42 CHAPTER V
CONCLUSION AND SUGGESSION A. Conclusions
Based on the result and the discussion of the findings previously, the researcher concludes that Digital storytelling was affective to improve the students‟ speaking skill in term of fluency. The students‟ speaking fluency by using Digital storytelling in teaching speaking skill at twelve Grade Students of SMA Muhammadiyah 9 Makassar, it was proved by looking at the mean score and t-test of the students speaking fluency in pre-test and post-test. The mean score of pre-test (3.45) is fewer than the mean score of post-test (4.54). Then, there was significant effect of pre- test and post-test in speaking fluency. T-test was greater than t-table value (10.33 > 1.688). So, (H1) is accepted and null hypothesis (H0) is rejected.
The score indicates that this media has worked well and useful to apply in classroom.
3. For other researcher: they can develop the researcher further by adding other variables that influence speaking fluency such as parental support.
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APPENDIX 1
(Lesson Plan)
48
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama satuan pendidikan : SMA Muhammadiyah 9 Makassr Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII/1
Materi pokok : Text narrative lisan dan tulis berbentuk cerita pendek
Alokasi waktu : 2 JP (2 x 40 menit) A. Kompetensi Inti (KI)
1. Menghayati dan nmengamalkan ajaran agama yang dianutnya.
2. Menghayatidan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan social dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secaraman diri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.