By: Rachma Sapta Dewi NPM : 04420196 · Rachma Sapta Dewi 04420196 ... human life, including...

USING CARTOON MOVIES

ABILITY IN MAKING SPOKEN DESCRIPTIVE TEXT THE

CASE OF THE S

HIGH SCHOOL

IN THE ACADEMIC

In partial fulfillment of the requirements for the Completion of degree of Sarjana

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF LANGUGE AND ARTS EDUCATION

CARTOON MOVIES TO IMPROVE THE STUDENTS


CASE OF THE SECOND YEAR STUDENTS OF SENIOR

HIGH SCHOOLOF SMA N 14 SEMARANG

IN THE ACADEMIC YEAR 2008/2009

A FINAL PROJECT

Presented to

IKIP PGRI Semarang


in English Language Education

By:

Rachma Sapta Dewi

NPM : 04420196



IKIP PGRI SEMARANG

2011

TO IMPROVE THE STUDENTS


ND YEAR STUDENTS OF SENIOR

SEMARANG

2008/2009




APPROVAL

FINAL PROJECT ENTITLED

USING CARTOON MOVIES TO IMPROVE THE STUDENTS

ABILITY IN MAKING SPOKEN DESCRIPTIVE TEXT THE CASE

OF THE SECOND YEAR STUDENTS OF SENIOR HIGH SCHOOL

OF SMA N 14 SEMARANG IN ACADEMIC YEAR 2008/2009

Arranged by :

Rachma Sapta Dewi

04420196

This final project has been approved by the advisor of the faculty of

Language and Arts Education of IKIP PGRI Semarang

Day :

Date :

Approved by :

Semarang, 2010

First Advisor Second Advisor

Dra. Siti Lestari, M.Pd Drs. A. Wiyaka, M.PdNIP.196112191985032002 NIP. 196412261990031002

ii

RATIFICATION

This thesis was ratified by the team of examiners of Department of English

Language Education, Faculty of Language and arts Education, Institute of Teacher

Training education IKIP PGRI Semarang on:

Day : Monday

Date : March, 15, 2010

The Team Examiners

Chairman / Dean of FPBS, Head of The English Departement

Dra. Sri Suciati, M.Hum Drs. A. Wiyaka, M.Pd

NIP. 196503161990032002 NIP. 196412261990031002

The Examiners:

1. Dra. Siti Lestari, M.Pd. (………………………..)

NIP 196112191985032002

2. Drs. A. Wiyaka, M.Pd. (……………………......)

NIP 196412261990031002

3. Jafar Sodiq, S.Pd., M.Pd. (………………………..)

NPP 956701117

iii

MOTTO

Man propose, God dispose

Despise another, despise yourself

Allah will never change the condition of people if they do

not try to change their own condition. (Ar-Raad:11)

Allah would not give something out of our ability, so believe

that everything which happens tonus is the best given from

Allah. (Q.S. Al Baqarah:283)

Never give up is the best way to get successful.

iv

DEDICATION

This thesis is dedicated to:

My beloved father Alm. Djoemali and mother Sri Marsini who always give me

support, pry, love and everything. Thank you so much, “ your love is always in

my heart till the end of the world”

My beloved my older brother Ahmad Sulistiyono and her wife. My older sister

Isnaini Kurnianingsih and Dwi Nita Kusumaningrum and my cousins Tegar,

Dita,Via and Guruh. Thank you for your love,support and pray..

My beloved boy friend Agus Kartono thank you for the motivation, it makes me

calm to face the problems. Thank you for your support, loyal and pray. Thanks.

You are the best for me, love you so much.

My beloved friends ( Amel, Sofi, Lina, Chico and all of dragon community) thank

you for accompanying me the best day my life. Thanks guys

My beloved friends class E, thanks for all guys.

All people who love me so but I can not mention all, thank you for loving,

supporting and praying me.

v

ABSTRACT

Dewi, Rahma Sapta. 04420196. Using cartoon movies to improve thestudents ability in making spoken descriptive text the case of the second yearstudents of senior high school of SMA N 14 Semarang in the academic year2008/2009. The first advisor: Dra. Siti Lestari, M.Pd, the second advisor: Drs. A.Wiyaka, M.Pd

The main objective of this research is to know the students ability toimprove a spoken descriptive text by using cartoon movie in Senior High Schooland possible solution to solve the problems.

The population of this research is students of SMA N 14 Semarang. Thetotal numbers of the students 256. The writer just take one class (38 students).From all the of the Tenth Grade students at SMU N 14 Semarang and it was X-6as test.

By using purposive sampling technique in this investigation. Purposivesampling technique is taken because not all individuals of the population haveequal chance to be selected as the sample. So the writer took class X-6 which thetotal number 38 students. The kind of test is speaking. The step of test is thestudents make descriptive text about the characteristics of Hercules in Herculesmovie and then they retell their texts one by one in front of class.

The result of research the writer found out of speaking descriptive text byusing cartoon movie of the Tenth Grade Students of SMA N 14 Semarang, noneof the students who is very good. Good is 62,79 (27 students), fair is 337,21(16students), and none of the students who poor and fail. And the mean 75,35 %.After it was consulted to the level of achievement can be said that the mean of thestudents ability in producing spoken descriptive text by using cartoon movie isgood. From the result of data analysis the students still have difficulties inproducing spoken descriptive text, they are pronunciation, grammar, vocabulary,fluency and comprehension.

As the solution, the teachers can gives kinds of grammar exercise style tothe students. The teacher give a lot of vocabulary style to increase the students’vocabulary. So that the students will not feel difficult in producing spokendescriptive texts.

As the suggestion, the students practice English in daily conversation andtry to communicate orally with their teacher, friend or family member at homebecause it can help them to enrich their pronunciation and vocabulary. The teachergives the students a chance to pronounce and to arrange the sentences in correctgrammatical rules.

vi

vii

ACKNOWLEDGMENT

First, the writer would like to thankful to Allah SWT that always gives gift

to us. His hope and bring to research to finish this thesis. The Writer is aware that

she can not complete her thesis without support from other people. Many people

helped and supported her to write this thesis and it would not be possible to

mention all of them one by one. Thanks are especially to the following people:

1. Drs. Ngasbun Egar, M.Pd as the Dean of English department of IKIP PGRI

Semarang.

2. Dra.Siti Lestari, M.Pd as the first advisor of this thesis.

3. Drs. A. Wiyaka, M.Pd as the second advisor of this thesis.

4. All lecturers at English Department of IKIP PGRI Semarang who have

patiently taught me since I was a student at IKIP PGRI.

5. Drs. Waino, the headmaster of SMA Negeri 14 Semarang who had permitted

the writer to conduct this research.

6. Finally, the writer expects the criticism and the suggestion from the reader that

is construction to improve the study. The writer hopes this thesis is benefits

for her, home and religion.

