CHAPTER 4 FINDINGS AND DISCUSSION The questionnaire revolves around understanding learners'''' assessments about responses related to their ability to learn through the method of teaching using picture b[.]
CHAPTER FINDINGS AND DISCUSSION The questionnaire revolves around understanding learners' assessments about responses related to their ability to learn through the method of teaching using picture books for English speaking skills Each question has a value from to on the Likert scale, where means completely disagree with the given idea and is completely agree with that idea Details of the statistical data of the questionnaire are presented in Appendices and In order to ensure the questionnaire to ensure the highest reliability in the data collection process, the author of the topic used the entire questionnaire in English - Vietnamese and explain each idea and purpose of the study before sampling In the process of taking data, the author always observes and reminds the research subjects to appreciate according to their understanding and self-assessment, avoiding being influenced by the surrounding objects The test before and after the study varies in form but the same in content The second test has a different 3-part ordering than the first test The questions in each section of the second test are also confused about the location of the correct answers and the order in the test This disturbance is to limit the memory of the test that has been taken so that the learner can concentrate on taking the exam at the highest level Having the same content at two tests helps the author ensure that the test of professional competence of students related to the topic is homogeneous on the difficulty of the test On the other hand, although the two pre- and post-study tests have the same content, due to the long study time and the subjects who study many subjects, in addition to shuffling the content and the test order Second, the results obtained will be as reliable as possible 4.1 Findings 4.1.1 Research question 1: What are the effects of using Picture book on the 11th grade students’ speaking skills? To answer this first research question, the researcher has to several things: Firstly, the researcher takes the results of the pre-tests speaking test (traditional pre-tests) by the traditional method of the test class compared with the results of using picture books teaching method of the same test class to see if the results are any different After that, the author took the results of the final speaking tests of the test class, the lessons in the traditional speaking method and the speaking study method using picture books to compare with each other This is done in order to reaffirm the effectiveness of using picture books on the students’ speaking skills as discovered by previous researchers And this also has great significance for the main purpose of this study when testing whether the method of teaching English speaking skills by using picture books will affect the English speaking skills of each individual or not If the teaching of picture books by itself is not effective compared to teaching by traditional methods, the main hypothesis of this article is not valid There are 160 students who joined in the test This study obtained all 160 test results for pretest before applying picture books on teaching method and 160 test results for posttest after applying picture books on teaching method In particular, the experimental class includes 80 students, and the control class includes 80 students Initial test (pre-test) Nearly 50% of the students scored in the range of 5-6.9, followed by the low percentage of students (21.4%) while the good, good, and excellent scores accounted for only 10.7%, 14.3%, and 7.2% (Graph below) Overall, the speaking capacity of students is relatively low with a total of 67.8% of students Figure 1: Student results in the pre-test The average of the 80 pre-tests of the control group and the average of the 80 experimental group tests in the pre-test was compared and distributed by SPSS version 20 Independent Samle t-test was run to compare the results of the two groups / classes to see the English speaking skills of the two groups of students from the beginning of the course, before intervening by means of teaching methods using picture books, is it different or not 80 subjects in the experimental class and 80 in each traditional group were compared with the average score by the Independent Samples Test The mean score of the traditional group is 5.98 and the experimental group is 5.95 The control/ experimental group's mean score was slightly higher than that of the traditional group (5.98 vs 5.95) However, the results of the Independent Samples Test show that the two groups not have significant differences in individual English speaking skill (t (60) = 084; p = 93) This shows that the skills of practicing English speaking skill of two groups before conducting experiments are not different The English speaking skills of students are considered equal Thus, after conducting experiments, if there is a difference between the two groups in English speaking skills, it is possible to predict the influence of the collaborative variable on the variable Below, the researcher presents the research results and discusses these results with research questions Data output (Post-test) The percentage of weak, medium, and good points tended to decrease while good and excellent points increased significantly The percentage of weak points dropped sharply from 21% to 7%, followed by the average score (down 7.1%) This decrease indicates a positive change in students' speaking capacity The SPSS software version 20 is used and the Pair Samples Test is run to check the differences in English speaking skills of students through the results of the English speaking test at the end of the course and at the beginning of the course Cronbach’s Alpha of the marks from the finalist of the control group reached 867; beginning of the test of students who are taught speaking by the traditional method of reaching 862 That is, the reliability of the form of crossscoring is very high The following table shows the test / pre-tests results of the experimental class and traditional class Variable Test results M SD Correlatio Mean n difference t df P Students speaking taught skill picture by 6.70 books 64 441 754 5.20 00 (control class) Students speaking taught skills by 5.95 traditional methods 91 (traditional class) Table 2: Test results between two methods The table above shows that the average score of the student's lessons based on the traditional method of 80 test class students from the beginning of the course is 5.95 and the average score of this class on the lesson after being taught by the picture books is 6.71 on a 10-point scale The difference between these two points is 75 The relationship between the traditional method and the picture books method is r = 44, which indicates that the high-score lesson for the picture-book method will lead to the traditional method the same, and vice versa Test result of Paired Samples t-test with value t (34) = 5.20; p = 000 (p