Test of Significance (t- test) in Speaking Ability . 35

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings

3. Test of Significance (t- test) in Speaking Ability . 35

Table 4.6. Rate Percentage and Frequency of theStudents’ Score post-test in fluency

No Classification Range

Pretest

F %

1 Excellent 9.6-10 0 0

2 Very Good 8.6-9.5 0 0

3 Good 7.6-8.5 6 20.69%

4 Fairly Good 6.6-7.5 15 51.72%

5 Fair 5.6-6.5 8 27.59%

6 Poor 3.6-5.5 0 0

7 Very poor 0,0-3,5 0 0

Total 29 100%

The table 4.6 above indicated that, the student speaking fluency in post- test, 6 (20.69%) students got good score, 15 (51.72%) students got fairly good score, 8 (27.59%) students got fair score, and none of them got excellent, very good, good, poor, and very poor score.

To know the level of significance of the pre-test and post-test, the researcher used t-test analysis on the level of significance (p) = 0.05 (5%) with the degree of freedom (df) = N –1, where N = number of subject (29 students) then the value of t-table was 2.048. The following table showed the result of t-test calculation of students in Speaking Accuracy and Fluency in Speaking Ability:

Table 4.7.The Comparison of T-test and T-table Score of the Students in Speaking ability

Variables t-test t-table Comparison Classification Accuracy 14.65 2.048 t-test>t-table Significance Fluency 100.5 2.048 t-test>t-table Significance

The table 4.7 above showed that t-test value of indicator for speaking ability was greater than t-table. The t- test value of speaking accuracy and fluency were greater than t-table, (14.65>2.048) and (100.5>2.048). It was said that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted. It means thatthere was a significant development of the students’

speaking ability before and after using Elicitation Technique in teaching Speaking at the Second Year Students of MAN 1 Lappariaja.

B. Discussion

1. The students’ speaking ability before taught by using Elicitation Technique

The mastery of speaking skill, the student must have a good accuracy and fluency in speaking. According to Hornby in Surahmat (2012:16) accuracy is the

state of being correct or exact and without error, especially as a result of careful effort. Then, fluency is then quality or condition of being fluent (Hornby:2006).

The description of the data collected using speaking test which has explained in the previous section showed that the students’ speaking accuracy and fluency in pre test on speaking was poor category. It supported by the students’

scores and classification in pretest from the indicators. The students’ score of speaking accuracy 103.05 and 147.7 in speaking fluency. The students’ mean score of speaking accuracy 3.55, and the mean score of the students’ speaking fluency was 5.1. In speaking accuracy, 10 (34.48%) students got poor score and 19 (65.51%) students got very poor score. In speaking fluency, 5 (17.24%) students got fairly good score, 9 (31.03%) students got fair score, 12 (41.38%) students got poor score, 3 (10.34%) students got very poor score. It means the students’ speaking ability in pre-test still was poor category.

2.The students’ speaking ability after taught by using Elicitation Technique After taught by using Elicitation Technique, the students’ speaking ability was better then before. In Longman Dictionary (in Nurrokhmah 2009:16) states that Elicitation Technique is any technique that is designed to get a person to actively produce speech or writing, for example asking someone to describe a picture, tell a story, or finish an incomplete sentence. The description of the data collected using speaking test which has explained in the previous section showed that the students’ speaking accuracy and fluency in post-test on speaking was increase. It supported by the students’ scores and clasification in post-test from the indicators. The students’ score of speaking accuracy 188.8 and 206 in

speaking fluency. The students’ mean score of speaking accuracy 6.51, and the mean score of the students’ speaking fluency was 7.10. The percentage of the student’s improvement of speaking accuracy in speaking ability was 83% and 27% in speaking fluency. The mean score of students’in speaking ability was the result of calculating both of indicators was 4.33 in pre-test and 6.81 in post-test with 97% percentage. In speaking accuracy, 4 (13.79%) students got good score, 11 (37.93%) students got fairly good score, 14 (48.28%) students got fair score. In speaking fluency, 6 (20.69%) students got good score, 15 (51.72%) students got fairly good score, 8 (27.59%) students got fair score. It means the students’

speaking ability in post-test was increase with the fairly good categorize.

