i
THE IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILL ON SHORT FUNCTIONAL
TEXT THROUGH SHOW AND TELL METHOD
THESIS
Submitted to the State Islamic University of Kiai Haji Achmad Siddiq Jember In partial fulfilment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training Islamic Studies and Language Education Department
English Education Program
By:
DWI QOMARIYAH NIM: T20186059
STATE ISLAMIC UNIVERSITY OF KH ACHMAD SHIDDIQ JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION PROGRAM JANUARY 2023
ii
THE IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILL ON SHORT FUNCTIONAL
TEXT THROUGH SHOW AND TELL METHOD
UNDERGRADUATE THESIS
Submitted to the State Islamic University of Kiai Haji Achmad Siddiq Jember In partial fulfilment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training Islamic Studies and Language Education Department
English Eduaction Program
By:
Dwi Qomariyah NIM: T20186059
Had been approved by Advisor
Mega Fariziah Nur Humairoh, M. Pd.
NIP 199003202019032010
iii
THE IMPROVEMENT OF JUNIOR HIGH SHCOOL STUDENTS’ SPEAKING SKILL ON SHORT FUNCTIONAL
TEXT THROUGH SHOW AND TELL METHOD
UNDERGRADUATE THESIS
Has been examined and approved by the board of examiners In partial fulfilment of Sarjana Pendidikan (S.Pd)
Faculty of Tarbiyah and Teacher Training Islamic Studies and Language Education Department
English Education Program
Day: Wednesday Date: January, 4th 2023
The Board Examiners
Chair Secretary
Dr. Indah Wahyuni, M.Pd Praptika Septi Femillia M.Pd NIP. 198003062011012009 NUP 20160390
Members:
1. Dr. Dwi Puspitarini, S.S., M.Pd ( )
2. Mega Fariziah Nur Humairoh, M.Pd ( )
Has been approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I NIP. 196405111999032001
iv MOTTO
The meaning: O wives of the Prophet! You are not like any other women. If you keep your duty (to Allah), then be not soft in speech, lest he in whose heart is a disease (of hypocrisy, or evil desire for adultery, etc.) should be moved with desire, but speak in an honourable manner. (Al ahzab:32)1
1 Al-Hilali, Muhammad Taqi-ud-Din, and Muhammad Muhsin Khan. "Interpretation of the meaning of the Qur'an in the English Language." King Fahd Quran Printing Complex, Madinah (1998).
v DEDICATION I dedicate this thesis to:
1. My beloved parents, my dad Mariyono and my mom Fatimah have cared for me, raised me, and always supported me, especially for my education and future.
2. My beloved older sister Lufita Intan Pratiwi and my brother-in-law Hendrik Dwi Yanto greatly motivate me.
3. My beloved friends of SDA-JBR-BWI group. Thanks to Fajar, Shella, Kiki, Malika and Qorina who always give support to fnish my thesis soon.
4. My dearest best friend Dievtha Mei Kiki who always by my side and encouragement during the difficult moments when i almost gave up.
Thanks for all the love, care and support.
5. My beloved friends Dani, Pradana, Mila, Ajeng, Melinda and Rafika who always give me ideas and suggestions.
6. My classmates TBI-2 who always teach me a sense of friendship and togetherness.
7. My beloved Lee Haechan who always be my moodboster. Also thank you for my first bias Byun Baekhyun who always be my encouragement.
Besides, Thank you for all of EXO and NCT members. Thank you for being my source of comfort and laughter.
8. Last but not least, i wanna thank me for believing in me, for doing all this hard work, for having no days off, for never quitting, and i wanna thank me for just being me at all times.
vi
ACKNOWLEDGMENT
Alhamdulillah, praise is to Allah SWT almighty the merciful for His Blessing. His blessing gave me the power to finish this thesis, entitled “The Improvement of Junior High School Students’ Speaking Skill on Short Functional Text Through Show and Tell Method”.
I want to thank all those individuals who have assisted in developing the thesis. While lectures, friends are too numerous the mention. The researcher trusts that she will recognize her contributions and no best words that convey to them except a whole hearted expression of thankfulness.
Therefore, on this occasion, I would like to express my sincere thanks to:
1. Prof. Dr. H. Babun Soeharto, S.E. MM, as a Rector of State Islamic University Of Kh. Achmad Siddiq Jember.
2. Prof. Dr. Hj. Mukni'ah, M.Pd.I, as the Dean of the Faculty of Tarbiyah and the Teacher Training State Islamic University of Kh. Achmad Siddiq Jember.
3. Dr. Rif’an Humaidi, M.Pd.I, as the head of the Islamic Studies and Language Education Program
4. Mr. As’ari, M.Pd.I, as the Head of the English Education Department 5. Mega Fariziah Nur Humairoh, M.Pd. as my advisor who has helped me a
lot to finish this thesis.
6. The Principal and the Teachers of SMP Negeri 1 Jember for giving me the opportunity and helping me to conduct this research.
7. My research participants are the 9th-grade students of SMP Negeri 1 Jember, especially IX-A and IX-B.
vii ABSTRACT
Dwi Qomariyah, 2023: The Improvement of Junior High School Students’
Speaking Skill on Short Functional Text Through Show and Tell Method Speaking is one of the most crucial skills students must learn and improve as a form of communication. Teachers need to apply appropriate methods and strategies for students a promising technique to teach speaking. Show and tell method, as per the available research suggestions, is of great influence on the increase of students’ speaking skills. A big portion of studies indicate that the use of show and tell method can increase speaking skill. However, research related to show and tell is still very rare. Therefore, the researcher is interested in applying for the show and tell method as a strategy for teaching speaking to improve students' speaking skills. It was chosen because it is suitable for the aspects that were being increased.
The research question was, “Do the ninth grade of learning speaking skill through show and tell method achieve better than those learning the same skill through a conventional method?”. The research objective in this research was to investigate whether there is a significant effect of show and tell method on increasing students speaking skill of the ninth-grade students at SMP Negeri 1 Jember.
The researcher used the quantitative approach and quasi-experimental as the research design. The researcher used IX-A as the control and IX-B as the experimental classes. The researcher Show and tell method was applied in IX-B, while IX-A got a conventional method during teaching and learning. To collect the data, the researcher used a speaking test, which was a pre-test and post-test.
