THE EFFECTIVENESS OF USING PICTURE SERIES IN TEACHING SPEAKING OF THE TENTH GRADE

STUDENTS OF SMA N 1 KARANGKOBAR BANJARNEGARA IN THE ACADEMIC YEAR

2013/2014

A THESIS

Submitted in Partial Fulfillment of the Requirements

to Acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education Faculty

Muhammadiyah University of Purworejo

Haryanti Devi Saputri

102120016

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

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iv

v

MOTTOS

Working without praying will be nothing. Praying without working are

empty dreams. Believe that God will always open the blessing door.

The succes is our right. Therefore,you must get the success with your

capability.

More haste less time, less time more haste.

Do your best, at any moment that you have.

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DEDICATION

In the name of Allah the Beneficent and the Merciful, the final project is dedicated

to:

My beloved parents who always love me, support me, pray for me and

become teachers, friend, and counsellor in my life. Thank you for the

valuable efforts and contributions in making my education success. I love

you.

My beloved grandmother who always gives me attention, support, and

pray.

My brother, my sister in law, and my little niece (Afifah Zarla and Afifah

Uswatun Nadiroh), thanks for making my life more colorful.

My beloved family, thank you very much for praying and understanding

during my study. I love you all.

Someone who always has time for me and support for me (Sarif Maulana).

Because of you, my world is really beautiful. Thank for all sweet

moments.

All of my friends in boarding house (Asri, Tyas, Winda, Dewi, Triwil,and

Hera, thanks for incredible and unforgetable moment that we have passed

together and make my life meaningful. I love you all.

All of my friends in A class. thanks for every moment that we have done.

All lecturers and the administration staff of English Department for the

guidance and help all this time.

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ACKNOWLEDGEMENT

Alhamdulillah, Praise and Thank to Allah SWT, The Most Gracious and the Most

Merciful, who has given me blessing and guidance so that I can accomplish the

writing of this thesis. In the occasion, I would like to express my deepest gratitude

and appreciation to the following:

1. Drs. H. Supriyono, as the Rector of Muhammadiyah University of Purworejo.

2. Drs. H. Hatono, M. M., as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

3. Semi Sukarni, M.Pd., as the Head of English Language Education

Department of Muhammadiyah University of Purworejo.

4. Juita Triana, M.Pd., as my consultant who has given guidence, suggestion,

correction, advices, encouragement, and time for begining up to the

completion of this thesis writing.

5. All lecturers of English Department who enrich the writer’s knowledge

personality and gudance during the completion of this thesis.

6. Drs. A. Junaidi. A, M.M., as the Headmaster of State Senior High School 1

Karangkobar Banjarnegara who has given permission to conduct this

research.

7. Maliana Budiani, S.Pd, as English teacher at class X who helped the writer

conducting the research.

8. Students of class X of SMA N 1 Karangkobar Banjarnegara.

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9. All the staff of Muhammadiyah University of Purworejo library and all the

staff of administration for helps, and services that make this thesis finish.

10. My beloved parents who always pray for me, support me, and finance my

education.

Finally , the writer would like to extend great thanks to all of the people that

cannot be mentioned one by one who support me in finishing this thesis. the

writer realizes that this thesis is still far from being perfect; therefore, the writer

will happily accept constructive criticism in order to make it better. The writer

hopes that this thesis would be beneficial to everyone. Amin.

Purworejo, July 2nd, 2014

The Writer,

Haryanti Devi Saputri

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ABSTRACT

Saputri, Haryanti Devi. 2014. The Effectiveness of Using Picture Series in Teaching Speaking of the Tenth Grade Students of SMA N 1 Karangkobar Banjarnegara in the Academic Year 2013/2014. A Thesis. English Educatin Program, Teacher Training and Education Faculty, Muhammadiyah University of Purworejo. Consultant: Juita Triana, M.Pd

Speaking is one of the four languages skill that have to be required by the students. According to Tarigan(2008:16), speaking is the capability in pronouncing sound or word to express or convey though, idea or feeling, opinion and wish. Meanwhile, students find the difficulties in learning this skill. In this case, the researcher intends to choose picture series as medium which can help students to be more active to speak up.

The objective of the study is to find out whether picture series is effective or not in teaching speaking of tenth grade students of SMA N 1 Karangkobar Banjarnegara in the academic year 2013/2014. In this study, the researcher took class X 6 which consists of 32 students as experimental group, and class X 4 which consists of 32 students as control group. The data is collected through speaking test. To analyze the data, the researcher uses t-test.

