A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of The
Requirement for Degree of Education in English Department
NUR AZYZA MALIK 10535 6595 15
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHERS TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
i Saya yang bertanda tangan di bawah ini:
Nama : Nur Azyza Malik
Nim : 10535 6595 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Word Square Method in
Teaching English ( Quasi – Experimental Design in Seventh Grades Students of SMP UNISMUH Makassar )
Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil karya dari orang lain atau dibuatkan oleh siapapun.
Demikian pernyataan ini dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020 Yang Membuat Pernyataan
Nur Azyza Malik
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UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Nur Azyza Malik
Nim : 10535 6595 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Word Square Method in
Teaching English ( Quasi – Experimental Design in Seventh Grades Students of SMP UNISMUH Makassar )
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya akan selalu melakukan kosnsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh keasdaran.
Makassar, Januari 2020 Yang Membuat Pernyataan
Nur Azyza Malik
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MOTTO
I dedicated this thesis to
My beloved parents and my families
“NO PAIN, NO GAIN”
iv ABSTRACT
NUR AZYZA MALIK. 2019. The Effectiveness of Using Word Square Method in Teaching English at the Seventh Grade Students of SMP Unismuh Makassar (Supervised by Hj. Andi Tenri Ampa and Firman).
The objective of the study was to found out significant difference between the students speaking accuracy in the term of vocabulary, pronunciation, and grammar who are taught through the use of Word Square Method and those who are taught through the use of Group investigation.
The method in this research was Quasi-experimental research. The quasi- experimental research designed were used two classes which were taught two different methods. The experimental class was taught with Word Square Method and the control class was taught with Group investigation. The population in seventh grade students of SMP Unismuh Makassar consist of 91 students, the sample were 42 students, it was divided with 21 students for each classes.
The research was taken by using purposive sampling. Moreover, this research was conducted through the following procedures: giving pre-test, applying treatments, and giving post-test. The data analyzed in this research was gathered through speaking test, after getting the score from the oral test, it was analyzed and processed by using statistic data calculation of T-test formula by using SPSS. The result of the research proved that there was a difference score between students‟ score in learning speaking accuracy by using Word Square Method and by using Group Investigation. According to the result of statistical calculation it can be seen that mean score of post-test in experimental class was 76.26 and the mean score of post-test in control class was 66.00. The value of t- test was higher than the ratio on t-table (-3.432 > 2.021). Therefore, H0 was rejected and H1 was accepted.
In conclusion, Word Square Method can be effectively to be used to teach speaking competence of seventh grade students of SMP Unismuh Makassar.
Keyword: Word Square Method, Quasi-experimental, SPSS.
v ABSTRAK
NUR AZYZA MALIK. 2020. efektivitas penggunaan metode Word Square dalam mengajar bahasa Inggris pada siswa kelas VII SMP Unismuh Makassar (diawasi oleh Hj. Andi Tenri Ampa dan Firman).
Tujuan penelitian ini adalah untuk mengetahui perbedaan yang signifikan antara siswa akurasi berbicara dalam istilah kosa kata, pengucapan, dan tata bahasa yang diajarkan melalui penggunaan metode Word Square dan mereka yang diajarkan melalui penggunaan Group Investigation.
Metode dalam penelitian ini adalah quasi-penelitian eksperimental.
Penelitian quasi-eksperimental yang dirancang digunakan dua kelas yang diajarkan dua metode yang berbeda. Kelas eksperimen diajarkan dengan metode Word Square dan kelas kontrol diajarkan dengan Grup Investigation. Populasi siswa kelas tujuh SMP Unismuh Makassar terdiri dari 91 siswa, sampel tersebut adalah 42 siswa, dibagi dengan 21 siswa untuk setiap kelas.
Penelitian ini diambil dengan menggunakan purposive sampling. Selain itu, penelitian ini dilakukan melalui prosedur berikut: memberikan pre-tes, menerapkan treatment, dan memberikan post-test. Data dianalisis dalam penelitian ini dikumpulkan melalui tes berbicara, setelah mendapatkan Skor dari tes lisan, itu dianalisis dan diproses dengan menggunakan data statistik perhitungan T-Test formula dengan menggunakan SPSS. Hasil penelitian membuktikan bahwa ada perbedaan Skor antara siswa dalam belajar akurasi berbicara dengan menggunakan metode Word Square dan dengan menggunakan Group Investigation. Menurut hasil perhitungan Statistik dapat dilihat bahwa nilai rata- rata post-test di kelas eksperimental adalah 76,26 dan nilai rata-rata Post-Test di kelas kontrol adalah 66,00. Nilai t-tes lebih tinggi dari rasio pada t-tabel (-3,432 >
2,021). Oleh karena itu, H0 ditolak dan H1 diterima.
Kesimpulannya, metode Word Square dapat digunakan secara efektif untuk mengajar kompetensi siswa kelas tujuh SMP Unismuh Makassar.
Kata Kunci: Metode Kata Square, Quasi-Eksperimental, SPSS.
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ACKNOWLEDGEMENT
Assalamu‟alaikum Wr.Wb
Alhamdulillah, praise to ALLAH, the Beneficent and Merciful who gives deepest sense of gratitude and a life full of happiness. Because of His generosity, the writer completed this challenging study well. And also for the last prophet Muhammad SAW, then greatest teacher of great teacher.
In the process of completing this thesis, the writer has received many supports and help from many people. Therefore, the writer would like to thanks for:
1. The Dean of Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
2. Ummi Khaerati,S.Pd, M.Pd, the head of English Education Department.
3. DR.Hj.Andi Tenri Ampa,M.Hum, as my advisor I for her patient guidance excellent advice during completing this thesis.
4. Firman,S.Pd,M.Pd, as my advisor II who has given me advice and suggestion in the completion of this thesis.
5. My beloved parents, for my father (Alm.Mr.Abdul Malik) and my mother (Mrs. Nudi) who always give me support, advance and power to reach my dream. I Love You So Much!
