CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussions
table is 2.018. The t-test statistical analysis for independent sample is applied.
The following table shows the result of t-test calculation:
Table 4.4. T-test of the Students’ Speaking Ability
Speaking Ability
T-Test T-Table Comparison Classification
11.37 2.018 T test > T Table
Significantly Different
The table above indicates the significant different between T-Test and T- Table. That t-test value is greater than t-table (T-Test> T-Table), the final result shows that t-test value for the final score of students’ speaking ability is (11.37 > 2.018). It means that there is significant difference between the students’ speaking ability before and after usingParticipation Point System. It also can be stated that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.
ability in terms of accuracy dealing with vocabulary and pronunciation are significantly improved. The data on Table 4.2 shows that the score of vocabulary is improved (50.90 %) from the mean score 4.42 on pre-test to be 6.67 on post test. The score of pronunciation is improved (38.75%) from the mean score 4.62 on pre-test to be 6.41 on post test.
The meanscore of the students’ accuracy in post test is higher than the mean score of the students’ pre-test. Therefore, Participation Point System is effective to improve the students’ speaking ability in terms of accuracy.
2. The Students’ Improvement in Fluency
According to the research findings above in applying Participation Point System in the class, the data are collected through the test as explaines in the previous finding section show that the students’ speaking ability in terms of Fluency is significantly improved. The data on Table 4.3 shows that the score of fluency in term of smoothness and content. Score of smothness is improved (54.52 %) from the mean score 4.42 on pre-test to be 6.83. the score of content is improved (27.92%) from the mean score 5.12 on pre-test to be 6.55 on post test .
The score of the students’ fluency in post test is higher than the mean score of the students’ pre-test. It can be conclude that Participation Point System is effective to improve the students’ speaking ability in terms of fluency.
3. The Implementation of Participation Point System
Before giving treatment, the students’ speaking ability is categorized as poor at the both classes. After giving the treatment, their speaking ability is significantly improved.
After teaching speaking at the eighth grade students of SMPN 1 Majauleng through Participation Point System, the researcher finds some advantages, for instance:
a. In the treatment process, the researcher makes the teaching learning process more interesting and motivating by the using Participation Point System. At the first meeting, the students are lazy and bored and lack of motivation to participate in learning English but the researcher encourages them and makes the atmosphere in the classroom more interesting and motivating. As a result, the students enjoy and they are more excited to participate in learning process because all of them are motivated to get more points.
b. In the next meeting students become more active and in the classroom because they compete each other to get more points.
c. Students is motivated because they are given a point for their participation in the class room while learning.
d. Participation Point System is rather easy and simple to apply in the class.
Based on the discussion above, we can know that there is different result between pre-test and post-test in teaching speaking through Participation Point System. The researcher points that teaching speaking through
Participation Point System is a good way to improve the students’ speaking ability at the eighth grade students of SMPN 1 Majauleng.
46
This chapter presents the conclusion and suggestion based on the finding and discussion of the data analysis.
A. Conclusion
Based on the findings in the previous chapter, the researcher draws conclusion that teaching English through Participation Point System is significant to increase the students’ speaking ability. Based on the result and the discussion of the data analysis previously, the writer takes conclusion as follows:
1. Using Participation Point System in teaching speaking is effective to increase the students’ accuracy which deals with vocabulary and pronunciation at the eighth grade of SMPN 1 Majauleng.
a. The students’ accuracy deals with vocabulary. It is proven by the improvement of the students’vocabulary is 50.90 %.
b. The students’ accuracy deals with pronunciation. It is proven by the improvement of the students’ pronunciation is 38.75 %.
2. Using Participation Point system in teaching speaking is effective to increase the students’ fluency which deals smoothness and content at the eighth grade of SMPN 1 Majauleng.
a. The students’ fluency deals with smoothness. It is proven by the improvement of the students’ smothnessis 54.52 %.
b. The students’ fluency deals with content. It is proven by the improvement of the students’ content is 27.92 %.
Based on the finding and discussion of the research, it can be concluded that the use of Participation Point System in teaching speaking is effective in increasing the students speaking achievement of the eight grade students of SMPN 1 Majauleng 2014/2015 academic year. It is proved by the t-test value that is 11.37.