After conducting the speaking test, the researcher used the normality test, homogeneity test and independent sample T-test to analyse the comparison between the two classes used as research.
The researcher could find the differences between the experimental and control classes from that research study. It showed that experimental class got a higher score than control class. The data calculated on the SPSS 26 version showed a pre-test score in the experimental class was 64,93, then an increase in the post-test score was 74,40. Besides, th pre-test scores in the control class were 62,34 and the post-test score were 66,90. Then, the independent sample t-test showed that the significant value 0,002 was <0,05. From the data result, it can be concluded that there was a significant effect of using show and tell method at SMP Negeri 1 Jember. So, it means that the ninth-grade students who used show and tell method to achieve better than those learning through conventional method. In addition, aspects of speaking that improved after applying show and tell method was grammar, vocabulary, comprehension, fluency and pronunciation.
Besides, show and tell method can increase students participation in the classroom. They were interested and confident in speaking English in front of the class during learning to speak English. Thus, the researcher suggested that English teachers use the show and tell method as an alternative method to make teaching English speaking more interesting and make the students more active in the learning process.
Keywords: Show and Tell Method, Speaking Skill, Short Functional Text
viii
TABLE OF CONTENTS
Cover ... i
Approval Sheet ... ii
Agreement Page ... iii
Motto ... iv
Dedication ... v
Acknowledgment ... vi
Abstract ... vii
Table of Contents ... viii
List of Table ... x
List of Appendix ... xi
CHAPTER I: INTRODUCTION ... 1
A. Background of Study... 1
B. Research Question ... 4
C. Research Objective... 4
D. Research Significance ... 4
E. Research Scope ... 5
F. Definition Of Key Terms ... 5
G. Hypothesis ... 6
H. Structure of Discussion ... 7
CHAPTER II: THEORITICAL FRAMEWORK ... 8
A. Previous Studies ... 8
B. Theoretical Framework ... 12
ix
1. Speaking ... 12
2. Show and Tell ... 21
3. Short functional text ... 25
CHAPTER III: RESEARCH METHODOLOGY ... 28
A. Research Design ... 28
B. Population and Sample ... 29
C. Variable of the Research ... 30
D. Data Collection technique ... 31
E. Data Analysis ... 35
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 37
A. The Description of Data ... 37
B. Finding ... 39
C. Data Analysis ... 47
D. Hypotheses Testing ... 50
E. Discussion ... 51
CHAPTER V: CONCLUSION AND SUGGESTION ... 55
A. Conclusion... 55
B. Suggestion ... 56
REFERENCES ... 57 Appendices
x
LIST OF TABLE
2.1 The Similarities and Differences of The Related Studies and This
Research ... 10
2.2Scoring Rubric Adapted from Douglass Brown and J. Heaton’s Book . 20 3.1 Design of the research ... 29
3.2 the data of ninth grade students at SMP Negeri 1 Jember ... 29
3.3 Interpretation from the result of Kappa by Mary L. McHugh ... 34
3.4 Scoring Rubric Adapted from Douglass Brown and J. Heaton’s Book ... 34
4.1 Kappa output for pre-test ... 40
4.2 Kappa output for post-test ... 40
4.3 Scoring Rubric of The Pre-Test in the Experimental Class ... 41
4.4 Scoring Rubric of The Pre-Test in the Control Class ... 43
4.5 Scoring Rubric of The Post-Test in the Experimental Class ... 44
4.6 Scoring Rubric of The Post-Test in the Control Class ... 45
4.7 The Data of The 2 Class Studied ... 47
4.8 The Normality of Data Output ... 48
4.9 The Output Data of the Homogeneity Test ... 49
4.10 The Output Data of Independent Sample T-test ... 50
xi
LIST OF APPENDIX
Appendix 1 Research Matrix ...
Appendix 2 : Teacher's Interview Transcript Preliminary Research Appendix 3 : Speaking Test
Appendix 4 : Lesson Plan Appendix 5 : Validity Appendix 6 : Try-out Score
Appendix 7 : Research Permitting Letter Appendix 8 : Research Accomplishment Letter Appendix 9 : Journal of Research
Appendix 10 : Declaration of Authorship Appendix 11 : Biodata of the Researcher
CHAPTER I INTRODUCTION A. Background of The Study
Speaking skills are an interactive communication process that connects listeners to share ideas and information.2 Shamim, Rustam, Abdul, and Abrar stated that speaking skill is used in effective communication, and communication is a basic need of the present world.3 By speaking, people can express their thoughts, ideas, or even a feeling orally in English. In this era, speaking in English is very important because English is an international language. Without speaking skill, people cannot communicate with people from different countries, so learning to speak needs more practice. Some speaking activities in teaching and learning include speech, dialogue, role plays, and interviews. Speaking English is not easy because students still have some problems speaking English. They are not confident in speaking English in front of the class.
According to Heriansyah, some students have difficulties speaking, such as a lack of vocabulary, not being confident to speak, not being used to talking in class, and difficulty expressing words or sentences.4 Besides that, students are afraid to speak and be quiet because they are afraid of making mistakes when they speak in front of the class. Sometimes, when students
2 Putri Purnama, 2019. The Effect of Using Podcast on Students’ Speaking Skill at the Second Grade of Students’ Junior High School. State Islamic University Jambi Press.
3 Shanim Akhter, Rustam Haidov, Abdul Majeed and Abrar Hussain. 2020. Exploring the Significance of Speaking Skill for EFL Learners. PalArch’s Jurnal of Archaeology of Egypt/Egyptology.
4 Hendra Heriansyah. 2012. Speaking Problems Faced by the English Department Students of Syriah Kuala University. Lingua Didaktika Vol.6, No. 1.
make mistakes in speaking English, the other friends in the class will laugh.
Netty and Yuni stated that a problem that hinders students from speaking English is Inhibition, nothing to say, low or uneven participation, and mother tongue use.5 Therefore, the teacher has to use a learning strategy to help students be more active in teaching and learning activities.
The teacher can choose learning strategies such as jigsaw, language games, picture strip stories, role-play and show and tell during the teaching and learning process. Because there are many learning strategies, the researchers decided to use the show and tell method in the learning process.
