Discussions - FINDINGS AND DISCUSSION - THE USE OF MONOLOGUE PERFORMANCE OF SOUTH SULAWESI FOL

CHAPTER IV FINDINGS AND DISCUSSION

B. Discussions

This section presents the analysis of findings which shows students‟

speaking ability in terms of fluency that consists of diagnostic test, cycle 1 and cycle 2. Further explanations are given below:

1. Students’ Speaking Ability in terms of fluency

The research findings indicated that the students showed an improvement of their speaking ability in terms of fluency.

First, the researcher conducted diagnostic test to measure the students‟

basic ability in English speaking ability in terms of fluency. The result showed that the stdents‟ mean score was 66.63 which mean that the students did not achieve yet the standart of English score and the reality is the students‟ speech is frequently hesitant with some sentences left uncompleted, and their voice is very soft. Thus the next activity was the

researcher did the treatment of monologue performance to improve students' speaking ability in terms of fluency in cycle 1.

In cycle 1, the result shows the students got score 71.78 which means in fair category and still did not reach the standart score of the English Subject and their speaking performance still not smooth yet, and there is also hesitation speak caused by rephrashing and searching for word and also the voice volume is wavy. The mean score of cycle 1 test also described that they can express the idea of the story but the students still speaking with hesitation and make sound “e” in their performance. Thus the resercher conducted the cycle 2.

Then after giving a treatment in cycle 2, the students‟ mean score improved. The result showed the students got 79.89 which means that the students had been achieved the standart score of English subject. The mean score of cycle 2 test described that the students‟ fluency was smooth as well and they expressed the idea of the story with no hesitation again, no pauses in speak and their voice volume is excellent.

Therefore, Monologue Performance of South Sulawesi folklore can be used as problem solving in students speaking ability in terms of fluency. The students identified the the story of south Sulawesi folklore and remake the script and told the story without the text. The result of evaluation test in cycle 2 showed that the students‟ score improved higher than cycle 1. Using Monologue Performance also have an advantage for the students because learning while playing with body gesture and

expression make the students really enjoy the learning process. So, Monologue Performance of South Sulawesi folklore can be used as a strategy to improve students speaking ability.

The result found was in line with Koizumi (2005) on his research said that using monologue performance could improve students‟ fluency, and sharpened the critical thingking of the students to express an idea.

Furthermore, using folklore stories in speaking also gave the students knowledge about their culture and maintained the culture of Indonesia in this modern era.

43 CHAPTER V

CONCLUSSION AND SUGGESTION

This chapter consists of two parts. The first part is conclusion of the findings, and the second part is suggestion.

A. Conclusion

Based on the findings and discussion in the previous chapter, the researcher concluded the use of Monologue Perfromance of South Sulawesi Folklore can solve the students‟ problems of fluency in spekaing ability. It is proved by the result from D-test (66.63) to cycle 1 (71.78) that was improvement in cycle 2 (79.89) after giving treatment with 11.30%

improvement and it proved by the students speaking fluency that is smooth well with no hesitation in speaking, no pauses and their voice volume is excellent. It can be concluded that using Monologue Performance of South Sulawei is able in improving students speaking ability in terms of fluency at the eleventh grade students of MA Assalam Timbuseng

B. Suggestion

The researchers‟ suggestion for the students is the students are able to improve their speaking ability especially their speaking fluency by using Monologue Perormance of South Sulawesi Folklore. Because this strategy trains the students to use the language to express something with more practice that make the students‟ fluency better.

This research also suggested for the English teachers, teachers have a chance to use a new strategy to improve students‟ speaking ability by using

monologue performance of south Sulawesi folklore to improve students speaking ability

For the next researchers who has similar to this research to conduct more perfect research with different framework and contexts that could enrich knowledge by giving contribution to develop English teaching and learning procces.

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APPENDICIES

A. Diagnostic Test.

- Read the story below and understand the paragraphs.

