CHAPTER III: METHOD OF THE RESEARCH
F. Technique of Data Analysis
To interpret the score, the researcher used the criteria of measuring the test score to find the effect of using movie trailer towards students speaking skill, the criteria could be seen as follows:
Table 3.2
The Criteria Students’ Score in Speaking Skill (Pronunciation)
Source : Preparation of English Psychomotor Assessment Tools in High School (2010:7)
Table 3.3
The Criteria Students’ Score in Speaking Skill (Vocabulary) CLASIFICATION SCORE CRITERIA
Very good 5 They speak effectively and good of pronunciation
Good 4 They speak sometimes hasty, but
fairly good of pronunciation Average 3 They speak sometimes hasty, fair
of pronunciation
Low 2
They speak hasty and more sentences are not appropriate in pronunciation
Very low 1
They speak very hasty, and more sentences are not appropriate in pronunciation and little or not communication
CLASSIFICATION SCORE CRITERIA
Very good 5 They speak effectively and
excellent of using vocabulary
Good 4 They speak effectively and good
of using vocabulary
Average 3 They speak sometimes hasty but
fairly good of using vocabulary
(lay
man, in Wahyuddin, 2013:26)
Source : Preparation of English Psychomotor Assessment Tools in High School (2010:7)
G. Data Analysis
1. To calculate the score using the following simple formula:
The students‟ score = the gain score x 100 The maximum score
2. Calculating the mean score of students‟ pretest and post-test using this formula:
X = N
xWhere: X = Mean
∑ x = the sum of all score N = Total number of subject
(Gay, 2000:338) 3. The percentage of the students‟ speaking skill is identified by using the
formula as follow:
Low 2 They speak sometimes hasty, fair
of using vocabulary
Very low 1
They speak hasty, and more sentences are not appropriate using vocabulary
P = 1 1 2
X X
X
X 100
Where: P = the percentage of the student‟s improvement X1= the mean score of pretest
X2= the mean score of post-test
(Arikunto, 2006:306) 4. Finding the significant difference between the mean score of pretest and
post-test by calculating the value of t-test using the following formula.
t = ̅
√
where , ̅
Where: t = Test of significance
̅D = The mean of different score
∑D = the sum of total score of significance
∑D2 = the square of the sum for difference N = the total number of subject
(Gay, 2000:351)
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter particularly presents the finding of the research which are presented as data description and discussion of the findings reveals argument and further interpretation of the findings.
A. Findings
1. The Students’ Speaking Skill in Terms of Pronunciation
The students‟ score of pretest and post-test are observed based components of speaking. The data could be seen in the following table:
Table 4.1
Frequency and Rate Percentage of the Students’ Speaking Ability in Terms of Pronunciation
No. Score Category Pre-test Post-test
F P F P
1. 5 Very good 0 0 0 0
2. 4 Good 0 0 0 0
3. 3 Average 0 0 0 0
4. 2 Low 0 0 12 42.86%
5. 1 Very low 28 100% 16 57.14%
TOTAL 100% 100%
Table 4.1 showed that in pre-test 100% students‟ pronunciation were categorized as very low, but in post-test was improved there were 57.14% student in categorized as very low and 42.86% categorized as low.
It could be seen from the chart below:
25
Chart 4.1 Students’ Rate Percentage in Pronunciation
Chart 4.1 showed that in the pretest, there were 100% students categorized as very low and none of them categorized as low, average, good and very good.
Chart 4.1 also showed the result of students‟ speaking ability in post- test. There were 57.14% students categorized as very low, 42.86% students categorized low and none of them classified into average, good and very good.
2. The Students’ Speaking Skill in Terms of Vocabulary Table 4.2
Frequency and Rate Percentage of the Students’ Speaking Ability in Terms of Vocabulary
No. Score Category Pre-test Post-test
F P F P
1. 5 Very good 0 0 0 0
2. 4 Good 0 0 0 0
3. 3 Average 0 0 3 10.71%
4. 2 Low 4 14.29% 17 60.72%
5. 1 Very low 24 85.71% 8 28.57%
TOTAL 100% 100%
0%
20%
40%
60%
80%
100%
120%
Pre-test Post-test
Very low Low
Table 4.2 showed that there were 85.71% students‟ vocabulary categorized as very low and 14.29% categorized as low. In post was improved became 28.57% categorized as very low and 10.71% categirized as low. It could be seen from the chart below:
Chart 4.2 Students’ Rate Percentage in Vocabulary
Chart 4.2 showed that in pretest, there were 85.71% students categorized as very low, 14.29% students categorized as low and none of them categorized as average, good and very good.
