CHAPTER IV. FINDINGS AND DISCUSSIONS
A. Findings
The findings of this Classroom Action Research deal with the answer of the problem statements which was aimed to increase the students’ speaking ability in terms of accuracy (pronunciation) and fluency (self-confidence). The findings consist of students’ speaking ability anfd observation result. The finding of this research detect that the used of Australasian Debate Technique could increased the tudents’ speaking ability in the class XI MIA 10 at SMA 1 Sungguminasa.
1. The Increasingof the Students’Speaking Accuracy (pronunciation) The use of Australasian Debate Techniquecould increase the students’
speaking accuracy(pronunciation), could be seen clearly in the following table:
Table 5: The increasing ofthe students’ speaking accuracy(pronunciation)
No Indicators Mean Score Increasing (%)
CI CII CI-CII
1 Accuracy (Pronunciation) 68 80 18
The table aboveindicated that the indicators of the students’ speaking in term of accuracy (pronunciation), the mean score in the first cycle was 68 and in second cycle was80. So the students increasing from cycle I to cycle II was 18 %, this increasing was quite good to changing the category of the students’ achivement in cycle I from fairly good category became good category in cycle II.
The table above proved that the used of Australasian debate technique in teaching and learning process could increased the students’ speaking accuracy after taking action in cycle I and cycle II. To saw clearly the increased of the student’ speaking accuracy (pronunciation) the following graphic was presented.
Chart 1:The Increasing of the Students’ Speaking Accuracy (pronunciation) The chart above shows that the increasing of the students’ speaking accuracy (pronunciation) from the first cycle 68 to the second cycle 80 was 18% . Finally, Australasian debate technique was effective for students.
68
80
18%
0 10 20 30 40 50 60 70 80 90
Cycle I Cycle II Increasing
2. The Increasing of the Students’ Speaking Fluency (self-confidence) The used of Australasian Debate Technique could increased the students’ speaking fluency (self-confidence), could be seen clearly in the following table:
Table 6: The increasing of the students’ speaking fluency (self-confidence)
No Indicators Mean Score Increasing (%)
CI CII CI-CII
1. Fluency (self-confidence) 69 77 12
The table above indicates that the increasing of the students’speaking in term of fluency (self-confidence). The students’mean score in cycle I was 69 and in cycle II was 77. So the students increasing from cycle I to cycle II was 12 %, this increasing was quite good to changing the category of the students’ achivement in cycle I from fairly good category became good category in cycle II.
The table above proved that the used of Australasian Debate Technique in teaching and learning process could increase the students’speaking fluency (self-confidence) after taking action in cycle I and cycle II.
To saw clearly the increasing of the students’speaking fluency (self confidence), the following chart was presented:
Chart 2: The Increasing of the Students’ Speaking Fluency (self-confidence)
The chart above shows that the increasing of the students’ speaking fluency (self-confidence) from the first cycle 69 to the second cycle 77 was 12%.Finally, Australasian debate technique was effective for students.
3. The Increasing of the Students’ Speaking Ability
The used of Australasian debate technique to increased the students’
speaking ability deals with accuracy (accuracy) and fluency (self-confidence), It could be seen clearly in the following table:
Table 7: The Increasingof the Students’ Speaking Ability
No Variables Mean Score Increasing (%)
CI CII
1. Accuracy 68 80 18
2. Fluency 69 77 12
∑ 137 157 30
69 79 15
The table above indicates that there was the increased of the students’
speaking ability from cycle I to cycle II it was 15%, this increasing was quite good to changing the category of the students’ achivement in cycle Ifrom fairly
69 77
12%
0 10 20 30 40 50 60 70 80 90
Cycle I Cycle II Increasing
good category became good category in cycle II where mean score of the students’ speaking ability in cycle I was 69 then the students’ mean score in cycle II was 79. Therefore, the increasing of the students’ speaking ability achivement from cycle I until cycle II was increasing significantly.
To saw clearly the increasing of the students’ speaking ability, the following chart was presented:
Chart 3: The Increasing of the Students’ Speaking Ability
The chart above showed that the increasing percentageof the students’
speaking ability after taking an action through Australasin debate technique was higher than before. It was proved by the increasing of the students’
speaking ability in cycle I to cycle II (69-79) was 15 %
4. The Result of the Students’ Activeness in Teaching and Learning Process
The result observation of the students’ activeness in teaching and learning process toward the use of Australasian debate technique to increased the students speaking ability at the second years of SMA 1 Sungguminasa in class XI which was conducted in 2 cycles during 8 meetings was taken by the
69 79
15%
0 10 20 30 40 50 60 70 80 90
Cycle I Cycle II Increasing
observer through observation sheet. It could be seen clearly through the following table:
Table 8: The Obseravation result of the students’ activeness in learning process.
Cycle Meetings Average
Score
1st 2nd 3rd 4th
Cycle 1 77,08 77,08 70,83 78,13 75,78
Cycle 2 79,69 65,10 75,00 90,10 77,47
Increasing % CI-CII 2,23
The result of thestudents’ observation about their activeness could also be shown in the chart below:
Chart 4: The Increasingof the Students’ Activeness
The chart above indicates that there was the increasedof the students’
activeness from cycle I to cycle II it was 2,23%, this increasing was good to changing the category of the students’ achivement in cycle I from enough category became good category in cycle II where mean score ofthe students’
75,78 77,47
2,23%
0 10 20 30 40 50 60 70 80 90
Cycle I Cycle II Increasing
speaking ability in cycle I was 75,78 then the students’ meanscore in cycle II was 77,47. The students’ activeness in cycle I was lower than the students’
activeness in cycle II. It because in cycle I, Australasian debate technique was unfamiliar for some of students. They were still didn’t know that technique and most of students still difficult to gave their argument, and for students who as audience just saw and listened the debate activity without did something so that they could making noise in the class and disturb the process debate. As result they were less active to participate in learning and teaching process. But in cycle II the researcher tried to gave clearer instruction about Australasian debate technique and gave task for the students who as audience so that they could attention the debate running without disturb the process debate. So during this cycle they became more active than previous cycle. Through the chart above, the researcher concluded that Australasian debate technique was effective and could increase the students’
activeness in learning speaking.