3. Test of Significance (t-test analysis) in Speaking Ability

The description of previous section showed the students’ speaking ability had developed. It is supported by the frequency and rate percentage of the result of the students’ pre-test and post-test. Based on the findings above in applying Elicitation Technique in the class, the data was collected through test as explained in previous finding section showed that the students’ speaking ability was developed the students’ mean score significantly after treated by usingElicitattion Technique. The students’ mean score after presenting in teaching Speaking using Elicitation Technique was better than before the treatment was given to the students. Before giving treatment, the students’ speaking ability was categorized as poor. After giving the treatment, their ability was significantly developed and categorized as good.

The result of calculating the mean score of the indicators was the student’s speaking ability, the result of calculation was 4.33 in pretest then become 6.81 in post-test. The percentage of the student’s development in speaking ability was 97%. The development of students in speaking ability also showed by the comparison betwen T-test and T-table values of indicator. The result of calculating t-test of the indicator was the students’ t-test in speaking ability was greater than t- table (107.8>2.048). It means that students’ speaking ability has significant development after the student treated by using Elicitation Technique in teaching Speaking.

By seeing the alteration of students’ development classification proved that using Elicitation Technique had developed the students’ in Speaking ability.

Speaking by Elicitation Technique was effective in improving the students’

Speaking ability. This technique could help the students to develop their speaking in speaking accuracy and fluency in teaching and learning process. It could be showed from the students’ speaking test in pretest and posttest. In pre-test, there were some students hasty and not self confidence in speaking. The students’

speaking ability has improved in post-test, which the speaking ability of the students can increase.

CHAPTER V

CONCLUSSION AND SUGGESTION A. Conclusion

Based on discussion proposed in previous chapter, the following conclusions are presented:

1. Using Elicitation Technique is one of a good technique in teaching speaking. The data indicates that this technique had succeeded to improve the students’speaking ability in terms of speaking accuracy and fluency at the second year students of MAN 1 Lappariaja.

2. It was supported by the mean score of students on pre-test was 4.33. This was categorized as poor categorize and after post-test was 6.81 become fairly good.

B. Suggestion

As the result of the study reveals that the use of Elicitation Technique had been effective way to improve the students’speaking ability, the researcher suggests the following things:

1. It is suggested to the English teacher to use Elicittion Technique as one of technique in the teaching and learning process especially in teaching Speaking.

2. It is suggested to the English teacher to use the interesting environmental to teach Speaking to the students.

3. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher.

BIBLIOGRAPHY

Ba’dulu MA. 2001.Intoduction to Linguistic. Badan Penerbit UNM.

Brown, H. Douglas. 2000. Teaching by Principles: An Interactive approach to Language Pedagogy. London: Longman

Brown, Gillian & Yule, George. (1989). Teaching the Spoken Language:

Approach Based on the Analysis of Conversational English. Australia:

Cambridge University Press.

Burn & Joyce. 1997. Focus on Speaking. Sydney: Macquire University.

Conlon, Stephen. 2005. Eliciting Students’ Voices in the Thai Context: A Routine or A Quest?. ABAC Journal.Vol. 25.No.1

Coulthard, Malcom. 2002. Advance in Spoken Discourse Analysis. London:

Routledge

Dzulkifli. 2012. The Use of Banner Presentation to Improve Students’ Speaking Performance. Makassar: FKIP

Gay.L.R. 1981. Educational Research: Competences for Analysis and Application. London: Publishinh Company

.. 2006. Educational Research: Competences for Analysis and Application. Eight Edition. New York: Charles E. Merrill Publishing Company

Harmer, Jeremy. 2007. The Practice of English Language Teaching. London:

Pearson Longman

. 1991. The Practice of English Language Teaching. London, Longman Group.

Heaton. 1999. Writing English Language Tests. New York: Longman Dictionary Press.

Hornby. 2006.Oxford Advance Learner’s Dictionary of Current English. Seventh Edition.New York: Oxford University Press.

Khan, Shadap and Aruna B Dulloo. 2014. Systematic review of Requirement Elicitation Techniques. International Journal of information and Computation Technology. Vol.4. No.2

Longman. 1995. Dictionary of Contemporary English. London: Longman University Press.

