FINDING AND DISCUSSION
This chapter consists of the findings in this research and its discussion. It provides information about the result of data collected through test that can be discussed in this section below:
4.1 Finding
The finding of this research consists of the classification pre-test and post-test.
It aimed to find out the answer of research question. The writer gave two tests which are pre-test and post-test. Pre-test was given before treatment to know the members‟
speaking skills then post-test was given to know members‟ speaking skills after doing the treatment.From the result of the post-test, it aimed to find out that using Kim‟s memory game is able to increase the members‟ speaking skills of member of Libam IAINParepare.
The technique that writer recommended is using Kim‟s memory game. It is able to influence the members‟ mindset and open their thought as well as in making idea by their communicative in language or the way to understand the key expression from the sentence of the card to collect their ideas in their mindset first then express it by speaking in front of their friend.
4.1.1Members‟ Speaking Skills in Using Kim‟s memory game
This section described the result of data analysis in using Kim‟s memory gameto increasemembers‟ speaking skills at LIBAM IAIN Parepare:
4.1.1.1 The members‟ Score in Pre-test
The writer gave some questions to the members‟ as the pre-test to know the members‟ speaking skills. Every member got the questions and answered it then the
60
60
writer recorded the members‟ answers. After giving the pre-test to the members, the writer found out the result of members‟ speaking skills based on the criteria of speaking skills which are comprehensibility, accuracy and fluency before giving treatment. The result was shown in the following table:
Table 4.1 the members‟ score of pre-test
No Nama Prodi Aspect
Result Score
C A F
1 YaumulHaeriyah MZW 2 2 2 6 33.3
2 Sinta PS 1 2 1 4 22.2
3 Khaerunnisa MZW 1 1 2 4 22.2
4 SittiRahma MTK 1 1 2 4 22.2
5 SitiNurjannah PBI 2 2 2 6 33.3
6 Erni PAI 1 1 1 3 16.7
7 Irnayanti PBI 2 3 1 6 33.3
8 Nadia Aloatun PBI 2 1 1 4 22.2
9 Rasmi KPI 2 2 2 6 33.3
10 AyuAstari PBI 4 3 3 10 55.6
11 Muh. FadhilMuarij PBI 2 1 2 5 27.8
12 IsmiZaskiahHersyam SPI 1 2 1 4 22.2
13 Niar AS 2 1 1 4 22.2
14 SiskaAngraini ALKES 2 2 2 6 33.3
15 NurAfni PS 2 2 1 5 27.8
16 MuhFajar PS 2 2 2 6 33.3
17 Muhammad IkmalAiman ALKES 2 2 2 6 33.3
18 SyamsulMa'arif PS 3 2 3 8 44.4
19 Aldi Fatriadi KPI 3 4 3 10 55.6
20 AinunAnnisaAkkas IPA 3 4 4 11 61.1
Total 655.6
Data Source: members‟ pre-test
After knowing the members‟ score in pre-test based on aspect of speaking the following table is members‟ score to find out the mean score:
61
61
Table 4.2 Themembers‟ score and square in pre-test
No Nama
Pre - test of the members
(X1) Classification
X1 X12
1 YaumulHaeriyah 33.3 1108.9 Very Poor
2 Sinta 22.2 492.8 Very Poor
3 Khaerunnisa 22.2 492.8 Very Poor
4 SittiRahma 22.2 492.8 Very Poor
5 SitiNurjannah 33.3 1108.9 Very Poor
6 Erni 16.7 278.9 Very Poor
7 Irnayanti 33.3 1108.9 Very Poor
8 Nadia Aloatun 22.2 492.8 Very Poor
9 Rasmi 33.3 1108.9 Very Poor
10 AyuAstari 55.6 3091.4 Fair
11 Muh. FadhilMuarij 27.8 772.8 Very Poor
12 IsmiZaskiahHersyam 22.2 492.8 Very Poor
13 Niar 22.2 492.8 Very Poor
14 SiskaAngraini 33.3 1108.9 Very Poor
15 NurAfni 27.8 772.8 Very Poor
16 MuhFajar 33.3 1108.9 Very Poor
17 Muhammad IkmalAiman 33.3 1108.9 Very Poor
18 SyamsulMa'arif 44.4 1971.4 Poor
19 Aldi Fatriadi 55.6 3091.4 Fair
20 AinunAnnisaAkkas 61.1 3733.2 Fair
Total 655.3 24431.1
Data Source: members‟ pre-test
The table above showed that the result of members” speaking score before applying Kim‟s memory game. There were sixteen members got very poor score, there were one member got poor score, and three members got fair score. The total score in pre-test is 655,3. It has shown that the students‟ speaking ability in pre-test was low, because most of members still got very poor. The following are the process of calculation to find out the mean score on the calculation of members‟ score in pre- test of the table 4.2.
