CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
The table 4.5 above showed that the t-test and t-table. Where t-test value was higher than t-table ( 15.013 >2.160).From the result, it can be concluded that there differences between both. Then, the last calculation is calculating the T test to find out significant different between pre-test and post-test of the students and the result is as follows:
t = 15.013
The result was 15.013 indicated that there was a difference of degree as much as15.013. Value at the degree of significance was 0.05 (see from α level of significance) α= 0.05 = 2.160. The result was 15.013 ˃ 2.160. The result of analyzing the data by using the formula above shows that the coefficient was 17.18. It was means that there was a significance increase after used BBC Learning English as a media. Therefore, HO is rejected and H1 is accepted.
The researcher then proposed to use BBC Learning English as the main media to improve the students' speaking skills. The use of animation movie coupled with other interesting activity was expected to help the students improve their speaking skill. The students would have more opportunity to practice speaking.
Video have advantages of achieving the important goals of motivating students' interest, providing realistic listening practice, stimulating language use, and increasing students' awareness of particular language points or other aspects of communication. In line with this, Harmer (2001: 284) mentions that there are many advantages in using movie in the teaching and learning process such as seeing language-in- use. It means that the students do not just hear the language but they can also see it. They can understand the general meaning of language used that are conveyed through expressions, gesture, and other visual clues.
The second advantage is motivation. The students will be interested when they have a chance to see language in use as hear it and it will be better if this is combined with communicative tasks.
Generally, there are three main steps of integrating movie into classroom instruction for learning speaking effectively. They are pre- viewing, viewing, and post-viewing (Stoller, 1988: 9). Those techniques were used in the implementation of the treatment and some activities were designed for each stage. In the pre-viewing activity, vocabulary practice and pronunciation practice were applied. Pre-teaching any
unusual vocabulary contained in the movie was needed and aimed at helping the students enrich their vocabulary. So, when they watched the movie, they could understand the content of the movie. The pronunciation practice was the follow-up activity of vocabulary practice.
Brown (2001: 271-274) says that by using drilling, students will get opportunity to listen and orally repeat some words. To make it more interesting, pronunciation practice was also done through the video. The students listened to the speaker's utterances in the video and repeated after it. The use of both treatment successfully helped the students improve their pronunciation and vocabulary mastery.
In using the movie, the researcher decided to use various movies teaching techniques. The first technique was listening comprehension.
According to Davies (2002: 166), the most obvious use of movie is for listening comprehension. The listening comprehension technique aimed at helping the students to understand the content of the video and identify the language functions or the expression used by the speaker In applying this technique, the movie was played at normal speed and normal sound.
The second movie teaching technique used was viewing technique.
Harmer (2001: 286) states that the purpose of the design of the viewing techniques is to awaken the students' curiosity through prediction activities. Therefore, when the students watch the movie sequence in its entirety they will have some expectations and considerations about it.
There are many kinds of viewing techniques proposed by Harmer (2001:
286) and the researcher chose silent viewing (for language) technique. In applying this technique, the researcher played the movie at the normal speed but without the sound. Students' then should guess what the characters are saying. When they had done this, the researcher played the movie with sound so that they could check to see if they guessed correctly.
The goal of using movie as the main media to provide English speaking model was successfully achieved. The students' could easily identify some expression in the movie and understand the content of the movie.
Through those activities, the students' had more speaking practice.
Harmer (2001: 271-275) states that games are designed to give the opportunity to the students' to speak in English interestingly and role play can be used to encourage students' oral fluency in a specific situation.
The use of movie combined with those speaking activities made the students speak more fluent and confident. It could be seen from their participation which greatly increased than before.In general, the speaking teaching and learning process conducted. by the researcher was running well The students could follow all the activities given and they were very enthusiastic in joining the activities. In conclusion, the objective of this research was successfully achieved through the use of movie.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents some conclusions and suggestions of the result from the data analysis.
A. Conclusion
Based on the discussion and explanation in the previous chapter and looking at the result of this research, the researcher put forward some conclusions as follows:
This research focused on improving the students' speaking skill at Class XI IPA of SMA MUHAMMADIYAH SUNGGUMINASA in the Academic Year of 2020/2021 though the using movie. As started in the previous chapter, it could be concluded that the implementation of all action was successful and made positive changes in the speaking teaching and learning process. The conclusions are elaborated as follows.
