CHAPTER III RESEARCH METHOD RESEARCH METHOD
B. Discussion
5). Examining Testing
In examining hypothesis the researcher needed to firstly determine null hypothesis (Ho) and alternative hypothesis (Ha).
Ho= Playing Drama cannot increase students’ speaking ability.
Ha= Playing Drama can increase students’ speaking ability.
Then the condition is that Ha is accepted if Ttest> T table, otherwise Ho is not accepted.
Table 4.8 The t-test and t-table of students’improvement
Component T-test T-table
Experiment Class
4.951 2.042
Control Class
Based on the table above, It can be seen that the hypothesis of this study uses T-table at a significant level of a = 0.05. Based on the t-table list, the value of the distribution table at 60 as degrees of freedom is 2.042.
Because Ttest> Ttabel, 4.95> 2.042, then H0 is rejected and Ha is accepted. It appears that using mind mapping is effective in increasing students’ speaking ability.
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The pre-test of control class was on November 2019. The topic was taken from the material based on syllabus at the school that Procedure text.
The researcher asked the students to tell their favorite actor, one by one in front of the class. Most of them gave wrong pronounciation, their comprehention, vocabulary and others.
The second meeting of control class was on November 2019. It was meeting for conventional teaching about plaing drama. In this meeting the researcher explain to the students about descriptive text and its generic structure, purpose, and example. The researcher than showed the students about the generic structure and language features in the example. And also the researcher brought the students to focus on language features that contains Descriptive text and showed its example in it.
The third meeting of control class was talking about the example of descriptive text. So, in this meeting the researcher ask to students to make a descriptive text especially describe about people. The researcher gave homework to the students for made descriptive text about their holiday after that the result of it will explain in front of the class.
The fourth meeting or post test of control class on November 2019. In this meeting, the researcher ask the students to explain the descriptive text one by one in front of the class that they have been made in last meeting. This meeting show almost same with the pre test.
The first meeting in the experiment class the researchers gave the pre-test to the students,the researcher asked the students to speak about playing drama.
The second meeting, the researchers divided the students into groups and the researcher asked the students to make a drama script on a random topic and explain to the students how to perform and how to apply it. The third meeting the students presented their drama script in front of the class. And in the last meeting, the researcher gave a post-test to talk about the same topic in the pre- test but in this meeting the students spoke based on their drama play.
At the first meeting in the control class, the researcher gave a pre-test about the favorite actor. The second meeting of researchers invited students to talk about holidays in front of the class. And, in the last meeting, the researcher gave post-test to students to measure their speaking ability and compare the results with the experimental class.
It showed most of the students showed their improvement in their achievement. The following explanation of the improvement:
1. The Analysis of the score of Pre-test and Post-test in Experimental Class.
The pre-test , there are 32 respondents before given treatment. From all of the respondents, there are 10 students (31,25 %) who get fairly good score, 10 students (31,25 %) who get fairly score, and 12 students (37,5%) who get poor score. It can be concluded that most of the students’ speaking ability in experimental group before giving treatment get good score, which is explained that most of the students of experimental group are able to speak the language with sufficient structural accuracy and vocabulary to
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participate effectively in most formal and informal conversation. (The score of pretest in experiment class can be seen in the appendix).
The post-test,there are 32 respondents after given treatment. From all of the respondents, there are 1 students (3,125%) who get very good score, 1 students (3,125%) who get good score, and 13 students (40,625%) who get fairly good score, 8 students (25%) who get fairly score.Then, 9 students (28,125%) who get poor score. It can be concluded that most of the students are able to use language fluently and accurately on all levels normally pertinent to professional need after get the treatment.(The score of post-test in experiment class can be seen in the appendix).
2. The Analysis of the score of Pre-test and Post-test in Control Class.
The Pre-Test,there are 32 respondents. From all of the respondents, there are 1 students (3,125%) who get good score, 16 students (50%) who get fairly good score, 7 students (21,875%) who get fairly, and 8 students (25%) who get poor score. It can be concluded that most of the students are able to use language fluently and accurately on all levels normally pertinent to professional need after get the treatment. (The score of pretest in control class could be seen in appendix)
The Post-Test, there are 32 respondents afterteaching conventional in the class about holiday. From all of the respondents, there are 3 students (9,375%) who get good score, and 12 students (37,5%) who get fairly good score, 9 students (28,125%) who get fairly score. Then, 8 students (25%) who get poor score. It can be concluded that most of the students are able
to use language fluently and accurately on all levels. (The score of post-test in control class could be seen in appendix)
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After analyzing the data and discussing the result in the previous chapter, the writer would like to draw conclusions as follow:
Playing drama can incrase students’ speaking ability for eight grade students at SMP Negeri 18 Makassar. Based on the results of students' scores whose posttest scores in the experimental class were higher than those of the control class (mean posttest in the control class:64.81, mean of post-test experiment class: 66.25). In addition, the increase in students 'speaking ability is shown in the t-test calculation where Ha (the effect of playing drama can improve students' speaking ability) is accepted. In other words, the use of play drama in improving speaking English will improve students' speaking ability.
The effect of playing drama could interest the students in learning English much better. The researcher also found students have a huge interest in playing drama. Therefore, playing drama is considered as an effective media in learning English.