KEMUNING
(a Script)
By
TRI WAHYUDI
(0813042051)
Advisors:
1. Dr. Muhammad Sukirlan, M.A.
2. Drs. Ramlan Ginting Suka
LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
TASK AT THE CLASS NINE OF SMPN 2 BUKIT KEMUNING BY
Tri Wahyudi
The objective of the research is to find out whether or not there is an improvement of students’ speaking ability after being taught through jigsaw task and to identify the students’ response after being taught trough jigsaw task. The population of the research is the class IX b odd semester in academic year of 2012/2013 and one class is taken as the sample. The sample is selected using simple probably sampling trough lottery drawing.
This is a quantitative study using one group pretest – posttest design. This research was conducted in 5 meetings for three weeks. The pretest was conducted before the treatment and posttest was conducted after the treatment. In this research the writer focuses on speaking ability in forms of interpersonal dialogue. 11The result of pretest and posttest shows that the total gained score of the students’ speaking ability improvement was 504 which the gain score increased from 2088 to 2592. In other words, it is known that their gain score improved 24.14%. Besides, the researcher found that the mean score of students’ speaking ability increased from 61.41 in pretest to 76.23 in posttest or it can be said that the improvement of the students’ speaking ability is 14. 81%. Furthermore,it is found that the highest mean score improvement of each aspect of speaking from the pretest to the posttest was “grammar” where its gained score improvement was 3.88%. In the other hand, the hypothesis test shows the value of two tail significant is p=0.000 in which the significant improvement is determined by p<0.05. an other words, H is approved if sig <p. the result shows 0.00 significant levels. Besides, it is also found that jigsaw task has been responded well by the students. This finding is supported by the students’ response from the questioner. From the result, there were 96,6% students give positive respond toward jigsaw task and 3.4% give negative respond. The students felt that jigsaw task technique helped them to understand the expression easily.
Therefore, it was concluded that jigsaw task could significantly improve students speaking ability especially in the aspect of grammar. And the students give positive response towards the implementation of teaching speaking through jigsaw task.
2. Test Instruction posttest... 69
3. Lesson Plan 1 ... 70
4. Lesson Plan 2 ... 75
5. Lesson Plan 3 ... 80
6. Students’mean score pretest and posttest R1... 86
7. Students’mean score pretest and posttest R2... 87
8. Students’ gainedscore... 88
9. Random test of pretest and posttest... 89
10. Normality test of pretest and posttest ... 90
11. The analysis of the hypothesis ... 92
12. Distribution of the pretest scores ... 93
13. Distribution of the posttest score ... 104
14.Students’ gained score in speaking ability... 113
15. Reliability of pretest ... 115
16. Reliability of posttest... 116
17. Direction ... 117
18.The distribution of students’ total score in responding each item of questioner ... 121
I. INTRODUCTION
This chapter discusses the following points: introduction that deals with the
background of the problem, formulation of the problem, objectives of the
research, uses of the research, scope of the research, and definition of terms.
1.1 Backgrounds of the Problem
Speakingis one of the language skills whichisessential for students to master.But
the learners of English still have problems in speaking.Basedon the researcher’s experience when conducting Field Practice Program (PPL) in SMPN 2
Bukitkemuning, it can be reported that many students still have difficulties in
expressing their ideas in English orally. Some students found difficulties in
finding factual information that should be involved in speaking such as
appropriate expression and context. The students also faced difficulties in
pronouncing some words since they are not given the same chance to practice
speaking in the class because of time limitation.Besides, the lack of vocabulary is
also as one of the problemsthat is faced by the students. Some students spend
much time to pay full attention to express some words in English.Byrne (1977)
points out that the students of senior high school often have difficulties in
speaking although they have enough time to study English from junior high
of YP Unila,it was known that the students of senior high school still have
difficulties in their speaking. Furthermore, one factor that may cause the problems
is because the teachersoftenuse traditional way of teaching. Therefore, in this
research the researcher states that one of possible way to solve this problem is that
the use of appropriate technique in teaching speaking. There are many techniques
of teaching speaking that can beused by the teacher suchas, jigsaw task,
think-pair-share, three-step interview, round robin brainstorming,three-minute review,
numbered heads, team pair solo, circle the stage, partners, etc.
