Discussions - FINDINGS AND DISCUSSIONS - PDF Improving the Sudents' Speaking Ability Through Sa

CHAPTER IV FINDINGS AND DISCUSSIONS

B. Discussions

In this part, discussion deals with the interpretation of findings derives from the result of findings about the observation result of the students‘ improvement in speaking component of accuracy, fluency and the students‘ improvement in speaking result, and also the participation of students in learning process presented in the following explanation:

1. The Improvement of the Students’ Ability in Speaking in terms of accuracy.

The improvement of students‘ ability to speak viewed from accuracy after implementing Sandwich Technique has effective effect to the students. The researcher find that before the application of Sandwich Technique the students‘

score the mean score of the students‘ ability in accuracy before implementing Sandwich Technique (Diagnostic Test) is 52.52. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 60.05. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking accuracy (14.53%). But, after doing action again in cycle II, the students‘ mean score becomes 79.22. It means that there is a significant improvement of students‘ ability to speak viewed from accuracy from cycle I to cycle II (31.93%) and from D-test to cycle II (51.17%).

The researcher thinks about how to speak well in front of class in cycle I through Sandwich Technique in the class. The researcher finds that the students

still get difficulties to speak in front of class because they still shy. There is also another problem that students face in component of accuracy that is how to use appropriate grammar. The difficulty of the students in accuracy have been analyzed, so the researcher has to think the solution of the problem. So, the researcher decides to do the next cycle by revising in the lesson plan which prepared in revision planning of cycle II.

From the explanation above the researcher analyzes that the implementation of Sandwich Technique can improve the students‘ ability to speak in term of accuracy at the first year students of SMA Kartika XX-I Makassar class X.8, where the students‘ mean score in cycle I and cycle II is higher than D-test.

2. The Improvement of the Students’ Ability in Speaking in terms of fluency.

The improvement of students‘ ability to speak viewed from fluency after implementing Sandwich Technique has effective effect to the students. The researcher find that before the application of Sandwich Technique the students‘

score the mean score of the students‘ ability in fluency before implementing Sandwich Technique (Diagnostic Test) is 50.03. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 68.96. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking fluency (37.83%). But, after doing action again in cycle II, the students‘ mean score becomes 76.89. It means that

there is a significant improvement of students‘ ability to speak viewed from fluency from cycle I to cycle II (11.45%) and from D-test to cycle II (66.04%).

The researcher thinks about how to speak well in front of class in cycle I through Sandwich Technique in the class. The researcher found that the students still got difficulties to speak in front of class because they still shy. There is also another problem that students face in component of accuracy that is how to use appropriate grammar. The difficulty of the students in accuracy has been analyzed, so the researcher has to think the solution of the problem. So, the researcher decides to do the next cycle by revising in the lesson plan which prepared in revision planning of cycle II.

3. The Improvement of the Students’ in Speaking Result

The implementation of Sandwich Technique in improving the students‘

speaking ability, the result can be seen the difference by considering the result of the students‘ diagnostic test, cycle I and cycle II.

The value improvement of the students‘ achievement speaking result from D-Test to cycle I and also from cycle I to cycle II (diagnostic test (51.27) ≤ cycle I (64.50) ≤ Cycle II (78.05), where in D-test the students‘ mean score in speaking

result is 51.27, after evaluation in cycle I the students‘ mean score achievement in speaking result become 64.50. While in cycle II the students‘ mean score in writing result is 78.05, so the improvement of students‘ mean score achievement in speaking result from cycle I to cycle II is 21.69% and from D-test to cycle II indicates that there is a significant improvement of students‘ mean score achievement in speaking result from D-test to cycle II is 58.60%.

The result above also proves that the implementation of Sandwich Technique at the first year students of SMA Kartika XX-I Makassar class X.8 iss able to improve the result of students‘ speaking achievement significantly. It can be seen clearly the result of cycle II (78.05) is higher than cycle I (64.50) and D- test (51.27) or cycle II (78.05) > cycle I (64.50) >D-test (51.27).

69 CHAPTER V

CONCLUSIONS AND SUGGESTIONS A. Conclusions

After conducting the research about the implementation of Sandwich Technique at the first year students‘ of SMA Kartika XX-I class X.8 and based on the research findings in the previous chapter, the researcher can draw conclusions as follows:

1. Sandwich Technique can improve the students‘ grammar (58.48%) and pronunciation (43.86% ) in speaking ability.

2. Sandwich Technique can improve the students‘ smoothness (52.27) and self – confident (55.09%) in speaking ability.

3. Sandwich Technique can improve the students‘ accuracy (51.17%) and students‘

fluency (66.04%) in speaking ability.

