CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
35
Graphic 4.3 Improvement student’s Speaking Ability in Pre-test
Graphic 4.4 Improvement student’s Speaking Ability in Post-test Graphic 4.3 and graphic 4.4 it is also seen that the change in bar graphs is very good and shows that students of MAN Class XI IPA 1 have improvements in speaking ability in terms of using cartoon video, especially in speaking fluency.
36
gave positive response in teaching proccess because cartoon video help to improve students‟ speaking ability.
Based on the results of data analysis and research in the field, it was known that there was a significant effect after the use of cartoon video media on students' speaking skills in English subjects for students of class XI. MIPA 2 Takalar. This is indicated by the average value of the post test being greater than the average value of the pre test of accuracy. In the fluency of speaking students‟ the average value of the post test was greater than the pre test.
This is supported by the results of observations during the learning process, obtained some information including that in learning using cartoon videos students‟ have a great interest in listening to dialogue, as evidenced by the ability of students to pronounce words and sentences spoken directly by speakers in the video that has been shown share via whatsapp group. In addition, students‟ do not feel bored so they can motivate and involve themselves actively in the learning process.
1. The Improvement of Accuracy on the students’ speaking ability The results of this study especially in the aspect of students‟
accuracy, the researcher found that students‟ in class XI MIPA 2 of SMAN 6 Takalar had different abilities between students‟. There are still some students‟ who are less precise in pronouncing every word, there are also those who are already good at pronouncing the words.
37
But this thing can be improved if students‟ continue to practice in pronunciation. One way to improve students‟ abilities in this aspect one of them is learning by using cartoon video, because that way the students‟ can hear and see how the author‟s pronunciation is correct.
2. The Improvement of Fluency on the students’ speaking ability In this aspect, there are also students‟ who when speaking or pronouncing sentences, there are still stamming or less in their fluency.
Even so, there are still some students‟ who are also good at fluency especially in smoothness. If the students‟ want to improve their smoothness in speaking, they must often repeat each sentence before speaking.
From the learning results, the researchers found an increase in student scores. So, It can conclude that learning by using cartoon video is Effective in improving students' abilities in class XI MIPA 2 of SMAN 6 Takalar.
38 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts, the first section deals with the conclusion of the research findings and the second section deals with the recommendation.
A. Conclusion
Based on the findings and discussion, it can be concluded that the use of cartoon video was effective to improve students' speaking ability in term of speaking accuracy and fluency, it can be seen from the findings that the post tets was higher than the pre test speaking accuracy and post test was higher than pre test on speaking fluency.
Also, from collecting the data by using SPSS, there were improvement from pre test to post test of the students‟ on the speaking Accuracy and the students‟ improvement from pre test to post test on the speaking Fluency. So, there was a significant difference. The use of cartoon video in improves students‟ speaking ability, especially in Accuracy and Fluency of students‟ in class XI MIPA 2 Takalar.
B. Suggestion
Based on the result of the research and the advantages of using Cartoon video in teaching speaking English to the eleventh grade of UPT SMAN 6 Taklar, the researcher would like to give some suggestion.
39 1. Suggestion for the Teacher
a. Cartoon Video is a good media that can help the students to master students speaking ability, where the students can be stimulated to produce idea themselves improve their ability in speaking. So, cartoon video is a media to be used in teaching process especially in speaking.
b. The teacher should not use monotonous media in teaching process. A teacher should choose appropriate media that can help the students to be more active in classroom.
2. Suggestion for the Students
The students should study hard and do more practice in speaking English to improve their speaking ability. They were should be active and creative in learning activity.
3. Suggestion for the Other Researchers
In this research the researcher used cartoon video to help students of Senior High School especially in speaking ability. The next researcher can conduct this media on different levels of students and others.
40 BIBLIOGRAPHY
Arsyad. Azhar. 2017. Media Pembelajaran (3rd edition). Jakarta: Gravindo Persada. Adapted from Puspita 2017.
Asyhar. H. Rayandra. 2017. Kreatif Mengembangkan Media Pengajaran.
Referensi Jakarta: Jakarta. Adapted from Puspita 2017.
Bailey. K. M. 2005. Practical English Language Teaching Speaking, International Ed. Mc. Graw Hill.
Brown. D. 2003. Language Assesment. Principle and Classroom Practice. San Fransisco: Longman.
Brown. G. Y. 2001. Teaching by Spoken Language. Beijing: People Education Press.