1. BBC Learning English as media to process and actively involved in speaking activity.
2. BBC Learning English as media helped the students to improving vocabulary and can be developed better activities in students.
37
Besides, it can be concluded that there were some factors influences the change of students' speaking skill by using movie Teaching pronunciation and vocabulary through movie can be one of an effective ways to increase students pronunciation and vocabulary ability to the second semester of English Department. It can be seen from the result of the post-test was higher than the pre- test. The improve percentage of pronunciation was 39% and the improve percentage of pronunciation was 40%. The use of . BBC Learning English could motivate and interest the students in learning English much better. The researcher also found students have a huge interest in movie.
Therefore, . BBC Learning English was considered as an effective media in learning English.
B. Suggestion
In relation the conclusions above, the writer suggests that:
1. The English teachers should pay much attention to the appropriate technique and media that will be applied in presenting the speaking material.
2. The English speaking teacher should develop the skill of the students' speaking by giving the students' more chance to practice English and to speak their opinion freely, so that the English teacher should using movie to improve students' speaking skill as the teaching method especially for teaching speaking.
3. The head master should motivate and support the teacher of English to apply this method in teaching speaking at their each school.
BIBLIOGRAPHY
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Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How to be Taught. International Journal of Teaching and Education, 21- 34.
Ampa, A.T, Rasyid, M. A, Rahman, M. A, Haryanto, Basri D. M. (August 20, 2013). The Implementation of Multimedia Learning Materials in Teaching English Speaking Skills. International Journal of English Language Education, 293-304.
Berk, R. A. (n.d.). Integrating Video Clips Into the “Legacy Content” of The k–12 Curriculum: Tv, Movies, and Youtube in The Classroom. Retrieved
October 2008,From
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Brown, H. 2001. Teaching By Principles: An Interactive Approach To Language Pedagogy. San Fransisco: Addisowesley Longman, Iac.
Charles fatima guterres, Lamberto quintas. (2018). Using Audio Visual Tool To Develop Speaking Skill To The Second Grade Students of Ensino Secundariu Cristal in The School Year 2017. Isce Journal of Innovative Studies on Character and Education , 31-42.
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Creswell, J.W. 2009. Research Design: Qualitative, Quantitave, and Mixed Methods Approaches. Third Edition. United Stated of America: SAGE Publications.
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Harmer, J. 2001. The Practice of English Language Teaching. England: Pearson Education Limited.
Hidayatulla, M. S. (1 february 2018). Improving Students’ Pronunciation Through Western Movie Media. Journal Al-lisan, 93-111.
Internetarchivebot. (n.d.). History-wikipedia. Retrieved July 24, 2020, From BBC Knogledge (International): En.m.wikipedia.org
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Madhuri, J. (August 18, 2013). Use of Audio Visual Aids in Teaching and Speaking . Research Journal of English Language and Literature (rjelal) , 118-122.
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School in Focus. International Journal of English Language and Literature Studies, 1-6.
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Sugiono. 2018. Metode Penelitian Pendidikan(Pendekatan Kuantitatif,Kualitatif dan R & D).Bandung :Afabeta.
Sundari, I. (2018, September). The Use of Multimedia Power Point to Improve Students’ Speaking Skills at The Eleventh Grade of SMA n.1 air joman.
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Ummy khoirunisya’ masyhudianti, H. M. (2018). A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study at SMA As- salam Surakarta. Vision:Journal for Language and Foreign Language Learning, 11-21.
Www.Sekolah.Oke.com/2013/06/kegiatan-pembelajaran-menggunakan- threephase-technique.html. (Retrieved on March 10, 2016)
A
P
P
E
N
D
I
C
E
S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : Sma Muhammadiyah Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI (Sebelas) / 2 Skill : Speaking Accuracy
Alokasi Waktu : 2 x 45 Menit (1 x pertemuan) Topik Pembelajaran : Report Text
Pertemuan ke : 1
A. Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk Report Text untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
C. Indikator
1. Memahami pengertian Report Text.
2. Memahami Text Organization dari Report Text.
3. Menceritakan kembali contoh Report Text.
D. Tujuan Pembelajaran
Pada akhir pemebelajaran siswa dapat:
1. Siswa mampu memahami pengertian Report Text.
2. Siswa mampu Memahami Text Organization dari Report Text.
3. Siswa mampu menceritakan kembali contoh Report Text.
E. Materi Pembelajaran 1. Pengertian Report Text
Narrative text is a text that describe something in general. Every text has a communicative purpose of repot text is to present information about something in general.
