CHAPTER III RESEARCH METHOD
E. Technique of Collecting Data
The data from the pre-test and post-test were analyzed by used this formula as follow:
1. Classified the students’ score into five classifications.
Table 3.1 Vocabulary Assessment
Classification Score Criteria
Excellent 9.6-10 They speak effectively and excellent of using vocabulary
Very good 8.6-9.5 They speak effectively and very good using vocabulary
Good 7.6-8.5 They speak effectively and good of using vocabulary
Fairly good 6.6-7.5 They speak sometimes hasty but fairly good of using vocabulary
Fair 5.6-6.5 They speak sometimes hasty, fair of using vocabulary
Poor 3,6-5,5
They speak hasty, and more sentences are not appropriate using vocabulary Very poor 0.0-3.5
They speak very hasty, and more sentences are not appropriate using vocabulary and little or no communication.
(Heaton in Alwidin. 2005:35)
Table 3.2 Pronunciation Assessment
Classification Score Criteria
Excellent 9.6-10 They speak effectively and excellent of using pronunctiation
Very good 8.6-9.5 They speak effectively and very good using pronunciation
Good 7.6-8.5 They speak effectively and good of using pronunciation
Fairly good 6.6-7.5 They speak sometimes hasty but fairly good of using pronunciation
Fair 5.6-6.5 They speak sometimes hasty, fair of using pronunciation
Poor 3.6-5.5
They speak hasty, and more sentences are not appropriate using pronunciation
Very poor 0.0-3.5
They speak very hasty and no communication.
2. Calculated mean score and of the students test by used the formula : ̅ ∑
Where : X = Mean score
∑X = The sum of all scores N = The total number of sample
(Gay, 2006 :320)
3. Finding out the significant difference between the pre-test and post-test by calculated the value of the test.
̅ ∑
Where : D = Devition
∑ D = Standard Deviation N = The number of subject SD =
√∑ (∑ )
Where : SD = Standard Deviation
∑X = Total row score N = Number of Students
1
2 2
n N
N D D
T D
Where : T = Test of significant
D = Different between the matcher pairs
D2 = The square of ∑D
∑D2 = The sum of D squares N = The number of sample
(Gay, 2006:331)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter provides some findings and discussion about students’ in improving their speaking skill through debate method at second grade students of SMA Muhammadiyah Limbung. This chapter consists of the finding, and discussion.
A. Findings
The main objective of the research is to describe the implementation of debate technique in teaching speaking and to identify how many students’
vocabularies improvement by using debate technique and critical thinking in speaking skill. The researcher was chosen one class as the sample of research. The researcher was chosen XI IPA 1 that consists of 20 students.
The researcher gave pre-test for the students’ to know the knowledge of students’ about the motion. The researcher gave the treatment and post-test. The data description can be seen as follows:
38
1. Students’ Vocabulary and Pronunciation in Speaking Skill Table 4.1 Students’ Vocabulary in Speaking Skill
Pre-Test (X1) Post-Test (X2) Improvement
Vocabulary 3.5 6.2 77.14%
Based on the table above, the students’ mean score of pre-test in vocabulary is 3.5. The students’ mean score of post-test in vocabulary is 6.2. So, the students’ improvement of vocabulary is 77.14% in speaking skill.
Table 4.2 Table of Frequency and Rate Percentage of the Students’
Vocabulary
No. Score Category
Pre-Test Post-test
Frequency Percentage Frequency Percentage
1. 9.6-10 Excellent - - - -
2. 8.6-9.5 Very Good - - - -
3. 7.6-8.5 Good - - 2 10
4. 5.6-6.5 Fairly - - 18 90
5. 3.6-5.5 Poor 7 35 - -
6. 0.0-3.5 Very Poor 13 65 - -
Total 20 100% 20 100%
The table above shows that in the pre-test, there are 7 students or 35 % categorized as poor and 13 students or 65% categorized as very poor. The table above also shows that the result of students’ speaking skill in post-test accuracy.
There is 18 students categorized as fairly or 90%, 2 students categorized as good or 10%, none of them classified into very good and excellent.
Table 4.3 Students’ Pronunciation in Speaking Skill
Pre-Test (X1) Post-Test (X2) Improvement
Pronunciation 3.6 7.17 99.16%
Based on the table above, the researcher founded that students’ mean score of pre-test in pronunciation is 3.6. The students’ mean score of post-test in pronunciation is 7.17. The students’ improvement of pronunciation is 99.16% in speaking skill.
