THE EFFECT OF TIME TOKEN
ON STUDENTS’
SPEAKING
ACHIEVEMENT AT SMK HKBP PEMATANGSIANTAR
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By :
ESTER MARGARETHA SITORUS
Registration Number : 2113121023
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Sitorus, Ester Margaretha, Reg.No 2113121023. 2015. The Effect of Time Token on Students Speaking Achievement at SMK HKBP Pematangsiantar. A Thesis. Medan: English Department, Faculty of Languages and Arts, State University of Medan.
This study was conducted as an attempt to find out the effect of applying Time
Token on students’ speaking achievement. This study used experimental design.
The population of this study was the students of SMK HKBP Pematangsiantar. There were thirty eight students of the eleventh grade as the sample in this research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Time Token while the control group was taught by applying Explicit Instruction model. The instrument of collecting the data was FSI weighting Table. The data were analyzed by using t-test. The calculation shows that t-observed (3.9) is higher than t-table (2.028) at the level of significance (α) 0.05 with the degree of freedom (df) 36. Therefore, Time Token has significant effect on the students’ speaking achievement.
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ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest thanks and praise to God the Almighty Jesus Christ for His love and blessings who has given her spirit, strenght, and wisdom untill this thesis can be accomplished. This thesis is as one of partial fullfillment of the requirements to obtain the S1 degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could be accomplished by the guidance, suggestions, comments, and support from several people, therefore the writer would like to express her sincere gratitude and special thanks to:
1. Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan, and Vice Dean I, Vice Dean II, Vice Dean III, and all the Administrative Staff.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty
of Lanugages and Arts, State University of Medan and her Examiner. 4. Dra. Meisuri, MA., the Secretary of English Department, and her
Examiner.
5. Nora Ronita Dewi, S.Pd., S.S., M.Hum the Head of English Education,
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Pematangsiantar and R. Tampubolon, S.Pd, the English Teacher.
9. The deepest thanks are expressed to her amazing parents, Pintor Sitorus and Mariaty Nahulae who have patiently given moral, spiritual and financial support including the endless love and pray for her. Thanks are also given to her beloved sister and brother Martalina Sitorus and Eben
Ezer Jerry Sitorus.
10. Her best friends, Coordination UKMKP UP FBS 2015, Endang her sister,
Rani, Elsabat, Dewi, K’ Dosma, Inra, Anna, Fransiska, Reg 11 A,
Achiera, (K’Elda, Da’e Pesta, Aser), Amin (B’Chandra, Yusnita),
Tabita, Graviela, Dominique for their support, pray, love, laugh and care.
The writer realizes that the content of this thesis is still far from perfect, but she warmly accepts any suggestions that will improve the quality of this thesis. The writer hopes that this thesis will be usefull for those who are interested in this field of study.
Medan, March 2016
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E. The Significance of the Study ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Theoritical Framework ... 6
1. Speaking ... 6
a. The Nature of Speaking ... 6
b. The Purpose of Speaking ... 7
c. Types of Speaking ... 8
d. Principles for Teaching Speaking ... 10
e. Problem in Speaking ... 10
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g. Students’ Achievement in Speaking ... 14
2. Models of Teaching... 15
a. Time Token ... 15
b. Explicit Instruction ... 16
3. Transactional and Interpersonal Exchange ... 17
a. Transactional ... 17
b. Interpersonal ... 18
4. Assessment of Interactive Speaking ... 19
5. Assessment Rubric ... 22
6. Expression of Giving Argumentation ... 24
7. Expression of Giving Agreement and Disagreement ... 25
8. The Previous Research Studies Applying Time Token ... 28
B. Conceptual Framework ... 29
C. Hypothesis ... 31
CHAPTER III RESEARCH METHODOLOGY ... 32
A. Research Design ... 32
B. Population and Sample ... 33
C. The Instrument for Collecting Data ... 33
D. Scoring of the Test ... 34
E. The Procedure of Research ... 35
1. Pre- Test ... 35
2. Treatment ... 35
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F. The Technique for Data Analysis ... 37
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS 38 A. Data ... 38
B. Data Analysis ... 41
1. Analyzing the Data by using T-Test Formula ... 41
2. Testing Hypothesis ... 42
C. Research Findings ... 42
D. Discussion ... 43
CHAPTER V CONCLUSION AND SUGGESTION ... 45
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LIST OF TABLES
Table 2.1 FSI Weighting Table ... 23
Table 2.2 FSI Conversion Table ... 24
Table 3.1 Research Design ... 32
Table 3.2 Rubric for Speaking Assessment ... 34
Table 3.3 The Treatment for Experimental Group ... 35
Table 3.4 The Treatment for Control Group ... 36
Table 4.1 Students’ Score in Pre – test and Post - Test ... 39
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LIST OF PICTURES
Picture 3.1 Coupon ... 33
Figure 4.1 Students’ Score in Pre - Test ... 39
Figure 4.2 Students’ Score in Post - Test ... 40
Figure 4.3 The Amount of Students’ Score in Pre - Test ... 40
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LIST OF APPENDICES
A. APPENDIX A ... 48
1. The Score of Pre - Test in Experimental Group ... 48
2. The Score of Pre - Test in Control Group ... 50
3. The Score of Post - Test in Experimental Group ... 52
4. The Score of Post - Test in Control Group ... 54
B. APPENDIX B ... 56
1. Calculation of T-Test for Experimental Group ... 56
2. Calculation of T-Test for Control Group ... 57
C. APPENDIX C ... 59
1. Transcript of Experimental Group ... 59
2. Transcript of Control Group ... 65
D. APPENDIX D ... 71
LESSON PLAN ... 71
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CHAPTER I
INTRODUCTION
A.Background of the Study
Language deals with communication, whether it is oral or written. There are many languages in the world and English is one of the languages that should be mastered. Many countries use English as their tool of communication. In Indonesia, English is taught from the kindergarten up to the university level.