B. Suggestions
The researcher shares some suggestions which might be advantageous for the English teachers, the students and the next researchers as follows:
1. The students should try to love English subject to make them easier to study.
2. Teacher should make a class motivated and interesting, so that the students can enjoy studying in the classroom.
3. The students should get into the habit of speaking English not only in the classroom but outside the classroom.
4. Teacher should notice the instructions given to carry out the activities in the teaching learning process because instructions can determine the success of every single activity in the classroom.
5. Teacher should keep a rapport among students in the classroom.
6. To make a class effective and communicative, the researcher suggests using Participation Point System Method in the classroom
7. The result of this research can be also used as an additional reference for the other researchers.
BIBLIOGRAPHY
Akhyat. Improving the Students’ English Speaking Competence through Storytelling. International Journal of Language and Literature vol 1. No.
2, December 2013
Amalyah, Nurul. 2012.Improving the students’ Speaking Ability Through Role Play Technique at the First Year of SMANegeri 14 Makassar. Makassar:
Thesis Faculty of Teacher Training and Education Makassar Muhammadiyah University.
Asrina, Andi, Sri. 2012.Improving the Students’ Speaking Ability Through Participant Point System Method. Makassar: Thesis Faculty of Teacher Training and Education Makassar Muhammadiyah University.
Bess, Michael. 2002. A Participation Point System Good for Every Task, Asia University, Tokyo (online), (jalt-publications.org/archieve/proceedings/
2002/160.pdfved)
Buyung. 2012.The Nature of speaking. Education News (Online), (http://creationbrain.blogspot.com/20012/08/the-nature-of-
speaking.html?m=1), date access 28thMay 2014).
Brudden, P.M. 1995. Effective English Teaching – Second Edition. New York:
The Bob’s Merril Company.
Dash, Bipin Bahari. Language Skill : A Study of Improving English Speaking Skills through English Reading Skills. VSRD International Journal of Technical & Non-Technical Research Vol. 4 No. 4. April 2013.
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Harmer, J. (2001).The Practice of English Language Teaching. Malaysia:
Longman
Heaton, J.B. 1988. Writing English Language Test. New York: Longman Inc.
Jeffrey, D.M. (2003). Participation Point System to Encourage Classroom Communication. The Internet TESL Journals vol. IX. No 8, August 2003.
Retrieved at http://iteslj.org/techniques/Jeffrey-PointSystem.html on August 7, 2011
Jeffrey, D.M. (2005). A Motivational Participation Points System. Retrieved at http://jalt-publications.org/archieve/proceedings/2004/E20.pdf on August 7, 2011
McDonough, J. and Shaw, C. 1993. Materials and Methods in ELT. Cambridge:
Blackwell Publisher.
Mirdayani. 2011. Improving the Students Speaking Proficiency Through Fostering the Use of Extended Discourse. The Thesis of Unismuh Makassar.
Murliana. 2007.Improving the Students’ Speaking Ability of SMP CambaThrough English Film. Makassar: Thesis FBS UNM.
Nation, I.S.P and Newton, J. 2009. Teaching ESL/ EFL Listening and Speaking.
New York: Routledge.
Nazarah, Situjuh. 2010.Students’ Perception on EFL Speaking Skill Development,The internet journal of Teaching English, vil.1.N1.February 2011, (Online), ( http://jet.uki.ac.id/students-perception-efl-speaking- skill-develovment/, date access 5th May 2014).
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Ordee, Thanyalak. Developing Speaking Skills Using Three Commnicative Activities. International Journal of Social Scienceand Humanity. Vol.2 No. 6. November 2012.
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NewYork: Cambridge University Press.
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Sufriani, H. 2012. Improving the Students’ Motivation in Speaking by Using Pictorial Riddle Approach. Makassar: Thesis Faculty of Teacher Training and Education Makassar Muhammadiyah University.
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APPENDICE C
DOCUMENTATION
INSTRUMENT
The instrument of pre-test:
Activity : Speaking test
Time : 80 minutes
INTRUCTION
Choose one of the pictures below and describe it!
1.
2.
3.
4.
The instrument of post-test:
Activity : Speaking test
Time : 80 minutes
INTRUCTION
Choose one of the pictures below and describe it!
1.
2.
3.
4.
