Percentage
B. Discussions
1. Improvement of Speaking Fluency
Applying English Club Discussion in improving students’ speaking fluency can be known by seeing the difference between students’ result of mean score in pre-test and post-test. The conclusion is applying English Club Discussion is effective to improve the students’ speaking fluency.
Based on the Table 4.1 (experimental class), it indicates that applying English Club Discussion in teaching speaking English is successful, especially about its fluency. That is proved from the mean score of pre-test and post-test where students’ score of post-test is higher than pre-test.
There is an improvement of students’ speaking fluency. Based on the table, it shows the difference between mean score of pre-test and post-test after conducting treatment where the mean score of students’ speaking fluency in pre- test is 5,49 and post-test is 7,41. After analysing the result of pre-test and post-test by using formula, it has gotten the percentage about 35,07 % of students’
improvement. It indicates that applying English Club Discussion is effective to be
used in learning speaking. It was happened because English Club Discussion provided interesting way in studying English speaking so that students had high self-confidence to speak and to express their opinion about the topic.
But, based on the Table 4.2 (control class), it indicates that without applying English Club Discussion in teaching speaking English, it is not successful because there is no a significant improvement from the mean score of pre-test to post-test. It was happened because the teacher used conventional method, exactly lecturing where the teacher expressed his explanation in front of class and students looked at him. The students just spoke when the teacher asked them something. It made the students not active so that their skills were difficult to be improved, especially speaking because the students were not given many chance to express their knowledge.
The improvement of students’ speaking fluency had known based on the steps of quasi-experimental research. It was started from the students were given pre-test and after that, the researcher gave them some treatments. The post-test was given to the students after the treatments were finished. The post-test was used to measure the students’ improvement in speaking fluency. This test also was used to know the whether the strategy was effective or not. If the result of post- test was higher than the pre-test, it meant that the strategy was effective and successful. The computation of post-test shows that there is an improvement on speaking fluency. From the explanation above, it can be drawn a conclusion that the students who receive treatments have significant improvements.
Furthermore, based on Table 4.3, it indicates that there is any significant difference between pre-test and post-test. The comparison of t-test value is used to know whether there is or no significant difference after applying English Club Discussion. If there is significant difference, it means that this strategy is effective. The level of significance is 5% (0.05) at the degree of freedom (df = n1+n2-2) = 88. The Table 4.3 shows that, the t-test value of pre-test (0.94) is smaller than t-table value (1.98) and post-test (7.35) is higher than t-table value (1.98). Based on the result, it indicates that there is a different result between t-test and t-table. The score of t-test is higher than t-table, means that it is significant after conducting treatment by applying English Club Discussion.
2. Findings of Students’ Score in Classification on Pre-Test and Post-Test The students’ classification describe about how many students get excellent, very good, good, average, poor, and very poor. There is a difference between the students’ classification before applying treatment and after applying the treatment by using English Club Discussion. It can be seen from the Table 4.4, Table 4.6 forexperimental class and Table 4.5, Table 4.7 forcontrol classabout the result of pre-test and post-test. In Table 4.4, 34 students (75,5%) get average, 9 students (20%) get good, and 2 students (4,5%) get very good. But, the Table 4.5 shows that the percentage of the students’ fluency in Pre-Test ofcontrol classis 2 students (4,5%) get poor, 34 students (75,5%) get average, and 7 students (15,5%) get good, and 2 students (4,5%) get very good.
In Table 4.6 after conducting treatment, the percentage of the students’
fluency in Post-Test of experimental class is 25 students (55,6%) get good and
20 students (44,4%) get very good. But, the Table 4.7 shows that the percentage of the students’ fluency in Post-Test of control class is 18 students (40%) get average, 23 students (51,1%) get good, and 4 students (8,9%) get very good. It indicates that there is improvement of the students’ classification after conducting treatment by applying English Club Discussion. It means that this strategy is successful and effective. It was happened because English Club Discussion was interesting and enjoyable so that students’ self-confidence were grown to speak and to express what they thought about.
3. Students’ Activeness in Treatments
The students’ activeness in applying English club Discussion can be seen from the Table 4.8 (experimental class) and Table 4.9(control class). Based on the researcher’s observation during teaching process, started from the first treatment showed that most students did not pay attention when the researcher explained the materials. Most of the students often made noise. There were just a few students who paid attention to the researcher explanation. Perhaps, it was happened because the researcher who taught them was a new researcher and also the strategy was not familiar with the students.
Based on the reasons, the researcher tried to create the students’ activeness in the next treatments. There were more explanations about the strategy which was used in learning process. In learning process, the teacher gave the students a topic related to the lesson plan and gave them its explanation before they discussed it. Whilst the students made discussion with their friends, the researcher controls all of them. In the end of the lesson, the students spoke about the result of
their discussion. The researcher and the other groups gave a feedback about the students’ explanation.
Based on the Table 4.8, it shows the percentage of the students’ activeness in every meeting. In the first treatment, the students’ percentage is 49 %, in the second treatment is 54 %, in the third treatment 63 %, and the fourth treatment is 79 %. The result of the students’ percentage describe that the students’ activeness has improvement in every treatment.
It was happened because the researcher tried to create fun situation in the classroom as a charateristic of English Club Discussion so that the student enjoyed the learning process. The students felt easy to explore their opinions about the topic that was given. The condition of classroom before applying the treatment was silent, after applying the strategy, it became active. Most of the students wanted to give their opinions. Actually, the students had abilities to speak but they were nervous and shy to explore their opinion so that the strategy changed them to be active. The students had self-confidence to speak in front of their friends.
It is different from the Table 4.9. In the first treatment, the students’
percentage is 50 %. It is same with the second treatment. In the third treatment 52
%, and the fourth treatment is 53 %. The result of the students’ percentage describe that the students’ activeness does not have significant improvement in every treatment.
Based on the result of discussion and looking at the comparison about the students’ score in pre-test, post-test, and t-test, the researcher concludes that
applying English Club Discussion can help the students in improving the students’
speaking skill, especially about its fluency. From the analysis above, it shows that there is a significant effect that distinguishes the students’ speaking fluency before and after applying English Club Discussion. But, teaching English speaking without applying the strategy cannot help the students to improve their speaking skill, especially about its fluency because there is no a significant effect between pre-test and post-test.
based on the data analysis and findings in the previous chapter. The second part presents some suggestions based on the findings and conclusions of this research.