CHAPTER III RESEARCH METHOD
D. Research Instrument
The instruments in this exploration were a test to know students‟
speaking skill. The scientist give a pre-test to know the understudies' earlier's ability in talking, prior to giving a treatment. Furthermore, a post-test was given in the wake of executing the strategy in treatment the reason to know the understudies' current information and improvement of speaking capacity.
E. Data Collecting
The one important thing in this research collected the data with result of pre test and post test can determine the result of the research. Data collecting procedures use in this research were:
1. Pre – Test
Before the researcher gave a treatment, the researcher gave pre test to the students‟. The aim of the pre test was intend to know the students‟ speaking ability. The procedures of pre test were followed:
a. The researcher make a group whatsapp with students‟.
b. The researcher has explained to the students‟ how to do the test.
The researcher share a pre test to the students‟.
26 2. Treatment
The treatment was given after the pre test in five met. The treatment in some steps or sessions are follow:
a. Pre-test
Before doing the treatment the students was given pre-test to know their prior‟s skill in speaking. The researcher asked the students to make a short sentence based on the 5 topics that have provided by the researcher and the students‟ are asked to choose by their own topic.
The treatment was given after the pre test in five met. The treatment in some steps or sessions were followed:
a. Pre-test
Before do the treatment the understudies was given pre-test to know their earlier's expertise in talking. The scientist requested that the understudies make a short sentence dependent on the 5 subjects that have given by the specialist and the understudies' are approached to pick by their own point.
2. The treatment has been given after the pre test in five met. The treatment in some steps or sessions were followed:
a. The first meeting
1. Created a whatsapp group
27
2. After studentsjoined to the group whatsapp, the
researcher explainedthe purpose of this research through the Whatsapp teks.
3. Than, the reasearcher gave students pre test to know the extent to which students understanding the material to be studied.
b. The Second meeting
1. The researcher explained the material about Asking and Giving Opinion that has been learned during the
research.
2. The researcher shared video cartoon to explained
example of dialogue with topic how to asking and giving opinion.
3. During watching the video, students‟ weregave worksheet.
c. The third meeting
1. The researcher shared cartoon video on whatsapp group and explained the material about asking and giving opinion to the students‟.
2. The students‟ has been given the opportunity to ask if they don‟t understading the material.
3. After watch the video, students‟ made dialogue with another theme and sent through voice note on group.
28 d. The fourth meeting
1. The researcher shared teks about example sentences of asking and giving opinion to the group.
2. The researcher gave students‟ multiple choice to know the students‟ understanding the material.
e. The fifth meeting
1. The researcher shared dialogue with cartoon video
2. Students read the dialogue and sent voice note to the group.
f. The sixth meeting
1. The researcher shared teks and explained to the students‟
how to made opinion teks.
2. The researcher has been given students‟ some theme or topics to made a teks.
3. Students‟ were made opinion teks and sent to the group.
g. The seventh meeting
1. The students repeat the dialogue that the research shared on cartoon video and students‟sent voice note, to know the students‟ speaking ability.
3. Post Test
A Post – Test has been given after treatment, it same with pre test.It aim to see the value of the treatment whether or not the result of the post test were better than the pre test or to know the effectivness of the cartoon video to influenced the students‟ speaking skill.
29 F. Data analysis
1. In analyzing the data of the pre test and post test the researcher analyzed by using quantitative data in scoring the result of students‟ test that has been evaluate base on two aspects of speaking belowed:
a. Accuracy
Tabel 3.3. scores and classification of pronunciation
Classification Score Criteria
Excellent 5 Easy to understand and has a native speaker accent
Very Good 4 Easy to understand even with a certain accent
Good 3 There are pronunciation problems that make the listener have to concentrate fully and sometimes there are misunderstandings
Average 2 Difficult to understand because there are problems with pronunciation, often asked to repeat
Poor 1 Serious pronunciation problems that cannot be understood
Hanik: 2011 b. Fluency
Tabel 3.4. Scores and classification of smoothness
Classification Score Criteria
Excellent 5 Fluent like a native speaker
Very Good 4 Fluency seems slightly impaired by language problems
Good 3 Fluency is somewhat disturbed by language problems
Average 2 Often hesitates and stops due to language limitation
Poor 1 Speaks intermittent and pauses so conversation is not possible
Hanik: 2011
30
2. Calculating the collecting data from the students in answer the test, the researcher uses formula to get mean score of the students as follow:
̅=
Where:
̅ = Mean Score
∑X = Total Score
N = The Number of Students
Gay (2018:30)
3. To find out the percentages of students‟ improvement of speaking in terms of fluency (smoothness) and accuracy (pronunciation) is identifie by using the following formula :
P=
% Where : P = Percentage
X1 = Average score of post-test X2 = Average score of pre-test
Gay, 2016
4. After collecting the data, the students‟ scores will be classify by the researcher. In classifying the students' scores, the researcher use the following:
31
Table 3.5. Speaking Score Classification Classification Score
Excellent 91-100
Very Good 81- 90
Good 71 – 80
Average 61-70
Poor 51 – 60
Glass and Tuchman, 2005
32 CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
In this part, the researcher described the result of data analysis based on the problem statement. In this research the researcher used pre test and post tets and used SPSS or Statistical Package for the Sciences Social to obtain more accurate and valid data.
