THE EFFECTIVENESS OF USING STORYTELLING TECHNIQUE ON STUDENTS’ SPEAKING SKILL
(A Quasi-experiment Study at the Eleventh Grade of MAN 1 Bekasi
Academic Year 2016/2017)
“A Skripsi”
Presented to the Faculty of Tarbiyah andTeachers’ Training in a Partial
Fulfilment of the Requirement for the Degree of S.Pd. (S-1) in English Education
By : Inten Mujizat 1112014000012
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
Studentsn Speaking
Skill'
(A Quasi-experimental Sttrdy at Eleventh Grade of MANI
Bekasi in Academic Year20l6n0fi\,
written by Inten Mujizat student's regis&ation number 1112014000012, was examined by the Committee on November 24n, 2016. The shipsi hasbeen accepted and declared to have fulfilled one of the roquirements for the degree of 'uS.Pd."
(S-1) in English Education.
CHAIRMAN
SECRETARY
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Jakart& November 24n, 2A16 EXAMINATION COMN{ITTEE
: Dr. AIek M.Pd.
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THE EFFECTIVENESS OF USING STORYTELLING TECHNIQUE ON STUDENTS’ SPEAKING SKILL
(A Quasi-experiment Study at the Eleventh Grade of MAN 1 Bekasi
Academic Year 2016/2017)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial
Fulfilment of the Requirement for the Degree of S.Pd. (S-1) in English Education
Approved by the Advisors
Advisor I Advisor II
Dr. Farida Hamid, M.Pd. Ertin, M.A. TESOL.
NIP. 19631010 199103 2 003
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama
Tempat/Tgl.Lahir
Jurusan/ Prodi
Judul Skripsi
: lnten Mujizat
: Sukabumi,2SMei 1994
: Pendidikan Bahasa Inggris
:The
Effectivenessof
Using
Storytelling Technique on Students' SpeakingSkill (A
Quasi-experiment Study at the Eleventh Gradeof
MAN
1
Bekasiin
Academic Year20t612017)
Dosen Pembimbing : t. Dr. Farida Hamid, M.Pd.
2-Ertin, M.A.TESOL.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya
bertanggung jawab secara akademik atas apa yang saya tulis.
Pernyataan ini dibuat sebagai satu syarat menempuh Ujian Munaqasah.
Jakarta, 13 Oktober 2016
ilI
Inten Mujizat
iv
ABSTRACT
Inten Mujizat, The Effectiveness of Using Storytelling Technique on Students’ Speaking Skill (A Quasi-experiment Study at the Eleventh Grade Students of MAN 1 Bekasi in Academic Year 2016-2017). A Skripsi of English Education at the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2016.
Key Words:Speaking, Storytelling
This study aimed to find empirical evidence that storytelling technique can
enhance students’ speaking ability ateleventh grade of MAN 1 Bekasi. The total
sample was 60 students. The method used of the research was quasi-experimental. The researcher chose the method because she wanted to know the effectiveness of
storytelling technique in enhancingstudent’sspeaking skill. The method used was
quantitative. It means the method and instrument involved numerical measurement and then statistical quantification. The data showed that the mean score of pre-test in experimental class was 73.96666667, while the mean score of pre-test in control group class was 74.03333333. Meanwhile, the mean score of post-test in experimental class was 78.3, and the mean score of post-test in control group class was 74.9. The statistical analysis showed that the minimum gained score of experimental class was -5 and the minimum gained score of control group class was -8. While, the highest gained score of experimental class was 14 and control group class was 8. The average gained score of experimental class was 4.133333333, and for control group class were 0.866666667. It can be concluded
that the students’ speaking skill in experimental class that were given by the
v
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016
Kata Kunci: Diari, Menulis, Recount teks
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficient, the Merciful.
Praised to be Allah, Lord of the World, who has given the writer His love,
guidance and strenght to finish the last assigment of her study. Peace and blessing
be upon Prophet Muhammad SAW, his families, his relatives, and all his
followers.
It is a pleasure to acknowledge the help and contribution to all of the
lecturers, institution, family, friends, who have contributed to help the writer
finishing this ‘skripsi’, so this assignment was able to be presented to Faculty of
Tarbiya and Teachers’ Training as partial fulfilment of requirements for the
degree of S.Pd (S1) in English Education Department.
In arranging this ‘skripsi’, a lot of people provided motivation, advice,
support and eve remark that help the writer. The writer would like to express the
deepest gratitude to her wonderful parents, Mr. Tamam, and Mrs. Sugiharti for
giving her motivation, guidance, and pray all the time.
Moreover, the writer would like to express the great honor and deepest
gratitude to her advisors, Mrs. Farida Hamid, M.Pd., and Mrs. Ertin, M.A.
TESOL., for their valuable advice, guidance, comments, correction, and
suggestionand who have been patient to help the writer finishing this ‘skripsi’.
Besides, the writer would also deliver special gratitude to:
1. Dr. Ahmad Thib Raya, M.A, as the Dean of Faculty of Educational Sciences
2. Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., as Head and Secretary of the
English Educatuion Department
3. All lecturers and staffs in English Education Department who have taught the
writer some useful knowledges and skills
4. Mrs. Neneng Sunengsih, M.Pd., as the Advisor of Class A in academic year
2012/2013
5. The Head of MAN 1 Bekasi, Drs. H. Badru Tamam, M.Pd. and all the teachers
vii
8. All friends in class A who always make the writer happy.
The words are not enough to express my gratitude for all their help in
finishing this ‘skripsi’. The writer realized that this ‘skripsi’ is far for being
perfect. Therefore, it is pleasure for her to get critiques and suggestion to make
this ‘skripsi’ better.
