THE EFFECTIVENESS OF DISCUSSION TECHNIQUE
IN THE STUDENTS
’
MASTERY OF SPEAKING
AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sebastianus Bay Dhae Student Number: 081214131
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
THE EFFECTIVENESS OF DISCUSSION TECHNIQUE
IN THE STUDENTS
’
MASTERY OF SPEAKING
AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sebastianus Bay Dhae Student Number: 081214131
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii
A Sarjana Pendidikan Thesis on
THE EFFECTIVENESS OF DISCUSSION TECHNIQUE
IN THE STUDENTS
’
MASTERY OF SPEAKING
AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK
By
Sebastianus Bay Dhae Student Number: 081214131
Approved by
Advisor
iii
A Sarjana Pendidikan Thesis on
THE EFFECTIVENESS OF DISCUSSION TECHNIQUE
IN THE STUDENTS
’
MASTERY OF SPEAKING
AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK
By
Sebastianus Bay Dhae Student Number: 081214131
Defended before the Board of Examiners on August 15, 2013
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ______________
Secretary : Drs. Barli Bram, M.Ed., Ph.D. ` ______________
Member : Agustinus Hardi Prasetyo, S.Pd., M.A. ______________
Member : Christina Kristiyani, S.Pd., M.Pd. ______________
Member : Drs. Y.B. Gunawan, M.A. ______________
Yogyakarta, 15 August, 2013
Faculty of Teachers Training Education Sanata Dharma University
Dean
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, August 5, 2013
The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE EFFECTIVENESS OF DISCUSSION TECHNIQUE
IN THE STUDENTS
’
MASTERY OF SPEAKING
AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 15 Agustus 2013 Yang menyatakan
Sebastianus Bay Dhae
vii
ABSTRACT
Dhae, Sebastianus bay. 2013. The Effectiveness of Discussion Technique in the Students’ Mastery of Speaking among Third Year Students of SMK N 2 Depok.
Yogyakarta: Sanata Dharma University.
One important concern in learning English as a foreign language is the communicative competence of learners. However, based on my teaching practice
experience, it was found that most of EFL learners were still unable to communicate well although they had been learning English for years. One of the factors that usually cause this problem is students have no chance to express their own ideas or they have no challenge to create new situations in speaking English. Therefore, it is necessary for the teachers to have a technique which provides the opportunities or challenges for students to speak English.
The objective of the research is to investigate whether the use of discussion technique is effective or not in improving students’ mastery of
speaking. This study is categorized as a quasi-experimental research. The total population of participants was divided into two groups of sample: the control group, and the experimental group. The experimental group is XII KA (Kimia Analisis) and the control group is XII TPA (Teknik Permesinan A) from SMK N 2
Depok Yogyakarta. The data were collected using the same test for both groups. The data were in the form of pre-test and post-test. The pre-test was conducted before the treatment and post test was conducted after the treatment. The discussion technique was only applied in XII KA or experimental group. The data of both pre-test and post-test scores from experimental and control groups were analyzed by using inferential statistics. To test the hypothesis, the researcher used t-test.
From the analysis, the result of post test indicates that �� is higher than the t value at the significant level of 5%, which is. 4.219 > 1.697. The level of significant is 0.00. It is lower than 0.05. It also was found that the mean between pre-test and post-test scores of experimental group was higher than the mean between pre-test and post test scores of the control group (Experimental group= Pre-test 58.87, Post-test 80.64),(Control group= Pre-test 59.60, Post-test 70.6). Furthermore, the standard deviation of the experimental group decreases from 7.63 to 7.43 or the scores of the experimental group from pre-test to post-test are more homogenous. Whereas, the standard deviation of control group from control group increases from 7.51 to 8.64 or the scores of control group from pre-test to post test are more heterogeneous. Based on those statistical results, it can be concluded that discussion technique is effective in improving English speaking skill among students of SMK N 2 Depok Yogyakarta. Moreover, the hypothesis, which states that there is a significant deference in the student’s mastery of
speaking between the students who are taught using discussion technique and those who are taught without using discussion technique is accepted.
viii ABSTRAK
Dhae, Sebastianus bay. 2013. The Effectiveness of Discussion Technique in the Students’ Mastery of Speaking among Third Year Students of SMK N 2 Depok. Yogyakarta: Sanata Dharma University.
Salah satu element penting yang harus diperhatikan di dalam belajar bahasa Inggris adalah kemampuan dalam berkomunikasi dengan menggunakan bahasa Inggris. Namun, belakangan ini banyak siswa yang tidak mampu berkomunikasi menggunakan Bahasa Inggris dengan baik meskipun mereka sudah mempelajarinya bertahun tahun. Salah satu faktor yang menyebabkan masalah ini adalah tidak adanya tantangan bagi siswa untuk menciptakan suasana baru dalam berbicara bahasa Inggris. Oleh karena itu, penting bagi guru untuk menerapkan suatu teknik yang dapat memberikan kesempatan atau tantangan kepada siswa untuk berbicara dalam bahasa inggris.
Tujuan penelitian ini adalah untuk meneliti apakah pengunaan discussion
technique efektif dalam meningkatakn kemampuan berbicara siswa. Studi ini dikategorikan sebagai penelitian quasi-experimental. Jumblah total populasi dari peserta penelitian dibagi menjadi dua kelompok yaitu kelompok eksperimental dan kelompok control. Kelompok eksperimental adalah siswa kelas XII KA (kimia analisis) dan kelompok kontrol adalah siswa kelas XII TPA (teknik permesinan A) dari SMK N 2 Depok Yogyakarta. Data dikumpulkan menggunakan tes yang sama untuk kedua kelomplok tersebut dan dalam bentuk nilai pre-test dan post-test.
Pre-test dilakukan sebelum pengaplikasian teknik dan pos-test dilakukan setelahnya pengaplikasian teknik. Discussion technique hanya diaplikasikan ada kelompok eksperimental. Data nilai pre-test dan post-test kedua kelompok dianalisa menggunakan statisik inferensial. Guna menguji hipotesis, peneliti menggunakan
t-test.
