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37

CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter describes the data about the application of drama of speaking
activity. The data are collected from observation, interview, and documentation.
The first data are gotten from observation in the classroom. The researcher joined
the class and applied the strategies of teaching speaking by using drama in
teaching learning process. The second data come from the test result of the
students performance through drama. As the writer stated on previous chapter the
interpretation of the data will be quantitative data forms, mean while these
quantitative results will be analyed through well structured basic statistical
computation.
a. Data Presentation
!n this sub chapter, the writer will present the result of the finding at the
"#A $ % $ganjuk by applying a new teaching speaking throough drama
strategy done. The presentation of the data is divided become two parts, they
are presentation on pre test and presentation of post test.
1. Presentation of Pre test
The writer came to the sample classes and delivered a kind of pre&
test to e'plore the student(s sample speaking students. The students were
tested their speaking skill through the students( speaking performance. They
wre given a topic a narrative te't.
3)
They told the other students about any legend, fables, or other
narrative story that they have already known, for e'ample #alin *undang,
+inderella, "now ,hite, etc. -ecause of the limited time, each students only
given 3&. minutes to tell their story.
The elements measure of the direct oral interview consist of
accuracy of pronunciation, stress and information, grammar, vocabulary,
fluency and ease of speech. The above components make up the quality of a
speaking skill and, therefore, are taken into consideration in the scoring of
the student(s responses of an oral interview. "uch an impression scoring
system, however, is rather subjective in the sense that the scores not give
objective scores to the spoken tasks. To some e'tent, careful analysis to the
components will result in merely objective scores. Those scores are
presented as follows.
Table 4.1
Table of co!"tin# t$e st"%ents& scores before "sin# %raa '(
1
)
$o $ame
Accurac
y
/erformanc
e
0luenc
y
"core
Average
%
AHMAD KRISNAMURTI W
50 55 65 170
57
1
ALDIE AKBAR SURYAWAN
55 60 55 170
57
3
ALVIRA PERMATA SARI
55 60 55 170
57
.
ALYVIA FRANCISKA PUTRI
70 60 50 180
60
2
ARMANDO HABIMANYU
60 70 60 190
63
3
AUFIA NAILIYANA W
60 55 50 165
55
7
BILQIS SAFIRA HAYATI
55 60 70 185
62
)
BIMA MUCHAMAD ARIAJI
60 60 65 185
62
4
CHARNELA MARDANI
65 60 70 195
65
%5
CIKA AYU SAFITRI
60 70 60 190
63
%%
DEVIKA CHERLY P
70 75 75 220
73
34
%1
DIAN NOVIA WIJAYANTI
80 75 75 230
77
%3
DIMAS YANUAR WIDODO
80 75 75 230
77
%.
DWIKKI PEBRIANTO A
80 75 70 225
75
%2
ERPRINANDA GALUH
70 60 50 180
60
%3
FAHIRA ISWIJAYANTI
55 55 65 175
58
%7
IKA PUTERI PERTIWI
60 70 60 190
63
%)
KRISTIN MARSELA NUR
75 70 70 215
72
%4
MADEA EKA SILFIANI
60 70 60 190
63
15
MUKHLISH AJI W
60 60 70 190
63
1%
NANINDA WIDASARI
70 70 75 215
72
11
NENI RATMIA SARI
75 75 70 220
73
13
NITA YUNIATI
70 70 75 215
72
1.
NURKHASANAH
55 65 55 175
58
12
PRATAMA CHANDRA F
70 80 75 225
75
13
PUTRI ALIPINA ICHA SARI
75 75 75 225
75
17
PUTRI JOHAR PERMATA
75 75 80 230
77
1)
RIZKI ALFIANTO
80 85 80 245
82
14
ROHANA MERITHA
75 75 80 230
77
35
SECTIO RIDHO ILLAHI
80 80 75 235
78
3%
SEPTIAN BAYU AJI
75 75 80 230
77
31
WIDY PUTRI ADITYA P
80 80 80 240
80
33
YENI SUSANTI
75 75 70 220
73
3.
YOLANDA NOVIA RESITA
70 70 75 215
72
32
YUSUF MAHFUD AS SIDIQ
75 75 70 220
73
33
YUSTRIA MAHENDRA A
75 70 70 215
72
6 2455 2490 2455
740
0
2468
The average of the students( result 7 Total score
The number of students
7 1.3)
33
7 3),22
-ased on the result above, the writer could take the conclusion that student
hoped the interesting method in teaching speaking. To make the problem
.5
above clear, the writer will do new strategy to make the students interested
speaking ability by presenting teaching speaking by using drama.
*. Treatent
!n this chapter the writer want to describe the strategy of teaching
speaking by using drama applied at tenth grade student of "#A$ % $ganjuk. !t
includes the technique, procedures, and classroom management, assessment.
a. Tec$ni+"e
!n teaching speaking by using drama, the technique used by the
writer in presenting the materials, for e'ample perfomance with friend in
front of the class, dialogues, and grouping the students in drama. Through
grouping in drama, the students were able to be active in the classroom.
-ased on the observation the teacher use technique grouping in drama, the
writer asked the students to make a dialogues about topic of narrative
drama, and then the student perfomed in front of the class. This helped the