Jakarta, Oktober 2016
The Writer
v ii i
TABLE OF CONTENT
APPROVAL SHEET ... i
ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ... iii
ABSTRACT ... iv
ABSTRAK ...v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT... viii
LIST OF TABLES ...x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION ...1
A. Background of the Study...1
B. Identification of the Problem ...3
C. Limitation of the Problem ...3
D. Formulation of the Problem ...4
E. The Objective of the Study ...4
F. Signifaicance of the Study ...4
CHAPTER II: THEORETICAL FRAMEWORK ...5
A. Speaking...5
1. Definiton of Speaking ...5
2. Function of Speaking ...6
3. The Elements of Speaking ...7
B. Storyteling ...9
i
x
E. Thinking Framework...15
F. The Hyphothesis of the Study ...15
CHAPTER III: RESEARCH METHODOLOGY ...17
A. Time and Place of the Research ...17
B. The Research Design...17
C. Population and Sample...18
D. Research Instrument...19
E. Technique of Data Collection ...22
F. Techniques of Data Analysis ...23
G. The Statistical Hypothesis...26
CHAPTER IV: RESEARCH FINDINGS ...27
A. Data Description...27
1. Pre-test...27
2. Post-test ...30
3. Gained Score ...32
B. Data Analysis ...34
C. The Hyphothesis Testing...40
D. Interpretation ...40
CHAPTER V: CONCLUSION AND SUGGESTIION...42
A. Conclusion ...42
B. Suggestion...43
REFERENCES...44
LIST OF TABLES
3.1 Five Components of Grading Speaking Scale ...20
4.1 The Students’ Pre-test Scores of Experimental Class ...27
4.2 The Students’ Pre-test Scores of Control Group...28
4.3The Students’ Post-test Scores of Experimental Class ...30
4.4 The Students’ Post-test Scores of Control Group ...31
4.5 The Students’ Gained Comparison Scores Between Pre-test and Post-test ....33
2. Post-test Scoring Rubric ...61
3. Pre-test Questionnaire ...62
4. Post-test Scoring Rubric ...63
5. Post-test Questionnaire ...64
6. Lesson Plan Meeting I...65
7. Lesson Plan Meeting II ...70
8. Lesson Plan Meeting III-IV ...74
9. Grading Scales of Speaking ...78
10. The Result of Pre-test in Experimental Class ...81
11. The Result of Pre-test in Control Group ...83
12. The Result of Post-test in Experimental Class ...85
13. The Result of Post-test in Control Group ...87
14. The Result of Gained Scores...89
15. Table of Degree of Freedom ...92
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English has become an international language that is taught in almost all level
of education in the world. People realize that the main purpose of learning foreign
language is to use it in communication both in oral or written form. The data
revealed by British Council shows that the number of English speaker have
reached 1.75 billion people or about a quarter of world population.1This large
number is caused by the existence of English language in almost all aspect of life.
According to Richard’s statement,the mastery of speaking skill in English is
a priority for many second-language or foreign language learners. He said that
speaking is a primary basic skill to tell and share ideas in communication2. Thus,
speaking is one of the language skills that must be learned to start the
communication.
Considering the importance of mastering the speaking skill in language
teaching, the national policy through the regulation of minister of national
education reflects the importance of English in the standard of content. Also,
Indonesia establishes English as prominent foreign language taught as school and
one of subjects tested in national exam.3This determination is intended to prepare
Indonesian students in facing globalization era. Therefore, they are able to
compete with other people from where English becoes second or first language.
Focusing on the problem in English Foreign Language (EFL), the problems
observed by the researcher happened at MAN 1 Bekasi in teaching and learning
English especially in teaching speaking. Dealing with the expectation of the
1British Council, The English Effect, 2013, p.5 (www.britishcouncil.org).
2Jack C.Richards,Teaching listening and Speaking, (New York: Cambridge University
Press, 2008), p.19.
3 Goverment Regulation of Indonesia, No. 32 year 2013, about The Changes on the
objective in speaking skill is not easy and simple, either for the teachers or
students. They face some difficulties in the teaching and learning of speaking.
Based on the researcher’s experience and observation in classroom activities, the
researcher found some problems.
First, commonly students feel afraid and nervous when they want to speak or
communicate using English in front of their classmates. Second, the students do
not have any ideas or initiative to speak English, it is caused by the lack of
vocabulary, grammatical patterns, and lack of practicing English speaking. Third,
the students still frequently made mistakes in pronouncing the English words.
Fourth, their problems with prosodic features such as intonation, stress, and other
phonological nuances still cause a misunderstanding in communication. Those
problems make the students reluctant and unmotivated to speak.
The object of this study are students in eleventh grade at MAN 1 Bekasi.
According to the standard competence for the speaking skill for the beginning
semester, students in eleventh grade of senior high school are expected to be able
to express meaningful ideas for both simple transactional (to get something done
or get the information) and interpersonal ( to get in touch with others for social
purposes) communication to interact with people in their nearest environment.
The students at this level are forced to achieve the informational level which is to
be able to communicate orally and in written form to find information.4
In order to solve the students’ problems and enhance their speaking ability,
the teachers should provide some good technique that can involve the students in
practicing speaking and also give some motivation.
Here, the researcher thinks that storytelling technique will make the speaking
activity became joyful and attractive. Storytelling is a means for sharing and
interpreting experiences. Through storytelling technique, she believes the students
will be more motivated to speak English freely because at the first, they have been
stimulated to comprehend the story. It is also makes the students enjoy the
learning process.
4 Bambang Sudibyo, Peraturan Menteri Pendidikan Nasional Republik Indonesia;
3
According to Harmer, storytelling is one of methods in teaching speaking that
students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates. So, the
students can share their ideas in storytelling.5
Moreover, in pedagogical theory there are strong supports for the story telling
technique to be used in language teaching. In summary, storytelling is an
interactive approach between students, teacher, and materials that is recommended
to be applied in the classroom.
For the reason above, the writer wants to prove how storytelling technique can
enhance students’ speaking ability. So, the writer interested in conducting a
research entitled: The Effectiveness of Storytelling Technique on Speaking
Ability of the Eleventh Grade Students of MAN 1 Bekasi in Academic Year
2016/2017
B.
Identification of the Problem
Based on the information presented above, the writer identifies the problems:
1. Commonly, students in MAN 1 Bekasi feel afraid and nervous when they
want to speak or communicate using English in front of their classmates.
2. The students do not have any ideas or initiative to speak in English, it is
caused by the lack of vocabulary, grammatical patterns, and lack of practicing
English speaking.
3. The students still frequently made mistakes in pronouncing the English words.
4. Problems with prosodic features such as intonation, stress, and other
phonological nuances still cause a misunderstanding in communication.
C. Limitation of the Problem
After the problems had been identified, they were limited. The research is
intended to overcome the problem in point one to four which related to the
problems of speaking at eleventh grade of MAN 1 Bekasi.
D. Formulation of the Problem
The formulation of the problem is as follow: “Can storytelling technique
improve speaking skill at eleventh grade of MAN 1 Bekasi?”
E. The Objective of the Study
The objective of the study is to find empirical evidence that storytelling
technique can improve students’ speaking ability at eleventh grade of MAN 1
Bekasi.
