In analyzing the data, the researcher collected the data by conducting pre- test and post-test. The researcher analyzed and gave score based on the following criteria:
1. Classifying students‟ score in speaking, the researcher applied the criteria in the following.
Table 3. 3 Scoring Rubric for Students’ Speaking Skills
Score Criteria
Vocabulary Pronunciation Fluency Accuracy 10 The speaker is
using a lot of vocabulary
The speaker is never making pronunciation
The speaker is conversing very
fluently in
The speaker is never making
any
37 variations and
making no misakes in word choices on performing
the expected competency.
mistakes on performing the
expected competency;
the intonation and stress are suitable; all
sounds are unambiguous
and could be understand.
communication to perform the
expected competency.
grammatical mistakes; both
in basic grammatical structures and
in complex structure.
9 The speaker is using a lot of
vocabulary variations and
just making very few mistakes in word choices on performing
the expected competency.
The speaker is almost never
making the pronunciation
mistakes on performing the
expected competency;
the intonation and stress are suitable; a few
sounds are ambiguous, but could be
understand.
The speaker is conversing
fluently in communication
to perform the expected competency, but there are
natural hesitations.
The speaker is almost never
making any grammatical mistakes, but
making very few mistakes in complex
structure, nevertheless its
mistakes don‟t hinder meaning.
8 The speaker is using quite a lot
of vocabulary variations and
The speaker is seldom making pronunciation
The speaker is conversing quite fluently,
eventhough
The speaker is making grammatical mistakes very
38 making few
mistakes in word choices,
but those are sufficient and
don‟t hinder meaning on performing the
expcted competency.
mistakes when performing the
expected competency;
the intonation and stress are quite suitable;
some sounds are quite ambiguous, but could be
understand.
there are hesitations that
aren‟t quite natural hesitations.
rare in basic grammatical structure and making few mistakes in
complex structure, in performing the
expected competency.
Thus, they rather hinder the meaning.
7 The speaker is using few vocabulary variations and
using word choices that aren‟t quite suitable, but
enough to perform the
expected competency,
the speakers sometimes should explain
their ideas to obtain the
The speaker sometimes is
making the pronunciation mistakes when performing the
expected competency;
the intonation and stress are sometimes not
quite suitable;
several sounds are quite ambiguous, but could be
understand.
The speaker is conversing
fluently, eventhough there are often hesitations that
aren‟t rather natural.
The speaker is seldom making
grammatical mistakes very
rare in basic grammatical structure and making several
mistakes in complex structure.
Therefore, they rather hinder the meaning.
39 suitable words.
6 The speaker is using very few vocabulary variations and
using word choices that aren‟t quite suitable and also not enough
for performing the expected competency.
The speakers require to explain their ideas to obtain
the suitable words.
The speaker is often making
the pronunciation mistakes when performing the
expected competency;
the intonation and stress are
suitable;
several sounds are quite ambiguous and
quite difficult to be understood.
The speaker isn‟t conversing
quite fluently;
sometimes the speakers hindered by
language problems. Thus, the speakers are
conversing quite slowly and hesitantly;
sometimes the problem disrupts in performing.
The speaker is sometimes
making grammatical mistakes very
rare in the basic grammatical structure and also making quite a lot of mistakes in
complex structure.
Thus, they are quite hinder the meaning.
5 The speaker is using limited
vocabulary variations and
also using inapposite word
choices.
Therefore, the speakers often explain their ideas because
The speaker is making the pronunciation mistakes very often when performing the
expected competency;
the intonation and stress are inapposite;
The speaker isn‟t conversing
quite fluently;
conversing slowly and indecisively;
problem distrupts in performing.
The speaker is often making
grammatical mistakes in the
basic grammatical structure and also making
quite many mistakes in complex
40 of the
inadequate vocabulary.
many sounds are ambiguous and difficult to be understood.
structure.
Thus, the speakers truly
hinder the meaning.
4 The speaker is using limited
vocabulary variations and also using many inapposite word
choices.
Therefore, the speakers often explain their ideas because
of the inadequate vocabulary and
sometimes ask to teacher for expressing the
certain idea.
The speaker is almost always making the pronunciation mistakes when performing the
expected competency;
the intonation and stress are
strongly inapposite;
many sounds are ambiguous and difficult to be understood.
