CHAPTER IV.FINDINGS AND DISCUSSIONS
B. Suggestion
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections; one is conclusion, which was based on the research findings and the discussions. The other one is suggestion, which was based on the conclusions proposed.
2. It is suggested for the English teachers to apply Numbered Heads Together strategy as one of the alternative strategy in teaching speaking skill.
3. The students are expected to increase their intensity in learning speaking through Numbered Heads Together strategy.
4. It is suggested that the English teachers maximize for the English speaking skill in giving guidance to the students in learning and teaching speaking process.
5. Future researchers may use experimental research to knowwhether or not the use Numbered Heads Together strategy improving students’ self confident and smoothness. Then, future researchers also may conduct the study on the use Numbered Heads Together strategy to see the effect on the use of it.
BIBLIOGRAPHY
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UNISMUH
Andari. A. W. D 2012 “Teaching Speaking Skill by using Numbered Heads Together To 8TH Grade Student Of SMP Negeri 2 Gatak 2011/2012.Surakarta: UniversitasMuhammadiyahSurakara.
Anggraini. 2011. “Improving Students’ Speaking Skill using Numbered Heads Together”. Journal of English Language Teaching.
Ayni. N. 2013. Improving Speaking Ability Using Numbered Head Together (NHT) Model. (http://ayni91.blogspot.com/2013/06/article-of-improving- speaking-ability.html?m=1. Access 13 June 2016.)
Ba’dulu, Abdul Muis. 1996. Schools of Grammar. BadanPenerbit IKIP: Ujung Pandang.
Brown. H. Dougles. 1980. Teaching Speaking through Picture. M.C Grown–Hill Book: New York.
Charles, C. M. 1995.Intoduction to Educational Research. White Plains:
Longman Ltd.
Deni. R. 2014 “Improving Students’ Speaking Ability toward CooperativeLearning type Numbered Head Together”Journal of English Language Teaching.
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Hadijah. 2006. The Effectiveness of Debate Activity to Increase The Speaking Ability of The second Year Student of State Islamic Senior High School (MAN) Wonomulyo West Sulawesi. Makassar: UIN.
Harmer,J. 1991. The Practice of English Language Teaching. London and New York Longman Group
Jamil, Ahmad. 2006. The Effectiveness of Silent Way Method in Improving Speaking Ability of The Third Semester of English Department of Tarbiyah Faculty UIN Alauddin Makassar. UIN.
Kagan, Spencer. 1994. Cooperative Learning. San Clemente, CA: Kagan Publishing.
Layman. 1972. Technique in Testing. New York: Oxford University Press
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Malayanti. 2004. The Comparison between Students’ English Speaking Achievement living at and out of dormitory at As’adiyah Islamic Boarding School SengkangWajo Regency: UIN.
Mirdayani.2011. Improving the Students’ Speaking Proficiency through fostering the use of extended discourse. Thesis FKIP.Muhammadiyah University of Makassar
Nisrinah. 2004. Developing Vocabulary through Morphological Approach to The Second Year Students of Madrasah AliyahNegeri 2 Bima. Bima: Thesis UIN.
Nurjihadiah. 2012. Improving Students’ Speaking Ability Through Peer Teaching Tutoring Strategy at SMP NASIONAL MAKASSAR. Makassar:
UniversitasMuhammadiyah Makassar.
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Pearson Education. 2005.Calsivication of scoring.
Prasetyo.I.V. 2015. Improving Speaking Skills Of Grade VIII B Students Of SMP Negeri 1 Jogonalan Through Numbered Heads Together Strategy In The Academic Year Of 2014/2015. Yogyakarta: UNY
Qureshi. I. A. 2013. The Importance Of Speaking Skills Fr ELF Learner.
(https://www.google.co.id/search?hl=id&ie=ISO-8859- 1&q=skill+speaking+PDF. Access 12 June 2016)
Rahmadeni. 2014. “Improving Students’ Speaking Ability toward Cooperative Learning type Numbered Head Together”. Journal of English Language Teaching.
Richards, Jack C., and Rodgers. Theodore S. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Reivers, Wilga. 1968.Teaching Foreign Languaage Skill. New York: The Universityof Chicago.
Sanjaya.W. 2009.Cooperative learning. Surabaya.
Savignon, S.J. 1983. Communicative Competence: Theory and Classroom Practice. Massachusetts: Addison Wesley Publishing Company.
