CHAPTER III RESEARCH METHOD
A. Findings
4. Improvement of Students‟ Speaking Accuracy in Term of
Pronunciation at the second grade of SMP Negeri 4 Baraka by using movie as a Supplementary Material was presented clearly in the following table:
0 20 40 60 80
Pre test Post test 45.71
71
The students' Speaking Vocabulary
Table 4.4: Improvement of the Students’ Speaking Accuracy in Term of Pronunciation
No. Test Mean Score Improvement 1 Pre Test 40.95
70.93%
2 Post Test 70
The data in the table shows that the students‟ speaking accuracy in term of Pronunciation in the result of calculating of students‟ pre test and post test by using Supplementary Material. The students‟ score in pre test (40.95) was different from the post test (70). It means that the mean score of the post test was greater than the pre test. Based on the result, it can be concluded that the use of Supplementary Material was effective to improve the students‟ speaking accuracy in term of pronunciation with the percentage (70.93%) from the mean score (40.95) on pre test to be (70) on post test (See the calculating of score in appendix C.1and C.2). To know clearly the improvement of the students‟ speaking accuracy in term of vocabulary could be described as the following chart:
Figure 4.4: The improvement of the Students’ Speaking Accuracy in Term of Pronunciation
0 20 40 60 80
Pre Test Post Test 40.95
70
The students' Speaking Pronunciaton
After calculating the students‟ result in speaking accuracy in term of vocabulary and pronunciation, the researcher calculated the students‟ pre test and post test which was presented in the following table:
Table 4.5: The Students’ Result in Speaking Skill No. Test Mean Score Improvement
1 Pre Test 42.85
51.11%
2 Post Test 64.76
The data in the table shows that the students‟ speaking skill in the result of calculating of students‟ pre-test and post-test by using Supplementary Material.
The students‟ score in pre-test (42.85) was different from the post test (64.76). It means that the mean score of the post test was greater than the pre-test. Based on the result, it can be concluded that the use of Supplementary Material was effective to improve the students‟ speaking skill with the percentage (38.58%).
(See the calculating of score in appendix D and E). To know clearly the improvement of the students‟ speaking skill could be described as the following chart:
Figure 4.5: Score of the Students’ Speaking Skill
5. The Frequency and Rate Percentage of the Students’ Score
The frequency and rate percentage of the students‟ score presents the result of the students‟ speaking achievement in term of accuracy by using Supplementary Material. The students‟ scores of pretest and post-test were classified into some criteria. They were presented in the table below:
Table 4.6: The Frequency and Rate Percentage of Student’ Score
No Classification Range
Pre-test Post-test
F (%) F (%)
1.
2.
3.
4.
5.
6.
7.
Excellent Very Good
Good Fairly Good
Fair Low Very Low
96 – 100 86 - 95 76 - 85 66 - 75 56 - 65 36 - 55 0 - 35
- - - - - 6 15
28.57%
71.42%
- - 1 8 6 6 -
4.76%
38.09 28.57%
28.57%
Total 21 99.99% 21 99.99%
0 20 40 60 80
Pre Test Post Test
42,85
64,76
The Student Speaking Skill
Based on the table above, it shows that in the pre test there was 6 (28.57%) student of the 21 students classified into “Low” score, 15 (71.42%) of them classified into “Very Low” score, and none of the students classified into
“Excellent”, “Very Good”, “Good”, “Fairly Good”, and “Fair”.
In the other side, in post test can be seen that there were 1 (4.76%) of the 21 students classified into „Good” score, 8 (38.09%) of them classified into
“Fairly Good” score, 6 (28.57%) of them classified into “Fair” score, 6 (28.57%) of them classified into “Low” score and none of the students classified into
“Excellent”, “Very Good” and “Very low” scores.
6. Test of Significance in the Students’ Speaking
To know the significant difference of the students‟ result in 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, where N= number of sample (21 students) or (df is (N-1) 21-1 =20). Then, the value of t-table is 2.086 See clearly the t-table in appendix G). The t-test statistical analysis for independent sample was applied.
