CHAPTER IV: FINDINGS AND DISCUSSIONS
B. Discussions
The description of data collected from speaking skill in terms of pronunciation and fluency it was explain in the previous section showed that the students’speaking skill in pronunciation and fluency in speaking was improved. It was supported by mean scoresand percentage of the students’ pre-test and post- test result. Based on the finding above, the implementation of Peer Tutoring Strategy made the students’ have mean score that was higher in speaking skill than before they knowed Peer Tutoring Strategy.
1.The Improvement of Students’ Speaking Skill in Term of Pronunciation Speaking skill in term of pronunciation was about the skill to speak and pronounce the word well. According to Harmer (1991:15), one of the aspect of speaking is Pronunciation, is an act or result of production the sound of speech including articulation vowel formation, accent and inflection. Often with reference to some standard of contents or accept proficiency. Pronunciation is an essential aspect in speaking and has a great function in speaking, because people could understand what the other people said by used pronunciation well.
In the first meeting when researcher gave pre-test, researcher looked the most of students can not pronounce the word well. They was gotten difficult to speak with pronounce well. It could be seen in the table 4.1 that the students’
speaking achievement in pre-test’s mean score was poor, it was57.
After the students had given treatment, mean score in post-test from students had improved to become 66. It was higher score than pre-test score. Pre –test to post-test score, there was improvement score of students from low to high
by implementing Peer Tutoring Strategy. The improvement percentage showed 15.78% had improved students’ speaking skill viewed from pronunciation.
2.The Improvement of Students’ Speaking Skill in Term of Fluency
To speak fluently, we must have both rhythm in our speaking and an absence of non fluency in our word. Rhythm has to do with regularly of irregularity of accenting and phrasing with which we present our words.
Harmer in Nursyamsi (2010:12) stated that fluency is the quality or condition of being fluent. Fluency is highly complex notion relate mainly to smoothness of continuity in discourse. It includes a consideration of how sentence are connected, how sentence patterns vary in word- order and omit elements of structure and also certain aspects of the prosody of discourse.
Based on finding above in implementing Peer Tutoring Strategy in the class, the data was collected by the text as explanation in the previous finding section showed that the students’ speaking skill in term of fluency significantly improvement. It could saw in mean score of pre-test and post-test and also improvement percentage on the table 2 and graphic 2.
The data on table 4.2 showed that the score of fluency improved from 58 in pre-test’s mean score to65. After calculating of score between pre-test and post-test score, researcher found that skill of students’ improved which was to be 11.86% from mean score 58 in pre-test to 65 in post-test. It means that the implementation of Peer Tutoring Strategy at the eleventh grade students’ of SMA PESANTREN PUTRI YATAMA MANDIRI KAB. GOWA was succes to make the students’improve their speaking skill in terms of pronunciation and fluency.
3. Significance of Pronunciation and Fluency
After calculating the value t-test analysis then it was compared with t-table value so researcher found that the value of t-test was greater than the t-table value, it means that null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted because there was difference significant mean score of test that had given by researcher before and after researcher thought speaking skill in term of pronunciation and fluency by implementing Peer Tutoring Strategy.
Meanwhile, when it was found that the value of t-test was lower than t-table value, it means that the null hypothesis (H0) was accepted and alternative hypothesis (H1) was rejected because there was not difference significant mean score of test that had given by researcher before and after researcher thought speaking skill by implementing Peer Tutoring Strategy.
4. Hyphothesis Testing
T-test value of pronunciation was greater than t-table (7.46> 1.740) and also t-test value of fluency was greater than t-table 7.17> 1.740). It means that there was significant difference between students’ speaking skill before and after they got Peer Tutoring Strategy from researcher in speaking skill in terms of Pronunciation and fluency at theEleventh grade students’ of SMA PESANTREN PUTRI YATAMA MANDIRI. Then, the data showed that null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
32
CONCLUSION AND SUGGESTION
This chapter consists of two sections; one is conclusion, which were based on the research findings and the discussions. The other one is suggestion, which was based on the conclusions proposed.