Semarang, 2010

The Writer

viii

TABLE OF CONTENTS

TITLE ........................................................................................................ i

APPROVAL ............................................................................................... ii

RATIFICATION......................................................................................... iii

MOTTO ..................................................................................................... iv

DEDICATION ........................................................................................... v

ABSTRACT................................................................................................ vi

ACKNOWLEDGEMENT .......................................................................... vii

TABLE OF CONTENT .............................................................................. viii

CHAPTER I INTRODUCTION

A. Background of the Study............................................................... 1

B.Reason for Choosing the Topic....................................................... 2

C.Statements of the Study .................................................................. 3

D.Objectives of the Study .................................................................. 4

E. Significances of the Study .............................................................. 4

F. Definition of the Key Terms .......................................................... 5

G.Outline of the Thesis ....................................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Studies ............................................................................. 7

B. General Concept of Study .............................................................. 8

1. Film .......................................................................................... 8

2. The Function of Film ................................................................ 10

3. Advantages of Film................................................................... 10

4. Disadvantages of Film............................................................... 11

5.Basic Types of Film ................................................................... 12

C. Review of Theories

1. Media......................................................................................... 13

2. Descriptive Text ........................................................................ 15

3. Speaking Ability ....................................................................... 16

4. Techniques of Teaching Speaking ............................................ 17

ix

5. The Use of Film for Teaching Speaking Descriptive Text ....... 18

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Type of the Research...................................................................... 20

B. Subjects of the Study...................................................................... 20

1. Population ................................................................................. 20

2. Sample....................................................................................... 21

C. Techniques of Data Collection ....................................................... 21

1. Method of Collecting the Data ................................................. 21

2. Procedure of Collecting the Data .............................................. 22

D. Instrument of the Research............................................................ 22

E. Techniques of Analyzing Data ...................................................... 22

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. Research Findings .......................................................................... 29

B. Students’ Problems......................................................................... 53

C. Students’ Solution .......................................................................... 55

D. Discussions.................................................................................... 56

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions .................................................................................... 58

B. Suggestions..................................................................................... 59

BIBILOGRAPHY

APPENDICES

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of the widely used international languages, both as a

means of oral and written communication. It influences many aspects of

human life, including Indonesian people. In Indonesian, moreover, English

is confirmed as the first foreign language. It is a must for SMA students. In

teaching English to the students in Indonesia, the teachers expect that the

students are able to follow the development of science and modern

technology for the sake of the national development.

Although English teaching – learning process has been done foe long

time, most of the Indonesian students have not acquired the language skill

as required by the curriculum. The failure of English teaching in the

education system in Indonesia has been pointed out by Ramelan (1993:3),

he said that “although English has been taught for long time, the result of

teaching English is still considered unsatisfactory”. By knowing this

unsatisfactory fact, the Indonesian Government has made many changes in

the education system in Indonesia, especially for the curriculum.

In order to make the English teaching learning process successful,

Indonesian government has applied many kinds of curricula. But so far,

the result of the English teaching learning process has not been satisfactory

because the assumptions were weak and did not work. To face this

2

problem, in the beginning of 2004, the Indonesian Government introduced

a new curriculum. This new curriculum is called Competence - Based

Curriculum (CBC).

At school, the problems of implementing CBC may appear when the

class consists of a big number of students. The noisy class may disturb the

students who really want to study. It can influence the students in

concentrating their mind to the subject given in class. The condition like

this can mode the students feel bored and do not like to study. At home the

problems may appear when they recollect the subjects from school and

they still do not understand the lesson and none of the people at home can

be asked. If this condition continues they will feel very bored and not like

to study. On the other words, students are not interested in studying the

English lesson. In this case the teacher’s rules are very important, that is to

encourage them to study harder and better.

In this study, the writer will introduce one of media to teach speaking

to make it pleasing and interesting for the students. By using descriptive

text films as means for teaching speaking will feel something new and

different from what they usually get in their class. They will feel that they

are also a subject and they are given a chance to express their minds,

emotions, feelings, and attitude.

B. Reasons for Choosing the Topic

The use of films has been a common feature in language teaching for

many years. It is rare, these days, for a publisher to produce enliven their

3

classes with off – air material or tapes produced for language learning. To

some people film is merely a glorified version of audiovisual, and the use

of film in class is just listening with pictures. But they are many reasons

why film can add a special as media to students, and extra dimension to

take learning experience. From watching film, students stimulate a real –

life encounter as if they were doing so in the real world. Taking on the

role of character different from themselves or with thoughts and feelings

they do not necessarily share. To avoid this problem, the writer can be

used cartoon film to encourage general oral fluency, or to train students to

practice the dialogues.

C. Statement of the Problems

The problems in this thesis are stated as follows:

1. To what extent is the ability to improve a spoken descriptive text by

using cartoon film of tenth grade at SMA NEGERI 14 SEMARANG

in academic year 2008/2009?

2. What are problems faced by the students in the English teaching and

learning process through spoken descriptive text by using cartoon film

of the tenth grade students at SMA NEGERI 14 SEMARANG in

academic year 2008/2009?

3. What are the possible solutions for the difficulties in improving a

spoken descriptive text of the tenth grade students at SMA NEGERI

14 SEMARANG in academic year 2008/2009?

4

D. Objectives of the Study

The objectives of the study are stated as follows:

1. To know the result of students ability to improve a spoken descriptive

text by using cartoon film of the tenth grade students at SMA

NEGERI 14 SEMARANG in academic year 2008/2009.

2. To find out the problems faced by the students to improving a spoken

descriptive text by using cartoon film of the tenth students at SMA

NEGERI 14 SEMARANG in academic year 2008/2009.

3. To find out the possible solution for the difficulties to improving a

spoken descriptive text of the tenth grade students at SMA NEGERI

14 SEMARANG in academic year 2008/2009.

E. Significances of the Study

The significances of the study are stated as follows :

1. The Students

The students by using films in foreign language classroom to help

the development of vocabulary and speaking skill.

2. The Teachers

The teacher is insisted on being more creative in teaching speaking

and learning actively in order to keep them away from feeling bored in

learning English.

3. The Readers

After reading this thesis, the reader will get information about

speaking and its existence in the English subject at school.

5

4. The Writer

This thesis will be one of her experience in writing English while

she has been studying in English Department.

F. Definition of Key Terms

In this research the writer would like to clarify the terms used as

follow:

1. Improving

Improving is a process, make or become better. (Oxford

Dictionary, 1997:598)

2. Speaking

Speaking is hold conversation with one or two persons about

things oral adders, make speech. (Oxford Dictionary,1997:140)

3. Cartoon Movie

Cartoon movie is amusing drawing in a newspaper or magazine,

especially one that comments satirically on current events, the

sequence of these telling a story. (Oxford Dictionary,1997:145).

4. Descriptive Text

Lexically, descriptive refers “ giving a picture in words; describing

something, especially without expressing feeling or jugging “.

(Hornby,1995:314). Descriptive text means text which describe

particular person, place, or thing (Gerot and Wignell,1998:208)

SMA NEGERI 14 SEMARANG

6

G. The Outline Of The Study

This final project into the following chapters:

Chapter I discusses introducing the background of the study, the

reason of choosing the topic, statements of the problems, objectives of the

study, significances of the study consist of speaking skill, techniques

teaching speaking, and the use of film for teaching speaking.

Chapter II discuss general concept of film and general concept of

study. General concept of film, the function of film, advantages and

disadvantages of film, and basic types of film.

Chapter III discusses method of the research which consist of types of

the research, techniques of data collection, instrument and techniques of

analyzing data.

Chapter IV presents research findings and interpretation.

Chapter V discusses conclusions and suggestions.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Studies

The writer found two researcher that inspire her to conduct her

study. To know them briefly, we should see these following reviews:

1. In 2007, Juniarto conducted study about the ability to construct a

spoken descriptive text of the seventh year students of SMP N 01

BODEH Pemalang in the academic year 2006/2007 the subject of his

study. From all population, he choose 30 students, 10% in cluster

purpose sampling. To get the data, he used them to do speaking test of

descriptive text as the instrument of research. Having got the data he

analyzed it. Then, he found the result. The result is 7,25 that the mean.

