CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
The hypothesis was needed to find out whether hypothesis was accepted or rejected. If the result of t-test was lower than t-table value, the null hypothesis (H0) will be rejected of t-test was higher than the t-table value, the alternative hypothesis (H1) will be accepted.
Table 4.7 Result of Hypothesis
Result of Comparison
Hypothesis
H0 H1
t-test˃t-table 2,093 37,89
From the result of the calculating, the total t-test value of the research is 37,89 with the degree of freedom (df) was 19 and level significant 0.05, so the value of t-table is 2,093, it showed that t-test value is higher than t-table (37,89=
2,093).
The criterion of the best is used to refuse H0, if the t-test is higher or same with the t-table (t-test˃ or = t-table), it means H1 is accepted and if t-test value is lower than t-table (t-test˂ or = t-table) H0, is rejected. The calculating shows that the t-test value higher than t-table. It means that the students’ improvement in speaking was better after taught by the implementation of debate method, so H1 is accepted.
In the process of teaching and learning, there are two important aspects that should be involved, there are students and teacher. Teacher has many roles to succeed the process of teaching and learning. One of the strategy is to support students in learning speaking process is debate technique. So, debate technique is effective to be used in students speaking skill, because it makes students feel happy and is not boring. The students’ enjoy and easily understand learning speaking using debate method.
1. The students’ vocabulary and pronunciation in speaking skill
In teaching and learning English as the foreign language, most students cannot speak English well. For that condition, there are some factors of the difficulties. There are internal and external factors. Internal factors come from the student themselves. This concern with personality factors. The student is afraid to express their ideas. They worry everyone will mock them. The students’ difficult to convey their idea. Sometimes it is difficult to say what they are thinking because they missing two or three important vocabulary words. Other factors come out from students. This concern with their environment, parents and teaching and learning technique in their school.
In speaking skill, students can explore and improve their vocabulary.
They will learn and enrich their knowledge. Students do not have enough knowledge about the vocabulary learning techniques and they have difficulty in dealing with problem themselves according (Seferoglu., 2004).
Besides students’ difficult in vocabulary, students’ also difficult to explore their idea. Sometimes, students’ difficult to convey their idea. The aim
of the research was using debate method in improving students’ vocabulary and critical thinking in speaking skill. Referring to the comparison between pre-test and post-test, there was an improve on students’ score where pre-test and post-test score.it can be conclude the students’ score between pre-test and post-test had a significance different. On the other hand, the students’ score significantly different after treatment on the use debate method.
Applying debate method the students’ could improve their vocabulary and pronunciation in teaching speaking skill. The students’ could free to say their opinion and make students’ added their vocabulary, have preparation before debate in the class, and enjoyable to learn in the class.
Debates in the classroom have been effective in increasing critical thinking by letting students connect as they learn subject knowledge. In addition, debate have potential to develop critical thinking for students and increase their vocabulary to achieve their speaking is well (Walker and Warhust, 2000).
Debate forces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another. In this study, in debate process need forces to comprehend an issue or topic given. Students must understand is well about forces interact with one another in order debate process can improving students’ vocabulary and can speak is well. Debate is the process of presenting ideas or opinions which two opposing parties try to defend their idea or
opinion (Halvorsen, 2005). Based on the result of research debate method effective applied in teaching speaking skill in the classroom.
In conclusion, the use of debate method at the grade students’ of senior high school can improve students’ speaking skill especially in vocabulary and critical thinking. Debate method can applied by the teacher to teach speaking skill.
2. Test of Significance Testing and Hypothesis
From the t-test, the researcher found that the value of t-test (37,89) was greater than the value of t-table (2,093) on alpha level @ or level of significance p = 0.05 at the degree of freedom (df) of 19. It was means that the result of teaching the students speaking skill through debate method in the classroom.
Based on the result of the t-test, the researcher found that there was a significant difference between the result of pre-test before post-test. It means that there was significant difference result of the pre-test before and after teaching and learning processed by used debate method in the classroom. It was because the students learned and practiced their English through debate method that could enlarge their new experience and knowledge. Based on the data, it can be concluded that the students’ speaking skill of the eleventh grade students of SMA Muhammadiyah Limbung was improved.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that:
1. The students’ accuracy in term vocabulary and pronunciation in speaking English of the second grade at SMA Muhammadiyah Limbung can be achieved after applying Debate Method. It is shown by the significant difference between the pre-test and post-test. The mean score of post-test in the accuracy (vocabulary and pronunciation) is higher than pre-test.
2. The students’ in speaking English of the second grade at SMA Muhammadiyah Limbung can be achieved after applying debate method.
It is shown by the significant difference between the pre-test and post-test.
The men score of the pre-test in speaking skill is higher than pre-test. The students’ who are taught by using debate method have much new vocabulary and pronunciation in speaking skill. So, debate method is effective to improving vocabulary and pronunciation in speaking skill.
46
B. Suggestion
Based on the conclusion above, the researcher gives suggestion as follow:
a. For the students
The students’ should have more practice in speaking English and the students’ should ask to the teacher if there is something that they do not understand.
b. For the teacher
The success in teaching is not depend on the lesson plan only, but more important how the teacher can presents the lesson and uses various method, technique, and strategies to manage the class and make the students’ enjoyable to learn speaking English.
c. For the school
The school should support the students’ do debate as a medium to improving their speaking ability.
d. For the researcher
The researcher hoped to be the new experience in teaching and learning and learning process, especially in teaching speaking English. The researcher can improve their other material which in suitable for the teaching learning process of English lesson.
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APPENDIX
NO. NAMA SISWA
SCORE
Total Vocabulary Pronunciation
1 S1 3,5 3 6,5
2 S2 3,5 4 7,5
3 S3 3 4 7
4 S4 3 4 7
5 S5 3 3 6
6 S6 4 4 8
7 S7 3,5 4 7,5
8 S8 4 3 7
9 S9 3,5 4 7,5
10 S10 3 3 6
11 S11 5 6 11
12 S12 3 3 6
13 S13 3 3 6
14 S14 4 3 7
15 S15 3 3 6
16 S16 4 4 8
17 S17 4 4 8
18 S18 3 3 6
19 S19 3 3,5 6,5
20 S20 4 4 8
Total 70 72,5 142,5
Average 3,5 3,6 7,1
1 S1 6 7,5 13,5
2 S2 6 7 13
3 S3 6 7 13
4 S4 6,5 7,5 14
5 S5 6 7 13
6 S6 6,5 7,5 14
7 S7 6 7 13
8 S8 6 7 13
9 S9 6 6,5 12,5
10 S10 6 6,5 12,5
11 S11 8 9 17
12 S12 6 6,5 12,5
13 S13 6 7 13
14 S14 6 7 13
15 S15 6 7,5 13,5
16 S16 7 7,5 14,5
17 S17 6 7 13
18 S18 6 7 13
19 S19 6 7,5 13,5
20 S20 6 7 13
Total 124 143,5 267,5
Average 6,2 7,17 13,37
SISWA Vocabulary Pronunciation X1
1 S1 3,5 3 6,5 3,2 10,24
2 S2 3,5 4 7,5 3,7 13,69
3 S3 3 4 7
3,5
12,254 S4 3 4 7 3,5 12,25
5 S5 3 3 6 3 9
6 S6 4 4 8 4 16
7 S7 3,5 4 7,5 3,7 13,69
8 S8 4 3 7 3,5 12,25
9 S9 3 4 7 3,5 12,25
10 S10 3 3 6 3 9
11 S11 5 5 10 5 25
12 S12 3 3 6 3 9
13 S13 3 3 6 3 9
14 S14 4 3 7 3,5 12,25
15 S15 3 3 6 3 9
16 S16 4 4 8 4 16
17 S17 4 4 8 4 16
18 S18 3 3 6 3 9
19 S19 3 3,5 6,5 3,2 10,24
20 S20 4 4 8 4 16
Total 70 72,5 142,5 71 258,8
Average 3,5 3,6 7,1 35,5 12,94
1 S1 6 7,5 13,5 6,7 44,89
2 S2 6 7 13 6,5 42,25
3 S3 6 7 13 6,5 42,25
4 S4 6,5 7,5 14 7 49
5 S5 6 7 13 6,5 42,25
6 S6 6,5 7,5 14 7 49
7 S7 6 7 13 6,5 42,25
8 S8 6 7 13 6,5 42,25
9 S9 6 6,5 12,5 6,2 38,44
10 S10 6 6,5 12,5 6,2 38,44
11 S11 8 9 17 8,5 72,25
12 S12 6 6,5 12,5 6,2 38,44
13 S13 6 7 13 6,5 42,25
14 S14 6 7 13 6,5 42,25
15 S15 6 7,5 13,5 6,7 44,89
16 S16 7 7,5 14,5 7,2 51,84
17 S17 6 7 13 6,5 42,25
18 S18 6 7 13 6,5 42,25
19 S19 6 7,5 13,5 6,7 44,89
20 S20 6 7 13 6,5 42,25
Total 124 143,5 267,5 133,4 894,58
Average 6,2 7,17 13,37 6,67 44,72
Nama Siswa
Score of Pre- test
Score of Post-
test D = (X2-X1) D2 = (X2-X1)2 (X1) (X2)
S1 3,2 6,7 3,5 12,25
S2 3,7 6,5 2,8 7,84
S3
3,5
6,5 3 9S4 3,5 7 3,5 12,25
S5 3 6,5 3,5 12,25
S6 4 7 3 9
S7 3,7 6,5 2,8 7,84
S8 3,5 6,5 3 9
S9 3,7 6,2 2,5 6,25
S10 3 6,2 3,2 10,24
S11 5,5 8,5 3 9
S12 3 6,2 3,2 10,24
S13 3 6,5 3,5 12,25
S14 3,5 6,5 3 9
S15 3 6,7 3,7 13,69
S16 4 7,2 3,2 10,24
S17 4 6,5 2,5 6,25
S18 3 6,5 3,5 12,25
S19 3,2 6,7 3,5 12,25
S20 4 6,5 2,5 6,25
Total 71 133,4 62,4 197,34
Average 35,5 6,67 3,12 9,86
a. Mean Score of Pre-test
̅̅̅̅ ∑
̅
̅ = 3,5
b. Standard Deviation of Pre-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 0,59
̅ ∑
̅
̅ = 6,67
d. Standard Deviation of Post-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 6,85
1
2 2
n N
N D D
T D
20 1
20
20 ) 4 , 62 34 ( , 197
12 . 3
2
T
19 2020 76 , 893 . 34 3 , 197
12 , 3
T
380 68 , 194 34 , 197
12 , 3
T
380 66 , 2
12 ,
3 T
007 , 0
12 ,
3 T
083 , 0
12 ,
3 T
T = 37,89
= 19
df = 20 (see table of “t” value at the degree degree of freedom significance of 5% and 1%) at the degree of significance 5% = 2.093
the result is 37,89 > 2.093.
Mata Pelajaran : Bahasa Inggris Materi Pokok : Speaking Skill Alokasi Waktu : 1 x 45
A. Kompetensi Inti (K1)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, mayarakat, dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan diri yang dipelajarinya disekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidal keilmuan.
belajar.
2.1 Menunjukan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks penggunaannya.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan menyatakan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa inggris.
2. Menunjukan perilaku santun dan peduli dalam memberikan dan merespon pendapat.
3. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam memberikan dan merespon pendapat.
4. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran serta responnya sesuai dengan konteks.
5. Siswa dapat menyatakan dan merespon unkapan menyatakan pendapat atau pikiran dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
pembelajaran, di dalam maupun di luar kelas dengan memberikan keteladanan tentang perilaku santun dan peduli.
Struktur teks
Expression for Agree and Disagree
Stating an opinion
- In my opinion...
- The way I see it
- If you want my honest opinion...
- According to Ali...
- As far as I know Asking for an opinion - What’s your idea?
- What are your thoughts on all of this?
- How do you feel about that?
- Do you agree?
- What do you think?
Expressing agreement - I agree with you - That’s so true - No doubt about it Expressing disagreement - I don’t agree with you
- I couldn’t agree with your opinion
Setting an argument - I think we’re going to have agree to disagree - I think we’re going to have disagree to agree Topic/motion Treatment
1. Crime in Indonesia is caused by the number of children who are neglected by parents.
2. The use of foreign languages in daily communication shows a lack of nationalism.
3. Technological developments make children in Indonesia lazy to read a book.
4. The behavior deviate that does by teen now more caused by social
E. Metode Pembelajaran
Technique : Cooperative Learning Teaching Debate
F. Media, Alat, dan Sumber Pembelajaran 1. Media : Kertas
2. Alat : Pulpen
3. Sumber Belajar : Internet
G. Langkah-langkah Kegiatan Pembelajaran PERTEMUAN 1
Phase Activities Time
Opening 1. Salam
2. Checking for the roll 3. Memberi motivasi
4. Guru memberikan pertanyaan pada siswa terkait dengan materi tentang agree dan disagree.
15 minutes
Main 1. Guru menjelaskan material tentang agree and disagree.
2. Guru menjelaskan prosedur debat.
3. Guru memberikan tema atau topik yang akan diperdebatkan oleh siswa.
20 minutes
kelompok, negatif dan positif.
6. Guru memberikan pre-test.
7. Guru mempersilahkan siswa untuk berdebat dengan masing-masing lawan kelompoknya di depan kelas.
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
PERTEMUAN 2
Phase Activities Time
Opening 1. Salam
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “The use of foreign languages in daily communication shows a lack of nationalism” yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk
20 minutes
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
PERTEMUAN 3
Phase Activities Time
Opening 1. Salam
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “Technological developments make children in Indonesia lazy to read a book”
yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk berdebat di depan kelas sesuai dengan motion yang telah ditentukan.
20 minutes
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “The behavior deviate that does by teen now more caused by social development or technology development”
yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk berdebat di depan kelas sesuai dengan motion yang telah ditentukan.
20 minutes
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
H. Penilaian, Pembelajaran Remedial, dan Pengayaan 1. Teknik penilaian observasi (sikap)
- Penilaian Observasi (Sikap)
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses
skor sikap
BS JJ TJ DS
1. Sarah 75 75 50 75 275 68,75 C
Keterangan:
BS : Bekerja sama
JJ : Jujur
TJ : Tanggung Jawab
DS : Disiplin Catatan:
1. Aspek perilaku dinilai dengan kriteria:
100 : Sangat Baik 75 : Baik
25 : Cukup 25 : Kurang
76 Skor maksimal Skor maksimal = jumlah pernyataan dikalikan jumlah kriteri = 4 x 100= 400
77 Skor sikap = ( jumlah skor dibagi skor maksimal dikali100 )
= (250 : 400) x 100 = 62.50 78 Kode nilai/ predikat :
75,01 – 100,00 = Sangat Baik
50,01- 75,00 = Baik
25,01 – 50,00 = Cukup 00,01 – 25,00 = Kurang
79 Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan keterampilan.
2. Penilaian Pengetahuan No. Aspek yang
dinilai
kriteria Skor 1-5 Skor 1-4
1. Komunikatif
Memahami 4 3
Cukup memahami 3 2
Kurang memahami
Hampir tidak memahami
2 1
runtut
Struktur teks yang digunakan kurang runtut
Struktur yang digunaka hamper tidak runtut
2 1
Struktur teks yang dignukan tidak runtut
1
3. Pilihan kosakata
Sangat variatif dan tepat 5 4
Variatif dan tepat 4 3
Cukup variatif dan tepat 3 2
Kurang variatif dan tepat
Hamper tidak variatif dan tepat
2 1
Tidak variatif dan tepat
1
4. Pilihan tata bahasa
Pilihan tata Bahasa sangat tepat 5 4
Pilihan tata Bahasa tepat 4 3
Pilhan tata Bahasa cukup tepat 3 2
Pilihan tata bahasa kurang tepat
Pilihan tata Bahasa hampir tidak tepat
2 1
Pilihan tata bahasa tidak tepat
1
3. Penilaian keterampilan a. Penilaian Presentasi/ Monolog
Nama peserta didik : ………. Kelas:……….
no. aspek yang dinilai baik Kurang
baik 1. Organisasi presentasi ( pengantar, isi, kesimpulan
2. Isi presentasi ( kedalaman, logika 3. Koherensi dan kelancaran berbahasa 4. Bahasa:
Ucapan Tata bahasa
Perbendaharaan kata
5. Penyajian ( tatapan, ekspresi wajah, bahasa tubuh) Skor yang dicapai
Skor maksimun 10
Terbatas Memuaskan Mahir
Melakukan observasi
tidak jelas pelaksanaannya
Beberapa kegiatan jelas dan terperinci
Semua kegiatan jelas dan