6. My dearest best friends in English Department, especially Ike Astika, Nur Rahmi Nasran, Fira La Husein, Ainun Mardiah, Nur Anifa, Rafiqah Nur Rahman. I‟m so sorry I can‟t mention your name one by one. Thanks for the support and sharing the happiness and sorrow during finishing this thesis, I Love you All.
7. My lovely best friend since elementary school, Nur Janna, Indah Khaerunnisa, Sri Hardianti, and Muslimin, who give me support to do this thesis, big thanks and love you All.
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The writer realizes the thesis still has some weaknesses and mistakes.
Therefore, the writer would like to accept any constructive suggestion to make this thesis better.
Makassar, 31th January 2020
Nur Azyza Malik 1053 565 95 15
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TABLE OF CONTENT
TITLE PAGE ...
APPROVAL SHEET ...
LEMBAR PENGESAHAN ...
COUNSELLING SHEET ...
SURAT PERNYATAAN ...i
SURAT PERJANJIAN ...ii
MOTTO ...iii
ABSTRACT ...iv
ACKNOWLEDGEMENT ...vi
TABLE OF CONTENT ...viii
LIST OF FIGURES ...x
LIST OF TABLES ...xi
LIST OF APPENDICES...xii
CHAPTER I INTRODUCTION A. Background ... 1
B. Statements of the Research ... 3
C. Objective of the Research ... 3
D. Significance of the Research ... 3
E. Scope of the Research ... 4 CHAPTER II REVIEW OF RELATED LITERATURE
A. The Concept of Word Square Method 5
1. Definition of Word Square 7
2. Principle of Word Square Method 8
3. Design of Word Square Method 10
4. Procedure of Word Square Method 10
5. Strength and Weakness of Word Square Method 11
B. The Concept of Speaking 12
1. The Definition of Speaking 13
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2. Function of Speaking 14
3. The elements of Speaking 15
4. Assessing Speaking Ability 21
C. Conceptual Framework 22
D. Hypothesis 23
CHAPTER III RESEARCH METHOD
A. Research Design 24
B. Research Variable and Indicators 27
C. Research Instrument 27
D. Population and Sample 29
E. Procedure of Collecting Data 29
F. Technique of Data Analysis 30
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings 34
1. The results of pre-test for experimental group and control group 34 2. The results of post-test for experimental group and control group 37 3. The significance testing between pre-test and post-test 39
B. Discussion 40
1. The Result of Pre-test 42
2. The Result of Post-test 43
3. The significance different result between pre-test and post-test 44 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion 47
B. Suggestion 48
BIBLIOGRAPHY APPENDIX
CURRICULUM VITAE
x
LIST OF FIGURES
1. Figure 2.1 Conceptual framework 22
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LIST OF TABLES 1. Table 3.1 The experimental Design
2. Table 3.2 Students Population
3. Table 4.1 The result of students speaking accuracy in pre-test for experimental group and control group.
4. Table 4.2 the mean score in pre-test
5. Table 4.3 The significant results of t-test and t-table in pre-test 6. Table 4.4 The results of students speaking accuracy in post-test for
experimental and control group.
7. Table 4.5 The mean score in post-test
8. Table 4.6 the significant result of t-test and t-table in post-test.
9. Table 4.7 The significance testing of t-test and t-table
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LIST OF APPENDICES 1. APPENDIX A. Lesson Planning
2. APPENDIX B. Students Pre-test and Post-test 3. APPENDIX C. Students Row Score
4. APPENDIX D. Quantitative Analysis Of The Students‟ Score In Pre-Test And Post-Test (Mean score)
5. APPENDIX E. Analysis SPSS 6. APPENDIX F. Documentation
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objectives of the research, the significances of the research, and the scope of the research.
A. Background
English is the main language for communication with other people from different countries and cultures. Many countries use English as the foreign language for communication. Besides used in oral communication orally, English is also used in written text. In Indonesia, English is a foreign language that used to communicate in international level. The ability of foreign language especially English in our country it still very less mainly to young people. All of skill that applied in teaching especially in speaking skill it is being obstacles to students.
Speaking skills‟ division become huge problem in teaching, they are the vocabulary and the pronunciation. That is why researcher going to analyses the problem in this case.
The objective of teaching vocabulary is that the students are expected to be able to communicate both orally and in written students are required to have an adequate understanding of the vocabulary so that they will be able to communicate well in a variety of contexts. Even though, speaking also concerned in pronunciation aspect. With good pronunciation when people speak so we can measure them in advance level just like native speaker. So that they can use vocabulary in their daily live to communicate with the other and the students can
write the sentence based on the vocabulary they get and while they were learning it, they can improve the pronunciation also.
However, in reality, based on the researcher experience in field observation when the writer did PPL at different school, the researcher found out some problems in the students‟ vocabulary mastery that followed by a pronunciation that is still worst. Firstly, the students‟ have low ability in memorize vocabulary, the students‟ have less practice their speaking, and the teacher still applies a traditional strategy. From this case, the researcher concluded that, there are two factors appear of this research. The first, internal factor comes from the students as learners that they still have few numbers of vocabularies and the second, external factor comes from the way of teacher‟s method.
There are so many methods which be used in learning process. One of them is
“Word Square”. Word square method is one of the tools/instructional media in the form of the word boxes that contain a collection of letters. In the letter contains a collection of concept that must be discovered by students in accordance with the question of goal-oriented learning.
Word square method is suitable for junior high school, because the method is like a game, it can‟t make the students bored because like playing words game, they can feel easy in remembering the vocabulary while they are correcting the pronunciation also in learning speaking skill and of course to minimize the teachers‟ difficulties in teaching.
Based on the explanation above, in this study researcher would prove the effectiveness of the using word square method in learning process. Vocabulary
mastery and pronunciation would be the object to measure the students speaking ability.