The show and tell method is demonstrating and describing something in front of classmates using English. It is also a method in which students convey information about an object, why they chose the object, from which they got it, and other important information. The show and tell method is one of the most effective ways to motivate learners to speak in English. Besides, show and tell method can increase skills in communication and provide a solution for students to understand the material.
Some previous studies have been done by previous research. Betty Kasta Bangun researched to improve students speaking skills by using Show and Tell method. The researcher states that the students improved when the Show and Tell method was applied during the teaching-learning process.6 Gusti Reno and Konser Manurung researched how the show and tell method
5 Netty, H. And Yuni, R. 2020. Students’ Speking Problem at the Fourth Semester of English Study Program in Sembilanbelas November Kolaka. ELT Worldwide.
6 Betty Kasita Bangun. 2018. Improving Students’ Speaking Skill by Using Show and Tell Method:
A Classroom Action Research. International Jurnal of Language Teaching and Education, Vol 6, No. 1.
can improve the speaking skill of the eight grade students at SMP Negeri 13 Paul. The researcher applied a quasi-experimental design. For the result, the researcher state that show and tell method can improve students speaking skills.7 It means there was a significant effect on one student speaking skill after using a show and tell method. While using this learning strategy, the teacher is expected to make students more active during teaching and learning activities. So students do not find it easy to get bored and easier to understand the material. The researcher believes that show and tell method is the solution that can be applied to solve the students' problems in speaking.
Based on research preobservation in SMPN 1 Jember, the researcher found that many students still had problems learning English, especially speaking. The students are afraid of making mistakes in speaking because of poor pronunciation, and the students are not confident in speaking English in front of the class. Besides, the researcher conducted interview with English teacher about difficulties faced by students in speaking English, the English teacher stated that the students had problem in speaking English such as low in pronunciation, being afraid of making mistakes and shyness.8 The researcher would help the students to solve their speaking problems using the show and tell method. The researcher chose the show and tell method because it is easy to do and apply. Moreover, teaching and learning activities will be fun and exciting for students.
7 Gusti Reno and Konder Manurung. Improving Speaking Skill Through Show and Tell Method. E- Journal of ELTS(English Language Teaching Society)
8 See appendix 2
Based on the description above, the researcher would like to conduct research on students speaking ability by applying show and tell method, with the title “ The Improvement of Junior High School Students’ Speaking Skill on Short Functional Text Through Show and Tell Method”.
B. Research Question
Based on the background above, the researcher would like to formulate the research question: “Do the ninth grade of learning speaking skills through show and tell method achieve better than those learning the same skill through a conventional method?”
C. Research Objective
Based on the research question above, the researcher aims to investigate whether show and tell method has a significant effect on improving students speaking skills in the ninth grade.
D. Research Significant 1. Theoretically
Hopefully, this research can contribute to method and knowledge by implementing various teaching strategies, especially in teaching speaking using the show and tell method.
2. Practically
a. The teacher can use the show and tell method to teach speaking. So students feel fun and do not get bored. Then, the teacher does not always teach English in a monotonous.
b. The students can hopefully enjoy and understand the learning materials easily.
c. For another researcher, this study is expected to provide valuable experience that can be used to improve learning quality in the classroom and provide information that can be used as a starting point for other researchers in improving other methods in helping students with their speaking ability.
E. Research Scope
This research focused on enhancing speaking ability by using show and tell method. This research aims to investigate whether or not there is a significant effect of show and tell method on improving students' speaking skills. This research has two variables: speaking ability and show and tell method. Show and tell method as independent variable and show and tell method used to enhance students speaking skill on short functional text. Then, speaking ability is the dependent variable. The subject of this research is the ninth-grade students at SMP Negeri 1 Jember. The researcher used two classes, IX-A as control and IX-B as experimental.
F. Definition of Key Terms 1. Speaking skill
Students can express their ideas in a real-life situation or report art or a situation in precise words. The researcher asked ninth-grade students at SMPN 1 Jember to analyze about label text of food, drink, and
medicine. After that, each student has to explain the product's name, the product description, and the product ingredients.
2. Show and Tell Method
Show and tell is an easy and enjoyable method, showing the label text of food, drink, and medicine. Then explain the name, the description, and the ingredients of the product. The subject of this research is the ninth- grade student. In the teaching-learning process, the researcher asks ninth- grade students to analyze and explain the label text of the product in front of the class.
3. Short Functional Text
Short functional text is a text that consists of information about something. There are many kinds of short functional text, such as notices, greeting cards, announcements, and label text. In this research, the researcher used label text material in the ninth grade. Label text is the information contained in the outer packaging of a product. The product label usually contains a sentence that shows the superiority of the products, instructions for use, and the product's composition on medicine and snack wrapping.
G. Hypothesis
Based on the problem and the objective of the research, the hypothesis of this research is:
1. Ho: There is no effect of the use of show and tell method on students' speaking ability at SMPN 1 Jember.
2. Ha: There is an effect of the use of show and tell method on students’
speaking ability at SMPN 1 Jember.
H. Structure of Discussion
This undergraduate thesis is organized into five chapters systematic as follows:
In the first chapter, the researcher presents an introduction that consists of the background of the research, research question, research objective, research significance, research scope, the definition of key terms, and discussion structure.
The second chapter discussed the review of literature, which consist of previous research f this research and a theoretical framework that explains about Definition of speaking, types of speaking, components of speaking, assessment of speaking, teaching speaking skill, the definition of show and tell, types of show and tell, the procedures of show and tell, the advantages of show and tell, the disadvantages of show and tell, the definition of short functional text, types of short functional text, label text and hypothesis.
The third chapter discussed the research design, population and sample, research variables, data collection method and data analysis.
The fourth chapter discussed the description of data, data analysis, hypothesis testing, and discussion
The fifth chapter discussed the conclusion and suggestions of this research.
