Technique of Data Analysis - RESEARCH METHOD

CHAPTER III RESEARCH METHOD

F. Technique of Data Analysis

51 confidence.

Average 6.6 – 7.5 Their speaking sometimes hasty but fairly good of smoothness and enough of self confidence.

Poor 5.6 – 6,5 Their speaking hasty and more sentences are not appropriate in smoothness and have lack of self confidence

Very poor 3.6 – 5.5 Their speaking hasty more sentences are not appropriate in smoothness and no communication and no self confidence.

(Layman, 1972 :339)

52 N = Total students.

(Sudjana, 1990: 36) 2. To find out the mean score of the students‘ in speaking through Sandwich

Technique by using the following formula:

X =

X = Mean Score

X = The sum of all scores N = the total number of sample

(Gay, 1981: 298) 3. To know the improvement of the students‘ speaking skill, the researcher used

percentage technique as follows:

P : percentage of the students X : the first mean score X : the second mean score

(Arikunto, 2006: 306) 4. To analyze the percentage technique by using this formula :

P =

P = Percentage F = Frequency

N = The total number of students (Depdikbud in Rauf, 2006: 35)

5. To classify the students‘ score, there are five classifications which used as follows:

Table 3.3: Clasification of Students Score

No. Score Classification

90-100 80-89 70-79 60-69 0-59

Excellent Very good

Good Fair Poor

(Depdikbud, 2003: 29)

54 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of the findings of the research and discussion that contain of data analysis in detail. The findings of the research cover with the result of the data from D-test to cycle I and cycle I to cycle II about students‘ improvement in speaking ability.

A. Findings

The findings of classroom action research deal with the answers to the problem statements. The implementation of Sandwich Technique detected can improve the students‘ speaking ability at the first year students‘ of SMA Kartika XX-I class X.8.

The findings consist of students‘ improvement in speaking. The data of speaking consists of two items namely: accuracy and fluency. While the data of speaking accuracy in language also consists of two items namely: grammar and pronunciation and speaking fluency consists of two items namely: smoothness and self-confident.

1. The Students’ Improvement in speaking Viewed from Accuracy Table 1. The Students’ improvement in speaking accuracy Indicators

Mean score Improvement

D-Test Cycle I Cycle II DT-C I (%)

CI-CII (%)

DT-CII (%) Grammar 50.00 59.48 79.24 18.96 33.22 58.48 Pronunciation 55.05 60.62 79.20 10.11 30.64 43.86

∑X 105.05 120.01 158.44 29.07 63.86 102.34

X 52.52 60.05 79.22 14.53 31.93 51.17

The table 1 above shows the improvement of the students‘ speaking ability in accuracy. The mean score of students‘ ability to speaking viewed from grammar before applying Sandwich Technique (Diagnostic Test) is 50.00. It is classified as poor category, but after doing action in cycle I, the mean score becomes 59.48. It is greater than diagnostic test (59.48>50.00), it is classified as a fair category. Although, there is an improvement of the students‘ ability to speaking viewed from D-test to Cycle 1 in grammar (18.96%). But, after doing action again in cycle II, the students‘ mean score becomes 79.24. It is greater than Cycle I and D-test (79.24>59.48>50.00) and it is classified as a good category. It means that there is an improvement of the students‘ ability to speaking accuracy from cycle I to cycle II (33.22%) and from D-test to cycle II (58.48%).

In the table 1, it also indicates that the indicators of students‘ speaking accuracy improve in pronunciation, where the mean score of the students‘

accuracy in term of pronunciation in diagnostic test is 55.05. But, after doing action in cycle I, the mean score becomes 60.62. It is greater than diagnostic test (60.62>55.05). Although, there is an improvement of the students from D-test to cycle I in pronunciation (10.11%). But, after doing action again in cycle II, the students‘ mean score becomes 79.20. It is greater than Cycle I and D-test (79.20>60.62>55.05). It means that there is an improvement of the students‘

ability to speaking accuracy in term of pronunciation from cycle I to cycle II (30.64%) and from D-test to cycle II (43.86%).

The data above can be seen in chart below:

Graphic 1: The students’ improvement in accuracy

The graphic above shows the improvement of the students‘ ability to speaking in terms of accuracy which the indicators are; grammar from D-test to cycle II is 58.48%, while pronunciation is 43.86% and the improvement of accuracy is 51.17%. From these findings, it is indicated that there is a significant improvement after using Sandwich Technique to improve the students‘ ability to speak at the first year students of SMA Kartika XX-I Makassar in class X.8.