Berdasarkan analisis hasil dari post test, diidentifikasikan bahawa �� lebih besar dari nilai t pada significant level 5%, yaitu 4.219 > 1.697. level
significant-nya adalah 0.00 dimana lebih kecil dari 0.05. Ditemukan juga bahawa perbandingn nilai rata-rata kelompok experimental lebih tinggi dari pada kelompok kontrol post-test (kelompok eksperimental= Pre-test 58.87, Post-test 80.64), (Kelompok kontrol= Pre-test 59.60, Post-test 70.6). Standar deviasi dari kelompok experimental juga turun dari 7.63 ke 7.43. Hal ini menunjukan bahwa nilai kelompok experimental lebih homogen. Semantara itu, standar deviasi pada kelompok kontrol naik dari 7.51 menjadi 8.64 sehinga nilai pada kelompok ini menjadi lebih heterogen. Dengan kata lain, peningkatan rata-rata dari standar deviasi pada kelompok experimental lebih besar daripada kelompok kontrol. Berdasarkan hasil penemuan di atas dapat disimpulkan bahwa teknik diskusi efektif untuk meningkatakan speaking masteri siswa dan hipotesis yang mengatakan bahwa ada perbedaan yang signifikan pada Penguasaan kemampuan berbicara siswa yang diajar mengunakan teknik diskusi dan siswa yang diajarkan tanpa mengunakan teknik diskusi dapat diteriama.
ix
ACKNOWLEDGEMENTS
First of all, I would like to give my deepest gratitude to Jesus Christ for the
great blessing, spirit, and motivation during my thesis writing. I thank Him for
giving me this beautiful life. Nothing can replace those graces.
I sincerely thank and appreciate my sponsor, Agustinus Hardi Prasetyo,
S.Pd., M.A., for his guidance and support so that I could finally finish my thesis. I
am so thankful for his patience, suggestions during my thesis writing and
willingness to provide his valuable time.
I would like to thank all PBI’s lecturers who are very patient and caring in
guiding me during my period of learning in PBI. I learn so many things from
them. I would like to thank them for the greatest contribution in my learning
process.
My sincerely thanks go to my lovely parents, Agustinus Dhae and Paulina
Seko, for their care since the first time I saw this world until I started to build my
own life. Nothing can change their true love. They are the best figures who always
motivate me to finish this thesis. I am very grateful to have such wonderful
parents like them. I also want to thank my lovely sister, Maria Delvina Dhae, for
being a good sister to me. I thank her for her motivations and suggestions during
my thesis writing as my language consultant. She is the best sister that I have ever
x
My heartfelt thanks are also addressed to Vrizcha Magha Reginna for her
love, support and presence during my thesis writing. I thank her for being patient
with me whenever I felt upset. Lots of thanks go to her for encouraging me in
writing my thesis.
My special thanks also go to my lovely friends Purwo, Leksi, Andreo,
Apin, Akun, Egar, Leo, Hendri, Jojon, Dendy, Andre, Agus, and Umbu for the
joke, laughter and happiness. I thank them for being nice friends who always help
me when I am in trouble. I am very grateful for our friendship.
I would also like to thank Toro, Father Richard, Rengga, Bhe, Kojek, Rob,
Bella, Mike, my friend at KKN, my Friends at Sastra Basketball Team, and all of
my friends at PBI who cannot mentioned here. I am very thankful for the greatest
moments that we have been gone through.
Last but not least, I thank all people whom I cannot mention here who
always give their support and help to me.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ……….. i
PAGE OF APPROVAL ………. ii
PAGE OF ACCEPTANCE………. iii
DEDICATION PAGES……….. iv
STATEMENT OF WORK’S ORIGINALITY ……….. v
PERNYATAAN PERSETUJUAN PUBLIKASI………... vi
ABSTRACT ……… vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ………... ix
TABLE OF CONTENTS ……… xi
LIST OF TABLES ……….. xi
LIST OF APPENDICES………. xv
CHAPTER I. INTRODUCTION 1
1.1 Research Background ……… 1
1.2 Research Problem ……….. 2
1.3 Problem Limitation ………. 3
1.4 Research Objectives ……….... 3
1.5 Research Benefits ……… 3
1.6 Definition of Terms ………. 5
CHAPTER II. REVIEW OF RELATED LITERATURE 8
xii
2.1.1 Teaching and Learning English as a Foreign
Language………. 8
2.1.2 Communicative Language Teaching ……… 9
2.1.2.1 Discussion Technique ……….. 15
2.1.3 Teaching Speaking ………... 20
2.1.4 Speaking Mastery………. 23
2.2 Theoretical Framework ………. 25
2.2.1 Hypothesis ……… .... 27
CHAPTER III. RESEARCH METHODOLOGY 29
3.1 Research Design ……….... 29
3.1.1. Quasi Experimental Design……….. 29
3.2 Research Setting ……… 31
3.3 Research Participant ……….. 31
3.4 Instrument and Data Collecting Technique …….. 32
3.4.1 Pre-test and Post-test ……… 32
3.4.2 The Validity and Reliability of the Instrument... 32
3.5 Data Analysis Technique ……… 35
3.6 Research Procedure ………... 36
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 38
4.1 Data Description ………... 38
4.1.1 Categorization of the Students’ Speaking Mastery 38 4.1.2 Data of the Experimental Group ……… . 40
xiii
4.1.4 Statistical Data of Experimental Group and
Control Group ……….. 44
4.2 Data Analysis ………. 46
4.2.1 Test of Normality ……….. 46
4.2.2 Test of Homogeneity ……….. 48
4.2.3 Inferential Statistic/Hypothesis Test ………….. 49
4.3 Interpretation of the Findings ………... . 51
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 54 5.1 Conclusions ……… 54
5.2 Recommendations ………... 56
REFERENCES ……….. 58
xiv
LIST OF TABLES
Table
1. Comparison between Traditional and Communicative Approach…… 10
2. Distribution of the Treatment ……….. 31
3. Blue Print of the Instrument ……….... 33
4. The Category of Students’ Learning Achievement ………. 34
5. Categorization of the Students’ Speaking Mastery ……… 39
6. Descriptive Analysis on the Pre-test Score of the Experimental Group ……… 40
7. Descriptive Analysis on the Post-test Score of the Experimental Group ………... 41
8. Statistical Data of the Pre-test and Post-test Score of the Experimental Group……… 42
9. Descriptive Analysis on the Pre-test Result of the Control Group 43 10. Descriptive Analysis of the Result of the Post-test in the Control Group ……… 43
11. The Statistical Data of the Pre-test and Post-test Scores of the Control Group ……….. 44
12. Statistical data of the Effectiveness of discussion technique ... 45
13. Result of the Test of Normality ………... 47
14. Descriptive Analysis of the Homogeneity Test Result …………... 48
15. The Gain Scores of the Student Speaking Mastery………. 49
16. T-test Result of the Pre-test ………... 50
17. T-test Result of the Post-test ……… 50
xv
LIST OF APPENDICES
Appendix 1: Lesson Plan and Resource Book………... 62
Appendix 2: Try-Out Test, Pre-Test, Post-test and Rubric……….. 139
Appendix 3: SPSS Computations………. 156
1
CHAPTER I
INTRODUCTION
In this part of study, the researcher presents the introduction of the study.
