The finding of this classroom action research deals with the answer of the problem statement which was aimed to improve the students’ speaking skill cover accuracy. The findings consisted of the improvement of the students’
accuracy in speaking skill and the students’ activeness in teaching and learning process. The findings of the research detected that the use of speaking accuracy by using odd-one-out method.
1. Implementation of odd-one-out method
In implementation of the students’ speaking accuracy,the teacher ask the students to finding out the word that does not fit that relation of the material,the students wrote their answer first,and then they explain the reason why they choose it. So the teacher can observed the students’
speaking accuracy.
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2. The Improvement of The Students’ Speaking Accuracy
Improving the students’ speaking accuracy dealing with vocabulary and pronunciation through Odd-one-out Method can be seen clearly based on the following table, the table below shows that the significant increase of the speaking accuracy dealing with vocabulary and pronunciation, after applying the Odd-one-out Method:
Table 4.1: The table of the students speaking accuracy Indicators
The Students Speaking Accuracy
Cycle I Cycle II
Pronunciation 5.75 8.65
Vocabulary 6.06 8.68
∑× 11.81 17.33
X 5.90 8.66
The table above shows that the significant increase of the speaking accuracy dealing with pronunciation and vocabulary. The students’ mean score after applied those method in cycle I, the assessment of their speaking accuracy increased became 5.90 Classified into average. It was mean score of cycle I but it’s not significant from the target expected based on criteria of minimum completeness (KKM) was 7.0. therefore, the researcher decided to organize cycle II, the mean score of cycle II was 8.66 and classified into very good. To see the significant increase of the students’ speaking accuracy clearly, a chart was presented as follows:
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figure 4.1: The Percentage Of the students’ score improvement in speaking accuracy.
The chart above indicates that the improvement of the students’
speaking accuracy from cycle I 5.90, the improvement of the students’
speaking accuracy from cycle I to cycle II was 8.66. It indicates that there was significant increase for the students’ speaking accuracy dealing with Pronunciation and vocabulary in applying Odd-One-Out method at the Second Grade of SMA Perguruan Islam Makassar.
3. The Classification of the students’ score in Speaking Accuracy
The classification of the students’ score in speaking accuracy dealing with pronunciation and vocabulary by using Teams Odd-One-Out Quiz Method in cycle I and cycle II.
0.00%
1.00%
2.00%
3.00%
4.00%
5.00%
6.00%
7.00%
8.00%
9.00%
5.90%
8.66%
Speaking Accuracy
Cycle I Cycle II
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a. The classification of the students’ score in Pronunciation
Table 4.2: The Classification Of The Students’ Score In Pronunciation No
.
Classification Range
The Result of Odd-Odd-Out Quiz Cycle I Cycle II
Freq % Freq %
1 Excellent 6 0 0 5 20.83
2 Very Good 5 2 8.33 19 79.16
3 Good 4 10 41.66 0 0
4 average 3 10 41.66 0 0
5 Poor 2 2 8.33 0 0
6 Very Poor 1 0 0 0 0
Total 24 100 24 100
The table above shows the classification of the students’ score in pronunciation. The classification of the students’ score in cycle I, 2 (8.33% ) students got very good score, 10 (41.66% ) students got good score, 10 (41.66%) students got average score, 2 (8.33%) students got poor score . In cycle II, 5(20.83% ) students got excellent score, 19 (79.16%) students got very good score.
To see clearly the improvement of the students’ pronunciation in speaking accuracy:
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Figure 4.2: the percentage the students’ pronunciation of speaking accuracy in the following chart.
The chart shows that the percentage of the students’ classification score in pronunciation from the result cycle I was lower than in cycle II where the students’ pronunciation in cycle I was (8.33%) categorized as poor score, (41.66%) categorized as average score, (41.66%) categorized as good score, (8.33%) categorized as very good score. While in cycle II the students got very significant score, (79.16%) categorized as very good score, (20.83%) categorized as excellent. Based on the classification score above indicates that there was the improvement of the students score in pronunciation.