62
62 Mean score of pre-test
̅=
∑̅=
̅=
32.8Thus the mean score of pre-test is 32.8 4.1.1.2 The members‟ score in post-test.
Meanwhile, the members‟ score in post-test would be presented in the following table:
Table 4.3 Themembers‟ score of post-test
No Nama Prodi Aspect
Result Score
C A F
1 YaumulHaeriyah MZW 3 3 3 9 50
2 Sinta PS 2 3 2 7 38.9
3 Khaerunnisa MZW 2 2 3 7 38.9
4 SittiRahma MTK 2 2 2 6 33.3
5 SitiNurjannah PBI 3 3 3 9 50
6 Erni PAI 2 2 2 6 33.3
7 Irnayanti PBI 3 3 2 8 44.4
8 Nadia Aloatun PBI 3 4 3 10 55.6
9 Rasmi KPI 2 3 3 8 44.4
10 AyuAstari PBI 5 5 5 15 83.3
11 Muh. FadhilMuarij PBI 2 2 3 7 38.9
12 IsmiZaskiahHersyam SPI 2 3 2 7 38.9
13 Niar AS 3 2 2 7 38.9
14 SiskaAngraini ALKES 3 3 3 9 50
15 NurAfni PS 3 2 2 7 38.9
16 MuhFajar PS 3 3 3 9 50
17 Muhammad IkmalAiman ALKES 3 3 3 9 50
18 SyamsulMa'arif PS 4 5 4 13 72.2
19 Aldi Fatriadi KPI 4 5 4 13 72.2
20 AinunAnnisaAkkas IPA 5 5 5 15 83.3
Total 1005.6
Data Source: members‟ post-test
63
63
After knowing the members‟ score in post-test based on aspect of speaking the following table is members‟ score to find out the mean score:
Table 4.4 Themembers‟ score and square in post-test
No Nama
Post - test of the members
(X2) Classification
X2 X22
1 YaumulHaeriyah 50 2500 Poor
2 Sinta 38.9 1513.2 Very Poor
3 Khaerunnisa 38.9 1513.2 Very Poor
4 SittiRahma 33.3 1108.9 Very Poor
5 SitiNurjannah 50 2500 Poor
6 Erni 33.3 1108.9 Very Poor
7 Irnayanti 44.4 1971.4 Poor
8 Nadia Aloatun 55.6 3091.4 Fair
9 Rasmi 44.4 1971.4 Poor
10 AyuAstari 83.3 6938.9 Very Good
11 Muh. FadhilMuarij 38.9 1513.2 Very Poor
12 IsmiZaskiahHersyam 38.9 1513.2 Very Poor
13 Niar 38.9 1513.2 Very Poor
14 SiskaAngraini 50 2500 Poor
15 NurAfni 38.9 1513.2 Very Poor
16 MuhFajar 50 2500 Poor
17 Muhammad IkmalAiman 50 2500 Poor
18 SyamsulMa'arif 72.2 5212.8 Good
19 Aldi Fatriadi 72.2 5212.8 Good
20 AinunAnnisaAkkas 83.3 6938.9 Very Good
Total 1005.4 55134.6
Data Source: members‟ post-test
The table above showed that there were a changed of members‟ score after did the treatment. There were two members got very good score, there were two members got good score, there were one member got fair score,there were seven members got poor score, and three were eigth members got very poor score. The total score in post- test is 1005.4. It proved that there were increasing of members‟ score in post-test.
64
64
In this, the writer analyzed the data of members‟ score in post-test to know whether there is or there is no a significant difference of members‟ achivement b e f o r e a n d a f t e r l e a r n i n g p r o c e s s i n u s i n g K i m ‟ s m e m o r y g a m e . Mean score of post-test
̅=
∑̅=
̅=
50.2Thus the mean score of post-test is 50.2
4.1.1.3The Rate Percentage of the Frequency of the Pre-test and Post-test
The following table showed the percentage of the frequency in pre-test and post-test
Table 4.5 The Classification frequency and percentage of the members‟ pre-test and post-test
No Classification Score Interval
Frequency Precentage
Pre-test Post-test Pre-test Post-test
1 Very Good 80-100 0 2 0% 10%
2 Good 66-79 0 2 0% 10%
3 Fair 56-65 3 1 15% 5%
4 Poor 40-55 1 7 5% 35%
5 Very Poor ≤ 39 16 8 80% 40%
Total 20 20 100% 100%
The data of the table above indicated that the rate percentage of the pre-test.