8 CHAPTER II
THEORITICAL FRAMEWORK A. Previous Studies
There are some previous studies related to this research :
1. The first relevant study was carried out by Fany Angly, Helmi Artini, and Fenty Debora under the title “Applying Show and Tell Method to Enchance Student’s Speaking Ability at Eight Grade Students of SMP Singosari Delitua” in 2022. His study was accomplished in 2021/2022 academic year by utilizing CAR. The results of his study demonstrated effectiveness in applying for the show and tell method for enhancing student's speaking skill. It was marked by demonstrating that the students were motivated and interested and partook actively in the speaking learning process. Additionally, their speaking tests improved. It was denoted by the pre-test results that were undertaken before acting. To sum up, applying show and tell method could enhance the speaking skill in English teaching and learning process for eight grade students in that school.
2. The second study having relevance to the current study was accomplished by Nurvitasyari, entitled “The Use of Show and Tell (S&T) Method in Teaching Vocabulary at The Second Year Students of Junior High School (SMP) Negeri 4 Galesong Selatan Kabupaten Takalar” in 2017. The population of this study was attained from the second-year students of this school in the academic year 2016/2017, comprising 60 students in total,
which encompassed three classes. Her study employed an experimental method, which indicated that the S&T method could improve the students’
vocabulary mastery. The students’ scores in vocabulary test before implementing this method was low. It was dissimilar from the students’
mastery after this method was implemented. It was evidenced by the students' post-test denoting that scores were higher than the pre-test.
Applying the S&T method in learning activities contributes to the students’ vocabulary mastery. Students' comprehension of words can ultimately be enhanced.
3. The third previous research belonged to Nurul Hafizhoh Dalimunthe, entitled "Improving Students’ Speaking Skill by Using Show and Tell Method at the second grade of MTs PP. TarbiyahIslamiyah Hajoran" in 2020. This research conducted Classroom Action Research. The subject of this research was the VIII-C grade of MTs PP.Tarbiyah Islamiyah Hajoran that consisted of 38 students. This research showed improved students' speaking skills after implementing the show and tell method. The improvement score can see from the pre-test to the post-test.
4. Another research was carried out by Ice Nurmadina, Aderlacpe, and Nurania entitled "Show and Tell(S&T) Method in Students Speaking Skill.
Journal of Teaching of English" in 2021. This research aims to determine whether the Show and Tell method significantly affected students speaking skill in the first grade of SMA Negeri 1 Bone Luna. Based on the result of the research, the researcher states that the use of the Show and
Tell method has a significant effect on students' speaking skills. The researcher applied a quasi-experimental research design.
5. The following previous research belonged to Anisah Fitriani, entitled
"Show and Tell Technique in Teaching Speaking Skills at SMAN 2 Palopo", in 2020. The researcher focuses on using Show and Tell Technique to develop students speaking skills in the eleventh class. The result of the research is that uses of Show and Tell technique effectively improves students' speaking skills.
The similarity of the thesis above with this research is that the researchers used show and tell technique to enhance students’ speaking ability during the teaching and learning process. This research also used a text to be tested in show and tell method. The researcher used short functional text to be tested in this research. The researcher gave guidance on how to arrange words in sentences, and the researcher also taught some vocabulary to the students.
Table 2.1
The similarities and differences between the related studies and this research:
No Researchers' name
and title Similarities Differences
1 2 3 4
1 Fany Angly, Helmi Artini, and Fenty Debora(2022) entitled
“Applying for Show and Tell Method to Enhance Student’s Speaking Ability at Eight Grade Students of SMP Singosari
The similarity between the previous research and this research is that the previous research focused on students speaking ability
The previous research used classroom action research. Meanwhile, this research used a quasi-experimental research
Delitua”
2 Nurvitasyari(2019) entitled “The Use of Show and Tell (S&T) Method in Teaching Vocabulary at The Second Year Students of Junior High School (SMP) Negeri 4 Galesong Selatan Kabupaten Takalar”
The similarity between the previous research and this research is that the researcher uses quasi-
experimental
Previous research focused on students' vocabulary, and current research focused on students speaking skill.
3 Nurul Hafizhoh Dalimunthe(2020) entitled "Improving Students’ Speaking Skill by Using Show and Tell Method at the second grade of MTs PP. Tarbiyah
Islamiyah Hajoran"
The researcher focused on students speaking ability
Previous research used classroom action research. Meanwhile, this research used quasi-experimental research.
4 Ice Nurmadina, Aderlacpe, and
Nurania(2021) entitled
"Show and Tell(S&T) Method in Students Speaking Skill.
Journal of Teaching of English"
The researcher focused on students speaking ability and also used quasi-experimental research.
The subject of
previous research was the first grade of senior high school;
meanwhile, the subject of this research is the third grade of junior high school
5 Anisah Fitriani(2020) entitled "Show and Tell Technique in Teaching Speaking Skills at SMAN 2 Palopo"
The researcher focused on students speaking ability
Previous research used pre-experimental research; meanwhile, this research use quasi- experimental research.
The subject of
previous research first grade of senior high school. Meanwhile, the subject of this research was third- grade of junior high school
Based on the table of the previous research above, mostly the previous research used classroom action research(CAR) and descriptive text as material. To make this research have its characteristics, the researcher used Quasi-experimental research as the research design. The researcher used short functional text to enhance students' speaking skills for the material. The researcher tried to complete the deficiencies in assessing the overall speaking component: comprehension, pronunciation, vocabulary, grammar, and fluency.
B. Theoretical Framework 1. Speaking
a. Definition of speaking
There are many definitions of speaking that researchers in language learning have proposed. Parupalli (2019), in this modern world, communication skills play a vital role, and one must have mastery over these skills to succeed in their respective fields.9 That means speaking is the most important of the four language skills to communicate well nowadays. Based on Ahmed (2016) stated that speaking is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal cords, tongue, teeth, and lips. This vocalized form of language usually requires at least one listener.10 Another statement from Thornbury (2007), speaking is so much a part of daily life that we
9 Parupalli Srinivas,R. 2019. The Importance of Speaking Skill in English Classroom. Alford Council of Internatioanl English & Literature Journal(ACIELJ) Vol 2, No. 2.
10 Ahmed Maher Mahmoud,A. 2016. Problems and Difficulties of Speaking that Ecounter English Language Students at Al Quds Open University. Internatioanal Journal ofHumanities ND Social Science Invention.
take it for granted.11 Besides, by speaking, people can convey their opinions or feelings to other people.
b. Types of speaking performance
According to Brown in Nurul, the Basic types of speaking are : 1) Imitative: One kind of speaking performance is imitating words,
phrases, or sentences.