Table 4.4 Table of Frequency and Rate Percentage of the Students’
Pronunciation
No. Score Category
Pre-Test Post-test
Frequency Percentage Frequency Percentage
1. 9.6-10 Excellent - - - -
2. 8.6-9.5 Very Good - - 1 5
3. 7.6-8.5 Good - - 16 80
4. 5.6-6.5 Fairly 1 5 3 15
5. 3.6-5.5 Poor 9 45 - -
6. 0.0-3.5 Very Poor 10 50 - -
Total 20 100% 20 100%
The table above shows that in the pre-test, there are 1 student or 5%
categorized as fairly, 9 students or 35 % classified into poor score, and 10 students
or 50% classified into very poor score, and none of them classified into Very Good, good and excellent score.
The table above also shows that the result of students’ pronunciation in fluency in post-test. There is no student categorized as very poor, poor and excellent. 3 students or 15% categorized as fairly, 16 students or 80 % categorized as good and 1 student or 5% categorized as very good.
Table 4.5 The Students’ Improvement in Pre-Test and Post-Test
Variable
Score
Improvement Pre-test (X1) Post-test (X2)
Vocabulary 3.5 6.2 77.14%
Pronunciation 3.6 7.17 99.16%
Based on the table above, the students’ mean score of pre-test in vocabulary is 3.5 and post-test is 6.2. So, the students’ improvement of vocabulary is 77.14% in speaking skill. The mean score of students’ of critical thinking in pre-test is 3.6 and post-test is 7.17. The students’ improvement of critical thinking is 99.16% in speaking skill. So, the students’ improvement in vocabulary is 77.14% and pronunciation is 99.16% in speaking skill.
2. Hypothesis Testing
Table 4.6 T-test of students’ speaking
Variable
T-test Value T-table Value
37.89 2.093
The hypothesis was needed to find out whether hypothesis was accepted or rejected. If the result of t-test was lower than t-table value, the null hypothesis (H0) will be rejected of t-test was higher than the t-table value, the alternative hypothesis (H1) will be accepted.
Table 4.7 Result of Hypothesis
Result of Comparison
Hypothesis
H0 H1
t-test˃t-table 2,093 37,89
From the result of the calculating, the total t-test value of the research is 37,89 with the degree of freedom (df) was 19 and level significant 0.05, so the value of t-table is 2,093, it showed that t-test value is higher than t-table (37,89=
2,093).
The criterion of the best is used to refuse H0, if the t-test is higher or same with the t-table (t-test˃ or = t-table), it means H1 is accepted and if t-test value is lower than t-table (t-test˂ or = t-table) H0, is rejected. The calculating shows that the t-test value higher than t-table. It means that the students’ improvement in speaking was better after taught by the implementation of debate method, so H1 is accepted.
B. Discussion
In this case, the researcher has analyzed this research, there is positive significant the students speaking skill through debate technique of the eleventh year students of SMA Muhammadiyah Limbung.
In the process of teaching and learning, there are two important aspects that should be involved, there are students and teacher. Teacher has many roles to succeed the process of teaching and learning. One of the strategy is to support students in learning speaking process is debate technique. So, debate technique is effective to be used in students speaking skill, because it makes students feel happy and is not boring. The students’ enjoy and easily understand learning speaking using debate method.
1. The students’ vocabulary and pronunciation in speaking skill
In teaching and learning English as the foreign language, most students cannot speak English well. For that condition, there are some factors of the difficulties. There are internal and external factors. Internal factors come from the student themselves. This concern with personality factors. The student is afraid to express their ideas. They worry everyone will mock them. The students’ difficult to convey their idea. Sometimes it is difficult to say what they are thinking because they missing two or three important vocabulary words. Other factors come out from students. This concern with their environment, parents and teaching and learning technique in their school.
In speaking skill, students can explore and improve their vocabulary.
They will learn and enrich their knowledge. Students do not have enough knowledge about the vocabulary learning techniques and they have difficulty in dealing with problem themselves according (Seferoglu., 2004).
Besides students’ difficult in vocabulary, students’ also difficult to explore their idea. Sometimes, students’ difficult to convey their idea. The aim
of the research was using debate method in improving students’ vocabulary and critical thinking in speaking skill. Referring to the comparison between pre-test and post-test, there was an improve on students’ score where pre-test and post-test score.it can be conclude the students’ score between pre-test and post-test had a significance different. On the other hand, the students’ score significantly different after treatment on the use debate method.
Applying debate method the students’ could improve their vocabulary and pronunciation in teaching speaking skill. The students’ could free to say their opinion and make students’ added their vocabulary, have preparation before debate in the class, and enjoyable to learn in the class.
