ABSTRACT
THE EFFECT OF USING ENGLISH SONG IN PAIRWORK ACTIVITY TO INCREASE STUDENTS’ SPEAKING ACHIEVEMENT AT SECOND
YEAR OF SMA N 5 BANDAR LAMPUNG
By
YALOINAITA PINEM
This research was conducted based on the problem faced by the second grade students of SMA N 5 Bandar Lampung, that the students have the low speaking ability of the students especially to share their ideas in English. The effect, the students have a bad score and can not achieve the standard competence (KKM). For that reason, the reseracher did a research which convers the students speaking achievement by using a song in pair work activity. The objectives of the research are (1) to find out whether there is effect of students speaking achievement after being taught by using English song in pair work activity. (2) to find out wheter there is problem encounter by students in implementing this media. (3) to find out which aspects of speaking are increase students speaking achievement.
This research was quantitative research which IX Science 5 as experimental class. The method used in this research was time siries design. In collecting the data, the researcher administered three treatments and three posttest. There were two raters to judge the students speaking performance. Repeated MeasureT- Test was used to analyze the data and the hypothesis testing was computed using SPSS version 17.0 at the level significant 0.05.
The result of the research proves that by using a song in pair work activity can increase students’ speaking achievement. It can be seen from the mean score of the students in each posttests. In post test 1students mean score is 53.65 while in posttest 2 it increse to 66.17; it gain 12.52 and in the posttest 3 it increase to 81.40 ; its gain is 15.23.
LIST OF APPENDICES Appendix
Page
1. Research Schedule ... 68
2. Lesson Plan I ... 69
3. Lesson Plan II ... 74
4. Lesson Plan III ... 79
5. Possible Questions in Post – Test 1 ... 84
6. Possible Question in Post – Test 2 ... 87
7. Possible Question in Post- Test 3 ... 89
8. Result of Students’ Post – Test 1 ... 91
9. Result of Students’ Post – Test 2 ... 93
10. Result of Students’ Post- Test 3 ... 95
11. Frequencies Statistic of Post – Test 1 ... 97
12. Frequencies Statistic of Post – Test 2 ... 98
13. Frequencies Statistic of Post – Test 3 ... 99
14. Descriptive ... 100
15. Inter – Rater Reliability of Post- Test1 ... 101
16. Inter – Rater Reliability of Post- Test 2 ... 102
17. Inter – Rater Reliability of Post- Test 3 ... 103
18. t-test Pronunciation ... 104
19. t-test Grammar ... 105
20. t- test Vocabulary ... 106
21. t-test Fluency ... 107
22. t-test Comprehension ... 108
23. t-test o Pair 1-2-3 ... 109
24. t- table to Prove whether the Data will be significant or Not ... 110
25. Students’ Voice Transcription in Post- Test 1 ... 111
26. Students’ Voice Transcription in Post- Test 2 ... 115
27. Students’ Voice Transcription in Post- Test 3 ... 119
28. Table of Students’ Mispronounce in Post-Test 1 ... 123
29. Table of Students’ Mispronounce in Post-Test 2 ... 124
I. INTRODUCTION
This chapter discusses about background of the problem, formulation of research problems, objectives of research, uses of the research, scope of the research and definition of terms.
1.1Background of the problem
We use language every day to communicate each others. Language has important role in our life because it is a tool of communication. It is supported by Richard and Rodgers in Setiadi (2006: 166) who say that language is as vehicle for communicating meanings and messages.
English is used in many countries because it is as an International language. Therefore, as Indonesia, English as any compulsory subject taught students in elementary school until university. By learning English, students can help themselves to face their futures because English is one of a language in the world that should be mastered. It is also a top requirement of those seeking job because the applicants who master either active or passive English are more support than those who do not have it. In learning English language, there are four skills need to be taught. They are listening, reading, speaking, and writing.
One of the skills should be mastered well by students is speaking because it is seen as the most essential skill to be mastered by students. Speaking skill is used to express their ideas and to communicate to other people. Most students still get hard to be a good speaker. Their success in learning language can be seen from how far the students can speak and communicate in language learning. But, in fact speaking is just shown as neglected in the classroom.
The general aim of speaking is communicative efficiency. By having a good ability in speaking, the students can communicate fluently to the other people. So they are able to express the idea, work out in some aspect and maintain social relationship by communicating with others in the society. That is why the students should be successful in learning the second language especially in speaking skill.