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Suprijono, Agus. 2012. Cooperative Learning TeoridanAplikasi PAIKEM.
Yogyakarta: PustakaBelajar.
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PenerbitKencana (Skripsi)
___________. 2008. Teaching Listening and Speaking: From Theory to Practice.
New York: Cambridge University Press.
Wane. M. 2009 StrategiPembelajaranInovatifKontemporer (SuatuTujuanKonseptualOprasional). Jakarta :BumiAksara.
Webster, Noah 1996. Webster’s Third New International Dictionary. Gove and Merriam Company Publisher. Springfield, Massachusetts, USA.
APPENDIX
APPENDIX A Pre tests
Look at the picture and answers the question!
1. Mention 3 colors in the room!
2. Do you think this room for boy? Explain!
3. How many chair in the room?
4. Mention 5 staff in the room!
5. Explain about this room based on your way!
APPENDIX B Post tests
Look at the picture and answers the question!
1. Mention 3 colors in the room!
2. Do you think this room for girls? Explain!
3. How many chair in the room?
4. Mention 5 staff in the room!
5. Explain about this room based on your way!
APPENDIX C
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS : SMPN 3 POLONGBANGKENG Kelas/Semester : VIII (Delapan) / 1
Standar Kompetensi : 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat
Jenisteks : transactional/interpersonal
Tema : Home Life
Aspek/Skill : Berbicara
Alokasi Waktu : 4 x 40 menit ( 2x pertemuan )
1. TujuanPembelajaran
Padaakhirpembelajaran, siswadapatmeresponmaknadalam:
a. Tanya jawabmenggunakanwhydanbecause b. Tanya jawabtentangpekerjaanseseorang
c. Tanya jawab tentang makanan dan minuman yang disukai
d. Memberikan tanggapan atas suatu pernyataan dengan menggunakan so dan neither
e. Bermainperandalam dialog
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian( respect) Tekun( diligence )
2. MateriPembelajaran
Penggunaan why and because
Dialog
A: Why is the meeting at four?
B: Becauseit’s Friday A: What does Ms. Jones do?
B: She’s a coach
A: What sport does you like best?
B: I like football
A: So do I /I don’t mind.
A: What’s there under the desk?
B: There are some books.
A: Is there any lettuce?
B: Yes, there is.
A: Wash vegetable before eating them.
B: Yes. And don’t touch food with dirty hands
Example:
I cannot go to your house because I should go to school (akutidakbisapergikerumahmukarenaakuharuspergikesekolah)
She will call me because she misses me
(diaakanmeneleponakukarenadiamerindukanaku)
I bring an umbrella because it will rain (akumembawapayungkarenasekaranghujan)
He gives you the invitation because he wishes that you can come (diamemberimuundangankarenadiaberharapbahwakamubisadatang)
They will not leave you because they love you so much
(merekatidakakanmeninggalkanmukarenamerekasangatmencintai mu)
Bertanyapekerjaan
What is your job?–Apapekerjaanmu?
What do you do?–Apa yang kamulakukan? (untukbekerja?)
What do you do for a living?–Apa yang kamulakukanuntukhidup?
Answers
I am/ my job is an accountant/ a teacher / a businessman (I am a … jenispekerjaan …) à lebihkepertanyaannomor 1
I work for English Cafe/ Westin Hotel/ Potato Head Beach Club Bali (Work for …. namaperusahaan …)
I work in an English course/ a food services /a migration agent (Work in … jenisindustriataubisnis …)
I work on a restaurant/ course place (Work on …. tempatataulokasibekerja ….)
I work as a manager/ an education consultant/ a blogger (Work as … jenispekerjaan …)
Conversation
Bianca: Hi Darren, long time no see!
Darren: Oh, hi! How are you, Bianca?
Bianca: I’m fine, you? We have never met for a long time. What do youdo?
Darren: I work for one of the biggest IT Company in Bali, as an IT professional.
Bianca: Cool! You must be very smart, hehe. Where is it?
Darren: It’s located in Kuta.
Bianca: Oh, that’s near my office, by the way.
Darren: Really? So, what do you do for living?
Bianca: I work in an Australian migration agent.
Darren: Sounds interesting. I guess you have a lot of friends from abroad.
