CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
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the material.
In the use of the roundtable strategy, the students had the perception that they are quite confident when expressing their opinions in the group. Surati (2015: 26) said that the adventage of used this Roundtable strategy can direcred students learn activities became more useful. This is because the student feels when coveying their opinions they delivered, their friends will help each other for correct what they say. In addition, the student feel relaxed and can help improve their learning abilities. This is because the student feel comfortable to studying with their friends in the group and they feel motivated in learning not to be left behind in understanding the material.
The use of this roundtable can be used for all class levels. This strategy is also used to make the classroom atmosphere comfortable in the teaching and learning process to avoid a boring classroom atmosphere. The teacher must be clever in arranging the groups that are made so that the student do not harm each other in groups and can work together with one another. This can also increase their motivation in learning because students feel helped by one another.
This roundtable strategy can also help students who are less knowledgeable in learning combined with smart students. The student who are less able to study together so that these students have the motivation to be more diligent in studying. This group must have a
balance of students who can make this strategy work well and students feel comfortable in using this strategy.
Astuti (2013: 16) said this strategy takes quite a long time to practice. But, with good preparation, this roundtable strategy can run well and it can develop the learning process well. By choosing a trusted group leader, the existing group will run successfully. Students must receive material information well so that no one is lazy and relies on other friends than working together. Therefore, students are required to play an active role in groups.By choosing a trusted group leader, the existing group will run successfully. Students must receive material information well so that no one is lazy and relies on other friends than working together. Therefore, students are required to play an active role in groups.
By regulating class conditions and providing appropriate instruction and supervision from one group to another, it can help achieve student learning outcomes. This roundtable strategy can be used to learn to speak by students. Each student has their role in group with various ideas. The roundtable can help students develop their speaking skills and also show the positive side. If the implementation of this strategy is good, this roundtable strategy will be carried out well and effectively based on the characteristics of the roundtable that have been determin.
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This Roundtable strategy assists students in developing their speaking in class. Students feel motivated to speak and play an active role, understand the metirial easily because they will help each other in explainning the material given, students also feel confident to talk about their opinions and help each other in problem-solving and help them to develop their speaking in speak English. This is in line with research by Anisa Husni Alkaromah (2017) which states that the use of the Roundtable has improved students‟ speaking skills because in the Roundtable students are very involved in the speaking process and they must explore their speaking skills in everyday life.
Roundtable strategy has a good influence on students learning outcomes. By using the Roundtable, students‟ feel happy in listening to their friends‟ opinions so that if the group has difficults, such as difficulty speaking their opinions due to word limitations, they will help each other.
This is also in line with Anggi Sinta Hapsari (2011) who has researched with the Roundtable strategy by suggesting that students achievement can be improved by using the Roundtable which can be seen when the group has experienced difficulties, such as exploring ideas or writing with the wrong simple present tense, they will help.
Besides, the Roundtable strategy also helps students develop their cooperation skills in group, feel like working cooperatively with their peers in the class. They will participate actively in sharing ideas to convey their opinions because they feel confident enough to convey their opinions in the group, it can also help make the classroom atmosphere more active. This is also in line with the research of Aseptiana Parmawati, Imam Santoso, Yana (2020) which states that the Roundtable makes learning more effective, interesting, meaningful, and successful.
The use of the Roundtable allows students to work cooperatively with their peers in class.
With this roundtable, they can share ideas, collaborate with their friends, students will try to analyze their friends work, correct mistakes made by their friends, and then the classroom atpmosphere is more lively because there are many interesting activities.
In this study, the similarity between this study and previous research is the Roundtable. The difference between this study and previous research is the difference in the use of the roundtables with the skill used, namely speaking, and the use of data management taken from online questionnaires that previous reasearchers used CAR. The result is that the difference in data obtained by this study and previous research that focused on students‟ perception of using the roundtable strategy to learn to speak produces positive perceptions.
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This strategy can be recommended to the teacher to use the Roundtable strategy in learning to speak. Because this strategy can help students increase their vocabulary to talk by helping each other in groups and helping motivate students to talk and express their opinions and help their understanding in getting the material provided by the teacher.
The positive perception given by students said that by using the Roundtable strategy that had been used by the teacher, students felt that their speaking skills could be trained and helped to speak well. Students also feel comfortable and confident enough to talk about their ideas or opinions because students can help each other in groups to achieve satisfactory results. Students also gave their perception that the use of this Roundtable strategy made them active in participating in learning and helped them quickly understand the material presented.
Another positive perception given by students is that with this Roundtable strategy, those who lack knowladge in learning English, especially in speaking, can be helped by their friends who understand enough about the materials. Students feel motivated to study hard and increase their knowladge. It also helps them to speak well when explaining the results of their learning.