B. Problem of the Research
Based on the background above, the researcher formulated the research question: Is there any significant difference between the students speaking accuracy in the term of vocabulary, pronunciation, and grammar who are taught through the use of Word Square Method and those who are taught through the use of Group Investigation?
C. Objective of the Research
Based on the research question above, the objective of this research was to find out there is any significant difference between the students speaking accuracy in the term of vocabulary, pronunciation, and grammar who are taught through the use of Word Square Method and those who are taught through the use of Group Investigation.
D. Significance of The Research
The result of this study was expected to be useful theoretically and practically.
Theoretically, this study is to enrich the theory of teaching English.
Practically, this study is useful for:
1. Teacher, in order to improve the students‟ ability in vocabulary also correcting students‟ pronunciation while fix the students‟ grammar by using the method 2. For students‟: to enrich their English vocabulary while correcting their
pronunciation and grammar in speaking.
3. For other researcher: to conduct similar topic with different perspective.
E. Scope of the Research
The scopes of the study were limited to investigate several things. The researcher only focused on the case that researcher wanted to investigate in this study. It was limited on the use of word square method in teaching English.
Speaking skill was the object in this study but be focused in the term of vocabulary, grammar, and pronunciation so that to achieve the purpose the researcher had applied the method in learning to help.
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the concept of speaking, also the figure of the framework, and hypothesis.
A. The Concept of Word Square Method
Method is the way to get something. A teaching method comprises the principles and methods used for instruction. The choice of depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.
Word Square comes from the English words and consists of 2 words, that is
„word’ and „square‟. Word square method is one of the methods learning that can be used by the teacher in achieving the learning objectives. The way of learning that teacher use in this method is by distributing sheet activities or work sheets as a tool of study to measure students‟ understanding of subject matter that has been taught.
Related to Syafitri (2004) in her thesis she used quasi – experimental research.
The instrument of the research was essay test of 20 items. The result, the score of experimental group (1470) is higher than the score of control group (325). And by using T-test, the result of analysis showed that T-observed (12.80) is higher than T-table (2.00) with the level of significant 0. 05 and degree of freedom (df) = 70.
The finding showed that the hypothesis of alternative (Ha) is accepted. It means that by using word Square as a teaching conventional vocabulary and the
weakness of remember words to teaching active and film. She has provide a new way that more effective in teaching vocabulary.
From another researcher also prove the successfully of this method, Asrina Amaliyah (2017) in her thesis to improve students‟ vocabulary mastery through word square method. The research was conducted by using classroom action research (CAR). The technique of analyzing the data of the research was applied by qualitative and quantitative data. The result of the analyzing the data showed that there was an improving on the students‟ vocabulary mastery from each cycles. It was showed from the mean of pre-test was 47. Where, there were 6 students got successful score criteria or it was only 13,04% and 40 students got unsuccessful or it was 86,95%. After doing cycle I by using Word Square Method, there was an improving of the result of the students‟ mean was 69.52. Where, 26 students got successful criteria score or it was only 56, 52% and 20 students got unsuccessful criteria score or it was 43.47%. Then, doing repairing for second cycle after reflection on the first cycle, there was improving of students‟ mean was 78.06. Where, 41 students‟ got successful criteria score or it was 89, 13 %. In other words, the students‟ vocabulary mastery was improved.
From all previous studies above, the researcher concludes that in teaching speaking by using word square can improve the students‟ vocabulary. The first researcher is Syafitri (2004) used word square as a method in teaching English as a new way to improve students‟ vocabulary. She tried to know the weakness of remembering word in teaching vocabulary with the use of word square. The second researcher is Asrina Amaliyah (2017) also used word square method as a
game in teaching English. From that research shown increase in remembering vocabulary. The using of word square method in teaching is still rarely if it compare to another method that really popular just like Role playing. Word square itself can be easily applying in learning process. There are some researches had proved the successfully of the method. So the researcher is going to apply the method in different way from another researcher.
1. Definition of Word Square
So many definitions of word square, Collins English dictionary (2014) word square method is a puzzle in which the player must fill a square grid with words that read the same cross as down.. Beside that according Widodo (2009) word square is a learning model that combines the ability answer question with acuity to match the answer in the square.
According to Urdang, word square is a set of words that have relation from one word to another that arranged in the form of a square, can read horizontally and vertically. The method is applied like a game that is introducing or using variations in the form of learning vocabulary through word square method. Word square is the kind of model in learning that uses a square as a tool to convey teaching materials in teaching and learning.
According to Hornby, word square is a word that is arranged so that the words can be read forward and backward. Word square is one of the tools/learning media in the form of boxes of words that contains a collection of letters. Word Square method is the development of learning methods. It can be identified through a grouping of the enriched learning methods which are oriented to students in the
learning activity.
According to Wilard Galin, word square is a learning media that combines ability to answer the questions with the flair in a match the answer in answer boxes. So, the Word Square is the field of words that have a square-shaped. Word square is one of the models of learning through words like a game, or “learning while playing” and the emphasis is on learning.
One of models of learning through words like a game, or “learning while playing. From the explanations above the researcher concludes that word square is a set of words that have relation from one word to another that arranged in the form of a square from left to the right, right to the left, up to the down, and down to the up in the square that can read vertically and horizontally.
2. Principle of Word Square Method
The word squares activity supports vocabulary acquisition. This method is used to familiarize students with new terms, teaching them the necessary steps to acquire and implement new words into their vocabulary as they see, hear, recognize, know, and use the words. Students will identify, spell, and say the word in the first square. In the second square, students draw their own visual representation of the word. This should help student retention of the word. This is a great strategy for abstract words as it allows students to create their own visual associations. Students define the word in the third square, preferably using their own version of a definition rather than one form a dictionary, in the fourth square, students use the word in a sentence (Voltaire Barnes and Noble Classics, 2003).
So, make the square is in the main media to convey the teaching materials. The
squares that have been prepared will be filled by students or shading the letters that there is an answer to the question prepared by the teacher. Thus there are two things that are required to use this learning that makes square and questions in order to fill the box” (Istarani, 2011:181).