students to understand the materials easily and made all of the students
involved in the classroom activities.
b. Proce%"re
%8 Teaching preparation
#aking preparation for the writer is important. The writer made
teaching preparation before teaching in the class. The writer prepared the
lesson plan, and media that are needed in teaching. -y making
preparation and strategy the writer would be able manage to the class
during teaching learning process of speaking. "o, the teaching learning
process could run well, and the students can receive the material well.
18 !nstructional phase
a8 /re activities
.%
!n this stage, the writer began the lesson formally by greeting.
The writer started by saying 9:ood afternoon; and the student
answered 9good afternoon;. After that, the writer called the name or
checking attendance of the students to know who were absent. ,hen
the writer called name, the students say 9present;. !f there was one of
the students didn(t come to the class, the students said 9absent;. Then
the writer introduction about material, the material about 9narrative
story;. !n this activities, the writer introduced the generic structure of
narrative te't then the students start to make a plan for their
performance about narrative story they have chosen.
b8 ,hilst activities
!n these activities, the writer gave task for the students. The
writer asked the students to practice their conversation in drama.
,hile the student were performed, the writer helped the students to
solve their difficulties when they find a stuck in dialogues. The writer
tried to help them by giving a clue about what the ne't dialogues was,
then the students continued their story. ,hen the students do
demonstration in front of class, the writer controlled or monitored
them by correcting the students mistakes. -esides the writer gave
appreciation to the students( performance by giving applause. These
activities were done regularly.
c8 /ost activities
!n closing, the teacher checked the students understanding about
the material by asking them. The teacher asked the students with the
questions, <=id you quite understand about material today>< teacher
.1
repeat the question and the students answered <?es "ir@;. !t indicated
that the students were understood with the material. After that the
teacher showed the mistakes made by the students. The writer gave
advice and motivation to the students in order that they increased their
speaking ability by doing practice regularly.
c. Classroo ana#eent
+lassroom management is an important thing in teaching learning
process. !t is helps the teacher to manage the classroom. !n doing the
learning activities, the writer organied the students to make easy her work
and his evaluation.
%8 Arganiing the class
The writer started the lesson by saying 9good morning; and in the end
of the lesson, he gave the evaluation about the activities that they had
been done and asked the student about the material. !f there was not
question, he closed the lesson by saying good bye, he could e'plain and
presented the material well, so that, the student could understand the
lesson. Be also used the media to support her e'plaination such as
picture on power point through C+= slides.
18 +lassroom design
+reating a classroom is an important to make student interest in the
class. The class was provided by media to e'plaine the material such as,
computer and microphone put in teacher desk, white board, speaker,
C+= and proyektor. And the student put lesson schedule, /resident and
vice /resident /icture. "itting position is arranged in drama group since
.3
because in speaking the writer asked the student to make a dialogue
script in drama.
38 Dules
=evelop rules that foster respect, caring and community in the
classroom. 0or e'ample he gave the rule E
The student have to come on time,
The students not eat in classroom,
The student leave the classroom they should permition .
.8 Teaching #anagement
The writer gave the opportunity to the students to be more active class
by giving the question that concered with the materia orally. Although
the students still had a problem to say something in Fnglish, he let them
say in indonesia. Then he asked the other students to translate in
Fnglish together. !t could stilmulate their confidance to be more active.
The other way that is used by the writer was to give the statements or
idea that concerned with the material let the student develop the idea or
statement in group or individually. To make his e'plaination easier to be
understood by the students the writer used media to support his
e'planation. The kinds media that were used by the teacher were picture
on power point slides to e'plain the narrative generic structure. !n
addition, the writer tried to communicate with student by using Fnglish
Be used not only Fnglish but also !ndonesia while he was teaching
Fnglish in the class. Be considered about the capability of each student
to understand the material was different. -ut if the students could not
..
say in Fnglish, he lets them say in !ndonesia. Then it was translate in
Fnglish together.
%. Assessent
Assessment is also very important for both teacher and the students.
That is how far the techniques and the materials that have been given could
influence that student successfully. The writer used performance assessment,
the writer asked the student make a drama about narrative story, and
demonstrate in front of the class through drama. The teacher assesing the
students perfomance from accuracy, fluency, and performance.
,. Presentation of Post test
0or the presentation of post test, the writer will discuss about the result
of oral test and scoring result.
Table 4.*
Table of co!"tin# t$e st"%ents& scores after "sin# %raa '(
*
)
$o $ame
Accurac
y
/erformanc
e
0luenc
y
"core
Average
%
AHMAD KRISNAMURTI W
70 65 65 200
67
1
ALDIE AKBAR SURYAWAN
65 70 75 210
70
3
ALVIRA PERMATA SARI
65 70 75 210
70
.
ALYVIA FRANCISKA PUTRI
75 60 70 205
68
2
ARMANDO HABIMANYU
70 70 75 215
72
3
AUFIA NAILIYANA W
70 75 70 215
72
7
BILQIS SAFIRA HAYATI
75 80 75 230
77
)
BIMA MUCHAMAD ARIAJI
80 80 85 245
82
4
CHARNELA MARDANI
75 70 80 225
75
%5
CIKA AYU SAFITRI
70 80 70 220
73
%%
DEVIKA CHERLY P
70 85 85 240
80
.2
%1
DIAN NOVIA WIJAYANTI
80 85 85 250
83
%3
DIMAS YANUAR WIDODO
80 85 85 250
83
%.
DWIKKI PEBRIANTO A
85 85 80 250
83
%2
ERPRINANDA GALUH
80 70 70 220
73
%3
FAHIRA ISWIJAYANTI
85 85 85 255
85
%7
IKA PUTERI PERTIWI
70 80 80 230
77
%)
KRISTIN MARSELA NUR
85 80 80 245
82
%4
MADEA EKA SILFIANI
70 80 70 220
73
15
MUKHLISH AJI W
80 80 80 240
80
1%
NANINDA WIDASARI
80 80 85 245
82
11
NENI RATMIA SARI
85 75 70 230
77
13
NITA YUNIATI
80 80 85 245
82
1.
NURKHASANAH
85 85 85 255
85
12
PRATAMA CHANDRA F
80 80 75 235
78
13
PUTRI ALIPINA ICHA SARI
85 75 75 235
78
17
PUTRI JOHAR PERMATA
85 75 85 245
82
1)
RIZKI ALFIANTO
80 85 85 250
83
14
ROHANA MERITHA
85 85 85 255
85
35
SECTIO RIDHO ILLAHI
85 85 75 245
82
3%
SEPTIAN BAYU AJI
85 85 80 250
83
31
WIDY PUTRI ADITYA P
80 85 80 245
82
33
YENI SUSANTI
85 80 80 245
82
3.
YOLANDA NOVIA RESITA
80 75 75 230
77
32
YUSUF MAHFUD AS SIDIQ
85 75 80 240
80
33
YUSTRIA MAHENDRA A
85 80 80 245
82
6 2830 2820 2820
847
0
2825
The average of the students( result 7 Total score
The number of students
7 1)12
33
7 7),.7
.3
-ased on the result above, the writer could take the conclusion that
student were interesting in following the drama teaching. !t showed that there
are some improvement from the students speaking ability.
b. Si#nificant Difference -et.een t.o eans
This part of writing dealing with the analysis of the data obtained.
"everal formula with be applied to find out the last result of formula that need
to compare its result to t&table to find art its significance.
After having the student(s pre&test and final test of the sample class,
the writer should analye the data in the tables to find out its mean scores,
deviation scores and it(s significance.
-ut before coming to those data analysis, the writer formerly needs to
state a working table to make easier her works with the formulas delivered.
The table ..3 below deals with the students( individual final scores,
deviation scores and also the squares of student(s individual deviation scores.
Table 4.,
Table of co!"tin# t$e st"%ents& in%i/i%"al %e/iation scores.
$o $ame
"core
d d
2
/re&test /ost&test
%
AHMAD KRISNAMURTI W
57 67
%5 %55
1
ALDIE AKBAR SURYAWAN
57 70
%3 %34
3
ALVIRA PERMATA SARI
57 70
%3 %34
.
ALYVIA FRANCISKA PUTRI
60 68
) 3.
2
ARMANDO HABIMANYU
63 72
4 )%
3
AUFIA NAILIYANA W
55 72
%7 1)4
7
BILQIS SAFIRA HAYATI
62 77
%2 112
)
BIMA MUCHAMAD ARIAJI
62 82
15 355
4
CHARNELA MARDANI
65 75
%5 %55
%5
CIKA AYU SAFITRI
63 73
%5 %55
.7
%%
DEVIKA CHERLY P
73 80
7 .4
%1
DIAN NOVIA WIJAYANTI
77 83
3 33
%3
DIMAS YANUAR WIDODO
77 83
3 33
%.
DWIKKI PEBRIANTO A
75 83
) 3.
%2
ERPRINANDA GALUH
60 73
%3 %34
%3
FAHIRA ISWIJAYANTI
58 85
17 714
%7
IKA PUTERI PERTIWI
63 77
%. %43
%)
KRISTIN MARSELA NUR
72 82
%5 %55
%4
MADEA EKA SILFIANI
63 73
%5 %55
15
MUKHLISH AJI W
63 80
%7 1)4
1%
NANINDA WIDASARI
72 82
%5 %55
11
NENI RATMIA SARI
73 77
. %3
13
NITA YUNIATI
72 82
%5 %55
1.
NURKHASANAH
58 85
17 714
12
PRATAMA CHANDRA F
75 78
3 4
13
PUTRI ALIPINA ICHA SARI
75 78
3 4
17
PUTRI JOHAR PERMATA
77 82
2 12
1)
RIZKI ALFIANTO
82 83
% %
14
ROHANA MERITHA
77 85
) 3.
35
SECTIO RIDHO ILLAHI
78 82
. %3
3%
SEPTIAN BAYU AJI
77 83
3 33
31
WIDY PUTRI ADITYA P
80 82
1 .
33
YENI SUSANTI
73 82
4 )%
3.
YOLANDA NOVIA RESITA
72 77
2 12
32
YUSUF MAHFUD AS SIDIQ
73 80
7 .4
33
YUSTRIA MAHENDRA A
72 82
%5 %55
6
2468 2825
327 2514
To get the mean scores of the two score in this investigation, the writer applied
the following the formulaG
$
'
'
%
%

=
$
'
'
1
1

=
,hereG
.)
%
'
G !s the mean score of pre&test
1
'
G is the mean score of post&test
'
%
,'
1
G !s the score of pre&test and post&test
6 G !s the sum of score
To calculate by using this formula, then
a. #eans scoresG
!n the table ..3 it is identified thatG
%8 /re&test
%
'
7 1.3)
$ 7 33
18 /ost&test
1
'
7 1)12
$ 7 33
The means score is, thenG
%8 /re&test G
33
1.3)
%
= x
7 3),22
The mean score of before using drama was 3),22
18 /ost&test G
33
1)12
1
= x
.4
7 7),.7
The mean score of after using drama was 7),.7
The comparison between two means of the after and before using
drama had a slight difference in mean score. The result showed that after
treatment out performed the before treatment. Bowever, just finding the
difference between two means was not enough to conclude that after treatment
was better than before treatment. To determine whether the difference was
statistically significant, an appropriate statistical analysis had to be applied. To
determine the significance difference between the two means the t&test
formula was recommended. !t had been presented in chapter !!!.
The following was the computation of t&test. The first all the writer had
to find the #ean deviation and square deviation.
a. The mean deviation could be calculated by using the following
formulaG

$
d
#d

=
,here G
#d G !s the mean of deviation
6d G !s the sum of deviation number
$ G !s the number of sample
HArikunto, %441 G 1758
The mean of deviation based on the table ..3 is, thenG
25

=

d
#d

33
327
=
7 4,4%
b. To compute the students square deviation score of this investigation
the writer applies the following formula

=


1
1
1
d
8 H
d '
d
,hereG
'
1
d
G is the square deviation of deviation min mean of
deviation.
d
1
G is the square deviation of pre&test and post&test.
$ G is the number of sample
6 G is the sum of...
!n the table ..1 it is identified that
6d
1
7 2514 Hfrom table ..38
$ 7 33
The student square deviation is, thenG
33
8 327 H
2514 '
1
1
d
=