The following table shows the result of t-test calculation.
Table 4.7: T-test of the Students Speaking
T-test T-table Comparison Classification 7.22 2.086 T-test > T-table Significant
The table above shows that the value of t-test (7.22) (See clearly the t-test value in appendix G) was greater than the value of t-table (2.086) for the level of
significance (p) = 0.05. It indicated that there was a significant different between the pretest and posttest of the students‟ speaking skill in accuracy in term of Vocabulary and Pronunciation.
7. Hypothesis Testing
The result of the statistical analysis for the level of significance (p) = 0.05 with degree of freedom (df) = N – 1 = 21 where N = 20 students. The value of t- test was higher than the t-table (7.22> 2.086). It means that the alternative Hypothesis (H1) was accepted and the Null Hypothesis was rejected. In other words, Supplementary Material can be used to improve the speaking skill of the students.
B. Discussion
In this part, the researcher presents the discussion with the interpretation of the research findings that gained from the result of data analysis that has been presented in the previous section.
The description of the data collected from students‟ speaking accuracy in term of Vocabulary and pronunciation in the previous section showed that the students‟ speaking skill had improved. It was supported by the mean score and percentage of the students‟ result in pre test and post test. It was also proved by the mean score of students‟ speaking in post test (64.76) was greater than post test (42.85) with the percentage of improvement (51.11%). Based on the findings above, the use of Supplementary Material affected the students‟ mean score which was greater in post test rather than before teaching them Supplementary Material by using Movie.
Based on the previous findings research Yuliani (2011) can be concluded that the use of supplementary materials are able to motivate students in speaking skill. It is proved by the t-test value that is 22,5, which is greater than the t-table (2.064). So, it could be concluded that this method effective to improve the students‟ in speaking skill.
1. The Improvement of Students’ Speaking Accuracy in Term of Vocabulary
Vocabulary is the important component in speaking skill. By mastering enough vocabularies, students can express their idea clearly. Turk, (2003:87) states that the second way in which spoken language differs from written language is that the choice of vocabulary is very different. The result of the data analysis through supplementary material the speaking test show the students‟ has improve speaking accuracy term of vocabulary.
During the use of Supplementary material in the treatment, the students can improve their accuracy in vocabulary. The result of the data shows that the score of vocabulary is improved (56.25%). The score of students‟ pre-test show that the students have some mistakes in term vocabulary. In pre-test, the students mean score in speaking accuracy term of vocabulary ( 45.71) because they always make the mistake in pronouncing the words when they presented the topic. After the treatment, the result of students‟ score in post-test (71) is greater than pre-test.
2. The improvement of the students’ speaking accuracy in term of pronunciation
Burns and Claire (2003:5) state that the survey conducted for this project showed that pronunciation can be something of a „Cinderella‟ in language teaching –to be given low priority or even avoided. Sometimes teaching learning process only stressed in using of grammar or the fluency without correcting the student‟s pronunciation. The result of the data analysis through supplementary material the speaking test show the students‟ has improve speaking accuracy term of pronunciation.
Based on the findings, the data are collected through the test as explained in the previous findings section show that the students‟ speaking accuracy term of pronunciation is significantly improved. The result of the data shows that the score of pronunciation is improved (70.93%) from the mean score 40.59 on pre- test to be 70 on post-test. It is supported by the mean score post-test of students‟
speaking skill in fluency is higher than pre-test.
3. The Improvement of the Students’ Speaking Skill Trough Supplementary Material
Based on the findings, in the use of Supplementary Material in the class, the data are collected through the test as explained in the previous findings section show that the students‟ speaking skill is significantly improved. As explained before, the students present the material about the theme during the pre-test and post-test. In the pre-test the researcher find that the most of students skill difficult to speak. In the post-test, the students follow the similar procedure with pre-test.
Along the post-test, the researcher finds that the students are fair in delivering the materials. As the explanation above, the mean score in the pre-test is improved in
the post-test. It is indicated that the use of Supplementary Material gives contribution in improving the students‟ speaking skill.