Debates in the classroom have been effective in increasing critical thinking by letting students connect as they learn subject knowledge. In addition, debate have potential to develop critical thinking for students and increase their vocabulary to achieve their speaking is well (Walker and Warhust, 2000).
Debate forces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another. In this study, in debate process need forces to comprehend an issue or topic given. Students must understand is well about forces interact with one another in order debate process can improving students’ vocabulary and can speak is well. Debate is the process of presenting ideas or opinions which two opposing parties try to defend their idea or
opinion (Halvorsen, 2005). Based on the result of research debate method effective applied in teaching speaking skill in the classroom.
In conclusion, the use of debate method at the grade students’ of senior high school can improve students’ speaking skill especially in vocabulary and critical thinking. Debate method can applied by the teacher to teach speaking skill.
2. Test of Significance Testing and Hypothesis
From the t-test, the researcher found that the value of t-test (37,89) was greater than the value of t-table (2,093) on alpha level @ or level of significance p = 0.05 at the degree of freedom (df) of 19. It was means that the result of teaching the students speaking skill through debate method in the classroom.
Based on the result of the t-test, the researcher found that there was a significant difference between the result of pre-test before post-test. It means that there was significant difference result of the pre-test before and after teaching and learning processed by used debate method in the classroom. It was because the students learned and practiced their English through debate method that could enlarge their new experience and knowledge. Based on the data, it can be concluded that the students’ speaking skill of the eleventh grade students of SMA Muhammadiyah Limbung was improved.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that:
1. The students’ accuracy in term vocabulary and pronunciation in speaking English of the second grade at SMA Muhammadiyah Limbung can be achieved after applying Debate Method. It is shown by the significant difference between the pre-test and post-test. The mean score of post-test in the accuracy (vocabulary and pronunciation) is higher than pre-test.
2. The students’ in speaking English of the second grade at SMA Muhammadiyah Limbung can be achieved after applying debate method.
It is shown by the significant difference between the pre-test and post-test.
The men score of the pre-test in speaking skill is higher than pre-test. The students’ who are taught by using debate method have much new vocabulary and pronunciation in speaking skill. So, debate method is effective to improving vocabulary and pronunciation in speaking skill.
46
B. Suggestion
Based on the conclusion above, the researcher gives suggestion as follow:
a. For the students
The students’ should have more practice in speaking English and the students’ should ask to the teacher if there is something that they do not understand.
b. For the teacher
The success in teaching is not depend on the lesson plan only, but more important how the teacher can presents the lesson and uses various method, technique, and strategies to manage the class and make the students’ enjoyable to learn speaking English.
c. For the school
The school should support the students’ do debate as a medium to improving their speaking ability.
d. For the researcher
The researcher hoped to be the new experience in teaching and learning and learning process, especially in teaching speaking English. The researcher can improve their other material which in suitable for the teaching learning process of English lesson.
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APPENDIX