Bianca: Yeah, virtual friends, haha. I’m just dealing with clients and receive some phone calls, etc. An exciting job for me so far.
Darren: Well, good luck on your job, then. I wish we can meet again because my sister wants to go to Aussie for studying.
Bianca: Sure, just contact me anytime.
Darren: Thank you, Bianca.
Bianca: You’re welcome.
3. MetodePembelajaran: DiskusiKelompok, Ceramah, PenugasandanNHT 4. Langkah-langkahKegiatan
Pertemuanpertama KegiatanPendahuluan
Apersepsi :
Warming-up activity: find five friends who were born in five different months.
The fastest is the winner
Tanya jawab tentang hal-hal yang berhubungan makanan, minuman dan olahraga yang disukai
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
KegiatanInti
Siswadiajakmemperhatikanslidetentangmateri Tanya jawabmenggunakanwhydanbecauseserta Tanya jawabseputarpekerjaan.
Membagimenjadibeberapakelompokdimanakelompoktersebutsudahdibagipen elitisebelumnyaberdasarkanhasilpretestsiswadanmemberisiswanomorkepalas ehinggasetiapsiswadalamkelompokmendapatnomor yang berbeda-beda, sesuaidenganjumlah di dalamkelompoktersebut (setiapkelompakterdiridari 4- 5 orang).
Menjelakandefinisidariwhydanbecausesertabagaimanacarabertanyapekerjaan kepadaseseorang.
Memberikanmateridalambentukkertaskepadasiswa
Siswadimintamembuatkalimat yang
menggunakanwhydanbecausedanmempraktekkannya di depankelas.
Penelitimenjelaskankembaliperbedaanwhydanbecausekepadasiswa.
Siswadimintamembuatkalimat Tanya tentangpekerjaan orang tuatemansebangkunyadanmempektekkannyasatusama lain.
Membuat dialog yang didalamnyaterdapat kata whydanbecause yang menyangkutpekerjaanseseorang.
Kegiatan Penutup
Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran.
Melakukanevaluasiuntukmemperkuatpemahamansiswa.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuankedua KegiatanPendahuluan
Apersepsi :
Tanya jawab tentang hal-hal yang berhubungan tempat tinggal siswa Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
KegiatanInti
Siswadiajakmemperhatikan slide tentangmateri
Membagimenjadibeberapakelompokdimanakelompoktersebutsudahdibagipen elitisebelumnyaberdasarkanhasilpretestsiswadanmemberisiswanomorkepalas ehinggasetiapsiswadalamkelompokmendapatnomor yang berbeda-beda, sesuaidenganjumlah di dalamkelompoktersebut (setiapkelompakterdiridari 4- 5 orang).
Memberikanmateridalambentukkertaskepadasiswa.
Menjelaskanungkapan yang sesuaidalammenanyakanmakanandanminuman yang disukai
Menjelakanperbedaandanpenggunaanso danneither
Memberisoaluntukdidiskusikanbersamakelompoknya
Penelitimenyatakanbahwasetiappesertadidikharusmemahamidanmenguasaim ateri yang didiskusikandalamkelompokkarenasiswa yang presentasiakandiundisecaraacakolehpenelititepatsebelumpresentasidilakukan.
Penelitiakanmenunjuksiswaberdasarkannomor yang
terdapatdikepalanyauntukmenjelaskanhasildiskusinya
Kelompoklaindimintauntukmenanggapijawaban.
Kegiatan Penutup
Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran.
Melakukanevaluasiuntukmemperkuatpemahamansiswa.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumberbelajar a. LCD b. Internet
c. Scriptpercakapan 6. Penilaian
Indikator PencapaianKompetensi
Teknik Penilaian
Bentuk
Instrumen Instrumen/ Soal 1. Bertanya dan menjawab
tentang penggunaanwhy Unjuk Uji Petik Explain definition of why and because and include the example of
danbecause 2. Mejelaskandefinisidari so
dan neither sertapenggunaannya
3. Membuat dialog
kerja Berbicara Bermain
peran
them!
Explain definition of so and neither and include the example of them!