In this research, the researcherused jigsaw task to help the teacher
solvetheproblems.The researcher expected that it will improve students’ speaking ability by giving factual information that will be experienced by them and give a
lot of speaking practicein group cooperatively to the students.Aronson et al (1978)
explains thatjigsaw teaching task is Cooperative Learning technique. This
technique can be used in teaching listening, speaking, reading and writing. In this
technique, teacher pays attention to students’ experience background and helps student activate their schemata so that the material becomes more meaningful.
Besides, students work together with their friends in cooperative situation and
have many opportunities to process the information and increase communication
skill.
By considering the advantages, the writer thought that jigsaw task is important for
teaching in the class. It is because the jigsaw task insures the participation of the
students that have unique and essential information; it helps the students
inlearning the content of subject; it has a strong effect on attitude to learning and
understand the text because while they are doing the activity they will try to know
the meaning of words or sentences in order to get complete task.In this
reserachtheresearchertried to explore whether jigsaw technique could also be used
in teaching speaking and whether there is a significant improvement of students’ speaking ability score from pretest from posttest after being taught through jigsaw
task.
Based on the background above,the researcher intended to find out whether jigsaw
task can significantly improve the students’ speaking ability score from pretest to posttest through research entitled “Improving the Students’ Speaking Ability through jigsaw Task at class IX of SMPN 2Bukitkemuning”.
1.2 Formulation of the Problem
For based on the problem above, the researcher formulated the problem as
follow:
1. Is there any significant improvement of students’ speaking ability after being
taught through jigsaw task?
2. What is the students’ response after being taught through jigsaw task?
1.3 Objective
The objective of this research is:
To find out whether there is a significant improvement students’ speaking ability
1.4 Uses of the Research
The uses of the research are:
1. Theoretically, this result of this research is expected to support the
previous theories that Jigsaw task can be used to increase students’
speaking ability and learning activities in the class.
2. Practically, this research can be made as information to English teacher
that Jigsaw task can be used to increase students’ speaking ability and
teachers’ performance, especially in teaching speaking.
1.5 Scope of The Research
The researcher intended to find out whether there is a significant improvement of
students’ speaking ability score from pretest to posttest after being taught through
jigsaw task. The researcherwouldalso see the students’ response after beingtaught
through jigsaw task. In this research, the researcherfocused on speaking skill in
forms of interpersonal dialogue. The criteria for evaluating students’ speaking
ability used are five aspects of speaking namely, pronunciation, vocabulary,
fluency, comprehension, and grammar based on the rating scale by Harris
(1974:84). Cooperative learning used in this research is jigsaw task since it has
many opportunities to improve their speaking abilities. This study was intended
for intermediate students class IX of SMPNBukitkemuning. One class was taken
as the sample. The class consists of 40 students. The researcher conducted this
1.6 Definition of Terms
Jigsaw
It is defined as a task in teaching speaking in which the students should share the
information because they do not have the complete information.
Speaking
Is defined a productive skill in which the speaker produces and uses the language
by expressing a sequence of ideas and at the same time to get the ideas or the
message across. In this case, there is a process of giving message or encoding
process. Tarigan (1982:5) who says that speaking is the instrument of language
and the primary aim of speaking is forcommunication.
Teaching
It is defined as the instructional action to organize something which has contact
with learning, so created the situation than can motivate the students to study
effectively.
Teaching Speaking
It means the process of giving knowledge, or skill to others, which the goal is
emphasized to improve communication skill in order to make them be able to
I. FRAME OF THEORIES
This chapter discusses the following points, i.e, concept of speaking, types of
speaking, concept of teaching speaking, concept of jigsaw task, procedure of
teaching speaking through jigsaw task, advangtages and disadvantages of jigsaw
task, theoritical assumption and hyphotesis.
1.1 Concept of Speaking
Speaking is a way of communication by whichpeople can share their ideas each
other. According to Byrne (1984) speaking is an oral communication. It is a
two-way process between speaker and listener that involves productive and receptive
skills.Welty(1976) states thatspeaking is the main skill of communication. Based
on these ideas, it was understood that through speaking someone can
expressestheir ideas clearly.
Lado (1976:240) states that speaking as an ability to converse or to express a
sequence of ideas fluently. It means that in the process of speaking there must be
at least two people, one is the speaker and the other is the listener. In speaking
receive what the speaker communicates, he or she must comprehend in coming
message and then organize appropriate responses for production.
Rivers (1978:162) says through speaking someone can express his or her ideas,
emotions, and reactions to other person and situation and influence other person.
Furthermore, someone can communicate or express what he or she wants from
other and responses to other speaker. It means that in order to express someone’s
ideas, the speaker must also attend the aspects of speaking, in order that the
message is understandable to the listener.