1. Mean Score of pre-test and post test a. First Class
Pre_test Post-Test
X = N
x X =N
xX1= 99.98 = 4.76 X2= 140.40 = 6.68
21 21
b. Second Class
Pre_test Post-Test
X = N
x X =N
xX1= 99.58 = 4.53 X2= 143.76 = 6.53
22 22
Where:X : Mean score
X : The sum of all scoresN : The number of students c. Of Both Classes
X = X11+ X12 X = X21+X22
N N
X = 4.76 + 4.53 X = 6.69 + 6.53
2 2
1
X = 4.64 X2= 6.61
Where: X1 : Mean score pre-test 2
X : Mean score post-test 1
X1 : Mean score pre-test first class 2
X1 : Mean score pre-test second class 1
X2 : Mean score post-test first class 2
X2 : Mean score post-test second class N : The number of classes
2. The improvement of the students’ speaking ability
First Class
% = X2- X1 X 100 X1
= 6.68–4.76 X 100 4.76
= 40.33 %
a) The improvement of the students’ vocabulary
% = X2- X1 X 100 X1
= 6.51–4.60 X 100 4.60
= 41.52 %
b) The improvement of the students’ pronunciation
% = X2- X1 X 100 X1
= 6.67–4.68 X 100 4.68
= 42.52 %
c) The improvement ofthe students’ smoothness
% = X2- X1 X 100 X1
= 7.14–4.44 X 100 4.44
= 60.81 %
d) The improvement of the students’ content
% = X2- X1 X 100 X1
= 6.43–5.32 X 100 5.32
= 20.86 %
Second Class
% = X2- X1 X 100 X1
= 6.53–4.53 X 100 4.53
= 44.15 %
a) The improvement of the students’ vocabulary
% = X2- X1 X 100 X1
= 6.82–4.24 X 100 4.24
= 60.84 %
b) The improvement of the students’ pronunciation
% = X2- X1 X 100 X1
= 6.14–4.55 X 100 4.55
= 34.94 %
c) The improvement of the students’ smoothness
% = X2- X1 X 100 X1
= 6.52–4.39 X 100 4.39
= 48.51 %
d) The improvement of the students’ content
% = X2- X1 X 100 X1
= 6.67–4.92 X 100 4.92
= 35.56 %
Of Both Classes
% = X2 X1 X 100 1
X
= 6.61–4.64 X 100 4.64
= 42.45 %
a) The improvement of the students’ vocabulary
% = X2 X1 X 100 1
X
= 6.67–4.42 X 100 4.42
= 50.90 %
b) The improvement of the students’ pronunciation
% = X2 X1 X 100 1
X
= 6.41–4.62 X 100 4.62
= 38.74 %
c) The improvement of the students’smoothness
% = X2 X1 X 100 1
X
= 6.83–4.42 X 100 4.42
= 54.52 %
d) The improvement of the students’content
% = X2 X1 X 100 1
X
= 6.55–5.12 X 100 5.12
= 27.92 %
Where : X1 : Mean score pre-test 2
X : Mean score post-test
3. To find out standard deviation of the students’ score in pre-test and post-test by applying formula below:
4. SD =
1
2 2
N N x x
a. First Class
The standard deviation of the students’ score in pre-test:
SD =
1 21
21 98 . 97 99 . 486
2
SD = 20 21
00 . 97 9996 .
486
SD = 20
476 97 . 486
SD = 20 97 . 10
SD = 0.55
The standard deviation of the students’ score in post-test:
SD =
1 21
21 40 . 15 140 . 947
2
SD = 20
21 16 . 19712 15
. 947
SD = 20
67 . 938 15 . 947
SD = 20 48 . 8
SD = 0.42
b. Second Class
The standard deviation of the students’ score in pre-test:
SD =
1 22
22 58 . 97 99 . 469
2
SD = 21
22 17 . 97 9916 .
469
SD = 21
73 . 450 97 . 469
SD = 21 24 . 19
SD = 0.91
The standard deviation of the students’ score in post-test:
SD =
1 22
22 76 . 09 143 . 969
2
SD = 21
22 93 . 20666 09
. 969
SD = 21
40 . 939 09 . 969
SD = 21 69 . 29
SD = 1.41
Where: SD : Standard deviation
x : The sum of all score
x2 : The sum square of all sore N : Total number of students4. To find out the mean score differences by using the formula:
a. First Class D=
N
DD= 21
42 .
40 = 1.92
b. Second Class D=
N
DD= 22
18 .