F. Significance of the Study
This study is expected having some significances not only for the writer
herself, but also for three groups of people such English teacher, students, and
other researchers.
1. For teachers
The result of this study is expected would make the teacher use storytelling
technique in teaching speaking, in order to make the classroom more attractive.
2. For students
Hopefully, the using of storytelling technique in teaching and learning
speaking can give the students a lot of opportunities to be creative and brave in
their speaking performance.
3. For other researchers
The writer hopes this study can be a reference to other researchers who want
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
In this study, the term speaking is one of the four skills related to language
teaching and learning. As a language skill, speaking is sometimes underrated or,
in other word, taken for granted. In teaching English, most teachers have been
concerned with the teaching of written language. This language is characterized
by well-formed sentences that are integrated into highly structured paragraphs.1
In fact, speaking is also important for students. In order to know how
important speaking is, we need to know the nature of speaking itself.
1. The Definition of Speaking
Some language learning experts have tried to define speaking in their own
way. Richards said that speaking is the verbal use of language and a medium
through which human beings communicate with each other.2 It is the most
demanding skill that people need to communicate in everyday situation. We must
make ourselves understood by the people we are speaking with, and this is not an
easy task, especially at the beginning and intermediate levels.
In other words, speaking is seen as an interactive process of constructing
meaning that involves producing and receiving information in order to get the
particular end between speaker and listener.
Based on Oxford Dictionary, speaking is simply concerning putting ideas into
words to make other people grasp the message that is conveyed.3 When people
communicate with others, speaker will use some utterances in order to tell their
1 David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge:
Cambridge University Press, 2001), p. 58
2 Jack C. Richards & Willy A, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 204.
3Oxford University Press,Oxford Learner’s Pocket Dictionary. (New York: Oxford
purpose to the listener. The speaker should be able to transform their ideas into
words and make sure the listener understand what he is talking about.
Speaking is also depending on the context speaking being used. People learn
language because they want to apply language in specific purpose.4 For example,
speaking between students is about the assignments, score and everyday situation
at school. It is different if speaking used by air traffic controllers.
They often speak in English to guide aircraft through the skies. It is also
different with speaking used by fisherman because they often speak about the
boats, weather and fish harvest among fisherman.
In summary, speaking is the ability to express something in a spoken
language. It is the action of providing information or expressing one feeling in
speech. Speaking activities commonly involves communicative conversation
between the speaker, who delivers a massage, and the listener, who receives it.
There is an information gap between what speaker said and what listener
received when they are talking. Both of them should be able to comprehend the
information given in order to achieve communicative end. This means that
students not only should have knowledge of target language forms and functions,
but also knowledge of the interaction between the speaker and listener in order
their meaning are made clear.
2. Functions of Speaking
According to Richard, there are two main function of speaking. The first is
interactional function of speaking which serves to establish and maintain social
relations, and the second is transactional function, in which focus on the exchange
of information. 5Moreover, speaking has three communicative functional; talk as
interaction entertain, talk as transaction, and talk as performance.6
4 Jeremy Harmer,The Practice of English Language Teaching, (New York: Longman,
1991),p. 343
5 J.Richard, Teaching Listening and Speaking-From theory to Practice,(New York:
Cambdrige University Press: 2008), p.21
7
The first is to talk as interaction; it refers to what people normally mean by
“conversation” and describes interaction that serves a primarily social function. This Funtion focuses on the speakers and how they wish to present themselves to
each other than on the message. For the example, when people meet, they exhange
greetings, engage in small talk, telling the experience, and so on.
Another function is talk as transaction; it refers to situation where the focus is
on what is said or done. The message and making oneself understood clearly and
accurately is central focus, rather than participants and how they interact socially
with each other. For example, students may be engaged in hands-on activities to
explore concepts associated with floating and sinking.
The last function is talk as performance. It is about public talk, talk transmits
information before audience, such as classroom presentation, public
announcements, and speeches.
In addition, there is a relation between the three functions of speaking with
storytelling technique. Storytelling is one of speaking activity which force or
stimulate students to perform their speaking skill. So, it means that storytelling
can encourage the students use the fucntion of speaking.
3. The Elements of Speaking
Oral communication can be maintained by having some components as
follow:
a. Pronunciation.
Pronunciation focuses on production and identification of the sounds, stress
patterns, and intonation in English. It introduces multiple-choice hearing
identification.7 English pronunciation is considered by some aspects. First, it
relates to the speech organs and how the organs produce sounds. The flow of air
which comes from lungs will have modification at vocal cord, pharynx, mouth,
and nasal cavity. It happens as the open and close of the vocal cord. While, the
7Harold S Madsen, Techniques in Testing,(New York: Oxford University Press, 1983),
upper part of speech organs like at pharynx, mouth, and nasal cavity, the air will
be modified into plosive, lateral, velar, nasal, bilabial, alveolar, dental, etc.8
Without a good pronunciation, listeners cannot understand what another
person says and this will make the communication process more difficult.
Therefore, pronunciation has a central role in both academic and social fields in
the way that students can be able to participate and integrate successfully in their
community.
b. Grammar
Grammatical is about profiency in matters ranging from inflections to syntax.9
We will not be able to say the language without knowing the pattern of the
language itself.
Since knowledge of grammar is essential for language learner, it is clear that
students need some knowledge of these rules to be able to speak correctly.
Students should learn grammar such as modals, modifiers, prepositions, clauses
and other grammatical features.
c. Vocabulary
Vocabulary is one of important elements in teaching and learning speaking. It
is important for language learners to choose appropriate words in certain
situations in order to make their speaking meaningful.10
For example, when people want to describe their feeling about something, they
have to be able to find a word which reflects their feeling. Therefore, students
need to understand the importance of meaning in context and the facts about word
formation and how to twist words to fit different grammatical contexts.
d. Fluency
Fluency is the ability to speak spontaneously and eloquently with no pausing
and with absence of disturbing hesitation markers. It also refers to some aspects
8Gerald Kelly,How to teach Pronunciation(England: Pearson education Limited, 2000).
pp. 4- 6.