4. The Significance of the Students’ Speaking
The data described shows that the students‟ score is success to improve the students‟ speaking accuracy by using Supplementary Material. This improvement is also followed by the significance. After calculating the value of t-test, it was compared with the value of t-table. Based on the table 4.4, the t-test value (7.22) was greater that t-table (2.086) for the degree of freedom (df) = N-1 (21-1) = 20 and the level of significance (p) = 0.05. It means that the alternative Hypothesis (H1) was accepted and the Null Hypothesis was rejected. On the other hand, the researcher concluded that the students‟ speaking score improved in term of accuracy at the second year of SMPN 4 Baraka
Based on the t-test result, the researcher found that there was a significant difference between pre test and post test. In the other word, it could be concluded that the use of students‟ Supplementary Material was effective to improve the students‟ speaking skill in term of accuracy ( vocabulary and pronunciation) at the second year of SMPN 4 Baraka.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings in previous chapter, the researcher drew a conclusion as follows:
1. The students‟ speaking accuracy was effective to improve after being used movie as a Supplementary Material at the second year of SMPN 4 Baraka. It was proved by the improvement of the students‟ mean score in speaking accuracy (Vocabulary) the mean score of students post test was greater than the pre test.
2. The students‟ speaking accuracy was effective to improve after being used movie as a Supplementary Material at the second year of SMPN 4 Baraka. It was proved by the improvement of the students‟ mean score in speaking accuracy (Pronunciation) the mean score of students post test was greater than the pre test.
The students who are taught by using movie as a supplementary material have better speaking skill. So, supplementary material is effective in improving students‟ speaking.
B. Suggestions
After seeing the findings as well as the discussion, the researcher gave several suggestions which may be useful as follows:
44
1. For the English teacher
English teachers in SMPN 4 Baraka are suggested to keep on motivating their students to improve the students‟ speaking skill. For the Supplementary Material by using movie of the method contributed significant improvement to the students‟ speaking accuracy. Then, it is also suggested to be applied by the teacher in the classroom.
Furthermore, the teacher is also to enhance students‟ speaking skill in expressing idea orally.
2. For the Students
The students are expected to be able maintain what they have already achieved now. It is also suggested that the students have to practice a lot in improving speaking skill. Furthermore, the students are suggested to have a lot of practice speaking in order to improve their vocabulary and pronunciation in speaking. By having the aspects, it will make them easier to express and explore their idea in speaking.
3. For the Other Research
For further the research, the researcher recommended for the other researcher in applying the research in studying the effectiveness of Supplementary material by using movie there is improvement of the student‟ speaking skill, especially on accuracy.
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A
P
P
E
N
D
I
C
E
S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 4 Baraka Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII / Ganjil
Aspek/Skill : Speaking/ Reteling the story Pertemuan : I (Pertama)
A. Standar Kompetensi
Memahami makna percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.
Memahami makna dalam teks lisan fungsional pendek dan monolog pendek sederhana bentuk descriptive dan recount dalam berinteraksi dengan sekitar.
B. Kompetensi Dasar
Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks yang berbentuk descriptive dan recount.
Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator
Menceritaka kembali bacaan atau short story dalam bentuk movie dengan penggunaan vocabulary yang cukup luas dan tepat.
Menceritaka kembali bacaan atau short story dalam bentuk movie dengan pengucapan pronunciation dengan baik dan benar.
D. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik diharapkan dapat :
1. Dapat menggunakan kosakata baru dalam konteks kehidupan sehari-hari.
2. Mampu menceritakan kembali bacaan atau short story dalam bentuk movie pendek dengan menggunakan bahasa sendri penggunaan vocabulary yang cukup luas dan tepat.
3. Mampu menceritakan kembali bacaan atau short story dalam bentuk movie pendek dengan menggunakan bahasa sendiri dengan pronouncation yang baik dan benar.
E. Metode Pembelajaran
Explanation
Discussion
Cooverative learning F. Materi Pembelajaran
Supplementary materials : Short story dengan menggunakan movie pendek.