A. Conclusion
Based on the findings and discussions in the previous chapter, the researcher concluded as follows:
Peer Tutoring Strategy improves the students’ speaking skill in term of pronunciation. It is proved by the result of the statistical analysis at the level of significance 0.05 which indicates that t-test value of generic structure was greater than the t-table while t-table (7.46 >1.740). In addition, Peer Tutoring Strategy improves the students’ speaking skill in termof fluency. It is proved by the result of the statistical analysis at the level of significance 0.05 which indicates that t- test value of generic structure was greater than the t-table while t-table (7.17
>1.740)
B. Suggestion
Based on the conclusion above, the researcher presents some suggestions as follows:
1. It is recommended for the English teachers that they use Peer Tutoring Strategy to teach speaking skill because it can bring a positive improvement for the students especially in pronunciation and fluency.
2. It is suggested for the English teachers to apply Peer Tutoring Strategy as one of the alternative strategy in teaching speaking skill.
3. The students are expected to increase their intensity in learning speaking through Peer Tutoring Strategy.
4. It is suggested that the English teachers maximize for the English speaking skill in giving guidance to the students in learning and teaching speaking process.
5. Future researchers may use quasi-experimental research to know the comparison whether or not the use of Peer Tutoring Strategy is effective in improving students’ abilities in other skills, such as writing, reading and listening. Then, future researchers also may conduct the study on the use of Peer Tutoring Strategy to see the effect on the use of it.
39
Arrand, K. 2009. Peer Tutoring, Media and Communications, England: Conventry University.
Brost, Jolen., M, 2011. An Evaluation of the Peer Tutoring Program at Chippewa Valley Technial College in Eau Claire, WI. Eau Claire: University of Wisconsin-Stout.
Craddock, Hollie., R. 2014. Tutoring EFL students for improvements in Language skills in Marshall University. Huntington, USA: Marshall University.
Eva, C., & Morgan, W. 2005. Peer Tutoring in Speaking. Hongkong: Hon Wah College.
Gay,L.R and Peter Airasian. 2006. Educational Research : Competencies for Analysis and Applications. Eighth Edition. Prentice Hall Publisher. New Jersey.
Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Pearson Education
Harmer, Jeremy. (1998). How to Teach English. London: Longman
Harmer, J. (2007). The Practice of English Language Teaching (4th ed). England:
Pearson Education Limited.
Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press.
Knight, J. 2013. The Use of Peer Tutoring to Enhance the Grammar Skills of Business Student at The University of the West Indies. Barbados:
Educational Research Association.
Nurjihadiah. 2012. Improving Students’ Speaking Ability Through Peer Teaching Tutoring Strategy at SMP NASIONAL MAKASSAR. Makassar: Universitas Muhammadiyah Makassar.
Okilwa, N. 2007. The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grade 6 Through 12: A Synthesis of the Literature.Texas: The University of Texas at Austin.
Prihatno. 2004. Peer Tutoring: A Step Forward Towards Inclusion. New Delhi:
Educationia Confab.
Topping, K. 2005. Trends in Peer Learning. Scotland: University of Dundee.
Ur, Penny (1996). A course in language teaching: practice and theory.
Cambridge: Cambridge University Press.
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady and T. Huckin (Eds) Second Language Vocabulary Acquisition, 5-19. Cambridge, CUP
Kelas/Semester : XI / 1
Alokasi Waktu : 1 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke : 2
A. Standar Kompetensi Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
2. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
Merespon ungkapan-ungkapan relief, pain, dan pleasure
Mengungkapkan perasaan relief, pain, dan pleasure
Mempraktekkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan) D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Merespon ungkapan-ungkapan relief, pain, dan pleasure
Mengungkapkan perasaan relief, pain, dan pleasure
Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure E. Materi Pokok
Gambar dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief Expression of pain Expression of pleasure
o Good heavens o Thanks God I am
alive
o Thanks for heaven o I am relief that..
o God bless me o God bless you
Please, leave me alone.
