CHAPTER III RESEARCH METHODOLOGY
F. Technique of Data Analysis
After did the technique procedure of collecting data, the next step was data analysis. To describe the students‟ ability in speaking, the research employed the formula as follows:
1. Scoring The Student‟ Percentage Speaking of Pre-Test and Post-Test P = x 100%
(Gay, 2006) 2. Calculating The Mean Score
The calculating of the students‟ speaking skill by using the following formula:
∑
Where:
X = Mean score
∑ = The sum of all score N = The number of students
33
3. To know how improvement of the score in literal comprehension
The improvement of the students‟ score in main idea and supporting details.
P =
x100 Where:
P = percentage of the students X1 = the mean score of pre-test X2 = the mean score of post-test
4. Finding out the significant different between the pre-test and post-test Formula:
t = ̅
√∑ (∑ ) ( )
Where:
T = the significance
D = the mean of the different
̅ = the sum of all score N = the total number of score
34 5. Testing hypothesis
After get the students‟ significance scores (value of t) it will compare with the value of t-table. When it is found that the value of t-test is equal or greater than the value of t-table, it means that Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted because there is significance difference between pre-test and post-test and after taught speaking using TED Talks. The criteria for the hypothesis testing as follows:
Table 3.3: Criteria for the hypothesis testing Testing
Hypothesis
H0 H1
t-test >t-table Rejected Accepted
t-test <t-table Accepted Rejected
(Sugiyono, 2014:317)
35 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter particularly presented the finding of the research which is presented as data description and discussion of the findings reveals argument and further interpretation of the findings.
A. Findings
After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post-test. Pre-test was given before the treatment and post-test was given after the treatment. The results are presented as follows:
1. The Result of The Students’ Speaking in Accuracy
The following table shows the result of the students‟ speaking in accuracy in pre-test and post-test using TED Talks video.
Table 4.1: The Students’ Result in Accuracy
NO INDICATOR SCORE
RESULT (%) PRE-TEST POST-TEST
1 Vocabulary 8.42 8.85 5.10
MEAN 5.10
The table above shows that, the students‟ scores improved after using TED Talks video in teaching and learning process. It is proved by comparing students‟ score in pre-test and post-test. The students‟
percentage of improvement between pre-test and post-test is 5.10% for
36
vocabulary. After being treated the result of students speaking in accuracy become 5.10%.
To see clearly the result of the students‟ speaking in accuracy can be presented as the following chart.
Students’ Accuracy
Pre Test Post Test
8.85 8.42
Figure 4.1 The Students’ Mean Score of Speaking in Accuracy
Figure 4.1 shows the students‟ mean score of speaking in accuracy students show improvement. Based on the difference from the mean score students get, in vocabulary term students show the improvement from pre-test to post-test where the increase of students increased by 5.10%. It means that in accuracy, students showed improvement from pre-test to post-test.
37
1.1 The Students’ Frequency and Percentage in Term of Vocabulary The following table shows the frequency and percentage of students‟ vocabulary after doing pre-test and post- test.
Table 4.2 The students’ frequency and percentage in vocabulary
No Category Score
Pre-test Post-test Frequency % Frequency % 1 Excellent 96-
100 0 0% 4 20%
2 Very
Good 86-95 4 20% 9 45%
3 Good 76-85 13 65% 7 35%
4 Fairly
Good 66-75 3 15% 0 0%
5 Fair 56-65 0 0% 0 0%
6 Poor 36-55 0 0% 0 0%
7 Very
Poor 0-35 0 0% 0 0%
TOTAL 20 100 20 100
Table 4.2 shows from 20 students who followed the pre-test there are only 4 students get very good score (20%). Meanwhile 13 students get good score (65%), 3 students get fairly good score (15%). It means that the students score and percentages in pre-test were still good because half of students get good score. While in the post-test, 4 students get excellent score (20%), 9 students get very good score (45%), and 7 students get good score (35%).
38
The data above can also be shown in the figure below:
Vocabulary
Excellent Very Good Good Fairly Good
13 9
4 3 4 7
0 0
Pre Test Post Test
Figure 4.2: The Percentage of Students’ Speaking in Vocabulary
Based on figure 4.2 above showed that in vocabulary term, students showed a significant increase in pre-test and post-test. In pre-test students were classified into 3 categories where no student were classified into excellent category while in the post-test it had shown 4 students were categorized in excellent score. Also in the pre-test as many as 4 students were categorized as very good score, 13 students categorized as good score and 3 students were categorized as fairly good score where in post- test, there were no students categorized as fairly good score. It increased into 9 students got very good score where in pre-test there were only 4 students got a very good score.