NO. NAMA SISWA
SCORE
Total Vocabulary Pronunciation
1 S1 3,5 3 6,5
2 S2 3,5 4 7,5
3 S3 3 4 7
4 S4 3 4 7
5 S5 3 3 6
6 S6 4 4 8
7 S7 3,5 4 7,5
8 S8 4 3 7
9 S9 3,5 4 7,5
10 S10 3 3 6
11 S11 5 6 11
12 S12 3 3 6
13 S13 3 3 6
14 S14 4 3 7
15 S15 3 3 6
16 S16 4 4 8
17 S17 4 4 8
18 S18 3 3 6
19 S19 3 3,5 6,5
20 S20 4 4 8
Total 70 72,5 142,5
Average 3,5 3,6 7,1
1 S1 6 7,5 13,5
2 S2 6 7 13
3 S3 6 7 13
4 S4 6,5 7,5 14
5 S5 6 7 13
6 S6 6,5 7,5 14
7 S7 6 7 13
8 S8 6 7 13
9 S9 6 6,5 12,5
10 S10 6 6,5 12,5
11 S11 8 9 17
12 S12 6 6,5 12,5
13 S13 6 7 13
14 S14 6 7 13
15 S15 6 7,5 13,5
16 S16 7 7,5 14,5
17 S17 6 7 13
18 S18 6 7 13
19 S19 6 7,5 13,5
20 S20 6 7 13
Total 124 143,5 267,5
Average 6,2 7,17 13,37
SISWA Vocabulary Pronunciation X1
1 S1 3,5 3 6,5 3,2 10,24
2 S2 3,5 4 7,5 3,7 13,69
3 S3 3 4 7
3,5
12,254 S4 3 4 7 3,5 12,25
5 S5 3 3 6 3 9
6 S6 4 4 8 4 16
7 S7 3,5 4 7,5 3,7 13,69
8 S8 4 3 7 3,5 12,25
9 S9 3 4 7 3,5 12,25
10 S10 3 3 6 3 9
11 S11 5 5 10 5 25
12 S12 3 3 6 3 9
13 S13 3 3 6 3 9
14 S14 4 3 7 3,5 12,25
15 S15 3 3 6 3 9
16 S16 4 4 8 4 16
17 S17 4 4 8 4 16
18 S18 3 3 6 3 9
19 S19 3 3,5 6,5 3,2 10,24
20 S20 4 4 8 4 16
Total 70 72,5 142,5 71 258,8
Average 3,5 3,6 7,1 35,5 12,94
1 S1 6 7,5 13,5 6,7 44,89
2 S2 6 7 13 6,5 42,25
3 S3 6 7 13 6,5 42,25
4 S4 6,5 7,5 14 7 49
5 S5 6 7 13 6,5 42,25
6 S6 6,5 7,5 14 7 49
7 S7 6 7 13 6,5 42,25
8 S8 6 7 13 6,5 42,25
9 S9 6 6,5 12,5 6,2 38,44
10 S10 6 6,5 12,5 6,2 38,44
11 S11 8 9 17 8,5 72,25
12 S12 6 6,5 12,5 6,2 38,44
13 S13 6 7 13 6,5 42,25
14 S14 6 7 13 6,5 42,25
15 S15 6 7,5 13,5 6,7 44,89
16 S16 7 7,5 14,5 7,2 51,84
17 S17 6 7 13 6,5 42,25
18 S18 6 7 13 6,5 42,25
19 S19 6 7,5 13,5 6,7 44,89
20 S20 6 7 13 6,5 42,25
Total 124 143,5 267,5 133,4 894,58
Average 6,2 7,17 13,37 6,67 44,72
Nama Siswa
Score of Pre- test
Score of Post-
test D = (X2-X1) D2 = (X2-X1)2 (X1) (X2)
S1 3,2 6,7 3,5 12,25
S2 3,7 6,5 2,8 7,84
S3
3,5
6,5 3 9S4 3,5 7 3,5 12,25
S5 3 6,5 3,5 12,25
S6 4 7 3 9
S7 3,7 6,5 2,8 7,84
S8 3,5 6,5 3 9
S9 3,7 6,2 2,5 6,25
S10 3 6,2 3,2 10,24
S11 5,5 8,5 3 9
S12 3 6,2 3,2 10,24
S13 3 6,5 3,5 12,25
S14 3,5 6,5 3 9
S15 3 6,7 3,7 13,69
S16 4 7,2 3,2 10,24
S17 4 6,5 2,5 6,25
S18 3 6,5 3,5 12,25
S19 3,2 6,7 3,5 12,25
S20 4 6,5 2,5 6,25
Total 71 133,4 62,4 197,34
Average 35,5 6,67 3,12 9,86
a. Mean Score of Pre-test
̅̅̅̅ ∑
̅
̅ = 3,5
b. Standard Deviation of Pre-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 0,59
̅ ∑
̅
̅ = 6,67
d. Standard Deviation of Post-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 6,85
1
2 2
n N
N D D
T D
20 1
20
20 ) 4 , 62 34 ( , 197
12 . 3
2
T
19 2020 76 , 893 . 34 3 , 197
12 , 3
T
380 68 , 194 34 , 197
12 , 3
T
380 66 , 2
12 ,
3 T
007 , 0
12 ,
3 T
083 , 0
12 ,
3 T
T = 37,89
= 19
df = 20 (see table of “t” value at the degree degree of freedom significance of 5% and 1%) at the degree of significance 5% = 2.093
the result is 37,89 > 2.093.
Mata Pelajaran : Bahasa Inggris Materi Pokok : Speaking Skill Alokasi Waktu : 1 x 45
A. Kompetensi Inti (K1)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, mayarakat, dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.
3. Memahami, menerapkan, 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 prosedural 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 diri yang dipelajarinya disekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidal keilmuan.
belajar.
2.1 Menunjukan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks penggunaannya.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan menyatakan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa inggris.
2. Menunjukan perilaku santun dan peduli dalam memberikan dan merespon pendapat.
3. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam memberikan dan merespon pendapat.
4. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran serta responnya sesuai dengan konteks.
5. Siswa dapat menyatakan dan merespon unkapan menyatakan pendapat atau pikiran dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.