Based on the researcher experience when she has Field Practice Program ( PPL ), at SMP N 1 Batanghari Nuban, East Lampung from July to September 2012 almost of the students difficult to speak English fluently, comprehensibly, and grammatically. The students think that speaking is one of difficult skill required by the students when learning a language. The effect, the students have a bad score and cannot achieve the standard competence (KKM). According the researcher experience, it is one of the reasons why the researcher would like to research the students’ speaking achievement.
thing for teaching English subject to the students, especially to make the students able to communicate or share their ideas in English orally (delivering speech). Therefore, it is important to make the students enjoy studying English by making an interesting condition in the class that is the duty of the English teacher. Hence, the researcher has chosen using English song to be used in learning speaking as the media.
Pair works activity is a type of classroom interaction when students are working with another student. This may be to discuss something, to check answers, to do a communicative activity. It is an appropriate technique to teaching speaking English because in work together their can easily to share their ideas, information, or opinion. Brumfit says that pair work and group work are the most effective techniques of classroom organization which combine aspects of communication learning and natural interaction in a stress free environment. (Brumfit, 1984:78)
Regarding to the explanation above, the researcher interested in investigating teaching speaking by using pair work activities in English song. Due to what the most English teachers of senior high school deliver the materials which is dominated by grammar focused, students cannot speak fluently because lack of practice and use of spoken English itself. In line with it, this study is expected to increase whether pair work technique in English song is an effectively technique to increase students speaking ability.
easy to remember, especially when the lyric is appropriate with our feeling at the time. Some people also use song and its music as a therapy, and also express their emotion to reduce their bad feeling. So, the researcher hope by using a song to teach speaking skill, the students can easy to share their ideas in English orally.
It can be said that by using pair work technique in English song, teaching speaking will be much enjoyable and it will give the students understanding about what is said. Therefore based on these reasons stated above, the researcher will be conducted her research speaking teaching by using English song in pair work activity to increase their speaking ability. Hopefully, it would has a good effect that help the students to increase their speaking ability.
1.2Formulation of the Research
Referring to the background above, the writer formulates the problems of the research as follow:
1. Is there any effect of students speaking achievement after being taught by using English English song in pair work activity?
2. Is there any problems encountered by students in implementing this media?
1.3Objectives of the Research
It is expected that the objective of this research is:
1. To find out whether there is effect of students speaking achievement after being taught by using English song in pair work activity.
2. To find out whether there is problem encountered by students in implementing this media.
3. To find out which aspects of speaking are increase the students speaking achievement.
1.4Uses of Research
This research will be useful both practically and theoretically. 1. Theoretically
The result of this research will support the theory about how using a song will make effectively in teaching learning process, especially in conducting the speaking class.
2. Practically
Hopefully, this research will be useful for the English teacher, students, and also school.
a. The Teacher
language. The teacher also can improve his or her teaching performance.
b. The Student
A song will make students to get accustomed to use English as a target language. So that, speech practices, the students can be helped the students to improve their speaking ability.
c. The School
The result of this research can be used as consideration for the school in order to use a song as the media and also pair work as the technique in teaching speaking.
1.5Scope of the Research
This research was a quantitative research and was conducted at second year of SMAN 5 Bandar Lampung. The researchers intended to find out whether there is improvement of students’ speaking ability by using pair work activities in English song. The researcher was used pair work as a technique and English song as a media. It was conducted in six meeting in three weeks.
1.6Definition of Terms
1. Language is a system for the expression of meaning primary function interaction and communication (Setiadi, 2006a: 10).
2. Effect It means “influence”. According to the Oxford dictionary, it is change caused by something; result. The effect in this research is whether using song on students’ speaking ability is success if the score of the experiment that
given treatment is higher than control class and it is failed if the score of control class is same or higher than experiment class
3. Speaking is known as communication or conversation, two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell people things, which they do not know, or to find things out from other people (Doff, 1987: 2).
4. Pair works activity is a type of classroom interaction when students are working with another student.
II. FRAME OF THEORIES
This chapter presents theoretical foundation of this research. It involves the
theories on concept of speaking, concept of teaching speaking, Types of Speaking, Pair work activity, kinds of pair work, types of songs, advantages in using English song, teaching English by using pair work technique in English song, the
procedure of teaching speaking by using pair work technique in English song, theoretical assumption, hypothesis.
2.1 Concept of Speaking
Speaking is one of important ability in learning English process especially for communicate in our daily activities. It is an essential tool for communicating, thinking, and learning. When students want to share their ideas, they clarify their thinking. It means that the students can make their ideas easier to be understands for the listener.
feeling to other people. So speaking situation involves a speaker spoken a message with words or sentence to a listener.