There are six things included in the introduction. They are the Research
Background, Research Problem, Problem Formulation, Research Objective,
Research Benefits, and Definition of Terms.
1.1 Research Background
The development of English as an international language has brought it to
be a major language being learned in almost every school institution in Indonesia.
In this country, English is considered as a foreign language, and it is a language
which is not that simple to be learned. This view leads Indonesian Education
Department (Depdikbud) to put English language as a required subject in the
school institution, such as in senior high school or vocational school.
Based on the results of the research conducted by Ghozali (1999), high
school students are still unable to communicate in English although they have
been learning English for more than eleven years. The research concludes that
within this period, students learn speaking only within the texts available in the
student’s book. This model makes the students have no chance to express their
own ideas, and they have no challenge to create new situations.
The discussion above shows that students must be given opportunities to
2
be minimized and students’ talk time must be maximized.In the learning process,
discussion is used as a stimulus to develop students’ interest, enthusiasm,
motivation on what is being presented in a particular lesson. Thus, in the study,
the writer intends to propose discussion technique, which is a part of
Communicative Language Teaching Approach. It is believed that discussion
technique can reduce the student’s feeling of being burdened with the English
learning process in the classroom through its activities such as communicating,
asking, interpreting, making summary and debating. These activities then can also
encourage better speaking skill in communicative contexts.
Nowadays, the successful language class is determined by the situation
when the learner can communicate effectively with others. Harmer (1991: 76)
states that discussion can help students to practice their speaking well. It can make
the students use their language by building sense of community in the classroom,
then encourage students to speak because when they are asked to express
themselves in a foreign language, they may find some difficulties expressing their
intentions.
1.2 Research Problem
The problem in this research can be formulated as follows.
a. Is discussion technique effective to improve student’s mastery of speaking
1.3 Problem Limitation
There are two limitations that the writer has for this research. First, this
research is quasi-experimental research; this kind of research is used to know
whether discussion technique is effective to improve the speaking mastery.
Second, this research focuses on two classes of the third grade of SMA N 2
Depok, Yogyakarta.
1.4Research Objective
Based on the research problem, the objective of this research is to
investigate whether the use of discussion technique is effective in improving
students’ mastery of speaking. It is hoped that this research can give good
contribution in teaching learning process, especially on the improvement of
speaking mastery. This research hopefully can also help teachers to rethink their
decisions in choosing the effective technique in order to help students obtain the
best achievement.
1.5 Research Benefits
The writer hopes that this thesis can give advantages to all readers. It is
expected that this research will be able to contribute theoretically and practically
on how discussion technique can be used in the learning process of English.Three
4
1.5.1 Theoretically
The result of this study is on academic speaking that serves as a technique
for students to improve their competence in speaking. It is believed that the
discussion technique which is suggested in this research can encourage students to
develop their ability in asking, communicating, interpreting, and making
summary. In other words, the result can provide a technique that gives a lot of
chance for learners to speak.
1.5.2 Practically
a. For the English teachers
The English teacher knows the effective strategy to build a sense of
communication in the classroom. In this case, the discussion technique could be
the answer because this technique facilitates the students to communicate they are
working in. Moreover, teachers can also use some activities in the discussion
technique to encourage student to communicate such as problem based discussion
or sharing based discussion
b. For the Students
This research can broaden students’ knowledge by learning through
discussion, so that it can motivate students to learn and improve their speaking
ability. It can also encourage students to master the other skills: listening, reading,
and writing. It is expected that the technique can increase the students’ interest
and help them to learn better, so they will not become marginalized, but
1.5.3 To the Readers, Course Developers and the Next Researchers
Hopefully, this research can give helpful information to the readers, course
developers and the next researchers who conduct the same study. It is also
expected that this preliminary study can activate other people to do related studies
in this field. It is because this research proposes great suggestions for teaching and
learning process. The future researchers can also conduct another analysis through
this research point of views.
1.6 Definition of Terms
1.6.1 Communicative Language Teaching
Communication is a continuous process of expression, interpretation, and
negotiation (Savignon, 1983: 8). According to rivers, Communicative Language
Teaching is
a move from the consideration of language as an accumulation of discrete elements in associative chains to the study of human conceptual and perceptual and perceptual system and a growing interest in the pragmatics of language in situations of use ( as quoted by Ekomunajat (2004: 16).
The teacher sets up a situation that students are likely to encounter in real life
(Galloway, 1993: 29). In Communicative Approach or Communicative Language
Teaching Approach, learners not only try to understand the grammar but also
develop the ability to use language. The aim is not only producing correct
sentences but also developing ability to communicate with the language. In this
6
basic foundation to develop the innovative way of using language in real life
situations.