Word squares were popular in Britain at nineteenth century. H.E. Dudeney, claimed to have written the first word squares with versified clues. Word squares are grids of letters that cross horizontally and vertically. In the puzzle below, the word trap is located in the top now and left-most column. Rome can be seen in the second row from the top the second column from the left; amen is found in the third row from the top and the third column from the left and pent occurs in the bottom row and in the most columns. All the words cross each other in a perfect square arrangement.
This is a block of characteristics that spell words both horizontally and vertically. The empty grid is a challenging word puzzle for the most discerning loopholes. The simplest puzzle is two squares consisting of only four letters, increasing in size and complexity to the pinnacle of achievement so far: the Ten Square. For Example:
C A R D S T
O U T R O E
S A D A L M
T E S D D P
U T T I L L
M A K R E E
In the box, you will find some words, that you are easy to give the meaning,
but in word square we must give the students some instructions how to find a word or probably a new word in the box with make a circle from up to bottom, vertically or horizontally. The instruction must be so clear, is it you want to find the synonym. Antonym of the words or you ask your students with general knowledge in learning vocabulary (Mursid, 2011).
3. Design of Word Square Method
A word square is a special type of acrostic. It consists of a set of words written out in a square grid, such that the same words can be read both horizontally and vertically. The number of words, which is equal to the number of letters in each word, is known as the “order” of the square. For example, this is an order 5 square: H E A R T E M B E RA B U S ER E S I NT R E N D
A popular puzzle dating well into ancient times, the word square is sometimes compared to the magic square, though apart from the fact that both use square grids there is no real connection between the two (Wikipedia: 2019).
4. Procedure of Word Square Method
This is a procedure of word square method, are: (a) Students are divided in several small groups are three or four people. (b)Each group got one question sheet. (c)Time to finish the question confined, depend on how many questions are done. (d) In the end of the learning all words are matched together (Istarani.
2011:181).
Based on Tiffany Stoddard‟s explanation in her book “Ender‟s Game” there is also some steps to do this strategy: (a) Step 1: make a list of vocabulary words or terms. Either make enough for each student or divide students into groups or
partnerships. (b) Step 2: assign each student or group a word. (c)Step 3: have students divide a piece of paper into four sections and write the word in the top left section. (d) Step 4: have students write the definition in the bottom left section. (e)Step 5: in the top right section, students will draw or cut and paste a picture representing the word. (f)Step 6: in the bottom right section students will use the word in a sentence. (g)Step 7: display the word squares in the room. You may also want to have student present their square to the class.
5. Strength and Weakness of Word Square Method
Same with the other learning methods, the word square method also has some advantages and disadvantages. It can be explained as follows; The advantages of word square method are: (a) Word square method is good to test the result of learning about general knowledge of terms and definitions. (b)The teacher can easily score without opinion of the examiner. (c)Word square method activities encourage students‟ understanding of subject matter. (d)Make the students to be discipline in answering the question of worksheet with the rules. (e) Can exercise the students to be careful and critical attitude. (f)Stimulate students to think effectively before answering the questions. (g)To help the students master the material easier. Because they will get a guide to look for the answer that put in the square.(h)To help a teacher to teach the materials, because the teacher can guide the students to the square that prepared before.(Darono)
The disadvantages of word square strategy are: (a). Making the various squares needs the highest creativity from the teacher. (b). Always found the same squares are not suitable with questions itself. (c). Making the question needs the answer
with the highest capability from the teacher (Istarani, 2011:183).
B. The Concept of Speaking
Speaking ability is one of the most important in social life. The ability to speak can make in a group, someone, even the environment will be comfortable with our existence. Just imagine, if someone in a community or organization do not have the ability to speak in public how they can mingle with people around, how they can throw out their mind and make agree on the policy or decision.
In relation with the statement above, can be concluded that speaking is the ability to say words in order to convey or express intentions, ideas, thoughts and feelings that are compiled and developed according to the needs of the audience so that what is conveyed can be understood by listener.
1. The Definition of Speaking
Nirmawati (2015) said that speaking is the active use of language to express meanings so that other people can make sense of them. Moreover, it is recognized as an interactive, social, and contextualized communicative event. Speaking requires learners to be possession of knowledge about how to produce not only linguistically connect but also pragmatically appropriate utterances. In brief learners need to know how to use the language in context.
Speaking is a way of conveying message for one person to others. It is the most essential way in which the speaker can express himself through language. In a language lesson, students need to spend time on becoming more accurate.
Someone who can use English well is usually both accurate and fluent. Accurate speakers do not make mistakes in grammar, vocabulary, and pronunciation, fluent
speakers do not usually worry unduly about making mistake (Daker, J and Westrup, J 2003:7).
According to Bailey (1994), speaking is a process of interaction where speaker intend to build meaning through producing, receiving and processing information.
Based on the definition above the researcher conclude that speaking is the way to people communicate each other through producing sound that involves receiving and processing information. Someone who can speak English well usually both accurate and fluent. Accurate speaker do not make mistake in grammar, vocabulary, and pronunciation whiles fluent do not worry about making mistake.
2. Function of Speaking
Brown and Yule in Richards (2008:21-28) make a useful distinction between the interactional functions of speaking, in which it serves to establish and maintain social relations, and the transactional function, which focus on the exchange of information, and talk as ability. Each of these speech activities is quite distinct in terms of form and function and requires different teaching approaches.
a. Talk as interaction
Talk as interaction refers to what we normally mean by conversation and describe interaction that serves a primarily social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and soon because they wish to be friendly and establish a
comfortable zone of interaction with others. Richard (2008:22) summarizes the main features of as interaction as follows‟ has primary social function, reflects role relationship, reflect speakers” identity, may be formal or casual, uses conventional register, and it‟s jointly constructed.
b. Talk as transaction
Talk as transaction refers to situations where the focus on what is said or done. Understanding the message clearly and accurately is the central focus, rather than how people interact socially with each other. Burns in Richard distinguishes two different types of talk as transaction.
