SPEAKING
B. DISCUSSION
In this part, the discussion covering the interpretation of finding derived from the result of findings was based on the problem statement. They were : 1) How is the improvement Communicative Approachthe students’ speaking ability
1stMeeting (%)
2ndMeeting (%)
3rdMeeting (%)
4thMeeting (%) Activeness
Cycle 1 59.38% 64.06% 76.56% 76.69%
Cycle 2 71.88% 81.25% 89.06% 96.88%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Axis Title
ACTIVENESS
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in viewed from Accuracy? 2) How is the improvement Communicative Approachthe students’ speaking ability in viewed from Fluency?
The application of Communicative Approachat eighth Grade of SMP Darul Istiqamah Maccopa can improve the students’ speaking ability. Following was presented the improvement of students’ Accuracy and Fluency as the result of teaching learning observation, such as:
1. Accuracy
The improvement of the students’ ability to write good s through Communicative Approachhad an effective effect. Where the teacher was finds in the diagnostic test of Accuracy that the students just got score about 4,78. It means that it was far from the target, but after implies the Communicative Approach; the students got mean score about 5,35% in the first cycle and 7,15 in the second cycle. It means that the target has been achieved.
After taking an action in the first cycle through Communicative Approachthe percentage of the students’ Accuracy was 10 students (63,5%) get good. 6 students (37,5%) fair and none of the students for other classification.
In cycle II, the percentage of the students’ Accuracy was 13 students (81,25%) get very good. 3 students (18,75%) get good, and none of the students for other classification. The result above also proves that the use of Communicative Approach was able to improve the students’ Accuracy where the result of the second cycle was higher than the first cycle and diagnostic-test (Cycle II>Cycle I>Diagnostic-Test).
2. Fluency
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The improvement of the students’ ability to write good s through Communicative Approachhad an effective effect. Where the teacher was finds in the diagnostic test of Fluency that the students just got score about 4,73. It means that it was far from the target, but after implies the Communicative Approach; the students got mean score about 5,32 in the first cycle and 7,42 in the second cycle.
It means that the target has been achieved.
After taking an action in the first cycle through Communicative Approachthe percentage of the students’ Fluency is 9 students (56,25%) get good.
7 students (43,75%) fair and none of the students for other classification.
In cycle II, the percentage of the students’ Fluency is 14 students (87,5 %) get very good. 2 students (12,50 %) get good, and none of the students for other classification. The result above also proves that the use of Communicative Approachis able to improve the students’ Fluency where the result of the second cycle is higher than the first cycle and diagnostic-test (Cycle II>Cycle I>Diagnostic-Test).
3. The Implementation of Communicative Approach
The researcher observes the students’ activeness to asses the implementation of Communicative Approachin teaching and learning process to improve the students’ speaking ability of SMP Darul Istiqamah Maccopa at the eighth grade which was conducted in 2 cycles during 8 meetings was taken by the observer through observation sheet.
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The researcher observes every meeting in two cycles where every cycle of four meetings. In the first cycle the students’ responses low but in the second cycle the students’ responses are classified into good.
Based on the result of the research, the researcher found that the students’
participation in each meeting of the two cycles improves normally. The first meeting up to the fourth meeting in the first cycle, the students’ activeness was 59,38% to 79,69 with the average of students’ activeness is 69,53%. The researcher considers that the students’ activeness in the first cycle still fairly good.
The researcher results of observation in the first cycle were:
a. Most of students were still less active in carrying out the task.
b. Most group of student seems to be unaccustomed yet with the material.
c. The students got confuse in generating ideas.
d. Get difficulty to produce the sentences.
The researcher then thought about the teaching material to be modified in order to derive a significant improvement of the students’ activeness in teaching and learning process in the next cycle. Trough some revision, the teacher results of the students’ observation. In second cycle were:
a) The students have been active in learning, and even some of them very active in carrying out the task.
b) Each group of students has been sharing their ideas.
c) Some of the students prefer asked to the teacher when they get difficulties concerning the material.
d) The students were able to accomplish their task.
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Trough the second cycle, the researcher indicated a significant improvement. From the first meeting of the second cycle, the students’ activeness has been increased that was 71,88% to 96,88% with the average to the students’
activeness in the second cycle was 84,38%. This result indicates if the students activeness has meet the teacher expectation to gain significant improvement 76,78% from the first cycle and the second cycle. It was obviously improves because the teaching material has been provided more attractively with difference kinds of topic in each meeting. So the students more interested to speaking .
The students’ speaking ability can be improved through Communicative Approach, because in this method they can find out the new ideas. And, if they got diffuclty of expressing ideas, Communicative Approachcan reduce this problem. So, it was fun and interesting. They can be motivated in learning the English speaking ability.
51 CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher would like to give several conclusion and suggestion based on the previous chapter: