CHAPTER I INTRODUCTION INTRODUCTION
A. Findings
30 CHAPTER IV
FINDINGS AND DISCUSSIONS
categories was obviously reduced. Although, none of the students' score in very good and excellent category. Some of them (13.8%) were in the fairly good and good category which were zero in the pre-test.
The percentage of the students‟ speaking accuracy (vocabulary) is presented in the following chart:
Figure 4.1.1:The Comparison of the Students’ Speaking Accuracy (Vocabulary) in Pre-test and Post-test
The bar chart above showed that there was some positive change in students‟ speaking accuracy (vocabulary) from the pre-test score to the post- testscore. As the figure above indicates, in the post-test students' score in fairly category significantly increased, where students' score from 6.90% to 27.59%. It meant that there was fourfold improvement of the students' score. Furthermore, the figure in fairly good and good category also went up. Moreover in the post- test, very poor category decreased from 34.49%to 10.49%.
0%
10%
20%
30%
40%
50%
60%
0% 0% 0% 0%
6.90%
58.62%
34.49%
0% 0%
6.90% 6.90%
27.59%
48.27%
10.35%
Excellent Very Good Good Fairly good Fairly poor Very poor
Pre-Test 0% 0% 0% 0% 6.90% 58.62% 34.49%
Post-Test 0% 0% 6.90% 6.90% 27.59% 48.27% 10.35%
2. The Frequency and Percentage the Students’ Speaking Fluency The following table showed the percentage of the students‟ speaking fluency in Pre-test and Post-test through augmented reality media.
Table 4.2.Frequency and Rate Percentage of the Students’ Speaking Skill on fluency
No Score Classifying
Pre-Test Post-Test
Frequency Percentage Frequency Percentage
1 9.6-10 Excellent 0 0% 0 0%
2 8.6-9.5 Very Good 0 0% 0 0%
3 7.6-8.5 Good 0 0% 2 6.90%
4 6.6-7.5 Fairly good 0 0% 4 13.03%
5 5.6-6.5 Fairly 0 0% 7 24.14%
6 3.6-5.5 poor 2 6.90% 2 6.90%
7 0.0-3.5 Very poor 27 93.10% 14 58.62%
Total 29 100% 29 100%
The table above presents the frequency and presentage of students in speaking fluency. In the pre-test, almost all of the students' score were categorized as very poor. Only 2 out of 29 students who obtained in poor category.
Then after applying augmented reality media, there was some changes in the students‟ scores. Meanwhile the students‟ scores in the very poor and poor categories was obviously reduced. Although, none of the students' score in very good and excellent category. Some of them (44.34%) were in the fairly, fairly good and good category which were zero in the pre-test.
The percentage of the students‟ speaking fluency is presented in the following chart:
Figure 4.2.1:The Comparison of the Students’ Speaking Fluency in Pre- test and Post-test
The bar chart above showed that there was some positive change in students‟ speaking fluency from the pre-test score to the post-test score. As the figure above indicates, in the post-test students' score in fairly category significantly increased, where students' score from 0% to 24.14%. It meant that students' score was rise up. Furthermore, the figure in fairly good and good category also went up. Moreover in the post-test, very poor category decreased from 93.10% to 58.62%. Meanwhile, the students' score in poor category still same were 6.90%.
3. The Improvement of the Students’ Speaking Accuracy (Vocabulary)
0%
20%
40%
60%
80%
100%
0% 0% 0% 0% 0% 6.90%
93.10%
0% 0% 6.90% 13.03%
24.14%
6.90%
58.62%
Excellent Very Good Good Fairly good Fairly poor Very poor
Pre-Test 0% 0% 0% 0% 0% 6.90% 93.10%
Post-Test 0% 0% 6.90% 13.03% 24.14% 6.90% 58.62%
The application of augmented reality media at class XI IIS 2 of MA Syekh Yusuf Sungguminasa in improving the students‟ vocabulary. Each indicator had total score and it was devided by sum of students‟ so it resulted as mean score in pre-test and post-test. Therefore, the mean score and improvement of the students‟
speaking accuracy (vocabulary) can be seen clearly in the following explanation:
The table 4.3 The Mean Score and Improvement of the Students’ Speaking Accuracy (Vocabulary)
Indicator
Speaking accuracy (vocabulary) Improvement pre-test post-test pre-test to post-test Mean Score
1.51 2.48 64.24%
To see clearly the improvement of the students‟ speaking accuracy (vocabulary) is presented in the following chart:
Figure 4.3.1 The Mean Score and Improvement of the Students’
Speaking Accuracy (Vocabulary) in Pre-test and Post-test
0 0.5 1 1.5 2 2.5
pre-test
post-test 1.51
2.41
Speaking Accuracy (Vocabulary)
The data above indicated that there was improvement of the students speaking accuracy (vocabulary) from pre-test to post test. In the pre-test mean score of the students‟ achievementwere 1.51, but after the treatment students‟
achievement were 2.48. Therefore the improvement of students‟ achievement in Pre-test to Post-test was 64.24%.
4. The Improvement of the Students’ Speaking Fluency
The application of augmented reality media at class XI IIS 2 of MA Syekh Yusuf Sungguminasa in improving the students‟ fluency. Each indicator had total score and it was devided by sum of students‟ so it resulted as mean score in pre- test and post-test. Therefore, the improvement of the students‟ speaking fluency can be seen clearly in the following explanation:
The table 4.4 The Mean Score and Improvement of the Students’ Speaking fluency (self-confidence)
Indicator
Speaking fluency (self- confidence)
Improvement pre-test post-test pre-test to post-test Mean Score
1.72 2.83 64.53%
To see clearly the improvement of the students‟ speaking fluency presented in the following chart:
Figure 4.4.1 The Mean Score and Improvement of the Students’
Speaking Fluency in Pre-test and Post-test
The data above indicated that there was improvement of the students speaking fluency from pre-test to post test. In the pre-test, mean score of the students‟ achivement were 1.72 and after the treatment students‟ achievement were 2.83. Therefore, the improvement of students‟ achievement in Pre-test to Post-test was 64.53%.
5. Hypothesis Testing
To know the level of significance of the pre-test and post test, the researcher used t-test analysis on the level of significance (p) = 0.05 with the degree of freedom (df) = N-1 (29-1= 28), where number of subject (29 students)the the value of table is 1.699. The t-test statistical, analysis for
0 0.5 1 1.5 2 2.5 3
pre-test
post-test 1.72
2.83 Speaking Fluency (Self-confidence)
independent sample is applied. The following table shows the result of t-test calculation:
Table 4.5.The t.test of students’ improvement
Components t-test value t-table value
Accuracy (vocabulary) 16.2 1.699
Fluency (self-confidence) 12.3 1.699
Speaking skills 14.25 1.699
The table above 4.3 shows that t-test value for accuracy (vocabulary) in pronunciation were greater than t-table (16.2>1.699), it meant that there is difference between the students‟ speaking skill in accuracy before and after using Augmented Reality (AR) Media. The table also showed that t-test value for fluency in fluency (self-confidence) was greater than t-table (12.3>1.699) it was improved, it meant that there was a significance difference between the students‟ speaking skill in fluency before and after using Augmented Reality Media. Therefore, it can be said that the used of Augmented Reality Media effective to enhanced the students‟ speaking skill at eleventh grade in MA Syekh Yusuf Sungguminasa.