2. Generic Structure of Report text
3. Example of Report text https://youtu.be/B8wp4JdAD1Q
F. Metode Pembelajaran / Teknik / Media tode : Three Phase Techniques
British Broadcasting Corporation (BBC) Learning English G. Langkah - Langkah Kegiatan
1. Kegiatan Pendahuluan
tentang topik yang akan dipelajari.
2. Kegiatan Inti
Report Text untuk diceritakan.
pembelajaran.
3. Kegiatan Penutup
tujuan
H. Sumber Belajar
Buku yang relevant dengan materi.
I. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja
3. Instrument : British Broadcasting Corporation (BBC) Learning English Memories the Report Text carefully then retell the f Report Text with your own English words!
n
J. Rubrik Penilaian
No. Name Aspect of Assesment (pronunciation)
Comprehensibility Total Score 1.
2.
3.
4.
5.
K. Pedoman Penilaian
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
Gowa, 23 Desember 2020 Mengetahui,
Dosen Pembimbing, Guru Mata Pelajaran,
Dr.Nur Devi BTE, S.Pd., M.Pd Ramlah, S.S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : Sma Muhammadiyah Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI (Sebelas) / 2 Skill : Speaking Accuracy
Alokasi Waktu : 2 x 45 Menit (1 x pertemuan) Topik Pembelajaran : Report Text
Pertemuan ke : 2
A. Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk Report Text untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
C. Indikator
1. Memahami pengertian Report Text.
2. Memahami Text Organization dari Report Text.
3. Menceritakan kembali contoh Report Text.
D. Tujuan Pembelajaran
Pada akhir pemebelajaran siswa dapat:
1. Siswa mampu memahami pengertian Report Text.
2. Siswa mampu Memahami Text Organization dari Report Text.
3. Siswa mampu menceritakan kembali contoh Report Text.
E. Materi Pembelajaran Report text
https://youtu.be/WVPcKah4CbA
F. Metode Pembelajaran / Teknik / Media Three Phase Techniques
British Broadcasting Corporation (BBC) Learning English G. Langkah - Langkah Kegiatan
1. Kegiatan Pendahuluan
ang topik yang akan dipelajari.
2. Kegiatan Inti
Report Text untuk diceritakan.
pembelajaran.
3. Kegiatan Penutup
H. Sumber Belajar
Buku yang relevant dengan materi.
I. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja
3. Instrument : British Broadcasting Corporation (BBC) Learning English Memories the Report Text carefully then retell the f Report Text with your own English words!
J. Rubrik Penilaian
No. Name Aspect of Assesment (pronunciation)
Comprehensibility Total Score 1.
2.
3.
4.
5.
K. Pedoman Penilaian
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
Gowa, 23 Desember 2020 Mengetahui,
Dosen Pembimbing, Guru Mata Pelajaran,
Dr.Nur Devi BTE, S.Pd., M.Pd Ramlah, S.S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : Sma Muhammadiyah Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI (Sebelas) / 2 Skill : Speaking Accuracy
Alokasi Waktu : 2 x 45 Menit (1 x pertemuan) Topik Pembelajaran : Report Text
Pertemuan ke : 3
A. Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk Report Text untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
C. Indikator
1. Memahami pengertian Report Text.
2. Memahami Text Organization dari Report Text.
3. Menceritakan kembali contoh Report Text.
D. Tujuan Pembelajaran
Pada akhir pemebelajaran siswa dapat:
1. Siswa mampu memahami pengertian Report Text.
2. Siswa mampu Memahami Text Organization dari Report Text.
3. Siswa mampu menceritakan kembali contoh Report Text.
E. Materi Pembelajaran Report text
https://youtu.be/wwiZM8Rcs7A
F. Metode Pembelajaran / Teknik / Media hase Techniques
British Broadcasting Corporation (BBC) Learning English G. Langkah - Langkah Kegiatan
1. Kegiatan Pendahuluan
yang akan dipelajari.
2. Kegiatan Inti
k
Report Text untuk diceritakan.
pembelajaran.
3. Kegiatan Penutup
H. Sumber Belajar
Buku yang relevant dengan materi.
I. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja
3. Instrument : British Broadcasting Corporation (BBC) Learning English Memories the Report Text carefully then retell the f Report Text with your own English words!
J. Rubrik Penilaian
No. Name Aspect of Assesment (pronunciation)
Comprehensibility Total Score 1.
2.
3.
4.
5.
K. Pedoman Penilaian
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
Gowa, 23 Desember 2020 Mengetahui,
Dosen Pembimbing, Guru Mata Pelajaran,
Dr.Nur Devi BTE, S.Pd., M.Pd Ramlah, S.S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : Sma Muhammadiyah Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI (Sebelas) / 2 Skill : Speaking Accuracy
Alokasi Waktu : 2 x 45 Menit (1 x pertemuan) Topik Pembelajaran : Report Text
Pertemuan ke : 4
A. Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk Report Text untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
C. Indikator
1. Memahami pengertian Report Text.
2. Memahami Text Organization dari Report Text.
3. Menceritakan kembali contoh Report Text.
D. Tujuan Pembelajaran
Pada akhir pemebelajaran siswa dapat:
1. Siswa mampu memahami pengertian Report Text.
2. Siswa mampu Memahami Text Organization dari Report Text.
3. Siswa mampu menceritakan kembali contoh Report Text.
E. Materi Pembelajaran Report text
https://youtu.be/H-_2iKiXAkw
F. Metode Pembelajaran / Teknik / Media Three Phase Techniques
British Broadcasting Corporation (BBC) Learning English G. Langkah - Langkah Kegiatan
1. Kegiatan Pendahuluan
an
tentang topik yang akan dipelajari.
2. Kegiatan Inti
Report Text untuk diceritakan.
pembelajaran.
3. Kegiatan Penutup
H. Sumber Belajar
Buku yang relevant dengan materi.
I. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja
3. Instrument : British Broadcasting Corporation (BBC) Learning English Memories the Report Text carefully then retell the f Report Text with your own English words!
J. Rubrik Penilaian
No. Name Aspect of Assesment (pronunciation)
Comprehensibility Total Score 1.
2.
3.
4.
5.
K. Pedoman Penilaian
No Score Criteria
1. 9.6 to 10 Excellent
2. 8.6 to 9.5 Very Good
3. 7.6 to 8.5 Good
4. 6.6 to 7.5 Fairly Good
5. 5.6 to 6.5 Fair
6. 3.6 to 5.5 Poor
7. 0 to 3.5 Very Poor
(Layman, in Nirwana 2014: 30)
Gowa, 23 Desember 2020 Mengetahui,
Dosen Pembimbing, Guru Mata Pelajaran,
Dr.Nur Devi BTE, S.Pd., M.Pd Ramlah, S.S
Students Score
NO NAME PRE-TEST
(VOCAB)
POST-TEST (VOCAB)
PRE-TEST (PRONUN)
POST-TEST (PRONUN)
1 WAHS 3 6 4 7
2 AS 2 5 3 6
3 DR 2 6 4 7
4 KMR 5 7 2 6
5 KN 5 6 3 6
6 NH 3 7 4 7
7 IDN 3 6 2 5
8 MAM 4 6 4 5
9 ARN 2 5 3 5
10 MIH 4 5 3 6
11 FN 3 6 5 7
12 NL 3 6 4 6
13 FA 3 7 4 7
14 AHL 2 6 3 7
TOTAL 44 84 48 87
Scoring the students’ correct answering in Pre-test and post-test NO
NAME
PRE-TEST (PRONUN)
POST-TEST (PRONUN)
1 WAHS 4 7
2 AS 3 6
3 DR 4 7
4 KMR 2 6
5 KN 3 6
6 NH 4 7
7 IDN 2 5
8 MAM 4 5
9 ARN 3 5
10 MIH 3 6
11 FT 5 7
12 NL 4 6
13 FA 4 7
14 AHL 3 7
TOTAL 48 87
1. Classifying the students’ score
NO NAME
PRE-TEST (VOCAB)
CRITERIA POST-TEST (VOCAB)