Brown. H. D. 1994. Teaching by Principles an Integrated Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.
Brown. H. D. 2017. Teaching Principle of Language Learning and Teaching.
New Jersey: Longman . Adapted from Puspita 2017.
Brown. H. D. 2001. Language Assessment Principles and Classroom Practices. California: Longman University Press.
Brown. H. D. 2001. Teaching by Principle: an Interactive Approach to Language Pedagogy. New York: Longman.
Brown. H. D. 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy, 2nd ed., New York: Addison Wesley Longman, Inc., p. 268-269.
Brown. H. D. 2017. Language Assessment Principles and Classroom Practices, 141. San Francisco: states University. Adapted from Puspita 2017.
Brunder. J. 1976. Teaching English as a Second Language: Techniques and Procedures. Massachusetts: Wintrhrop Publisher Inc.
Byrne. D. 1997. Teaching Oral English. England: Addison Wesley Longman Limited.
41
Christine. C.W. 2017. Practical Aspects of Using Videos in the Foreign Language Classroom. the Internet TESL Journal. 6 (11). Retrieved from (http://iteslj.org/Articles/Canning-Video.html accessed on November 2000). Adapted from Puspita 2017.
Daryanto. 2011:79. Media Pembelajaran. Bandung: PT Sarana Tutorial Nurani Sejahtera.
Gay. L. R. 1981. Educational Research (Competences for Analysis and Applications). Second Editions, USA. Florida International University.
Gebhardt. J. 2004. Using Movie Trailers in an ESL CALL Class. The internet
TESFL journal 10 (10). Retrieved from
(http:itesjlorg/Techniques/GebhardtMovietrailers.html accecced on October 2004).
Glass, Kathy Tuchman. 2005. Curriculum Design for Writing Instruction.
California: Corwin Press.
Hakim. T. 2017. Belajar Secara Efektif. Jakarta: Puspa Swara. Adapted from Puspita 2017.
Hanik. 2011. Rubrik Penilaian Pembelajaran Bahasa Inggris.
(http://www.academia.edu/30567453/Rubrik_Penilaian_Speaking, Retrieved in April 12, 2017).
Harmer. 2017. The Practice of English Language Teaching. London:
Longman. Adapted from Puspita 2017.
Herwinda. 2013. ”the Use of Cartoon Movie in Improving Students Speaking Ability in Using Expression of Asking For and Giving Help” FKIP Untan, Pontianak. (https://media.neliti.com accessed on August 2014).
Kushartanti. L. Y. 2005. Pesona Bahasa: Langkah Awal Memahami Linguistics. Jakarta: Gramedia Pustaka Utama.
Paulson. 2013. Cartoon Film. Retrieved from
(http://www.cwrl.ulexas.edu/paulson. in June 10, 2016).
Penny. U. 1996. a Course on Language Teaching. Cambridge: Cambridge University Press.
Pratiwi. R. 2010. Improving Students’ Pronunciation Ability Using Cartoon Film at the Eight Grade of SMP N Kaliworo in 2009/2010. Surakarta:
Universitas Sebelas Maret.
42
Puspitaningrum. A. 2018. The Influence of Using Animation Movie Towards Students’ Speaking Ability at The First Semester of the Eleventh Grade of MA AL Hikmah Bandar Lampung in the Academic Year of 2017/2018. Diss. UIN Raden Intan Lampung.
Richards. J. C. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press, p. 75-76.
Sugiyono. 2016. Metode Penelitian Pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). twentieth three Edition. Indonesia : Alfabeta.
Thornbury. 2017. How to Teach Speaking. England: Pearson Education Limited Longman. Adapted from Puspita 2017.
Warschauer, Mark. 2008. Computer Assisted Language Learning. Retrieved from:(http://en.wikipedia.org/wiki/Computer_assisted_language_learni ng.htm. 25 May 2010.)
43 APPENDIXS I
Research Instruments Pre-test
Make a short dialogue video or Voice note with duration 3 until 5 minutes about asking and giving Opinion, than send to group whatsapp.
44 APPENDIX II
RENCANA PELAKSANAAN PEMBELAJARAN DARING
Sekolah : SMAN 6 Takalar Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI/2
Alokasi Waktu : 8 X 45 menit
Pertemuan : 1 sampai 8
Materi : Asking and Giving Opinion A. KOMPETENSI INTI
KI-1 : Mengahayati dan mengamalkan ajaran agama yang dianutnya.