According to Doff (1987:2) in all communication or conversation two people are
exchanging information or they have a communication or conversation need. It
means that the reason for people to communicate with each other is in order to tell
people things, which they do not know, or to find things out from other people.
Murcia (1978:91) says thatspeaking is the primary element of languages and it can
be developed from the beginning when someone was born, from the first contact
with the language.
Rivers (1976:6) explains that speaking is developed from the first context with the
language. So, we will introduce speaking with the language that we learn because
by speaking, the teacher should motivate the students to use English for variety of
communicative purposes. The teacher should be able to choose technique that can
develop students’ speaking ability. If the teacher has found the technique which is
appropriate to the students’ level, he or she should apply it in the teaching
From the definitions above,itcan beconcluded that speaking is an ability to express
ideas, feelings and emotions to other person. The language is used to express
oneself to be understood by others; therefore speaking is a skill of transferring the
message to the others. It concerns with the use of language in daily activity in
which people need to communicate with others to fulfill the need of life and
socialization.
1.2 Types of Speaking
According to Brown (2001) our language teaching is devoted to instruction in
mastering English conversation. He also classifies six types of speaking classroom
activities as follow:
2.2.1 Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating” Human tape-recorder” speech, where, for example, learner practice an
intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind
is carried out not for the purpose of meaningful interaction, but for focusing on
some particular element of language form.
2.2.2 Intensive
Intensive speaking goes one-step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect
some pair work activity, where learners are “going over” certain forms of
language.
2.2.3 Responsive
Responsive assessment tasks include interaction and test comprehension but at the
somewhat limited level of very short conversations, standard greetings and small
talk, simple requests and comments, and the like. The stimulus is almost always a
spoken prompt (in order to preserve authenticity), with perhaps only one or two
follow - up dialogues:
Dialogues: Example I
Mary: Excuse me, do you have the time? Doug: Yeah. Nine fifteen.
Example II
T: What is the most urgent environmental problem today? S: I would say massive deforestation.
Example III
Jeff: Hey, Stef, how’s it going?
Stef: Not bad, and yourself?
Jeff: I’m good.
Stef: Cool. Okay, gonna go.
2.2.4 Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or
exchanging specific information, is extended form of responsive language.
Conversation, for example, may have more of a negotiate nature to them than
2.2.5 Interpersonal (dialogue)
Interpersonal dialogue carried out more for maintaining social relationship than
for transmission of the facts and information. Interpersonal communication
includesmessagesending and message reception between two or more
individuals. It can involve one on oneconversationsorindividualsinteracting
with many people within asociety. It helps us understand how and why people
behave and communicate in different ways to construct and negotiate asocial
reality.
Example:
Rudi : Hi, what is your name? Andi : My name is Andi and you?
Rudi : My name is Rudi, where do you live? Andi : I live in Sukaraja, and you?
Rudi : I live in Sukajaya. Andi : Nice to meet you Rudi : Nice to meet you too Andi : Thank you
2.2.6 Extensive (monologue)
Students in intermediate to advanced level are called on to give extended
monologues in the form of oral reports, summaries, or perhaps short speeches. In
this, the register is more formal and deliberative. This monologue can be planned
or impromptu.
From all the types of speaking above, finally the researcher chooses interpersonal
type of speaking as the main subject at the research. Jigsaw task is used to ask the
2.3 Concept of Teaching Speaking
Teaching speaking means teaching how to use language for communication, for
transferring ideas, thought or even feeling to other people. So, itis clear that
language is very important. We cannot only teach what will be spoken but also
situation that will deal withthe teacher teach speaking by carrying out the students
in a certain situation concerning the topic discussed. For instance, the topic is
about “drugs” hence the teacher carrier out to involve the students’ activities in
this situation. The topic must be familiar to the students so that the ideas and
organization are clear and the learners have an oral command of the language
need to describe the topic (SariYunila, 2002:7).
2.4 Concept of Jigsaw Task
Aronson et al (1978) developed jigsaw task as Cooperative Learning Technique.
Jigsaw is excellent for task that has several distinct aspects or components. Home
teams are formed, with each team member taking responsibility for one aspect of
the problem in question. Expert team is then formed of all students responsible for
the same aspect. The teams go over the material they are responsible for and plan
how to best teach it to their home groups. After adequate time has been given, the
students return to the home teams and bring their expertise to bear on the assigned
task. Positive interdependence is fostered because each student has different
information needed to complete the task.