7 2514 I 32.5
7 %.)4
c. !dentifying the significance of the deviation scores of the mean scores.
2%
The last process of computing of statistical is to find out the value
of t. based on the previous data computation and description, the
following is completely appliedG
8 % H
d
t
1

d x
,here G
#d G is the mean of deviation
'
1
d
G is the square deviation
$ G is the number of sample
t G is the value of t
To compute by using this formulaG
8 % 33 H 33
%.)4
4,4%
t

=
%,%)%7
4,4%
%135
%.)4
4,4%
32 33
%.)4
4,4%
=
=

=
%% , 4
5)7 , %
4% , 4
=
=
0rom the data above, the writer found that the result of t is 4,%%.
C. Data Inter!retation
21
!nterpretation of the data is the process of assigning meaning to
the collected information and determining the conclusions, significance,
and implications of the findings. The steps involved in data analysis are a
function of the type of information collected, however, returning to the
purpose of the assessment and the assessment questions will provide a
structure for the organiation of the data and a focus for the analysis.
-ased on the result above, then the researcher checked it to the t &table
significant level of 2J and %J.

Table 4.4
A !art of 0t1 Table on t$e si#nificant Le/el of 23 an% 13
%f or %b
0t1 Val"e on t$e Si#nificant Le/el
23 13
32
.5
.2
25
35
75
)5
45
%55
1,53
1,51
1,51
1,5%
1,55
1,55
%,44
%,44
%,4)
1,71
1,7%
1,34
1,3)
1,32
1,32
1,3.
1,33
1,33
Then after checking the t&table with 32 members of significant
2J is 1,53 and significant %J is 1,71. Then the researcher compared it
with the result of the t 7 4,%% and concluded that there are any significant
different between pre&test and post&test.
Tabel 4.2
T$e Res"lt of 0t1 Table
'Class 45 1 Aca%eic 6ear of *71*8*71,)
%f or %b T
o
T5table
23
' N 9 1 )
Si#nificant 8 no
si#nificant 23
13
32 4,%% 1,53 1,71 "ignificant

"o it could be seen that t
o
had greater value than the value from
t
table
at level of significant. T
5
is 4,%% and t
table
on the significant Cevel of
2J is 1,53 and of the confidence level %J 7 1,71. !n other words, the
critical value of t&test is higher than t&table for both confidence levels
H4,%%:1,53K1,718. !t means that there are any significant differences
between the result of pre test and post test.
According to the analysis in the interpretation above, the
researcher tested the hypothesis to the post&test. As stated in the previous
chapter thatG
%. -efore Lsing =rama
-efore using drama, the speaking skill of students was low, the
result from the e'periment class that is students who before were
taught by using drama isG
$
'
'
%
%

=
7
33
1.3)
7 3),22
1. After Lsing =rama
After using drama, the speaking skill of students was increase,
the result from the e'periment class that is students who after were
taught by using drama isG
2.
$
'
'
1
1

=
7
33
1)12
7 7),.7
3. =iscussion on any significance difference between students( speaking
skill before and after using drama.
-ased the result above, the average score of the students
speaking skill before using drama is 3),22 and their average after using
small group dicscussion is 7),.7. !t means after is better than before.
0rom the analysis above, there is a significance difference between
students( score in speaking skill using drama and after using drama in
tenth grade of "#A $ % $ganjuk. !f we look that score is 4,%% that is
more than the significance 2J 7 1,53 and significance %J 7 1,71.
a. $ull Bypothesis HB
a
8G There is significance of students(
speaking skill before and after by using drama in tenth grade
studentMs of "#A $ % $ganjuk in academic year 15%1N15%3.
b. Alternative Bypothesis HB
o
8G There is no significance of
students( speaking skill before and after by using drama in
tenth grade studentMs of "#A $ % $ganjuk in academic year
15%1N15%3. "o, 0inally step formulated the Bypotheses
!f t
5
K t
t
, it means that B
a
is accepted and B
o
is rejected,
df 7 $ & %
7 33 I %732
22
4,%% have df or db 7 2J
4,%% K 1,53 for 2J
4,%% K 1,71 for %J
Ba is accepted because t
o
K t
t
According the result of Bypothesis above, the students( speaking
ability can improve by using drama. The students( score of speaking can
increase which is showed the t calculated from the students( score is 4,%%
more than the t&table 1,53 for significance 2J and 1,71 for significance
%J, then the result of calculating the t K t&table is significant so the B
a
is
accepted and B
o
is rejected.
"o, the researcher decided that 9Lsing =rama can improve the
tenth grade students( speaking skill in of "#A $ % $ganjuk in academic
year 15%1N15%3.<
23

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