He also found many problems faced by the students in speaking

descriptive. Those problems are in the area of the content of the

speaking, the organization of the sentences grammar and mechanics.

He not only analyzed the difficulties but also gave some suggestion.

The suggestions are:

a. Before teaching English, A teacher has to master the material

itself by the book or the material previously.

b. The teacher should always should always give motivations to the

students to study English a specially in speaking.

8

c. The students have to increase their skill in listening, speaking,

reading, and writing. Besides the language component such

vocabulary and structure because they are useful for increasing the

competence of English language.

2. In the same year, a research named Yulianti Setianingrum conducted a

study about the ability to construct a spoken descriptive text of the

eight grade students at SMP N 1 Ungaran Semarang in academic year

2006/2007 and choose its at level of senior high school. She selected

24 students, 10% for total population. She used test and questioner as

the instrument to get and collect her data. After that, she analyzed the

students’ works to finding the result. After that, the result is 8,33%

that mean average. She also found many difficulties faced the students

is spoken descriptive text. The difficulties are pronunciation, content,

vocabulary and grammar. The writer also give some suggestion in

order to be considered in improving the students’ ability. The

suggestions are:

a. The teacher gives the students a chance to pronounce and to

arrange the sentence in correct grammatical.

b. Gives the students to have more time and chance practice their

spoken.

c. The students pay attention to the teacher when he or she gives the

English lesson.

9

d. The students practice English in the daily life because language is

habit, language is spoken not write.

B. General Concept of Film

1. Film

Finocchiaro sates that language oriented teaching films are in

preparation and should be available in the near future to supplement

the teacher and the simple instructional materials she would generally

use (1974:114). So, if film increased popularity as a teaching tool is

any indication teachers do not want to turn it off. They want to use it

to their students’ best education advantage. Teacher of media see

television as an opportunity to open the whole curriculum. Media

education teaches students to think critically about all media

information, from textbooks to television.

As the result of cable television and the increasing number of

choice on television, the junior high school may longer be the first

place where some children encounter television non-function. There

has been an explosion in the quantity of non-fiction materials

available to children in the home, including news programs,

documentaries and animal programs. However, this increase quantity

of educational and informational programming does not ensure that

children will be exposed to it. In particular, urban schoolteachers have

reported that children have less and less familiarly with informational

messages of any sort, television news, newspaper, documentaries,

10

animal and nature programming. In an age of information abundance,

it is possible to use television as an escape from reality, and in many

families, non-fiction programming is not a part of how television is

used in the home.

This might be true for whole films. However, with short clips

we also can catch students’ attention and even make them eager to

understand. Film extracts are easy to use, fun, and in these day of

English films is easy accessible. Almost any film has parts that we can

adapt to a variety of language teaching situations at all levels.

2. The Function of Film

The function of films are:

a. As entertainment

Now, film is popular for human being to entertain. Many people

prefer watching film to lost their stress.

b. As education

Film can be used to support in education. As media audio visual,

can helps students to accept their material in school or campus.

Film often is played in schools and college.

c. As information

Film give the useful information for people. Gives information

to other country. For example, it is about culture, politics, social,

economic, government, history, etc.

11

3. Advantages of Film

Heinich (1982:195) notes that “The most obvious instructional

characteristic of film it is ability to show motion”. He mentions

some advantages of film or movie (1982:225-226) as follows:

- Motion

Moving images have an obvious advantage over other visual

media in portraying concepts (such as trying knots or operating a

potter’s wheel) in which motion is essential to mastery.

- Process

Operation, such as assembly line steps or science experiments, in

which sequential movement is critical can be shown effectively by

means of motion media.

- Safe observation

Visual recordings allow learners to observe phenomena that might

be dangerous to view directly an eclipse of the sun, a volcanic

eruption, or warfare.

- Skill learning

Researcher indicated that mastery of physical skill requires

repeated observation and practice, though the recorded media

performance can be viewed over and over again for emulation.

- Dramatization

12

Dramatic reactions can be historical events and personalities to life.

In business or industry training they allow us to observer and

analyze human relations problems.

4. Disadvantages of Film

Like all other media, there also limitation to the

effectiveness and value of film. Heinich (1982:226-227) mentions

the disadvantages of film or movie as follows:

- Fixed Pace

Although projector and video players can be stopped and

sequence replayed, this is not usually done in group showings, nor

would it be practical try cater to individual needs in this way. The

program runs at a fixed pace, some viewers are likely to be falling

behind while others are waiting impatiently for the next point.

- Still Phenomena

Although film and video are advantageous for concepts that

involve motion, they may be unsuitable for the other topics where

detailed study of a single visual is involved, for example, a map, a

writing diagram, or an organization chart.

- Misinterpretation

Documentaries and dramatizations often present complex or

sophisticated treatment of an issue. A scene intended as satire

might be accepted literally by a young or naïve viewer. A villain

may be taken as a hero. Some students (and parents) have

13

misinterpreted the speculation of a troubled mind as being the

attitude of the film maker toward all the characters in the story.

5. Basic Types of Film

According to Thompson and Bordwell (1997:42-47) state

that there are some basic types of film as follows:

- Documentary

A documentary film purport to present factual information about

the world outside the film. This in turn leads us to assume that the

persons, place, and events exist and that the information presented

about them is trust worstly.

- Fiction

A fictional film presents imaginary beings, place, or events. If a

film is fictional, that does not mean that it is completely unrelated

to actuality.

- Animated Film

Animated films are distinguished from live-action ones by the

unusual kinds of work that are done at the production stage.

- Experimental Film

Experiment films are made for many reasons. The film maker may

wish to express personal experience or viewpoints in ways that

would seem eccentric in a mainstream context.

14

C. Review of Theories

1. Media

Media, the plural form of medium are delivered from Latin

word “medium” which means between (Gerlach and Ely,

1980:241) says that a medium is any person, material, or event that

establisher conditions which enable learners or students to acquire

knowledge, skill and attitudes. By using media in the instructional,

it is expected that we will have a successful technique in teaching.

The teacher may use movies as media to make the students

understand the teachers’ explanation easily.

Sadiman (2003:28-79) states that instructional media for the

teaching learning process especially in the Indonesian can be

classified into 4 categories. They are :

1. Games and stimulation, for example: word, puzzle and roles

playing.

2. Visual media. It is media that can be seen and the function of

visual media is distributing the message from the source to the

receiver. Some of the examples are picture/photo, sketch,

diagram, chart, graphs, cartoon, poster, map, globe and flannel

board.

3. Audio media. It is different from visual media, audio media

connected with one of the five senses that is ears that can hear

something produced by sound. What is meant by audio media

15

here is media that is useful because of its sound. The especially

radio which are turning on and then producing sound, magnetic

tape recording, tape recorder, language laboratory.

4. Audio-visual media. Audio visual media are media that are

useful because of their sound and picture. The examples are TV,

and video, which are being turned on then producing picture as

well.

Media will be very useful if they are used carefully and

creatively prepared by the teachers, and they are used affectively to

support the presentation of the lessons during the teaching and

learning process. This leads to the conclusion that using movies as

media in teaching and learning process is useful for students of

SMA NEGERI 14 SEMARANG.

