THE EFFECT OF WATCH THINK TALK STRATEGY ON STUDENTS’ SPEAKING ACHIEVEMENT.

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THE EFFECT OF WATCH THINK TALK STRATEGY

ON STUDENTS’ SPEAKING ACHIEVEMENT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

IRPAN AZHARI

Registration Number 2112121015

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LETTERS AND ARTS

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ABSTRACT

Azhari, Irpan. The Effect of Watch Think Talk Strategy on Students Speaking Achievement. A Thesis. English and Literature Department. Faculty of Letters and Arts. State University of Medan. 2016.

This study deals with the effect of watch think talk strategy on students’ speaking achievement. The objective of this study is to find out whether the watch think talk strategy significantly affects students achievement in speaking. It was an experimental research. The subject of the study was students of the grade XI of MAN 1 Medan. The sample was divided into two groups. The experimental group was taught by applying Watch Think Talk Strategy, while the control group was taught by applying conventional strategy. The instrument for collecting the data was interview test. The data were analyzed by using t-test formula. The analysis showed that t-observed value 8.5 > t-table value 1.9 at α = 0.05 with dF= 78 the findings indicate that applying watch think talk strategy significantly affected students’ speaking achievement. Therefore, the null hyphothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.

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ACKNOWLEDGEMENT

First and foremost, the researcher would like to thank to the Almighty

Allah S.W.T for the grace and praise that has been given to him until he can

complete this thesis entitled “The Effect of Watch Think Talk Strategy on Students’ Speaking Achievement” as the fulfillment to get the degree of Sarjana

Pendidikan at the English and Literature Department, Faculty of Letters and Arts,

State University of Medan.

During the process of accomplishing this undergraduate thesis the

researcher has been supported with a great number of people, through their

prayings, guidance, suggestions, and comments for which the researcher should

always thank and extend his sincere gratitude to :

 Prof. Dr. Syawal Gultom , M.Pd., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Letters and Arts Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature Department

and also as his Thesis Consultant I.

 Nora Ronita S.Pd.,S.S.,M.Hum.,the Head of English Education Study Program.

 Dra. Masitowarni Siregar , M.Ed., his Thesis Consultant II.

 Dr. Siti Aisah Ginting, M.Pd.,his Academic Supervisor and Thesis Examiner.  Dr. Anni Holila Pulungan, M.Hum., his Thesis Reviewer.

 All of Professors who have taught, inspired, and motivated him through the

academic years in the English and Literature Department .

 Ali Masran Daulay S.Pd.,M.A,. the Principal of MAN 1 Medan, and Lisnasari

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 His Beloved Parents, Muhammad Sahnen and Hetti Arbiah., for always

praying, supporting and encouraging. His lovely brothers ; Irham Adha, Ihsan

Aidil Fahmi, and Irsal Ahmad Fauzan to all of their motivation and prayings.

 Baiturrahman Mosque and Surrounding : H. Ahmad Syukur Dalimunthe, Prof.

Dr. H. Ramli Abdul Wahid , M.A., Imam Syafi’I S.Pdi., S.Hi. Rizal Pahlawan , Ari Budiarto S.H. Syahrial. Al-Fadh Firmansyah Siagian for their sharing and

amazing experience .

 Ash-Shobirin Mosque : Dr. H. Hasim Purba M.Hum. Drs. H. Asrul Sani

Dalimunthe S.H., M.M., Drs. Jalaluddin. For their helping and sincere.

 UKMI Ar-Rahman Unimed, HMJ BSI Unimed, EDS Unimed, Semaf and

BPMF Unimed for the experience of learning and carrier-making.

 These beloved and awesome compatriots : Hasanul Arifin Zul, Ahmad Ari

Al-Kautsar S.Pd.,Yudhi Adhitya Kurniawan S.Pd. A Regular 2011 Mates, and All of

English 011 Students that shared and studied together through his academic year.

 Students and Management of SMPN 1 Pagar Merbau, MAN 1 Medan, Dar

Al-Ma’arif Islamic Boarding School for their always smile and helping.

The researcher, eventually, realized that this thesis has its mistakes and

weaknesses. He, therefore, would be grateful to accept any critics and suggestions

for betterment.

Medan, October 2016

The Researcher

Irpan Azhari

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CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework...…………..………. 5

B. Relevant Studies ... 11

C.Watch Think Talk ………... 13

D. Conceptual Framework ... 16

E. Hyphothesis………..17

CHAPTER III. RESEARCH METHODOLOGY A. The Research Design ... 18

B. Population and Sample ... 19

C. Instrument of Collecting Data ... 21

D. Scoring the Speaking ... 22

E. Procedure of the Research……….………25

1 Pre-Test ... 25

2 Teaching for Experimental Group ... 25

3 Teaching for Control Group ... 27

4 Post Test ... 27

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1. Validity of the Test... 28