Kumpulainen, Kristina and David Wray. 2002. Classroom Interaction and Social Learning. London: Routledge Falmer

Nurokhmah, Ima Maryanti. 2009. Elicitation Technique Used by Teacher to Encourage Student Talk. Semarang

Richard, Jack C. 2001. Teaching Listening and Speaking. Cambridge: Cambridge University Press

Surahmat. 2012. The Use of Picture to Improve Speaking Skill. Makassar: FKIP Taufik. 2012. Improving Students’ Speaking Skill through Group Investigation

Method. Makassar: FKIP.

Widdowson. 2002. Teaching Language as a Communication. New York: Oxford Univery Press.

Nama Sekolah : MAN 1 Lappariaja Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/1

Alokasi Waktu : 2 x 45 menit

Aspek : Speaking

I. Standar Kompetensi

Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menunjukkan simpati.

III. Indikator

1. Merespon dengan benar terhadap tindak tutur: menunjukkan simpati 2. Menggunakan vocabulary, pronunciation yang tepat dalam berbicara.

3. Mempunyai self- confidence dalam kegiatan berbicara 4.

IV. Tujuan Pembelajaran

 Siswa dapat merespon dengan benar terhadap tindak tutur: menunjukkan simpati

 Siswa dapat menggunakan vocabulary, pronunciation dan mempunyai self- confidence dalam berbicara.

V. Materi Pembelajaran

Let me offer my condolences.

You must feel terrible about losing your brother like that.

VI. Metode Pembelajaran: Elicitation Technique

VII. Langkah-langkah Kegiatan 1. Kegiatan Awal

a. Guru memasuki kelas dan menyapa siswa b. Berdoa

c. Guru menanyakan kondisi siswa dan mengabsen siswa

d. Memberikan motivasi belajar kepada siswa sebelum memulai pembelajaran 2. Kegiatan Inti

a. Guru menarik perhatian siswa sebelum memulai pembelajaran

b. Sebelum memasuki topic pembelajaran, guru melakukan elicit kepada siswa untuk mendapatkan respon dengan menanyakan bagaimana perasaan mereka sekarang ini dan bagaimana cara memberikan ungkapan simpati kepada orang lain.

c. Guru memberikan feedback kepada siswa dengan memberikan informasi yang terkait dengan situasi mereka saat itu.

d. Guru memulai menjelaskan materi yang akan mereka pelajari.

e. Guru meminta siswa untuk membuat sebuah dialog sederhana secara berpasang-pasangan.

f. Guru meminta siswa untuk mempresentasikan dialog yang mereka buat di depan teman-temannya secara bergantian.

3. Kegiatan Akhir

a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.

VIII. Sumber/Bahan/Alat

IX. Penilaian

 Teknik : Performance Assessment

 Aspek penilaian : Vocabulary, Pronunciation, dan self confidence

Lappariaja, Agustus 2015 Mahasiswa Peneliti,

NURATIKA 1055 4808 11

Mike : Good morning Grace.

Grace : Good morning Mike.

Mike : Why do you look so sad? Do you have a problem?

Grace : Yes, I do. My sister is hospitalized. She got dengue fever.

Mike :I’m sorry to hear that.Hopefully she will get well soon.

Grace :Thank you very much. You’re very kind to me.

Mike : You’re welcome.

Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/1

Alokasi Waktu : 2 x 45 menit

Aspek : Speaking

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari.

III. Indikator

1. Memberikan solusi yang tepat berdasarkan feelingnya

2. Menggunakan vocabulary, pronunciation yang tepat dalam berbicara.

3. Mempunyai self- confidence dalam kegiatan berbicara IV. Tujuan Pembelajaran

 Siswa dapat memberikan solusi secara lisan

 Siswa dapat menggunakan vocabulary, pronunciation dan mempunyai self- confidence dalam berbicara.

V. Materi Pembelajaran Expressing feelings.

Ex:

 How Boring!

 I don’t think the trip was very interesting

 Fantastic!