2. The Students’ Improvement in speaking Viewed from Fluency

The improvement of the students‘ ability to speak viewed from fluency dealing with smoothness and self-confident through Sandwich Technique can be seen clearly based on the following table:

0 10 20 30 40 50 60

Grammar Pronunciation Mean

58.48%

43.86% 51.17%

Table 2. The students’ improvement in Speaking fluency Indicators

Mean score Improvement

D-Test Cycle I Cycle II DT-C I (%)

CI-CII (%)

DT-CII (%) Smoothness 50.04 68.79 76.20 37.47 10.77 52.27 Self-Confident 50.02 69.13 77.58 38.20 12.22 55.09

∑X 100.06 137.92 153.78 75.67 22.99 107.36

X 50.03 68.96 76.89 37.83 11.45 53.68

The table 2 above shows the improvement of the students‘ speaking ability in fluency. The mean score of students‘ ability to speaking viewed from self- confident before applying Sandwich Technique (Diagnostic Test) is 50.02. It is classified as a poor category, but after doing action in cycle I, the mean score becomes 69.13. It is greater than diagnostic test (69.13>50.02), it is classified as a fair category. Although, there is an improvement of the students‘ ability to speaking viewed from D-test to Cycle 1 in self-confident (38.20%). But, after doing action again in cycle II, the students‘ mean score becomes 77.58. It is greater than Cycle I and D-test (77.58>69.13>50.02) and it is classified as a good category. It means that there is an improvement of the students‘ ability to speaking fluency from cycle I to cycle II (12.22%) and from D-test to cycle II (55.09%).

In the table 2, it also indicated that the indicators of students‘ speaking fluency in term of smoothness, where the mean score of the students‘ fluency in

term of smoothness in diagnostic test is 50.04. But, after doing action in cycle I, the mean score becomes 68.79. It is greater than diagnostic test (68.79>50.04).

Although, there is an improvement of the students from D-test to cycle I in smoothness (37.47%). But, after doing action again in cycle II, the students‘

smoothness becomes 76.20. It is greater than Cycle I and D-test (76.20>68.79>50.04). It means that there is an improvement of the students‘

ability to speaking in term of smoothness from cycle I to cycle II (10.77%) and from D-test to cycle II (52.27%).

The data above can also be seen from the graphic below:

Graphic 2: The students’ improvement in speaking fluency

The graphic above shows the improvement of the students‘ ability to speak viewed from fluency from D-test to cycle II which the indicators are smoothness and self-confident. Self-confident is 55.09%, is Smoothness 52.27% and mean

50.5 51 51.5 52 52.5 53 53.5 54 54.5 55 55.5

smoothness self-confident Mean

52.27%

55.09% 53.68%

score is 53.68%. From these findings, it can be stated that there is a significant improvement in using Sandwich Technique in improving the students‘ ability to speak viewed from speaking fluency at the first year students of SMA Kartika XX-I Makassar class X.8.

2. The Students’ Improvement in Speaking viewed from accuracy and fluency

Table 3: The students’ improvement in speaking

Variables

Mean score Improvement

D-Test Cycle I Cycle II DT-C I (%)

CI-CII (%)

DT-CII (%) Accuracy 52.52 60.05 79.22 14.53 31.93 51.17

Fluency 50.03 68.96 76.89 37.83 11.45 66.04

∑X 102.55 129.96 156.11 52.36 43.38 117.21

X 51.27 64.50 78.05 26.18 21.69 58.60

The table above shows the improvement of the students‘ to speak viewed from accuracy and fluency. The mean score of the students‘ ability in accuracy before implementing Sandwich Technique (Diagnostic Test) is 52.52. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 60.05. It is greater than diagnostic test (52.52>60.05), it is classified as a fairly good category. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking

ability (14.53%). But, after doing action again in cycle II, the students‘ mean score becomes 79.22. It is greater than Cycle I and D-test (79.22>60.05>52.52) and it is classified as a good category. It means that there is a significant improvement of students‘ ability to speak viewed from accuracy and fluency from cycle I to cycle II (31.93%) and from D-test to cycle II (51.17%).