9 Harold S Madsen,Op.Cit., p. 34
10Paul Bogaards, & Batia Laufer-Dvorkin,Vocabulary in a Second Language: Selection,
9
like responding coherently within the turns of the conversation, using linking
words and phrases, keeping in mind a comprehensible pronunciation and adequate
intonation without too much hesitation. Fluency cannot be separated from
accuracy. Accuracy refers to the mastery of phonology elements, grammar and
discourse.
e. Comprehension
The last speaking element is comprehension. Comprehension means the
understanding and the interpretation of what is said. It is about students’ profiency
in speaking on all professional and general topics without a big effort and smooth
as good as the native speakers.11
In conclusion, pronunciation, grammar, vocabulary, fluency, and
comprehension are the important and complementary components in the
development of students’ speaking skill. These elements support each other to
gain the goal of speaking.
Moreover, those elements will be the instrument or scoring rubric for the
speaking test in this study. Each element has the scoring scale to measure the
learners’ speaking skills. Then, the scores will be collected as the data of the
research.
B. Storytelling
1. Definition of Storytelling
Storytelling has been used as a means of communication since earliest times.
Stories create magic and a sense of wonder at the world. Stories teach us about
life, about ourselves, and others. Storytelling is a unique way for students to
increase an understanding, respect, and appreciation for other culture.
Wilson explains that storytelling is an activity that can be defined very simply
as that which is done by storytellers. As human being, people usually tell their
story to other. They tell other about their feeling, opinion, ideas, or even anything
11Arthur Hughes,Testing for Language Teachers,( Unites Stated: Cambirdge University
happened in their lives. It is very simple to tell story to other, as simple as
expressing what is on mind.12
As people like to share their stories or experience, it is explained further on the
book of Wilson, storytelling is thought of as something belonging to a
pre-industrial or mythical past. Stories have been shared in every culture as a means of
entertainment, education, cultural preservation, and instilling moral values.
Crucial elements of storytelling include plot, characters, and narrative point of
view.
As the understanding of storytelling explained above, it can be concluded that
actually storytelling is an activity to share what is on mind. It has many benefits,
such as for entertainment, education, cultural preservation, and instilling moral
values. It is also has elements that have to be noticed, they are plot, characters,
and narrative point of view.
2. The Aims of Storytelling
According to Ellis and Brewster, storytelling technique can motivate students
to develop positive attitudes towards the foreign language and language learning.
In every story, there will be a moral message can be taken, whether it is negative
or positive. If it is negative, teacher must tell the students not to copy, but if it is
positive, teacher must tell the students to do so.13Moreover, through storytelling
students will be taught listening, good oral language, plot, sequencing,
characterization.
Also, the importance of storytelling is about visualization, so storytelling
mentally stimulates students as they naturally begin to imagine and make sense of
the story while they listen.14
12 Daniel Gray Wilson, Storytelling in Organizations, (London: Harvard Univeristy,
2002), pp. 4-5.
13 Gail Ellis and Jean Brewster, The Storytelling Handbook for Primary English
Language Teachers,(United Kingdom: British Council, 1991), p. 2.
14 Hilary Dawn, Oral Storytelling and Student Learning; Once Upon A Classroom,
11
Storytelling can increase students’ ability to share social experience.
Storytelling is not only enjoyable, but can help build up students’ confidence and
encourage social and emotional development.
Oral storytelling allows students to show their communication skill. It results
in the use of paralinguistict features (gestures, facial expression) as well as
linguistic features (use tense, linking devices, clarification of ambiguity).15
Moreover, there are some objectives of storytelling in teaching English skill;
(a) to enhance students’ confidence in speaking skill (b) to develop problem
solving (c) to teach narrative structure and practice description (d) to improve
pronunciation and intonation (e) to encourage interaction and share culture16
Here, the writer believes that storytelling technique is an effective strategy
that incorporation the aesthetic ways of knowing into instruction. Also,
storytelling has one benefit in enhancing the arts of education of English and
surely motivate students to connect with their learning process.17
From those aims of storytelling, it can be concluded that storytelling gives
many benefits besides improving speaking skills. Other skills that can be improve
through storytelling, such as students’ positive attitudes towards the foreign
language and language learning, listening, good oral language, plot, sequencing,
characterization, students’ ability to share social experience and linguistic
features.
C. Storytelling as Speaking Activity
Storytelling is the oldest form of education activity in speaking skill that can
stimulate the learners to enjoy the speaking learning process. It has many benefits,
such as for entertainment, education, cultural preservation, and instilling moral
15Ibid., p.7
16 Pravamayee Samantaray B.Ed, M.phil, Use of Story Telling Method to Develop
Spoken English Skill:International Journal of Langauge & Linguistics,Vol. 1, No. 1, (Vietnam, 2014) p. 41
17 Sara Miller & Lisa Pennycuff, The Power of Story; Using Storytelling to Improve
values. It is also has elements that have to be noticed, they are plot, characters,
and narrative point of view.
Moreover, Brown listed several types of classroom speaking activity in this
following form:18
1. Imitative. Students practice an intonation or try to identify a certain vowel
sound. The elements of language form are the focus of this activity.
2. Intensive. This is speaking performance that is designed to practice some
phonological or grammatical aspects of language. It is usually done in
individual or even in pairs.
3. Responsive. It means that students practice their language by answering
some questions. This activity use simple utterances which can be
meaningful and authentic.
4. Transactional (dialogue). Transactional dialogue seeks for the purpose of
getting or exchanging specific information. It is an extended form of
responsive language.
5. Interpersonal (dialogue). Interpersonal dialogue seeks for the purpose of
maintaining social relationships than for the transmission of facts and
information. Students are usually asked to have a dialogue about their
feeling.
6. Extensive (monologue). Students are asked to give extended monologues
in the form of oral reports, summaries, or speeches.
7. Other interactive techniques. These include interviews, games, jigsaw,
problem-solving activities, role-play and discussion.19
It is clear that storytelling is one activity that relates to many types of speaking
activity. Storytelling is an activity that needs a storyteller and audiences, so, the
learners will be a speaker and audience, they have to perform their story and
response another story.
18 H. Douglas Brown, Language Assessment- Principle and Classroom (New York:
Pearson Education, 2001), pp. 271—277.
13
Storytelling will stimulate the learners to do imitate speaking, intensive
speaking as the preparation before they perform the storytelling. Then, the
learners will be motivated to response the story as the audience.
Also, storytelling will give many good impacts for the learners’ speaking
skills, because storytelling makes the learners comprehend how to speak with the
good gesture and intonation. It is useful for the learners to continue to the
extensive speaking.
From this explanation, storytelling can be implemented not only in speaking
class, but also in various kind of work. Teacher can take this as a creative way in
the class to take a job as its topic.