Because of the important roles using media, teacher must be

able to choose appropriate media and use the right method in

teaching and learning process in order to get the successful. We can

also get information that we need by using media. It is one of the

way people receive information and entertainment from media.

2. Descriptive Text

Descriptive text is kind of genre which paints of colorful

picture of person, place thing or idea concrete and also vivid

details.

16

The aim of descriptive is to reveal character, set the scenes, to

establish the mood. The writer first should decide the topic that will

be talked about specifically, because to understand the point of

paragraph is not easy for the reader if it is not specified. Then the

writer should create some sentences as supporting details that refer

to the main idea. Those details will absolutely help the readers to

make a better understanding of them to feel the text vividly. The

writer actually may not cheat what he/she describes because it

would not be concrete anymore like “the purpose of description

writing itself that it should ke clues vivid as well as concrete often

prefers dynamic details to static on (Guth,1966:15)”.

The descriptive about the object should be clear, concrete and

detailed. If the reader are failed to imagine or have perception with

the writers’ about the way thing look, it means that the writer is not

writing a descriptive text or paragraph.

The students have to know generic structure of description text.

As sated by Heland (2004) that “Genre offers writers an explicit

understanding of how targets text structured”. It means that

knowing the genre itself will support the writer in making their

target text so that their texts will structuralize based on their

purposes. Ina book English for social purpose, it is stated that a

descriptive text has 2 generic structures, they are:

17

a. Identification : identifies he person, place /into be described. It

means that this part, we have to identifies the things will be

described.

b. Description : describes parts, qualities, or characteristics. In this

part, we have to scribe clearly based on the object will be

describe.

3. Speaking Ability

According to Robert Lado (1961:240) state that, speaking

skill is the ability to express oneself in life situations, or the ability

to report actor situations in precise words, or the ability to

converse, or to express a sequence, an idea fluently. The age of

student is a major factor in our decision about how and what to

teach. People of different ages have different needs, competence,

and cognitive in skill, we might expect children of primary age to

acquire much of a foreign language through play, for example

whereas for a adult we can reasonably expect a greater use of

abstract though.

Comments here about teenager students character according

to Harmer:

a. Teenagers seemed to be less lively and humorous than adult.

b. Adolescents can cause discipline problems it is usually the case

that they would be much happier if such problems did not exist.

18

c. Teenagers have a great capacity to learn a great potential for

creativity, and a passionate commitment to things which interest

them. (Harmer,2001:37-39)

4. Techniques of Teaching Speaking

According to Harmer (2001:271) several techniques of

teaching speaking are follows:

a. Acting from a script

Teacher can ask the students to act to scenes from plays or their

course books, sometimes filming the result. Students will often

act out dialogues they have written themselves. This frequently

involves them in coming out to the front of the class.

b. Communication games

Games which are designed to provoke communication between

students frequently depend on an information. So, that one

student has to talk to a partner in order to solve a puzzle, draw as

picture, put things in the right order, or find similarities and

differences between pictures.

c. Discussion

The group of students is one way in which teacher can

ovoid such difficulties. All it means is that students solve a

chance for quick discussions are small groups before any time

are asked to speak in public. Because they a chance to think of

ideas and the language to express them with before being asked

19

to talk in front of the whole class, the stress level of that

eventual whole- class performance is reduced.

As with any other type of classroom procedure, teachers

need to play a number of different roles, during the teaching

speaking. However, the teacher should have particular relevance

if they were trying to get students to speak fluently.

5. The Use of film for Teaching Speaking Descriptive Text

Film has an important influence on students of reality and

understanding of the world around their. Because, students as

young people that have so much less experience with the real

conversational.

According to Harmer the element of communication game

that makes amusing is that each expert only says one word at a

time (2001:277). If teacher teach at beginning level, they can use

film extracts to teach revise vocabulary. For example, close to the

beginning there is a scene in which one street, she passes shops,

store, market stalls etc. there is only music, no dialogue. Students

watch the sequence twice and each time after watching the write

down all the things they can remember seeing. The teacher can

easily extend this vocabulary activity into a brainstorming or mind-

mapping competition by asking the students: ‘which people work

in these shops?’ describe the daily routine of those people, ‘what

can you buy in these shops, and how much do these things cost?’

20

This type of activity is fruitful with any age group and level. The

language level only depend on the scene that the teacher chooses.

Harmer quoted by K. Jones sates that reality of function the

students must not think of themselves as students, but as real

participants in the situation. From this theory, that film obviously

offer a great source of dialogue. Take a dialogue teacher find

suitable and tell the students to write down what one character is

saying while watching the film. This can be done as pair work.

Then, check with the whole class and ask them to make a role-play

the conversation to practice intonation and pronunciation. When

students can appreciate that the film, they gain insight on the

appreciation the ways in which people can effectively

communicate to each other.

21

CHAPTER III

METHODOLOGY OF RESEARCH

A. Type of the Research

Method comes from Greek language “methods” which means the

way. So method of the research is the way to get problem solving. In this

research, the writer uses the descriptive quantitative method because the

writer searches one object the achievement in speaking by using cartoon

movie and one subject tenth grade students of SMA NEGERI 14

SEMARANG in academic year 2008/2009.

B. Subject of the Study

According to Arikunto (1998:90) subject of the study is the central

of the study because from the subject itself the researcher the needed data.

1. Population

“Population is total number of research respondent” (Suharsini

Arikunto,1998:2). In different way, Nana Sujahna (2001:64) says the

same definition the population of research relates to the elements,

units on which data are discovered. The elements can be a group of

individuals, members of family, social click, school classes, and other.

In the words, population run mean a group of elements.

Sutrisno Hadi (1984:220) says the population is all subjects of

individuals having one characteristic or more that they are interest to

researcher. The population of this research is the tenth grade students

22

of SMA NEGERI 14 SEMARANG. There were six classes from X-1

until X-7, each class had 43 students. The total number of all tenth

grade students of SMA NEGERI 14 SEMARANG in the academic

year 2008/2009 is 256 students.

2. Sample

Sample is a limited number of individuals, the smaller that

population (Sutrisno Hadi,1984:221).

In this study, the research takes the sample using non-random

sampling technique. According to Suharsini (1984:134) if the subjects

of the research less 100 it should be taken 10-15 % or 20-25 % from

the population. Therefore, the researcher takes 10 % from the

population because the subject is 256 students. So, the number of

sample is 38 students.

C. Techniques of Data Collection

In this research, the researcher used test. Testing is a set of activity

to get, to analyze and to interpret the process and the result of the students

learning which is done systematically and continually, so that it can be useful

information in taking the decision.

1. Method of collecting data

The most important activities in research are how to collect the

data. In the research, the writer will use observation sheets to collect

the data. The observation will do six times.

23

2. Procedure of collecting data

The writer will use some steps to collect the data, those are:

a. Asking permission the headmaster of SMA NEGERI 14

SEMARANG to do the research.

b. Discussing about the sixth class material and the schedule to

collect the data with the teacher.

c. Observing the class activity.

D. Instrument of the Research

There are many kinds of instrument, which can be used in

collecting data such as questioner, interview, observation, test, document

(Arikunto,1998:135).

From those method, the writer chooses the test as the instrument to

get the data and collect the data. It uses the test to know the students

speaking ability in collecting the data. In the writer uses oral test. To

conduct the test, the writer asks the students to describe Hercules.