One member got poor score (5%), and threemembers got fair score(15%), while the rate percentage of the post-test, twomembers got very good score(10%), twomembers got good score(10%). The percentage in post-test that members got very good score was higher than percentage in pre-test. It showed that members were able to increase the members‟speaking skills after treatment by using Kim‟s memory game.
65
65
4.1.2 The implementation of using Kim‟s memory gameto increase the members‟
speaking skillss of LIBAM IAIN Parepare.
This part presented the result of data analysis about the implementation of using Kim‟s memory gameto increase the members‟ speaking skills at the second grade of LIBAM IAIN Parepare.
4.1.2.1t-test value
The following is the table to find out the difference of the mean score between pre-test and post-test.
Table 4.9 the worksheet of the calculation the score in pre-test and post-test of the members‟ speaking skills
In the other to see the members‟ score, the following is T-test was statistically applied:
Table 4.6 the worksheet of the calculating of the score on pre-test and post-test on the members‟ speaking skill
NO. X1 X2 (X1)2 (X2)2 D(X2-X1) D2(X2-X1)2
1 33.3 110889 50 2500 16.7 278.9
2 22.2 492.84 38.9 1513.21 16.7 278.9
3 22.2 492.84 38.9 1513.21 16.7 278.9
4 22.2 492.84 33.3 1108.89 11.1 123.2
5 33.3 1108.89 50 2500 16.7 278.9
6 16.7 278.89 33.3 1108.89 16.6 275.6
7 33.3 1108.89 44.4 1971.36 11.1 123.2
8 22.2 492.84 55.6 3091.36 33.4 1115.6
9 33.3 1108.89 44.4 1971.36 11.1 123.2
10 55.6 3091.36 83.3 6938.89 27.7 767.3
11 27.8 772.84 38.9 1513.21 11.1 123.2
12 22.2 492.84 38.9 1513.21 16.7 278.9
13 22.2 492.84 38.9 1513.21 16.7 278.9
14 33.3 1108.89 50 2500 16.7 278.9
66
66
15 27.8 772.84 38.9 1513.21 11.1 123.2
16 33.3 1108.89 50 2500 16.7 278.9
17 33.3 1108.89 50 2500 16.7 278.9
18 44.4 1971.36 72.2 5212.84 27.8 772.8
19 55.6 3091.36 72.2 5212.84 16.6 275.6
20 61.1 3733.21 83.3 6938.89 22.2 492.8
Total 655.3 24431.1 1005.4 55134.6 350.1 6825.7 To find out D used the formula as follow:
∑
=
=
17.5 The calculation the t-test value
√∑ ∑
√
√
√
√
√
67
67
13.4
Thus, the t-test value is 13.4 4.1.2.2 Hypothesis Testing
The overall comparison between the members‟ achievement score in pre-test and post-test in previous sub chapter showed the increase of the quality of the members‟ speaking skills from poor to enough, enough to good, and good to very good classification. Then, the data of pre-test and post-test were used to test the hypothesis by using t-test dependent. T-test dependent means only one group, not make different with female and male.
To find out degree of freedom (df) the writer used the following formula:
Df = N-1
= 20-1
=19
For the level, significant (α) 5% and df=19, and the value of the table is 1.729, while the value of t-test 13.4. It means that the t-test value is greater than t-table (13.4≥ 1.729). Thus, it can be concluded the members‟ speaking skills through using Kim‟s memory game is significant better after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.
Inteaching speaking for member of LBAM IAIN Parepare, an English teacher should be able to use the appropriate way in order to make the members be more enthusiastic and interested in speaking English. By using Kim‟s memory game the members will be more interested. In learning since they are able to link between the materials with the image or script. It is clear Kim‟s memory game can make the
68
68
members interact with other the members. When they are interacting, they can increase their speaking achievement. Every member can learn from their mistake or from their members. It will be more effective rather than just sit and learn in their friend. Not all the members will be interested in that activity but at least the teacher can make the members speak English briefly.