D. Previous Relevant Study
There are some previous relevant studies that can be reference for the writer’s
research. The first relevant study was done by Ayu Fitriana (Student Number:
108014000065) with her thesis entitled The Effectiveness of Role Play on
Students’ Speaking Skill. This study is generally attempted to find the
effectiveness of role play onstudents’ speaking skill for the first grade students at
SMP Muhammadiyah 37 Parung academic year 2013/2014. To know whether this
technique effective or not, the writer used pre-experimental study applied in VII.5
class.
The study had been done in six meetings that were designed; first meeting was
for pre-test, 4 meetings were for treatments, and the last meeting was for post-test.
As the quantitative method, the writer analyzed the data by using t-test. The result
showed that there was significant difference on the students’ speaking
achievement taught with Role Play. The students’ mean of pre-test’s score of
experiment class was 51.64. Then in post-test, the mean score of experiment class
was 63.64. In other words, role play technique is effective in teaching speaking
skill for the first grade of junior high school students.20
20 Ayu Fitriana, The Effectiveness of Role Play on Students’ Speaking Skill, English
Another Reserach was done by Toni Maharjo, with his research that entitled
Teaching English Speaking Using Storytelling Technique at SMP Pasundan
Purwakarta. The objective of this research entitled “Teaching English Speaking
Using Story Telling Technique at SMP Pasundan Purwakarta” was to find out
whether or not Teaching English Speaking Using Story Telling Technique was
effective to improve the student speaking ability. This research used one group
pretest-posttest design and quantitative research method. The instrument of this
research was pretest and posttest.
The population of this research was 66 of the first grade students of SMP
Pasundan Purwakarta and the sample was 33 students selected using simple
random sampling technique. The data of this research were collected by giving the
pretest and posttest to the students’ sample. The collected data were analyzed by
using t-test formula. The results of data analysis showed that the mean scores of
pretest was 54.54 and the mean scores of posttest was 71.51, the t-obs was 12.12.
The tcri value with degree of freedom (df) was 32 and significance level at 0.05%
was 2.042. Based on the data analysis the alternative hypothesis (H1) of this
research was accepted because the t-obs was higher than t-table (12.12>2.042). It
also meant that teaching English speaking using story telling technique was
effective to improve the student speaking ability.21
The significant difference between two previous relevant studies with the
writer’s research is about research design. Two previous studies used Classroom Action Research ( CAR) to prove that the storytelling technique is effective and
enhance students’ speaking skill. Meanwhile, the writer in this study used Quasi-Experimental design.
Quasi-Experimental design is identified as a comparison group that is similiar
as possible to the treatment group. The reason why the writer used the research
design is because the writer wants to prove that students’ speaking skill by using
21 Toni Maharjo, Teaching English Speaking Using Storytelling Technique at SMP
15
storytelling treatment will be more enhanced than the students without using
storytelling technique.
E. Thinking Framework
Among the four skills, speaking is increasingly important in second or foreign
language settings. However in indonesia, it is very difficult for students to
communicate with other people in English effectively.
Ordinarily, students must or need to communicate in English but they cannot
perform the task successfully due to such possible reasons as tension or emotion,
shyness and lack of effective communication skills in English.
Therefore, being able to speak English efficiently the teacher must generate a
need to speak, to make students to practice. In order to develop English learning
and teaching, the teachers should provide some good technique that can involve
the students in practicing speaking and also give some motivation.
Here, the researcher thinks that retelling story will make the speaking activity
became joyful and attractive. Through story-retelling technique, she believes the
students will be more motivated to speak English freely because at the first, they
have been stimulated to comprehend the story. It is also makes the students enjoy
the learning process.
F. The Research Hyphothesis
Based on the theory above, there are two kinds of hyphothesis which can be
estimated here, those are:
Ha : There is a significant effect of using storytelling technique in teaching
speaking
H0 : There is no a significant effect of using storytelling technique in teaching
speaking
From the basic problem of the study and theoretical framework which have
been started, the writer draws the hyphothesis of the study which can be started as
17
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Research
This study had been held at MAN 1 Bekasi. It is located on KH.Dewantara
street No.43, North Cikarang, Bekasi. It was conducted on the first semester. This
study begun from August 26thuntil October 11th, 2016.
B. The Research Design
In this research, the writer used a quantitative study in terms of gathering and
evaluating data. Quantitative method is a method which the investigation focus on
the use of postpositive statement for developing knowledge, the use of enquiry
strategies such as experiment, surveys, and collect data on predetermined
instruments to get specific statistics data. Also, it defines as a method in research
to collect, analyze, and show data in form of numeric than narrative.1
Thus, this study was conducted to get empirical evidence about the effect of
using storytelling technique to enhance students’ speaking skill through
administering pretest and post-test to get the scores and to have statistics data.
In this research, the researcher used a quasi-experimental design.
Quasi-experimental design is identified as a comparison group that is as similar as
possible to the treatment group.2This quasi-experimental was designed to find out
the effectiveness of using storytelling technique to enhance students’ speaking
skill. The procedures in this quasi-experimental design are as follows:
1. Pre-test
The pre-test was conducted in the first meeting to measure students’ speaking
skill before treatment. The researcher gave an oral test. The students both in
1Subagio Budi Prajitno, Metode Penelitian Kuantitatif (Bandung: Universitas Islam
Negeri SGD Bandung,2006)p.1
2Howard White and Shagun Sabarwal,Quasi- Eperimental Design and Method(United
experimental and control class wereinterviewed and asked some question about
the last holiday which they did recently.
2. Treatment
The two groups were given a different treatment. It could be explained as
follows:
a. Experimental Class
In the classroom, the teachertaught the students about narrative text or fiction
story. Then the students were taught of some important ways to retell the narrative
story by using storytelling technique.
b. Control Group
In the classroom, the teacher only taught and explained about narrative text.
Then the students were given some exercises in oral such as reading the narrative
text loudly in front of the class. The teacher did not ask the students to memorize
and retell the story.
3. Post-test
The post-test wasconducted in the last meeting to measure students’ speaking
skill after getting the treatment. The researcher gave an oral test again. Similar
with the pre-test, the students both in experimental and control class were
interviewed and asked some questions, but the topic used is about the next holiday
which they will celebrate.
C. Population and Sample
Population is a group of individuals who have the same characteristics, while
sample is a subgroup of the target population that the researcher plans to study for
the purpose of making generalization about the target population.