E. Techniques of Analyzing Data

After collecting the data, the writer processes the result of the

students’ test based on the combination of the five diagnostic sub-score by

David P. Harris in his book Testing English as a Second Language.

Table 3.1

Pronunciation

Score Criteria

5 Having few traces of foreign accent.

24

4

3

2

1

Always intelligible, though one is conscious of a definite accent.

Pronunciation problems necessitous concentrated listening and

occasionally be asked to repeat.

Very hard to understand because of pronunciation problems ( must

frequently be asked to repeat ).

Pronunciation problems so difficult as to make speech virtually

unintelligible.

Table 3.2

Grammar

Score Criteria

5

4

3

2

1

Making few (if any) noticeable errors of grammar or word order.

Occasionally makes grammatical and / or word order errors which

do not, however, obscure meaning.

Makes frequent errors of grammar and word order which

occasionally obscure meaning.

Grammar and word order errors make comprehension difficult. Must

often rephrase sentences and / or restrict himself to basic pattern.

Error in grammar and word order to severe as to make speech

virtually unintelligible.

25

Table 3.3

Vocabulary

Score Criteria

5

4

3

2

1

Use the vocabulary and idioms are virtually that of a native speaker.

Sometimes use inappropriate term and / or must rephrase ideas

because of lexical inadequacies.

Frequently uses the wrong words; conversation somewhat limited

because of inadequate vocabulary.

Misuse of words and very limited vocabulary make comprehension

quite difficult.

Vocabulary limitation so extreme as to make conversation virtually

impossible.

Table 3.4

Fluency

Score Criteria

5

4

3

2

1

Speech as fluent and effortless as that of a native speaker.

Speed of speech seems to be slightly affected by language problems.

Speed and fluency are rather strongly affected by language

problems.

Usually hesitant, often forced into silence by language limitation.

Speech is so halting and fragmentary as to make conversation

virtually impossible.

26

Table 3.5

Comprehension

Score Criteria

5

4

3

2

1

Appears to understand everything without difficulty.

Understand nearly everything at normal speed, although occasional

repetitions may be necessary.

Understand most what is said at slower than normal speed with

repetition.

Has great difficulty following what is said. Can comprehend only

social conversation spoken slowly and with frequent repetitions.

Cannot be said to understand even simple conversational English.

(Harris, P. David. 1969 : 84)

The writer computes the students’ score of each element of

speaking by using the formula as follows:

100max

' scoreimum

elementeachofscorescoresstudent

After getting the score for each element, the writer then

computes the percentage of the students’ individual students by the

following formula:

%100max

scoreimum

studenttheofscoretotalthepercentagethe

27

When the percentage has been gotten, the writer categorizes it into the

following table.

Table 3.6

Table of Criterion Percentage

The percentage of

mastery

Grade Level of Achievement

85% - 100%

75% - 84%

60% - 74%

40% - 59%

0% - 39%

A

B

C

D

E

Very good

Good

Fair

Poor

Fail

(Nurgiyantoro, 2001 : 399)

After finding the students’ individual ability to spoken

descriptive text, the writer continuous to the next analysis that is to

computer the mean of classical ability. The writer computes the mean

of each element of speaking by the formula as follows:

1) Pronunciation mastery

MXp = %100max

S

Xp

Mxp = the mean of pronunciation mastery

Xp = the total score of pronunciation

Smax = maximum score of pronunciation

28

2) Grammar mastery

MXg = %100max

S

Xg

Mxg = the mean of grammar mastery

Xg = the total score of grammar

Smax = maximum score of grammar

3) Vocabulary mastery

MXv = %100max

S

Xv

Mxv = the mean of vocabulary mastery

Xv = the total score of vocabulary

Smax = maximum score of vocabulary

4) Fluency mastery

MXf = %100max

S

Xf

Mxf = the mean of fluency mastery

Xf = the total score of fluency

Smax = maximum score of fluency

5) Comprehension mastery

MXc = %100max

S

Xc

Mxfc = the mean of comprehension mastery

Xc = the total score of comprehension

Smax = maximum score of comprehension

29

After that, the writer computes the mean of classical ability to retell

spoken news. The formula is:

%100max

S

XMxt

X = The mean of classical ability to retell spoken news

x = The total of the students’ scores

S max = Maximum score

When the mean of classical ability in retelling spoken news has

been gotten, the writer then categorizes it into table (see page ). Based

on the criteria in table , the conclusion is taken whether the ability of

tenth grade students of SMA N 14 SEMARANG in the academic year

2007/2008 is very good, good, fair, poor, or fail.

30

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter deals with the analysis of the study. The investigation was

carried SMA N 14 SEMARANG in academic year 2007/2008. After finishing

the computation of students’ score, the researcher put the result in the table

formula. The scores of the students would be used to describe the students’

ability to improve a spoken descriptive text by using cartoon movie.

This chapter would discuss about the researcher findings and

discussion of the result.

A. Research Findings

This study is intended to know the ability of the tenth grade students’

of SMA N 14 SEMARANG in the academic year 2007/2008 to improve a

spoken descriptive text by using cartoon movie. The population of this study

is 256 students, and 43 students from class X-6 out of the population as the

sample of the study. Each student was describing the characteristics of

Hercules by spoken than the researcher recorded the students’ voice one by

one.

To find out the students’ ability to retell descriptive text, the researcher

uses the following steps:

31

1. Scoring the test

The test given to the sample is speaking test. It is used to score the

student’ achievements of each element of speaking that are: pronunciation,

grammar, vocabulary, fluency, and comprehension.

a. The score of pronunciation

In analyzing the score of pronunciation, the steps done by the

writer are by giving maximum score 5 if the students have good

ability to retell spoken news. Then the writer computes the

pronunciation score by using the formula as follows:

100max

' scoreimum

ionpronunciatofscorescoresstudent

Example:

Student = S1

Score of pronunciation = 4

Maximum score = 5

Then;

100max

' scoreimum

ionpronunciatofscorescoresstudent

1005

4x

= 80

The students’ score of pronunciation can be seen in the table

below:

32

Table 4.1

The Students’ Pronunciation Score

No Student Student's Score

1 S – 1 80

2 S – 2 80

3 S – 3 80

4 S – 4 60

5 S – 5 60

6 S – 6 60

7 S – 7 80

8 S – 8 60

9 S – 9 80

10 S- 10 80

11 S – 11 80

12 S – 12 80

13 S – 13 80

14 S – 14 60

15 S – 15 80

16 S – 16 80

17 S – 17 80

18 S – 18 80

19 S – 19 80

33

20 S – 20 80

21 S – 21 60

22 S – 22 60

23 S – 23 80

24 S – 24 80

25 S – 25 80

26 S – 26 60

27 S – 27 60

28 S – 28 80

29 S – 29 80

30 S – 30 80

31 S – 31 60

32 S – 32 60

33 S – 33 60

34 S – 34 80

35 S – 35 80

36 S – 36 80

37 S – 37 80

38 S – 38 80

39 S – 39 60

40 S – 40 80

41 S – 41 80

34

42 S – 42 60

43 S – 43 60

3180

b. The score of grammar

In analyzing the score of grammar, the steps done by the writer are

by giving maximum score 5 if the students’ have good ability to

retell correct sentences by using correct grammar. Then the writer

computes the grammar score by using the formula as follows:

100max

' scoreimum

grammarofscorescoresstudent

Example:

Student = S1

Score of grammar = 3

Maximum score = 5

Then,

100max

' scoreimum

grammarofscorescoresstudent

1005

3X

= 60

The students’ score of grammar can be seen in the table below:

35

Table 4.2

The Students’ Grammar Score

NoRespondent Student's Score

1S – 1 80

2S – 2 60

3S – 3 80

4S – 4 60

5S – 5 60

6S – 6 80

7S – 7 80

8S – 8 60

9S – 9 80

10S – 10 60

11S – 11 80

12S – 12 80

13S – 13 80

14S – 14 80

15S – 15 80

16S – 16 60

17S – 17 80

18S – 18 80

19S – 19 80

36

20S – 20 80

21S – 21 60

22S – 22 80

23S – 23 80

24S – 24 80

25S – 25 80

26S – 26 80

27S – 27 80

28S – 28 60

29S – 29 80

30S – 30 80

31S – 31 60

32S – 32 60

33S – 33 80

34S – 34 80

35S – 35 80

36S – 36 80

37S – 37 80

38S – 38 80

39S – 39 60

40S – 40 60

41S – 41 60

37

42S – 42 80

43S – 43 80

3140

c. The score of vocabulary

In analyzing the score of vocabulary, the steps done by the writer

are by giving maximum score 5 if the students have good ability in

choosing suitable words, manipulate and use language effectively.

Then the writer computes the vocabulary score by using the

formula as follows:

100max

' scoreimum

vocabularyofscorescoresstudent

Example:

Student = R1

Score of vocabulary = 4

Maximum score = 5

Then,

100max

' scoreimum

vocabularyofscorescoresstudent

80

1005

4

The students’ score of vocabulary can be seen in the table below:

38

Table 4.3

The Students’ Vocabulary Score


1S – 1 80

2S – 2 80

3S – 3 80

4S – 4 60

5S – 5 80

6S – 6 80

7S – 7 80

8S – 8 60

9S – 9 80

10S – 10 80

11S – 11 80

12S – 12 80

13S – 13 80

14S – 14 80

15S – 15 80

16S – 16 60

17S – 17 60

18S – 18 80

19S – 19 80

39

20S – 20 80

21S – 21 60

22S – 22 80

23S – 23 80

24S – 24 80

25S – 25 80

26S – 26 60

27S – 27 60

28S – 28 80

29S – 29 80

30S – 30 80

31S – 31 60

32S – 32 60

33S – 33 60

34S – 34 80

35S – 35 80

36S – 36 80

37S – 37 80

38S – 38 80

39S – 39 80

40S – 40 80

41S – 41 80

40

42S – 42 80

43S – 43 60

3240

d. The score of fluency

In analyzing the score of fluency, the steps done by the writer are

by giving maximum score 5 if the students fluent in retelling

spoken news. Then the writer computes the fluency score by using

the formula as follows:

100max

' scoreimum

fluencyofscorescoresstudent

Example:

Student = S1

Score of fluency = 4

Maximum score = 5

Then,

100max

' scoreimum

fluencyofscorescoresstudent

1005

4X

= 80

The students’ score of fluency can be seen in the table below:

41

Table 4.5

The Students’ Fluency Score


1S – 1 80

2S – 2 80

3S – 3 80

4S – 4 60

5S – 5 80

6S – 6 60

7S – 7 80

8S – 8 60

9S – 9 80

10S – 10 60

11S – 11 80

12S – 12 80

13S – 13 80

14S – 14 60

15S – 15 80

16S – 16 80

17S – 17 80

18S – 18 80

19S – 19 80

42

20S – 20 60

21S – 21 80

22S – 22 80

23S – 23 80

24S – 24 80

25S – 25 80

26S – 26 60

27S – 27 80

28S – 28 80

29S – 29 80

30S – 30 60

31S – 31 80

32S – 32 80

33S – 33 60

34S – 34 80

35S – 35 80

36S – 36 80

37S – 37 80

38S – 38 80

39S – 39 80

40S – 40 80

41S – 41 60

43

42S – 42 80

43S – 43 80

3260

e. The score of comprehension

In analyzing the score of comprehension, the steps done by the

writer are by giving maximum score 5 if the students have good

ability in taking their ideas. Then the writer computes the

comprehension score by using the formula as follows:

100max

' scoreimum

ioncomprehensofscorescoresstudent

Example:

Student = R1

Score of comprehension = 4

Maximum score = 5

Then,

100max

' scoreimum

ioncomprehensofscorescoresstudent

80

1005

4

The students’ score of comprehension can be seen in the table below:

44

Table 4.6

The Students’ Comprehension Score


1S – 1 80

2S – 2 80

3S – 3 80

4S – 4 80

5S – 5 80

6S – 6 80

7S – 7 80

8S – 8 60

9S – 9 80

10S – 10 80

11S – 11 80

12S – 12 80

13S – 13 80

14S – 14 80

15S – 15 80

16S – 16 80

17S – 17 80

18S – 18 80

19S – 19 80

45

20S – 20 80

21S – 21 80

22S – 22 80

23S – 23 60

24S – 24 80

25S – 25 80

26S – 26 80

27S – 27 80

28S – 28 80

29S – 29 80

30S – 30 60

31S – 31 80

32S – 32 80

33S – 33 80

34S – 34 80

35S – 35 80

36S – 36 80

37S – 37 80

38S – 38 80

39S – 39 80

40S – 40 80

41S – 41 80

46

42S – 42 80

43S – 43 80

3320

2. The percentage of the students’ individual score

After getting the score for each element of speaking, the writer

continues to analyze the percentage of the students’ individual score. The

formula is:

%100max

scoreimum


Example:

Student = S1

The total score of the student = 80 + 60 + 80 + 80 + 80 = 380

Maximum score = 5 100 = 500

Then,

%100max

scoreimum


%100500

380X

=76%

After getting the percentage of the students’ individual score, the

writer categorizes it into the table (see page ). The percentage of the students’

individual score can be seen in the table below:

47

Table 4.7

The Percentage of the Students’ Individual Score

No Student Mean % Criterion

1 S – 1 80 80% Good

2 S – 2 76 76% Good

3 S – 3 80 80% Good

4 S – 4 64 64% Fair

5 S – 5 72 72% Fair

6 S – 6 76 76% Good

7 S – 7 80 80% Good

8 S – 8 64 64% Fair

9 S – 9 80 80% Good

10 S – 10 72 72% Fair

11 S – 11 80 80% Good

12 S – 12 72 72% Fair

13 S – 13 80 80% Good

14 S – 14 72 72% Fair

15 S – 15 80 80% Good

16 S – 16 72 72% Fair

17 S – 17 76 76% Good

18 S – 18 80 80% Good

19 S – 19 80 80% Good

48

20 S – 20 72 72% Fair

21 S – 21 72 72% Fair

22 S – 22 76 76% Good

23 S – 23 76 76% Good

24 S – 24 76 76% Good

25 S – 25 80 80% Good

26 S – 26 72 72% Fair

27 S – 27 72 72% Fair

28 S – 28 76 76% Good

29 S – 29 80 80% Good

30 S – 30 72 72% Fair

31 S – 31 68 68% Fair

32 S – 32 68 68% Fair

33 S – 33 68 68% Fair

34 S – 34 80 80% Good

35 S – 35 80 80% Good

36 S – 36 70 70% Good

37 S – 37 70 70% Good

38 S – 38 70 70% Good

39 S – 49 72 72% Fair

40 S – 40 72 72% Fair

41 S – 41 64 64% Fair

49

42 S – 42 80 80% Good

43 S – 43 76 76% Good

3060 3060%

Furthermore, the result of the students’ individual ability to retell

spoken news can be seen in the table below:

Table 4.8

The Students’ Individual Ability to Spoken Descriptive Text

No Student P G V F C Mean % Criterion

1 S – 1 80 80 80 80 80 80 80% Good

2 S – 2 80 60 80 80 80 76 76% Good

3 S – 3 80 80 80 80 80 80 80% Good

4 S – 4 60 60 60 60 80 64 64% Fair

5 S – 5 60 60 80 80 80 72 72% Fair

6 S – 6 60 80 80 80 80 76 76% Good

7 S – 7 80 80 80 80 80 80 80% Good

8 S – 8 80 60 60 60 60 64 64% Fair

9 S – 9 80 80 80 80 80 80 80% Good

10 S – 10 60 60 80 60 80 72 72% Fair

11 S – 11 80 80 80 80 80 80 80% Good

12 S – 12 80 80 80 80 80 80 80% Good

13 S – 13 80 80 80 80 80 80 80% Good

50

14 S – 14 60 80 80 60 80 72 72% Fair

15 S – 15 80 80 80 80 80 80 80% Good

16 S – 16 80 60 60 80 80 72 72% Fair

17 S – 17 80 80 60 80 80 76 76% Good

18 S – 18 80 80 80 80 80 80 80% Good

19 S – 19 80 80 80 80 80 80 80% Good

20 S – 20 80 60 80 60 80 72 72% Fair

21 S – 21 60 60 80 80 60 72 72% Fair

22 S – 22 60 80 80 80 80 76 76% Good

23 S – 23 80 80 80 80 60 76 76% Good

24 S – 24 80 80 80 80 80 76 76% Good

25 S – 25 80 80 80 80 80 80 80% Good

26 S – 26 60 80 60 60 60 72 72% Good

27 S – 27 60 80 60 80 60 72 72% Fair

28 S – 28 80 60 80 80 60 76 76% Good

29 S – 29 80 80 80 80 80 80 80% Good

30 S – 30 80 80 80 60 60 72 72% Fair

31 S – 31 60 60 60 80 80 72 72% Fair

32 S – 32 60 60 60 80 80 68 68% Fair

33 S – 33 60 80 60 60 80 68 68% Fair

34 S – 34 80 80 80 80 80 80 80% Good

35 S – 35 80 80 80 80 80 80 80% Good

51

36 S – 36 60 80 80 80 80 80 80% Good

37 S – 37 80 80 80 80 80 80 80% Good

38 S – 38 80 80 80 80 80 80 80% Good

39 S – 39 60 60 80 80 80 72 72% Fair

40 S – 40 80 60 80 80 80 72 72% Fair

41 S – 41 80 60 80 60 80 64 64% Fair

42 S – 42 60 80 80 80 80 80 80% Good

43 S – 43 60 80 60 80 80 60 76% Good

3180 3140 3240 3260 3320 3060 3060%

d. Measuring the Mean of Classical Ability

In calculating the mean of classical ability, the writer calculates

the mean of each element of speaking. The formula:

4. Pronunciation mastery

MXp = %100max

S

Xp

Xp = the total score of pronunciation = 3,180

Smax = maximum score of pronunciation =43 100 = 4,300

Then,

MXp = %100max

S

Xp

%95,73

%100300,4

180,3

52

After getting the result, the writer categorizes it into the table 3 (see

page 42). From the calculation above, it can be seen that the mean

of pronunciation mastery is 73,95% (C) and the level of

achievement is fair.

5. Grammar mastery

MXg = %100max

S

Xg

Xg = the total score of grammar = 3,140

Smax = maximum score of grammar =43 100 = 4,300

Then,

MXg = %100max

S

Xg

%02,73

%100300,4

140,3



of grammar mastery is 73,02 % (C) and the level of achievement is

fair.

6. Vocabulary mastery

MXv = %100max

S

Xv

Xv = the total score of vocabulary = 3,240

Smax = maximum score of vocabulary = 43 100 = 4,300

53

Then,

MXv = %100max

S

Xv

%35,75

%100300,4

240,3



of vocabulary is 75,35% (B) and the level of achievement is good.

7. Fluency mastery

MXf = %100max

S

Xf

Xf = the total score of fluency = 3,260

Smax = maximum score of fluency = 43 100 = 4,300

Then,

MXf = %100max

S

Xf

%81,75

%100300,4

260,3



of fluency is 75,81% (B) and the level of achievement is good.

54

8. Comprehension mastery

MXc = %100max

S

Xc

Xc = the total score of comprehension = 3,320

Smax = maximum score of comprehension = 43 100 = 4,300

Then,

MXc = %100max

S

Xc

%21,77

%100300,4

320,3



of comprehension is 77,21% (B) and the level of achievement is

good.

After getting the result of the mean of each element of

speaking, the writer continues to analyze the mean of classical ability.

The formula is:

%100max

S

XMXt

x = The total of the students’ scores to spoken descriptive text

= 3,180+ 3,140 + 3,240 + 3,260 + 3,320= 16,140

S.max = 43 500 = 21,500

55

Then,

%100max

S

XMXt

%07,75

%100500,21

140,16

From the computation above, it can be seen that the mean of classical

ability is 75,07% (B). After it is consulted into the table 3 (page 42), and

the level of achievement can be categorized good.

From percentage of the students’ ability to improve a spoken

descriptive text above, the writer finds out that the mean of each element

of speaking and the mean of classical ability as follows:

a. The mean of pronunciation mastery is 73,95%. The grade C and the

level of achievement is fair.

b. The mean of grammar mastery is 73,02%. The grade C and the level of

achievement is fair.

c. The mean of vocabulary mastery is 75,35%. The grade B and the level

of achievement is good.

d. The mean of fluency mastery is 75,81%.The grade B and the level of

achievement is good.

e. The mean of comprehension mastery is 77,21%. The grade B and the

level of achievement is good.

56

B. Students’ Problems

By observing of the research, the writer found some problems were

faced by the students in speaking descriptive text. They are still fair in

pronunciation and grammar.

The test way to overcome the problem faced by the tenth grade

students of SMA Negeri 14 Semarang in speaking descriptive text to

express their ideas namely:

1. Pronunciation mastery

The writer found some mistakes in speaking descriptive text. There

are many students often made mistakes, especially their spelling words, for

instance:

Table 4.9

Table of Pronunciation Mistakes

No Students’ Code Incorrect Answers Correct Answer

1. S – 6 Tanager Teenager (ti:neIdӠә(r))

2. S – 11 Gril Girl (gӠ:l)

3. S – 15 Dissapir Disappear (disә’piә(r))

4. S – 23 Hensom Handsome (hӠnsәm)

5. S – 25 Surprais Surprise (sә’praiz)

In this case, the students keep practicing more and more especially

for simple present tense mastery in speaking descriptive text.

57

2. Grammar mastery

According to the result of descriptive text by the tenth grade

students of SMA Negeri14 Semarang, a few of them got difficulty in

using simple present tense, for instances.

Table 4.10

Table of Grammar Mistakes

No Students’ Code Incorrect Answers Correct Answer

1. S – 11 Hercules is be born Hercules was born

2. S – 17 Hercules parents Hercules’ parents

3. S – 19 Hades have planning Hades has planning

4. S – 20 Hercules very strong Hercules is very strong

5. S – 32 His my name is Pegasus His name is Pegasus

In this case, the students have to able to write spelling words

correctly using vocabulary especially in writing descriptive text.