The speaker isn‟t conversing
quite fluently;
like repeating and searching for words.
Thus, the speakers are
conversing indecisively and
also sometimes pauses quite long; problems truly distrupt in performing.
The speaker is making very
often grammatical mistakes in the
basic grammatical structure and also making a lot of mistakes
in complex structure, mistakes truly
hinder communication
when performing the
expected competency.
3 The speaker is using limited
vocabulary variations when
performing the expected
The speaker is always making
the pronunciation mistakes when performing the
The speaker is conversing really slowly
and discontinuously.
Moreover,
The speaker is almost always
making grammatical mistakes in the
basic
41 competency.
Therefore, the communication is quite difficult
for understanding.
Moreover, the speakers often ask to teacher for expressing
their ideas.
expected competency;
many sounds are ambiguous
because the pronunciation isn‟t obvious;
conversing without considering the intonation
and stress.
pauses very long in communication
when performing the
expected competency.
grammatical structure; can‟t
use the complex structure well,
mistakes distrupt the communication
when performing the
expected competency.
2 The speaker is using very
limited vocabulary variations when
performing the expected competency.
Therefore, the communication
is difficult for understanding.
Moreover, the speakers often ask to teacher for expressing
their ideas.
The speaker is always making
the pronunciation mistakes when performing the
expected competency;
such as many sounds are ambiguous because the pronunciation isn‟t obvious;
The speaker is conversing really slowly
and often discontinuously.
Moreover, unexpectedly
quits.
The speaker is always making grammatical
mistakes in most of the
basic grammatical
structure;
there‟s no effort to use the complex structure well;
mistakes truly distrupt communication
when performing the
expected
42
competency.
1 The speakers have no vocabulary mastery when performing the
expected competency.
Therefore, the communication
isn‟t obvious and really difficult for understanding.
Moreover, the speakers often ask to teacher to be able for expressing their
ideas.
The speaker can‟t pronounce well at all.
The speaker is conversing
really difficultly.
Moreover, the speakers are conversing very
slowly and often discontinuously
even quit.
The speakers have no grammar master when performing the
expected competency.
Thus, the grammatical structures are
wholly incorrect.
(Dick, Gall and Brog. 2003: 571)
43
2. Counting the mean score of students‟ speaking test used the formula as follows:
̅ ∑
Notation:
̅ : Mean score
: The total sum of all scores
N : The number of students
(Gay, 2016) 3. Classifying the students‟ score into five categories. It can be seen in the
following table.
Table 3. 4 Students’ Score Categories
No. Score Category
1. 8.1 – 10 Excellent
2. 6.1 – 8.0 Very Good
3. 4.1 – 6.0 Good
4. 2.1 – 4.0 Fair
5. 0 – 2.0 Poor
(Depdikbud, 2004: 5) 4. Finding the percentages of students‟ improvement of speaking in terms of
accuracy and fluency was identified by using the following formula:
P =
44 Notation:
P : The percentage of students‟ improvement : The mean score of post-test
: The mean score of pre-test
(Gay in Amir, 2016: 36)
5. Finding out the significant distinction between the score of pre-test and post-test by using the formula:
T = ̅
√
Notation:
T : Test of significance
̅ : Mean score
∑D : The sum all of scores
N : The total number of students
(Gay, 2012) 6. Criteria for testing the hypothesis as follows:
Table 3. 5 Criteria for Hypothesis Testing
Comparison Hypothesis
H0 H1
t-test > t-table Rejected Accepted t-test < t-table Accepted Rejected
(Sugiyono, 2014: 317)
45
After the researcher obtained students‟ significance scores (t-test value). It was compared with the t-table value. When it was finding the t-test equal or greater than the value of t-table, it means that Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted because there was significance distinction between pre-test and post-test after teaching by using Hello English application as the learning media. The hypothesis are :
H0 : There was no sigfnificant improvement of students‟ speaking skills before and after being taught by using Hello English application.
H1 : There was sigfnificant improvement of students‟ speaking skills before and after being taught by using Hello English application.
46 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter indicates the research findings and discussion. The research findings represent the description of result from the data that had been obtained by speaking test in pre-test and post-test. While the discussion represents further explanation of research findings.