In this research, the writer focused on the members‟ speaking skillss and Kim‟s memory game as the method in teaching speaking. Based on the informal interview with the members and the organizer of LIBAM IAIN Parepare, many problems were found in learning speaking. The members were difficult to speak in front of their friend because it was not interesting. The activities of the members in their friend such as discussing some topics, reading materials in front of their friend.
To make it worse, the members had poor vocabulary so that they could not talk much about the topic and make the member stiff then lost in confidence.
4.1.2.3 The ways of using Kim‟s memory game in increasingthe members‟ speaking skills.
After finishing the research, the writer conclude that the members felt happy and fun in learning English by using Kim‟s memory game. It made them easier to express their ideas orally by using the Kim‟s memory game and they felt fun because they could communicate and interact with their friend using English because as long as the meeting, they not only speak individually but also they spoke in a group.
Using Kim‟s memory game in teaching English has impact in increasing the members‟ speaking skills. In fact, based on the finding most the members have a good score in post-test it means that, using Kim‟s memory game effective to be used in increasethe members‟ speaking skills. This game also helped the member to find
69
69
their ideas so, they would not confuse to speak in front of their friend and communicate one another.
There was one meeting before doing the treatment of the research, which was pre-test. The meeting of the pre-test, the writer introduced herself and gave explanation the purpose of the research to make the members understood what they would be done. After that the writer gave several questions about personal identity to know the membersskills in speaking. The writer recorded the members answer to make easier evaluate the aspects of the members‟ speaking.
In the first meeting on Friday, February 28th, 2020, the searcher gave motivation to the members about learning English and explained the procedures of Kim‟s memory game. After that the writer gave Kim‟s memory game about singular and pllural. The members describeda picture based on the Kim‟s memory game that the writer has given.
On Saturday, February29th, 2020, was the second meeting, the writer gave the members material about Describe Object and aplly this game by describing something andasked the member to identify what the researcher have described.The researcher will rather than allowing the members to call out, and ask them first to tell their neightbourswhattheythinkthe researcherhavedescribed.Thenaskforsuggestions from theclass.
The third meeting on Sunday, February1st, 2020, The reseacher gave the members material about Limiting Adjective and the researcher aplliedthis game by describing something andasked the class to identify what the researcher have described.The researcherrather than allowing the members to call out, and ask them
first to tell their neightbourswhattheythinkthe
70
70
researcherhavedescribed.Thenaskedforsuggestions from theclass.The researcher brougthalargepicturewithalotofpeopleinit,orseveraldifferent pictures of peopleinteracting andshowed the picture(s) to the members..
On Monday, February 2nd, 2020 was the fourth meeting. The writer gave the members material about Descriptive Adjective and aplliedthis game by describing something and will ask the class to identify what the researcher have described.
The researcher showed the picture(s) to the class and ask them to work in pairs.
Explain thattheyhavetochoosetwopeopleinthepicturewhomightbehavinga conversation. The pairs should not reveal their choice to others in the class.The researcher asked eachpairtodeviseandwriteoutaconversationbetweenthechosen characters,andperform it.
On Thuesday, February 3rd, 2020 was the fifth meeting. The reseacher gave maerial about Describing Ourselves and aplliedthis game by describing something and asked the class to identify what the researcher have described.The researcher askedoneofthemoreconfidentmemberstotakeoneofthewordcardsat random from the researcher hand. He or she must describe the meaning of the wordonthecardsowellthatotherscanidentifywhatitis. The reasearcher showedthepicture(s)tothemembersandaskedeachofthemtochooseone
character,withoutrevealingtheirchoicetoanyoneelse.The
researcheraskedeachlearnertowritewhattheirchosencharactermightbethinking
inthepicture,then the researcher
invitedthememberstoidentifywhichpersonwasbeingrepresentedineach case.
On Wednesday, February 4th, 2020 was the sixth meeting.The researchergave material about Describing Someone and aplliedthis game by describing something
71
71
and will ask the class to identify what the researcher have described.The researcherbrougth alargepicturewithalotofpeopleinitorseveraldifferent pictures ofpeople andshowedthepicture(s)tothemembersandaskeachofthemtochooseone character,withoutrevealingtheirchoicetoanyoneelse. The researcher invitedthememberstoidentifywhichpersonwasbeingrepresentedineach case.