2) Intensive: another speaking often used in an assessment context is
"generating" brief stretches of verbal language in which its design functions to denote competence in a small band of grammatical, phrasal, lexical, or phonological relationships, such as intonation, stress, rhythm, and juncture.
3) Responsive: it encompasses an interaction and test comprehension.
Nonetheless, they are at local levels of a brief conversation, standard greetings and small talk, simple requests, and responses.
4) Interactive: the disparity between responsive and interactive speaking lies in the length and complex interaction that occasionally encompasses numerous exchanges or participants.
5) Extensive: Oral production tasks encompass speech, verbal presentations, and story-telling.12
11 S. Thorburry. 2007. How to Teach Speaking. London:Longman Press.
12 Nurul Hafizoh Dalimunthe. 2020. Improving Students’ Speking Skil by Using Show and Tell Method at the Secod Grade of Mts PP. Tarbiyh Islamiyah Hajuran. State Islamic University of North Sumatera Medan.
Based on the explanations above, the researcher used it extensively as a speaking test. So, the students have to explain the product label text orally in front of the class.
c. Components of speaking
According to Brown in Septiya, there are several components of speaking as follows:
1) Pronunciation is the way for students to produce more straightforward language when they speak. It deals with the phonological process that refers to a grammar component made up of the elements and principles that determine how sounds vary and pattern in a language. There are two features of pronunciation;
phonemes and supra-segmental features.
2) Vocabulary is one of the crucial aspects that supports the speaking activity.
3) Grammar is the rules governing the conventional arrangement and relationship of words in a sentence. Concerning contexts, a speaker should consider the following things:
a) Who the speaker is b) Who the audience is
c) Where the communication takes place
d) What communication takes place before and after a sentence question
e) Implied versus Literal Meaning f) Styles and Registers
g) The alternative forms among which produce can choose
4) Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonably fast speaking speed and only a few pauses and “ums” and “ers”. These signs indicate that the speaker has not spent much time searching for the language items needed to express the message.
5) Comprehension is knowing, understanding, and recognizing a context without thinking about it much. In brief, speaking requires knowing how to produce specific points of language, including grammar, pronunciation, vocabulary, and fluency, and understanding when, why, and in what ways to produce the language.13
d. Assessment of speaking
According to Spratt in Yogi, there are several assessments for speaking, which are:
1) Fluency
Fluency is speaking at normal speed, without hesitation, repetition, or self-correction, and with smooth use of connected speech.
13 Septiya Yuza. 2019. Students’ Speaking for Formal Setting at English Study Prgram of FKIP UIR. Univeritas Islam Riau Pekanbaru.
2) Accuracy
Accuracy is the use of correct forms of grammar, vocabulary, and pronunciation.
3) Appropriacy
Appropriacy is the use of the correct style of formality.
Appropriacy refers to whether a word is suitable for the context it is being used in it. It is an important aspect of language but complex, as decisions about how to say things depending on what is suitable for the context and the culture.
e. Teaching speaking
According to Kayi in Rani Ratna, teaching speaking is teaching students to produce English sounds. It sounds patterns, selects appropriate words and sentences according to the proper social settings, uses language to express values and judgments, and uses language quickly and confidently with view unnatural pauses called fluency.14 Besides, Zainol Kamal stated that teaching speaking is the way for students to express their emotions and communicative needs, interact with others in any situation, and influence others. For this reason, a clear understanding of speech is necessary for teaching speaking skills.15 Furthermore, teaching speaking is how the teachers
14 Rani Ratna Ningsih. 2019. Teachers Strategies in Teaching Speaking for Students with Visual Impairment. English Education and Applied Linguistics (EEAL) Vol. 2, No. 1
15 Kamal, Zainol. "Teacher’s Role and the Principles of Teaching Speaking Skill." Tafhim Al-'Ilmi 10, no. 2 (2019): 140-156.
teach the students to produce English speech to express their thoughts, ideas, and any situation orally.
According to Anuradha in Shafaat Husain, there are some principles of teaching speaking skills as follows:
1) Encourage students to speak right from the first day. If not, as early as possible and not wait until she teaches them a stock of words, phrases, or sentences.
2) Tolerate the students if some of them repeat what they say.
3) If a student gives a one-word answer to any question, bear it for the time being.
4) Let the learners speak actively with whatever English knowledge they have.
5) Propose structures/phrases/words and let the learners use them in different situations and drill as much as possible.
6) Encourage back-chaining or tail-forwarding techniques by combining more than ten sentences to make long sentences.
7) Organize role-play and pair-work as much as possible and supervise the learners to correct the active ones and activate the passive ones.
8) Be well prepared in terms of lesson planning, activities, and tasks.
9) Let the learners commit errors and mistakes at the primary stage.
Interruption and correction hinder fluency and discourage the learner.
10) Individual weaknesses should be considered, and the teacher should be sympathetic in seeking individual attention.16
Therefore, Kathleen conveyed the principle of teaching speaking as follows:
1) Learn the differences between a second language and a foreign language learning context.
A foreign language context is where the target language is not the language of communication in society. Learning speaking skills is very challenging for students in a foreign language context because they have few opportunities to use the target in the classroom. Meanwhile, a second language context is where the target language is the language of communication in society.
2) Give students practice with both fluency and accuracy
In language lessons, in the beginning, they must be given opportunities to develop their fluency and accuracy. They cannot develop their fluency and accuracy if the teacher constantly interrupts them to correct their oral errors. Teachers must provide students with fluency-building practice and realize that making mistakes is a natural part of learning a new language.
3) Provide opportunities for students to talk by using group work or pair work and limiting teacher talk
16 Shafaat Husain. 2017. Teaching Speaking Skills in Communication Classroom. International Journal of Media, Journalism and Mass Communications. Vol.3, No.3
The teachers do approximately 50 to 80 per cent of the talking in the classroom. We, as language teachers to b aware of how much we are talking in class so we do not take up all the time the students could be talking.