- The students will be given a chance to understand and memorize the story for about 1 week before the lesson is going to be held

- Perform the story in front of the class without text - Each student will perform in 10 minutes

- This test will given in the first meeting

Story 1

Mouse Deer and Tiger

One upon a time, there was a mouse deer living in a forest. Although he was small, he wasn‟t afraid of the other bigger animals who wanted to eat him. He was so smart; he always managed to ditch them. One day, a tiger was wandering around for food. He hadn‟t been eating for days. He was really hungry. While he was walking in the forest, he saw Mouse Deer. The tiger wanted to eat him. Tiger slowly ducked, crawled, approaching Mouse Deer, then…”Gotcha!” said Tiger.

He caught Mouse Deer. “Hello, Mouse Deer! I‟m really hungry right now. You‟ll be my lunch!” said Tiger.

Mouse Deer didn‟t want to be his lunch. He tried to be calm. He looked around and saw some buffalo‟s dung. He had an idea. “I‟m sorry, Tiger. I can‟t be your lunch now. The King has ordered me to guard his cake,” said Mouse Deer calmly. “His cake?” said Tiger curiously. “Yes, there it is. It‟s very delicious. The King doesn‟t want anyone else to eat it, so he ordered me to guard it,” Mouse Deer pointed the buffalo‟s dung. “Can I taste it?” Tiger asked. “Of course you

can‟t. The King would be very angry,” said Mouse Deer refused. “Just one little bite, Mouse Deer! The King will never know,” said Tiger. “Well, okay, Tiger. But first let me run far away, so the King won‟t blame me,” said Mouse Deer. “All right, Mouse deer. You can go now.” Mouse Deer ran quickly out of sight. Tiger then took a big mouthful of the „cake‟. “Phoooey!” He spit it out. “Yuck, that‟s not cake. That‟s buffalo‟s dung.” <^>

Tiger ran through the forest. He caught up with Mouse Deer.“Mouse Deer, you tricked me. But now you will be my lunch.” Mouse Deer looked around and saw a wasp nest in a tree.“I‟m sorry, Tiger. I can‟t be your lunch now. The King has ordered me to guard his drum,” said Mouse Deer calmly. “His drum?” said Tiger curiously. “Yes, there it is. It has the best sound in the world. The King doesn‟t want anyone else to hit it,” Mouse Deer pointed the wasp nest. “Can I hit the King‟s drum?” Tiger asked. “Of course you can‟t. The King would be very angry,” said Mouse Deer refused. “Just one little hit, Mouse Deer! The King will never know,” said Tiger. ”Well, all right, Tiger. But first let me run far away, so the King won‟t blame me,” said Mouse Deer. “All right, Mouse Deer. You can go now.” Mouse Deer ran quickly out of sight. Tiger then reached up and hit the wasp nest. Bzzzzzzz…! “Ouch…ouch! That‟s not a drum. That a wasp nests!”

Tiger ran away. But the wasps keep following him. He came to the river. He jumped in and stayed underwater as long as he could. At last the wasps went away. Then he jumped out. <^>

He ran through the forest till he found Mouse Deer.“Mouse Deer, you tricked me again. But now you will be my lunch.” Mouse Deer looked around and saw a cobra. The snake was coiled asleep on the ground.“I‟m sorry, Tiger. I can‟t be your lunch now. The King has ordered me to guard his belt,” said Mouse Deer calmly. “His belt?” said Tiger curiously. “Yes. There it is. It‟s the best belt in the world. The King doesn‟t want anyone else to wear it,” Mouse Deer pointed the cobra. “Can I wear it?” Tiger asked. “Of course you can‟t. The King would be very angry,” said Mouse Deer refused. “Just for one moment, Mouse Deer! The King will never know,” said Tiger. ”Well, all right, Tiger. But first let me run far

away, so the King won‟t blame me,” said Mouse Deer. “All right, Mouse Deer.

You can go now.” Mouse Deer ran quickly out of sight. Tiger then took the snake and started to warp it around himself. The cobra woke up. It squeezed Tiger and bit him. SSssssstt!“Oouch! Ow! Ooow! That‟s not a belt! That‟s a cobra! Help!

Mouse Deer! Help!” But Mouse Deer was already far away. He laughed aloud.