39
2. The Result of the Students’ Speaking in Fluency
The following table showed the result of the students‟ speaking in Fluency in pre-test and post-test using TED Talks video.
Table 4.3: The students’ Result in Fluency
NO INDICATOR
SCORE
RESULT PRE- (%)
TEST
POST- TEST
1 Smoothness 8.27 8.81 6.52
MEAN 6.52
From the table above shows, the students‟ score improved after using TED Talks video in teaching and learning process. It is proved by comparing students‟ score in pre-test and post-test.
The students‟ percentage of improvement between pre-test and post-test is 6.52% for smoothness term. After being treated the result of students speaking in fluency become 6.52%.
To see clearly the result of the students‟ speaking in fluency can be presented as the following chart.
40
Students’ Fluency
Pre Test Post Test
8.81 8.27
Figure 4.3 The Students’ Mean Score of Speaking in Fluency
Figure 4.3 showed the students‟ mean score of speaking in fluency students showed improvement.Based on the difference from the mean score students got, in smoothness term students showed the improvement from pre-test to post-test where the increase of students increased by 6.52%. It means that in fluency, students showed improvement in smoothness.
2.1 The Students’ Frequency and Percentage in terms of Smoothness The following table showed the frequency and percentage of students‟ smoothness after doing pre-test and post- test.
41
Table 4.4 The students’ frequency and percentage in smoothness
No Category Score
Pre-test Post-test
Frequency % Frequency % 1 Excellent 96-
100 0 0% 4 20%
2 Very
Good 86-95 6 30% 10 50%
3 Good 76-85 9 45% 6 30%
4 Fairly
Good 66-75 5 25% 0 0%
5 Fair 56-65 0 0% 0 0%
6 Poor 36-55 0 0% 0 0%
7 Very
Poor 0-35 0 0% 0 0%
TOTAL 20 100 20 100
Table 4.4 shows from 20 students who followed the pre-test there are only 6 students get very good score (30%). The balances are 9 students get good score (45%), 5 students get fairly good score (25%). It means that the students score and percentages in pre-test are still in average because half of students get good and fairly good score. While in post-test, 4 students get excellent score (20%), 10 students get very good score (50%), and 6 students get good score.
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The data above can also showed in the graphic below:
Smoothness
Excellent Very Good Good Fairly Good 5
9 10
6 4 6 0
0
Pre Test Post Test
Figure 4.4: The Percentage of Students’ Speaking in Smoothness
Based on figure 4.4 above showed that in smoothness term, students showed a significant increase in pre-test and post-test. In pre-test students were classified into 3 categories where only 6 students were classified in the very good category while in the post-test it increased into 10 students were categorized in very good scores. Also in the pre-test as many as 9 students were categorized as good and 9 students were categorized in fairly good score while in the post-test showed there were no more students categorized as fairly good where 4 students could be categorized as excellent score.
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3. Test of Significance Testing and Hypothesis
To know the level of significance of pre-test and post-test, the researcher used t-test analysis on the level significance was (p) 0.05 with the degree of freedom (df) + N-1, where N= number of subject (20 students). Table 4.4 showed the result of t-test calculation of students‟
speaking skill
Table 4.5 The Comparison of T-test and T-table Students’ Speaking Skill Score
Variable t-test t-table
Using TED Talks Video 4.037 1.743
Table 4.5 indicated that the values of the t-test were higher than the value of the t-table. It was indicated that there was a significant difference between the results of the students‟ pre-test and post-test by using TED Talks video.
a. Hypothesis Testing
The researcher used t-test analysis for the level of significance (p)
= 0.05 and with the degree of freedom (df) = 20 and the t-table was 1.743 Meanwhile, the value of t-test 4.037. It means that the value of t-test was higher than t-table. So there is an improvement of students‟ speaking skill in accuracy and fluency by using TED Talks video. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
44 B. Discussions
The major purpose of this research was to find out whether or not the use of TED Talks video can improve students‟ speaking skill in terms of accuracy and fluency. The result of this research showed that the use of TED Talks video improved students‟ speaking skill in terms of accuracy (vocabulary), and fluency (smoothness). There were possible explanations for the result found in this research.