44 = 2.01
Where:D : The mean of the differences score
D : The sum of the differences score N : The total number of students5. To find out the significant differences between the score of pre-test and post-test by using the formula:
a. First Class
T =
1
2 2
N N
N D D
D
T =
2
1 21 21
21 42 . 06 40 . 89
92 . 1
T =
2021 21
77 . 06 1633 . 89
92 . 1
T =
420 80 . 77 06 . 89
92 . 1
T =
420 26 . 11
92 . 1
T1 = 0.163 92 .
1 = 11.77 b. Second Class
T =
1
2 2
N N
N D D
D
T =
2
1 22 22
22 18 . 26 44 . 104
01 . 2
T =
21 2222 87 . 26 1951 . 104
01 . 2
T =
462 72 . 88 26 . 104
01 . 2
T =
462 54 . 15
01 . 2
T2 = 0.183 01 .
2 = 10.97
c. Test of Significance of both class T : T1 + T2
2
T : 11.77 + 10.97 2
T : 11.37
Where: T1 : Test of significance of first class
T2 : Test of significance of second class class
D : The mean score
D : The sum of total score of difference D : The Square of the sum score of different N : The total number of studentsTeaching Materials Meeting I
A. Introduction
The teacher introduces the rules or system to the students B. Presenting the material
Expressions of asking and giving opinion You can use these expressions to ask for opinions.
You can use these expressions to give opinions.
• What do you think …?
• What’s your opinion...?
• How do you feel about...?
• Do you have an idea about…..?
• Do you think that…..?
• I think ....
• I guess that …….
• I suppose that …
•In myopinion, ……
• I must say ....
• From my point of view ....
• I like it very much
• It’s great
• That sounds great
• That’s a good idea
• That sounds very nice
• I’d like to but…..
• I’m sorry but…
Short example of dialog asking and giving opinion Ex:
A: What do you think about this class?
B: I think this class is very clean
A: What is your opinion for my new t-shirt?
B: In my opinion your new t-shirt is very nice and it has a good color C. Asking the students to do communicative activity about the material and
giving them point for their participation D. Asking the students to find their pair
E. Distributing small papers to each student pair to be discussed and giving them points for their presentation to the class
Small Paper
1. Work in pairs and make a short dialogue about some topic below :
English
Holiday
Final exam
2. Your dialogue must contain asking and giving opinion!
3. present it in front of the class!
F. Giving homework about asking and giving opinion
Read the dialogue below and identify which are asking opinion or which are giving opinion!
Dialogue
Mufti : “Hello Udin!”
Udin : “Hello Mufti”
Mufti : “What are you doing?”
Udin : “I was jogging, you look different now”
Mufti : “Yes, I just cut my hair, what do you think about my hair?
Udin : “I think your hair looks neat.”
Mufti : “Thank you, that is new shoes?”
Udin : “Yes, this is new shoes, what do you think about my shoes?”
Mufti : “your shoes is very nice, I so wanted to have it.”
Udin : “thank you very much.”
Mufti :“Udin bye..”
Udin : “Bye Mufti...”
Meeting II A. Introduction
Checking the students’ homework and reviewing the previous material B. Presenting the material
Expressions of agree and disagree
Expression of agree Expression of disagree
• Yes, Iagree.
• That’s true.
•I think so
• That’s for sure
• You’re absolutely right.
• Exactly
• I don’t agree.
• No, I don’t thinkso.
• I totally disagree
• Not necessarily
• That’s not always true
• No, I’m not sure about that
• I don’t think I agreewith you
Expressions of congratulation
Expression of congratulation Responding expression of congratulation
•Congratulation!
• Congratulation on your ...!
•Happy Birthday!
•Happy new year!
•Happy Anniversary!
•Thanks
•Thank you so much
•thanks, I needed that
• That’svery kind of you that
Short example of dialog showing agree–disagree and congratulation Ex: Agree and disagree
A: which one do you think the most beautiful country in the world?
B: I think is my country Indonesia?
A: Yeah, I think so
Ex: Congratulation
A: Congratulation for your new job Andi?
B: Thank you very much Ani
C. Asking the students to do communicative activity about the material and giving them point for their participation
D. Asking the students to find their pair
E. Distributing small papers to each student pair to be discussed and giving them points for their presentation to the class
Small Paper
Express Your Agree And Disagree By By Filling The Blank And Give Your Agree And Disagree And Give Your Reason For Your Agree And Disagree!