KI-2 : Manghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong-rotong, kerja sama, toleran, damai), bertanggung jawab, responsife, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak dilingkuangan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan regional, dan kawasan internasional
KI 3 : Memahami, menerapkan, dan menganisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan teknologi, sebi, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuia dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengelola, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.
45
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI
Kompetensi Dasar Indikator
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
menyampaikan pendapat dan meminta pendapat.
1.1.1 Mengidentifikasikan kalimat-kalimat yang berkaitan dengan menyampaikan dan meminta pendapat.
1.1.2 Mengidentifikasi persaman dan perbedaan fungsi social, struktur teks dan unsur kebahasan kalimat menyampaikan dan meminta pendapat.
1.1.3 Memahami unsur kebahasaan dari kalimat menyampaikan dan meminta pendapat dalam member.
2.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
menyampaikan pendapat dan meminta pendapat.
2.2.1 Membaca teks percakapan mennyampaikan dan meminta pendapat.
2.2.2 Merespon dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
2.2.3 Mengungkapkan dengan benar terhadap tindak tutur;
menyampaikan pendapat dan eminta pendapat.
46 C. TUJUAN PEMBELAJARAN
Peserta didik dapat mengidentifikas kalimat Opini secara umum.
Peserta didik dapat mengidentifikasi perbedaan kalimat menyampaikan dan meminta pendapat.
Peserta didik dapat membuat percakapan yang berkaitan dengan pendapat.
Merespon dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
Mengungkapkan dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
D. KEGIATAN PEMBELAJARAN
Media Alat/Bahan Sumber Belajar
Whatsapp and Video Cartoon
Handphone, Table dan lain-lain
Internet (video di youtube ) dan sumber lain yang relevan.
E. MATERI PEMBELAJARAN Definition of Opinion
Opinion is a view or judgement formed about something, not necessarily based on fact or knowledge. Opinion is including the words of opinion and argument/ reasons. It can use the expressions, such as in my opinion, in my view, I think etc. Argument dialogue is a dialog that states the arguments or reasons. It can use the words such as first, second etc for arranging arguments.
47
EXPRESSIONS OF ASKING AND GIVING OPINION Asking opinion :
FORMAL INFORMAL
- Have you got any comments on …..
- Do you have any idea ?
- Do you have any opinion on ……
- Would you give me your opinion on...?
- What is your reaction to ……
- What is your opinion about….?
- What are you feeling about…….?
- What are your views on….?
- Please give me your frank opinion?
What do you think of…?
What do you think about………?
What is your opinion?
Why do they behave like that?
Do you think it‟s going?
How do you like?
How was the trip?
How do you think of Rina‟s idea ?
How do you feel about this dicition?
Giving opinion
FORMAL INFORMAL
- I personally believe …..
- I personally consider ….
- I personally think /feel ….
- I hold the opinion ….
- My own view of the matter is ……
- Well, personally …….
- If I had my view, I would …..
I think I like it.
I don‟t think I care for it.
I think it‟s
good/nice/terrific…
I think that awful/not nice/terrible…
I don‟t think much of it.
I think that…
In my opinion, I would rather…
In my case …..
What I‟m more concerned with ….
48 Generally:
Some people believe that...
Some people say that...
It is considered...
Almost everyone...
Most people agree with...
2. Struktur text
Personal point of view
Ahmad : What do you think of english material.
Siti :I think English is the dificult language that I have learned . Ahmad : What do you mean?
Siti. : English is different from Bahasa, it has many term to arange anything and it makes me confused.
Response (dissagreeing with an opinion)
Ahmad :I think you are wrong Siti, English is the easy one if you make it your habbit in daily life.
General point of view
Salsabila : what is your opinion about global warming?
Johan : some people say that it causes of the wrong way of life.
Salsabila : what do you mean?
Johan : well, we have to start to do what we can do to help reduce global warming.
Response (agreeing with opinion)
Salsabila: that‟s a good point . let‟s do that by this time.
Yuli: I think Rina‟s answer to the question is not right. It should be „vinegar‟.
Vivi: I think it is „vinegar‟ too, not „wine‟.
Yani: In my opinion, our volley ball team needs a new coach. Mr. Zulfan cannot handle too many teams himself.
49 Firda: I agree with you.
Rahmat: Our English should be more active, I suppose. Why don‟t we meet three times a week?