Make a dialog about people work don’t forget to use wordwhy,
because, so and neither and practice in front of the class with
your group!
a. RubrikPenilaian
Tables Of Speaking Fluency (Smoothness)
Classification Score Criteria
Very good 4 Speaks with little hesitation that does
not interfere with communication
Good 3 Speaks with some hesitation that does
not interfere with communication
Average 2 Speaks with hesitation that interfere
with communication
Poor 1
Speaks with much hesitation that greatly interfere with
communication
Tables Of Speaking Fluency (Self Confident)
Classification Score Criteria
Excellent 5 They speak effectively and very good
of smoothness
Good 3 They speak effectively and good of smoothness
Average 2 They speak effectively and good of
average
Poor 1 They speak hasty and sometimes be
lost smoothness
Mengetahui;
KepalaSekolah
( ... ) NIP /NIK :
Takalar, September 2016 Guru Mapel Bahasa Inggris,
( ... ) NIP /NIK :
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS : SMPN 3 Polongbangkeng utara Kelas/Semester : VIII (Delapan) / 1
Standar Kompetensi : 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 3.2 Memahami dan merespon percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur:
mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat
Jenisteks: transactional/interpersonal
Tema : Home Life
Aspek/Skill : Berbicara
AlokasiWaktu :4 x 40 menit ( 2x pertemuan )
1. TujuanPembelajaran
Padaakhirpembelajaran, siswadapatmeresponmaknadalam:
a. Mengungkapkanberbagaipertanyaantentangpenanggalan
b. Meresponpertanyaan-pertanyaan yang berhubungandenganpenanggalan c. Menjawabpertanyaan-pertanyaansecaralisanberdasarkaninformasi d. Bertanyajawabdengankegiatansehari-haridenganpilihanketeranganwaktu e. Menyatakanpendapattentangkeberadaanseseorangberdasarkangambar
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian( respect) Tekun( diligence )
2. MateriPembelajaran MateriPenanggalan
A: When is Nigel’s birthday?
B: It’s in……
A: How often do you get up late?
B: I get up late once a week, on Sunday.
A: Where do you think Mr. Miller is?
B: He may be…….
My Grandpa’s Birthday
Last week, my mother told me that my grandpa’s birthday was coming.
The birthday was on Friday. She wanted to make a birthday party cake for him, so we went to the grocery to buy some ingredients for the cake. On Friday morning, we make the cake. I helped her to prepare the ingredients.
After that, mother baked the cake. At 7.00 in the evening the party began. We invited all the members of my relatives. They all came to the party and congratulated grandpa. Grandpa was very happy to receive all the presents we gave to him. After singing the birthday song, grandpa cut the cake and gave the biggest piece to me, I was so happy.
3. MetodePembelajaran: Diskusi,ceramah, penugasandanNHT 4. Langkah-langkahKegiatan
Pertemuanpertama KegiatanPendahuluan
Apersepsi :
Meresponpertanyaan-pertanyaan yang berhubungandenganpenanggalan
Bertanyajawabdengankegiatansehari-haridenganpilihanketeranganwaktu Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
KegiatanInti
Siswadiajakmemperhatikan slide tentangpenanggalan
Siswadudukdengankelompok yang sudahdiberikansebelumnya
Memberikanmateridalambentukkertaskepadasiswa
Siswadiberiwaktuuntukberdiskusitentangmateripenanggalan yang diberikan
Penelitimenyebutnomorsiswadanmempersialahkanuntukmenjelskanhasildisk usitentangpenanggalansesuaidenganmateri yang diberikan.
Kegiatan Penutup
Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran.
Melakukanevaluasiuntukmemperkuatpemahamansiswa.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuankedua KegiatanPendahuluan
Apersepsi :
Tanya jawab tentang aktifitas siswa setelah pulang sekolah Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
KegiatanInti
Siswadiajakmemperhatikan slide tentangmateri
Membagimenjadibeberapakelompokdimanakelompoktersebutsudahdibagipen elitisebelumnyaberdasarkanhasilpretestsiswadanmemberisiswanomorkepalas ehinggasetiapsiswadalamkelompokmendapatnomor yang berbeda-beda, sesuaidenganjumlah di dalamkelompoktersebut (setiapkelompakterdiridari 4- 5 orang).
Memberikanmateridalambentukkertaskepadasiswa.
Siswadimintamemmbuat dialog
tentangaktifitassehariharidenganketerangnwaktu
Memberipendapattentanggambar yang
diberikanolehpenelitiuntukdidiskusikansecaraperkelompokkemudianmemapa rkannyadi depankelas.
Membuat dialog Kegiatan Penutup
Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran.
