The Effectiveness Of Discussion Method In Teaching Speaking Skill Viewed From The Students’ Intelligence Quotient COVER

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THESIS

THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING SPEAKING SKILL

VIEWED FROM THE STUDENTS’ INTELLIGENCE QUOTIENT

(An Experimental Research on the Tenth Grade of SMA Negeri 7 Purworejo in the Academic Year of 2012/2013)

By

BAMBANG HIRUSETYADI (S 891108024)

Submitted as a Partial Fulfillment of the Requirements for the Graduate Degree of English Education

MAGISTER PROGRAM OF ENGLISH EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

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commit to user APPROVAL

THESIS

THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING SPEAKING SKILL

VIEWED FROM THE STUDENTS’ INTELLIGENCE QUOTIENT

(An Experimental Research on the Tenth Grade of SMA Negeri 7 Purworejo in the Academic Year of 2012/2013)

By

Bambang Hirusetyadi (S 891108024)

This thesis has been approved by the Consultants and Head of Magister Program of English Education of Teacher Training and Education Faculty

of Sebelas Maret University Surakarta In December 2013

Consultant I

Dr. Ngadiso, M. Pd NIP 196212311988031009

Consultant II

Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. NIP 19600918 198702 2001

Approved by

Head of English Education Department of Teacher Training and Education Faculty of

Sebelas Maret University

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The Effectiveness

of Discussion Method in Teaching Speaking Skill Viewed from The Students’

Intelligence Quotient” (An Experimental Research on the Tenth Grade of SMA

Negeri 7 Purworejo in the Academic Year of 2012/2013). It is not plagiarism or

made by others. Anything related to others’ works is written in quotation, the

sources of which are listed on the list of references.

If then this pronouncement proves wrong, I am ready to accept my

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, November 2013

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commit to user MOTTO

· Saying Bismillah before doing something in order to get the blessing of

Allah S.W.T.

· Saying Alhamdulillah as many as possible because many good things,

blesses and fortunes have been given to us by Allah S.W.T, the Almighty,

the Creator of the universe.

DEDICATION

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commit to user This work is dedicated to:

· My beloved wife and son

· My beloved parents, brothers and sisters

· My beloved teachers and lecturers

· My beloved colleagues and friends

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commit to user ABSTRACT

Bambang Hirusetyadi, S 891108024, 2013. The Effectiveness of Discussion Method in Tea ching Spea king Skill Viewed from The Students’ Intelligence

Quotient (An Experimental Research on the Tenth Grade of SMA Negeri 7

Purworejo in the Academic Year of 2012/2013). A thesis, English Education Department of Graduate School, Sebelas Maret University, Surakarta. Consultan I: Dr. Ngadiso, M.Pd; Consultant II: Dra.Dewi Rochsantiningsih, M.Ed. Ph.D.

The aims of this research are to describe whether: (1) Discussion Method is better than Role-Play Method in teaching speaking skill; (2) The speaking skill of students having high IQ is better than that of those having low IQ; and(3) There is an interaction between the methods of teaching and students’ intelligence quotient.

This experimental research was carried out at SMA Negeri 7 Purworejo from 26 January 2013 to 25 March 2013. The sample was taken using cluster sampling from the tenth grade students of SMA Negeri 7 Purworejo. The sample consists of 60 students which are divided into two classes, X.9 consisting of 30 students as an experimental class and class X.8 consisting of 30 students as a control class. School documents were used to get scores of students’ intelligence quotient. After treatment was conducted in 8 meeting, the researcher conducted a speaking test to get the research data. Having got the research data, researcher analyzed the data in term of their frequency distribution, normality of the sample distribution, and data homogeneity. Then, researcher used ANOVA test (multifactor analysis of variance) to test the research hypotheses. Referring to the summary of multifactor analysis of variance, it can be concluded that: (1) Discussion method is more effective than role-play method in teaching speaking skill for the tenth grade of SMAN 7 Purworejo in the Academic Year of 2012/2013; (2) Students having high IQ do not have a significant difference in speaking skill than those having low IQ for the tenth grade of SMAN 7 Purworejo in the Academic Year of 2012/2013; and (3) There is no interaction between teaching methods (discussion and role-play method) and students’ IQ in teaching speaking skill for the tenth grade of SMAN 7 Purworejo in the Academic Year of 2012/2013.

The result of the research implies that discussion method is a very effective method to teach speaking skill to the tenth grade students. Therefore it is recommended that (1) teachers apply the discussion method in teaching speaking skill because it is proved to be a good method; (2) teachers motivate students to be more active and involved in the teaching and learning process to improve speaking skill; and (3) teachers encourage students to explore and develop their knowledge as a base to speak or convey their opinion and ideas in speaking class actively.

Key words: Discussion Method, Role-Pla y, spea king skill, intelligence quotient, experimenta l study.

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commit to user ACKNOWLEDGEMENT

Bismillah, the researcher would like to say Alhamdullillah, all of the

praises are just for Allah S.W.T, the creator of this universe who has given him

everything so that he can finally complete the thesis. In addition, he is unable to

finish the study without the contributions, helps, suggestions, and comments from

so many people that he would like to express his gratitude to:

1. Prof. Dr. Ir. Ahmad Yunus, M.S, the Director of Graduate School of

Sebelas Maret University for his guidance.

2. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training

and Education Faculty of Sebelas Maret University for his guidance.

3. Dr. Abdul Asib, M.Pd, the Head of English Education Department of

Teacher Training and Education Faculty of Sebelas Maret University for

his guidance.

4. Dr. Ngadiso, M.Pd, the first consultant for his valuable guidance,

suggestions, and criticism in completing this thesis.

5. Dra. Dewi Rochsantiningsih, M.Ed. Ph.D, the second consultant for her

valuable guidance, suggestions, and criticism in completing this thesis.

6. The lecturers of English Education of Sebelas Maret University Surakarta,

for their lectures, guidance, suggestions, and criticism.

7. The Principal of SMA Negeri 7 Purworejo, for his permission to pursue a

Magister degree at the English Education of Teacher Training and

Education Faculty of Sebelas Maret University Surakarta.

8. His research collaborator, all colleagues and friends for their supports.

9. All students of SMAN 7 Purworejo.

Finally, the researcher always expects criticism from any readers to make this

thesis better. Then, he hopes that this research can give an important

contribution to the development of education.

Surakarta, .. November 2013

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commit to user TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE BY THE ADVISORS... ii

LEGITIMATION PAGE BY THE EXAMINERS ... iii

PRONOUNCEMENT ... iv

B. Identification of the Problems ... 4

C. Limitation of the Problems ... 5

D. Problems Statement ... 5 a. Definition of Speaking ... 8

b. Speaking Skill in ELT ... 10

c. Characteristics of Successful Speaking Activities... 12

d. Speaking Assessment ... 14

e. Micro skills and Macro skills of Speaking... 18

2. Discussion Method a. The Definition of Discussion Method ... 20

b. Teaching Steps ... 21

c. The Advantages ... 24

d. The Disadvantages ... 26

3. Role-Play Method a. Definition of Role-Play Method ... 26

c. Advantages ... 29

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d. Disadvantages ... 30

4. The Comparison between Discussion Method and Role-Play Method in Teaching Speaking a. General principles ... 31

5. Intelligence Quotient a. Definition of Intelligence ... 32

b. Types of Intelligence ... 33

c. Factors Influencing IQ... 38

B. Review of Related Research... 39

C. Rationale ... 43

D. Hypotheses ... 46

CHAPTER III. METHODOLOGY A. The Place and Time of research ... 47

B. The Research Method ... 47

C. Population, Sample, and Sampling ... 49

D. Techniques of Collecting Data ... 50

E. Techniques of Analyzing Data ... 51

F. Statistical Hypotheses ... 56

CHAPTER IV. RESEARCH FINDING A. The Implementation of the research ... 58

B. The Description of the Data ... 62

C. The Normality and Homogeneity Test ... 71

D. Hypothesis Test ... 72

E. Discussion of the Result of the Study ...74

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION A. Conclusion ... 83

B. Implication and Suggestion ... 84

BIBLIOGRAPHY ... 88

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commit to user LIST OF TABLES

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Table 2.1 Ur’s scoring of speaking test... ..16

Table 2.2 Weir’s scoring of speaking test ... 17

Table 2.3 The comparison between discussion method and role-play Method ... 31

Table 2.4 IQ classification ... 37

Table 3.1 Research Time Schedule ... 47

Table 3.2 The diagram of factorial design 2 X 2 ... 48

Table 3.3 The design of multifactor analysis of variance ... 53

Table 4.1 The summary of the implementation of the research ... 58

Table 4.2 Frequency Distribution of Data A 1 ... 63

Table 4.3 Frequency Distribution of Data A 2 ... 64

Table 4.4 Frequency Distribution of Data B 1 ... 65

Table 4.5 Frequency Distribution of Data B 2 ... 66

Table 4.6 Frequency Distribution of Data A1B1 ... 67

Table 4.10 Normality Test ... 71

Table 4.11 Homogeneity Test... 72

Table 4.12 Multifactor Analysis of Variance ... 73

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commit to user LIST OF FIGURES

Page

Figure 4.1 The Histogram and Polygon of Data A1

(Experimental class taught by using discussion method)……. .... 63

Figure 4.2 The Histogram and Polygon of Data A2

(Control class taught by using role-play method)... 64

Figure 4.3 The Histogram and Polygon of Data B1

(Students having high IQ) ... 65

Figure 4.4 The Histogram and Polygon of Data B2

(Students having low IQ) ... 66

Figure 4.5 The Histogram and Polygon of Data A1B1

(Students having high IQ taught by using discussion method) .... 67

(Students having high IQ taught by using role-play method) ... 68

(Students having low IQ taught by using discussion method)..…69

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Appendix 10 Descriptive analysis of A2 ( Role-play Method) ... 115

Appendix 11 Descriptive analysis of B1 ( Discussion Method) ... 116

Appendix 12 Descriptive analysis of B2 ( Discussion Method) ... 117

Appendix 13 Descriptive analysis of A1B1 ( Discussion Method) ... 118

Appendix 17 Normality test of A1

Appendix 25 Homogeneity test ... 130

Appendix 26 Anova test ... 131

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