Rully: I agree, but after the final exam. Now we are very busy preparing for it
F. METODE PEMBELAJARA Pendekatan : Scientific Approach
Langkah-langkah Kegiatan:
Pre-teaching:
1. Guru mengulang materi pelajaran sebelumnya ± 5 menit.
2. Guru memberikan cerita dalam bentuk video cartoon, kemudian salah satu siswa untuk menyampaikan pendapat tentang cerita tersebut ± 5 menit.
Kegiatan Inti:
1. Guru menjelaskan kepada siswa bagaimana cara menyampaikan pendapat dan meminta pendapat dengan baik dan benar ± 10 menit 2. Guru memberikan contoh percakapan kepada siswa tentang cara
menyampaikan pendapat dan meminta pendapat ± 5 menit.
3. Guru mengarahkan siswa untuk masing-masing mencari pasangan, Kemudian guru meminta siswa untuk besdiskusi dengan pasangannya masing-masing untuk membuat dialog yang di dalamnya terdapat kalimat menyampaikan pendapat dan meminta pendapat ± 15 menit.
4. Guru meminta masing-masing pasangan untuk mempraktikkan dialog yang telah mereka buat ke dalam video berdurai ± 5 menit.
Penutup:
Guru memberikan feedback.± 5 menit.
Sumber/ Bahan/ Alat
Handphone
Whatsapp group
Cartoon Video
50 PERTEMUAN KE 1
PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
4. Membuat grup whatsapp
5. Setelah semua siswa bergabung dalam whatsapp grup, guru menjelaskan tujuan pembelajaran.
6. Kemudian, guru memberikan tes awal untuk mengetahui seberapa jauh pemahaman siswa terhadap materi yang akan di pelajari.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 2 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
51 KEGIATAN
(30 menit)
4. Guru menjelaskan tentang materi Asking and Giving Opinion yang akan mereka dipelajari.
5. Guru mengirim video kartun untuk menjelaskan contoh dari percakapan dengan materi ”bagaimana membuat kalimat asking and giving opinio”.
Selama siswa menonton video tersebut, guru juga memberikan lembar kerja siswa.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 3 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
4. Guru mengirimkan video kartun kepada siswa melalui grup whatsapp and dan memberikan penjelasan mengenai video tersebut.
5. Siswa memiliki kesempatan untuk bertanya kepada guru jika ada sesuatu yang belum mereka pahami.
6. Sesudah menonton video tersebut, siswa membuat teks percakapan dengan tea yang berbeda tentang asking and giving opinio dan
mengirimkan hasilnya melalui pesan suara/audio/rekaman suara kedalam grup whatsapp.
52 PENUTUP
(5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 4 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
1. Guru mengirimkan teks beberapa contoh tentang asking and giving opinion kepada siswa.
2. Kemudian, guru memberikan soal berupa pilihan ganda untuk mengetahui lagi sejauh mana pemahaman siswa terhadap materi yang telah diajarkan seelumnya.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 5 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
53
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
1. guru mengirimkan video kartun kepada siswa dengan pembahasan yang berbeda.
2. Siswa membaca dan menonton video tersebut kemudian mengulang dan mengirimkan audio/rekaman suara masing-masing siswa kedalam grup whatsapp.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 6 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
1. Guru memberikan contoh teks tentang pendapat atau opinion kepada siswa dan menjelaskan bagaimana cara membuatnya.
2. Guru sudah memberikan beberapa pilihan tema, masing-masing siswa memilih satu tema untuk dibuat menjadi satu teks tentang pendapat/Opinion
3. Sesudah siswa membuat teks, kemudian dikirim ke grup whatsapp.
54 PENUTUP
(5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
PERTEMUAN KE 7 PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
1. Siswa mengulang percakapan yang telah dikirim kedalam grup dan siswa mengirim audio/rekaman suara kedalam grup whatsapp untuk megetahui kemampuan siswa dalam berbicara.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa
55 PERTEMUAN KE 8
PENDAHULUAN (10 menit)
Guru memberi salam dan mengajak peseta didik untuk membacakan 3 ayat dari surah Al Baqarah masing- masing siswa.
Guru mengecek kehadiran siswa (melalui Whatsapp group)
Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan
Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran
KEGIATAN (30 menit)
2. Siswa diberikan post test sebagai tugas akhir dengan mengulang kartun video berupa percakapan
dan siswa mengirim
audio/rekaman suara kedalam grup whatsapp untuk megetahui kemampuan siswa dalam berbicara.
PENUTUP (5 menit)
Guru bersama peserta didik merefleksikan pengalaman belajar
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa