CHAPTER IV FINDINGS AND DISCUSSION
4.2 Discussion
Based on data analysis, if t-table (to) is higher than tt (2,2>1.669), the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It should be concluded that it is effective to use whole brain teaching in teaching speaking skill at the first year students of SMAN 9 PINRANG. But, both control class and experimental class get improvement in each posttest. Furthermore, the students in the experimental class achieve higher score in their post-test than the score of students in control class.
After conducting the research, the researcher found that the students really looked excited with the implementation of whole brain teaching strategy as strategy to be using in the class. So, they followed the teaching and learning processes enthusiastically According to Biffle there are three benefits of WBT method as follow; motivating the students by creating an activity in learning process that can be improved to get higher skill, creating student-centered learning environment where practice is the main focus, not performance or assessment, providing gains for students is the application of higher level thinking well. Thus, whole brain teaching as strategy would not very difficult because they could explain and share with their couple. The researcher noticed that the students were happy in implementing the five classroom rules in the class, so the class was well organized and made the students more engaged with the lesson the students in experimental
group while the implementation of WBT method used repetition so the students could remember the lesson easily.
But the problem the students still face difficulty to express their ideas oral in English because they lack of vocabularies and did not have self confident, the writer tended the students to speak up but they would not speak well, the students just combining the English and indonesia and speak like wishpering. But aftrer treatment the studens by whole brain teaching they can speak up however the students speak slowly. The students in experimental group talked longer in post-test.
Based on the statetment the research in previous chapter, whole brain teching is a strategy of teaching which combines movement, making gesture, singing, dancing, teching each other, group work immediate feedback. In other words it a method of teaching that tries to cater to all learning style in the class. Firstly, higher achievment. Whole brain teaching a learning invironment where learners can get any style for studying. It provide the students progres to study Englih specially in speaking skill. Secondly whole brain teaching can add some insight to the students because the students can share their idyeas when they did the teach okey of whole brain teaching, thirdly whole brain teaching is a good because the student will explain the material to their couple so the students can encreas their confidence. Forthly the student enjoy the class and fun to discussed with their couple because whole brain teaching more focuse to discuss and teaching with their friend.
The theory of whole brain teaching in chapter II explained that improving speaking skill through whole brain teaching as strategy. In this case the whole brain teaching itself is measured by students’ learning outcomes. It can be the Writer`s, the
students, learning materials of whole brain teaching as strategy in language teaching and learning. For this research, the writer focuses on speaking skill of whole brain teaching as strategy. The research uses the criteria of speaking skill if in learning outcomes (posttest) of experimental class is higher than control class.
Based on the data, it is found that the mean score of the posttest score of the experimental class is 2,7 the mean score of the pretest score of the control class is 2,2.
The mean score of the posttest score of the experimental class is 3,5 and the mean score of the posttest score of the control class is 2,8. It can be seen that the students’
learning outcomes of experimental class is higher than the students’ learning outcomes of the control class. So based on the theory whole brain teaching is improving speaking in teaching English at the first year students of SMA Negeri 9 Pinrang.
78 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents: Conclusions, and ,suggestions based on the findings and interpretation in the previous chapter.
5.1 Conclusions
5.1.1 The writer of data analysis test showed that there is a significan differences between students’ score of speaking test who were taught by using whole brain teaching and students’ score of speaking test who were not taught by using whole brain teaching and also to know how effective whole brain teaching in teaching speaking. It can be achieved by analyzing the Data. The data were analyzed by using t-test. As the analysis of the data in the previous chapter, to > tt = 2,2 > 1.669, in significant degree of 0.05 (5%). As the statistical hypotheses in chapter III, if t-test (to) > t-table (tt) in significant degree of 0.05 (5%), it means that Ha is accepted and Ho is rejected. In conclusion, whole brain teaching is effective to use in teaching speaking at the tenth grade students of SMA Negeri 9 Pinrang.
5.1.2 The writer showed that ththere is a significant between the students`
speaking skill before and after being taught through” Whole Brain Teaching” (WBT) starategy, it was proved by the students` improvement especially in vocabulary aspect and also fluency and accuracy in every meeting. Comparing the first meeting and the last meeting that the students tended to keep silent and were shy to express their ideas at the beginning of the meeting, but in the following meetings the students were more active and more confident in expressing their ideas orally because they did Whole Brain Teaching (WBT) strategy well.
5.2 Suggestions
Based on the conclusions above and based on the research that had been done, the writer would like to offer some suggestions to English teachers, the students of SMAN 9 Pinrang and for other writers.
5.2.1 For English Teachers
English teacher should be able to develop strategy, method, or media as teaching aid to intrigue the students’ willingness to study English, especially speaking. English teachers of SMAN 9 Pinrang can use WBT Strategy as an alternative Strategy to improve students’ speaking skill. In teaching speaking, the teachers should implement the WBT strategy into fun environment to make the students engage in the class. The teacher can use teaching such as pictures to introduce vocabularies or simple song to teach grammar or make the role-play situation to make students practice speaking English. The English teachers should encourage the students and give them more time to practice their speaking.
5.2.2 For Students
The writer suggest the students to be more active to express themselves to be more interested in speaking English. The students should increase their knowledge of English pronounciation, grammar, vocabulary, fluency, comprehension, and other aspects in speaking in order to have a good speaking and can be understood well by the listeners. The students should be brave to speak in front of class and practice English even in simple way. The writer wishes that in the future, the students could use WBT method as their favorite method not only in learning English, but also other subjects.
5.2.3 For Other writers
For other writers, it is advisable for other writer who are interested in conducting the same research by using WBT method to read more book, articles, and journal about WBT and learned the seven techniques in WBT method (Big Seven) deeply. The writer suggest to the other writers not only focus on WBT method and speaking skill but they can implement WBT method in other skills
such as reading, speaking, and writing. Furthermore, the result can be used as the reference for further research in another topic discussion, in different English language skills by the deeper investigation
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