1.6.2. Speaking Mastery
There are many definitions of speaking that have been proposed by some
experts in language learning. “Speaking is using the stated language” (Woodford,
2003: 121). Speaking is also a product of a creative construction of linguistic
strings. Speakers make choice of lexicon, structures, and discourse (Brown, 2000:
140). The aspect of spoken English is that it is usually accomplished via
interaction with at least one other speaker. In this study, speaking is a creative
construction of oral skill of English language that must be mastered well by the
students after the discussion technique is applied.
1.6.3. Discussion
“Discuss comes from a Latin word that means „to scatter’. “Discussion
refers to one or more meetings of a small group of people who thereby
communicate, face to face, in order to fulfill a common and achieve a group goal.
The key concepts in the definition are small group and communication.”
(Bormann, 1975: 3). Discussion is an extended communication (often interactive)
dealing with some particular topic or an exchange of views on some topics
(Lewis, 2008: 32). Discussion technique is also a technique concerning talking
about a problem involving two persons or more, in which these persons are
concerning the same problem. According to Murcia, “discussions are probably the
most commonly used activity in the oral skill class” (Celce-Murcia, 2000: 106), so
discussion is a technique, which represents extended communication established
in pair or group regarding to a particular topic in order to obtain the goal.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
The purpose of this chapter is to discuss the theories, which are used to
answer the research questions. This chapter is divided into two major discussions:
Theoretical Description and Theoretical Framework. The Theoretical Description
includes the important theories, which are related to the topic. Meanwhile, the
Theoretical Framework gives the clear explanation about all major relevant
theories.
2.1 Theoretical Description
The theoretical description in this study covers theory of teaching and
learning English as a foreign language, Communicative Language Teaching,
Discussion Technique and Teaching Speaking.
2.1.1 Teaching and Learning English as a Foreign Language
According to Woodford and Jackson (2003: 56), learning is the activity of
attaining knowledge. The understanding of how the learner learns determines
one’s philosophy of education. Moreover, according to Brown (2000: 7), learning
is acquiring or getting of knowledge of a subject or a skill by experience or
instruction. Language learning is a long and complex way, where the learners
explore all their competence to think, feel, and act. From the theories above, we
can conclude that „learning’ is the process of behavior’s change by practice and
Furthermore, according to Brown (2000: 7), teaching is guiding,
facilitating learning, enabling the learner to learn, and setting the condition for
learning. He also proposes that teaching can be defined as showing or helping
someone to learn how to do something, giving instruction, guiding the study of
something, providing knowledge, causing to know or understand. Thus, the
teacher in teaching EFL has the responsibility of equipping the learners with the
skills that they need to pursue in their studies. It is obvious that English teachers
are concerned to give the learners detailed guidance of study and help to achieve
the goal.
2.1.2 Communicative Language Teaching
Nowadays, Communicative Language Teaching (CLT) has been thought
as a new way to teach English as a second or foreign language. In a useful survey
of communicative language teaching, Quinn as quoted by Nunan, (1988: 26-28)
States that there are some differences items between Communicative Approach
and Traditional Approach. They are set out in Table 1.
10
Table 1: Comparison between Traditional and Communicative Approach
No Traditional approach Communicative approach
1. Focus in learning:
Focus is on the language as a structured system of grammatical patterns.
Focus is on communication
2. How language items are selected:
This is done on linguistic criteria alone. This is done on the basis of what language items the learner needs to know in order to get things done. 3. How language items are sequenced:
This is determined on linguistic
grounds. This is determined on other ground, with the emphasis on content, meaning and interest.
4. Degree of coverage:
The aim is to cover the „whole picture’ of language structure by systematic linear progression.
The aim is to cover; in any particular phase, only what the learner needs and sees as important. 5. View of language:
A language is seen as a unified entity with fixed grammatical patterns and a core of basic words.
The variety of language is accepted, and seen as determined by the character of particular
communicative contexts. 6. Type of language used:
Tends to be formal and bookish. Genuine everyday language is emphasized.
7. What is regarded as a criterion of success:
Aim is to have students produce
formally correct sentences. Aim is to have students communicate they are working in. 8. Which language skills are emphasized:
Reading and writing Spoken interactions are regarded as at least as important as reading and writing.
9. Teacher/Student roles:
Tends to be teacher-centered. Is student-centered. 10. Attitude to errors:
Incorrect utterances are seen as deviations from the norms of standard grammar.
Partially correct and incomplete utterances are seen as such rather than just „wrong’.
11. Similarity/dissimilarity to natural language learning:
Reverses the natural language learning process by concentrating on the form of utterances rather than on the content.
Resembles the natural language learning process in that the content of the utterances is emphasized rather than the form.
It can be summarized that with the traditional approach, students are not
learning in whole language. They do not know how to communicate with
appropriate social language, gestures, or expressions. In brief, they only focus on
learning the language as a structured system of grammatical patterns rather than
communicating in the culture of the language that has been studied.
In Communicative Approach or Communicative Language Teaching
Approach, learners not only try to understand the grammar but also develop the
ability to use language. While the learners have to be able to construct
grammatically correct structures and concern with linguistic grounds, they also
have to do other competences. It is emphasized in Communicative Language
Teaching. They must concern in content, meaning, and interest in particular
situations. The aim is not only producing correct sentences but also developing
ability to communicate with the language. The teacher is not the center of the
learning but the students take the main part of the learning process.
“Teachers of foreign language have long known that mastery of the
mechanics of a language do not ensure the ability to use language for
communication” (Savignon, 1983: 67). This circumstance needs an effective
concept, method or technique to make the learner capable to master the language
for communication. The development of communicative approach in the
classroom can be a good solution.
The basic concept in the Communicative Approach or Communicative
Language Teaching is learners-centered. The teacher should not dominate the
12
communicate effectively and appropriately based on the context given. Brown
(2001: 43) describes the characteristics of Communicative Language Teaching as
follows.
a. The goal of classroom is focused on grammatical, discourse, functional
linguistic, and strategy of communicative competence.
b. The aspect of language, which is the language technique, is used to engage
learners in the functional use of language for meaningful purposes.
c. Communicative technique underlies the fluency and accuracy, in which
fluency is more important than accuracy in order to engage learners in the
language use.
d. The students who are in communicative class must use language
productively and perceptively.
e. Students focus on understanding their style of learning and the autonomous
learning.
f. Teachers act as a facilitator or guide, so the students will learn through
genuine linguistic interaction with others.
Teachers in communicative classrooms will find themselves talking less
and listening more or becoming active facilitators of their students' learning. A
teacher needs to set up the exercise, but because the students' performance is the
goal, the teacher must step back and observe, sometimes act as referee or monitor.
A classroom during a communicative activity is far from quiet, however. The
students do most of the speaking, and frequently the scene of a classroom during a
task. Because of the increased responsibility to participate, students may find they
gain confidence in using the target language in general. Students are more
responsible managers of their own learning.
Communicative Language Teaching can be interpreted to many aspects.
Adapted from the familiar “inverted pyramid” classroom model proposed by
Celce-Murcia, it shows how, through practice and experience in an increasingly
wide range of communicative contexts and events, learners gradually expand their
communicative competence, consisting of grammatical competence, discourse
competence, sociocultural competence, and strategic competence. Moreover, all
components are interrelated (Celce Murcia, 2000: 17). She further explains the
importance of the overall level of communicative competence; rather, an increase
in one aspect interacts with other aspects to produce a corresponding increase in
an overall communicative competence.
Figure 1.Components of Communicative Competence
(Adopted from Celce-Murcia, 2000: 17)
CONTEXTS
So
cio
cult
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G
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mm
a
tica
l
Dis
co
urs
e
Str
a
teg
ic
Co
mm
un
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tiv
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It can be explained in four aspects of communicative competence as
follows.
a. Grammatical competence
It is a concept place that includes increasing expertise in grammar like
morphology, syntax, and vocabulary. In order to convey meanings, EFL learners
must understand how words are segmented into various sounds and how sentences
are stressed in particular ways. It enables learners to use and understand English
language accurately and fluently.
b. Discourse Competence
It has the aim to hold the communication together in a meaningful way. It
applies cohesion and coherence in communicative competence. In
communication, production of language requires ability to perceive and process
stretches of discourse. Therefore, the learner should acquire a large structure and
discourse markers to express ideas, show relationship of time, indicate cause,
contrast and emphasize.
c. Sociocultural competence
Knowledge of language alone does not adequately prepare learner for
effective and appropriate use of the target language. So, learners must have the
competence to know what is expected socially and culturally by users of target
language. Although we have yet to provide satisfactory description of grammar,
we are even further from an adequate description of sociocultural rules of
different contexts of situation cultural awareness rather than cultural knowledge
thus becomes increasingly important.
d. Strategic competence
It is the way learners manipulate the language in order to meet the
communicative goal. It also refers to ability to know when and how to take the
floor, how to keep a conversation going, and how to terminate conversation.
It can be summarized that Communicative Language Teaching is generally
an accepted norm in the field of foreign language teaching and learning.
Communicative Language Teaching makes use of real-life situations that
necessitate communication. Using this approach, the teacher can set up a situation
that students are likely to encounter in real life. Additionally, applying these
aspects means that teaching and learning become far more than a series of
grammar lessons and vocabulary lists.
2.1.2.1 Discussion Technique
Communicative Language Teaching implies that learning a language takes
place during the communication among members of the society. Learning a
language means learning to communicate with others. People can communicate
when they have discourse competence. The development of the concept of
communication competence as it relates to language teaching can be traced to
sources, one theoretical, the other practical (Savignon, 1983: 10). In other words,
learning to communicate is learning a language discourse. This is in line with
what people and students usually think of language learning; to be able to use the
16
English language learning is important. For them, language learning is something
they have to do because it is a part of the school curriculum. Because of this, there
needs to be a way of teaching that will make them interested and make them
master the language. There are many ways to promote oral skill in the EFL
classroom that can be implemented: discussion, speeches, role plays,
conversations, audio taped oral dialogue journals, and other accuracy based
activities.
“There are some communicative activities which aim to encourage
students to speak. One of these activities is discussion,” (Harmer, 1991: 122). According to Murcia, “discussions are probably the most commonly used activity
in the oral skill class” (Celce-Murcia, 2000: 106), so discussion is one of the
activities that encourage students to speak. In the class, students are usually
invited to have the discussion with the teachers and other students in which the
concern is on the particular topic or problem. The kind of discussions which is
usually used is group discussion. Group discussion refers to one or more
meetings of a small group of people who thereby communicate, face to face, in
order to fulfill a common and achieve a group goal. The key concepts in the
definition are small group and communication (Bormann, 1975: 3). The main
purpose of using discussion is to develop critical thinking, democratic attitude,
cognitive ability, and socio-emotional attitude (Celce-Murcia, 2000: 115).
Furthermore, those are formulated as follows.
a. To develop students’ ability in asking, communicating, interpreting, and
b. To develop students’ attitude towards the school, the teacher, and the subject
they are learning.
c. To develop students’ ability in overcoming the problems and developing their
self-concept more positively.
d. To increase students’ ability in giving opinion, and
e. To develop students’ attitude towards controversial.
According to Bormann, “discussion is considered to be serious and
systematic talk about a clearly particular topic. Discussion is task-oriented. It has
a common purpose and is striving for common goals” (Bormann, 1975: 3). Based
on that condition, the purpose of the talk in a group discussion is to communicate.
Furthermore, through the discussions, students are also creating positive
peer relationship. According to Jones (1998: 93), peer relationships influence
students’ achievement in several ways. First, peer attitudes toward achievement
affects students’ academic aspirations and school behavior. Second, the quality of
peer relationships and personal support in classroom affects the degree to which
students’ personal needs are met and, subsequently, their ability to be productively
involved in the learning process. Third, peer relationship can directly affect
achievement through cooperative learning activities.
There are some criteria for good discussions. The discussions will run well
and reach the aim if they fulfill some requirements. The supporting and interesting
situation must be created in order to achieve good discussion. Students will be
more involved with and motivated to participate in the discussion if they are
18
is in line with the principle of students taking responsibility for their own learning
(Celce-Murcia, 2000: 106).