C. Students’ Solution

After having found the students, problems to use simple present

tense in speaking descriptive text, the writer suggests some possible

solution to solve the problem as follow:

1. The students pay more attention in grammar in teaching process.

2. The students practice making types of writing simple present tense.

58

3. English teacher must give their students motivation to pronounce

English sentence well and master speaking skill by telling something (for

example: speaking descriptive text).

D. Discussion

After doing the research for the tenth grade students of \SMA NEGERI

14 Semarang, the writer got the data that is the scores and the total scores of

the students who have done the test.

Based on the research findings above, the writer finds out the students’

ability to speak descriptive text by using cartoon movie is fair and the

students’ level of achievement has reached average achievement. Most of the

students have fair ability in speaking descriptive text by using cartoon movie.

Below is the students’ mastery of each element of speaking:

1. The students’ mastery in pronunciation is 73,95% (fair). There are 5

students. It means that only fewer students can master English

pronunciation.

2. The students’ mastery in grammar is 73,02% (fair). There are 5 students. It

means that more than a half students as the sample can master English

grammar.

3. The students’ mastery in vocabulary is 75,35% (good). There are 38

students. It means that all of the students as the sample can master English

vocabulary.

4. The students’ mastery in fluency is 75,81% (good). There are 38 students.

It means that all of the students as the sample fluent to speak English.

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5. The students’ mastery in comprehension is 77,21% (good). There are 38

students. It means all of the students as the sample can comprehend

English speaking descriptive text .

Based on the research findings, the level of the students’ ability to

speak descriptive text by using cartoon movie is good. The writer found that in

the process of teaching learning activity, the students have good enthusiasm in

speaking descriptive text by using cartoon movie. It is not only the enthusiasm

in speaking that give influence for the students, but their achievement study,

intelligence, physic condition, instrument in doing the test also influence the

students ability in speaking descriptive text by using cartoon movie. Besides,

the teacher’s motivation and effort can influence them to get a good result in

speaking test.

Based on the data above, the writer gets some realities such as the

following:

1. If the students speaking by themselves, teacher should pay attention to

them, so they can be more serious in speaking descriptive text by using

cartoon movie.

2. The teacher to gives more detail explanation about pronunciation.

3. It is best for the teacher to drill the students in pronouncing English

words and arranging the sentences in the correct grammatical rules

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Based on the data analysis, the researcher drew some conclusion and

suggestions as follows.

A. Conclusions

From the discussion mentioned in the previous chapter, the researcher

drew some conclusions as the result of the study in the tenth grade

students of SMA N 14 Semarang in academic year 2008/2009 on the

ability to improve a spoken descriptive text.

1. The students ability to improve a spoken descriptive text of the tenth

grade students at SMA N 14 Semarang in academic year 2008/2009

are above average.

From the table there were none students who had very good, 27

students had good, 16 students had fair, none students had poor and

fail.

2. The Problems faced by the tenth grade students of SMA N 14

Semarang in academic year 2007/2008 are the students did not how to

pronounce and to arrange the sentences in correct grammatical rules.

3. The researcher recommends some possible ways to solve the problems,

which are faced by the tenth grade students of SMA N 14 Semarang in

academic year 2008/2009 they are :

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a. The students do more practice English in their life because

language is habit : language is spoken, not written.

b. The teacher teaches pronunciations, grammar, and vocabulary well.

c. The teacher gives more spoken practice that written.

d. The teacher improves their teaching methods to get the students

interested in learning English.

B. Suggestions

After carrying out the study, the researcher would to after some

suggestions to be considered in improving the students’ ability to construct

a spoken descriptive text.

1. For the students

a. The students pay attention to the teacher when he or she gives the

English lesson.

b. The students practice English in the daily life because language is

habit, language is spoken not written.

c. In order to have a good skill in speaking, the students shouldn’t be

afraid of failure and of having mistake in practicing English. When

they are afraid of making mistake, they will have no chance to have

a good skill in English especially in speaking.

2. For the teacher

a. The teacher gives the students a chance to pronounce and to

arrange the sentences in correct grammatical rules.

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b. When the English teacher is teaching, as often as possible, try to

use spoken language in giving instructions to the students.

c. The teacher gives the students to have more time and chance to

practice their speaking.

d. The teacher who plays a great role in teaching learning process,

give motivation to the student in order to help the students

understand the material easily.

3. For the readers

a. The readers should increase their ability in speaking and listening

to make them easily communicate with one another in English.

b. The readers should use media that is easily gotten in their daily life

to improve their English mastery

4. For the researcher

The researcher suggests English teacher, and other who are interested

to construct a spoken text can follow this study.

65

BIBILOGRAPHY

Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT.

Rineka Cipta.

Curtain, A. H. and Pesola, A. C.1988. Language and Children Making the Match.

USA : Addison Wesley Publishing Company.

Finocchiaro, Mary. 1974. English as A Media Second Language : From Theory

To Practice. New York : Regents Publishing Companies Inc.

Hadi, Sutrisno. 1984. Methodology Researcher III. Yogyakarta : Fakultas

Psikologi UGM.

Harmer, Jeremy. 2001. The Practice of English Teaching. Cambridge : Longman.

Harris, P. David. 1969. Testing English as Second language. New York :

Mc..Graw Hill Book Company.

Heinich, Robert. 1982. Instructional Media and The New Technology of

Instruction. Canada : John Willey and Sons, Inc.

Hornby, A. S. 1995. Oxford Advantaged Learner’s Dictionary. New York:

Oxford University press.

Lado, Robert. 1964. Language Testing. USA : Mc. Graw Hill Book Company.

Nurgiyantoro, Burhan. 2001. Penelitian Dalam Pengajaran Bahasa dan Sastra

Edisi Ketiga. Yogyakarta : BPFE Yogyakarta.

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Sujana, Nana, Dr. 2001. Penelitian dan Penilaian dalam Pendidikan.. Bandung :

Sinar Baru Algensindo.

Ramelan.1993. English Phonetic. IKIP Semarang.

Thompson, Wilmar. 1998. Evaluation of Student Achievement. Jakarta:

Depdikbud.

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APPENDICES

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INSTRUMENT OF THE RESEARCH

Name :

Class :

Writing Test

Subject : English

Skill : Writing

Class/Semester : X/I

Allocation time : 2 x 45 Minutes

Write a descriptive text of Hercules figure based on movie entitled “HERCULES“

in your own words of 100-150 words.

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DEPARTEMANT OF ENGLISH EDUCATION

IKIP PGRI SEMARANG

2010

PROCESS GUIDANCE OF THESIS

DATE ACTIVITY SIGNATURE ADVISOR

Semarang,…………………2010

Advisor I Student

Dra. Siti Lestari, M.Pd Rachma Sapta DewiNIP. 131470250 NPM. 04420196

70

DEPARTEMANT OF ENGLISH EDUCATION

IKIP PGRI SEMARANG

2010

PROCESS GUIDANCE OF THESIS

DATE ACTIVITY SIGNATURE ADVISOR

Semarang,…………………2010

Advisor II Student

Drs. A. Wiyaka, M.Pd Rachma Sapta DewiNIP. 131886114 NPM. 04420196

By: Rachma Sapta Dewi NPM : 04420196 · Rachma Sapta Dewi 04420196 ... human life, including...

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