In this part, the discussion dealing with the interpretation of findings derived from the result of finding about observation result of the students‟
production of English suprasegmental sounds in terms of English intonation, English rhythm, and English stress.
1. The Improvement of the Students’ Production of English Suprasegmental sounds Achievement
In improving students‟ production of English suprasegmental sounds achievement in terms of English intonation, English rhythm, and English stress,
the researcher used Jazz Chant technique. Where using Jazz Chant technique could help the students to improve their pronunciation, specifically in English suprasegmental sounds.
The students thought that the teaching English suprasegmental sounds through using Jazz Chant technique was very helpful to improve the students‟
production of English suprasegmental sounds. The effectiveness of this technique is that it made increase students‟ self confidence in pronuncing both word, phrase, or sentences and how to make the interesting pronunciation in order to more easier to understand what the sudents convey.
The data had been showed in pre-test there were any students‟ get inadequate score. In pre-test, some students found many difficulties in pronuncing. It made them could not distinguish between verb, adjective, and noun. It was too different with post-test that some of students got higher than the value in pre-test. The students got a significant development after giving treatment. The students could improve their vocabulary.
From the result of pre-test, the mean score of the students‟ production of English suprasegmental sounds achievement. In term of English intonation, the result of the post-test was 8.8. In term of English rhythm, the result of the post-test was 8.3. Next, in term of English stress, the result of the post-test was 8.6, its can be classified average.
Based on the result of the data, the researcher concluded that after the treatment by using Jazz Chant, the students were in excellent category. It means
that by Jazz Chant technique in teaching English suprasegmental sounds, the students can improve their intonation, rhtyhm, and their stress in English.
On the other hand, the result of the post-test showed that the students had significant progress, many of the students got excellent classification. In other words, the students production of English suprasegmental sounds increased by using Jazz Chant technique. Therefore, using Jazz Chant technique in this research had a big influence in improving students‟ English intonation, students‟ English rhythm, and students English stress.
The data described the most of them success to improve their score into the students‟ achievement in vocabulary in terms of English intonation, English rhythm, and English stress by using Jazz Chant technique. The improvement is also following by the significance. The t-test value students‟ English intonation (11.9), the t-test value students‟ English rhtyhm (3.10), the t-test value students‟
English stress (4.8). All is greater than t-table (2.064) for the degree of freedom (0.05), it means that the null hypothesis (Ho) was rejected and alternative Hypothesis (H1) was accepted.
2. The Effectiveness of Using Jazz Chant Technique to Improve the Students’ Production of English Suprasegmental Sounds.
To improve the students‟ production of English suprasegmental sounds in terms of English intonation, English rhythm, and English stress, the researcher used Jazz Chant technique. Where the using Jazz Chant in this research, the researcher used grammar Chant because it is appropriate for the English students.
Besides, it imroved students‟ production of English suprasegmental sounds, also it increased students‟ basic gramatical structures knowledge.
The findings of this research similar to Graham (2019) found that Grammarchant was a lively review of basic grammatical stuctures. Each unit opened with a “grammar chant” which presenting a basic aspect of grammar, followed by a series of related chants that reinforce the structure. Moreover, Zhang (2011) in his research found that by using Jazz Chant, students considerably improved and highly motivating and encouraged role playing and pair activities. Thus, the stregthen language structures and the the ability to speak and everyday spoken English.
Furthermore Quito & Peralta (2010) found that Jazz Chant introduced and reinfornaced function of language functions and structures of everyday spoken language. This research also showed that Jazz Chant provide an innovative, exciting, and effective way. Students could hear natural English rather than the teacher‟s pronunciation all the time, and they could keep the sounds in their mind. In addition Brewster et.al (2002) found that the used of Jazz Chant in language teaching was particularly usefull for practicing pronunciation which included individual sounds and sounds in connected speech, features relating to stress, rhythm, and intonation.
The data had been showed that in pre-test there were many students get‟
inadequate score. In pre-test most of students found any difficulties in pronuncing some sentences, it was different with the post-test some of them got the higher than the value in pre-test.
Based on the discussion above, the researcher can concluded that there was different result between pre-test and post-test in teaching English suprasegmental sounds through Jazz Chant technique. The researcher could inform that teaching English suprasegmental sounds by using Jazz Chant was a good way to improve the students‟ production of English suprasegmental sounds at third semester in Universitas Muhammadiyah Makassar.
62 CHAPTER V
CONSLUSION AND SUGGESTION
There are two sub-chapters in this section. They are conclusion and suggestion. the conclusion based on the data analysis and findings in the previous chapter. The suggestion based on the findings and conclusion of this research.