A : What Is Your Favourite Lesson In The Class?
B: I Like Math. How About You?
A: ...
A: What is your favourite place to be visited?
B: I like zoo and mall. How about you?
A: ...
What will you say for these situation below?
1. 4.
2. 3.
F. Giving homework about agree–disagree and congratulation
Make a short dialogue about agree and disagree and about congratulation!
Meeting III A. Introduction
Checking the students’ homework and reviewing the previous material B. Presenting the material
Expression of invitation, accept invitation, and decline invitation Invitation Accept invitation Decline invitation
• Shall we ...?
• Could you come to ....
• Would you like to come?
• I’d very much like you to come.
• Yes, certainly I will come.
• Absolutely, count me in.
• I would, very much.
• Yes, I’d like nothing better.
•I’m terribly sorry.
• I don’t think I can.
• I’m very sorry, I can’t.
• Thank you very much, but……
Ex: Invite someone
A: Would you like come to my house next week?
B:I’m sorry, I can’t . I have any thing to do at that day.
A: Ok, that’s alright
C. Asking the students to do communicative activity about the material and giving them point for their participation
D. Asking the students to find their pair
E. Distributing small papers to each student pair to be discussed and giving them points for their presentation to the class
Small Paper Work in pairs!
On March 28th you want to celebrate it with your friends. You will to invite your friends.
What will you say if you want to invite, accept, and decline the invitation?
F. Giving homework about invitation
Fill the blank if you want to invite, accept, and decline an invitation!
A. Dialogue I (Invite and accept)
Ria : “Hy Lia. Where are yoiu going?”
Lia : “I’m going to the market.”
Ria : “... my birthday party next week!
Lia :“...”
Ria : “thank you”
Lia : You are welcome”
B. Dialogue II (Invite and decline) Joni : “It’s a boring day.”
Jono : “Why?”
Joni : “I have a lot of homewor.”
Jono : “Me too, ...home tonight”
Joni : “I’m sorry...”
Jono : “Why? Let’s learn together at my home”
Joni : “I’m not feeling well. Maybe later”
Jono : “Poor you. Take some rest well!”
Joni : “Thank you for your advice.”
Jono : “You are welcome.”
Meeting IV A. Introduction
Checking the students’ homework and reviewing the previous material B. Presenting the material
Recount text
Recount text is is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience.
1. Generic structure:
Orientation : Introducing the participants, place and time.
(Menceritakan siapa saja yang terlibat dalam cerita, apa yang terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya)
Events: Describing series of event that happened in the past.
(Menceritakan apa yang terjadi (lagi) dan menceritakan urutan ceritanya)
Reorientation: It is optional. Stating personal comment of the writer to the story. ("Reorientation" berisi komentar pribadi penulis cerita dan penutup cerita / akhir cerita)
Purpose : to tell / inform readers what happened in the part through a sequence of events.
Example of recount text
Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens.
A friendly waiter taught me a few words of Italian. Then he lent me a book. I read a few lines, but I didn’t understand a word.
Every day I thought about postcard. My holidays passed quickly, but I didn’t send any cards to my friends.
On the last day, I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I didn’t write a single card
C. Asking the students about the material and giving them point for their participation
D. Distributing small papers to each student to be discussed and giving them points for their participation to the class
Small Paper
Sentence connector as follows:
First of all ……….. Meanwhile ………..
Then ……….. Make sure you ……….
Next ……… Be careful not to ………..
After that ………….. Remember to ……….
Finally ……….. Don’t forget to ………..
E. Giving homework about recount text
Make a short recount text about your experience on your holiday!
A Beautiful Day at Jogja
Last week, my friends and I went to Jogja. We visited many places.
First, we visited Parangtritis beach. The sun shone brightly and the scenery was very beautiful there. We felt the wind blew across to us. We also saw a lot of people in that beach. There were many birds flew in the sky. Also, there were many sellers who sold many kinds of souvenirs. Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as
monkeys, tigers, crocodiles, snakes, etc. We looked around in that Zoo, and also took pictures of those animals. Then, we felt hungry, so we went to a restaurant. As soon as we finished our lunch, we decided to go home.
For me, that was a beautiful day. We really enjoyed it, and I hope I could visit Jogja again.
Questions:
1. What does the story tell about?
2. When and how did they go to Jogja?
3. Could you retell the story above?