Judul movie : Jack And The Beanstalk G. Langkah- Langkah Kegiatan Pembelajaran
a. Kegiatan awal
Salam dan tegur sapa.
Berdoa, Cek kehadiran, menyiapkan buku pelajaran.
Menjelaskan tujuan pembelajaran.
Memberikan apersepsi.
Siswa merespon pertanyaan dari guru berkenaan dengan materi yang akan di ajarkan.
b. Kegiatan inti
Guru menjelaskan Supplementary Materials yang akan di ajarkan.
Guru membagi siswa dalam bentuk beberapa kelompok.
Guru menayangkan video/movie tentang sederhana yang sudah familiar di mata siswa.
Siswa mengamati video/movie sederhana sesuai dengan kelompoknya masing-masing.
Setiap kelompok mempunyai ketua dan ketua kelompok yang mengontrol anggotanya.
Siswa menceritakan kembali cerita dalam bentuk video/movie yang di tontonya dalam bahasa inggris dengan pengunaan pronounciation yang baik dan benar berdasarkan kelompoknya.
Dan ketua kelompok yang menunjuk anggotanya untuk bercerita di depan kelas secara bergantian.
Memberi penilaian kepada siswa berdasarkan format penilaian.
c. Kegiatan akhir
Guru menanyakan kesulitan siswa.
Memotivasi dan menginstruksika siswa berlatih speaking agar dapat berbicara dengan lancar.
H. Media dan Sumber Pembelajaran
Sumber Pembelajaran : Movie pendek sederhana yang tidak mengikat
Alat : Kamus dan LCD
I. Penilaian a. Tes tertulis b. Speaking.
J. Instrument penilaian
The assesment of speaking accuracy 1. Vocabulary
No Criteria Score
1 Vocabulary apparently as accurate and extensive as
that of and education native speaker 5 2 Professional vocabulary broad and précis, general
vocabulary adequate to cope with complex practical problems and varied social situation
4 3 Sometimes uses inappropriate terms or must
rephrase ideas because of lexical inadequacies 3 4 Choice of words sometimes inaccurate and
limitations of vocabulary 2
5 Frequently uses the wrong words, conversation
somewhat limited vocabulary 1
(Hughes, 1989: 111
2. Pronunciation
No Criteria Score
1 Pronunciation and intonation are almost always
very clear/accurate 5
2 Pronunciation and intonation are usually
clear/accurate with a few problem areas 4 3 Pronunciation and intonation errors sometimes
make it difficult to understand the student 3 4 Frequent problems with pronunciation and
intonation 2
5
The students‟ speak very hasty, and more sentences are not appropriate in pronunciation and little or no
communication 1
(Longman, 2005)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 4 Baraka Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII / Ganjil
Aspek/Skill : Speaking/ Reteling the story Pertemuan : II (Kedua)
A. Standar Kompetensi
Memahami makna percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.
Memahami makna dalam teks lisan fungsional pendek dan monolog pendek sederhana bentuk descriptive dan recount dalam berinteraksi dengan sekitar.
B. Kompetensi Dasar
Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks yang berbentuk descriptive dan recount.
Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator
Menceritaka kembali bacaan atau short story dalam bentuk movie dengan penggunaan vocabulary yang cukup luas dan tepat.
Menceritaka kembali bacaan atau short story dalam bentuk movie dengan pengucapan pronunciation dengan baik dan benar.
D. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik diharapkan dapat :
1. Dapat menggunakan kosakata baru dalam konteks kehidupan sehari-hari.
2. Mampu menceritakan kembali bacaan atau short story dalam bentuk movie pendek dengan menggunakan bahasa sendri penggunaan vocabulary yang cukup luas dan tepat.
3. Mampu menceritakan kembali bacaan atau short story dalam bentuk movie pendek dengan menggunakan bahasa sendiri dengan pronouncation yang baik dan benar.
E. Metode Pembelajaran
Explanation
Discussion
Cooverative learning F. Materi Pembelajaran
Supplementary materials : Short story dengan menggunakan movie pendek.