4. So the implementation of Sandwich technique success in improve the students‘

speaking ability of the first year students of SMA Kartika XX-I Makassar in class X.8.

B. Suggestions.

As the result of the research reveals that Sandwich Technique is one of effective ways to improve the students‘ speaking ability, the researcher suggests the following things:

1. The English teacher can use Sandwich Technique as one of the alternative ways in teaching speaking because it can improve the students speaking skill.

2. It is suggested to the English teachers that they maximize in giving guidance to the students in learning and teaching process.

3. The students should increase their ability in learning speaking by using Sandwich Technique.

4. The students should increase their motivation in learning process of speaking.

5. It is suggested to the teachers that they help the students recognize their own intelligence in learning and teaching process through Sandwich Technique.

6. The next researcher should use Sandwich Technique to improve the students‘

speaking ability in classroom.

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74 APPENDIX A : STUDENTS‘ NAME

APPENDIX B : LEMBAR PENGAMATAN SISWA

APPENDIX C : INSTRUMENT ( TEST DIAGNOSTIC, TEST CYCLE I AND TEST CYCLE II.

APPENDIX D :MATERI AJAR

APPENDIX E : STUDENTS‘ SCORE APPENDIX F : RPP

75 APPENDIX A:

THE STUDENTS‘ NAME OF SMA KARTIKA XX-I MAKASSAR CLASS X.8

NO. N A M E L/P

1. ARMY PUTRA CAKRATAMA L

2. A.MUH. SYAMSUL RIJAL L

3. ADHITAMA FIKRI KUSUMAHENDRA WICAKSONO L

4. ALIKA FITRIAH P

5. ANDHY NUGRAHA DINI SAPUTRA L

6. ANDI FACHRUNNISA BAHAR P

7. ANNISA DWI KARTIKA SARI P

8. ARIYANTO ADI NUGROHO L

9. DEVIRA MIRANDA P

10. DHANY ANANDA PRASETYA L

11. FICY SEPTIANY P

12. FIRDANUR HEDAR P

13. IMANIAR NUR FAJRIANY S. P

14. KEVIN RIZKA FADZILA L

15. MAYA INDRA ROGAHANG P

16. MUH. ALWI L

17. MUH. ARSWINDY BUDYARSIH L

18. MUH. ASHARI L

19. MUH. JANUAR RAMADHAN L

20. MUHAMMAD IRFANDI L

21. PUTRI OKTAFIANI COMMAS P

22. REGITA NUR CAHYANI P

23. RESKI YUDHA PRATAMA L

24. RISMAYANTI P

25. RIXCHELYNNE VRIVY MASALLE P

26. SUCI SARASWATI H. P

27. TEUKU MUHAMMAD BAGINDA ALI PM. L

28. WILDA ANGGAENY P

29. YOGA PRAKOSO L

76 APPENDIX B

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

RESPONDEN PENELITI Nama sekolah : SMA Kartika XX-I Makassar Tahun ajaran : 2012/2013

Kelas/semester : X.8/ semester I dan II Mata pelajaran : Bahasa Inggris Aspek : Berbicara (speaking)

Siklus : I

O NAMA SISWA

RESPON SISWA SAAT PBM AKTIF SANGAT

AKTIF

KURAN G AKTIF

TIDAK AKTIF

1. Army Putra Cakratama 

2. A. Muh. Syamzul Rijal 

3. Adhitama Fikri K. Wicaksono 

4. Alika Fitriah 

5. Andhy Nugraha Dini Saputra 

6. Andi Fachrunnisa Bahar  7. Annisa Dwi Kartika Sari 

8. Yoga Prakoso 

9. Ariyanto Adi Nugroho 

10. Devira Miranda  

11. Dhanny Ananda Prasetya 

12. Ficy Septiany 

13. Firdhanur Hedar 

14. Imaniar Nur. Fajriany S. 

15. Kevin Rizka Fadzilah 

16. Maya Indra Rogahang 

17. Muh. Alwi 

18. Muh. Arswindy Budyarsih 

19. Muh. Ashari 

20. Muh. Januar Ramadhan 

21. Muhammad Irfandi 

22. Putri Oktafiani Commas 

23. Regita Nur Cahyani 

24. Reski Yudha pratama 

25. Rismayanti 

26. Rixchelynne Vrivy Masalle 

27. Suci Saraswati H. 

28. Teuku Muh. Baginda Ali PM 

29. Wilda Anggaeny 

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

RESPONDEN PENELITI Nama sekolah : SMA Kartika XX-I Makassar Tahun ajaran : 2012/2013