This technique can be used in teaching listening, speaking, reading or writing. In
this technique, teacher pays attention to students’ schemata or students’
material become more meaningful. Besides, students work together with their
friends in cooperative situation and have many opportunities to process the
information and increase communication skills.
In implementing jigsaw task, teacher needs to make every learner active. The
students are divided into pair or group (each group consists of 4-6 students). Each
student has information and everyone needs to get information. All participant
need to exchange information to complete the given.
Meanwhile, the role of the teacher is a facilitatorfor the student to learn. Certainly,
the teacher has many roles to fulfill, since the teacher is a manager of the
classroom activities. During the activities, the teacher acts as advisor, answering
students’ question and monitoring their performance. Jigsaw task is a kind of
technique in teaching speaking that requires the learners to think and share
information because they do not know the information yet.
Nation (1990: 29) argues that jigsaw task ensures the participants in need of
getting other information. By applying the technique, each learner has unique or
essential information. None has the same information. In this case, the students
share the information to bridge the gap.
Long and Porter(1990:207) points out that where there is jigsaw(two way task)
there is more feedback activity includes checking, understanding, seeking
clarification and making sure the message get across. According to them jigsaw
gives more chance for the teacher knowing his students response as a feedback in
new items which they understand through feedback with the speaker. On the other
hand, in one way task he or her so here is no listener who provides such feedback.
Aronson (1978: 43) says that jigsaw task is a technique which has a strong effect
on students’ attitude to learning and social relationship among learners in the
group. This also means that jigsaw task can help the students to rely on each other
for information in a way which puts one leaner above others finally, each learner
will value in the group.
According to Doughty and Pica (1981), jigsaw task refers to the existence of lack
information among participant, each of whom possesses some piece of
information not known to, but needed by all other participants to complete the
given tasks.
In conclusion, jigsaw is a task in teaching speaking in which the students should
share the information because they do not have the complete information.
From the explanation above the researcher can conclude that in jigsaw task,
groups four until six students are set up. Each group member is assigned some
unique material to learn and then to teach to his group members. To help in
learning, students across the class working on the same sub-section get together to
decide what is important and how to teach it. After practice in these “expert”
groups the original group’s reform and students teach each other. Test or
2.5 Procedure of Teaching Speaking through Jigsaw Task
Lie(2002:69) states that procedure of teaching speaking through jigsaw task as
follows:
A. Pre Activities
• The teacher greets the students.
• The teacher checks the student’s attendance list.
• The teacher show the picture and asks them’ Do you know how to invite
someone and accept or refuse an invitation? What are the expressions that
commonly used to it?”
• The teacher gives a chance for some of the students to give their opinion.
• The teacher introduces jigsaw task to the students and gives them
explanation about the rule how to study in cooperative learning.
B. While Activities
The teacher tells them a short dialogue related to invitation.
• The teacher gives expressions that are commonly used with the meaning
related to an invitation and how to pronounce some difficult words.
• The teacher divides the class into some groups in which each group consist
of five students.
• The teacher gives some situations related to an invitation for each group
and the teacher divides the material into five parts, the first student
receives the first part while the second student receives the second part and
• The first student concerns on how to invite someone to a party, the second
student concerns on how to invite someone to study together in his or her
house, third student concerns on how to accept an invitation, the fourth
concerns on how to refuse an invitation and the fifth concerns on how to
invite someone have a dinner.
• The teacher asks the students to make five expert groups where each group
consists of the students who have the same part.
• The teacher asks them to discuss what is important of their part and how to
teach or explain it in their original groups.
• The teacher asks them to return to their original groups after being given
an adequate time.
• The teacher asks them to share and discuss the information since each
student has different information needed.
C. Post Activities
• The teacher asks them whether they have some difficulties related to the
topic.
• The teacher gives a chance for the students to answer their friend’s
question first and then she helps to answer it only if needed.
• The teacher asks them’ what they have learnt?” and asks some students to
2.6 Advantages of using Jigsaw Task to improve the students’ speaking ability
According to Aronson (1978: 44) the advantages of jigsaw task are
• It insures the participation of the students because the students have
unique, essential information; all learners need to get other’s information.
• It helps the students in learning the content of subject.
• It has a strong effect on attitude to learning and social relationship among
students in group.
• It enables the students to understand the text because while they are doing
the activity, they will try to know the meaning of words or sentences in
order that they can get complete task.