1. The Student’s Speaking Skill in Accuracy in Terms of Vocabulary At the first, the researcher gave pre-test to the students to measure their capability in speaking skill in term of vocabulary. The result showed that the students‟ capability in speaking was still in average. The researcher found the problem in pre-test was the students got difficulties in misused of words and very limited vocabulary so the students did not know about what they wanted to say and also some of students found the fastest way like writing the script for presentation and read it when they were speaking so they could not remember the word and felt lazy to memorize a new word.
In pre-test, the researcher asked the students to sharing their random experiences in front of the other students. The result of pre-test was students got 15% categorized as fairly good. After giving pre-test, researcher gave them treatment. It was conducted in four meetings to measure students‟ vocabulary after used TED Talks video in learning process.
45
In the treatment process, researcher asked the students to memorize new vocabularies that students get based on TED Talks video they have watched and after that in the next meeting, the students should mention new vocabularies that they learned before at the end of presentation.
After giving the treatment, in the last meeting researcher give post- test to them. In post-test, researcher gave the students a topic and asked them to re-tell the topic in front of the other students.
In post-test, researcher got the students‟ vocabulary was improved.
It proved by comparing the students‟ percentage in pre-test was 15%, 65%
and 20% and became 35%, 45%, and 20% in post-test. It showed that using TED Talks video to improve students‟ speaking skill in term of vocabulary was successful. They spoke about topic that researcher given.
They can speak what they want to speak but all in English. As Patria (2019) said that TED Talks can also build authentic vocabulary knowledge and various English accents by listening to interesting material.
2. The Student’s Speaking Skill in Fluency in Terms of Smoothness
The researcher gave pre-test to the students to measure their capability in speaking skill in term of smoothness. The result showed that the student‟s capability in speaking skill was still in average. The researcher found the problem in pre-test was the students got difficulties in speed and smoothness were rather slowly affected by language problems.
46
In pre-test, the researcher used TED Talks video as a media then asked the students to watch the video about min 3 times and more. The result of pre-test was students got 25% categorized as fairly good. After giving pre-test, researcher gave them treatment. It was conducted in four meetings to measure students‟ smoothness after used TED Talks video in learning process.
In treatment process, teacher focuses on students‟ fluency in term of smoothness in speaking. At the end of presentation, students make a short conclusion one by one about some topic that already presented before.
After giving the treatment, in the last meeting researcher gave post- test to them. In post-test, researcher got the students‟ smoothness was improved. It could be said that using TED Talks video to improve students‟
speaking skill in term of fluency (smoothness) was successful.
47 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on finding, it could be conclude that the use of TED Talks video was effective in increasing students‟ speaking skill, it proved by seeing the conclusion below:
1. The students‟ accuracy in term of vocabulary improved, it has been proved by seeing the students‟ rate percentage in pre-test was students categorized as good, fairly good and in post-test increased became excellent and more than a half students categorized as very good in post-test.
2. The students‟ fluency in term of smoothness improved, it has been proved by seeing the students‟ rate percentage in pre-test was students categorized as good, a half students categorized as fairly good. And in post-test increased categorized as very good and more than a half students categorized as good score in post-test.
B. Suggestion
After analyzing the data gained from speaking skill, the researcher would like to present some suggestions. They are as follows:
1. The researcher suggested for English teacher to use TED Talks video as one of media in teaching process especially in teaching speaking because
48
most of the students had felt the positive impact of using TED Talks video in improving their speaking skill.
2. The researcher suggested for students, they should be more often and diligent in learning English by using TED Talks video because there were advantages in it that can help their speaking skill in terms accuracy and fluency.
3. The researcher suggested for other researcher, researcher still has many shortcomings in making and arranging this research, so the researcher hope that this study will motivate further research to conduct relevant studies.