1. The Improvement of Accuracy on the students’ speaking ability
To find out the students‟ speaking skill by using media in the form of cartoon video, students‟ were given a test to determine the extent of their speaking skill especially in the aspect of speaking accuracy.
Table 4.1 Classification of Test (Pre-test and Post-test of Accuracy)
No. Classification Score Content
Pre Test of Accuracy Post Test of Accuracy
Frequency Percentage Frequency Percentage
1. Excellent 91-100 0 0 % 6 24 %
2. Very Good 81- 90 4 16 % 10 40 %
3. Good 71 – 80 17 68 % 9 36 %
4. Average 61-70 4 16 % 0 0 %
5. Poor 51 – 60 0 0 % 0 0 %
Total 25 100 % 25 100 %
Table 4.1 shows that 4 students got the classification score (very good), 17 students got (Good), and 4 students got (Average) their scores increase after being treated and given a post-test as the final test The use of cartoon video, 6
33
students are got classified (Excellent), 10 students got (Very Good), 9 students got (Good) and from these two tests (Pre-test and Post-test) there are no students who got a classification score (Poor).
Graphic 4.1 Improvement student’s Speaking Ability in Pre-test
Graphic 4.2 Improvement student’s Speaking Ability in Post-test Graphic 4.1 and graphic 4.2 it is also seen that the change in bar graphs was very good and shows that students of SMAN 6 Takalar Class XI MIPA 2 have improvements in speaking ability in term of using cartoon Video especially in speaking accuracy.
Excellent Very Good Good Average Poor 0%
16%
68%
16%
0%
Pre-test Accuracy
Excellent Very Good Good Average Poor 24%
40% 36%
0% 0%
Post-test Accuracy
34
2. The Improvement of Fluency on the students’ speaking ability
To find out the students‟ speaking skill by using media in the form of cartoon video, students‟ were given a test to determine the extent of their speaking skill especially in the aspect of speaking fluency.
Table 4.2 Classification of test (Pre-test and Post-test of Fluency)
No. Classification Score Content
Pre Test of Fluency Post Test of Fluency
Frequency Percentage Frequency Percentage
1. Excellent 91-100 0 0 % 0 0 %
2. Very Good 81- 90 3 12 % 10 40 %
3. Good 71 – 80 6 24 % 15 60 %
4. Average 61-70 13 52 % 0 0 %
5. Poor 51 – 60 3 12 % 0 0 %
Total 25 100 % 25 100 %
Table 4.2 shows that 3 students got the classification score (very good), 6 students got (Good), and 13 students got (Average) and 3 students got (poor) their scores increase after being treated and given a post-test as the final test The use of cartoon video, 10 students are classified (very good), 15 students got (Good), and from these two tests (Pre-test and Post-test) there are 3 students who got a classification score (Poor).
35
Graphic 4.3 Improvement student’s Speaking Ability in Pre-test
Graphic 4.4 Improvement student’s Speaking Ability in Post-test Graphic 4.3 and graphic 4.4 it is also seen that the change in bar graphs is very good and shows that students of MAN Class XI IPA 1 have improvements in speaking ability in terms of using cartoon video, especially in speaking fluency.
B. Discussion
This research was conducted at the Elevent grade students at SMAN 6 Takalar with the population were class XI. MIPA 2. The objectives of this research was to know the students‟ ability in speaking through cartoon video. The result of findings found that cartoon video most of the students‟
Excellent Very Good Good Average Poor 0%
12%
24%
52%
12%
Pre-test Fluency
Excellent Very Good Good Average Poor 0%
40%
60%
0% 0%
Post-test Fluency
36
gave positive response in teaching proccess because cartoon video help to improve students‟ speaking ability.
Based on the results of data analysis and research in the field, it was known that there was a significant effect after the use of cartoon video media on students' speaking skills in English subjects for students of class XI. MIPA 2 Takalar. This is indicated by the average value of the post test being greater than the average value of the pre test of accuracy. In the fluency of speaking students‟ the average value of the post test was greater than the pre test.
This is supported by the results of observations during the learning process, obtained some information including that in learning using cartoon videos students‟ have a great interest in listening to dialogue, as evidenced by the ability of students to pronounce words and sentences spoken directly by speakers in the video that has been shown share via whatsapp group. In addition, students‟ do not feel bored so they can motivate and involve themselves actively in the learning process.
1. The Improvement of Accuracy on the students’ speaking ability The results of this study especially in the aspect of students‟
accuracy, the researcher found that students‟ in class XI MIPA 2 of SMAN 6 Takalar had different abilities between students‟. There are still some students‟ who are less precise in pronouncing every word, there are also those who are already good at pronouncing the words.