1) The first type involves situations where the focus is on giving and receiving information and where the participants focus primarily on what is said achieved (e.g, asking someone for directions). Accuracy may not be a priority, as long as information is successfully communicated or understood.
2) The second types is transactions that focus on obtaining goods or services, such as checking into a hotel or ordering food in restaurant.
c. Talk as ability
Talk as ability refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcement, and speeches. Talk as ability tends to be in the form of monolog rather than dialog. It is often evaluated according to its effectiveness or impact on the listener, something that is unlikely to happen with talk as interaction or transaction.
3. The elements of Speaking
In speaking, there are some specific elements that have strong correlation with this skill. According to Harmer (1991:15), aspect of speaking can be divided as follow:
a. Pronunciation
Pronunciation is an act or result of production the sound of speech including articulation vowel formation, accents or inflection. Often with reference to some standard of contents or accept ability. The concept of “pronunciation” may be said to include:
1) The sound of the language
One their own the sound of language may well meaningless. If you said /t/
(the line show that this is phonetic script a few times, e.g, tu, it will not mean very much English). Neither will be sounds /k/, /a/, or /s/ but if we put all these sound together a certain order we and up the word catch and does mean something.
2) Stress
Native speaker of language unconsciously know about the stress and how it works, they know which syllables of words are stressed and they know how to use stress, to change the meaning of phrase, sentence, and question.
3) Intonation
Intonation is clearly important item and component user of language
recognize what meaning it has and can change the meaning of word they through using it in different ways, when we taught English language, student‟s need it use rhythms and stress correctly if they are to be understood.
b. Vocabulary
In learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In other to communicate well in foreign language, student should know how to use them accurately. According to (Mehrpour, S. 2008:192). Learning a second language or foreign language mainly involves learning the sound system, grammar, and vocabulary of the language.
Vocabulary is all about words. When we use language we use words all the time. If we know language well, we know how to write its words and how to say its words (McCarthy, O‟Keeffe Walsh, 2010). Related to Betty Lou Levear, Medaline Ehrman, and Boris Shekhtman (2005:162), the more vocabulary you know, the more options you have in selecting the kind of grammar to use in speaking and writing.
In addition according to Oxford Learners‟ Pocket Dictionary (2003), vocabulary is all the words that person knows or uses, all the words in a language, list of words in a language, list of words with their meanings especially in a book for learning a foreign language.
From that definition above, the researcher can conclude that vocabulary is a part of a language and the process of understanding the meaning of words. The process involves how the people can use, can recognize, and can understand it.
The learner has to determine a word in context due to some of the word have multiple meaning.
1) Types of Vocabulary
Generally, there are two kinds of vocabulary; they are active vocabulary and passive vocabulary. Harmer (1991:159) distinguishes two types of vocabulary:
a) Active Vocabulary
Active vocabulary refers to vocabulary that students have been thought or learnt and which they are expected to be able to use.
b) Passive vocabulary
Passive vocabulary refers to the words which they will probably not able to produce. Active and passive vocabulary also known as receptive and productive vocabulary. (Hieberth H.E., Kamil L.M. 2005) Productive vocabulary is the set of word that can be used when writing and speaking.
They words that are well-known, familiar, and used frequently.
Conversely, receptive, or recognition, vocabulary is that set of words for which an individual can assign meanings when listening or reading. The researcher can conclude that receptive or passive vocabulary is the word that someone knows when it is heard or seen, they can mention the meaning of the words and they can recognize it when appears in the context of reading and listening material.
2) Function of vocabulary
In daily life, to communicate with the other people, we use language to say something, to express our ideas, to express our telling, etc. both is spoken
language or written language. Relating to the statement above, we can conclude that words are very important to use in communication. By using word accompanied by rules of language, our ideas feeling, emotion, thought can be expressed. Furthermore, the people can understand what they say to us.
Communication can run well if we do not know or have a store of the vocabulary of the language.
The function of vocabulary is inseparable from the language skills. In the speaking, the people need a words to communicate their thought, feeling or ideas to the others people. Choosing words accurately, and impressed as well as how people react them. In listening, we need vocabulary to understand what someone says through his/her words. In reading, it is very useful to understand the passage or the meaning of the text. In writing, it is also important, therefore, the writer should clearly and accurately in choosing words to express her ideas and principle to the readers.
c. Grammar
Grammar whose subject matter is the organization of word in to variables communication, often representating many layers of structure, such as phrase sentences, and complete utterance (Ba‟dulu 2008). As the fame work to find sentences productively needed. He fact however shows that the learners‟ mastery or English structure is skill less as found out by some previous researcher.
d. Self Confidence
Judge cited in Asmadi (2002) says that self confidence that as a person‟s beliefs about all aspect of the advantages it has and these beliefs make her feel able to achieve various goals in life. According to Sara (2005) stated self- confidence is very important that foreign language learners may have. When learners have strong trust in their capacities, they will make them easier to learn and engage in their task without any obstacles in their performance which may hide their performance. To measure the self-confidence, related to Lauster (1994) there are several characteristics to asses self-confidence in the individual, including
1) To believe in his own abilities a belief in oneself against all phenomena that air-relationship with an individual‟s ability to evaluate and overcome the phenomenon occurs.
2) Act independently without the involvement of others. In addition, the ability to believe that measure taken.
3) Having a positive self-concept the existence of a good assessment of the him/herself, both of the views and actions taken which lead to a positive sense of him/herself.
4) Dare to express opinion the existence of an attitude able to express something in which to be different with others without coercion or things that can inhibit the hurt of these feelings.
From explanation above the researcher can be concluded that people are confident or self-confidence is the ability of individuals to be able to understand and believe in their full potential so that they can be used in the
face of adjustment to their environment. People who are confident usually have initiative, who creative, and who optimistic about the future, able to realize their own weaknesses and strengths, think positively, consider all problems there must be a solution. In other hand, people who are not confident are characterized by attitudes that tend to weaken their spirit of life, such as inferiority, pessimism, passivity, apathy, and tend to be a priori.