Mouse Deer was safe from Tiger now. <:

B. Cycle 1

- Telling a different story from Diagnositc-test.

- The students will be given a chance to understand and memorize the story for about 1 week before the lesson is going to be held.

- Perform a monologue of the story in front of the class.

- Each student will perform in 10 minutes - It do in the sixth meeting

Story 2

PRINCESS TANDAMPALIK

KING of Luwu had a very beautiful daughter. Her name was Princess Tandampalik. She was very beautiful. Any man who saw her would fall in love with her. Everybody knew about her beauty, including King of Bone. Bone was a kingdom that was far away from Luwu Kingdom. Then, King of Bone paid a visit to Luwu in order to propose Princess Tandampalik to be her daughter in-law. His son, Prince of Bone, was still single. King of Luwu actually did not want to accept the proposal.

According to the culture, he could not have a son-in-law who lived very far from him. Otherwise, he would suffer from terrible disease. But, he knew if he refused it, kingdom of Bone would attack Luwu. Many of his people would suffer.

After that, King of Bone came to Luwu and talked about the marriage proposal.

King of Luwu said he needed time to decide. King of Bone understood and went

home. Suddenly, a bad thing happened. Princess Tandampalik was ill. She got skin rash. The kingdom healer said the disease could infect others. The king then decided to put the princess in a safe place. It was in a remote island named Wajo Island. The princess was not alone. Some soldiers accompanied her. The princess was sad. But she knew if she stayed in the kingdom, many people would be infected. So she was not angry with her father for making her stay in a remote island.

Several days after Princess Tandampalik lived in Wajo Island, a cow came to her. The cow was different from other cows. The skin was albino. The cow licked Princess Tandampalik's skin. Amazingly, the disease was cured. Her skin was smooth again. Her beauty was back! In the mean time, Prince of Bone was sailing in the sea. He landed in Wajo Island. He was so surprised to see a very beautiful girl lived in such a remote island. "Wow, may be she is an angel," he thought.

"Who are you, beautiful girl? Do you live here?" asked Prince of Bone. Princess Tandampalik then explained everything. Prince of Bone had heard about her before. He was so happy that he finally met her. He immediately brought Princess Tandampalik and the soldiers back to Luwu Kingdom. The King of Luwu was so happy that her daughter was cured. Not long after that, the King held a wedding party for her daughter and Prince of Bone. ***

C. Cycle 2

 Telling a same story with the cycle 1

 The students will be given a chance to understand and memorize the story for about 1 week before the lesson is going to be held.

 Perform a monologue of the story in front of the class.

 Each student will perform in 10 minutes

 It do in the eleventh meeting

PRINCESS TANDAMPALIK

After that, King of Bone came to Luwu and talked about the marriage proposal.

King of Luwu said he needed time to decide. King of Bone understood and went home. Suddenly, a bad thing happened. Princess Tandampalik was ill. She got skin rash. The kingdom healer said the disease could infect others. The king then decided to put the princess in a safe place. It was in a remote island named Wajo Island. The princess was not alone. Some soldiers accompanied her. The princess was sad. But she knew if she stayed in the kingdom, many people would be infected. So she was not angry with her father for making her stay in a remote island.

"Who are you, beautiful girl? Do you live here?" asked Prince of Bone. Princess Tandampalik then explained everything. Prince of Bone had heard about her

before. He was so happy that he finally met her. He immediately brought Princess Tandampalik and the soldiers back to Luwu Kingdom. The King of Luwu was so happy that her daughter was cured. Not long after that, the King held a wedding party for her daughter and Prince of Bone. ***

D. Lesson Plan

LESSON PLAN

Educational Unit : MA ASSSALAM TIMBUSENG

Class : XI / MIA

Subject : English

Subject Matter : Narrative Text Focus Skill : Speaking

Time Allocation : 2x45 minutes (12 meetings)

a. Kompetensi Inti (KI)

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

Dalam dokumen THE USE OF MONOLOGUE PERFORMANCE OF SOUTH SULAWESI FOLKLORE TO IMPROVE STUDENTS’ (Halaman 55-58)