CHAPTER III RESEARCH METHOD RESEARCH METHOD
B. Discussion
1. The Students’ Improvement of Accuracy and Fluency for Experimental Class as follows
the large group, which may help shy students feel more confident to participate in the learning activities. So, the purpose of this group is to increase students‟
confidence in their answers and to encourage broad participation in plenary session.
After applying group work activities, the researcher had assumption that these activities are a way to assist the students to practice language skills, like what Raja (2012) found that Group work is best used and the students need to be trained in Group, as the researcher explained at the previous chapter that there are some advantages of this strategy (Brown, 2001:177) gives some advantages of group work activities as follows:
a) Group work generates interactive language.
b) Group work offers an embracing affective climate.
c) Group work promotes learners‟ responsibility and autonomy.
d) Group work is a step toward individualized instructions.
a) The Improvement of Students‟ Speaking accuracy in terms of 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. 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.
This is in line with Alexander in Zulfikar (2014) said that pronunciation is the way in which a language or a word particular is pronounced. Teaching pronunciation deals with recognition or understanding the flow of speech and production of words. Teaching pronunciation is intended students can produce English speech
which is intelligible in the areas where they use it. Therefore, to get students‟
good pronunciation, the teacher should pay much attention in the teaching and learning process.
In addition, the purposes of learning pronunciation are to locate the vowel that is pronounced with a primary stress in a given word, and to locate the word with the major stress in a given sentence, and phonemes. This allows the student to have basic speaking performance. Thus, Mckeenhill in Dukut (2018) stated that it is the fact or manner of pronunciation something: articulated, utterance.
Certainly, pronunciation cannot be separated from intonation and stress. And teachers should emphasize accuracy in their teaching process. Learners should pay enough attention to the exactness and the completeness of language form when speaking such as focusing on pronunciation (Mazouzi, in Leong 2017).
Obviously, learning pronunciation should not be lied to the finding primary stress and comparing individual vowel and consonants sounds in a given words, as has often been the case with pronunciation learning in the past. Focusing on individual vowel and consonant sounds is only the first step in learning English speech.
Relevant to the statement above, the subjects who participated in this research acquired the same obstacle in pronounce the English word. Some of the students got difficult to use stress and intonation, while the other students fail to pronounce individual sound.
In this case, pronunciation became a major concern to be paid attention to since many students were not able to produce correctly for certain English phonemes, particularly those which do not exist in the students‟ mother tongue. It plausibly came to the surface since they were rarely or never taught, based on
the students‟ complaint and information, how to pronounce the English sounds acceptably when they were in the school. And we are as the English teachers have to assist them to learn to make or practice some strange sounds of English.
The students‟ mean score of pronunciation for the whole population in the pretest was 3.825. After using Group Work activities in teaching and learning process, the students‟ mean score improved in the posttest to be 6.490. See the Table 4.1 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 Group works activities in the classroom put the students to study together in a pair or in group practiced their 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 for sitting in pair they practiced the word in pair in which they asked their partner to check directly whether they got them right or not.
The students looked exciting in doing the activities like asking direction and finding difference with their partner. Slowly, they could practice to speak and pronounce some words correctly. This is a positive indication that the students were motivated to study, and were successful to reduce drastically their pronunciation problems. The students‟ pronunciation development can be seen in Table 4.1.
b. The Improvement of Students‟ Speaking accuracy in terms of 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 Table 4.2. It can be noted that most of the students still needed more practices to overcome their barriers in grammar. Therefore, during the implementation of Group work activities in teaching learning process, the teacher corrected the students‟ grammatical errors. So the students could improve of grammar during the treatment as shown their ability to put words in to simple sentence.
During the activities, the students help each other to correct their friends‟
grammatical errors during the activities. After finishing all activities, the students looked more confident in speaking, and the students‟ score in posttest improved.
c. The Improvement of Students‟ Speaking accuracy in terms of 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.
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