VI. Metode Pembelajaran: Elicitation Technique VII. Langkah-langkah Kegiatan

1. Kegiatan Awal

a. Guru memasuki kelas dan menyapa siswa b. Berdoa

c. Guru menanyakan kondisi siswa dan mengabsen siswa

d. Memberikan motivasi belajar kepada siswa sebelum memulai pembelajaran 2. Kegiatan Inti

a. Guru menarik perhatian siswa sebelum memulai pembelajaran

c. Guru memberikan feedback kepada siswa dengan memberikan informasi yang terkait dengan situasi mereka saat itu.

d. Guru memulai menjelaskan materi yang akan mereka pelajari.

e. Guru meminta siswa untuk membuat sebuah dialog sederhana secara berpasang-pasangan.

f. Guru meminta siswa untuk mempresentasikan dialog yang mereka buat di depan teman-temannya secara bergantian.

3. Kegiatan Akhir

a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.

VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus

 Aspek penilaian : Vocabulary, Pronunciation, dan self confidence

Lappariaja, Agustus 2015 Mahasiswa Peneliti,

NURATIKA 1055 4808 11

2. Your father is promoted to a higher position in his office.

3. Your team lost because your rival was dishonest.

Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/1

Alokasi Waktu : 2 x 45 menit

Aspek : Speaking

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

III. Indikator

1. Memberikan solusi

2. Menggunakan vocabulary, pronunciation yang tepat dalam berbicara.

3. Mempunyai self- confidence dalam kegiatan berbicara IV. Tujuan Pembelajaran

 Siswa dapat memberikan solusi secara lisan

 Siswa dapat menggunakan vocabulary, pronunciation dan mempunyai self- confidence dalam berbicara.

V. Materi Pembelajaran Expressing Opinion

 In my opinion….

 Itseems to me that…

 I guess…..

 As far as I concern…..

VI. Metode Pembelajaran: Elicitation Technique VII. Langkah-langkah Kegiatan

1. Kegiatan Awal

a. Guru memasuki kelas dan menyapa siswa b. Berdoa

c. Guru menanyakan kondisi siswa dan mengabsen siswa

d. Memberikan motivasi belajar kepada siswa sebelum memulai pembelajaran 2. Kegiatan Inti

a. Guru menarik perhatian siswa sebelum memulai pembelajaran

b. Sebelum memasuki topic pembelajaran, guru melakukan elicit kepada siswa untuk mendapatkan respon dengan menunjukkan suatu benda seperti handpone dan menanyakan bagaimana pendapat mereka terhadap benda itu.

c. Guru memberikan feedback kepada siswa dengan memberikan informasi yang terkait dengan situasi mereka saat itu.

d. Guru memulai menjelaskan materi yang akan mereka pelajari.

e. Guru meminta siswa untuk mendiskusikan situasi yang diberikan oleh guru dan memberikan pendapat secara berkelompok.

f. Guru meminta siswa untuk mempresentasikan hasil kerja kelompok mereka di depan teman-temannya secara bergantian.

3. Kegiatan Akhir

a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.

VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus

 Aspek penilaian : Vocabulary, Pronunciation, dan self confidence



Lappariaja, 2015 Mahasiswa Peneliti,

NURATIKA 1055 4808 11

all over the world. Most of us, that is. It has metamorphosized from being a luxury to necessity for some of us. Handphones are one of the things that we cannot do without, for one reason or another. We have come to depend on it, increasingly so, and in doing so it has become a need. Having handphones can prove to be very useful but it can also be said otherwise. There are both advantages and disadvantages to owning a handphone or being in the midst of people who own them.

Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/1

Alokasi Waktu : 2 x 45 menit

Aspek : Speaking

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

III. Indikator

1. Mendeskripsikan seseorang atau benda dengan tepat.

2. Menggunakan vocabulary, pronunciation yang tepat dalam berbicara.

3. Mempunyai self- confidence dalam kegiatan berbicara IV. Tujuan Pembelajaran

 Siswa dapat Mendeskripsikan seseorang atau benda dengan tepat.

 Siswa dapat menggunakan vocabulary, pronunciation dan mempunyai self- confidence dalam berbicara.