Chart 4.2 also showed the result in post-test, there were 28.57%
students categorized as very low, 60.72% students categorized as low, 10.71% students categorized as average and none of them classified into good and very good.
Table 4.3
The Mean Score of the Students’ Speaking Skill in Pretest and Post- test
Students’
Speaking Skill
Pretest Post-test Improvement
Pronunciation 0.03 0.05 42%
Vocabulary 0.04 0.06 59.6%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Pre-test Post-test Very Low Low Average
The result of the data analysis from pretest and post-test of the students‟ speaking skill in term of pronunciation and vocabulary showed by the mean score of indicator in the table 4.3. The mean score of pronunciation in pretest was 0.03 which was classified as very low, in contrary the mean score in post-test was 0.04 which were classified as very low and the improvement of students was 42%. The mean score of vocabulary in pretest was 0.04 which was classified as very low, in contrary the mean score in post-test was 0.06 which was classified as low with 59.6% improvement.
It means that the students‟ speaking skill had improved after treated by using Movie Trailer. They were more clearly shown in the chart below:
Chart 4.3 Students’ Improvement of Speaking Skill
42%
59.60%
0%
10%
20%
30%
40%
50%
60%
70%
Pronunciation Vocabulary
Pronunciation Vocabulary
Chart 4.3 showed the students‟ improvement in pronunciation was 42 % and vocabulary was 59.6%. It was indicates that the students‟
speaking skill had improvement after treated by Movie Trailer.
To know the level of significance of pretest and post-test, the researcher used t-test analysis on the level significance was (p) 0.05 with the degree of freedom (df)+ N-1, where N= number of subject (28 students) then the value of the t-table was 1.701. The t-test statistical, analysis for independent sample was applied.
Table 4.4 above showed the result of t-test calculation of students‟
speaking skill:
Table 4.4
The Comparison of T-test and T-table Students’ Speaking Skill Score
Students’
Speaking Skill
t-test t-table Improvement
Pronunciation 4.6 1.701 Significant
Vocabulary 8.3 1.701 Significant
Table 4.4 showed that t-test value of indicator for the students‟
speaking skill greater than t-table. The t-test value of pronunciation and vocabulary were greater than t-table, (4.6 > 1.701) and (8.3 > 1.701). It was said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a significant
improvement on students‟ pronunciation and vocabulary before and after learning by using movie trailer in teaching English at the eleventh grade of SMA 4 WAJO.
B. Discussions
The major purpose of this research was to find out whether or not the use of movie trailer as media increases the students‟ speaking skill in terms of pronunciation and vocabulary. The result of this research showed that the use of movie trailer increased students‟ speaking skill in terms of pronunciation and vocabulary. There are possible explanations for the result found in this research.
1. The Students’ Speaking Skill in Terms of Pronunciation
Firstly, the researcher gave pretest to the students to measure or knows their capability in speaking skill. The result showed that the students‟
capability in speaking skill was very low. The researcher found the problem in pretest was the students got difficulties in pronounce the words correctly. The caused was the students rarely heard those words and also the students‟ dialect affected to their pronunciation.
In pre-test, the researcher used a picture as media then asked the students to retell what the picture told about. The result of pre-test was the students got 100% categorized as very low. After giving pre-test, researcher gave them treatment. It was conducted in six meeting to measure the
improvement of students‟ pronunciation after used movie trailer in learning process.
In treatment, students watched a movie trailer as media in learning process. Researcher asked them to found some words that difficult to pronounce according by them.
After giving the treatment, in the last meeting researcher give post-test to them. In post-test, researcher used a picture related to the scene of movie trailer that had watched before in treatment, then students asked to retell what the actors/actress talk in that scene.
In post-test, researcher got the students‟ pronunciation was improved.
It proved by comparing the students‟ percentage in pre-test was 100%
categorized as very low became 57.14% in post-test.
It could be said that using movie trailer to increase the students‟
speaking skill in term of pronunciation was successful. It was similar with Donaghy‟s (2014:2) statement, he said in her article that film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skill.