According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener and involve productive and reactive skill of understanding, while Welty (1976) states that speaking is the main skill in communication. Based on the ideas it is understood that speaking is communication that the process between speaker and listener in order to understand one another.
Burns and Joyce (1997), speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Rivers (1978: 162) says through speaking someone can express her or his ideas, emotions and to other person or situation and influence other person. It means that by spoke the speaker can express their feeling and the listener can understand it.
Speaking it just not only the speaker can speak, but the speaker can share their information to the listener and give respond it. Speaking should have communication each other. According to Doff (1987: 2) in all communication or conversation, two people are exchanging information or they have a communication or conversation need.
feeling. Celcea Murica (1978: 91) is the primary element of language and it can be developed from the beginning when someone was born, from the first contact with the language.
2.2 Concept of Teaching Speaking
Teaching speaking is the process of giving knowledge or skill which goal is emphasized to improve communication skill in order to make they are able to communication each other especially in sharing their ideas or delivering their speech. So, it is very difficult to teach because the students difficult to share their ideas. They are afraid make a mistake when their speak use English Language. However, speaking is not correct and wrong because speaking is the listener understands what the speaker meaning. It will be support by Johnson (1989) states in Setiadi (2006: 57), “one can learn to speak and understand a language only being exposed to the spoken language and by using the spoken language”.
Nowadays, the goal of teaching Speaking is emphasized to improve students’
communication skills because only that way, students can express themselves effectively. However, Swain (1985) in Lawtie (2004) states that, “We learn to speak by speaking”. It means that, students should be more practice and they more will improve their speech.
According to Harris (1974) speaking must fulfill these following aspects, they are: 1. Fluency
numbers of pauses. Fluency refers to the ease and speed for the flow of the speech (Harris, 1974: 81). Fluency is the smoothness or the flow with which sounds, syllables words and phrases are joined to other when speaking. It means that when a person makes a dialogue with another person, the other persons can give respond well without difficulty.
2. Grammar
Heaton (1978: 5) defines grammar as the students’ ability to manipulate
structure and to distinguish appropriate grammatical form in appropriate ones. 3. Vocabulary
One cannot communicate effectively or express ideas in oral form if he or she does not have sufficient vocabulary. Therefore, vocabulary means the appropriate diction which is used in communication.
4. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation (Syakur: 1987). Meanwhile Haris (1974: 81) defines pronunciation as the intonation patterns.
5. Comprehension
Comprehensibility denotes the ability of understanding the speaker’ intention
In teaching speaking, there are some difficulties that might be found, especially when the teacher conduct the tests. Testing the ability to speak is the most important aspect of language testing. In junior high school students, it is very difficult skill to be tested, as it is far too complex a skill to permit any reliable analysis to be made for the purpose of objective testing. There are three reasons why speaking is very difficult to be tested:
1. There are complex aspects to be tested
In testing speaking, there are some complex aspects which may be tested. Speaking is a complex skill requiring the simultaneous use of number different abilities which often develop at different rates. According to Haris ( 1974 :81) there are five components that generally recognized in analysis of speech process namely pronunciation, grammar, vocabulary, fluency, comprehensibility.
2. Tape recorder or media is limited
It is impossible without a tape to apply such procedures as in marking of compositions, where the examiners are able to check back and make an assessment at leisure. Even though sample of speech and students’
3. There are limited time to test
Besides the two reasons above, there is still one more reason that caused the speaking is very difficult to be tested, that is about the time. It is frequently immoral possible to test that the test will be impossible to be conducted if the examiner can’t manage the time properly. Although the
use of language laboratories for such tests has made it possible in some cases to administer more reliable oral productions to large number of students, the actual scoring of tests has not been so easily solved.
Briefly, the researcher assumes that teaching speaking is one way of teaching which emphasize the teaching learning process to improve students’ speaking ability in terms of pronunciation, fluency, and also comprehensibility, by stimulating students’ minds to make their some
spoken language. Though speaking is very difficult to be tested the researcher assumes that by using an appropriate technique with an appropriate media, speaking skill can be improved easier.
2.3 Types of Speaking
1. Monologue
Planned Unplanned
2. Dialogue
Interpersonal Transactional
In monologues when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcaster, and the hearer must process long stretches of speech without interruptions-the stream of speech will go on whether or not the hearer comprehends. Monologues divided into two kinds: planned usually manifest little redundancy and are therefore relatively difficult to comprehend.
Unplanned exhibit more redundancy, which makes for ease in comprehension, but the presence of more performance variables and other hesitations, can help or hinder comprehension.