2.6Disadvantages of using Jigsaw Task to improve the students’ speaking ability
There are same disadvantages of using jigsaw task (Johnson & Johnson, 1993).
They are
• Requires some time to prepare student to learn how to work in-groups.
• Requires planning and structuring by the teacher in other teaching to be
successfully.
• Requires creative assessment by the teacher for the students.
• Requires some time to make groups that each group has heterogeneity in
• The teacher has to distribute the information and arrange the seating, so
that the students have easy access to the partner and they cannot see their
partner information. So, it will use (need) longer time and more attention. • The teacher will see the students who work individually since they do not
want to ask question to their partner.
2.7 Theoretically Assumption
In teaching speaking, they are some techniques that can help the teacher to reach
the aim of teaching learning process. For this, jigsaw task was chosen as a
technique in teaching speaking.
Jigsaw task was used because it got the students to be involved and active. Since,
the students in this case have a unique, essential part to play in the activity.
Therefore, jigsaw task has an effective technique in teaching speaking.
2.8 Hypothesis
Ha: there is a significant improvement of students’ speaking abilityscore from
pretest to posttest after being taught through jigsaw task.
Ho : There is no significant increase of students’ speakingability aftertaughtusing
III. RESEARCH METHODS
This chapter discusses the following points: research design, population and
sample, data collection technique, research procedures, validity, criteria for
evaluating students’ speaking ability, data analysis, data treatment andhypothesis
testing.
3.1 Research Design
This is a quantitative research and researcher used one group pretest-posttest,
experimental design. The researcher selected one class as the experimental group
using random sampling. The aim of this research is to find out whether there is
significant improvement of students’ speaking abilty after teaching using Jigsaw
Task at class IX of SMPN 2Bukitkemuning. To answer the research questions, the
writer usedOnepre test–post testdesign. Here the writer used one class only. The research design can be represented as follows:
T1 X T2
(Hatch and Farhady, 1982:20)
Note:
Hatch and Farhady( 1982:20) in Setiyadi (2001 : 44)
Thisresearchwas intended to find out whether there is a significant improvement
of students’ speaking ability score from pretest to posttest after being taught
through jigsaw task. Pretest was given to know how far the competence of the
students in speaking skill before the treatment. Then, the students were given
three treatments by using jigsaw task. Posttest was given to know the progress of
students’ speaking ability after being taught through jigsaw task. Besides, in order
to answer the second research question the researcher shared the questioner to the
students. It was given to infer the students’ response toward technique being
implemented.
3.2Data
This research was aimedto know the improvement between the students’ speaking
ability score before and after the treatment in performing interpersonal dialogue
concerns on five aspects of speaking namely pronunciation, vocabulary, fluency,
comprehension, and grammar based on the rating scale by Harris (1978:84). The
score was ranked from 20 – 100. Moreover, this research was also intended to draw students’ response toward jigsaw technique
3.3 Step in Collecting the Data
3.3.1 Selecting Speaking Materials
In selecting the speaking material the researcher used the syllabus of class IX of
SMP student based on school based curriculum or KTSP (an English operational
curriculum which is arranged and applied by each education unit ) which was the
newest curriculum used by the school. The topics chosen were meeting and
parting, accepting and refusing an invitation and expressing happiness, showing
attention and sympathy in the forms of interpersonal dialogue.
3.3.2Determining the Instrument of the Research
The instrument in this research is speaking test. The researcherconducted the
speaking test for the pretest and posttest.These tests were aimed to gain the data of
students’ speaking ability score before the treatment and after the treatment.In
taking the score of speaking thisresearchwas based on five aspects of speaking by
Harris(1978:84), namely pronunciation, vocabulary, fluency, comprehension, and
grammar.
In achieving the reliability of pre test and post test of speaking, inter rater
reliabilitywas used in the study. The first rater was the researcher himself and the
second rater was the English class teacher. Both of them discussed and put in
mind the speaking criteria in order to obtain the reliable result of the test.
Validity of the pre test and post test in this research applied to face and construct
validity. The face validity or superficial inspection of the speaking test had been
previously examined by both advisors and colleagues, until the test which was in
Construct validity, in this research the researcher focused on speaking ability in
forms of interpersonal dialogue. The topics chosen wereinviting someone,
meeting and parting and expressing happiness, sympathy and attention. Those
topics were the representative of speaking materials of School Based Curriculum
or KTSPas a matter of tailoring the lesson to students’ need.