Melakukanevaluasiuntukmemperkuatpemahamansiswa.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumberbelajar a. LCD
b. Scriptpercakapan
c. Gambar-gambar yang relevan
6. Penilaian Indikator
PencapaianKompetens i
Teknik Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Bertanya dan menjawab tentang penanggalan
2. Menjelaskanaktifita sharian yang berkaitandengankete ranganwaktu
3. Membuatdialongten tangpenanggalan
Unjuk kerja
Uji Petik berbicara Bermain peran
Mention your family birthday!
Explain what you doing every day!
Create a dialogue and perform it in front of the class!
a. RubrikPenilaian
Tables Of Speaking Fluency (SelfConfident)
Classification Score Criteria
Very good 4
Speaks with little hesitation that does not interfere with
communication
Good 3
Speaks with some hesitation that does not interfere with
communication
Average 2 Speaks with hesitation that interfere with communication
Poor 1
Speaks with much hesitation that greatly interfere with
communication
Tables Of Speaking Fluency (Smoothness)
Classification Score Criteria
Excellent 5 They speak effectively and very
good of smoothness
Good 3 They speak effectively and good of
smoothness
Average 2 They speak effectively and good of
average
Poor 1 They speak hasty and sometimes be
lost smoothness
Mengetahui;
Kepala Sekolah SMPN 3 POLUT
( ... ) NIP /NIK :
Takalar, September 2016 Guru Mapel Bahasa Inggris,
( ... ) NIP /NIK :
APPENDIX D
The List Name OfThe Eight Grade Students’ Of SMPNegri3 Polongbangkeng Utara
No. Sample Code
1 Artika ayu hb S-1
2 Awal S-2
3 Dewi anggreini S-3
4 Khairul ma’arif S-4
5 Kiki andriani S-5
6 Lisa andriani S-6
7 Mardiana r S-7
8 Mawar S-8
9 Megawaty S-9
10 Muh. Sabaruddin S-10
11 M. Rijal yusuf S-11
12 Mildawati S-12
13 Nelliyani S-13
14 Nuralim jaya S-14
15 Nur imsak kadir S-15
16 Nurjannah S-16
17 Nurul sartika S-17
18 Sakinah S-18
19 Saskia S-19
20 Sitti fatima azzahra S-20
21 Wahyuni jafar S-21
22 Nurazizah S-22
23 Kairullah S-23
24 Anti rosmiati S-24
APPENDIX E
The Raw Score OfStudents’ Speaking Skill In Term Of Self confident Pre Test
No. Name Score Classification
1 S-1 40 Very poor
2 S-2 55 poor
3 S-3 50 Poor
4 S-4 60 fair
5 S-5 50 poor
6 S-6 35 Very poor
7 S-7 45 Very poor
8 S-8 55 poor
9 S-9 50 Poor
10 S-10 60 fair
11 S-11 55 poor
12 S-12 45 Very poor
13 S-13 35 Very poor
14 S-14 40 Very poor
15 S-15 50 poor
16 S-16 55 Poor
17 S-17 30 Very Poor
18 S-18 55 Poor
19 S-19 60 fair
20 S-20 65 fair
21 S-21 40 Very poor
22 S-22 55 poor
23 S-23 50 Poor
24 S-24 60 fair
Total Score ∑X
X
The Raw Score Of Students’ Speaking Skill In Term OfSelf Confident PostTest
No. Name Score Classification
1 S-1 7 Average
2 S-2 7.5 Good
3 S-3 7.7 Good
4 S-4 6.9 Average
5 S-5 7 Good
6 S-6 6.5 Average
7 S-7 7.8 Good
8 S-8 5.5 Average
9 S-9 7.8 Good
10 S-10 7.6 Good
11 S-11 7.6 Good
12 S-12 7.5 Average
13 S-13 7.7 Average
14 S-14 6.9 Good
15 S-15 7 Good
16 S-16 7 Good
17 S-17 6.9 Good