Brown also provides type of classroom speaking performance, they are: a. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “Human tape-recorder” speech, for the instance, 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 meaning full interaction, but for focusing on some particular element of language form. b. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is design to practice some phonological or grammatical aspect of the language. Intensive can be self-imitated or it can even from part of some pair work activity, where learners are “going over” certain forms of language.
c. Responsive
A good dealt of student speech in the classroom is responsive short replies to teacher-or students-initiated questions or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:
A : How are you today? B : Fine, thanks, and you?
A : What is the main idea of the first paragraph of this text? B : The United Nations should have more authority.
d. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is extend form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech e.g.
A : What is the main idea of the first paragraph of this text? B : The United Nations should have more authority.
A : More authority than what? B : Than it does right now A : What do you mean?
B : Well, for example, the United Nation should have the power to force a country like Iraq to destroy its nuclear weapons.
A : You don’t think the United Nations has that power now? B : Obviously not. Iraq is still manufacturing nuclear bombs. e. Interpersonal ( dialogue )
Interpersonal dialogue carried out more for maintaining social relationship than for the transmission of the facts and information. The conversations are little trickier for learners because they can involve some or all of the following factors:
- A causal register - Colloquial language
- Emotionally changed language - Slang
- Sarcasm
- A covert “agenda” For example:
Jane : Hello, John, How’s it going? John : Oh, so-so.
Jane : Not a great weekend, huh?
John : Well, far be it form me to critize, but I’m pretty miffed about last week.
Jane : Oh, wow, this great, wonderful. Back to square one. For crying out, loud, John, I though we’d settled this before. Well, what
more can I say? f. Extensive (monologue)
Finally, students at 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.
2.4 Pair Work
McDonough and Shaw (1993:227) say that “pair work requires rater little organization on part of the teacher and at the least in participle, a can be activated in most classroom by simply having learner work with the person sitting next to them.” In addition, Harmer (2001:206) states “Pair work allows students to use
language (depending of course on the task set by the teacher) and also encourages student co-cooperation which is t- self- important for the atmosphere of the class and for the motivation it gives to learning with other.”
In the same book Harmer (2001:2007) also defines pair work as “Pair work is a way of increasing student participation and language use. It can be used for enormous number of activities whether speaking, writing, and reading.”In this research, the researcher will choose pair work as a technique because it is can communicate reach other with teacher controls.
2.5 Kinds of Pair work
1. Conversation
Conversation is the first kind of pair work because students communicate or share about opinion, ideas, and feeling with their friend. Besides that, conversation activity can increase the students’ vocabulary and pronunciation.
2. Dialogue
This activity also same with conversation activity that need two members to practice it. Generally, the dialogue should be four or six lines ling. That must include grammatical items and vocabulary, which the features of spoken English, such as short answer, and question tag.
Before the students act their dialogues, the teacher gives some instruction for the ways of dialogue or gives the theme for dialogue activity. This activity draws on cognitive skills to produce appropriate language in context.
2.6 Types of Songs
1. Classical Songs
As the name suggests, classical songs are those in which traditional music has a main role. These songs were first composed by artists like Johann Sebastian Bach, Wolfgang Amadeus Mozart, Ludwig van Beethoven, just to name a few. However, these songs have had a substantial impact on the music we hear today. Every country has a culture, which is clearly apparent in its classical and folk songs. Good examples are:
a. Canon in D major - Johann Pachelbel
b. Symphony No. 9: Ode To Joy - Ludwig van Beethoven 2. Pop Songs
Pop songs are those which have contemporary lyrics and an upbeat rhythm, basically for the youth culture. Some of the most popular artists are Michael Jackson, Madonna, Britney Spears, Backstreet Boys, Justin Timberlake, and Cher. The composition of pop songs concentrates more on music technology and recording instead of live performances. Rhythm and effects are two important elements in pop songs. Good examples are:
a. Bye Bye Bye - N Sync b. Beat It - Michael Jackson 3. Rock Songs
Def Leppard, Van Halen, Bon Jovi, Red Hot Chili Peppers, Bryan Adams and many other good ones. Good example are:
a. The Final Countdown - Europe b. Jump - Van Halen
4. Metal Songs
Metal songs are a bit more hard-sounding than rock songs. These songs have high pitches and screaming vocals, heavy guitar leads, and solid drum work. In a majority of metal songs, power chords and riffs are used. They may consist of random lyrics, as the primary focus is on the music. Few of the metal music legends are Whitesnake, Metallica, Dokken, Winger, Dio, Yngwie Malmsteen, Scorpions, etc. Good examples are:
b. Fear of the Dark - Iron Maiden c. Rainbow in the Dark - Dio 5. Country Songs
Country songs are suitable for easy listening. They mainly consist of clean lyrics with music pieces using classical guitars and other traditional instruments. Occasionally, solos of instruments like banjo, mandolin, fiddle, and harmonica can also be heard in these songs. You can listen to songs by Keith Urban, Taylor Swift, Chris Young, Garth Brooks, and Shania Twain to get to know country songs. Good examples are:
a. Mean - Taylor Swift
6. Hip-Hop Songs
In hip-hop or rap songs, the singers recites lyrics in an off-beat manner but with the continuity of the rhythm. These songs primarily include solid rhythmic beats and synth, with a focus on the way lyrics are sung. Hip-hop songs have become popular not only in the USA, but all over the world. The most popular stars in hip-hop music are Eminem, Nelly, Akon, Flo Rida, Jay-Z, 50 Cent, and Kanye West. Good examples are:
a. In Da Club - 50 Cent b. Lose Yourself – Eminem
2.7Advantages in Using English Song
There are many key studies that have proved that including songs in learning English process is a very useful tool. Morales (2008) consider that when students sing they may improve English speaking skills and practice pronunciation. In addition, they can discuss the different topics in the lyrics like love, hate, revenge, and in this manner they can practice speaking by expressing opinions and reflections about the contents of the songs.
According to Orlova (2003) these are some of the advantages for working in class with songs:
• Practicing the rhythm, stress and the intonation patterns of the English
language.
• Teaching grammar. In this respect, songs are especially favored by teachers
while investigating the use of the tenses.
• Teaching speaking. For this purpose, songs and mainly their lyrics are
employed as a stimulus for class discussions.
• Teaching listening. Music can be helpful for comprehension.
• Developing writing skills. For this purpose a song can be used in a variety of
ways; for example, speculation as to what could happen to the characters in the future, writing a letter to the main character, etc.
2.8Teaching English Pair work technique by using English Song
In a teaching process, teacher needs such thing to support their spoke English of teaching learning process itself. Teaching is not only how to transfer knowledge but also how to make the student understand. So, the use appropriate technique and media is very helpful to support the teaching learning process in a class.
In foreign language class, teaching speaking by using pair work technique is a good technique for teach speaking English. The student can share their opinion, information and agreement each other so it can make speak naturally. The researcher agrees with Harmer’s view (1995:206) that pair work seems to be a
good idea because it immediately increases the amount of student practice.
interesting by richness of content, poetical metaphor and symbols that emotionally reflect the the world we live in. Most of the people like song because it can make the feeling happy and could tell their aspiration. Song can be used to motivate the students positive emotion; it can also inspire the students’ can express their feelings and their ideas. Hornby’s idea showed that applying song in teaching
learning process procedure an active process of students because they are intends to sing. Grifee stated that “Song is part of music that you sing through words” (2001: 10). It closely related to speaking, because speaking is an action of having a communication with the others in using oral language. Oral language can be defines simply just an activity which was combined the words together into something understandable.
Song can play a really important part in the classroom when teaching speaking. It can change the atmosphere in the room within seconds. Futhermore, song can lead into to the topics and ways to pre teach teaching speaking ability. Song is an art to express people’s feeling through a sentence which has tone. A simple song
The researcher used pop song in this research because the lyric of pop song is not too difficult to be understood. The research has found that pop song has characteristics that help learning a foreign language: it often contains common, short words; the language is conversational, time and place are usually imprecise; the lyrics are often sung at sung at a slower rate than spoken words and there is repetition of words and grammar (Murphy, 1992). For the reason above, it can be conclude that researcher choose pop songs as a media in teaching speaking to increase their speaking ability in the classroom. It is example of pop song:
2.9The Procedure of Teaching Speaking by using Pair work Technique in English song
“Use pair work to increase student talking time –even if it seems chaos”
(Hadfield)
Basically, lesson materials used in this class is taken from Senior high school handbook and added from the network entitled about song. In this research, the researcher used a song as a media by using pair work technique so before teaching English song the researcher choose a song to be used to teach in classroom. Lems (1996) and Poppleton (2001) give suggest in choosing a song. There are (1) lyrics of songs should be clear and doesn’t disturb with sound of music instrument. (2)
The vocabulary has published should be appropriate to the students. (3) The content of song doesn’t about sex, hardness, and religion.