4. Assessing Speaking Ability
According to Pollard (2008:16) accuracy and fluency usually refer to oral language work but can refer to written work too. Accuracy refers to correct use of language; this is often used just after presentation of new language. The objective is to produce correct language rather than to communicate ideas. If the focus is fluency, the teacher allows students to express themselves freely without interruption.
a. Accuracy
Pollard (2008:16) stated that‟s accuracy is the ability to produce correct sentences using correct grammar and vocabulary. The main purpose to teach speaking skill is to support and motivate the learners to speak fluently without hesitengly. English teacher have tried to develop speaking skill –in which how the learners can speak English fluently and applied many technique, but in fact they are still poor.
b. Fluency
Pollard (2008:16) stated that fluency is the ability to read, speak, or write, easily, smoothly, and expressively. Fluency can be defined as the ability to speak fluently and accurately.
c. Smoothness
“Smoothness the ability of speaking English through a good clustering and reduces form” (1980:267). A good clustering is to speak English with phrasal fluently. It means that speak English not word and reduce form are to use English with contraction, and reduce vowels.
C. Conceptual Framework
The conceptual framework in this research is shown in the diagram as follow:
Figure 2.1 Conceptual framework
The conceptual framework above explains that the researcher applied Word Square Method in teaching speaking to finding out the effectiveness of
INPUT Teaching Speaking
The implementation of Word Square Method
Vocabulary, Pronunciation and Grammar
OUTPUT
Speaking Ability in Learning English
using the method in speaking accuracy dealing with pronunciation, vocabulary and grammar mastery of the students. In the implementation, the researcher have applied Quasi-Experimental.
D. Hypothesis
As an alternative answer of the research question, the researcher formulates the following hypothesis such as:
1. Alternative hypothesis (Ha): There is significant improvement of the students‟
speaking skill who taught by using word square method than those who teach by using group investigation.
2. Null hypothesis (Ho): there is no significant improvement of the students‟
speaking skill who taught by using word square method and those who teach by using group investigation.
34
population and sample, instrument of the research, procedure of collecting data, and technique of data analysis.
A. Research Design
In this research, the researcher conducted quantitative through Experimental design. The researcher was applied a Quasi-experimental design with non- randomize or nonequivalent pre-test and post-test. The subjects of the research were two groups; one group as an experimental group which got a treatment by using Word Square Method and the other group as a control group which got conventional method. The design can be present as follows the figure below:
Table 3.1 The experimental Design
GROUP PRE-TEST TREATMENT POST-TEST
Experimental O1 X1 O2
Control O1 X2 O2
Where:
O1 :Pre-Test
X1 : Treatment of Experimental group (using Word square method) X2 : Treatment of Control group (using Group Investigation) O2 : Post-Test
(Gay, 2006:259)
1. Pre-Test
In pre-test, the students gave the test for experimental class and control class before treatment to measure the students ability in speaking skill before the researcher apply the method, it aimed to knew the students previous ability.
2. Treatment
The treatment applied for Eighth meetings and each meeting take 65 minutes in the class. So, the researcher taught a material related to the case of the study.
a. Experimental Group
When the treatment, the researcher applied Word square method in 4 meetings. The procedural of the treatment followed the several steps below, (Suprijono, 2011:131):
1) Teacher prepared the material according to the competence that would be achieved.
2) Teacher divided an activity sheet that contained Word Square with the question that would be answered.
3) The student read the question and answered it.
4) Then, the student shaded the alphabets in the word square vertically, horizontally, or crossed it based on the answer of the question had given.
5) Teacher and student matched or corrected the answer in word square based on the corrected answer.
6) Teacher and student then took conclusion.
7) Teacher gave score to the students‟ activity.
b. Control Group
In the control group, the student taught by using the teacher‟s method that was Cooperative Learning. Cooperative learning was the most commonly used method in teaching. It was a method where students worked in little group with mix levels of ability from each students in the group and reward according to the group‟s success, rather than the success of an individual member. And in teaching process, sometimes teacher applied one of technique of Cooperative learning, it was Group Investigation. The procedural of the treatment followed the several steps below, (Aqib Zainal. 2013:26):
1) The teacher divided students into several heterogeneous groups.
2) The teacher explained the purpose of learning and group assignments 3) The teacher called the group leaders and gave them assignment
material, so that one group got assignments for one material or assignments that were different from other groups.
4) Each group discussed the material cooperatively contained the findings.
5) After the discussion was over, the spokesperson of the group presented the results of the group discussion
6) The teacher gave a brief explanation as well as given the conclusion 7) Evaluation
8) Closing
3. Post-Test
After treatment, the post-test gave for both of the group (Experimental class and Control class) and it aimed to finding out the students‟ achievement, the post-test used to know the students‟ speaking ability in teaching English after learning process after implementation of using word square method and group investigation.
B. Research Variable and Indicators This research used two variables, they are:
1. Independent variable
The independent variable was Word Square Method. It was a method that used by the teacher when teaching the material.
2. Dependent variable
The dependent variable was the students‟ speaking ability in accuracy.
3. Indicator
The indicator of the research focused on pronunciation, grammar and vocabulary.
C. Population and Sample 1. Population
The population in this research was seventh grade of the students of SMP Unismuh Makassar, which was consisted of four classes that contained different total of students in every class because in this school was divided
into difference classifications based on gender. So there were 2 kind of classes, they were Male Class and Female Class. Students of every class in each grade (VII.A.1, VII.A.2, VII.B.1, and VII.B.2). So the total of the population of SMP Unismuh Makassar, overall had 91 students.