3.3.3 Determining Population and Sample
The population of this research is class IX of SMPN 2 Bukitkemuning that
consists of 7 classes and one class is taken as the sample as experimental group.
The class consists of 40 students andthe sample wasselected using simple
probability sampling trough lottery drawing.
3.3.4 Conducting Pretest
Pretest was given before the treatment (teaching speaking through jigsaw task).
The test was speaking in the forms of interpersonal dialogue. The material
testedwasrelated to KTSP curriculum which is suitable with their level. In the
activities of pretest, the teacher asked the students to divide into group and each
groupswas asked to perform dialogue in front of the class according to the topic
given. Pretest was given to know how far the competence of the students in
speaking skill before the treatment. The test was held for2X45 minutes.The
3.3.5 Giving the Treatment
The researcherconducted the treatment in experimental group through jigsaw task.
There were three times treatments in this research. Each treatment was held in 2 X
45minutes. The materials given to the student were based on the syllabus of SMP.
The materials were meeting and parting, accepting and refusing an invitation and
expressing happiness, showing sympathy in the forms of interpersonal dialogue.
3.3.6 Conducting Posttest
The researcher administered posttest after treatment. It was aimed to know the
progress of students’ speaking ability after being given the treatment using jigsaw
task. The scoring system was based on the rating scale by Harris.
In conducting the posttest the researcherprovided some topics( Inviting someone,
accepting and refusing an invitation, Expressing happiness, attention and
sympathy, meeting and parting ) and themlet make a short dialogue in group in
which each group consists of 2-3 students based on the topic provided.The first
the teacher showed the example of invitation and gave a chance to the students to
give their opinion. After that, the teacher introducedjigsaw technique to the
students and gave the explanation. Then, the teachercalled the group one by one in
front of the class to perform their dialogue before the researcher askedthem to
speak clearly since the students’ voice were be recorded during the test. The
material for pretest and posttest was taken from the students’ handbook. The form
of the test was subjective test since there is no exact answer.
The questioner was given to language learners in an attempt to get data about the
students’ respond toward jigsaw task as a technique. In this study, the
questionnaire was only given after the treatment. Besides, the questionnaire was
used in finding out the students’ respond toward jigsaw task as a technique in
teaching speaking. The questionnaire used was referred
to“Metodepenelitianuntukpengajajaranbahasaasing:
PendekatanKuantitatifdanKualitatif” developed by Setiyadi(2006). The
questionnaire was designed particularly to review jigsaw task technique used by
learners in speaking.
The questionnaire consisted of eight items. It was translated and answered into
Indonesian in order to facilitate the learners in understanding the questionnaire.
The questionnaire items measure the students’ response toward jigsaw task for
teaching speaking under one aspect and two indicators.
Table 1.Specification of students’ response jigsaw task in the questionnaire
No Aspects Indicators Question
Number
1 Students’ response toward
Based on the aspects and indicatorswhich had been determined above, each
itemshad a numerical value, for example:
1 = strongly disagree
1 = disagree
2 = agree
3 = strongly agree
3.3.8Analyzing, interpreting and concluding the data gained
After collecting the dataofstudents’ utterances in performing the dialogue and
listening from recorder, the datawere analyzedbased on the rating scale namely
pronunciation, vocabulary, fluency, comprehension and grammar. And then the
interpretations of the data were finished.
In concluding the data gained, the researcher did these sequences of procedure.
First, the researcher scored the pretest and posttestbefore tabulating the results of
test and calculating the mean of the pretest and the posttest for experimental
group. After that, he drew the conclusion from the tabulated results of the pretest
and posttest, that was statistically analyzed by using Repeated Measures
Independent T-test of SPSS (statistically package for social science) version 12.0
for windows since he had collected the paired data. The data were gained in order
to find out whether there was a significant improvement of students’ speaking
ability before and after treatment given.
A test is said valid because the test measured the object to measure and suitable
with the criteria (Hatch &Farhady, 1982:250). According to Hatch and
Farhady(1982;281) there are two basic types of validity; content validity and
construct validity.
3.4.1 Content Validity
To get the content validity of the test, the researcher adopted the test based on the
students’ handbook and the curriculum used. Content validity concerned with the
test whichwas sufficiently representative and comprehensive. In the content
validity and the material were considered to be suitable related to the curriculum.
It meant that the materials were suitable will the students. Content validity is the
extent to which a test measures a representative sample of the subject meter
content, the focus of content validity is adequacy of the sample and simply on the
appearance of the test (Hatch and Farhady, 1982).