2. The Students’ Speaking Skill in Terms of Vocabulary
Like in pronunciation, the researcher also found the problem was students were lacking in selection of vocabulary, it proved by seeing the
students‟ percentage was 85.71% categorized as very low, this caused the students find the fastest way like translating their words by used google translate so they could not remembering the word and felt lazy to memorizing a new word.
In first step researcher give a pre-test to students by using a picture, then they should retell what they were getting from the picture. After giving pretest, the researcher gave them treatment. In this case, the researcher taught the students by used movie trailer as a media. The treatment was conducted in six meetings to measure the improvement of students‟ vocabulary after used movie trailer in learning process.
During the treatment the researcher gave an exercise to the students to found 20 words (10 verbs and 10 adjectives) contained in the movie trailer dialogues. The students were interested in learning English, it could be seen from the students‟ enthusiasm found the words.
Basically the students were difficult to found the words, it because their listening skill also very less and for them it was the first time they heard those words or they were not familiar with those words. The researcher needed to reduce the speaking speed of the actress/actors in movie trailer.
After giving treatment, the researcher distributed post-test. The result indicated that the score of the students‟ post-test increased. They finally able to arrange their sentences without using google translate anymore, although there were still some words obtained from dictionary.
It could be said that using movie trailer in increase students‟ speaking skill in term of vocabulary was successful. It proved by comparing the students‟ percentage in pre-test and post-test was 85.71% became 28.57%
categorized as very low. As Khalid (2013:21) said that using movie in teaching vocabulary is going to provide student with a very good framework (context) from which students will realize meaning of words easily and affectively.
Based on the result of pretest and post-test, before and after using movie trailer, students‟ vocabulary was better then their pronunciation. It was supported by the mean score of students on pretest in pronunciation was 18.4 which were categorized as very low and the mean score on the post-test was 24 were categorized as very low. The mean on pretest in vocabulary was 23.03 which were categorized as very low and the mean score on post-test was 33.32 which were categorized as low. It means that the using of movie trailer effective in improving the students‟ speaking ability in vocabulary.
The result of t-test also supported this improvement by the comparison between T-test and T-table values. The students‟ T-test in pronunciation were 4.6 which were greater than t-table 1.701 (4.6>1.701), and the students‟ t-test vocabulary were 8.3 greater that t-table 1.701 (8.3>1.701). It means that students‟ speaking skill has significant improvement after the students treated by suing movie trailer in teaching speaking skill.
By seeing the alteration of students‟ improvement classification proved that using movie trailer had developed students‟ speaking skill. This media could help the students in improving their pronunciation and vocabulary in speaking skill. It was same with Setyandari‟s (2015:52) statement in her journal that the use of movie as media was believed to be able to improve speaking skill in terms pronunciation and vocabulary because student see and hear directly the object being observed so as to generate interest to find out and dig deeper stories.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on finding, it could be conclude that the use of movie trailer was effective in increasing students‟ speaking skill, it proved by seeing the conclusion below:
1. The students‟ pronunciation improved, it had been proved by seeing the students‟ rate percentage was 100% categorized as very low became 57.14% in post-test.
2. The students‟ vocabulary improved, it had been proved by seeing the students‟ rate percentage was 85.71% categorized as very low became 28.57% in post-test.
B. Suggestion
The researcher suggests for English teacher to use movie trailer as one of media in teaching process especially in teaching speaking because most of the students had felt the positive impact of using movie trailer in improving their speaking skill. For students, they should be more diligent in learning English by using movie trailer as media because in it there were advantages that can help their speaking skill especially in terms of pronunciation and vocabulary. The last for other researchers, researcher still has many
35
shortcomings in making and arranging this research, so the researcher hopes this study will motivate further research to conduct relevant studies.
BIBLIOGRAPHY
Alqahtani, M. 2015. The Importance of Vocabulary in Language Learning and How to be Taught. International Journal of Teaching and Education, (Online), Vol.
3, No. 3, (https://www.iises.net/international-journal-of-teaching- education/publication-detail-213, access on July, 9th 2018).
Brown, H.D. 2000. Principle of Language Learning and Teaching. Fourth Edition.
New York: Pearson Education.
Creswell, J.W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Third Edition. United Stated of America: SAGE Publications.
Donaghy, K. 2014. How Can Film Help You Teach or Learn English, (Online), (https://www.britishcouncil.org/voices-magazine/how-can-film-help-you- teach-or-learn-english, access on July, 9th 2018).
Gay, L.R. 2000. Educational Research: Competencies for Analysis and Applications.