2. Reliability of the Test ... 28

G. The Technique for Analyzing the Data ... 30

CHAPTER IV. DATA AND DATA ANALYSIS A. Data Description………. 31

B. Data Analysis………... 33

1. Analyzing Data Using t-Test Formula………. 33

C. Testing Hypothesis…….………. 34

D. .Research Findings………... 34

E. Discussions………36

CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion………. 40

B. Suggestions…….……… 40

REFERENCES……….41

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LIST OF TABLES

Pages

Table 3.1 The Research Design………..18

Table 3.2 Sample Students……….…21

Table 3.3 Scoring Speaking Test………22

Table 3.4 Teaching Procedure for Experimental Group….………...…….28

Table 3.5 Teaching Procedure for Control Group………..30

Table 4.1 Students’ Score in Pre-Test……….35

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LIST OF APPENDICES

Pages

Appendix A. The Scores of Pre Test and Post Test of Experimental Group……….44

Appendix B. The Scores of Pre Test and Post Test of Control Group………..46

Appendix C. The Calculation of T-test for Experimental Group………..48

Appendix D. The Calculation of T-test for Control Group………...51

Appendix E. The Calculation of T-Table and T-Observed………...54

Appendix F. Lesson Plan for Experimental Group………...56

Appendix G. Lesson Plan for Control Group………61

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1 CHAPTER I

INTRODUCTION

A. The Background of the Study

Basically, there are four needed skills to master the English. They are

speaking, writing, reading, and listening. Every single skill contributes to English

proficiency integratively. The focus in this research is speaking achievement as

one of four skills mentioned.

Rakhmat stated one of the pleasure from Allah to his creature is the ability

to speak(2007). Ability to express his/her intention with producing sounds from

his mouth. Dale (2008) revealed that we are judged by our speech. Then, he also

supported this proposition by saying that 75% our social interactions built by

speaking habit.

Speaking is a process of constructing thoughts and ideas into spoken form.

Louma (2004:9) states that speaking is the way to interact and socialize. Then,

Fulcher (2003:23-25) implies that speaking is verbal use of language to

communicate with others. According to Thornbury (2006:1), speaking is so much

part of our daily life that is taken for granted: an average person produces tens of

thousands of words a day. Speaking is to share information or express anything

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Since English is assumed as a difficult matter by majority of Senior High

School students, thus, teachers have a duty to make them desire optimally. Interest

is a necessary aspect that will attract students’ motivation and meet the learning

objective.

Further, the researcher observed such a phenomenon on students’s in

watching television or any other visualized media . They seem could be identified

well as visual learner. This occurrence, historically, related to the theory of

Indonesians’ visual culture. Hence, Agus (2007), defined this phenomenon as

interrelated aspects with realization of human’s creativity and idea toward

development of sciences and technologies. He furtherly convinced that this visual

habit should be empowered into our benefits, specifically as the medium to

stimulate students learning processes.

Based on the Educational Unit-Educated Curriculum (KTSP), the standard

competence of senior high school on speaking is to express the meaning orally in

both of interpersonal and transactional written text formally as well as informally

in the forms of recount, narrative, and any other genres implied in their daily

context.

The researcher also faced those phenomena during PPLT programme.

Students have less confidence in practicing their speaking. Then, this obstacle also

caused by internal and external factors. As Nascente (2001 :18) stated that foreign

language learners have two problems, both internal and external. In the internal

issue, the students might feel anxiety, and then refuse to use the target language

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Then, this trouble be enhanced by the lack of teaching strategy used by the

teacher. Teachers are often used a lecturing strategy in delivering the material.

Then, orienting only to the textbooks. This condition, again, had not been

practically effective in the first place.

In order to resolve this problem, knowing a helpful strategy in teaching

speaking is crucially needed. Thus, the researcher efforts on implementing watch

think talk strategy in teaching speaking. This strategy, moreover, empowers

students watching habit and culture into a betterment.

B. The Problem of the Study

In line with the background presented previously, the problem of this

study is formulated as follows : Is there any significant effect of Watch Think

Talk strategy on students’ speaking achievement ?

C. The Scope of the Study

This study is scoped particulary on investigating the second year students

of MAN 1 Medan focusing on the effect of watch think talk strategy in students’

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D. The Objective of the Study

Relevantly to the research problem, this study is aimed to find out whether

there is any significant effect of implementing Watch-Think-Talk strategy on

students’ achievement in speaking.

E. The Significance of the Study

The findings of this study are expected to be useful both theoretically and

practically :

1. Theoretically, the findings of the study are expected to add more

horizons in the theories of learning.

2.. Practically, the findings of the study are useful and relevant to :

a. English teacher, as the information in teaching English to

enrich their knowledge in speaking achievement by applying

watch think talk strategy.

b. Other researcher, as a basic reference for further research and

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CONCLUSION AND SUGGESTIONS.

A. Conclusion

Based on the research finding, the researcher concludes that there is a

significant effect of applying Watch Think Talk strategy on students’ speaking

achievement. This can be seen from the calculation of t-test at the level of

significance 0.05 ; t-observed (8.555 ) is higher than t-table (1.994). The

alternative hypothesis, thus, which formulated as “ there is a significant effect of

using Watch Think Talk strategy on students’ speaking achievement” is accepted.

B. Suggestions

In relation to the conclusion, the researcher points out some suggestions as

followings :

a. The English teachers are suggested to apply Watch Think Talk

strategy for enhancing students’ speaking achievement.

b. The students are facilitated to have their optimal practices in

learning by applying Watch Think Talk strategy.

c. Other researchers who intend to use Watch Think Talk Strategy in

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