Mastering English means mastering the four language skills, namely listening, reading, speaking, and writing skills. In order to communicate, speaking skill seems to be the most appropriate one. The ability of a person to communicate to another is seen by their speaking skill. Speaking is a meaningful interaction between people (Luoma, 2004:1). According to Levelt (1993:1), speaking is, moreover, one of our most complex cognitive, linguistic, and motor skills. People do not only want to get or share the idea but also to see the articulation, grammar, etc. Thus, the speaking aspects should be concerned in communication.
2 11/26 students stated that the teacher’s methods are discussion method and answer the questions in the textbook. While 10/26 students stated that the teacher only asks the students to write the material and do the exercise.
The writer also did an interview to the teacher. The writer found the data as follows:
- The teacher usually uses Indonesian and Batak languages in teaching and learning process because the students find it difficult to understand English.
- The facilities do not support the teaching and learning process. - The students are lack of motivation in learning English.
- The ability in speaking English is still low. Less than 50% of the students can speak English, but the grammar is still not good, bad pronunciation, and lack of vocabulary and the other 50% just know how to introduce themselves.
Based on the data, the writer concludes that the facts above will give bad
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speaking English. Thus, the writer concerned to see the speaking ability and try a
model that can effect the students’ speaking achievement.
There are some ways to solve the problems in teaching and learning proccess, by using strategy, method, model, or technique. By seeing the problems above, model is the appropriate way to solve the problem, because model guides the teacher from the preparation until the assessment.
Time Token is a model that can be used to teach social ability and skill, to avoid the students domination or lack of participation in speaking. Time Token asks the students to speak in a limited time by using the coupon and the students should speak untill they do not have coupon (Istarani, 2012:194).
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and giving opinion. The research shows that the students’ achievement in speaking, which was measured by using quantitative (orientation test) and qualitative (diary notes, interview and observation sheet) data is higher by applying Time Token than by using conventional method. Sedima concludes that
the students’ achievement is improved by applying Time Token.
Another research was conducted by Sukmayati (2014). The research was conducted by teaching expression of asking and giving opinion and suggestion on the eleventh graders of senior high school. The researcher also didi not foccuss on the spesific kinds of speaking. Indeed, students in experimental group shows greater improvement than the students of control group.
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B. The problem of the study
The problem of the study from this research was formulated in the form of question as follows:
“Is there any significant effect of applying Time Token on students’
speaking achievement?”
C. The Scope of the Study
Actually there are five types of speaking, Imitative, Intensive, Responsive, Interactive, Extensive. This study attempted to find out the effectiveness of Time Token model on the students’ achievement in speaking especially in interactive speaking which asks the students to maintain the social relationship and share specific information .
D. The objective of the Study
This study was intended to find out the effect of Time Token on students’ speaking achievement for the eleventh grade of Vocational high school.
E. The Significance of the Study
The result of the study hopefully would be useful for:
1. The researchers, a reference for conducting a deeper research on students’ speaking achievement.
2. English teachers, a source of valuable information about Time Token that can be used as one of the alternative strategy to teach speaking.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a significant effect of applying Time Token on students’ speaking achievement. Therefore, the alternative hypothesis is accepted and null hypothesis is rejected. It was proven statistically with t – observed > t – table (3,9 > 2,028; df = 36, α= 0,05).
B. Suggestion
Based on the conclusion above, the result of the findings give some valuable suggestions for those who are interested in teaching reading as follows:
1. The researchers should use this study as reference for conducting a
deeper research on students’ speaking achievement.
2. The English teachers should improve their model in teaching speaking by using Time Token because it enables the students to be active in the classroom.
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