Kelas/semester : X.8/ semester I dan II Mata pelajaran : Bahasa Inggris Aspek : Berbicara (speaking) Siklus : II

O NAMA SISWA

RESPON SISWA SAAT PBM AKTIF SANGAT

AKTIF

KURAN G AKTIF

TIDAK AKTIF

1. Army Putra Cakratama 

2. A. Muh. Syamzul Rijal 

3. Adhitama Fikri K. Wicaksono 

4. Alika Fitriah 

5. Andhy Nugraha Dini Saputra 

6. Andi Fachrunnisa Bahar  7. Annisa Dwi Kartika Sari 

8. Yoga Prakoso 

9. Ariyanto Adi Nugroho 

10. Devira Miranda  

11. Dhanny Ananda Prasetya 

12. Ficy Septiany 

13. Firdhanur Hedar 

14. Imaniar Nur. Fajriany S. 

15. Kevin Rizka Fadzilah 

16. Maya Indra Rogahang 

17. Muh. Alwi 

18. Muh. Arswindy Budyarsih 

19. Muh. Ashari 

20. Muh. Januar Ramadhan 

21. Muhammad Irfandi 

22. Putri Oktafiani Commas 

23. Regita Nur Cahyani 

24. Reski Yudha pratama 

25. Rismayanti 

26. Rixchelynne Vrivy Masalle 

27. Suci Saraswati H. 

28. Teuku Muh. Baginda Ali PM 

29. Wilda Anggaeny 

80 APPENDIX C

Instrument DIAGNOSTIC TEST Name :______________________

Surname: _____________________

Reg. Num :____________________

Rycha is new students. She meets Arul in the library.

Hi good morning. I‘m Arul.

What is your name?

Are you new student ? never mind. Hystory books in the second line from this.

I am in 1C too.

Good morning, my name is Rycha.

Would you like to tell me where are the hystory books?

Yes, I am. I am in 1C, thanks so much.

Indicators Measurement : a. Grammar :

b. Pronunciation : c. Smoothness : d. Selfs confidence :

TOTAL SCORE :

Then we are classmates. Why do you take Hystory book? I think we have no hystory subjetc today.

Yes we are. I know but I need it to complete my material.

Nice to meet you too, Rycha. Hope we will be friends.

Sorry, I have to go now. Nice to meet you, Heru

TEST CYCLE I Name : ________________________

Reg .Num:_______________________

Bayu, come here!

Yes, Mom?

Please buy some noodles

Yes, but not now okay,mom? I still want to play with my friends

Don‘t be lazy, Bayu. Mom will make fried noodles for lunch. It‘s to late. Buy them now, will you?

OK Mom, I will buy them now. I do sorry

83 Indicators Measurement :

a. Grammar : b. Pronunciation : c. Smoothness : d. Selfs confidence :

TOTAL SCORE : Improvement : ___%

TEST CYCLE II Name : ____________________

Num. Reg : ____________________

No, I’m not. I’m Cayadi. You are Cyndi, right?

are you Bryan?

Did you tell me that you like sport?

Yes I did. I like football but I like music also.

I love music also. My favorite singer is Avril Lavigne. Do you know she? Anyway what is your favorite team in football?

Yes I am. I know you are one of personil in Marching Band in our school

Yes I know. Her hits is I Wish You were Here. My favorie team is Real Madrid. A biggest team from Spain.

Ow great. I know it litle. From my brother. Sorry I have to go now. I have

an English class after this.see you. My band is invited to

fill English Corner show.

Indicators Measurement :

a. Grammar : b. Pronunciation : c. Smoothness : d. Selfs confidence :

TOTAL SCORE : Improvement : ___%

Okay, nice to meet you. Oh ya please come to my show this

afternoon. Allright. No problem I’ll

be there after class.

87 APPENDIX D

MATERI AJAR 1st meeting

Teacher gives an explanation about speaking material and also about the sandwich technique itself.

Speaking is an active or productive and makes use of the aural medium. If we think of speaking in term of use, however, the situation was rather different. To begin with an act of communication through speaking was commonly performed in face to face interaction and occurs as part of dialogue or other form of verbal exchange.‖

Speaking is one skill to give information for others. Speaking is interaction two or more people to give and get idea when they have spoken. Speaking is a mean of oral communication that gives information-communication involves two elements namely the speaker who gives message and the listener who receives the message. In other words communication involves the productive skill of speaking and the receptive skill of listening.

