THE EFFECT OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT IN SPEAKING.

THE EFFECT OF TEACHING METHODS ON STUDENTS

’

ACHIEVEMENT IN SPEAKING

A THESIS

Submitted to Department of English as a Partial Fulfillment of the

Requirement for Sarjana Pendidikan (S-1) Degree

By:

RISMAULI BR ARITONANG

Registration Number :2113121062

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Aritonang, Rismauli. 2113121062. The Effect of Teaching Methods on Students’ Achievement in Speaking. A Thesis. Medan : English Department, Faculty of Languages and Arts, State University of Medan, 2017.

This study aimed at finding out the effect of Teaching Methods on students’ achievement in speaking. The population of this study was the 2015/2016 tenth grade students of SMK Negeri 1 Berastagi. The sample was divided into two namely experimental and control groups. The experimental group was taught by applying Time Token Arend Method while the control group was taught by using storytelling method. The test used to collect the data was oral test. The acquired data were analyzed by using t-test. The calculation showed that t-observed (5.625) was higher than t-table (2.00) at the level of significance ( ) 0.05 with the degree of freedom (df) 38. The score of students taught by applying Time Token Arend Method was higher than taught by Storytelling Method. It can be concluded that Time Token Arend Method significantly affected the students’ speaking achievement.

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ACKNOWLEDGEMENT

The writer would like to acknowledge her countless thanks to the most

gracious and merciful, the almighty God, Jesus Christ for the love and blessing so the

writer has finally completed this thesis. This thesis is submitted to the English

Department, Faculty of Languages and Arts, State University of Medan as a partial

fulfillment of the requirements for taking the degree of Sarjana Pendidikan.

During the process of completing this thesis the researcher has worked with

a great number of people, through their guidance, suggestions, and comments for

which the researcher would like to extend her sincere gratitude and special thanks

to:

 Prof. Dr. Busmin Gurning, M.Pd., her First Thesis Consultant.  Prof. Dr. Lince Sihombing, M.Pd., her Academic Consultant.  Dra. Masitowarni Siregar, M.Ed., her Thesis Examiner.  All Lecturers who have taught her in this English Department.

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 Drs. Kelion., the Head Master of SMK Negeri 1 Berastagi, and also

Rosmiati Ginting, S.Pd., the English Teacher of SMK Negeri 1 Berastagi.

For their support to the writer so the writer could do research.

 Her beloved parents, Dungo Anton Aritonang and Merdina Br.

Manullang, for giving her everlasting love, affection, supports, prays, and

hard works and all the advices especially in the time completing this thesis,

 Riezky Tarigan, For giving the motivation and support.

 Her beloved friends, “ISO GIRLS” Nomita Manurung, S.Pd, Laura

Elisabeth Hutapea, S.Pd., Rostina Silalahi, S.Pd., Putri Simbolon, Helena

Siregar, S.pd., Rahmadayani Saragih, S.Pd., Raideni Kaloko, S.Pd for

always being there when she needed their support and motivation.

 All Reg’C Family 2011 and all people who cannot be mentioned one by

one

The writer hopes this thesis will be useful and give positive impact for those

who read it, especially, for the students of State University of Medan.

Medan, February 2017

The Writer,

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LIST OF TABLES

Table 1.1 students’ score of speaking test in two semester 2015-2016 ... 3

Table 2.1 The Example of Narrative Text ... 20

Table 2.2 The Scoring of Speaking Test ... 22

Table 3.1 Ary et al. Experimental Research Design ... 34

Table 3.2 The Scenario of Teaching in Experimental Group ... 37

Table 3.3 The Scenario of Teaching in Control Group ... 38

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LIST OF APPENDICES

Appendix A.The Result of Pre-Test and Post-Test of Experimental Group 56

Appendix B.The Result of Pre-Test and Post-Test of Control Group ... 57

Appendix C.The Calculation of T-test ... 58

Appendix D.The Calculation of the Reliability of the Test ... 63

Appendix E.Percentage Point of the T Distribution... 65

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1 CHAPTER I

INTRODUCTION

A. The Background of the Study

In the study of a language, there are four skills that should be

well-mastered by those who are interested in learning it and this applies also when one

studies English. As one of the basic skills of English, speaking has important role

in language learning process. Speaking is quite different from other language

skills, because speaking requires the ability to perform in public. It means that

speaking needs a lot of more power when it performs in public. In order to support

people needs in learning English, many different ways of learning process both

formal and informal instruction are available. Not only the place but also the

media such as token, books, internet and other language teaching materials and

resources are presence.

Speaking can be defined as a process of building and sharing ideas through

the use of verbal language between speaker and listener. People put ideas into

words, talking about perception or feelings that they want other people to

understand them (Fulcher : 2003). To create a successful interaction or

communication, the listener also has to pay more attention and listen carefully in

order to be able to understand what the speaker says (Harmer : 2007).