37
But this thing can be improved if students‟ continue to practice in pronunciation. One way to improve students‟ abilities in this aspect one of them is learning by using cartoon video, because that way the students‟ can hear and see how the author‟s pronunciation is correct.
2. The Improvement of Fluency on the students’ speaking ability In this aspect, there are also students‟ who when speaking or pronouncing sentences, there are still stamming or less in their fluency.
Even so, there are still some students‟ who are also good at fluency especially in smoothness. If the students‟ want to improve their smoothness in speaking, they must often repeat each sentence before speaking.
From the learning results, the researchers found an increase in student scores. So, It can conclude that learning by using cartoon video is Effective in improving students' abilities in class XI MIPA 2 of SMAN 6 Takalar.
38 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts, the first section deals with the conclusion of the research findings and the second section deals with the recommendation.
A. Conclusion
Based on the findings and discussion, it can be concluded that the use of cartoon video was effective to improve students' speaking ability in term of speaking accuracy and fluency, it can be seen from the findings that the post tets was higher than the pre test speaking accuracy and post test was higher than pre test on speaking fluency.
Also, from collecting the data by using SPSS, there were improvement from pre test to post test of the students‟ on the speaking Accuracy and the students‟ improvement from pre test to post test on the speaking Fluency. So, there was a significant difference. The use of cartoon video in improves students‟ speaking ability, especially in Accuracy and Fluency of students‟ in class XI MIPA 2 Takalar.
B. Suggestion
Based on the result of the research and the advantages of using Cartoon video in teaching speaking English to the eleventh grade of UPT SMAN 6 Taklar, the researcher would like to give some suggestion.
39 1. Suggestion for the Teacher
a. Cartoon Video is a good media that can help the students to master students speaking ability, where the students can be stimulated to produce idea themselves improve their ability in speaking. So, cartoon video is a media to be used in teaching process especially in speaking.
b. The teacher should not use monotonous media in teaching process. A teacher should choose appropriate media that can help the students to be more active in classroom.
2. Suggestion for the Students
The students should study hard and do more practice in speaking English to improve their speaking ability. They were should be active and creative in learning activity.
3. Suggestion for the Other Researchers
In this research the researcher used cartoon video to help students of Senior High School especially in speaking ability. The next researcher can conduct this media on different levels of students and others.
40 BIBLIOGRAPHY
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43 APPENDIXS I
Research Instruments Pre-test
Make a short dialogue video or Voice note with duration 3 until 5 minutes about asking and giving Opinion, than send to group whatsapp.
44 APPENDIX II
RENCANA PELAKSANAAN PEMBELAJARAN DARING
Sekolah : SMAN 6 Takalar Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI/2
Alokasi Waktu : 8 X 45 menit
Pertemuan : 1 sampai 8
Materi : Asking and Giving Opinion A. KOMPETENSI INTI
KI-1 : Mengahayati dan mengamalkan ajaran agama yang dianutnya.
KI-2 : Manghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong-rotong, kerja sama, toleran, damai), bertanggung jawab, responsife, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak dilingkuangan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan regional, dan kawasan internasional
KI 3 : Memahami, menerapkan, dan menganisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan teknologi, sebi, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuia dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengelola, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.
45
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI
Kompetensi Dasar Indikator
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
menyampaikan pendapat dan meminta pendapat.
1.1.1 Mengidentifikasikan kalimat-kalimat yang berkaitan dengan menyampaikan dan meminta pendapat.
1.1.2 Mengidentifikasi persaman dan perbedaan fungsi social, struktur teks dan unsur kebahasan kalimat menyampaikan dan meminta pendapat.
1.1.3 Memahami unsur kebahasaan dari kalimat menyampaikan dan meminta pendapat dalam member.
2.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
menyampaikan pendapat dan meminta pendapat.
2.2.1 Membaca teks percakapan mennyampaikan dan meminta pendapat.
2.2.2 Merespon dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
2.2.3 Mengungkapkan dengan benar terhadap tindak tutur;
menyampaikan pendapat dan eminta pendapat.
46 C. TUJUAN PEMBELAJARAN
Peserta didik dapat mengidentifikas kalimat Opini secara umum.
Peserta didik dapat mengidentifikasi perbedaan kalimat menyampaikan dan meminta pendapat.
Peserta didik dapat membuat percakapan yang berkaitan dengan pendapat.
Merespon dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
Mengungkapkan dengan benar terhadap tindak tutur; menyampaikan pendapat dan meminta pendapat.
D. KEGIATAN PEMBELAJARAN
Media Alat/Bahan Sumber Belajar
Whatsapp and Video Cartoon
Handphone, Table dan lain-lain
Internet (video di youtube ) dan sumber lain yang relevan.
E. MATERI PEMBELAJARAN Definition of Opinion
Opinion is a view or judgement formed about something, not necessarily based on fact or knowledge. Opinion is including the words of opinion and argument/ reasons. It can use the expressions, such as in my opinion, in my view, I think etc. Argument dialogue is a dialog that states the arguments or reasons. It can use the words such as first, second etc for arranging arguments.