The population of this research was the whole eleventh grade students of
MAN 1 Bekasi which consists of 304 students divided into ten classes, five
classes for XI MIPA and five for XI IPS. The writer chose this population because
based on the syllabus, students at the eleventh grade in the first semester are
focused in learning narrative, and the writer wanted to elaborate the learning by
19
the research were the students of XI MIPA 3 as the controlled group class and XI
MIPA 5 as the experimental class. Each class consists of 30 students. In selecting
the sample, the researcher used a convenience sampling. This technique means
that the writer took sampling from a group who are conveniently available and
permitted by the school to be involved in the study.3 The reason why the writer
chose XI MIPA 5 as the experimental class, because pre-test scores of this class is
lower than XI MIPA 3. Therefore, the writer wanted to prove that the
experimental class could achieve the improvement by conducting this study.
D. Research Instrument
1. Test
Test used as the instrument in this research. The researcher gave the oral test
in pre-test and post-test. Pre-test was given to the students to measure their
speaking skill before the treatment while the post-test was given to the students to
measure their speaking skill after getting the treatment. The test that was given to
the students both in experimental and control class is the same. The topic of
pre-test is about the last holiday, and the topic of post-pre-test is about the next holiday.
Both of pre-test and post-test were conducted in duration 1-2 minutes
conversation. During the test, the teacher directly gave some scores based on the
rubric she prepared for each student.
In determining the score, furthermore, the writer used oral rating scale
proposed by David P. Harris. The scoring rubric of the test provided a measure of
quality of performance on the basis of some criteria: pronunciation, grammatical,
vocabulary, fluency and comprehension.4
Table 3.1
3Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study in
Education; Seventh Edition,(New York: McGraw Hill, 2009), p.98
4David P. Harris,Testing English as a Second Language, (New York: Tata McGraw-Hill
Four Components of Grading Speaking Scale
No Aspects Description of Indicator Score
1 Pronunciation • Have few traces of foreign accent.
• Always intelligible, though one is
conscious of a definite accent.
• Pronunciation problems
necessitate concentrated listening
and occasionally lead to
misunderstanding.
• Very hard to understand because
of pronunciation problems.
Frequently be asked to repeat.
• Pronunciation problems to severe
as to make speech virtually
unintelligible.
5
4
3
2
1
(95-100)
(85-94)
(75-84)
(65-74)
(below 65)
2 Grammar • Makes few (if any) notice able
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.
Most often rephrase sentences
and/or restrict him to basic
pattern.
5
4
3
2
(95-100)
85-94)
(75-84)
21
• Errors in grammar and word
order to severe as to make speech
virtually unintelligible.
1 (below 65
3 Vocabulary • Use vocabulary and idioms is
virtually that of a native speaker.
• Sometimes uses inappropriate
terms 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 limitations so
extreme as to make conversation
virtually impossible.
5
4
3
2
1
(95-100)
(85-94)
(75-84)
(65-74)
(below 65)
4 Fluency • 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 than
strongly affected by language
problems.
• Usually hesitant; often force into
silence by language limitations.
• Speech is so halting and
fragmentary as to make
5
4
3
2
1
(95-100)
(85-94)
(75-84)
(65-74)
conversation virtually impossible.
5 Comprehension • Appears to understand everything without difficulty.
• Understands nearly everything at
normal speed, although
occasional repetition.
• Understands most of what is said
at slower-than-normal speed with
repetitions.
• 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.
5
4
3
2
1
(95-100)
(85-94)
75-84)
(65-74)
(below 65)
E. Technique of Data Collection
There are some steps in collecting the data for this study. It is including of
pre-test and post-pre-test. The pre-pre-test and post-pre-test will be given to the students of
experimental class and control class. The pre-test will be given at the beginning of
the meeting before the treatment. While, the post-test will be given to the students
after three-time treatments were done. Furthermore, the score of the pre-test and
post-test from experimental class will be compared with the control class. Then,
those two scores will be used as numerical data to measure the effectiveness of
23
F. Techniques of Data Analysis
The researcher will analyze the data by using statistical analysis. In analyzing
the data, the t-test will be used to find out the effectiveness of using storytelling
technique to enhance speaking skill. The formula of t-test is as follows:5
t =
M
M
SE
SE
The steps that must be done in calculation are:
1. Determining mean of variable X, with the formula as follows:
M =
Σ
x
N
2. Determining mean of variable Y, with the formula as follows:
M =
Σ
y
N
5 Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada 2014), p. 314.
M : Mean of the score of experimental class
M : Mean of the score of control class
SEᴍ : Standard error of experimental class
SEᴍ : Standard error of control class
M : Mean of the score of experimental class
Σx : Sum of the students’ score of experimental class
3. Determining standard of deviation score of variable X, with formula as follows:
SD =
Σ ²4. Determining the standard deviation score of variable Y, with formula as
follows:
SD =
Σ
y
²
N
5. Determining standard errors of mean of variable X, with the formula as
follows:
SE
=
SD
N
1
M : Mean of the score of control class
Σy : Sum of the students’ score of control class
N : Number of the students of control class
SEMx : Standard error of experimental class
SDx : Standart deviation score of experimental class
25
6. Determining standard errors of mean of variable Y, with the formula as
follows:
SE
=
SD
N
1
7. Determining of standard errors of different mean variable X and variable Y,
with the formula as follows:
SE
ᴍ
=
SE
ᴍ
²
+ SE
ᴍ
²
8. Determining to, with the formula as follows:
t =
M
M
SE
ᴍ
SE
ᴍ
9. Determining t-table with the degree of freedom (df) in significant level 5% and
1% with the formula as follows:
Df = (N + N ) 2
SEMy : Standard error of control class
Mx : Mean of the score of experimental class
My : Mean of the score of control class
SEMx : Standard error of experimental class
SEMy : Standard error of control class
Df : Degree of freedom
N : Number of students of experimental class
H. The Statistical Hypothesis
The hypothesis of statistic that used in this research is:
H0 : μ 1 = μ 2
Ha : μ 1 μ 2
H0 : Null Hypothesis
Ha : Alternative Hypothesis
μ 1 : The students’ achievement in writing recount text, who are taught by using
storytelling technique.
μ 2 : The students’ achievement in writing recount text, who are taught without
using storytelling technique.
The assumption of the hypothesis as follows:
1. If t-test > t-table in significant level of 5%, the null hypothesis is rejected and
the alternative hypothesis is accepted. It means that there is significant
difference between the students’ speaking achievement by using storytelling
technique and the students’ speaking achievement without using storytelling
technique at the eleventh grade students of MAN 1 Bekasi ( 1 2). The use
of storytelling technique is effective to enhance students’ speaking skill.
