CHAPTER III RESEARCH METHOD RESEARCH METHOD
B. Discussion
2. The Students’ Improvement of Accuracy and Fluency for Control Class as follows
Improving the students‟ vocabulary, they often checked with their dictionary first to appropriate words to use in expressing ideas. In presenting the materials, the teacher made a list of words that taken from the material. Then, the students found the meaning from their dictionary.
Based on the data stated in Table 4.3, the students‟ progress gained in improving the way they use the words appropriately were really amazing.
Therefore, the score of the posttest become higher than the pretest.
d. The Improvement of Students‟ Speaking Fluency
In the class, the students practiced to be fluent to use English words in sentences. They repeated the sentences twice, three times, or several times in order to get the smooth flow of speech. The researcher found that the students made too many pauses, halting, and repeated word several times. This condition automatically influenced their speaking skill in terms of fluency. But after doing treatment, the students tried to speak and give idea or opinion and many practicing. And the result of students‟ score of posttest improved significantly.
2. The Students’ Improvement of Accuracy and Fluency for Control Class
a. The Improvement of Students‟ Speaking Accuracy in Terms on Pronunciation
Pronunciation is one of the important components that a good English speaker uses when he/she expresses his/her ideas in an interaction in order to have a good communication. Like what Carter and Nunan (1993: 147) said pronunciation plays a central role in both personal and social intercourse. Correct pronunciation is the pronunciation that almost same with the native speaker and correct based on the phonological. When the students have good pronunciation, it will be easy to make sense what they say. In fact, the students made some mistakes in pronouncing some English words. They found it hard to pronounce some English words because mostly they were influenced by the use of their mother tongue.
The students‟ mean score of pronunciation for the whole population in the pretest was 2.340. After using conventional method in teaching and learning process, the students‟ mean score improved in the posttest to be 3.070. See Table 4.5 showing the students‟ score on pronunciation.
It can be concluded that the students need activities where they can practice pronunciation as well. This respect refers to since the implementation of conventional method in the classroom put the students to study individual practiced pronunciation. Before asking the students practice their speaking, the teacher explained the material and wrote down some words in the white word.
The teacher read and pronounced the English words clearly so that the students could model her.
Then, the students find the meaning for those words. The teacher asked the student practiced the word. And the students did not look exciting in doing the activities. And they could practice to speak and pronounce some words correctly.
And the result of the students‟ pronunciation development can be seen in Table 4.5.
b. The Improvement of Students‟ Speaking Accuracy in Terms on Grammar Most of the grammatical errors the students made were patterns of syntax, such as: concord, word order, and incomplete sentences. In fact, the researcher found that the students lacked grammar mastery. In making English sentences, they used the Indonesian system to get the understanding so that they could communicate in English.
The students‟ progress in terms of grammar command can be seen in the Table 4.6. It can be noted that most of the students still needed more practices to overcome their barriers in grammar. Therefore, during the implementation of conventional method in teaching learning process, the teacher corrected the students‟ grammatical errors.
c. The Improvement of Students‟ Speaking Accuracy in Terms on Vocabulary
The use of English words is the words that the students use because of wrong diction, and wrong class of words, the students‟ mistakes in word choice. It can be noted that the students‟ mistake in vocabulary were caused by the lack of English vocabulary and the non-mastery of word usage. Like what Mahripah (2014), EFL learners‟ speaking skill is affected by some linguistic components of language like vocabulary and psychological factors such as motivation and personal.
Improving the students‟ vocabulary, they often checked with their dictionary first to appropriate words to use in expressing ideas. In presenting the materials, the teacher made a list of words that taken from the material. Then, the
students found the meaning from their dictionary. And by based on the data stated in Table 4.7, the students‟ progress gained in improving the way they use the words appropriately.
d. The Improvement of Students‟ Speaking Fluency
In the class, the students practiced to be fluent to use English words in sentences. They repeated the sentences twice, three times, or several times in order to get the smooth flow of speech. The researcher found that the lack of students‟ English vocabulary and the non-mastery of their grammar hindered them to speak fluently. They made too many pauses, halting, and repeated word several times. This condition automatically influenced the rhythm of their speaking. However, in implementing the conventional method, the students spoke expressively and bravely. The students work their exercise individually without sharing to the others.
3. The Significance Difference of Students’ Speaking Skill Who were Taught