49
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A
P
P
E
N
D
I
C
E
S
53 APPENDIX I TABLE OF SCORING
SCORE OF PRE-TEST
No. CODE
SCORE
VOCABULARY SMOOTHNESS TOTAL
1 S-01 85 86 171
2 S-02
75 75 150
3 S-03
85 87 172
4 S-04
85 87 172
5 S-05
84 75 159
6 S-06
89 89 178
7 S-07
84 83 167
8 S-08
93 93 186
9 S-09
85 82 167
10 S-10
75 80 155
11 S-11
85 84 169
12 S-12
90 87 177
13 S-13
90 85 175
14 S-14
85 85 170
15 S-15
83 84 167
16 S-16
83 75 158
17 S-17
85 85 170
18 S-18
75 83 158
19 S-19
83 75 158
20 S-20
85 75 160
TOTAL 1684 1655 3339
AVERAGE 8.42 8.27 16.69
54
SCORE OF POST-TEST No. CODE
SCORE
VOCABULARY SMOOTHNESS TOTAL
1 S-01 90 86 176
2 S-02
82 80 162
3 S-03
85 90 175
4 S-04
92 91 183
5 S-05
87 87 174
6 S-06
96 96 192
7 S-07
84 87 171
8 S-08
98 97 195
9 S-09
89 82 171
10 S-10
80 80 160
11 S-11
88 89 177
12 S-12
97 98 195
13 S-13
96 97 193
14 S-14
90 88 178
15 S-15
85 87 172
16 S-16
87 85 172
17 S-17
89 90 179
18 S-18
84 86 170
19 S-19
83 82 165
20 S-20
88 84 172
TOTAL 1770 1762 3532
AVERAGE 8.85 8.81 17.66
55
RATE PERCENTAGE OF STUDENTS’ SCORE A. The Rate Percentage of Pre-Test Score
1. Vocabulary
No Category Score Pre-test
Frequency %
1 Excellent 96-100 0 0%
2 Very Good 86-95 4 20%
3 Good 76-85 13 65%
4 Fairly Good 66-75 3 15%
5 Fair 56-65 0 0%
6 Poor 36-55 0 0%
7 Very Poor 0-35 0 0%
TOTAL 20 100
Calculate the frequency and the rate percentage using this formula:
P = x 100%
For “Very Good” category P = x 100%
P = 0,2 x 100%
P = 20%
56 For “Good” category P =
x 100%
P = 0,65 x 100%
P = 65%
For “Fairly Good” Category P = x 100%
P = 0,15 x 100%
P = 15%
2. Smoothness
No Category Score Pre-test
Frequency %
1 Excellent 96-100 0 0%
2 Very Good 86-95 6 30%
3 Good 76-85 9 45%
4 Fairly Good 66-75 5 25%
5 Fair 56-65 0 0%
6 Poor 36-55 0 0%
7 Very Poor 0-35 0 0%
TOTAL 20 100
57
Calculate the frequency and the rate percentage using this formula:
P = x 100%
For “Very Good” Category P = x 100%
P = 0,3 x 100%
P = 30%
For “Good” category P = x 100%
P = 0,45 x 100%
P = 45%
For “Fairly Good” category P = x 100%
P = 0,25 x 100%
P = 25%
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B. The Rate Percentage of Post-Test Score 1. Vocabulary
No Category Score Post-test
Frequency %
1 Excellent 96-100 4 20%
2 Very Good 86-95 9 45%
3 Good 76-85 7 35%
4 Fairly Good 66-75 0 0%
5 Fair 56-65 0 0%
6 Poor 36-55 0 0%
7 Very Poor 0-35 0 0%
TOTAL 20 100
Calculate the frequency and the rate percentage using this formula:
P = x 100%
For “Excellent” category P = x 100%
P = 0,2 x 100%
P = 20%
For “Very Good” category P = x 100%
59 P = 0,45 x 100%
P = 45%
For “Good” category P = x 100%
P = 0,35 x 100%
P = 35%
2. Smoothness
No Category Score Post-test
Frequency %
1 Excellent 96-100 4 20%
2 Very Good 86-95 10 50%
3 Good 76-85 6 30%
4 Fairly Good 66-75 0 0%
5 Fair 56-65 0 0%
6 Poor 36-55 0 0%
7 Very Poor 0-35 0 0%
TOTAL 20 100
Calculate the frequency and the rate percentage using this formula:
P = x 100%
60 For “Excellent” Category P = x 100%
P = 0,2 x 100%
P =20%
For “Very Good” category P =
x 100%
P = 0,5 x 100%
P = 50%
For “Good” category P = x 100%
P = 0,3 x 100%
P = 30%
61
MEAN SCORE AND THE IMPROVEMENT
A. Mean Score of The Pre-Test 1. Vocabulary
∑
2. Smoothness ∑
B. Mean Score of The Post Test 1. Vocabulary
∑
2. Smoothness ∑