CHAPTER III RESEARCH METHOD
A. Findings
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of the findings of the research and discussion. The findings present the improvement of students’ grammar ability, the percentage of students’
progress and students’ participation during the teaching and learning process. The discussion of the research covers further explanation of the findings.
Method. The topics have been taught in cycle I verbal and nominal sentences.
In the cycle II are same with cycle I, grammar has been taught by using E-3 Method.
Based on the table, it indicates that the improvement of the students’ verbal sentence mastery through E-3 Method are successful.
2. The mean score of the nominal sentence ability.
Table 2: the mean score of the nominal sentence ability through E-3Method No Indicator D1 C1 C2
1 2 3
Affirmative Negative interrogative
3.29 3.60 2.63
4.04 4.77 4.25
7.62 7.88 9.24
∑ 9.52 18.55 24.74
3.17 4.35 8.24
The table above shows the mean score of students’ achievement in nominal sentence ability. In cycle I grammar has been taught by using E-3 Method. The topics are taught in cycle I verbal and nominal sentences. In cycle II is same with cycle I, grammar has been taught by using E-3 Method.
3. The improvement of students’ grammar ability.
Table 3: the mean score of the grammar sentences ability through E-3Method
No Variable D1 C1 C2
Improvements Verbal
sentence
Nominal sentence 1.
2.
Verbal sentence Nominal sentence
4.34 3.17
6.18 4.35
6.69
8.24 43.02 39.4
The table above shows the mean score of students’ achievement in grammar ability. In cycle I grammar has been taught by using E-3 Method. The topics are taught in cycle I verbal and nominal sentence. In cycle II are same with Cycle I, verbal and nominal sentences are taught by using E-3 Method.
Based on the table, it indicates that the improvement of the students’ grammar ability through E-3 Method are successful. The students’ mean score of verbal sentence at D-Test is 4.34 while the mean scores of nominal sentence at D-Test is 3.17, so the mean scores are classified into very poor score, the students’ mean score of verbal sentence at cycle I is 6.18, while nominal sentence of mean scores at cycle 1 is 4.35, so the mean scores are classified into fairly good score, because the results of cycle 1 are not achieving the target. So, I decide to continue in the next cycle 2. The students’ mean score of verbal sentence at cycle 2 is 6.69, while the mean score of nominal sentence at cycle 2 is 8.24, so the mean scores are classified into good score.
And the improvements of the students’ grammar ability through E-3 method are the mean score of verbal sentence is 43.02% and the mean score of nominal sentence is 39.4 %, so the improvements of the students’ ability through E-3 method are succesful.
Based on the result of analysis above, it can be concluded that the students’
score of cycle I and cycle II are higher than D-test. It means that, there are any improvements of the students’ achievement in verbal and nominal sentences ability. It is more clearly showen in the chart below:
0 1 2 3 4 5
Verbal sentence Nominal sentence
3.17 4.34
4.35 6.18
8.24 6.69
43.02%
39.4%
Chart 1: The percentage of Student’ Achievement of Verbal and Nominal sentences The data above indicates the student’s mean scores of verbal sentences. It shows that the student’s score of verbal sentence at D-Test is 4.34 and while the mean score of the student at nominal sentence in at-Test is 3.17. So the mean score are classified into poor score. In addition, the mean score of verbal sentence at cycle 1 is 6.18 mean score are classified into fairly good score. While the mean score of nominal sentence at cycle, 1 is 4.35. Mean score are classified into fairly good score. While the mean score of verbal sentence at cycle 2 is 6.69, and the mean score of nominal sentence is 8.24. It shows that the mean scores at cycle 2 are classified into good score. The percentage student’s improvement score of the students’ grammar ability through E-3 method are the mean score of verbal sentence is 43.02% and the mean score of nominal sentence is 39.4 %.
4. Implementations of E-3 Method
The implementations of E-3 Method are succesful in achieving the target of the researcer. The process of the implementation of E-3 Method are:
In teaching and learning process. The researcher must have instrument based on the variable and indicator, the variables are verbal and nominal sentences. While the indicators are affirmative, negative and interrogative. In applying those variable and indicators, we do it through CAR. The researcher does diagnostic test, cycle 1 or cycle 2 to know how is the student ability about verbal and nominal sentences.
Thereby we can know the effectiveness of E-3 Method.
Teaching by using E-3 method is to make the students easy to control and to understand the teaching material. The subject of the lessons are verbal and nominal sentence especiallly for the aspect affirmative, negative and interrogative sentence.
The researcher began by introducing the topic for group exploration and elicits students’ responses reseahcer give some questions about verbal and nominal sentence like affirmatve, negative, and interrogative sentences form, from those questions the reseacher want to know how is the students’ basic achivement in mastering that materil. As students find sequences of patterns in the example they find of the exploration stage, the student can summerize what is previously discovered, then focus on the form of affirmative, negative and interrogative sentences. After discovering certain grammatical patterns in the exploration, stage and getting to know the rules in the explanaition stage, students start practicing the
production of meaningful utterances with each other in communication and interactive task. The relationale of this stage is to provide students experience in applying their acquired knowledge in practice by making meaningnful utterances. On the one hand, this may also serve as motivation technique, since learners can actually understand what they have learned. Than give them the opportunity to practice.