
an KegiatanPembelajaran lainnya; hobi,
kebiasaan - Verba: be,
have, go, work, live (dalam simple present tense) - Subjek
Pronoun: I, You, We, They, He, She, It - Kata ganti
possessive my, your, his, dsb.
- Kata tanya Who? Which?
How? Dst.
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Deskripsi diri sendiri sebagai bagian dari keluarga dan masyarakat yang dapat menumbuhkan
jati diri dan hubungan keluarganya yang dipaparkan figur-figur terkenal.
- Saling menyimak dan bertanya jawab tentang jati diri masing-masing dengan teman- temannya
- Melakukan refleksi tentang proses dan hasil belajarnya
74
Kompetensi Dasar MateriPembelajar
an KegiatanPembelajaran perilaku yang
termuat di KI 3.2 Menerapkanfungsisosial, strukturteks,
dan unsurkebahasaanteksinteraksi interpersonal lisan dan tulis yang melibatkantindakanmemberikanucapan selamat dan memujibersayap
(extended), sertamenanggapinya, sesuaidengankontekspenggunaannya
Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman dan orang lain.
Struktur Teks - Memulai - Menanggapi
(diharapkan/di luar dugaan)
Unsur Kebahasaan - Ungkapan
memberikan ucapan selamat dan memuji bersayap (extended), dan
menanggapiny a
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang melibatkan ucapan selamat dan pujian yang dapat
menumbuhkan perilaku yang termuat di KI
- Menyimak dan menirukan beberapa contoh percakapan mengucapkan selamat dan memuji bersayap (extended) yang diperagakan
guru/rekaman, dengan ucapan dan tekanan kata yang benar
- Bertanya jawab untuk mengidentifikasi dan menyebutkan ungkapan pemberian selamat dan pujian serta
tambahannya, n mengidentifikasi persamaan dan perbedaannya
- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa - Membiasakan
menerapkan yang sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas.
- Melakukan refleksi tentang proses dan hasil belajar
4.2 Menyusunteksinteraksi interpersonal lisan dan tulissederhana yang
melibatkantindakanmemberikanucapan selamat dan memujibersayap
(extended), dan
menanggapinyadenganmemperhatikanf ungsisosial, strukturteks, dan
unsurkebahasaan yang benar dan sesuaikonteks