In addition, the positive perception given by students shows that in addition to improving their speaking skills, the Roundtable strategy also helps them to improve their thinking skills. This is because when the students in groups, before they speak to convey the learning outcomes, they must think well in conveying their ideas related to the material given. With the help of supportive learning assistance a comfortable classroom atmosphere, and good learning motivation, students can improve their speaking and learning skills.
The positive perception of students can help to illustrate that the use of the Roundtable strategy can provide good benefits in learning English, especially to improve students‟ speaking skills. Students will be motivated by their other friends so that they can foster a good sense of interest in learning and their confidance ability to speak well. It can be seen that students feel comfortable in learning English, especially in learning to speak which can improve their lacking vocabulary, help facilitate their pronunciation, and have a good impact on their learning motivation in receiving and delivering their learning outcomes in learning English. This is what the teacher want to achieve in the learning process in the classroom based on the goal of achieving the teaching and learning process.
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Based on the above statement, the researcher concluded that based on the data obtained from the questionnaire most of the students had a positive response to their perceptions of the Roundtable strategy.
Therefore, the researcher can concluded that the twelve grade students of SMA Muhammadiyah Sungguminasa had positive perceptions of the use Roundtable strategy in learning English, especially for learning to speaking.
55 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consist of two sections, the first section deal with the colusion on findings of the research, and the other one deal with the suggestion
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher drew the conclusion as follow:
Learning to speak English in class during the learning process using the Roundtable strategy on twelve grade students at SMA Muhammadiyah Sungguminasa had a positive perception result. Students felt the Roundtable strategy that the teacher had used made them feel good about learning to talk to their peer group because it helped each other and made them feel confident enough to speak up to convey the results of their ideas. This the roundtable strategy also helps them increase their vocabulary and improve their speaking skills.They also learn to take an active role in participating in the learning and help each other to understand the material presented. So, this strategy can give a good influence and is still effective enough to be carried out for the development of students in learning English, especially in speaking skill.
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B. Suggestion
Based on the conclusion above, the researcher gives some suggestions as follows:
1. For the Teacher
Teacher are expected to be able to help students to be more active in the learning process by using strategies that are suitable for students to help students to improve their learning achievment.
2. For Student
This strategy for students could be an alternative to speak English fluently during the learning process.
3. For the next Researcher
It is expected to use new variations in teaching using the Roundtable and used other methods to collect student data.
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Appendix 1 QUESTIONNAIRE
“The Students’ Perception of Teaching and Learning Speaking Using Roundtable Strategy at the Grade Twelve of SMA Muhammadiyah
Sungguminasa”
Nama : Kelas : Petunjuk Pengisian:
a. Tulislah identitas anda pada tempat yang sudah disediakan b. Bacalah dengan teliti seluruh pernyataan dibawah ini
c. Pilihlah pada kolom jawaban yang tersedia dengan alternative jawaban yaitu:
SA : Strongly Agree A : Agree
N : Neutral D : Disagree
SD : Strongly Disagree d. Jawablah dengan sejujur-jujurnya
NO ITEMS Strong Agree
Agree Neutral Disagree Strongly Disagree 1 Roundtable strategy is an effective
learning strategy for speaking.
( Strategi Roundtable adalah strategi pembelajaran yang efektif untuk berbicara)
2 I feel that learning speaking using Roundtable strategy encourage me to participate actively.
( Saya merasa belajar berbicara menggunakan strategi Roundtable dorong saya untuk berpartisipasi secara aktif)
3 Roundtable strategy can develop my motivation in speaking.
( Strategi Roundtable dapat menambah motivasi saya dalam berbicara)
4 I feel happy in learning using Roundtable Strategy.
( Saya merasa senang dalam belajar dengan menggunakan strategi Roundtable.)
5 Through Roundtable strategy, I can understand the material easily.
( Melalui strategi Roundtable saya dapat memahami materi dengan mudah)
6 I participated actively during group activities with using Roundtable strategy.
( Saya berperan aktif selama kegiatan kelompok dengan menggunakan strategi Roundtable)
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7 I am confident enough to deliver my opinions in group.
( Saya cukup percaya diri untuk menyampaikan pendapat saya dalam grup)
8 I feel relaxed learning using Roundtable strategy.
( Saya merasa rileks belajar dengan menggunakan strategi Roundtable) 9 Roundtable Strategy can improve my
learning ability.
