Conformación de la pareja

To gain students‟ scores improvement, the students scores of post-test were subtracted into the students‟ score of pretest. The result of computation is as follow:

Group E Group C

Pre-test mean 5.95 2.588

Post-test mean 7.4 6.588

Improvement mean 1.45 4

Total improvement (%) 24.37 154.56

The table above shows that the experimental group improvement is lower than the control group. It indicates that teaching speaking by using communicative approach is unable to improve the students‟ speaking skill.

The experimental teaching program can improve the students‟ speaking skill effectively (24.37%) from that what they got in the pre-test, while control group can improve the students‟ speaking skill more than the experimental group (154.56%).

Students‟ Score Improvement

Improvement %

Group E 1.45 24.37

Group C 4 154.56

Differences 2.55 130.19

For the data above, it presents that the total mean difference of students‟

speaking skill of the experimental group and the control group is 2.55. This table

25

shows that the differences between the experimental group and the control group is 130.19%.

It can be concluded that the experimental teaching makes the students‟

speaking skill is not better than the control group. It means that it doesn‟t support the hypothesis of this research, that teaching speaking by using communicative approach facilitates the students to improve their speaking skill.

4.5 DISCUSSION

The experimental and the control groups, at the beginning of the research, had similar background, and this was considered as a potential intervening variable.

The experimental and the control groups were analyzed differently. The experimental group was observed directly by the writer to know their progress in the program. The students‟ score of post-test and pre-test were compared to gain the students‟ achievement on the speaking skill. The calculation of improvement shows that the experimental group is lower than the control group. It means that the experimental group couldn‟t improve their speaking skill better than the control group.

After carrying out the program and calculating the result of test, the result of the investigation answer the research question stated in chapter I. The conclusions are as follow:

1. The use of communicative approach as media can increase students‟

understanding of English.

2. Communicative approach can improve the students‟ mastery of English vocabularies.

3. Using Communicative approach in improving students‟ speaking skill is not significant.

As was mentioned before that communicative approach is one of the English teaching approach where it is the most effective in use. Because by using communicative approach we can know and understand about the message from the text directly. Picture can be used to explain the meaning of vocabulary items.

English is a language that is hard to learn. To find out that problem the writer interviewed students, there are some problem that students faced in learning English:

1. In speaking

2. In treasury of vocabulary 3. In the meaning of English word

Some factors that make some words more difficult than others are:

Pronunciation “the word that is difficult to pronounce are more difficult to learn”.

Spelling “spelling mismatches are likely to be the cause of errors, either of pronunciation or spelling, and can contribute to a word‟s difficult”. Meaning

“when two words overlap in meaning, learners are likely confuse them.

Unfamiliar concepts many make a word difficult to learn”.

In introducing vocabulary on the names of animal, that familiarize students with vocabularies related to animals. Moreover, students expected to be able to

27

memorize and pronounce and write each vocabulary correctly, and try to perform a word to the picture that seen by the teacher.

Teaching speaking by using communicative approach, especially for children can be the one way to help them in learning process. Young children, especially those up to age of nine or ten, learn differently from older children in the following ways:

a. They response the meaning even if they do not understand individual word.

b. They often learn indirectly rather than directly-that is-they take-in information from all side, learning from everything around them rather then only focusing on the precise topic they are being thought.

c. They generally display an enthusiasm for learning and a curiosity about the world around them.

d. They learn to talk about themselves, and response well to learning that uses themselves and their own lives as main topics in the classroom.

e. They have a limited attention, unless activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so.

In the light of these activities, it can be concluded that good teacher at this level used to provide a rich diet of learning experiences which encourage their students to get information from a variety of sources. They need to work with their students individually and in group developing relationship. They need to arrange of activities for a given period, and the flexible enough to move on to the next exercise when they see their students getting bored.

In fact, learning is human activity which is least needs manipulation by other. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.

Based on the findings, especially in learning at secondary it is a big challenge, because in their ages, they still difficult to understand the meaning of English words. There needs teacher‟s patiently in learning process, teacher must translating word by word until could be understood by students. Moreover, when they face compound word, when they need to produce language try to find the right word to fit the intended meaning is frustating when the teacher‟s stored of words is limited, and when words get confused with each other.

29 CHAPTER V