Table 3.2 Students Population
No. Class F/M Number of Students
1 VII.A.1 F 21
2 VII.A.2 F 21
3 VII.B.1 M 25
4 VII.B.2 M 25
Total 91
2. Sample
The researcher used purposive sampling in selecting two classes from the population to become experimental and control class. The researcher used purposive sampling because this sampling method was one of the most- effective and time-effective sampling methods available. In this research, it took two classes for sample. The first class was VII.A.1 which had 21 students as a control class, and the second class was VII.B.2 which had 21 students as an experimental class. Total of the sample were 42 students. Control class had taught by using group investigation and an experimental class had taught by using Word square method. The classes have same level of English proficiency.
D. Research Instrument
The instrument of the research that used in collecting data was speaking test and it gave twice (Pre-test and post-test). It consisted of class presentation as an oral test. The pre-test gave to the students in the first meeting, while post-test gave and used the same test with pre-test after treatment to finding out the students‟
improvement in speaking. The function of the research instrument was to know the ability of the students‟ speaking accuracy dealing with vocabulary, pronunciation and grammar by using the method.
E. Procedure of Collecting Data
In collecting data, the researcher had given the same test for both class (Experimental group and Control group) in pre-test and post-test. The procedure of the test as follows:
1. Pre-Test
Before giving treatment, the researcher gave a pre-test used the speaking test for both classes (experimental class and control class) that consisted of class presentation as an oral test. It aimed to know the student‟s speaking ability in vocabulary, pronunciation and grammar.
2. Post-Test
After the treatment, the post-test conducted to finding out the students‟
achievement in learning speaking which supplied the same test as pre-test. It
was also to know whether the Word Square Method was really effective to be used in teaching English than teachers‟ method.
F. Technique of Data Analysis
In this research also followed several scoring step in data analysis:
1. Score Classification
To measure the students‟ speaking ability of the students on the two components observed include accuracy and fluency, the data was tabulated by referring to the scoring system introduced by Heaton (1988:97).
Bellows are the classification score and criteria of the components above:
a. Accuracy 1.) Pronunciation
Classification Score Criteria
Excellent 6 Pronunciation is only very slightly influenced by the mother tongue. Two or three grammatical and lexical errors.
Very good 5
Pronunciation is only very slightly influenced by the mother tongue. A few grammatical and lexical errors but most utterance is correct.
Good 4
Pronunciation is still moderately influenced by the mother tongue but no serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion
Fair 3
Pronunciation is influenced by the mother tongue but only a few serious phonological errors. several grammatical and lexical errors, some of which cause confusion
Poor 2
Pronunciation seriously influenced by the mother tongue with the errors causing a breakdown in communication. Many “basic”
grammatical and lexical errors.
Very poor 1
Serious pronunciation errors as well as many „basic‟ grammatical and lexical errors. No evidenced of having mastered any of the language skills and areas practiced in the course.
(Heaton , 1988:97) 2.) Vocabulary
Classification Score Criteria
Excellence 6
Speak without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
Very good 5
Has to make an effort at time to search for words nevertheless, smooth delivery on the whole and only a few unnatural.
Good 4
Although he has to make an effort and search for words, there too many unnatural pauses. Fairly delivery mostly. Occasionally fragmentary but success in covering general meaning fair range of expression.
Fair 3
Has to make an effort for much of the time. Often have to search for desired meaning. Rather halting delivery and fragmentary.
Range of expression often limited.
Poor 2
Long pauses while be searched for desired meaning frequently and halting delivery. Almost gives up making the effort at times limited range of expression.
Very poor 1
Full of long unnatural pauses. Very halting and fragmentary delivery. At time gives up making the effort. Very limited range of expression.
(Heaton, 1988:99) 3) Grammar
Classification Score Criteria
Excellence 6
A few minor grammatical and lexical errors but most utterance are correct
Very good 5 Make few noticeable errors of grammar and word order.
Good 4
Occasionally makes grammatical of word order errors which do not, however obscure meaning
Fair 3
Makes frequent error of grammar and word order which occasionally obscure meaning
Poor 2
Grammar and word order errors make comprehension difficult.
Must often rephare sentence or restrict him to basic pattern
Very poor 1
Errors in grammatical and word order as severe as to make speech virtual unintelligible
(Heaton, 1988:109)
ˣ 100
After calculated the score in the students speaking accuracy and fluency, the researcher used program SPSS ver.17 windows for help the researcher
analyze the data and present it in the finding.
33 CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
In finding section, the researcher presents finding based on the data collected during research. The aimed of this study would to find out the significance different between of the students speaking accuracy who are taught through the use of Word Square Method and those who taught through the use of Group investigation. The explanation can be seen as follows:
1. The results of pre-test for experimental group and control group.
a. The result of the students speaking accuracy in pretest for experimental and control.
The pre-test was aimed to discover the equity of two groups before administering treatments by using t-test procedure. It was conducted to two classes of the seventh grade students of SMP Unismuh Makassar. The pre-test involved 42 students that divided into two classes. Class VII.B.2 was as an experimental group and VII.A.1 was as a control group. Each group consists of 21 students.
In assessing students‟ speaking, this study assessed three aspects of speaking namely, vocabulary, pronunciation, and grammar.
The table below would describe the result of the students speaking accuracy in pre-test for experimental group and control group.
Speaking Accuracy
Mean Score in Pre-test
Experimental Group Control Group
Vocabulary 56.90 56.90
Pronunciation 45.05 44.29
Grammar 56.10 49.19
Table 4.1 The result of students speaking accuracy in pre-test for experimental group and control group.
In pre-test, the pronunciation of the students was conducted by using recorder. The result of students‟ vocabulary in pretest showed that the mean score of students‟ vocabulary in experimental group was 56.90 and the mean score in control group was 56.90. So, both of the class had the same mean of the score.
The mean score of students‟ pronunciation in experimental group was 45.05 and the mean score in control group was 44.29.
The result of the students‟ grammar in pre-test showed that the mean score of the students‟ grammar in experimental group was 56.10.
The result of mean score of students‟ grammar in control group was 49.19.
b. The mean score students speaking accuracy in pre-test for experimental and control group.