2. If t-test < t-table in significant level of 5%, the null hypothesis is accepted
and the alternative hypothesis is rejected. It means that there is no significant
difference between the students’ speaking achievement by using storytelling
technique and the students’ speaking achievement without using storytelling
technique at the eleventh grade students of MAN 1 Bekasi( 1 = 2). The use
27
CHAPTER IV
RESEARCH FINDINGS
A.
Data Description
The part shows the general description of the students’ scores in both the
experimental class and control group. The description is divided into some
sections: pre-test, post-test, gained score, and data analysis.
And it is the data were collected from the results of students’ scores of pre-test
and post-test in both experimental class and control group. The followings are the
descriptions:
1. Pre-test Score
Table 4.1
The Students’ Pre-test Scores of Experimental Class (XI MIPA 5)
No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n
1 Student 1 75 75 75 75 75 75
2 Student 2 80 75 75 70 70 74
3 Student 3 75 75 75 75 75 75
4 Student 4 80 80 75 75 70 76
5 Student 5 80 80 75 75 70 76
6 Student 6 75 75 75 75 75 75
7 Student 7 80 80 70 75 75 76
8 Student 8 80 80 70 75 75 76
9 Student 9 80 80 70 75 75 76
10 Student 10 70 75 75 70 70 72
[image:43.595.117.509.265.761.2]12 Student 12 70 75 75 70 70 72
13 Student 13 70 75 75 70 70 72
14 Student 14 70 75 75 70 70 72
15 Student 15 80 80 70 75 75 76
16 Student 16 80 80 70 75 75 76
17 Student 17 70 75 75 70 70 72
18 Student 18 75 75 75 75 75 75
19 Student 19 75 75 75 75 75 75
20 Student 20 75 75 75 75 75 75
21 Student 21 75 75 75 75 75 75
22 Student 22 80 80 80 85 80 81
23 Student 23 80 80 80 75 75 78
24 Student 24 60 70 70 70 60 66
25 Student 25 80 80 75 75 70 76
26 Student 26 80 80 75 75 70 76
27 Student 27 70 70 70 70 60 68
28 Student 28 70 70 70 60 60 66
29 Student 29 70 60 70 70 60 66
30 Student 30 80 80 80 80 75 79
Total 2219 Mean 73.96666667
Table 4.2
The Students’ Pretest Scores of Control Group (XI MIPA 3)
No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n
1 Student 1 70 75 75 70 70 72
2 Student 2 70 75 75 70 70 72
[image:44.595.117.509.108.754.2]29
4 Student 4 70 75 75 70 70 72
5 Student 5 75 75 75 75 75 75
6 Student 6 75 75 75 75 75 75
7 Student 7 70 75 75 70 70 72
8 Student 8 75 75 75 75 75 75
9 Student 9 80 75 75 70 70 74
10 Student 10 75 75 75 75 75 75
11 Student 11 80 80 75 75 70 76
12 Student 12 80 80 75 75 70 76
13 Student 13 80 80 80 75 75 78
14 Student 14 69 69 69 69 69 69
15 Student 15 80 80 75 75 70 76
16 Student 16 80 80 80 85 80 81
17 Student 17 80 80 80 75 75 78
18 Student 18 70 60 70 70 60 66
19 Student 19 80 80 75 75 70 76
20 Student 20 80 80 75 75 70 76
21 Student 21 70 70 70 70 60 68
22 Student 22 70 70 70 70 60 68
23 Student 23 70 70 70 70 60 68
24 Student 24 80 80 80 80 80 80
25 Student 25 80 80 75 75 70 76
26 Student 26 80 80 75 75 70 76
27 Student 27 70 70 70 70 60 76
28 Student 28 80 80 75 75 70 76
29 Student 29 70 75 75 70 70 72
30 Student 30 75 75 75 75 75 75
Total 2221 Mean 74.03333333
As mentioned of scores in pre-test in the tables, it can be clarified that the
mean score of pre-test in experimental class was 73.96666667, while the mean
score of pre-test in control group was 74.03333333. And from the scores of both
scores in pre-test (experimental class and control group). Here, the control group
got the higher mean score than the experimental class.
[image:46.595.117.509.192.758.2]2. Post-test Score
Table 4.3
The Students’ Post-test Scores of Experimental Class (XI MIPA 5)
No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n
1 Student 1 75 75 75 75 75 75
2 Student 2 80 80 80 80 80 80
3 Student 3 80 80 80 80 80 80
4 Student 4 84 84 84 84 84 84
5 Student 5 75 75 75 75 75 75
6 Student 6 80 80 80 80 80 80
7 Student 7 80 80 80 85 80 81
8 Student 8 80 80 80 85 80 81
9 Student 9 80 75 75 70 70 74
10 Student 10 75 75 75 75 75 75
11 Student 11 80 80 80 75 75 78
12 Student 12 80 80 80 85 80 81
13 Student 13 80 80 80 75 75 78
14 Student 14 70 70 70 70 70 70
15 Student 15 80 80 80 80 80 80
16 Student 16 80 80 80 85 80 81
17 Student 17 80 80 80 75 75 78
18 Student 18 80 80 80 85 80 81
19 Student 19 80 80 75 75 70 76
20 Student 20 80 80 75 75 70 76
21 Student 21 80 80 80 85 80 81
31
23 Student 23 75 75 75 75 75 75
24 Student 24 80 80 80 80 80 80
25 Student 25 80 80 80 80 80 80
26 Student 26 80 80 80 75 75 78
27 Student 27 80 80 80 85 80 81
28 Student 28 80 80 75 75 70 76
29 Student 29 80 80 80 80 80 80
30 Student 30 80 80 80 75 75 78
Total 2349 Mean 78.3
Table 4.4
The Students’ Post-test Scores of Control Group (XI MIPA 3)
No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n
1 Student 1 80 80 70 75 75 76
2 Student 2 80 80 70 75 75 76
3 Student 3 70 75 75 70 70 72
4 Student 4 75 75 75 75 75 75
5 Student 5 80 80 80 80 80 80
6 Student 6 75 75 75 75 75 75
7 Student 7 80 80 70 75 75 76
8 Student 8 80 80 70 75 75 76
9 Student 9 75 75 75 75 75 75
10 Student 10 75 75 75 75 75 75
11 Student 11 80 80 70 75 75 76
12 Student 12 80 80 70 75 75 76
13 Student 13 75 75 75 75 75 75
[image:47.595.116.511.106.757.2]15 Student 15 80 80 75 75 70 76
16 Student 16 80 80 80 85 80 81
17 Student 17 80 80 75 75 70 76
18 Student 18 80 75 75 70 70 74
19 Student 19 70 75 75 70 70 72
20 Student 20 70 75 75 70 70 72
21 Student 21 80 75 75 70 70 74
22 Student 22 80 75 75 70 70 74
23 Student 23 80 75 75 70 70 74
24 Student 24 70 75 75 70 70 72
25 Student 25 80 80 75 75 70 76
26 Student 26 70 75 75 70 70 72
27 Student 27 80 80 75 75 70 76
28 Student 28 80 80 75 75 70 76
29 Student 29 70 75 75 70 70 72
30 Student 30 70 75 75 70 70 72
Total 2247 Mean 74.9
The table 4.3 and table 4.4 above inform that the mean score of post-test in
experimental class was 78.3, and the mean score of post-test in control group was
74.9. It is means that there was a significant score of experimental class and
control group in post-test, control group was increased in post-test session than in
pre-test. But, for this session, the experimental class got the higher score than the
control group. It proves that using storytelling technique is effective to enhance
students’speaking skill.