The procedure can be cited like the followings: Pre activities
1. The teacher greets the students.
2. The teacher checks the students’ attendance list. 3. The teacher gives some questions about a song. 4. The teacher asks the student to make in pair.
While activities
1. The teacher cutting two lines in each lyric and save in envelope. 2. The teacher gives the envelope to each pair.
4. The students arrange the sentence in the envelope until completed after their listened a song.
5. The students sing together with a song above.
6. The students discussed in pair work (dialogues) about a song. The leading question can be:
The main idea of the song
The content of the song
The background of the singer
The story of the song
7. The teacher gives oral summary about the content of the song. Post activities
1. The students are asked to discuss whether they have some difficulties on lesson or not.
2. The teacher closes the meeting.
2.10 Theoretical Assumption
By doing so, the researcher knew that the technique and media can be used to increase the students’ speaking ability. This assumption is supported by one of the supporting theories which states that song is part of music that you sing through words”. It closely related to speaking, because speaking is an action of having a
communication with the others in using oral language. It means that the song can help the students to communicate effectively because the message which delivered in each clearly enough to be understood, of course by helped with the teacher creativity.
2.11 Hypothesis
Based on the theoretical assumption above, the writer formulates the hypothesis: There is effect of students speaking achievement after being taught by
III. RESEARCH METHOD
This Research was intended to find out whether Three-Step Interview can be used to increase students’ speaking achievement or not. This chapter included the research design, the population and sample, data collecting technique, research procedure, criteria for evaluating students’ speaking, reliability, and validity of the instrument, speaking test, data analysis, and hypothesis testing
3.1Research Design
This research was quantitative research. It was carried out to see and find out the result the use of song to improve students speaking ability. In conducting the research, the researcher used time series design by giving different topic of songs in every treatment and every test. The researcher used one class where the students were been given, three times treatment and three times post-test. The research design can be represented as follows:
XIT1X2T2X3T3
In which:
X1 : Treatment 1 X2 : Treatment 2 X3 : Treatment 3
( Hatch and Farhady, 1982:24)
3.2 Population and Sample
The population of the research was the students of the second year students at SMA N 5 Bandar Lampung that consisted of six classes, and class XI science 5 was taken as the sample. The sample of the research has been choose randomly from five classes by using lottery because the participant have similar chance to be chosen and in order to avoid the subjectivity in this research.
3.2Data Collecting Technique
In collecting the data, the researcher used: a. Treatments
b. Posttest
The researcher administered the post test was taken 90 minutes. The purpose of this test was to know the students’ increase in speaking ability after the research gave the treatment by using pair work activities in English song.
3.4Research Procedure
The procedure of the research as followed:
1. Selecting Speaking material
In selecting the speaking material the researcher used the syllabus of the second years of Senior High School of SMAN 5 Bandar Lampung curriculum or KTSP (an English Operational Curriculum which arranged and applied by each education unit).
2. Determining the Instruments of the Research
song. Those topics were the representative of speaking materials of School Based Curriculum or KTSP.
3. Determining the Population and Sample
The population of this research was the second grade of SMA N 5 Bandar Lampung. There were five classes and XI science 5 was taken as sample. The sample was selected using sample probably sampling through lottery. The class chosen was science class consisting of 35 students.
4. Conducting Treatment
The researcher gave treatments using pair work activities in English song. The treatments were done in three meetings in which 90 minutes that conducted three different topics in every meeting. In selecting the material the researcher used the syllabus of the second year student of Senior High School students Based on Curriculum or KTSP. And the next, the researcher asked the students for doing cooperatively with their partner. The procedure of teaching speaking by using pair work activities as follows:
a. Pre – Activities b. While – Activities c. Post – Activities
5. Conducting the Posttest
The researcher administered the post – test after treatment. It aimed to know the progress of students’ speaking achievement after being given the treatment using
the researcher gave different topics in every test. The test was done orally and directly. The researcher asked the students to make some questions related to the topic, after that the students share their arguments by using interview practices. The teacher called each pair one by one in front of the class to perform about their discussion. The researcher asked the students to speak clearly since their voice was recorded during the test.
6. Analyzing the Data
After collecting the data referring the rating scales namely, pronunciation, fluency, and comprehensibility, then, analyzing, interpreting, and concluding the data gained were done.
First, the data, in form of score, gained from post test were tabulated and calculate
inter-rater reliability. Then, calculate minimal score, maximal score, and mean of the post test and its standard deviation. Repeated Measures T-test (statistical package for social science) or paired sample T-test was used to draw the conclusion. The comparison of two means counted using Repeated Measures T-test would tell us whether students speaking ability can improve significantly. Finnaly, The data were compute through SPSS version 17.0 that shown two tail
significance for equal variances as the value of significance.