3.4.2 Construct Validity
Construct validity is concerned with whether the test which actually in line with
the theory of what it means to know the language that is being measured. It was
examined whether the test question actually reflect what it meant to know a
language. In this research the researcherfocussed on speaking ability in forms of
interpersonal dialogue. The topics chosen wereinviting someone, meeting and
parting and expressing happiness, sympathy and attention. Those topics are the
representative of speaking materials of School Based Curriculum or KTSP as a
3.4.3 Reliability of the Test
Reliability refers tothe extend to which the test is consistent in its score and gives
us an indication of how accurate the test score are (Hatch &Farhady, 1982: 244).
In achieving the reliability of the pretest and posttest of speaking, inter rater
reliability was used in this study. The first rater was the researcher herself and the
second rater was the English class teacher. Both of themdiscussed and put in mind
the speaking criteria in order to obtain the reliable results of the test.
In this research, the researcher get the reliability of pretest is 0.99 and the
reliability of posttest is 0.99 9. Both raters made slightly different in total amount;
it is 8 points of difference in pretest and 16 points in difference in posttest. The
reliability of speaking test above will be indicated that the results of the students’
speaking ability are accurate and consistent.
3.5 Criteria for Evaluating Students’ Speaking Ability
The consideration of criteria for evaluating students’ speaking ability was based
on the oral rating sheet from Harris (1974: 48). There are five aspects to be tested;
pronunciation, vocabulary, fluency, comprehension, and grammar
In evaluating the students' speaking scores, the researcher and the second rater
listened to the students' recorded voice in judging the score. The students'
utterances were recorded because it helped the raters to evaluate more objectively.
Based on the oral rating sheet from Harris (1974:84), there are five aspects to be
Bellow is the table rating scales:
Table 2.of rating Scale
Aspects of speaking Rating scales Description
Pronunciation 5 Speech is fluent and effortless as that native speaker.
4 Always intelligible though one is
conscious of a definite accent.
3
Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding.
2
Very hard to understand because of pronunciation problem most Frequently asked to repeat.
1 Pronunciation problem so severe as to make speech unintelligible.
5 Use of vocabulary and idiom virtually that is of native speaker.
4
4 Speed of speech seems rather strongly affected by language problems.
3 Speed and fluency are rather strongly affected by language problems.
2 Usually hesitant often forced into silence by language problems.
1 Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension
5 Appear to understand everything without difficulty.
4
Understand nearly everything at normal speed although occasionally repetition may be necessary.
3 Understand most of what is said at slower than normal speed with repetition.
2
Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with frequent repetition.
1 Cannot be said to understand even simple
conversation in English.
5 Grammar almost entirely in accurate
phrases.
4
Constant errors control of very few major patterns and frequently preventing communication.
3
Frequent errors showing some major patterns uncontrolled and causing
occasional irritation and
misunderstanding.
2 Few errors, with no patterns of failure.
1 No more than two errors during the
dialogue.
Harris (1974:84).
The scores of each point are multiplied by four; Hence, the highest score is 100
Here the identification of the scores If the students get 5, so5 X 4 = 20
4, so 4 X 4 = 16 3, so 3 X 4 = 12 2, so 2 X 4 = 8 1, so 1 X 4 = 4
For instance:
A student got 5 in Pronunciation, 4 in Vocabulary, and 3 in Fluency, 2 in
comprehension and 1 in grammar. Therefore, the student’s total score will be:
Comprehension 2 X 4 = 8 Grammar 1 X 4 = 4 Total = 60
It means he or she got 60 for speaking.
3.6 Data Analysis
To analyze the data, the students’ score in the pretest and posttest researcher
computed them by using the formula as follows:
M= ∑
Pronunciation 5 X 4 = 20 Vocabulary 4 X 4 = 16
Notes:
M = Mean (the average score) X = Students score
N = Total number of students (Arikunto, 1997:68)
Then the mean of pretest was compare to the mean of posttest to see whether
jigsaw task has a positive effect toward students speaking ability or not. In order
to know whether the students got an improvement the researcher used the
following formula.