3. Gained Score
After showing the comparison of students’ pre-test and post-test scores, the
table shows the gained score among those two classes/ the gained score can be
seen from the increasing score of students’ pre-test scores compared with
[image:48.595.117.511.115.521.2]33
Table 4.5
The students’ gainedcomparison scores between pre-test and post-test of both Experimental Class (XI MIPA 5) & Control Group (XI MIPA 3)
No
Experimental Class
Score
Control Group Class
Score Name Name
1
Student 1 0 Student 1 4
2 Student 2 6 Student 2 4
3
Student 3 5 Student 3 0
4
Student 4 8 Student 4 3
5 Student 5 -1 Student 5 5
6
Student 6 5 Student 6 0
7
Student 7 5 Student 7 4
8 Student 8 5 Student 8 1
9
Student 9 -2 Student 9 1
10 Student 10 3 Student 10 0
11
Student 11 6 Student 11 0
12
Student 12 9 Student 12 0
13 Student 13 6 Student 13 -3
14
Student 14 4 Student 14 6
15
Student 15 2 Student 15 0
16
Student 16 5 Student 16 0
17
18 Student 18 6 Student 18 8
19
Student 19 1 Student 19 -4
20
Student 20 1 Student 20 -4
21
Student 21 6 Student 21 6
22
Student 22 -5 Student 22 6
23
Student 23 -3 Student 23 6
24
Student 24 4 Student 24 -8
25
Student 25 4 Student 25 0
26 Student 26 2 Student 26 -4
27
Student 27 13 Student 27 0
28
Student 28 10 Student 28 0
29
Student 29 14 Student 29 0
30
Student 30 -1 Student 30 -3
Mean 124 26
Total Score 4.13333333 0.866666667
The table 4.5 shows that the minimum gained score of experimental class
was -5 and the minimum score of control group was -8. The highest score of
experimental class was 14 and control group is 8. The average gained score of
experimental class was 4.13333333 and for control group was 0.866666667.
B. Data Analysis
The data of the students’ was analyzed by using t-test to prove whether there
35
class as the X variable and control group as the Y variable. But, before using the
formula of t-test, the students’ score in the experimental class and control group
were tabulated to calculate the gained score of each class. It can be seen as
[image:51.595.114.518.242.733.2]follows:
Table 4.6
Statistical Calculation of Gained Score Both the Experimental and Control Group Class
No. X Y X-MX Y-MY (X-MX)² (Y-MY)²
1.
0 4
-4 3 16 9
2.
6 4
2 3 4 9
3.
5 0
1 -1 1 1
4. 8 3 4 2 16 4
5.
-1 5
-5 4 25 16
6.
5 0
1 -1 1 1
7. 5 4 1 3 1 9
8.
5 1
1 0 1 0
9.
-2 1
-6 0 36 0
10.
3 0
-1 -1 1 1
11.
6 0
2 -1 4 1
12. 9 0 5 -1 25 1
13.
6 -3
2 -4 4 16
14.
4 6
-6 5 36 25
15.
2 0
-6 -1 36 1
16.
5 0
17. 6 -2 2 -3 4 9
18.
6 8
2 7 4 49
19.
1 -4
-3 -5 9 25
20.
1 -4
-3 -5 9 25
21.
6 6
2 5 4 25
22.
-5 6
-9 5 81 25
23.
-3 6
-7 5 49 25
24.
4 -8
0 -9 0 81
25. 4 0 0 -1 0 1
26.
2 -4
-6 -5 36 25
27.
13 0
9 -1 81 1
28.
10 0
6 -1 36 1
29.
14 0
10 -1 100 1
30. -1 -3 -5 -4 25 16
Total 124 26 646 404
Mean 4.13333333 0.866666667 21.53333333 13.46666667
X = Gained Score of Experimental Class
Y = Gained Score of Control Group
MX = Mean Score of Gained Scores of Experimental Class
37
According to the data in the table above, the result of the students’ pre-test
and post-test further in each class is calculated by using t-test in some steps as
follows:
1. Determining mean of variable X, with formula as follows:
Mx = x N
Mx = 124 30
Mx = .
2. Determining mean of variable Y, with formula as follows:
My = y N
My = 26 30
My = .
3. Determining standard of deviation score of variable X, with formula as
follows:
SDx = x² N
SDx = 646 30
SDx = 21.5
4. Determining standard of deviation score of variable Y, with formula as
follows:
SD = y N
SD = 404 30
SD = 13.4
SD = .
5. Determining standard error of mean of variable X, with formula as follows:
SE x = SDx N 1
SE x = 4.63 30 1
SE x = 4.63 29
SE x = 4.63 5,38
SE x = .
6. Determining standard error of mean of variable Y, with formula as follows:
SE = SD N 1
39
SE = 3.66 29
SE = 3.66 5,38
SE = .
7. Determining standard error of different mean of variable X and variable Y,
with formula as follows:
SE x SE у = SE x²+ SE у²
SE x SE у = (0.86) + (0.68)²
SE x SE у = 0.73 + 0.46
SE x SE у = 1.19
SE x SE у = .
8. Determining, to with formula as follows:
t = M M SEᴍ SEᴍ
t =
. . .t =
..t
=9. Determining with degree of freedom (df) in significant le