3.5 Criteria for Evaluating Students’ Speaking
researcher recorded the student utterances because it helped the raters to evaluate more objectively. The test of speaking was measured based on two principles, reliability and validity.
3.6 Reliability
Reliabilty refers to extend to which test was consistent in its score and gave us an indication of how accurate the score test are. The concept of reliability stems from the ideas that no measurement is perfect even if we go to the same scale there was always be differences.
To be ensure the reliability of score and to avoid the subjectively of the researcher, inter-rater reliability applied in this research. Inter-rater reliability used when score independently of estimated by two or judge. To achieve such reliability, in judging the students’ speaking performance. The researcher, used a
speaking criteria based on Harris (1974). The focus of speaking skills that have been asses are: pronunciation, fluency, comprehensibility, vocabulary and grammar. And second rater in using the profile to give judgment for each students’ speaking performance. The second rater was English teacher who has
experience in rating students’ speaking. This was means to provide consistent and fair judgment.
The statistical formula for counting the reliability is as follow :
R = 1 – 6. ( d2 ) N. ( n2– 1 )
N = Number of Students
D = the different of rank correlation 1-6 = Constant number
(Shohamy, 1985)
After finding the coeficient between raters, researcher then analyzed the coefficient of reliability with the standard of reliability below :
a. A very low reliability ( range from 0.00 to 0.19 ) b. A low reliability ( range from 0.20 to 0.39 ) c. An average reliability ( range from 0.40 to 0.59 ) d. A high reliability ( range from 0.60 to 0.79 ) e. A very high reliability ( range from 0.80 to 0.100 )
Slameto ( 1998:147 )
After calculating the data, the result of the reliability can be sen following tables : Raters Reliability
Reliability Pretest Posttest Criteria
0.86 0.99 Very high
reliability
3.7Validity
Validity refers to extent to which the test measures what was intended to measure. This means that it relates directly to the purpose of the test. Content validity, the test was a good reflection of what has been taught and the knowledge which the teacher wants his students to know. Content validity can best be examined by the table of specification (Shoamy, 1957 : 74). Construct validity concerns with whether the test was actually in line with the theory of what it means to the language ( Shoamy : 74 ) that is being measured, it would be examined whether the test actually reflect what it means to know a language. It means that the test was measure certain aspect based on the indicator.
The researcher has to compare the test with table of specification to know whether the test was good reflection of what has been taught and the knowledge by the teacher wants the students to know. A table of specification is an instrument that helps the test constructor plans the test. The table of specification:
Aspect Theories
Pronunciation It refers to the ability to produce easily
comprehensible articulation.
(Syakur,1987)
Vocabulary Vocabulary means the appropriate diction
which is used in communication( Syakur,1987)
Fluency Fluency refers to the ase and speed of the
flow of the speech( Harris, 1974)
Comprehension It difines that comprehension or oral
communication that requires a subject to respond to speech as well as initiate it.( Syakur, 1987)
Grammar It need for students to arrange a correct
[image:40.595.118.501.499.726.2]3.8 Speaking Test
The researcher conducted speaking test, which lasted 90 minutes. In conducting the test the researcher provided a topic. Each group has to make some questions that the test was done orally directly, the teacher divided the students work in pair. The teacher called the group one by one in front of the class to perform their discussion about the song. The researcher asked the students to speak clearly since the students’ performance was recorded during the test. The material for test was taken from the questions gave and their handbook. The form of the test was subjective test there was no exact answer. The teacher gave the score of the students’ speaking ability based on the oral rating sheet provide. The teacher
assessed the students concern on five aspect namely, pronunciation, Grammar, Vocabulary, fluency, and comprehensibility. In the test the researcher used the inter rater, that were the researcher and the English teacher. In evaluating the students’ speaking scores, the researcher, and another rater, which is the class
teacher, listened to the students record and used the oral English. The researcher recorded the students’ utterance because it helps the raters to evaluate more objectively. Rating sheet modified from Harris (1974). Based on the oral rating sheet, there are three aspects to be tested namely, pronunciation, grammar, vocabulary, fluency, comprehensibility. Here the rating scales.
Pronunciation 5 Has few traces of foreign accent
4 Always intelligible though one is conscious of a definite accent
3 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problems must frequently be asked to repeat
Grammar 5 Make few (if any) noticeable errors of grammar or words order.