18 S-18 6 Average
19 S-19 7 Average
20 S-20 7 Good
21 S-21 6.8 Good
22 S-22 6 Average
23 S-23 6.8 Average
24 S-24 7 Average
Total Score ∑X 168.50
X 7.02
APPENDIX F
The raw score ofstudents’ Speaking skill in term of smoothness Pre- test
No. Name Score Classification
1 S-1 6 Average
2 S-2 5.5 Average
3 S-3 6.5 Good
4 S-4 5 Average
5 S-5 6 Average
6 S-6 6 Average
7 S-7 7 Good
8 S-8 6 Average
9 S-9 7 Good
10 S-10 6.5 Good
11 S-11 5 Average
12 S-12 5 Average
13 S-13 5 Average
14 S-14 6.7 Good
15 S-15 6 Average
16 S-16 5 Average
17 S-17 6 Average
18 S-18 5 Average
19 S-19 5 Average
20 S-20 6.7 Good
21 S-21 6.7 Good
22 S-22 6 Average
23 S-23 5 Average
24 S-24 6 Average
Total Score ∑X 140.60
X 5.86
APPENDIX G
The raw score of students’ Speaking skill in term of smoothness Post- test
No. Name Score Classification
1 S-1 7.5 Good
2 S-2 6.5 Good
3 S-3 7.8 Good
4 S-4 6 Average
5 S-5 6.5 Good
6 S-6 7 Good
7 S-7 7.5 Good
8 S-8 7 Good
9 S-9 7.5 Good
10 S-10 7.5 Good
11 S-11 5.6 Average
12 S-12 6.7 Good
13 S-13 6.7 Good
14 S-14 7 Good
15 S-15 6.7 Good
16 S-16 5.5 Average
17 S-17 6.7 Good
18 S-18 5.5 Average
19 S-19 6.7 Good
20 S-20 7 Good
21 S-21 7 Good
22 S-22 6.5 Good
23 S-23 5 Average
24 S-24 6.7 Good
Total Score ∑X 160.10
X 6.67
APPENDIX G
The Result of students’ Speaking skill in Pre- Test and Post-Test in term of self confident
Code Self Confident
D (X2-X1) D2 Pre Test (X1) Post Test (X2)
1 5 7 2 4
2 6.7 7.5 0.8 0.64
3 6.7 7.7 1 1
4 5 6.9 1.9 3.61
5 6.7 7 0.3 0.09
6 5 6.5 1.5 2.25
7 6.7 7.8 1.1 1.21
8 5 5.5 0.5 0.25
9 6.7 7.8 1.1 1.21
10 6.7 7.6 0.9 0.81
11 6.7 7.6 0.9 0.81
12 5 7.5 2.5 6.25
13 5 7.7 2.7 7.29
14 6.7 6.9 0.2 0.04
15 6.7 7 0.3 0.09
16 6.7 7 0.3 0.09
17 6.7 6.9 0.2 0.04
18 5 6 1 1
19 5 7 2 4
20 6.7 7 0.3 0.09
21 6.7 6.8 0.1 0.01
22 5 6 1 1
23 5 6.8 1.8 3.24
24 6 7 1 1
∑ 143.10 168.50 25.40 40.02
̅ 5.96 7.02 1.06 1.67
APPENDIX H
The Result of students’ Speaking skill in Pre-Test and Post-Test in term of smoothness
Code
Smoothness
D (X2-X1) D2
Pre Test Post Test
1 6 7.5 1.5 2.25
2 5.5 6.5 1 1
3 6.5 7.8 1.3 1.69
4 5 6 1 1
5 6 6.5 0.5 0.25
6 6 7 1 1
7 7 7.5 0.5 0.25
8 6 7 1 1
9 7 7.5 0.5 0.25
10 6.5 7.5 1 1
11 5 5.6 0.6 0.36
12 5 6.7 1.7 2.89
13 5 6.7 1.7 2.89
14 6.7 7 0.3 0.09
15 6 6.7 0.7 0.49
16 5 5.5 0.5 0.25
17 6 6.7 0.7 0.49
18 5 5.5 0.5 0.25
19 5 6.7 1.7 2.89
20 6.7 7 0.3 0.09
21 6.7 7 0.3 0.09
22 6 6.5 0.5 0.25
23 5 5 0 0
24 6 6.7 0.7 0.49
∑ 140.60 160.10 19.50 21.21
5.86 6.67 0.81 0.88
APPENDIX I
CALCULATING MEAN SCORE
1. The mean score of Students’ Speaking skill in term of self confident in Pre-test and Post-Test
a. Mean Score of Students’ Pre-test
= ∑
= 143.10
24 = 5.96
b. Mean Score of Students’ Post-test
= ∑
= 168.50
24 = 7.02
2. The mean score of Students’ speakingskill in term of smoothness in Pre- test and Post-Test
a. Mean Score ofStudents’ Pre-test
= ∑
= 140.60
24 = 5.86
b. Mean Score of Students’ post-test
= ∑
= 160.10