V. Materi Pembelajaran

 Describing Someone

Eg. Indah is my friend. She is tall and smart. She has got oval face and straight hair.

b. Berdoa

c. Guru menanyakan kondisi siswa dan mengabsen siswa

d. Memberikan motivasi belajar kepada siswa sebelum memulai pembelajaran 2. Kegiatan Inti

a. Guru menarik perhatian siswa sebelum memulai pembelajaran

b. Sebelum memasuki topic pembelajaran, guru melakukan elicit kepada siswa untuk mendapatkan respon dengan menunjukkan sebuah gambar dan menyuruh untuk memberi gambaran pada gambar itu.

c. Guru memberikan feedback kepada siswa dengan memberikan informasi yang terkait dengan situasi mereka saat itu.

d. Guru memulai menjelaskan materi yang akan mereka pelajari.

e. Guru meminta siswa untuk mendeskripsikan orang yang ada disekitarnya.

3. Kegiatan Akhir

a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.

VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus

Spidol Whiteboard IX. Penilaian

 Teknik : Performance Assessment

 Aspek penilaian : Vocabulary, Pronunciation, dan self confidence

Lappariaja, 2015

Mahasiswa Peneliti,

FIRST MEETING Expressing Sympathy

When you hear someone is hurt or sad, express your sympathy with the following expressions:

Offering condolences:

 I’m sorry.

 I’m sorry to hear about your father.

 I’m sorry to hear that yourlittle Tweetie was died.

 Let me offer my condolences.

 Let me tell you how sorry I am to hear about your grandmother.

 I know how you must feel.

 You must feel terrible about losing your brother like that.

Responding to condolences:

 Thank you.

 That’s very kind of you.

 There’s nothing that can be done about it.

 It’s God’s will, I suppose.

 God gives and God takes away.

 That’s life.

(Look Ahead 2: 8-10)

 Oh, I’m so happy.

 I can’t say how pleased I am.

 I had a splendid time there.

 What a marvelous place I’ve ever seen.

 It’s an outstanding adventure.

 It’s an interesting experience.

 It’s a sensational trip.

 Great!

 Exciting!

 Fantastic!

 Super!

 Terrific!

 Smashing!

 Hey, that’s terrific/great!

Expressing boredom:

 I think it was a boring holiday.

 It sounds boring.

 It’s totally/awfullyboring.

 I’m ratherbored.

 How boring!

 Idon’t thinkthe trip was very interesting.

 I’mfed up with it.

 It’s totallyboring.

 The film was awfully boring.

 How boring!

 How unexciting!

 I must say I’m really disappointed.

 It’s a great disappointment.

 That’s too bad.

 Oh no!

 That’s a real shame/pity.

 It’s a real shame.

 Bad luck!

Example:

Conversation 1

Man : Did you enjoy your weekend at the tea plantation?

Woman : Certainly.It’s a marvelousplace I’ve ever seen.

Conversation 2

Woman : Frankly, having holiday in a quiet island is boring to me.

Man : Alright, alright. We’ll go home tomorrow.

Conversation 3

Boy 1: Oh,it’s a shame. I was hoping we got a big fish.

Boy 2: Never mind. We are fishing again tomorrow. Cheer up!

Describing

What are some good ways to describe

 people?

 things?

 feelings?

 yourself?

 personality?

See the phrases below for examples of descriptions in English.

Questions:

What

does Leila / the house look like?

can you tell me about Leila / the house?

is Leila / the house like?

Tell me about Leila / the house!

Responses:

Well, she's

old, young, middle aged, fat, overweight, slim, thin, skinny, blonde, red-head, well-built, tall, dark,

beautiful, funny, cute, really rich, gorgeous ...

She has got

oval face, square face, round face, long, black hair, straight hair, curly hair, blue eyes, round face, long

nose, fair skin , bushy eyebrows, regular teeth, crooked teeth, rosy cheeks...

She's kind of

chubby, thin, slim, obese, tall, skinny, short, intelligent, silly, nice, naughty...

Short dialogues:

Martha wants Liza to describe the new secretary:

Martha: What's the new secretary like?

Liza: She's cute. She's got long hair and a round face.

Martha wants Liza to describe the new apartment:

Martha: Tell me about your new apartment!

Liza: It's big. It has got three bedrooms, a comfortable living room, and a spacious kitchen.

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