The results of mean score students accuracy in pre-test was from the total of score students accuracy that have conducted. The mean score result in experimental group was 52.68 and the mean score
result of control group was 50.12 . The results was described in the table below:
Mean Score
Students Experimental Group Control Group
N=17 52.68 50.12
Table 4.2 the mean score in pre-test
Based on the table above, the mean score of experimental group in pre-test was 52.68 and the mean score of control group was 50.12. it means the mean score experimental group was higher than control group before treatment was given.
c. The significant testing of t-test and t-table in pretest.
Table below showed the significance result of t-test and t-table.
Students Pre-test Significance
N=42
T-test T-table
Not Significance
1.279 2.021
Table 4.3 The significant results of t-test and t-table in pre-test The results of the calculation of t-test on pre-test was 1.279. in the t-table for ɑ = 0.05, df = (N1 + N2) – 2 = (21 + 21) – 2 = 40 t-ratio was 2.021. the data showed from the experimental and control groups were equal with the value of t-test was lower than t-table (1.279 < 2.021). it indicated that the alternative hypothesis was rejected there was no significant difference between the data of the two groups. This result
implied that the experimental and control groups were similar in their initial ability.
2. The results of post-test for experimental group and control group
a. The results of the students speaking accuracy in post-test for experimental and control.
The post-test was aimed to discover the equity of the groups after administering treatments by using t-test procedure. It was conducted to two classes of the seventh grade students of SMP Muhammadiyah Unismuh Makassar. The post-test involved 42 students that divided into two classes. Class VII.B.2 was as an experimental group and VII.A.1 was as a control group. Each of group consists of 21 students. In assessing students‟ speaking, this study assessed three aspects of speaking namely, vocabulary, pronunciation, and grammar.
The table below would describe the result of the students speaking accuracy in post-test for experimental and control group:
Speaking Accuracy
Mean Score in Post-test
Experimental Group Control Group
Vocabulary 77.38 67.05
Pronunciation 74.14 63.10
Grammar 77.33 67.86
Table 4.4 The results of students speaking accuracy in post-test for experimental and control group.
In post-test, pronunciation of the students was conducted by using recorder. The result of students‟ pronunciation in post-test which showed that the mean score of students‟ pronunciation in experimental was 74.14. the mean score of students‟ pronunciation in control group was 63.10.
The result of the students‟ vocabulary in post-test which showed that the mean score students‟ vocabulary in experimental group was 77.38. the mean score of students‟ vocabulary in control group was 67.05. the result of the students‟ grammar in post-test which showed that the mean score of students‟ grammar in experimental group was 77.33. and the mean score of students‟ grammar in control group was 67.86.
b. The mean score in post-test for experimental and control group
The result of mean score students speaking accuracy in post- test was from the total of score students accuracy that have conducted. The mean score result in experimental group was 76.28.
and the mean score result of control group was 66.00. The result was described in the table below:
Mean Score
Students Experimental Group Control Group
N=21 76.28 66.00
Table 4.5 The mean score in post-test
The table above showed that the means of both experimental and control groups were significantly different. Mean of experimental group was higher than the mean of control group after give conducting treatment.
c. The significant testing of t-test and t-table in post-test.
The table below showed the significance result of t-test and t-table:
Students Post-test Significance
N=42
T-test T-table
Significant
-3.432 2.021
Table 4.6 the significant result of t-test and t-table in post-test.
The result of the calculation of t-test on post-test was -3.432.
in the table for ɑ = 0.05, df = (N1 + N2) – 2 = (21 + 21) – 2 = 40 t- ratio was 2.021. based on the calculation, the value of t-test was higher than the ratio on t-table (-3.432 > 2.021) . according to the result, it could be concluded that the alternative hypothesis was no rejected. There was significant difference between students who were assigned Word Square Method and students who were not.
3. The significance testing between pre-test and post-test who are taught through Word Square Method and who are taught through Group investigation.
The significance different would be shown with compare the result of t-test and t-table in pre-test and post-test in experimental and control group by described on table below:
t-test t-table Significance
Pre-test 1.279 2.021 No significant
Post-test -3.432 2.021 Significant
Table 4.7 The significance testing of t-test and t-table
Hypothesis:
Alternative hypothesis (H1): There is significant improvement of the students‟ speaking skill who taught by using word square method than those who teach by using group investigation.
Null hypothesis (H0): there is no significant improvement of the students‟
speaking skill who taught by using word square method and those who teach by using group investigation.
Testing Requisite Hypothesis
If tvalue > ttable, H0 rejected and H1 accepted
If -tvalue < ttable, H0 rejected and H1 accepted
The result of the t-test statistical analysis showed that there was significant difference between the experimental class who got treatment by using Word Square Method with controlled class who got treatment by using group investigation, even though the different both of them was not enough high. The statement was proved by the t-test value in post-test (-3.432) which higher than t- table value (2.021), at the level of significance 0.05 and the degree of freedom df
= (N1 + N2) – 2 + (21 + 21) – 2 = 40. Thus, the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected.
B. Discussion
Speaking ability is very important in learning English. Speaking accuracy dealing with three aspects; vocabulary, pronunciation, and grammar from all of the three aspects that being completed each other and cannot be apart. We use all of the three aspects in the form of language to express our feeling, idea, etc.
whether in orally and written to other people. Talking about speaking skill, it cannot be separated from our life activity, so that the proficiency of someone‟s speaking are influenced by the three aspects in speaking accuracy.
Word square is concept that was given to students for making students could active to search good letter or word in the box. It also practice students to know good writing in every word because students more often false in manner writing a word. Learning with concept like this word square can make students imagination and activating brain. It also can to active students‟ speed to connection and search word in the box.
According to Merriam Webster, a series of words of equal length arranged in a square pattern to read the same horizontally and vertically. So the Word Square is the field of words that have a square-shaped. Word square is one of the models of learning through words like a game, or “learning while playing” and the emphasis is on learning.