The table above also shows the improvement of the students‘ to speak viewed from fluency. The mean score of the students‘ ability in fluency before implementing Sandwich Technique (Diagnostic Test) is 50.03. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 68.96. It is greater than diagnostic test (50.03>68.96), it is classified as a fairly good category. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking fluency (37.83%).

But, after doing action again in cycle II, the students‘ mean score becomes 76.89.

It is greater than Cycle I and D-test (76.89>68.96>50.03) and it is classified as a good category. It means that there is a significant improvement of students‘

ability to speak viewed from accuracy and fluency from cycle I to cycle II (11.45%) and from D-test to cycle II (66.04%).

The data above can also be seen from the graphic below:

Graphic 3: The students’ improvement in speaking viewed from accuracy and fluency.

The graphic above shows the improvement of the students‘ speaking ability viewed from accuracy and fluency from D-test to cycle II. Where, accuracy is 51.17%, fluency is 66.04% and mean score is 58.60%. From these findings, it can be concluded that there is a significant improvement by using Sandwich Technique in improving the students‘ speaking ability viewed from accuracy and fluency at the first year students of SMA Kartika XX-I Makassar class X.8.

3. Implementation of Sandwich Technique Cycle I

a. The first meeting

In the first meeting, the researcher starts the activities by checking the students‘ attendance and make a free dialogue with the students about the

0 10 20 30 40 50 60 70

Accuracy Fluency Mean

51.17%

66.04% 58.60%

previous materials that they had been learned from their English teacher at school in order to correlate to the next materials and measure the students‘

ability. After that, the researcher gives topics about speaking. The researcher asks some questions to the students‘ prior knowledge about speaking as like

―what is speaking skill ?‖ and teacher asks the students to speaking in front of class by conversation with their classmates. Few students can speak well in front of class but still lack of grammar and bad pronunciation, but most of them do not have good self – confident to standing in front of class. The researcher then explains about the important of speaking itself, researcher tell the students about how to get good self-confident so speak with their friend or in front of others.

b. The second meeting.

At the beginning of the class the researcher asks the students to prepare their English book and dictionary. She tells the students that they are going to talk about grammar in general (simple tense, past tense and future tense). She asks the students some questions such as ―what is grammar and what the function it‖, ―what is simple present?‖, what is the formula of simple present?‖ some students answer that questions. First the researcher explains about simple tense and the formula, she gives an example in sentence about simple present tense. After that she gives the opportunity to the students to make conversation about simple present tense, then she asks the student to practice in front of class. Many students are active and happy because they

are given opportunity to speak in front of their friends. Finally, time is over, and the researcher closes the class.

c. The Third Meeting

The third meeting is conducted on December 20, 2012. The acting in the second meeting is the same as the acting in the first meeting, but it focus on the indicator which do not improve yet. In the third meeting, the researcher gives some clarification for the acting in the first meeting. She first explains the students‘ errors in speaking. After giving some clarification about the students‘ errors, she applys the procedures of speaking like in the first and the second meetings and before students does it, the researcher gives explanation about the how to pronunciation well.

d. The fourth Meeting

The fourth meeting is conducted on December 23^rd, 2012. In the meeting, the researcher do not apply of community interaction activities but she gives the students a competence test (cycle I-test) to measure their achievement of the lecture in speaking.

Cycle II

a. The first meeting

Looking at the students‘ test at cycle I, the researcher find many of them still encounter some problems in speaking, especially problem with smoothness and grammar, the researcher re-explains and tell them the most frequent errors found and asks for the whole class to make correction. After

the students understand the explanation, the researcher continues the lesson.

That day, the researcher explains again about grammar and smoothness more deeply and clearly until the students understand whole. Then the researcher asks the students to make a conversation again with free theme based on their experience. At the end of the class the researcher collects the students‘ work.

b. The second meeting

Like at cycle 1, the researcher asks the students to prepare their English books and dictionary. The researcher tell the students that they are going to talk about grammar (future tense). She still explains like at cycle 1, and asks students to make sentences about future tense, while the researcher controls the students, then collects their work.

c. The third meeting

At the third meeting, the researcher conducts the students to make a conversation through Sandwich Technique. At that time, most of students fell easier to speak in front of class. At the end of the class, the researcher asks them to collect their work.

d. The fourth meeting

In the fourth meeting the researcher conducts speaking test, this test aims to identify whether or not the treatment given to the students have a good effect on the students‘ achievement in speaking skill. The researcher provides opportunities to the students to choose a theme as long as it related to the

experience they have encountered. Moreover, she let them use dictionary if they need it to make a conversation then practiced in front of class.