There are two criterias of speaking. They are :Accuracy and fluency. Accuracy means how to speak well based on grammatical and also about the pronunciation.and also how to speak by a good fluency. Ii they have a good self confidence to speak with others or to stand up in the classroom to tell others about one information. And also about how polite and smooth that language they use.

After that teaxher explain a litle about sandwich technique its self. Sandwich technique means that when you make a conversation with your partner using first language and also second language. It is like how to make a sandwich first compliment is bread then the second compiment as a content of sandwich you may use meal or vegetable as you like then the third compliment is bread again.

In learning English in speaking through sandwich technique as a first compliment is language, the second compliment is first language and the third compliment is the second language. The widely respected methodology writer Jeremy Harmer, for example, makes a concession to the mother tongue in these words: ―Where students all share the same mother tongue (which the teacher also understands), a member of the class can be asked to translate the instructions as a check that they have understood them.‖ The very wording of this proposal implies that the teacher should ban the mother tongue from the classroom. It certainly sounds as though Harmer wouldn‘t stoop to use it himself.

Then give an example of sandwich technique in the classroom Examples :

Teacher : Good morning class, how are you today. Semoga semuanya in good feeling.

Students :Good morning too sir. Kami sehat-sehat saja as you see now.

Teacher : Well, Alhamdulillah we always in His mercy. So come on mulai pelajarannya. Where is the last material?

Student : our last material is about mengungkapkan rasa like and dislike.

Teacher : okay thanks. We move to the next material is mengungkapkan rasa terkejut.

Do you know how to say surprise don‘t you? Well give your ears to me.

Teacher asks the students to practice that conversation with their partner or their chairmates.

Teacher then ask the others to give an opinion about that conversation so that they can practice their English directly with their classmate.

Teacher also give the correction directly if there are wrong pronunciation or grammar before she close the first material. And she does not forget to give a homework about that material.

90 Second meeting

In second meeting teacher after open the class asks the students‘ condition then correct their attendent list.

Teacher prepares one conversation based on the topic of material today is expressing the certainty.

Nur : I‘m not in a good mood today. My white shirt is stained. I think it‘s better to use it for a cloth or something.

Nayla : No! Don‘t do that. Try my hints. Gunakan caraku. First, put a paper towel under the stain. Then, spray the stain with hair spray. kemudian, rub the stain gently with a clean cloth. Continue rubbing until the stain is completely gone.

Nur : Are you sure?

Nayla : Positive! I‘ve already tried this tip several times and terbukti it works for me.

Nur : OK then, I‘ll try it. Thanks so much, Nayla.

Teacher gives all the students that conversation then teacher practice it in front of class. Students follow what teacher says or repeat it.

Then teacher gives the chance to students to read it first before they practice it in front of class. If possible students can add some conversation as long they can and it still based on first topic.

91 Third meeting :

In third meeting teacher brings a long conversation about how to make or how to cake foods. She gives to each students and ask them to listen carefully what the teacher say and hear the teacher practice that conversation.

How to Make a Chocolate Ball

(Oky is in front of Sasha‘s house right now. It has been quite long since they have contacted each other.)

(Oky knocks at the door) ―Yeah, just a moment please,‖ Sasha said. (Sasha opens the door)

―Hi, Sasha. How are you?‖ greeted Oky.

―Oh, hi Oky, where have you been? I‘m fine, thanks. Come on in,‖reply Sasha.

―Thanks Sas, I‘ve been so busy lately. I am taking many courses before my � nal exams. By the way, it‘s been so long since I ate your delicious food. So, what do you think if we try one of your fantastic recipes today?‖

―I see. Well, since you‘re my best pal, I don‘t mind. So, what snack do you prefer?‖

―OK, then. What about a chocolate ball? I like them very much.‖

―Yes, sure. Why not? My mom and I just made some yesterday, so I still have the ingredients.‖

―OK. Let‘s go to the kitchen.‖

―First of all, you should prepare a can of chocolate milk, three packs of milk biscuits, one pack of colourful chocolate sprinkles, and toothpicks just for accessories.‖

―Yup. Mmm...what if we use solid chocolate instead of chocolate milk?‖

―No. We can‘t use solid chocolate. It tastes bitter.‖

―Oh, OK. Let‘s continue.‖

―Now, smash the biscuit until it seems like a powder. Then, stir it. Next, add the chocolate milk and at the same time stir it thoroughly, until the mixture becomes hard.‖

―Uhm-hm...what about if the mixture is runny? What will happen?‖

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