CRITERIA
1 WAHS 3 Very Poor 6 Fair
2 AS 2 Very Poor 5 Poor
3 DR 2 Very Poor 6 Fair
4 KMN 5 Poor 7 Fairly Good
5 KN 5 Poor 6 Fair
6 NH 3 Very Poor 7 Fairly Good
7 IDN 3 Very Poor 6 Fair
8 MAM 4 Poor 6 Fair
9 ARN 2 Very Poor 5 Poor
10 MIH 4 Poor 5 Poor
11 FT 3 Very Poor 6 Fair
12 NL 3 Very Poor 6 Fair
13 FAH 3 Very Poor 7 Fairly Good
14 AHL 2 Very Poor 6 Fair
TOTAL 44 84
NO
NAME
PRE-TEST (PRONUN)
CRITERIA POST-TEST
(PRONUN)
CRITERIA
1 WAHS 4 Poor 7 Fairly Good
2 AS 3 Very Poor 6 Fair
3 DR 4 Poor 7 Fairly Good
4 KMR 2 Very Poor 6 Fair
5 KN 3 Very Poor 6 Fair
6 NH 4 Poor 7 Fairly Good
7 IDN 2 Very Poor 5 Poor
8 MAM 4 Poor 5 Poor
9 ARN 3 Very Poor 5 Poor
10 MIH 3 Very Poor 6 Fair
11 FT 5 Poor 7 Fairly Good
12 NL 4 Poor 6 Fair
13 FA 4 Poor 7 Fairly Good
14 AHL 3 Very Poor 7 Fairly Good
TOTAL
48
87
2. Calculating the mean score
The mean score that the students achieve both pre-test (X1) and post-test (X2) Calculating the mean score of the students’ speaking test.
= 44 = 3.14 (Pre-test Vocabulary) 14
= 84 = 6 (Post-test Vocabulary) 14
= 48 = 3.42 (Pre-test Pronunciation ) 14
= 87 = 6.21 (Post-test Pronunciation ) 14
3. Test Significance
Calculating the value of the t-test to show the mean score of pre-test is Significantly different from that of the post-test
NO NAME PRE-TEST
(V+P) X1
1 WAHS 3+4 7
2 AS 2+3 5
3 DR 2+4 6
4 KMR 5+2 7
5 KN 5+3 8
6 NH 3+4 7
7 IDN 3+2 5
8 MAM 4+4 8
9 ARN 2+3 5
10 MIH 4+3 7
11 FT 3+5 8
12 NL 3+4 7
13 FA 3+4 7
14 AHL 2+3 5
TOTAL 92
NO NAME
PRE-TEST (V+P)
X2
1 WAHS 6+7 13
2 AS 5+6 11
3 DR 6+7 13
4 KMR 7+6 13
5 KN 6+6 12
6 NH 7+7 14
7 IDN 6+5 11
8 MAM 6+5 11
9 ARN 5+5 10
10 MIH 5+6 11
11 FT 6+7 13
12 NL 6+6 12
13 FA 7+7 14
14 AHL 6+7 13
TOTAL 171
NO NAME X1 X2 G.D D2
1 WAHS 7 13 6 36
2 AS 5 11 6 36
3 DR 6 13 7 49
4 KMR 7 13 6 36
5 KN 8 12 4 16
6 NH 7 14 7 49
7 IDN 5 11 6 36
8 MAM 8 11 3 9
9 ARN 5 10 5 25
10 MIH 7 11 4 16
11 FT 8 13 5 25
12 NL 7 12 5 25
13 FA 7 14 7 49
14 AHL 5 13 8 64
TOTAL 92 171 79 471
1.
2.
3.
4.
In this speaking test you will have 3 minutes to tell a topic.
The topic will be related to our material in this semester “Report text”
First I will choose the topic you need to explain You will get a guideline in preparing the topic 5. Please do not begin the topic until I tell you to do so Task:
Topic: Music
GUIDELINE 1. Explain what you think about music?
2. What genre of music do you like?
3. In what situations do you like listening music?
4. How do you feel when you hear music?
5. What makes you interested in music?
2.
3.
4.
The topic will be related to our material in this semester “Report text”
First I will choose the topic you need to explain You will get a guideline in preparing the topic 5. Please do not begin the topic until I tell you to do so!
Task:
Topic: Music
GUIDELINE 1. Explain what you think about health?
2. How about covid-19 could you explain what you think?
3. Explain more what is different that you do before and after covid-19 comes?
4. what do you feel of quarantine life?
5. Your reason why covid-19 must let it go?