The result of the mean score of the post-test of experimental group is higher than the mean score of post-test of control group (75.88>64.62). In addition, the result of t-value is 6.548. Then, the researcher consults the critical value on the t-table using 5% (0.05) alpha significance and the degree of freedom is 2.000. It shows that t-value is higher than t-table (6.548>2.000). Therefore, the hypothesis is accepted. It means that using picture series in teaching speaking of the tenth grade students of SMA N 1 Karangkobar Banjarnegara in the academic year 2013/2014 is effective. Key words: effectiveness, picture series, teaching speaking

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TABLE OF CONTENTS

Title ................................................................................................................ i

Aproval Sheet ................................................................................................. ii

Ratification Sheet............................................................................................ iii

Statement ........................................................................................................ iv

Mottos ............................................................................................................ v

Dedications ..................................................................................................... vi

Acknowledgement .......................................................................................... vii

Abstract ......................................................................................................... ix

Table of Contents ............................................................................................ x

List of Tables .................................................................................................. xii

List of Charts .................................................................................................. xii

List of Appendices .......................................................................................... xiv

CHAPTHER I INTRODUCTION

A. Background of the Study ................................................... 1

B. Identification of the Problem ............................................. 7

C. Limitation of the Problem .................................................. 8

D. Problem Statement ............................................................ 8

E. Objective of the Study ....................................................... 8

F. Significance of the Study ................................................... 9

G. The Definition of Key Term .............................................. 10

H. The Organisation of the Thesis .......................................... 11

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Studies ................................................................ 12

B. Theoretical Review............................................................ 13

1. Teaching and Learning Proccesss .................................. 13

a. Definition of teaching ............................................... 13

b. Definition of learning ................................................ 14

c. Teaching and learning process ................................... 15

2. Speaking ....................................................................... 18

a. Definition of speaking .............................................. 17

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b. Types of Speaking Performance ................................ 17

c. Function of Speaking ................................................ 19

d. Speaking Asessment ................................................. 21

3. Media ............................................................................ 22

a. Definition of media ................................................... 22

b. Function of Media in Teaching and Learning Process 24

c. Picture Series ........................................................... 26

d. The Use of Picture Series in Teaching Speaking........ 28

4. Conceptual Framework .................................................. 29

C. Hypotesis .......................................................................... 30

CHAPTER III RESEARCH METHODS A. Research Design ................................................................ 31

B. Variables of the Research .................................................. 32

C. Place and Time of Research ............................................... 33

D. Population and Sample ...................................................... 33

E. Sampling Technique .......................................................... 34

F. Research instrument ........................................................... 36

G. Technique of Collecting Data ............................................ 37

H. Technique of Data Analysis .............................................. 38

1. Descriptive Analysis ...................................................... 38

2. Inferential Analysis ....................................................... 38

3. Test of Hypothesis ......................................................... 39

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Descriptive Analysis ......................................................... 41

B. Inferential Analysis ........................................................... 50

C. Discussion and Result of the Research ............................... 58

CHAPTER V CONSLUSION AND SUGGESTIONS

A. Conclusion ........................................................................ 61

B. Suggestions ....................................................................... 62

REFERENCES ............................................................................................. 69

APPENDICES .............................................................................................. 71

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LIST OF TABLES

Table 1. The Criterions of Scoring the Spoken Test............................................21

Table 2. Classification of Students’ Speaking Skill ............................................41

Table.3. The Result of Speaking Test of Experimental Group ............................42

Table.4. The Result of Speaking Test of Control Group .....................................43

Table.5. The Result of Speaking Post Test at Experimental Group and Control

Group .....................................................................................................44

Table.6. Degree Mastery of Post-Test of Experiment Group...............................46

Table.7. Degree Mastery of Post-Test of Control Group .....................................47

Table.8. Score of Speaking Skill of the Experiment Group and Control Group ...47

Table.9. The Result of Computation Done By SPSS 17.00 .................................54

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LIST OF CHARTS

Chart 1. The Chart of Frequency Range and Precentage Range of Speaking Skill

Result of Experimental Group ..............................................................48

Chart 2. The Chart of Frequency Range and Precentage Range of Speaking Skill

of Control Group ..................................................................................49

Chart 3. The Chart of Frequency Range and Precentage Range of Speaking Skill

Result of Experiment Group and Control Group ...................................50

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LIST OF APPENDICES

Appendix 1. Information Letter from Muhammadiyah University of Purworejo

Appendix.2. Information Letter from SMA N 1 Karangkobar Banjarnegara

Appendix.3. Syllabus

Appendix.4. Lesson Plan

Appendix.5. List of Sudents of Experimental Group and Control Group

Appendix.6. Instrument of Pre-test and Post-test (Experimental Group and

Control Group)

Appendix 7. Picture Series about Activities as Medium in Teaching Speaking

Appendix.8. Data Computation

Appendix.9. Descriptive and Inferential Analysis (Experimental Group and

Control Group)

Appendix.10. Table of F-statistic P=0.05

Appendix.11. Table of Chi Quadrate

Appendix.12. T-table

Appendix.13. The Activities of Experimental Group and Control Group

Appendix.14. Thesis Consultation

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CHAPTER I INTRODUCTION

This research is aimed at studying the effectiveness of using picture series as

a teaching media to improve students’ speaking skill. This chapter is devided into

eight parts. They are background of the study, identification of the problem,

limitation of the problem, problem statement, the objective of the study,

significance of the study, the definition of key term, and the organization of the

study .