Tenth Edition. United State of America: Late of Florida International University.
Harmer, J. 2007. How to Teach English. New York: Pearson Education, 51-53.
Heffernan, N. 2005. Watching Movie Trailers in the ESL Class. The Internet TESL Journal, (Online), Vol. XI, No. 3, (iteslj.org/Lessons/Heffernan- MovieTrailers.html, access on March, 15th 2017)
Hismanoglu, M. 2006. Current Perspective on Pronunciation Learning and Teaching.
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Jerrick, D. 2013. The Effectiveness of Film Trailers: Evidence From the College Student Market. UW-L Journal of Undergraduate Research XVI, (Online), (https://www.uwlax.edu/urc/juronline/PDF/2013/Jerrick.David.Marketing.pdf, access on July, 9th 2018)
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APPENDIX.1
Research Instrument in Pre-test
Show the pictures to the students
Look the picture then tell what you got from it like:
1. What does the picture tell about ?
2. What are the people doing in the picture ?
Research Instrument in Post-test
Show a picture to the students from the scene of movie trailer.
Look at the picture !
1. Tell what happen and what are the actors/actress talking in this scene
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMA 4 Wajo
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 Menit (1x pertemuan) Pertemuan : Pertama
A. Standar Kompetensi
Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih.
C. Indikator Pencapaian Kompetensi
Indicator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa
Menggunakan tindak tutur
menyatakan sikap terhadap sesuatu
Merespon tindak tutur menyatakan sikap terhadap sesuatu
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menggunakan tindak tutur menyatakan sikap terhadap sesuatu
2. Merespon tindak tutur menyatakan sikap terhadap sesuatu E. Materi Pokok
Ungkapan menyatakan sikap terhadap sesuatu - I‟am against the idea of….
- What do you think about…..?
- Are you sure that….?
- I agree that….
Ungkapan merespon menyatakan sikap terhadap sesuatu - I think so/I don‟t think so
- I think…..
- I think your opinion is….
- I can‟t agree more Contoh dialog:
Fachry : What do you think about Akeela‟s personality in Akeela and the Bee movie ?
Nimas : I think she is incredible, even no one believe in to her ability but she proves it to other with being a winner on spelling bee competition and it is not only a dream.
F. Metode Pembelajaran Three-phase technique G. Kegiatan Pembelajaran
Kegiatan Awal (10 menit)
a. Guru mengucapkan salam kepada siswa dengan ramah ketika memasuki ruang kelas.
b. Guru mengecek kehadiran siswa.
c. Guru mengetes pengetahuan awal siswa dengan memberikan brainstorming seperti menunjukkan satu gambar kemudian menanyakan pertanyaan yang berhubungan dengan materi yang akan dipelajari: setelah kalian melihat gambar ini, bisakah salah satu diantara kalian menceritakan kepada saya apa saja yang kalian pikirkan tentang gambar tersebut ?
Kegiatan Inti (70 menit)
a. Guru memberikan stimulus berupa pemberian materi ungkapan menyatakan dan merespon sikap terhadap sesuatu.
b. Siswa diberikan latihan dengan cara menonton sebuah movie trailer yang berjudul Finding Nemo.
c. Guru meminta kepada semua siswa untuk menceritakan apa yang ada dalam pikiran mereka setelah menonton movie trailer tersebut dengan menggunakan ungkapan menyatakan sikap terhadap sesuatu dan ungkapan merespon menyatakan sikap terhadap sesuatu dalam bentuk dialog.
Kegiatan Akhir (10 menit)
a. Guru menanyakan kesulitan siswa selama proses pembelajaran dengan menggunakan movie trailer.
b. Guru memberikan beberapa nasehat kepada siswa untuk menyemangati mereka dalam belajar.
c. Guru menyimpulkan materi pembelajaran.
H. Alat dan Bahan - LCD
- Picture - Movie trailer I. Penilaian
1. Indikator, Teknik, Bentuk, dan Contoh
No. Indikator Teknik Bentuk Contoh 1
1.
Menggunakan tindak tutur menyatakan sikap terhadap sesuatu
Tes Lisan
Membuat dialog dan mempraktik kan
Use the
expressed attitude phrase to reveal what you get after watching the movie trailer.
2.
Merespon tindak tutur menyatakan sikap terhadap sesuatu
Tes Lisan
Membuat dialog dan mempraktik kan
Give your responses orally based on what you get after watching the movie trailer.