In this part, the discussion dealing with the interpretation of findings derived from the result of the findings about the observation result of the students’ speaking participation, and of the students’ speaking test dealing of fluency in terms of self confidence and smoothness.
1. The improvement of the students’ participation in speaking class
The implementation of the word on hat game strategy in increasing the students’ participation in speaking class can be seen the different by considering the result of the students’ observation in every meeting, during the cycle 1 until the cycle 2 which consist of eight meeting.
Based on the observation result, the students’ participation was increase, in the first meeting in cycle 1, the students’ participation was 34,26%, it was caused by most of the students were naughty and did not pay attention to the material during the learning process. In the second meeting in cycle 1, the students’ participation became 48,28%, it was caused by the students paid attention to the material during the learning process. In the third meeting in cycle 1, the students’ participation became 63,36%, it was caused by the students’ activeness in learning process significant improve. In the fourth meeting in cycle 1, the students’ participation became 64,17%, it was caused by the most of the students were interesting in learning material and the strategy which applied.
In the first meeting in cycle 2, the students’ participation became 71,87%, it was caused by the students began to enjoy the learning process, and the material. In the second meeting in cycle 2, the students’ participation became 76,56%, it caused by students’ activeness in learning process very improve, the students could explore their speaking by them-self. In the third meeting in the cycle 2, the students’ participation became 86,72%, it was caused that the students became very actively, and without the teacher instruction the student speak up very confidently. In the fourth meeting in cycle 2, the students’ participation became 93,73%, it was caused most of the students’ actively speak up in every chance during the learning process. And at the last meeting, the researcher gave the great motivation to the students and advice, in order that the students will always practice speak in English language.
As the result of the observation research in every meeting in the cycle 1 and cycle 2, the researcher found the significant result, the students’
participation in cycle 1 it was 64,17% and in the cycle 2 the students’
participation became 93,75%. It is indicates that the implementation of the Word on Hat Game strategy can stimulate the students’ activeness in teaching and learning process.
In correlation with the statement above, the meaning word on hat game strategy was very good to apply in classroom because it help the students to explore their ability in speaking English without be afraid doing
the error during the learning process. And also it was very helpful for the researcher in obtaining the target of the research easily.
In the other word, Word on Hat Game strategy is a good way which can be used in increasing the students the students’ participation in speaking class.
Related the implementation above, according to Paul in Mega ( 2003:
78), the implementation of the Word on Hat Game strategy in teaching English class can be expose the students’ motivation in learning English language. And to teach meaning spoken message with the real communication purposes, while that to improve students’ fluency , the students’ have opportunity to improve their self-confidence to produce language as a foreign language. Almost all activities should be presented trough out a speaking program with an emphasis on playing word on hat game or guessing game.
Based on the explanation above, the researcher proposes Word on Hat Game strategy is proven to increase the students’ participation in speaking class at the eleventh grade students at MA Manongkoki kabupaten Takalar in academic years 2015/2016 with the improvement 29,61 %.
2. The improvement of the students’ speaking fluency dealing with self- confidence and smoothness.
Self-confidence and smoothness
The implementation of Word on Hat Game strategy in increasing students’ speaking fluency in terms of self-confidence and smoothness can be
seen the difference clearly by considering the result of the students’ speaking test after taking action in cycle 1 and cycle 2 through the application of Word on Hat Game in teaching and learning process.
Based on the students’ diagnostic test before taking action in cycle 1, the percentage of the students’ speaking test in self-confidence and smoothness are 13 students(40 %) get very poor, 8 students ( 25%) get poor, 8 student ( 25%) get fair, 1 student (3 %) get fairly good, 2 students (6%) get good.
After taking action in cycle 1 using Word on hat game strategy, the percentage of the students speaking test in self confidence and smoothness are 1 students ( 6%) get fair, 10 students ( 31%) get fairly good, 16 students (50%) get good, 4 students ( 12%) get very good.
In cycle 2, the percentage of the students’ speaking test in self- confidence and smoothness are 6 students ( 19 %) get good, 12 students (37%)get very good, 14 students ( 43 %) get excellent.
After applying the word on hat game strategy in cycle 2, the result of the students’ self-confidence and smoothness are higher than the diagnostic test and cycle 1 test, where the students self-confidence and smoothness achievement in cycle 2 is 43% categories as excellent, 37% categories as very good, 19% categories as good, and 0% for another categories, and it is show for the very good categories for the students’ achievement for self-confidence and smoothness.
CHAPTER V
CONCLUSSION AND SUGESSTION
This chapter presented the conclusion and suggestion based on the finding and the discussion of the data analysis.