4) Plan speaking tasks that involve negotiation for meaning
Learners progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood.
5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking17
f. Assessing Speaking
According to Brown, there are categories of oral testing proficiency as follows
17 Bailey, VKathleen M. "Speaking." Practical English language teaching (2003): 47-66.
20
Table 2.2
Scoring Rubric Adapted from Douglass Brown and J. Heaton’s Book
Score Grammar Vocabulary Comprehension Fluency Pronounciation
I Grammar errors are frequent.
Speaking vocabulary inadequate to express anything but the most elementary needs.
Can understand simple questions and statements if
delivered with slowed speech, repetition, or paraphrasing.
No specific fluency description.
Errors in
pronounciation are frequent.
II Can usually handle elementary
constructions quite accurately but does not tave confident control of grammar.
Has speaking vocabulary sufficient to express himself simply.
Can get the gist of most conversations.
Can handle with confidence but not with facility most social situations.
Accent is
intelligible through often quite faulty.
III Control of grammar is good.
Vocabulary is broad enough that he rarely has to grope for a word.
Comprehension is quite complete at a normal rate of speech.
Can discuss particular interests of competence with reasonable ease.
Accent may be obviously foreign.
IV Errors in grammar are quite rare.
Can understand and participate in any conversation.
Can understand any conversation.
Able to use the language fluently.
Errors in
pronounciation are quite rare.
V Equivalent to that of an educated native speaker.
Speech on all levels is fully accepted by educate native speaker.
Equivalent to that of an educated native speaker.
Has complete fluency in the language.
Equivalent to that of an educated native speaker.
20 2. Show and Tell
a. Definition of show and tell
Show and Tell is one of the method utilized in teaching speaking. Enia, Listyaning, and Maria (2022) stated that show and tell method is one approach that may be used to deal with the problem of teaching English. The show and tell an oral story about an object or event.18 Additionally, Tilaar in Nurul conveyed S&T method entails an activity in which being capable of communicating effectively becomes its priority. The activity aims to train children to speak in front of the class and stimulate their sensitivity toward simple stuff in daily life.19 Musfiroh(2011) also conveyed that show and tell an activity to show something to the audience or describe something. Show and tell is also an activity to show a favourite object and then tell or describe the object to the audience. The purpose of show and tell is that what is shown in thai is what is explained.20 Besides, Jarwati (2021) conveyed that show and tell method is described as a method of learning in which students tell about an object or process that has been or ever experienced. This technique is conducted in the classroom as a technique for speaking skills.21
18 Enia Yasmiatun, Listiyaning Sumardiyani and Maria Yosephin Widarti,L. 2022. The Use of the Show and Tell (S&T) Method to Improve Vocabuary Mastery in the First Grade Students of Junior High School. Edusia : Jurnal Ilmiah Pendidikan Asia Vol.2 No. 1.
19 Nurul Hafizoh Dalimunthe. Ibid.
20 Musfiroh,Takdiroatun. 2011. Show and Tell Edukatif. Yogyakarta.
21 Jarwati. 2021. Improving Students’ Speaking Skill by Using Show and Tell Technique at SMPN 4 Ngrayun in Academic Year 2020/2021. State Institute of Islamic Studies Ponorogo.
Referring to the description above, show and tell method is to demonstrate and describe something in front of classmates using English. It is also a technique in which students convey information about an object or process they have studied. Passed It is used in the classroom to teach students how to speak. In during the process, students are asked to bring something from home and describe the reasons for selecting the object in front of their classmates and where they got it.
b. Types of show and tell
According to Musfiroh in Nurvitasyari, there are several different types of show and tell that can be applied, which Show and Tell (S&T) method with personal objects, Show and Tell (S&T) method with food, and Show and Tell (S&T) method with images and photos.
1) Show and Tell (S&T) method with personal objects Students can bring personal objects for use when doing Show and Tell (S&T) method such as a book, pen, ruler, wardrobe, backpack, shoes, etc.
2) Show and Tell (S&T) method with food
Food is the thing they need and they have a solid range to develop responsibility and independence. When the child was show and tell the child could talk about the taste, the main ingredient for making food, and colors.
3) Show and Tell (S&T) method with images and photos Images and photos are relatively practical in stimulating the ability of manners, responsibility, and independence. For children, the ability to be well received through media stories helped with pictures or photographs.
According to the description above, show and tell technique can be used with food, pictures or photographs, tableware, children's work, and other things regarded as appealing to children.22
c. The procedures of show and tell
According to Hasnah, Fajar, and Nurdini (2022), the steps in the show and tell method are:
1) The teacher shows some concrete objects, pictures of objects, or pictures of events to students.
2) Students describe concrete objects and pictures of an object or explain events in pictures shown by the teacher.
3) Students are divided into several groups.
4) Students and their groups discuss the sentences suitable for describing concrete objects and pictures of objects or telling pictures of events.
5) Students with their groups describe concrete objects ad pictures of objects or tell pictures of events.23
22 Nurvitasyari. 2019. The Use of Show and Tell (S&T) Method In Teaching Vocabulary at the Second Year Students of Junior High School (SMP) Negeri 4 Galsong Selatan Kabupaten Takalar.
Alauddin State Islamic University Makassar.
d. The advantages of show and tell
Based on Tasya, the show and tell method has several advantages. Some of the advantages are as follows:
1) Effectively develops the ability to speak in public (public talking).
The ability to speak in public (public speaking) is one of the characteristics of self confidence.
2) Train the child to do problem-solving (problem-solving). The moment tells the child's learning to collect information related to that object show.
e. Disadvantages of show and tell
There are several disadvantages of the show and tell method.
Some of The advantages are as follows:
1) The use of methods should always be done with teacher supervision. This problem: This method requires guidance if learners have difficulty telling the object used.
2) This method can not be used suddenly because the need for object preparation and experience will be notified.
3) The time it takes to do it, show and tell, is limited. This is because shown and tell are done regularly to take turns, so all the kids can perform at that moment. The provided should be quite a lot.24
23 Hasnah, Fajar ad Nurdini. 2022. Penerapan Metode Pembelajaran Show and Tell pada Materi Iklan untuk Meningkatkan Ktrampilan Brbicara Siswa Kelas V Sekolah. Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2, No. 2.
