In analyzing the data that collected through the pretest and posttest, the researcher analyzed by using the following procedures:
1. Scoring and classifying the students’ skill the following criteria:
a. Pronunciation
Table 3.1. Scoring of the student’s result
Classification Score Criteria
Excellent 6
Pronunciation is only very slighty influenced by the mother tongue. Two or three grammatical and lexical errors.
Very good 5
Pronunciation is slighty influenced by mother tongue.
A few minor grammatical and lexical errors but most uttererance is correct.
Good 4
Pronunciation is still moderately influenced by the mother tongue but no serious phonological errors. A few grammatical and lexical errors but one or two major errors causing confusion.
Average 3
Pronunciation influenced by mother tongue but only a few serious phonological errors. Several grammatical and lexical erors, some of which cause confusing.
Poor 2
Pronunciation seriously influenced by the mother tongue with errors causing a breakdown in communication many basic grammatical and lexical
(Hetaon, 1988:99) Based on the table above, the researcher described that the score of content were 1 if the criteria were the studentsfull of long and unnatural pauses. The score of content were 2 if the criteria were the studentslong pauses while he seached for the desired meaning .The score of content were 3 if the studentshas to make an effort for much of the time. Often has to search for the desired meaning. The score of content were 4if the studentsAlthough he has to make an effort and search for words, there are not too many unnatural pauses. The score of content were 5 if the studentshas to make an effort at time to search for words. And the last score of content were 6 if the speak without too great an effort with a fairly wide range of expression.
b. Vocabulary
Table 3.2. Scoring the students test result erros.
Very poor 1
Serious pronunciation errors as well as many basic grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practical in the course.
Classification Score Criteria
Classification Score Criteria
Excellent 6
Speak without too great an effort with a fairly wide range of expression. Searches for words occaionally but only one or two unnatural pauses.
(heaton,1988:99) Based on the table above, the researcher described that the score of content were 1 if the criteria were the students full of long and unnatural pauses. The score of content were 2 if the criteria were the students long pauses while he seached for the desired meaning. Frequently and halting delivery.The score of content were 3 if the students speak has to make an effort for much of the time.
Often has to search for the desired meaning. The score of content were 4 if the students although he has to make an effort and search for words, there are not too
Very good 5
Has to make an effort at time to search for words.
Nevertheles,, smooth delivery on the whole and only a few unnatural.
Good 4
Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasioanally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
Average 3
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.
Poor 2
Long pauses while he seached for the desired meaning.
Frequently and halting delivery. Almost gives up making the effort at times limited range of expression.
Very poor 1
Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort. Very limited range of expression.
many unnatural pauses. The score of content were 5 if the students has to make an effort at time to search for words. And the last score of content were 6 if the studenst speak without too great an effort with a fairly wide range of expression.
students correct
Score = x 100
Maximal score (6)
2. The result from the converted score would put in this score classification:
Classification Scores
Very good 9,1-100
Good 7,6-9,0
Average 6,1-7,5
Poor 5,1-6,0
Very poor 0,0-5,0
3. Mean score
N x
XWhere:
X : Mean score
: The sum of all score
N : Number of student (Gay, 1981:298)
4. To find out the improvement of percentage:
% = 2 − 1 1 x 100
Where, % : the percentage of improvement X2 : the total score of Post-test
X1 : the total score of Pre-test (Gay, 1981:320)
5. Calculating the value of t-test to indicate the significance between post-test and pre-test, the researcher will use the formula as follow:
) 1 ( D
t 2
D) 2(
N N
N
Where:
t = Test of significance
= The mean of different score
∑D = The sum of total score of significance (∑D)2 = The square of the sum for difference
N = The total number of subject (Gay, 1981:331).
4. To find out the improvement of percentage:
% = 2 − 1 1 x 100
Where, % : the percentage of improvement X2 : the total score of Post-test
X1 : the total score of Pre-test (Gay, 1981:320)
5. Calculating the value of t-test to indicate the significance between post-test and pre-test, the researcher will use the formula as follow:
) 1 ( D
t 2
D) 2(
N N
N
Where:
t = Test of significance
= The mean of different score
∑D = The sum of total score of significance (∑D)2 = The square of the sum for difference
N = The total number of subject (Gay, 1981:331).
4. To find out the improvement of percentage:
% = 2 − 1 1 x 100
Where, % : the percentage of improvement X2 : the total score of Post-test
X1 : the total score of Pre-test (Gay, 1981:320)
5. Calculating the value of t-test to indicate the significance between post-test and pre-test, the researcher will use the formula as follow:
) 1 ( D
t 2
D) 2(
N N
N
Where:
t = Test of significance
= The mean of different score
∑D = The sum of total score of significance (∑D)2 = The square of the sum for difference
N = The total number of subject (Gay, 1981:331).
CHAPTER IV
FINDINGS AND DISCUSSIONS