51 score was lower than the standard deviation of the pre-test score. It means that the
students’ English speaking ability was homogeneous. Employing t-test formula, the researcher found out that there was significant difference between the mean
score of the pre-test and the post-test t
o
= 7.455; p = 0.01. The details of the data can be seen in Appendix 15 Page 114.
2. Improvements in Teaching-Learning Process
To know to what extent the method improved students’ speaking ability, the researcher distributed a questionnaire. The questionnaire consisted of 29 questions
that were divided into eight categories. They were effectiveness, interest, clarity, benefit, creativity, confidence, motivation, and interaction. The details are
presented in the following table.
Table 4.4.1 Improvement in Teaching-Learning Process Based on Effectiveness N=37
Indicator of Effectiveness Positive
Negative a. This method is effective because it conveys materials clearly.
b. This method is effective because it is appropriate with the learning goals.
97.3 100
2.7
Table 4.4.2 Improvement in Teaching-Learning Process Based on Interestedness N=37
Indicator of Interestedness Positive
Negative a. This method is interesting because it uses real actions.
b. This method is not boring because the learning activities vary. c. This method is not boring because I have more chance to
participate in the teaching learning process. 97.3
97.3 94.6
2.7 2.7
5.4
52
Table 4.4.3 Improvement in Teaching-Learning Process Based on Clarity N=37
Indicator of Clarity Positive
Negative a. This method is clearer than text book.
b. This method is clearer because it provides conclusion and discussion at the end of the film.
89.2 91.9
10.8 8.1
Table 4.4.4 Improvement in Teaching-Learning Process Based on Benefit N=37
Indicator of Benefits Positive
Negative a. This method enables me understand the materials easier
because it uses life pictures. b. This method enables me understand the materials easier
because it relates to the real life situation. c. This method enables me understand the materials easier
because it always provides a quiz at the end of the film. d. This method enables me understand the materials easier
because the examples given vary. e. I can develop my speaking ability because the teacher always
gives feedback to my performance. f. I can develop my speaking ability because it provides the
correct pronunciation. g. I can develop my listening ability because there are always
questions to answer while watching the film. h. I can develop my reading skills because the teacher always
gives us a reading passage and tasks. i. I can develop my writing skills because the teacher always
makes corrections on my mistakes. j. I can develop my English grammar because the teacher always
gives English grammar practices and discusses it. k. I can increase my vocabulary mastery because the teacher
gives new words in every meeting. 100
94.6 94.6
97.3 97.3
97.3 91.9
97.3 94.6
100 97.3
5.4 5.4
2.7 2.7
2.7 8.1
2.7 5.4
2.7
53
Table 4.4.5 Improvement in Teaching-Learning Process Based on Creativity N=37
Indicator of Creativity Positive
Negative a. I become more creative because I watch the real example in
the daily life through the film. b. I become more creative because I know the detailed situation
through the film. c. I can develop my idea after watching the real examples
through the film. d. I can develop my idea after reading the written examples.
97.3 97.3
94.6 94.6
2.7 2.7
5.4 5.4
Table 4.4.6 Improvement in Teaching-Learning Process Based on Confidence N=37
Indicator of Confidence Positive
Negative a. I become more confident in speaking English because I know
exactly the intended situation. b. I become more confident in speaking English because there
are always group practices for every topic. 83.8
94.6 16.2
5.4
Table 4.4.7 Improvement in Teaching-Learning Process Based on Motivation N=37
Indicator of Motivation Positive
Negative a. I am more active in the classroom because I am always given
a chance to ask questions. b. I am more active in the classroom because there is always a
group practice in the class. c. I am more active in the classroom because I am always given
a chance to participate in the teaching learning process. 94.6
97.3 97.3
5.4 2.7
2.7
54
Table 4.4.8 Improvement in Teaching-Learning Process Based on Interaction N=37
Indicator of Interaction Positive
Negative a. I can interact more with my friends because the tasks given
tend to be a group work activity. b. I can interact more with my teacher because of the group
practices. 97.3
97.3 2.7
2.7
It is stated in Standar Kompetensi Lulusan Mata Pelajaran Bahasa Inggris SMP-SBI
that there are three indicators of learning achievement. They are: students are able to develop their four basic skills during the process of learning,
students are able to build interactions with others in a team work, and students are active and creative in developing their language skill. The table shows that those
indicators of the learning achievement have been fulfilled by this method. The questionnaire showed that 97.3 of the students could develop their
speaking skill because the teacher gave feedback for their performance and the film provided the correct pronunciation of the words table 4.4.4 point f. About
91.9 of the students could develop their listening skill because there was a task to answer while watching the film table 4.4.4 point g. Of all students, 97.3 of
them could develop their reading skill because the teacher gave them a reading passage and some questions to answer table 4.4.4 point h. About 94.6 of the
students could develop their writing skill because the teacher made corrections in every mistake done by students whenever the teacher gave a writing task table
4.4.4 point i. It meant that the first learning achievement had been reached during the learning process.
55 Students were able to build interactions with others in a team work could be
shown from table 4.4.8. About 97.3 of the students stated that they could interact more with their friends because the tasks given tended to be a group work activity.
Besides, there was also a group practice in each topic. Students felt that they became more active because of the group practices and chances to participate in
the learning process. They were accustomed to speak English in the classroom so they were motivated to have more confidence when they spoke in the public or in
front of the classroom. Almost 100 of the students agreed that this method made them more creative in developing their idea because they knew the real situation
by watching the film. There were also real examples related to the daily life provided in the film. All of them really helped students in understanding the
materials given. This method was also clearer than text books because it could convey what textbook cannot convey. Moreover, there were also summary and
discussion activities at the end of the film.
56
CHAPTER V CONCLUSIONS AND SUGGESTIONS