24 Tasya Randita Siagian. 2019. The Effect of Show and Tell Mthod Assisted by Smart Cube in Learning Speaking. University of Muhammadiyah Sumatera Utara Medan.
3. Short Functional Text
a. Definition of short functional text
Prasetyarini(2013) states that short functional texts are intended to make the readers understand the texts quickly. They are usually characterized by using clear, simple, concise sentences, pictures or symbols, and particular words or letters.25 Besides, Cameron and Myers conveyed that short functional text (SFT) is a type of informational text to help recipients of information understand information quickly and can be practised in everyday life. Short functional texts are usually characterized by using simple, clear, and concise sentences, images or symbols, and particular words or letters since they are intended to make readers understand the text quickly.26 Furthermore, a short functional text is a text that consists of information about something. Armi Sanytasari (2011) examples of short functional text are a recipe for cooking, the direction of location, a restaurant menu, store closing or a how-to manual, to name a few.27 b. Label text of the product
Label text is a small piece of paper, fabric, plastic, or similar material attached to an object and gives information about it. A label
25 Prasetyarini. 2016. The Implementation inqury-based larning for the teaching english at SMP Muhammadiyah 6 Surakarta in in 2015/2016 A cademic Year, Surakarta: Universitas Muhammadiyah Surakarta.
26 Amalia, Syahara Dina, Regina F. Santos, Erlinda Yunita Dewi, and Lintang Gita Ramadan.
"Reinforcing Students’ Short Functional Text Writing Skill Through Mind Mapping." Jurnal Penelitian Humaniora 23, no. 1 (2022): 35-45.
27 Armi Sanytasari. 2011. Improving The Students’ Ability in Writing Short Functional Text Through Inside-Outsid Circles Technique. Universitas Semarang.
text usually can be found on the back of the food, drink, or medicine product.
A food or drink label can be found on the back of the product.
This label gives information about the product. There are elements of food and drink labels, as follows: the name of the product, the descriptions of the product, the amount of the product, the ingredients of the product, the directions about the product, the directions to store the product, and the expiry date of the product. Meanwhile, in the label text of a drug or medicine, there are at least seven elements: kind of drug, description, content, uses, direction for use and dosage, direction for storage, and expiry date.
Picture 2.1
Example label text of food
No Facts Statement
1 Brand the
product
Nissin
2 Name the
product
Cup Noodles 3 Content/amount 71 g
4 Descriptions Made with real fruit
5 Ingredients Content wheat and soybean 6 Direction to use 1. pull back the lid to dotted line
2. fill cup to inside line with boiling water from kettle or microwave
3. close lid and let stand for 3 minutes 4. stir well and enjoy
7 Direction to store
- 8 Expiration -
28 CHAPTER III RESEARCH METHODS A. Research Design
This research used the quantitative research method. Creswell (2009) stated that quantitative research is a method to test specific theories by examining the relationship between variables.28 Sugiyono (2010) argued that several forms of experimental design could be used in business research: pre- experimental design, true experimental design, factorial design, and quasi- experimental design29.
The researcher used a quasi-experimental design for this research. The researcher used quasi-experiment to determine whether an activity or treatment affects student results. Besides, the researcher wants to compare students’ speaking ability using show and tell method and students’ speaking ability using the conventional method. This research focused on an experiment using show and tell method on students speaking skills in SMP Negeri 1 Jember. The researcher used two classes an experimental class and a control class. The experimental class got a show and tell method, while the control class got the conventional method.
28 John W. Cresswell. 2009. Quantitative, Quantitative and Mixed Methods Approaches. Third Edition. SAGE Publictions. Thousand California.
29 Sugiyono. 2010. Metode Penelitian Pendidikan(Pendidikan Kuantitatif, Kualitatif,R&D).
Bandung: Alfabeta).
Table 3.1
Design of the research:
Group Treatment Post-test
A
B -
Note:
A : Experimental class B : Control class
: Treatment for the experimental class using show and tell method : Post-test for experimental class
: Post-test for control class30 B. Population and Sample
1. Population
According to Syahrum and Salim (2012), the population is the actual object that will or want to study.31 Mundir (2013) conveyed that the population is a collection of units to be studied for its characteristics.32 The population of this research is the ninth-grade students at SMP Negeri 1 Jember.
Table 3.2
The data of ninth-grade students at SMP Negeri 1 Jember IX-A IX-B IX-C IX-D IX-E IX-F IX-G IX-H IX-I
32 32 32 32 32 32 32 32 32
288 Students
30 John W. Cresswell. 2014. Research Design: Quantitative, Qualitative and Mixed Approche Fourth Edition. Sage Publication.
31 Syahrum and Salim. 2012. Metodologi Peneliatian Kuantitatif. Ciptaka Media Bandung
32. Mundir. 2013. Metode Penelitian Kualitatif & Kuantitatif. STAIN Jember Press.
The researcher chose SMP Negeri 1 Jember as a research place because it was the school where the researcher did the internship for about a month. The researcher analyzed teaching and learning activities in the school, especially during the pandemic. Almost all students have difficulty in online teaching and learning activities. So, the researcher examined the significant effect of using show and tell method on students’ speaking ability.
2. Sample
The sample is part of the population that is the object of the research. The sampling technique can be divided into two types:
probability sampling and non-probability sampling. Probability sampling is a sampling approach that gives each population element an equal chance of being chosen as a sample. Non-probability sampling is a method that does not provide any guarantee for each element of the population to be selected as a sample.33 In this research, the researcher used non-probability sampling, especially purposive sampling, in which the sample was selected by the English teacher at SMP Negeri 1 Jember. The researcher chooses IX-A, consisting of 32 students, as the experimental class and IX- B, consisting of 32 students, as the control class using the lottery method.
C. Variable of the Research
According to Achmad, Welly, Nurul, Murwani, Risnawati, and Wasitoh, variables are distinguished by temporal order and their
33 Syahrum and Salim. Ibid p.113-118
measurement(or observation). Temporal order means that one variable precedes another in time. Because of this time ordering, it is said that one variable affects or causes another variable. In this research, the researcher has two variables: students speaking skills and show and tell method.
