students still made error in pronunciation while they were giving and responding to the instructions.
4.3 Speaking Test
The result of speaking test in every cycle was different. The speaking test result of cycle 2 was better than the pre-test and cycle 1 test. It meant that there was an
improvement in teaching learning process using paper folding. The improvement could be seen from the differences of mean of pre-test score to the mean of post-
test score.
4.3.1 Result of Pre Test
The result of pre-test could be shown in the table below.
Table 4.3 Result of Pre-Test No
Test Code Pre Test
Score
Comprehension Fluency
Pronunciation
1. S-1
1 1
1 3
2. S-2
3 2
2 7
3. S-3
2 2
3 7
4. S-4
2 2
3 7
5. S-5
3 3
3 9
6. S-6
3 2
2 7
7. S-7
2 2
3 7
8. S-8
4 3
3 10
9. S-9
2 2
2 6
10. S-10
3 2
2 7
11. S-11
2 3
3 8
12. S-12
3 3
2 8
13. S-13
2 2
2 6
14. S-14
2 2
3 7
15. S-15
3 2
3 8
16. S-16
3 4
3 10
17. S-17
2 3
3 8
18. S-18
2 2
2 6
19. S-19
2 2
2 6
20. S-20
2 2
2 6
21. S-21
2 3
3 8
22. S-22
2 2
2 6
23. S-23
3 3
3 9
24. S-24
2 2
2 6
25. S-25
2 3
3 8
26. S-26
2 3
3 8
27. S-27
2 2
2 6
28. S-28
2 3
3 8
29. S-29
2 2
2 6
Sum 67
69 72
208
In order to know further on the students achievement in detail, the writer used the following formula to find out the average of the students‟ achievement.
The mean of pre –test result could be calculated as follows:
=
=
7. 17
From the analysis above, the average of the students‟ pre test result was 7. 17. The writer concluded that the students had difficulties to speak fluently in
English. Therefore, teaching speaking with a media was important to make any improvement.
The mean of each speaking elements could be shown as below:
Table 4.4 The Average of Speaking Elements Speaking Elements
Means
Comprehension 2. 3
Fluency 2. 4
Pronunciation 2. 5
From the table we can see that the highest achievement of the students‟ speaking performance was in pronunciation. It meant that the students frequently
used and pronounced the word. They often had a drill so that they began accustomed to pronounce the wor
d. The students‟ achievement of fluency was 2. 4. They must frequently be asked to repeat the word. It might be caused by the
students‟ ability in saying a sentence. Some of them were fluent in saying each instruction but some of them felt difficulties. The least achievement was in
comprehension. They had great difficulty following the flow of instructions. They could comprehend the instructions which was spoken slowly with frequent
repetition sometimes.
4.3.2 Result of Cycle 1 Test
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