20.83%
8.33%
79.16%
41.66%
41.66%
8.33%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Cycle I Cycle II
excellent very good good average poor very poor
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a. The classification of the students’ score in Vocabulary Table 4.3: The classification of the students’ Score in vocabulary
No. Classification Range
The Result of Odd-One-Out Quiz Cycle I Cycle II
Freq % Freq %
1 Excellent 6 0 0 8 33.33
2 Very Good 5 2 8.33 16 66.66
3 Good 4 12 50. 0 0
4 average 3 10 41.66 0 0
5 poor 2 0 0 0 0
6 Very Poor 1 0 0 0 0
Total 24 100 24 100
The table above shows the classification of the students’ score in vocabulary. The classification of the students’ score in diagnostic test was 3 (12.5%) students got average score, 18 (75%) students got poor score, 3 (12.5%) students got very poor score , while in cycle I the students’ score of vocabulary was 10 (41.66%) students got average score, 12 ( 50%) students got good score, 2 (8.33% ) students got very good score, In cycle II, 8(33.33% ) students got excellent score, 18(75.00%) students got very good score.
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To see clearly the improvement of the students’ vocabulary in speaking accuracy:
Figure 4.3: the percentage the students’ vocabulary of speaking accuracy in the following chart:
The chart shows that the percentage of the students’ classification score in vocabulary from the result in cycle I was lower than in cycle II where the students’ vocabulary in cycle I was (41.66%) categorized as average score, (50.%) categorized as good score, (8.33%) categorized as very good score. While in cycle II the students got very significant score, (66.66%) categorized as very good score, (33.33%) categorized as excellent.
Based on the classification score above indicates that there was the improvement of the students score in vocabulary.
33.33%
8.33%
75.00%
50.00%
41.66%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Cycle I Cycle II
excellent very good good average poor very poor
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4. The Result of the Student Activeness in Teaching and Learning Process The result observation of the students’ activeness in teaching and learning process toward the application of Odd-One-Out Quiz Method in improving the students’ Speaking Skill at the Eleventh Grade of SMA Perguruan Islam Makassar which is conducted in two cycle during eight meetings was taken by the observer through observation sheet. It can seen clearly through the following table:
Table 4.4: The observation result of the students’ in learning speaking in cycle I and cycle II.
Cycle
Meeting Improvement
I II III IV
I 66.66% 71.87% 76.04% 81.25% 73.95%
II 83.33% 84.37% 86.35% 89.58% 85.90%
The result above is formulated based on the technique of data analysis and the students’ scores that are collected through observation sheet. The table above shows that in cycle I the students’ activeness in each meeting improve significantly. It can be seen clearly in the table above that the students’ activeness in the fourth meetings is greater than that in the first, second and third meetings, where in the first meeting in cycle I the students’ activeness is 66.66% and it improves become 71.87% in the
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second meeting, and then students’ activeness in the third meeting is 76.04% and it improves become 81.25% in the fourth meeting.
In cycle II the percentage of the students’ activeness was improved. In which the first meeting the students’ activeness is 83.33%
and it the second meeting the students’ activeness is 84.37%. in the third meeting the students’ activeness 86.36%, and then in the forth meeting the students’ activeness become 89.58%. this was caused but the teaching material is really interesting for the students. The improvement of the students’ observation was shown at the following graphic.
Figure 4.4: The improvement of the students’ observation in cycle I and cycle II.
The graphic above shows the observation of the students in the learning process at the cycle I and also at the Cycle II when the researcher implemented Odd-One-Out Quiz Method. Based on the graphic above it
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Cycle I Cycle II
66.66%
83.33%
71.87%
84.35%
76.04%
86.35%
81.25%
89.58%
1 2 3 4
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was known that the students’ observation in the cycle I was still low although there was improvement from meeting to meeting. In the Cycle II there was good progressing in it. The improvement of the students observation is higher in it than in the cycle II. It is shown by the data at the cycle II on the graphic above.