Moreover, Harmer (1991: 124) states that there are three types of
discussion activity. They are buzz group, controversial topic, and debate. First,
buzz group is discussion where the students are in groups of three or four (the
number is unimportant). Frequently the teacher may ask them to think all possible
things that they are discussing. The example might be the students are going to
read a text about hobbies. The teacher puts them into groups for a session about
two minutes. They should think about kinds of hobby that they can figure out.
They could be put into buzz discussion to think of as many activities as possible.
It can form the prelude to a larger discussion session.
Second, controversial statements are good discussion provokers. The
students are given the following statements about a particular topic and told that
they have to circle the number which best reflects their agreement or disagreement
with the statement (0 = totally disagree, 5 = totally agree). When they have done
the activity, they compare their answers in pairs and then groups. They have to
agree with a score. It is for consensus activity. This technique is a good example
of using a small task to provoke discussion.
Third, debate is also suitable. Students are given a controversial
preposition such as Yogyakarta must be free from beggars. They are then put into
two groups, which have to prepare arguments either in favor the preposition or
against the preposition. When the arguments are ready, the teams elect a first and
students can then take part with short interventions. At the end of the discussion,
the teacher can organize a free vote to see whether the proposition wins or not.
According to Arends, there are also other types of discussion and the
approach chosen that are included in the effective classroom discussion.
a. Recitation exchange
b. Problem-based discussion
c. Sharing-based discussion (Arends, 1997: 211)
The first approach is recitation exchange. It uses direct instruction. It has a brief
question and answer session about assigning task. The teacher gives specific
instruction first to the students. The second approach is problem-based discussion.
It is about memorizing and understanding some materials. The next step is the
teacher provides a question and answer session about assigning task. It engages
students in higher and order thinking. It motivates their intellectual investigation.
The last approach is sharing-based discussion. It is about sharing the student’s
common experiences. They must have different opinions based on their
experiences.
It can be summarized that discussion is a technique, which is used by
teacher to achieve some goals in the teaching learning process. Discussion
improves student’s thinking and helps them construct their own understanding of
academic context. It also promotes involvement and engagement of the students.
They take responsibility for their own learning and do not depend on the teacher.
20
communication skills and thinking processes. They can learn to state ideas clearly,
to listen to others, to speak or to respond to others, and to ask good questions.
2.1.3 Teaching Speaking
The technique used in teaching learning of speaking should be based on
the students’ need and the objective of the language learning. The process of
learning and teaching of English speaking is influenced by the time allocations
and the activities available in the class. In addition, the teacher should choose the
appropriate activity done in the classroom. The activity in the learning and
teaching process are absolutely needed. Harmer (1991: 46) says that there are
three stages in teaching speaking. There are introducing the new language,
practice, and communicative activity. “In terms of oral communication, one needs
to learn when it is appropriate to speak, in which circumstance, how to gain the
right to speak, how and when to invite someone else to speak and so on”. (Nunan,
1989: 44).
Furthermore, teaching a foreign language for the students who are already
accustomed to use their first language or mother tongue is not an easy work.
Speaking a foreign language will be well-developed if the students have to have
much practice. The students in a foreign language class will not learn to speak
fluently merely by hearing speech. The teacher needs to give the students more
opportunities throughout their years of study and to develop greater in encoding
their thoughts. The core of good thinking is the ability to solve the problems. It is
What academic English second language students need most is extensive authentic practice in class participation, such as taking part in discussions, interacting with peers and professor, and asking and answering question. ….With academic adults, practice in activities such as leading and taking part in discussions and giving oral report is needed to be done (Celce-Murcia, 2000: 105).
A final feature, which characterizes the current English Language
classroom, is that students are encouraged to take responsibility for their own
learning. No longer is learning seen as a one-way transfer of knowledge from
teacher to student but today we understand that students learn from teachers, from
classmates, and from the world outside the classroom. In addition, the more
learners seek opportunities, the more likely he or she will learn to use the
language. In the oral skill classroom, students should be allowed and encouraged
to initiate communication when possible, to determine the content of their
responses or contributions, and evaluate their own production and learning
progress. If the teacher wants the learners to be able to converse in English, they
need to make the classroom become a conversational place. If the learners do not
talk naturally during the course of each lesson, it is hardly surprising when they
can still hardly speak at all after several years of English classes. Davies and
Pearse (2002: 82) say that there are some clear implications here for teaching.
a. Try to create a relaxed atmosphere in your classes so that most learners are not frightened of speaking in front of the rest of the class. And do so many speaking activities as possible in pairs and groups, so that the learners can speak English without the rest of the class listening.
22
c. Accustom the learners to combining listening and speaking in real time, in natural interaction. Perhaps the most important opportunity for this is in the general use of English in the classroom.
For most students in Indonesia, learning speaking is a difficult skill that they have
to master. It might happen because the students in Indonesia do not have sufficient
time to practice their English. They learn speaking only in their school. In
Indonesia English is one of the compulsory lessons. In line with Harmer and
Clark’s theories, the students in Indonesia have to be helped with that way in
order to have good speaking ability. They really need teachers to help them in
learning speaking. Teachers have a big role for them to build an environment
which is suitable to the process of learning English.
In conclusion, speaking is one of the central elements of communication.
The teacher should provide learners with opportunities for meaningful
communicative behavior about relevant topics. This requires the teacher to give
guidance for the learner’s needs. The teacher also has to create a relax atmosphere
in the classroom and encourage the students to speak naturally using the language,
in order to make the students accustomed to the language.
2.1.4 Speaking Mastery
For most people, the ability to speak a language is synonymous with
knowing that language since speech is the most basic means of human
communication. Nevertheless, “speaking in a second or foreign language has
often been viewed as the most demanding of the four skills” (Bailey and Savage
as quoted by Celce Murcia, 2000: 103). The most difficult aspect of spoken
speaker. This means that a variety of demands are accumulated: monitoring and
understanding the other speaker(s), thinking about one’s own contribution,
producing that contribution, monitoring its effect, and so on. This is one reason
why many of us are shocked and disappointed when we use our second or foreign
language for the first time in real interaction: “We had not been prepared for
spontaneous communication and could not cope with all of its simultaneous
demands” (Celce-Murcia, 2000: 103). To solve it, we need to master the speaking
skill well.