B. Discussion

In this part, discussion deals with the interpretation of findings derives from the result of findings about the observation result of the students‘ improvement in speaking component of accuracy, fluency and the students‘ improvement in speaking result, and also the participation of students in learning process presented in the following explanation:

1. The Improvement of the Students’ Ability in Speaking in terms of accuracy.

The improvement of students‘ ability to speak viewed from accuracy after implementing Sandwich Technique has effective effect to the students. The researcher find that before the application of Sandwich Technique the students‘

score the mean score of the students‘ ability in accuracy before implementing Sandwich Technique (Diagnostic Test) is 52.52. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 60.05. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking accuracy (14.53%). But, after doing action again in cycle II, the students‘ mean score becomes 79.22. It means that there is a significant improvement of students‘ ability to speak viewed from accuracy from cycle I to cycle II (31.93%) and from D-test to cycle II (51.17%).

The researcher thinks about how to speak well in front of class in cycle I through Sandwich Technique in the class. The researcher finds that the students

still get difficulties to speak in front of class because they still shy. There is also another problem that students face in component of accuracy that is how to use appropriate grammar. The difficulty of the students in accuracy have been analyzed, so the researcher has to think the solution of the problem. So, the researcher decides to do the next cycle by revising in the lesson plan which prepared in revision planning of cycle II.

From the explanation above the researcher analyzes that the implementation of Sandwich Technique can improve the students‘ ability to speak in term of accuracy at the first year students of SMA Kartika XX-I Makassar class X.8, where the students‘ mean score in cycle I and cycle II is higher than D-test.

2. The Improvement of the Students’ Ability in Speaking in terms of fluency.

The improvement of students‘ ability to speak viewed from fluency after implementing Sandwich Technique has effective effect to the students. The researcher find that before the application of Sandwich Technique the students‘

score the mean score of the students‘ ability in fluency before implementing Sandwich Technique (Diagnostic Test) is 50.03. It is classified as a poor category, but after implementing Sandwich Technique in cycle I, the mean score becomes 68.96. Although, there is an improvement of the students‘ ability to speak from D-test to Cycle I in speaking fluency (37.83%). But, after doing action again in cycle II, the students‘ mean score becomes 76.89. It means that

there is a significant improvement of students‘ ability to speak viewed from fluency from cycle I to cycle II (11.45%) and from D-test to cycle II (66.04%).

The researcher thinks about how to speak well in front of class in cycle I through Sandwich Technique in the class. The researcher found that the students still got difficulties to speak in front of class because they still shy. There is also another problem that students face in component of accuracy that is how to use appropriate grammar. The difficulty of the students in accuracy has been analyzed, so the researcher has to think the solution of the problem. So, the researcher decides to do the next cycle by revising in the lesson plan which prepared in revision planning of cycle II.

3. The Improvement of the Students’ in Speaking Result

The implementation of Sandwich Technique in improving the students‘

speaking ability, the result can be seen the difference by considering the result of the students‘ diagnostic test, cycle I and cycle II.

The value improvement of the students‘ achievement speaking result from D-Test to cycle I and also from cycle I to cycle II (diagnostic test (51.27) ≤ cycle I (64.50) ≤ Cycle II (78.05), where in D-test the students‘ mean score in speaking

result is 51.27, after evaluation in cycle I the students‘ mean score achievement in speaking result become 64.50. While in cycle II the students‘ mean score in writing result is 78.05, so the improvement of students‘ mean score achievement in speaking result from cycle I to cycle II is 21.69% and from D-test to cycle II indicates that there is a significant improvement of students‘ mean score achievement in speaking result from D-test to cycle II is 58.60%.

The result above also proves that the implementation of Sandwich Technique at the first year students of SMA Kartika XX-I Makassar class X.8 iss able to improve the result of students‘ speaking achievement significantly. It can be seen clearly the result of cycle II (78.05) is higher than cycle I (64.50) and D- test (51.27) or cycle II (78.05) > cycle I (64.50) >D-test (51.27).

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