Based on Educational Unit Level Curriculum (Kurikulum Tingkat Satuan

Pendidikan 2006: KTSP 2006) the students must have written and spoken ability

in communication. In KTSP 2006, English syllabus of Vocational High School

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descriptive, news item, report, analytical exposition, hortatory exposition, and

spoof.

In fact, demand cannot be fulfilled because many students do not have

ability to deliver their opinion. It can be proven by the low score of the students.

Based on the researcher’s experience through Field Practice Experience (Praktek

Pengalaman Lapangan) of Grade X Junior High School in SMA N 1 Lumbanjulu,

the students always got confused about English vocabulary and grammar. In fact

they knew what they wanted to say in their mind by using their mother tongue in

Bahasa, but they did not know how to say it in English. It was proven by their

ability in arranging sentences or translating English text into Indonesia and vise

versa. In addition, based on the researcher preliminary interviewed with one of

English teacher in SMK Negeri 1 Berastagi, the researcher found that students

also felt confused in speaking and they said that the teaching learning process was

bored. So, it was found that their ability in speaking needs to be improved. In

addition, based on the observation in that school, the score of minimum standard

competence (KKM) of English subject is 75. The English teacher used

Storytelling Method to teach Speaking. Here are the recapitulations of students’

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Table 1.1 Students’ Scores of Speaking Tests in two Semesters 2015– 2016

Semester Score Students Percentage Mean

1st Semester 2015/ 2016

Source: Students’ accumulated score of Grade X1

students at SMK Negeri 1 Berastagi

academic year 2015/2016

Based on the description above, she found that many students did not have

the passing grade. This situation can be happened because of some reasons either

from teacher or students. The use of inappropriate and unattractive teaching

method that had been applied could significantly influence teaching and learning

process. In addition, teaching learning process could be affected by the lack of

students’ motivation to study. If the process of teaching and learning are boring

and monotonous, the students will have no interest in studying and will cause a

bad result ( Sharon : 2003).

This problem can be solved by implementing new method in teaching and

learning process. A method which is more attractive and can motivates student to

study. Time Token Arend Method is suitable for this situation as it involves

students to do cooperative activities and help each other in understanding

particular topic.(Arend:2007).

The implementation of Time Token Arend Method can make all of

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students have same talk time. There is no one that would be passive or dominate

in speaking activity. In the other hand, the students would be motivated to

participate and spend their coupons of time to convey their own idea or opinion in

speaking activity.

There have been several researches that have ever been conducted through

Time Token Method that showed effect of the students score. One research was

conducted in SMP N.32 Pekanbaru by Rosmaini (2012). The aim of the research

was to enhance the activity and student learning outcomes in Biology class. The

result was TTA significantly affected the activity and learning outcomes of

students. Similarly, Sukmayati (2014) conducted a research in SMA

Laboratorium UNSYIAH Banda Aceh, the aims of the research was to know

whether of the students who were taught by Time Token Arend would get a better

performance in their speaking compared to those who were not. The researcher

found that Time Token Arend significantly affected on students speaking

competencies. In addition to that, Endang (2013) conducted a reseach in SD

Negeri Karangsono. The aim of research was to investigate the effectiveness of

TTA based on Problem Based Learning model in understanding of the concept

natural resources. The finding of the research found that TTA was an effective

method because the score of students was increased.

By considering the explanation above, it is hoped that the implementation

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B. The Problem of the Study

In line with the background of the study, the problem was formulated as

follows:

“Is students’ achievement in speaking that taught by using Time Token Arend

Method higher than that taught by using Storytelling method?”

C. The Objective of the Study

The main objective of the research was to find out whether the students’

achievement in speaking taught by Time Token Arend Method is higher than that

taught by using Storytelling Method.

D. The Scope of the Study

The scope of this study focused on the use of Time Token Arend method on

students’ achievement in speaking which can be used in encouraging the students

to learn speaking more effectively. This study was limited on speaking and

focused on the application of Time Token Arend Method.

E. The Significance of the Study

The study was expected to have both theoretical and practical perspectives:

1. Theoretically perspectives

The result of this research can be used as reference for those who want to

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2. Practically perspectives

a. For English teachers; as the information in teaching English to enrich

their knowledge in speaking by using Time Token Arend Method.

b. For the students. This study is also expected can improve their ability in

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CHAPTER V

CONCLUSSION AND SUGGESTIONS

A. Conclusions

After analyzing the data, it was found that the scores of the student that were

taught by Time Token Arend Method was higher than those who were taught by

Storytelling Method. This is proven by the data analysis t-observed (5.625) was

higher that t-table (2.024). T test analysis was (5.625 > 2.00) which means that the

hypothesis formulated as “The students’ achievement in speaking that taught by

using Time Token Arend Method is higher than those taught by using Storytelling

Method” is accepted.

B. Suggestions

The study was expected to have both theoretical and practical perspectives:

1. Theoretically perspectives

The result of this research can be used as reference for those who want to

conduct a research about speaking

2. Practically perspectives

a. For English teachers; as the information in teaching English to enrich

their knowledge in speaking by using Time Token Arend Method.

b. For the students. This study is also expected can improve their ability in

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