Galloway (1993: 12) says that successful oral communication involves
describing
a. The ability to articulate phonological features of the language apprehensively.
b. Mastery of stress, rhythm, and intonation patterns. c. An acceptable degree of fluency.
d. Skills in negotiation meaning.
e. Conversational listening skills (successful conversation requires a good listener as well as good speaker).
f. Skills in knowing about and negotiation purpose for conversation, using appropriate conversational formulae and filters.
g. Skills in the management of interaction. h. Skills in taking short and long speaking turns. i. Transactional and interpersonal skill.
In other words, these are the measurements for a person who have
mastered speaking skill. In line with this concept, Common European Framework
of Reference (CEF) has also formulated functional competence that must be
mastered regarding to speaking or communication function. They divided into two
categories, which are macrofunction and microfunction. Macrofunction is chunk
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description, narration, commentary, explanation and demonstration. Whereas,
microfunction is related to the individual action in the interaction such as inviting
and apologizing. There are six man categories included in microfunction.
a. Giving and asking for factual information, e.g. describing, reporting, asking;
b. Expressing and asking about attitude, e.g. agreement/disagreement, knowledge/ignorance, ability, permission;
c. Suasion, e.g. suggesting, requesting, and warning;
d. Socializing, e.g. attracting attention, addressing, greeting;
e. Structuring discourse, e.g. opening, summarizing, changing the theme, closing;
f. Communication repair, e.g. signaling non-understanding, appealing for assistance, paraphrasing; (Council of Europe as quotated by Louma, 2004: 33-34).
When the students have good functional competence, it can help them to
communicate well. Furthermore, there are some criteria that can be measured
based on the students’ performance. They are presented as follows.
a. Structural criteria. They are accuracy, fluency and appropriateness
b. Communicative criteria. How communication and utterances take place
effectively (Littlewood, 1981: 90)
Before students start their performances, the teachers should tell what criteria
being used to measure the performances. It is used to make the students focus on
what criteria that should be mastered at that time.
In EFL teaching, all aspects above need special attention and instruction.
In order to provide the effective speaking, it is necessary for teachers of EFL to
carefully examine the factors that underlie speaking effectiveness. It will
2.2 Theoretical Framework
To answer the research questions, there are some theories, which are
considered as a helpful foundation. It appropriately provides good understanding
about the required technique, which would be observed and investigated in the
study and gives clear view about its influence on the required skills.
Since the scope of the research is in the field of teaching and learning
English as a foreign language, it is important to understand the concept and theory
of it, so the researcher can figure out the innovative way in equipping the learners
with the require technique. It helps researcher to conduct the appropriate plan in
doing the research in which it can also develop learners to get and acquire the
knowledge, so they will improve better.
Furthermore, the theory of Communicative Language Teaching is used as
the foundation to understand the appropriate concept in developing language
teaching especially to use a language as means of communication. In this concept,
students not only learn to construct grammaticality correct structures and concern
with linguistic ground but also concern on the content, meaning, and interest in
particular situations.
Discussion technique is a technique that would be investigated in the
research, which is a part of Communicative Language Teaching. Since it is the
core point of this research, so the theory of discussion technique must be used.
Discussion technique is a technique concerning talking about a topic or a problem
involving two persons or more, in which these persons are concerning the same
26
on oral work. As a consequence, they can get some alternative answers to the
problem they are discussing through this talking. Some students find it easier to
speak if there is some framework for conservation. Discussion is aimed to actively
create students’ own utterances, using their own understanding and imagination.
Therefore, through discussion the language classroom can create a relaxing
atmosphere, accustom learners to speaking in natural interaction, organize oral
work and avoid any obsession with accuracy. It also encourages incidental
classroom speaking, gives learners’ expression that they need, and exploit every
opportunity for speaking. If there is an opportunity to speak more, the learner can
develop their self confidence, mental, and ability to speak. There is also mutual
feedback from their classmates and their teacher so the speaking error can be
corrected. In conclusion, through discussion in the context of Communicative
Language Teaching, the problems that occur in speaking can be solved. The
learners can also develop their speaking ability through discussion.
Since in this research, the aims is to know whether the discussion
technique can improve speaking skill or not, so it is needed to acquire the concept
of speaking itself. Learning to speak a foreign language requires more than
knowing its grammatical and semantic rules. Learners must also acquire the
knowledge of how native speakers use the language in the context of structured
interpersonal exchange. It has many factors that interact with one another.
Therefore, it is difficult for English as foreign language (EFL) learners to speak
the target language fluently and appropriately. In order to provide effective
the factors affecting learners’ oral communication, components underlying
speaking proficiency, and strategies used in communication.
Speaking a language is especially difficult for foreign language learners
because effective oral communication requires the ability to use the language
appropriately in social interactions. The problems involve not only verbal
communication, but also pitch, stress, and intonation. In addition, non linguistic
elements such as gestures and facial expression may affect understanding of the
communication. In this study, speaking is a creative construction of oral skill of
English language that must be mastered well by the students after the discussion
technique is applied.
EFL learners need explicit instruction in speaking like in any language
skill that generally has to be learned and practiced. Evidently, in practice, the
factors that facilitate the production of spoken language are not supported with
practices. However, it can be developed by assigning students general topics to
discuss or by getting them to talk on certain subjects. The problems in speaking
can be solved by discussion activity.
In a conclusion, it is believed that each theory above can help the
researcher in identifying whether the chosen technique, which is discussion
technique, can improve students’ speaking mastery or not.
2.2.1 Hypothesis
On the basis of what is discussed in the theoretical description and the
theoretical framework, the writer proposes a research hypothesis: “There is a
28
who are taught using discussion technique and those who are taught without using
29
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses the methodology of this study in
order to answer the research question, which is mentioned in Chapter I. This
chapter is divided into six parts. They are the Research Design, Research Setting,
Research Participant, Instruments and Data Gathering Technique, Data Analysis
Technique, and Research Procedure.