1. Independent variables probably cause influence or affect the outcome. In this research, the independent variable is show and tell method. Its mean, show and tell method applied in the learning process that can affect learning outcomes of dependent variables or students' speaking ability.
2. Dependent variables depend on the independent variable; they are the outcomes or results of the influence of the independent variable. In this research, the dependent variable is speaking skills. Its means the result of students' ability after being affected by show and tell method or independent variable.
D. Data Collection Technique
In collecting data, the researcher used a test to collect the data. The data was conducted as follows:
1. Speaking test
a. Speaking test pre-test is given in the form of a speaking test orally. The researcher gave food products to students. Then students were asked to analyze and explain the label text of the product, such as the name, description, and ingredients. The researcher gave the students 3 minutes to speak up in front of the class.
b. Speaking test for post-test is given in the form of a speaking test orally.
The reseacher gave a product of drink to students. After that, students were asked to analyze and explain the label text of the product, such as the name, description, and ingredients. The researcher gave the students 3 minutes to speak up in front of the class.
2. Giving treatment.
After giving a pre-test, the researcher applied treatment for three meetings; the experimental class got treatment by using show and tell method in learning to speak. At the same time, the control class got conventional methods during the teaching and learning process.
In the first meeting, the researcher explained about label text of food. Afterwards, the researcher divided the class into groups of five students. The researcher prepared some product of food. Then, they discussed the label text of food products and then explained the label text of food products based on the generic structure of label text in front of the class.
In the second meeting, the researcher prepared some products of drinks. Then, the researcher gave the product to each group. Afterwards, each group discussed the label text of the drink and then explained it based on the generic structure of the label text in front of their classmate.
In the third meeting, the researcher prepared some products of medicine. Afterwards, the researcher divided the class into groups of five
students. Each group discussed the label text of that product and then explained it in front of the class.
3. Validity
Validity is a term that describes an instrument's ability to measure what it wants to measure.34 It means validity in talking about a measuring instrument to get data. There are many types of validity, namely, face and content validity. Construct validity and criterion validity.35 In this research, the researcher used content validity. The researchers asked the validators to perform the validity test in this research. The researcher asked the English lecturer from UIN KH. Achmad Siddiq Jember to conduct a validation test on this research. The validity sheet is adopted from a thesis by Dian Sinati Bhumi Paramitha (2016).
4. Reliability
Sugiyono (2005) stated that reliability is a series of measurements or measuring instruments with consistent results even though these measurements are carried out repeatedly. The reliability test of this research is inter-rater reliability to measure the speaking test. Creswell (2015) stated that inter-rater reliability is a procedure for observing behaviour. In this study, the researcher used inter-rater reliability to determine the degree to which various judges or raters agree on the assessment.
34 Ibid p.133
35 Hamed Taherdoost. 2016. Validity and Reliability of the Research Instrument: How to Test the Validation of a Questionnaire/Survey in a Research. International Jounal of Academic Research in Manageement.
The researcher understands that the teacher has more expertise in scoring students. So, the researcher saw the pattern of the teacher in giving the score and also asked for the teacher's suggestion in giving the appropriate score. The researcher used Cohen’s Kappa test on SPSS.
There was an interpretation from the result of Kappa by Mary L. McHugh in the following table36:
Table 3.3
Interpretation from result of Kappa by Mary L. McHugh Value of Kappa Level of
Agreement
% of Reliable Data
0 -,20 None 0-4%
,21 -,39 Minimal 4-15%
,40 -,59 Weak 15-35%
,60 -,79 Moderate 35-64%
,80 -,90 Strong 64-81%
Above,90 Almost Perfect 82-100%
In this study, the researcher adopted a scoring rubric in a speaking test from Douglass Brown, as follows :
Table 3.4
Scoring rubric adapted from Douglass Brown37
Aspect Score Criteria
Grammar 5 The grammar is clear and correct.
4 A few unclear or errors, but I still can understand them easily.
3 Some erorr but can still be understood.
2 Grammar frequently unintelligible.
1 Grammar errors are frequent.
Vocabulary 5 Used varied vocabularies which are appropriate with the context
4 A few vocabularies used which are inappropriate with the context
3 Able to speak with some various vocabulary
36 Mary L. McHugh, “ Interrater Reliability: the kappa statistic”, Lesson in biostatistics. 2012
37 Douglass Brown, 406-407.
2 Has speaking vocabulary sufficient to express themselves simply
1 Speaking vocabulary inadequate
Comprehension 5 Can explain the label text without any mistakes 4 Can explain the label text but still little mistakes 3 Can explain the label text but still there some
mistakes
2 Can explain the label text, but there are many mistakes
1 Can not explain the label text
Fluency 5 Speak fluently with only slight hesitations that do not interface with communication
4 Speak fluently with occasional hesitation
3 Speak hesitantly because of recalling and searching for words
2 Speak in single words, short and slow 1 No specific fluency description Pronounciation 5 Pronunciation is clear and correct
4 A few unclear or errors, but they still can understand easily.
3 Some errors, but still can be understood.
2 Pronunciation is frequently unintelligible.
1 Errors in pronunciation are frequent.
Note: maximum score = 25 Score =
x 100 E. Data Analysis
Some data analysis methods that the researcher carried out after giving a speaking test of the two classes are as follows:
1. The researcher conducted a normality test on the data obtained in the previous speaking test. The normality test in this research was conducted to qualify the absolute prior to statistical analysis. Saeful and Bahrudin (2014) stated that the normality test aims to assess the distribution of data in a group of data and variables and whether the distribution of the data is
usually distributed. Therefore, the participants of this research were around 59 students, and the researcher used the Kolmogorov-Smirnov test on SPSS.
2. After that, the researcher used the homogeneity test to determine the variance homogeneity of the two samples. Acting and Sambas stated that the homogeneity test aims to ensure that the data set is measured from a homogeneous population. In this study, the data used data from the post- test experimental class and control class. To test the homogeneity of data, the researcher used Levene’s test on SPSS.
3. The last step is the T-test. T-tests are used to know whether data from different samples have significant differences in the mean of students between the control class with the conventional method and the experimental class with show and tell method in the teaching and learning process. The independent t-test used SPSS 26 version.