I can’t tell my pain in words
It brought me a lot of miseries
My heart is so burdened
I’m so sad to hear this
I’m feeling bad at this time being
It’s wonderful.
How marvelous
I am please with it / that.
It’s mypleasure.
It gives me pleasure.
That’s great.
That terrific.
I am happy with ……
I like it.
I love it.
Dialog 1
Andika : What a terrible journey it is!
Andina : Is there any problem with your journey my husband?
Andika : Yes, I took a flight from New York to come here. When I were in the middle of the journey.My plane struck a turbulence . It shook hard and went down a couple of feet. My head hit the front chair. Look! It is wounded. I feel headache and all my body is in pain.
Andina : Ok. Go to the bed and take a rest first.
Dialog 2
Karen : Hi, … Sally. What’s wrong with you. You look so sad.
Sally : Please, leave me alone.
Karen : What’s the problem? Tell me.
Sally :I can’t tell my pain in words.
Karen : Oh, I guess. It must be about Josh . Am I right?
Dialog 3 Dea : “Ouch!”
Sally: “What’s up, Dea?”
Dea : “I have a headache.”
Sally: “Poor you. I think you should take an aspirin.”
Dea : “Yes, you are right. But I don’t have an aspirin. Can you buy me in the drugstore?”
Sally: “All right. Wait a minute.”
Dea : “Thanks Sally.”
Sally: “You are welcome.”
F. Metode Pembelajaran/Teknik:
Peer Tutoring Strategy G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Bertanya jawab tentang isi cerita (karakter, setting, plot) yang sudah dibaca, ditonton,
dan/atau didengar.
Membahas nilai-nilai yang terkandung dalam cerita, sikap dan
perilaku para tokoh.
Membahas unsur dan langkah retorika dalam teks naratif.
Membahas ciri-ciri
Dengan kelompok belajarnya, siswa diberi tugas untuk melakukan hal- hal berikut, dan melaporkan setiap kegiatan kepada guru, a.l. tentang tempat, siapa saja yang datang, kesulitan yang dihadapi.
Bertanya jawab tentang isi cerita (karakter, setting, plot) yang sudah dibaca, ditonton, dan/atau didengar dengan kelompok
Siswa melakukan berbagai kegiatan terkait dengan wacana berbentuk naratif di luar tugas tatap muka dan terstruktur yang diberikan guru.
Siswa mengumpulkan setiap hasil kerja dalam portofolio, dan
melaporkan hal-hal yang sudah diperoleh serta kesulitan yang dihadapi secara rutin kepada guru.
(secara langsung atau dengan media
elektronik).
Membacakan cerita kepada kelompok atau kelas (monolog).
Menceritakan kembali cerita kepada kelompok atau kelas (monolog).
Membahas kesulitan yang dihadapi siswa dalam melakukan kegiatan terstruktur dan mandiri.
sikap dan perilaku para tokoh.
Membahas unsur dan langkah retorika dalam teks naratif.
Membahas ciri-ciri leksikogramatika.
Nonton film.
Mendengarkan cerita (secara langsung atau dengan media elektronik).
Membacakan cerita kepada kelompok (monolog).
Menceritakan kembali cerita kepada kelompok (monolog).
Langkah-langkah Kegiatan Pembelajaran Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks Kegiatan Inti (30’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain, dan pleasure.
ungkapan-ungkapan relief, pain, dan pleasureberdasarkan contoh ungkapan diatasbersama teman kelompoknya (peer tutoring strategy).
Tutor sebaya mengajarkan dan melatih tutee untuk mengucapkan kalimat dengan fasih dan lancar sebelum melakukan percakapan di depan peneliti (peneliti merekam pengucapan dan kelancaran saat siswa melakukan percakapan dengan tutor sebayanya).
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan pleasure.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Kegiatan Akhir (5’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI 2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Tep rekorder
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
1.
2.
Merespon dan menggunakan ungkapan- ungkapan relief, pain, dan
pleasure dengan tepat
Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
Tes lisan
Tes Lisan
Melakukan percakapan
Membuat dialog
Complete the dialogue below using the suitable expression!
Give your responses orally based on the situations below!
II. Pedoman Penilaian
Kriteria
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan
pengucapan tidak lancar.
Nilai 100 90 80 70
Nama Sekolah : SMA PESANTREN PUTRI YATAMA MANDIRI Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Alokasi Waktu : 1 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Pertemuan Ke : 3
A. Standar Kompetensi Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
1. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan memberi saran.
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan memberi saran.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
Merespon tindak tutur menasehati dan
memberi saran Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab, mandiri
Mengungkapkan tindak tutur menasehati dan memberi saran
Mempraktekkan tindak tutur menasehati dan memberi saran
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan) D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Menggunakan dan merespon tindak tutur menasehati dan memberi saran
Mengidentifikasi kata yang didengar
Mengidentifikasi hubungan antar pembicara
Mengidentifikasi makna tindak tutur menasehati
Merespon tindak tutur menasehati
Mengidentifikasi konteks situasi E. Materi Pokok
Gambar dan dialog yang memuat ungkapan menasehati dan memberi saran Asking for advice
Do you think I ought to call the police?
What do you think I should buy him for his birthday?
Do you have any ideas about how I can sell my car?
If you were me, what would you tell her?
Do you have any advice for me?
Offering advice
I think you'd better start looking for a new job.
If I were you, I'd stop writing her.
It would probably be a good idea to send this mail by express mail.
I advice you to talk with your lawyer.
F. Metode Pembelajaran/Teknik:
Peer Tutoring Strategy G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
setting, plot) yang sudah dibaca, ditonton,
dan/atau didengar.
Membahas nilai-nilai yang terkandung dalam cerita, sikap dan
perilaku para tokoh.
Membahas unsur dan langkah retorika dalam teks naratif.
Membahas ciri-ciri leksikogramatika.
Nonton film
Mendengarkan cerita (secara langsung atau dengan media
elektronik).
Membacakan cerita kepada kelompok atau kelas (monolog).
Menceritakan kembali cerita kepada kelompok atau kelas (monolog).
Membahas kesulitan yang dihadapi siswa dalam melakukan kegiatan terstruktur dan mandiri.
tugas untuk melakukan hal- hal berikut, dan melaporkan setiap kegiatan kepada guru, a.l. tentang tempat, siapa saja yang datang, kesulitan yang dihadapi.
Bertanya jawab tentang isi cerita (karakter, setting, plot) yang sudah dibaca, ditonton, dan/atau didengar dengan kelompok
belajarnya
Membahas nilai-nilai yang terkandung dalam cerita, sikap dan perilaku para tokoh.
Membahas unsur dan langkah retorika dalam teks naratif.
Membahas ciri-ciri leksikogramatika.
Nonton film.
Mendengarkan cerita (secara langsung atau dengan media elektronik).
Membacakan cerita kepada kelompok (monolog).
Menceritakan kembali cerita kepada kelompok (monolog).
wacana berbentuk naratif di luar tugas tatap muka dan terstruktur yang diberikan guru.
Siswa mengumpulkan setiap hasil kerja dalam portofolio, dan
melaporkan hal-hal yang sudah diperoleh serta kesulitan yang dihadapi secara rutin kepada guru.
Langkah-langkah Kegiatan Pembelajaran Pertemuan 3
1. Buiding Knowledge of Field(10’)
Greetings
Tanya jawab seputar kondisi umum siswa.
Mengidentifikasi kosa kata baru dari teks
Mendengarkan contoh dialog yang dibaca guru