3.1 Research Design
3.1.1 Quasi Experimental Design
Bluman (2012: 45) states that quasi experimental design is a research
design which is quite often applied in education where the groups have already
been formed. This type of research does not include the use of random
assignment. There are two groups being compared in this type of research.
a. Control Group. Control group is a group in experiment research design, which
is not manipulated by the treatment.
b. Experimental Group. Experimental group is a group in experiment research
design, which is manipulated by the treatment.
This study is categorized as a quasi-experimental research design, in which
classical pretest- posttest were used. There are two variables in this study, which
are dependent and independent variables. The independent variable is discussion
30
population of participants was randomly divided into two groups of sample: the
control group, and the experimental group. The experimental group was taught
using the discussion technique and the control group was taught without using the
discussion technique.
In the experimental group, the students were asked to form a group and
discussed the particular topics. The chosen topics were interesting and
controversial, so the students are encouraged to develop their critical thinking,
cognitive ability, and socio emotional attitude. The activities were focused on
encouraging students to speak. The students were also invited to give opinion,
make summary, and interpret the topic. Moreover, each group also presented the
result of the discussion and the rest of a group had a chance to ask questions and
give comments or feedbacks.
The researcher compared the pretest results with the posttest results from
both groups. Any difference between the two samples is assumed to be the results
of the experiment.
3.2 Research Setting
The study was conducted in SMK N 2 Depok, Yogyakarta. It is located in
Mrican, Depok, Sleman, Daerah Istimewa Yogyakarta. It was done in the months
October to December 2012.
This study involved students of the third grade of SMK N 2 Depok. There
are 272 students divided into eight classes. Every class has 30-37 students. They
are in the 2012/2013 academic year.
The researcher chose two classes of the third grade of SMK N 2 Depok
based on their characteristics as participants of the research. They had fulfilled the
same requirements to be the students of SMK N 2 Depok in 2012/2013 academic
year. Besides, they were of the same age and school environment. The classes
were XII KA (Kimia Analisis) and XII TPA (Teknik Permesinan A).. Class XII KA
has 31 students and XII TPA has 32 students. Therefore, the number of the sample
is 63. Meanwhile, class XII TAV (Teknik Audio Video) is a sample class of the
try-out before the research was applied. Table 2 below presents the distribution of
[image:47.595.99.518.294.611.2]the treatment.
Table 2. Distribution of the Treatment
No. Class Group Treatment Number of the students 1. XII KA Experimental Classroom
discussion method
31
2. XII TPA
Control Non-classroom discussion method
32
Total of the students 63
3.4 Instrument and Data Gathering Technique
The research instruments used in this study were pre-test and post- tests.
3.4.1 Pre-test and Post-test
32
The pre-test was the speaking test, which was based on what the students
had gotten from the school. The speaking items tested were taken from the
School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan) for the third
grade students of vocational schools. The topic was taken from competence
standard and basic competence of the third grade of vocational schools. The topic
was determined by the researcher.
b. Post-test
The post-test was the second speaking test, which was rewritten based on
the first test. It was done when the treatment had been given. The topic was also
taken from competence standard and basic competence of third grade of
vocational schools. The test was given after the treatment. The number of items of
the both test, pre-test and post-test are the same.
3.4.2 The Validity and Reliability of the Instrument
a. The Validity of the Instrument
A test is valid if it measures what it is supposed to measure. Before the
instrument was used, the validity of the instruments was determined .The test
instrument employes content validity. “To measure the effectiveness, content
validity can be applied by comparing the instruments with the materials plan”
(Sugyono, 2010:353). Table 2 shows the blue-print of the instrument based on the
School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan) for the third
[image:48.595.100.512.236.602.2]grade students of vocational schools.
Table 3. Blue Print of the Instrument
No Standard
competence
Basic Competence
Indicator Item
b. The Reliability of the Instruments
Considering the validity of the instruments, the reliability of the
instruments should be found before it is applied. Reliability means that the extent
of the test provides consistent results when it is used in similar circumstances. A
reliable test should measure the instrument consistently. A test is reliable if it
provides consistent and stable indication of the characteristics being investigated.
To know the reliability of the test, the Test-retest formula is applied. The formula
is:
�
=
[n Xn Xi Yi− Xi ( Yi ) i2− ( X
i)2 I n Yi 2 − Y1)2]
� = reliability coefficient � = total scores of TAV test 1 � = total scores of TAV test 2
(Sugiyono, 2010: 356)
The researcher employed SPSS 16.0 program 2007 edition to analyze the
reliability of the test. The computation showed that the reliability coefficient for
try out 1 is 0.0892 (see Appendix II), the reliability coefficient for tryout II is 1 3.
Communicate in English on
intermediate level
3. 3
Presenting the report
3. 4
Recognizing the use of user manual
1. Recognizing the elements of the report
2. Creating a report
1. Recognizing the elements of user manual.
2. Creating a user manual
1,2,3,4,5
34
0.890 (see Appendix II), if the instrument test refers to the value of reliability
coefficient (α > r table), the research instrument can be regarded as reliable.
3.5 Data Analysis Technique
To find out the category of learning achievement for the pre- and the
post-test results, the researcher used the ideal mean and the ideal standard deviation.
Nurgiyantoro (1988: 395) states that for the achievement test, the ideal mean is
60% from the highest score and the ideal standard deviation is 25% from the ideal
mean.
There were 10 items of the oral test in the form of questions. It was a test,
which has the value 10 for the correct answer or based on the rubric of the
speaking performance. So, in this research the highest score for the test is 100.
The ideal mean is 60% x 100 = 60. The ideal standard deviation is 25% of 60
equal to 15. Thus the category of students’ speaking mastery can be put according
[image:50.595.99.513.277.651.2]to:
Table 4. The Category of Students’ Learning Achievement
Score class Category
90 < Excellent 75 – 89 very good 60 – 74 Good 45 – 59 Poor 30 – 44 very poor
> 29 extremely poor
The data from the procedure of data collecting show the score of test
before the treatment and after the treatment. The score of test, which is made after
The statis