In the last, the writer gave post-test on Thursday, February 5th, 2020. In this meeting the writer gave several questions about the members planning on holiday. It aimed to know the members‟ speaking skills after doing the treatment. The writer took the recording of the members to make easier gave a score of speaking aspects because the writer had to focus on four aspects which are comprehensibility, accuracy and fluency.
From the first meeting until the last meeting, the members express their ideas in speaking with a different theme for each meeting, which are daily expression, expression in the canteen, expression in the hospital and expression in the telephone shop. It was hoped to make the members confidence, speak effectively and also develop their ideas. Using Kim‟s memory game in learning speaking was able to help the the members to speak correctly and fluently. As the conclusion, Kim‟s memory game has an impact in increase the members‟ speaking skills.
4.2 Discussion
Based on the previous result. It showed that the increase of the members‟
speaking skills by using Kim‟s memory game because the mean score of the pre-test was 32.8and the mean score of post-test was 50.2. The writer conclude that the mean score of the members‟ before giving the treatment is lower than the mean score of the members‟ after giving the treatment.
72
72
The writer used Kim‟s memory game in teaching speaking to make the members easier to speak effectively. The writer measured the members‟ speaking by focusing on the aspect of speaking which are comprehensibility accuracy andfluency.
These aspects also were a guideline of the writer in scoring the members‟ speaking.
There was an increaseskills after giving the treatment because the members score in the pre-test was 655,3 and it was very low score then the score of the post-test was 1005.4and it was very high score.
From the test finding, the data provided in classification table based on the aspects of speaking the rate percentage of the pre-test. One member got poor score (5%), and threemembers got fair score(15%), while the rate percentage of the post- test, twomembers got very good score(10%), twomembers got good score(10%). The percentage in post-test that members got very good score was higher than percentage in pre-test. It showed that members were able to increase the members‟speaking skills after treatment by using Kim‟s memory game.
From the result the writer concluded that the members speaking skills from poor to very good classification.
In addition, to know what was the hypothesis received between null hypothesis (H0) and alternative hypothesis (Ha), the writer use t-test to calculating result showed that on the t-test value 13.4 was greater than t-table value 1.729 table (13.24 ≥ 1.729) with degree of freedom (df) 29. It means alternative hypothesis (Ha) was concluded that by using expression card was able to increase the members‟
speaking skills at eighteen generation of member of LIBAM IAIN Parepare. This hypothesis was accepted while the null hypothesis (H0) was rejected.
73
73
Based on the finding above the writer conclude that the implementation of using Kim‟s memory gameis good strategy of learning to help the students to memorize what have you seen. It has aim to give students an opportunity what is good to remember.So that it changed classroom situation more active and it can be proved as long as the learning process the members easier to express their ideas and moreconfidance because this game make the member more activeat eighteenth generation of member of LIBAM IAIN Parepare.
56 CHAPTER V
CONCLUSION AND SUGGESSTION
This chapter consists of the summary of the research based on the finding and the discussion of this research.
5.1 Conclusions
Based on the result of data analysis and the discussion of the result in previous chapter, the finding of the result showed the positive impact in the members‟
speaking skills and class situation. This study is categorized pre-experiment research design, the objective in this study is to find out whether using Kim‟s memory game was able or not to increase the members‟ speaking skill. Therefore, the writer concluded thatthere is a significant difference of the members‟ speaking skill before and after treatment. It can be seen the members‟ speaking before applying Kim‟s memory game or did treatment. The writer gave the members pre-test with result of mean score was 32.8. While the members‟ speaking after applying Kim‟s memory game or did treatment, the writer gave post-test with several questions and the result of the mean score was 50.2.
It can be proved by looking at the mean score of the members‟ speaking test in pre-test and post-test.The mean score of pre-test is lower than the mean score of post-test. Then the T-test result in which the value of t-test was 13.4. It was greater than t-table 1.729 at the level significance 0, 05. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted.
Finally, using Kim‟s memory game could help the members in learning English, the members will not confuse what they want to say when the teacher asks
57
them and most of them easier to express their ideas. It means this game able to be
used in learning process.
41 5.2 Suggestion
Based on the research, the writer gives some suggestion as follow:
5.2.1 The teacher has to know many ways to teach English so that, make the learning process will be running well.
5.2.2 It is suggested to the English teacher to use Kim‟s memory game in teaching speaking because it can help the members to express their idea and feeling by using Kim‟s memory game as their foundation to speak.
5.2.3 The teacher should ask and motivate the student to study together to make them easier understand the material because they can help and share each other.