Chart 4.4 Total Mean Score of Pre-test, Post-test, and Improvement of Pronunciation, Vocabulary
B. Discussion
The results confirmed that the eight grade students of SMPN 3 Ranteangin who were taught through picture series achieved better in writing recount text than those who are taught without picture series. The students who were taught using picture series got higher score in post-test indicated by mean was (74.61) than those students who were taught by conventional method indicated by the mean was (71.25). From the observation of teaching learning process, it can be seen some improvements that the students gained. In the pre-observation, in terms of the students’ skills; the students had poor ideas, they did not have the topics, they had difficulties how to develop the topics, they had difficulties in expressing ideas in a sequence of sentences, they had difficulties in organizing ideas chronologically and coherently, and they had difficulties in reviewing and
revising their work.In terms of the students’ behaviours; they did not have interests in learning, they had very low motivation, they felt bored with the writing lesson, and they were very passive in learning.
After the treatment were given to the students, in terms of the students’
skills; the students had good ideas, they knew how to get the topics, they knew how to develop the topics, they could express ideas in a sequence of sentences, they could organize ideas chronologically and coherently, and they could review and revise their work. These findings are in line with Stephen’s statement (1995:205) that the picture for writing is a supplementary material or developing students’ writing skills, a systematic building in writing skills.
The description of data collected from the students’ accuracy in term (pronunciation and vocabulary) and the students’ in speaking as explain in the previous section showed that the students’ speaking skill in accuracy. It was supported by mean score and the total score, also the percentage of the improvement
of the students’ pre-test and post-test result. Based on the finding above, the using Retelling Story made students had mean score that was higher is speaking skill than before they used Retelling story through picture series.
Based on the fingdings, it is proven that the students’ improvement in accuracy in term of pronunciation and vocabulary who taught by using Retelling Story got better. It means that the effectiveness of Retelling Story through Picture Series in teaching speaking can achieve. Another reason based on the students’
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responses, because most of students found that learning English could be more fun by interacting with other classmates. The students problem in vocabulary, pronunciation, were solved and the speaking scores were significantly improved.
1. The Improvement of the Students’ Speaking in term of Pronunciation One of the important elements in speaking is pronunciation. The teacher needs more effort training the students to practice how the English word pronounced in order to make the listener understand what the speaker say.
The use of Retelling Story made the students’ speaking in term of pronunciation increased. The table 4.1 indicated that the students’
pronunciation in post-test is greater than pre-test (75.86>52.26). The process that could be explained from pre-test to post-test and giving of treatment as follows:
At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:
a. Most of students still spoke with inappropriate pronunciation.
b. Most of students’ pronunciation still influenced by mother tongue with error causing a breakdown in pronunciation.
Example: organizes /ˈɔː.gn.aɪz/ organisis abolished /əˈbɒl.ɪʃ/ abolisit
government /ˈgʌv. ən.mənt/ govermeng
Therefore, most of them were difficult to speak with correct and appropriate pronunciation. As a result, the mean score of the students’
speaking pronunciation in pre-test was still low. After the researcher gave treatment by the application of Storytelling then gave a post-test, the findings were:
a. Some students spoke with correct and appropriate pronunciation.
b. Some of students’ pronunciation was only very slightly influenced by mother tongue.
2. The Improvement of the Students’ Speaking in Term of Vocabulary One of important elements in speaking is vocabulary. According to Hornby (2000:15) vocabulary is all the words that person know or uses.
The use of Retelling Story made the students’ speaking in term of vocabulary increased. After the researcher applying the method, the students’ vocabulary increased. The table 4.1 indicated that the students’
vocabulary in post-test was greater than pre-test (78>51.96). The process that could be explained from pre-test to post-test and the giving of treatment as follows:
At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:
a. The students still poorly achievement in vocabulary.
b. Some students’ speaking was containing with irrelevant words and the meaning of their vocabulary still confused and obscured.
Example: /UN also every year increasingly very hard/
/student enterprising learn the value is almost the same/
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Therefore, most of them were lack of vocabulary and difficult to compose what they are going to express in speaking. As a result, the mean score of the students’ vocabulary in pre-test was still low. After the researcher gave treatment by the application of Storytelling then gave a post-test, the findings were:
a. Students already achieve vocabulary.
b. Students were effectively using words and vocabulary, so the meaning of their speaking was usage.
The discussions above indicate that the use of Retelling Story can improve the students’ vocabulary. It makes the students’ vocabulary increase and can make the students be active in the classroom. In relation to this point, Joyce (2012:1) Retelling Story simulate critical thinking and can be highly effective way to actively engage students in the classroom. Retelling Story is not merely interactive and analytical, it also requires students to make decision about what they will not say and make the students’ vocabulary improve.
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This chapter presented the result of the data. The researcher give suggestion relate with the conclution.