24 = 6.67
APPENDIX J
1. The improvement of the students’ score in terms of self confident
= 2− 1
1 ×100 %
= 7.02−5.96
5.96 ×100 %
= 1.06
5.96 ×100 %= 17.78 %
2. The improvement of the students’ score in terms smoothness
= 2− 1
1 ×100 %
= 6.67−5.86
5.86 ×100 %
= 0.81
5.86 ×100 %=13,82 %
1. Calculating the t-Test Value
Calculating the t-test Value of self confident
=∑
= 25.40 24 =1.06
=
∑ 2 (∑ )2 ( 1)
= 1.06
40.02 (25.40)2
24
24(24 1)
= 1.06
40.02 645.16
24
24(24 1)
= 1.06
40.02 26.88 24(23)
= 1.06
13.14 552
= 1.06
√0.02
= 1.06 0.02=53
2. Calculating the t-Test Value
Calculating the t-test Value of smoothness
=∑
= 19.50 24 =0.81
=
∑ 2 (∑ )2 ( 1)
= 0.81
21.21 (19.50)2
24
24(24 1)
= 0.81
21.21 380.25
24
24(24 1)
= 0.81
21.21 15.87 24(23)
= 0.81
5.34 552
= 0.81
√0.01
= 0.81 0.1 =8.1
TABLE DISTRIBUTION OF T-VALUE a (for two group sample)
Df
0.50 0.20 0.10 0.05 0.02 0.1
a (for one group sample)
0.25 0.10 0.05 0.02 0.1 0.005
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
1.000 0.816 0.765 0.741 0.737 0.718 0.711 0.706 0.703 0.700 0.697 0.695 0.694 0.692 0.691 0.690 0.689 0.688 0.687 0.686 0.66
3.078 1.886 1.638 1.533 1.476 1.440 1.415 1.397 1.383 1.372 1.363 1.356 1.350 1.345 1.341 1.337 1.333 1.330 1.328 1.325 1323
6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729 1.725 1.721
12.706 4.303 3.182 2.766 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.178 2.160 2.145 2.132 2.120 2.110 2.101 2.093 2.086 2.080
31.821 6.965
4541 3.747 3.365 3.143 2.998 2.896 2.821 2.764 2.718 2.681 2.650 2.624 2.623 2.583 2.567 2.552 2.539 2.528 2.518
63.657 9.925 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831 APPENDIX K
22.
23.
24.
25.
26.
27.
28.
29.
30.
40.
60.
120.
0.686 0.685 0.684 0.684 0.684 0.684 0.683 0.683 0.683 0.681 0.679 0.677 0.674
1.321 1.319 1.318 1.316 1.315 1.314 1.313 1.311 1.310 1.303 1.296 1.289 1.282
1.717 1.714 1.711 1.708 1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645
2.074 2.069 2.064 2.060 2.056 2.052 2.048 2.045 2.042 2.021 2.000 1.980 1.960
2.508 2.500 2.492 2.485 2.479 2.473 2.467 2.462 2.457 2.423 2.390 2.358 2.362
2.819 2.807 2.797 2.787 2,779 2,771 2,763 2,756 2,750 2,704 2,660 2,617 2,676
APPENDIX L Dokumentasi
CURRICULUM VITAE
NurFajria, was born in Camba on 3 February 1994. She is the first child from three childrens. Her father is Mr. H.Petta.Marsuki and her mother is Mrs. Hj.Hadiana. She graduated her elementary school in 2006 at SDN 2 Tobonggae, Camba. She continued her study at SMP Negeri 1 Camba and graduated in 2009. Her senior high school was at SMA MuhammadiyahCamba and graduated in 2012. Then, She was accepted at MakassarMuhammadiyah University as a student of English Education Department in 2012.
At the end of her study, She could finish her thesis with title USING NUMBERED HEADS TOGETHER STRATEGY TO IMPROVE STUDENTS’ SPEAKING ABILITY (Pre-Experimental Research at SMPN 3 POLONGBANGKENG UTARA).