CHAPTER III RESEARCH METHOD RESEARCH METHOD
Chart 4.2 Chart 4.2 Percentage of students’ activeness
B. Discussions
This discussion present the result of the findings from pre-test and post- test. The pre-test was held before applying English Club. While the post-test was held after applying the treatment. This discussion will describe students achievement about speaking fluency after conducting treatments.
1. Improving of Speaking Fluency
Applying English Club in improving students’ speaking fluency can be known by seeing the diffrence between students’ result of mean score in pre-test and post-test. The conclusion is applying English Club is effective to improve the students’ speaking fluency.
Based on the Table 4.1, it indicates that applying English Club in teaching speaking English is successful, especially about its fluency. That is proved from the mean score of pre-test and post-test were students’ score of post-test is higher than pre-test.
There is an improvement of students speaking fluency. Based on the table, it shows the diffrence between mean score of pre-test and post-test after conducting treatment where the mean score of students’ speaking fluency in pre- test is 6.4 % and pre-test 8.41 %. After analysing the result of pre-test by using formula, it has gotten the percentage about 31 % of students improvement. It indicates that applying English Club is effective to be used in learning speaking. It was happened because English Club provided interesting way in studying English speaking so that students had high self-confidence to speak and to express their opinion about the topic.
The improvement of students’ speaking fluency had known based on the steps of pre-experimental resarch. It was started from the students were given pre- test and after that, the researcher gave them some treatments. The post-test was given to the students after the treatments were finished. The post-test was used the measure students’ improvement in speaking flency. This test also was used to know the weather the strategy was effective or not. If the result of pos test was higher than pre-test, it meant that the strategy was effective and successful. The computation of post-test shows that there is an improvement on speaking fluency.
From the explanation above, t-table can be drawn a conclusion that the students who receive treaments have significant improvements.
Furthermore, based on the table 4.2, it indicates that there is any significant diffrence between pre-test and pos-test. The comparison of test value is used to know wheter there is or no significant difference after applying English Club. If there is significant difference, it means that this strategy is effective. The table 4.2 shows that, the test value of pre-test (0.88) is higher than table value (0.25). based on the table result, it indicates that there is a diffrent result between pre-test and post-table. The score of pre-test is higher than post-test, means that it is significant after conducting treatment by applying English Club.
2. Findings of Students’ Score in Classification on Pre-Test and Pos-Test The students’ classification describe about how many students get excellent, very good, good, average, poor, and very poor. There is a diffrence between the students’ classification before applying treatment and after applying
the treatment by using English Club. It can be seen from the table 4.3 and table 4.4. In table 4.3 23 students (76 %) get poor, 4 students (13 %) get average, 2 students (7%) get very good, and 1 studentget (4%) get very good.
In the table 4.4 after conducting treatment, the percentage of students’
fluency in post-test is 23 students (77 %) get good and 7 students (23 %) get very good. It indicates that there is a improvement of students classification after conducting treatment by applying English Club. It means that this strategy is successful and effective. It was happened because English Club was interesting and enjoyable so that students’ self-confidence were grown to speak and to express what they thought about.
3. Students’ Activeness in Treatments
The students’ activeness in applying English Club can be seen from 4.5.
Based on the researcher’s observation during teaching process, started from the first treatment showed that most students did not pay attention when the researcher explained the materials. Most of students often made noise. There were just a few students who paid attention to the researcher explanation. It was happened because the researcher and also the strategy was not familiar with the students.
Based on reasons, the researcher tried to create the students’ activeness in the next treatments. There were more explanations about the strategy which was used in learning proccess. In learning proccess, the teacher gave the students a topic related to the lesson plan and gave them its explanation before they
discussed it. While the students made discussion with their friends, the researcher controls all of them. In the end of the lesson, the students spoke about the result of their discussion. The researcher and the other groups gave a feedback about the students’ explanation.
It was happened because the researcher tried to create fun situation in the classroom as a characteristic of English Club so that the student enjoyed the learning process. The students felt easy to explore their opinions about the topic that was given. The condition of classroom before applying the treatment was silent, after applying the strategy, it became active. Most of the students wanted to give their opinions. Actually, the students had abilities to speak but they were nervous and shy to explore their opinion so that the strategy changed them to be active. The students had self-confidence to speak in front of their friends.
Based on the result of discussion and looking the comparison about the students’ score in pre-test and post-test, the researcher concludes that applying English Club can help the students in improving the students’ speaking skill, especially about its fluency. From the analysis above, it shows that there is a significant effect that distinguishes the students’ speaking fluency before and after applying the strategy cannot help the students to improve their speaking skill, especially about its fluency because there is no a significant effect between pre- test and pot-test.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first part presents some conclusion based on the data analysis and findings in the previous chapter. The second part presents some sugeestions based on the findings and conclusions of this research.