4 Occasionally makes grammatical and/ or word order which
do don’t, however , obscure meaning
3 Make frequent errors of grammar and words errors obscure meaning
2 Grammar and word orders make comprehension difficult must often rephrase sentence and / or restrict him to basic pattern
1 Errors grammar and word order to serve as to make speech virtually unintelligible
Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker
4 Sometimes uses inappropriate terms and/ or must rephrase ideas because lexical indequencies.
3 Frequently uses the wrong words, conversation somewhat limitied, vocabulary
2 Misues of words and very limited to extreme by language problems
1 Vocabulary limitation extreme as to make comprehension virtually impossible.
Fluency 5 Speed as Fluent and effortless as that of native speaker problems
4 Speed of speech seems to be slightly affectes by language problems
3 Speed and fluency are rather strongly affected by language problems
2 Usually hesitant, often forces into silence by language problems
1 Speech is as halting and fragmentary as to make conversation virtually impossible
Comprehension 5 Appears to understand everything without difficulty
4 Understand nearly everything at normal speed although occasionally repetition maybe necessary
3 Understand most of what is said at lowers that normal speed with repetition
2 Has great difficulty following what is said. The students
can comprehend only “social conversation” spoken with
frequent repetition
1 Cannot be said to understand even simple conversation of English
If students get :
5, so 5x 4 = 20
4, so 4 x 4 = 16
3, so 3 x 4 = 12
2, so 2 x 4 = 8
1, so 1x 4 = 4
For example :
A students get 3 in pronunciation, 3 in vocabulary, 3 in fluency, 4 grammar, and 4 in comprehension. Therefore, the students’ total score will be :
Pronunciation 4 x 4 = 16 Vocabulary 3 x 4 = 12
Fluency 3 x 4 = 12
Grammar 4 x 4 = 16
Comprehension 4 x 4 = 16
Total = 72
It means that the student gets 72 for speaking.
The score of speaking test is based on five components can be compared in percentage.
3.9 Data Analysis
1. Transcribing the Students’ Speaking
The researcher recorded the students’ spoken, the researcher transcribed the record into written form.
2. Scoring Data
Each rater scored the students speaking performance in post test. Then, the scores between two raters are taken the average to be the final score that would be analyzed statistically by using Repeated Measures T-test
3. Drawing Conclusion
The researcher was calculated the data such as minimum score, maximum score, mean score, and standard deviations are counted. To draw conclude the means of students score in posttest was compared to see the value of significance by using Descriptive statistics of SPSS version 17.0. Hatch and Farhady (1982 ) states that there were three probabilities of analysis result. The graphic below:
0 2 4 6 8 10 12 14 16
1 2 3 4 5 6
Third Result
Second Result
3.10 Hypothesis Testing
Hypothesis testing of this research:
H0 : There is no effect of students speaking achievement after being
taught by using English English song in pair work activity.
H1 : There is effect of students speaking achievement after being
taught by using English English song in pair work activity.
V. CONCLUSIONS AND SUGGESTIONS
In reference to the result and discussion of the research, the researcher tried to give conclusion and sugesstion as follows :
A. Conclusion
Considering all the data gathered after finishing the research, which had been held in the second year of SMA Negeri 5 Bandar Lampung, some conclusion can be drawn as follows:
1. English song in pair work activity in learning speaking gives possitive effect toward students’ speaking achievement. It due to a song is comunicative media for the students. It can also encorage students to express their idea by using their own sentences related to the song that they presented. The effect of using an English song in pair work activity can be seen from the result of each post test in all aspects ; that is 16,147 > 1,042 (t-table for posttest 1 – posttest 2). The value of t- ratio for test 2 – test 3 is also higher than t- table ; that is 26.393 > 2,042.
never heard this song before, so the students were difficult to discuss what the song about.
3. This research was focused on five aspects of speaking.; that were pronounciation, grammar, vocabulary, fluency comprehension. From the calculation, it could be seen that the most increase in pair 1 ( post – test 1 and post – test 2 ) is grammar and in pair 2 ( post – test 2 and post – test 3 ) is prounciation.
B. Suggestions
Based on the result of the research, some suggestions are proposed as follows:
1. For Teaching Implication
a. Considering the aids and the material to be taught, teacher English can use a song for teaching learning speaking so that the students have motivation and do not feel bored to learn English in following speaking class. Teacher has to choose the appropriate song for the students, i.e. the song that has a close relation to the students’ real life or their own exprience. It can help the students to use English fully as long as share phase. So that students speaking ability will be better.
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