I= M2-M1 Notes:
I = the improvement of students’ ability M1 = the average score of pretest
M2 = the average score of posttest
Mean X1= X=2
Notes;
R1 : Rater 1 R2 : Rater 2 X1 :∑ R1 X2 :∑ R2
Table 4.Inter-rater reliability of pre-test
No Students’ code R1 R2 d1 d2
Reliability of pre-test:
= − 6. (d ) N. (n − 1)
Notes:
R = reliability of the test
3.7 Data treatment
According to Setiyadi (2006:168-169), using T-Test for hypothesis testing has 3
basic assumptions, namely:
1. The data is interval or ratio
2. The data is taken from random sample in population
3. The data is distributed normally
According to Setiyadi (2006:168-169), using T-Test for hypothesis testing had 3
basic assumptions, namely:
The data is interval or ratio
The data is taken from random sample in population
The data is distributed normally
Therefore, the writer used the following procedures:
1. Random Test
This was to make sure that the data was random. The writer used SPSS version12
to help him. The writer used mean as the cut point. The hypothesis was
formulated as follows:
Ho: the data is random
H1: the data is not random
H is accepted if sign> @. In this case, the writer used the level of significance
0.05. From the result (see table below), we could see that p>0.05 in all test
(pretest and posttest). It proved that the Ho was accepted and all the data were
random.
Table 5. Random Test of the Data of Pretest
Descriptive Statistics
N Mean
Std. Deviation
Minimum Maximum
Pretest 34 61.4194 3.68646 56.00 68.00
Runs Test
Descriptive Statistics
N Mean Std.
Deviation
Minimum Maximum
Posttest 34 76.23329 5.85627 64.00 88.00
Runs Test
The writer used normality test to know whether the data was distributed normally
or not. The hypothesis was formulated as follows:
Ho: The data was distributed normally
H1: The data was not distributed normally
In this research, the criterion for the hypothesis was that: H is accepted if sign >
appendix), we could see that p> 0.05 in all test (pretest and posttest). It proved
that the Ho was accepted and all the data were distributed normally.
Table 7. Normality Test of the data of Pretest
Descriptive Statistics
N Mean Std.
Deviation
Minimum Maximum
Pretest 34 61.4194 3.68646 56.00 68.00
One-Sample Kolmogorov-Smirnov Test
N Mean
Std. Deviation
Minimum Maximum
Posttest 34 76.2329 5.85627 64.00 88.00
One- sample Kolmogorov-Smirnov Test
The hypothesis testing was usedto prove whether the hypothesis propose in this
research is accepted or not. The hypothesis analyzes by using Repeated Measure
t–test through computing with Statistical Package for Social Science (SPSS). Version 17.0 for Windows. The hypothesis is formulated as follows:
Hα : There is significant increase of students’ speaking ability after taught
V. CONCLUSSIONS AND SUGGESTIONS
This chapter presented the conclusion of the study and suggestion for future
research in the related topic. The conclusions of the study were based on the
findings and the discussions in the previous chapter.
5.1 Conclusions
Based on the result and the discussion of the findings, the writer draws the
conclusions as follows:
1. There is a significant improvement of students’ speaking ability score
from pretest to posttest after being taught using jigsaw task. It is proven by
seeing the progress of their average score, which is from 61.41 to 76.23.
The total score gain of the students’ speaking ability from the pre-test and
post-test was 504, from 2088 to 2592. Jigsaw task can improve the
students speaking ability by 14.81 %. The hypothesis test shows the value
of the two tail significant is P 0.000 in which the significant improvement
is determined by p< 0.05. In other words, H is approved if Sig < p. the
Furthermore, in this research the lowest improvement of students’
speaking ability compared the other aspects of speaking is in
pronunciation. The main problem of students is difficult in remembering
how to pronounce the words that has effect directly in fluency and
comprehensibility. It can be solved if the students practice more often with
their teacher and friends during teaching learning process in the classroom.
By practicing often, unconsciously, their speaking skill such as
pronunciation, fluency, and comprehension will improve too.
2. The students gave positive respond toward jigsaw task. It can be since
from the result of the questioner which revealed the fact that 32 students
gave positive response and only 2 students gave negative response.
However, the teachers need to prepare a good lesson plan and the
materials which were suitable and well constructed to avoid monotonous
activity in class. At the last activity, it would be better if the teachers could
discuss the jigsaw task that had been made by students and gave reward
for the most interesting one.
5.2 Suggestion
Considering the result of the research and the conclusion, the writer would lie to
propose some suggestion as follows:
1. It is necessary to consider about the time in applying jigsaw task. The teacher
should have more time for adapting jigsaw task or even make the available time as
students to express their ideas in better pronunciation by giving much oral activity
practice.
2. The teacher should monitor the students’ progress of pronunciation more
intensively while they are being involved the activity. After this activity the
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