( Strategi Roundtable dapat meningkatkan kemampuan belajar saya)
10 Round Table strategy can helps to increase my speaking skills.
( Strategi Round Table dapat membantu mengembangkan kemampuan berbicara saya)
11 Roundtable strategy is not an effective strategy.
( Strategi Roundtable adalah bukan strategi yang efekktif)
12 Roundtable strategy can not increase my motivation in speaking.
( Srategi Roundtable tidak dapat menambah motivasi belajar saya dalam berbicara)
13 I can not understand the material easily through Roundtable strategy.
( Saya tidak dapat memahami materi dengan mudah memalui strategi Roundtable)
14 I feel demotivated to learning on using Roundtable strategy
( Saya merasa kurang aktif belajar
dalam menggunakan strategi Roundtable)
15 I feel so confused about the material instructions given by the teacher.
( Saya merasa bingung tentang instruksi materi yang diberikan oleh guru)
16 I feel that I cannot participate actively during group activities with using Roundtable strategy.
( Saya merasa tidak berperan aktif selama kegiatan kelompok dengan menggunakan strategi Roundtable) 17 I do not feel confident to speak about
my opinions in group.
( Saya merasa tidak percaya diri untuk berbicara tentang pendapat saya didalam kelompok)
18 I‟m not happy to hear my friends opinion in my groups.
( Saya merasa tidak senang mendengarkan pendapat teman saya didalam kelompok)
19 I feel Roundtable strategy can not increase my teamwork skills in group.
( Saya merasa strategi Roundtable tidak dapat mengembangkan kemampuan kerja sama saya dalam berkelompok)
20 I feel Roundtable strategy can not help me to increase my speaking skills.
( Saya merasa strategi Roundtable tidak dapat mengembangkan kemampuan berbicara saya)
(Adapted from Sumsriani, 2019)
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Appendix 2 Students
Name
Number of Question
Final
score Category 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ifa Dwiyana 4 5 5 5 4 3 3 3 5 5 3 4 4 4 3 3 4 5 4 5 81 Excellent
Sarmila 4 4 4 3 4 4 4 3 4 4 3 3 3 3 2 3 3 3 2 3 66 Good
Muh Ikhsan
Hidayah 4 4 4 4 5 3 3 4 4 4 4 5 4 4 4 3 3 3 3 4 76 Good
Andi Rafika
Nurlillah Mz 4 4 4 4 4 4 5 4 4 4 4 4 4 4 3 4 4 4 5 4 81 Excellent Indra
Pramana
Putra 3 4 3 3 3 3 2 2 4 4 4 4 4 3 2 3 2 4 2 4 63 Good
Ifan Dwi 4 3 4 3 4 4 5 4 5 4 2 4 3 4 3 3 3 4 3 4 73 Good
Firman 3 3 4 3 4 4 3 3 4 3 2 3 3 4 3 3 4 3 2 3 64 Good
Fitriani 4 3 3 3 4 2 3 3 3 3 3 3 4 2 5 3 3 3 4 3 64 Good
Nurhayati 5 3 5 3 3 3 4 3 3 3 3 3 3 4 3 3 3 4 2 3 66 Good
Muhammad
Al Mahdi 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 99 Excellent
Hayani 4 4 4 4 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 75 Good
Annisa
Hasmi Lati 3 5 5 5 4 4 5 5 5 4 4 4 4 3 4 4 4 5 5 5 87 Excellent
Dewinta 3 4 4 4 4 2 4 4 4 5 2 4 4 4 2 4 2 4 4 4 72 Good
Komarudin 4 4 3 4 4 4 4 4 4 4 2 3 3 3 3 3 3 3 3 3 68 Good
Apfry Syilia 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 4 77 Good Andi Muh
Akhdan 4 4 3 3 4 3 3 3 4 4 4 4 3 3 3 3 3 3 3 3 67 Good
Nurul Latifah
Ali 5 4 4 5 4 4 3 1 5 4 4 4 5 3 3 5 4 3 5 5 80 Excellent
Sabda Alam 4 5 3 3 4 3 4 3 4 4 5 4 4 4 4 3 2 3 3 4 73 Good Novita
Apriliani 4 3 4 2 5 1 4 4 4 1 4 3 2 2 2 3 3 2 2 1 56 Fair
Sakri 3 2 5 3 3 4 3 4 1 1 2 1 1 3 5 1 2 3 2 1 50 Fair
Rahmia 4 4 3 4 4 3 3 5 5 4 4 4 5 4 3 5 4 4 5 4 81 Excellent
Wadief Ainun
Hafifah S 4 3 3 3 4 3 4 4 4 3 3 2 3 3 3 2 3 3 3 3 63 Good
Kisran 5 2 4 4 5 4 4 5 5 5 5 4 4 5 4 4 4 5 4 4 86 Excellent
Muh Andika 5 5 5 5 5 5 5 5 5 5 4 4 4 5 4 4 5 5 5 4 94 Excellent Andi Rama
Ramadhan 5 5 5 5 5 5 5 5 5 5 1 1 1 1 3 3 3 3 2 2 70 Good
Ilham
Ananda 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 4 4 4 5 94 Excellent
Total Score 1.986 73,56%
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Which Excellent = 9 students Good = 16 students Fair = 2 students
Poor = -
Very Poor = -
Category the students‟ perception:
Excellent Good Fair
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Sertificat of Turnitin
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