A. Background of the Study

Language has an important rule for human life. The people all over the

world speak the language when they meet one another. The world without

language likes silent world. People’s need of the language is not separated

from main functions of the language, namely language to communication, to

express thoughts and feelings, and to understand what is expressed by others.

All countries in the world have set the language as one of the compulsory

subjects studied at school. One of the languages that has been the most

important language in international communication is English.

English is used by people in all over the world for communication. Many

things are written in English such as magazine, newspaper, scientific books

and products that often used by people. In our country, a lot of people are

interested in learning English. Consequently, in education, English has been

chosen as one of the subjects that should be mastered by the students of

elementary school, junior high school, senior high school, and even university

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level. Besides, students have to be able to master the four skills in learning

language. Those four skills that have to be required by the language learners

are listening, speaking, reading, and writing.

Learning English is quite difficult because there are so many differences

between Indonesian and English culture. One of them is difficulty in

pronouncing speech sound in English. And for beginner, English likes strange

language. However, when we want to learn English, we have to know how to

speak first instead of how to read and write. Speaking is a second language

activity that people do in life after listening. To be able to speak in a language

properly, the speaker must master the pronounciation, structure and

vocabulary that is concerned. Speaking is important for them to practice their

capability and their understanding, how to send idea, and how to spell word

well. In this case the students’ motivation and interest are very needed to

make the process of their understanding more easily.

But, in fact, speaking is more complicated than it seems at first and

involves more just receiving and pronouncing some words. It happens

because it also employs the process of thinking of ideas and the ability to

transfer the ideas to the listeners. Therefore, it is not surprising when the

students find it hard in learning this skill. Because of the influence of the

students’ first language, students tend to feel frightened to speak up in

English and be actively involved in class. They are afraid of making mistakes

on their speaking, for examples are their grammar is bad and their vocabulary

is not enough. Moreover, they are not confident with themselves when they

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make mistakes. It is because their classmates will laugh at and make fun of

him/her. That condition certainly also make students feel boring. That

classroom atmosphere is not encouraging. They have low motivation to study.

Students will not focus with the material, and they just join the class without

pay attention or cheat with their friends. Sometimes, when students work in

pair or group, they just end up chatting in their own language. Besides, when

all students speak together, it gets too noisy and uncontrollable so that the

teacher loses control of the class.

Therefore, to make the students have strong interest in teaching and

learning process especially in learning speaking, the teacher should take

interactive techniques to present material interestingly and effectively instead

of only using textbook to help students learn more easily and build up

students’ interest and enthusiasm. Actually textbook is not the main thing in

teaching, but it just assit students’ need to master English. The teacher should

avoid teaching their students in a passive ways, e.g the students only sit and

listen to the teacher and doing the teacher’s instruction. They are rarely given

opportunity to be active in teaching learning process. In fact, students are not

easy to speak English fluently if they only study at school generally. But, if

the school has certain rule and has good condition of school environment, so

the students can speak English as well.

Teaching and learning process will be successful if they are supported by

some factors such as the method that is used in teaching English,

completeness of teaching facilitation, interesting media, and condition of

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school environment. It is also expected to be able to give a good contribution

for the school in improving the teaching and learning process as well as the

teaching and learning quality. According to Nunan (1996: 119), learning

appear to be maximized when classroom tasks are clearly linked to the

student need and broader curricular objectives that are conveyed to the

students in ways that are meaningful to them. If an English class is conducted

in interesting and varied ways, students will feel that their study is

meaningful and useful so that they can be expected to have high motivation to

study English. Without motivation, the students do not have efforts to do

something to improve their ability. Then, the teachers have to create many

ways to explain the subject so that it can be understood by the students.

Teachers, moreover, have to make students relaxed and feel that they are part

of the class. Because the professional teacher must have the competence to

teach students as well as can produce graduates who master the competencies

that learned at each level of education. The teacher is central to environment.

How teachers see themselves, how learners see themselves, and how they see

each other is central to developing relationships. Hence, it is suggested that

teachers vary their activities and use media in teaching. Appropriate materials

and media are able to help students learn more easily and build up students’

interest so that it can create a lively classroom.

Media are things that is offered by many experts as a tool to improve the

interest and motivations of the study. One of the important efforts that can be

done to raise the spirit of learning is designing learning in a pleasant

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atmosphere. Fun learning would have different results with the learning

undertaken with full compulsion, depression, and threatened. Joyful learning

will be able to bring changes to the self-learner. That’s why, the ability to use

media as teaching technique is one of competences that every teacher must

have. At last the teacher hopes that media as a method can motivate the

students to speak English to communicate their need especially in the

classroom and in their daily need in general.

Picture is one medium which is suggested for helping the success of

teaching-learning process. Pictures give visual stimuli to help them transfer

their idea more easily and build up their interest. To reveal the learners’

ability to speak in a language, picture can be good stimulative conversation.

Stimuli in the form of picture is very good to be used by children of primary

school or foreign language learner in early stage. However, picture can also

be used to stimulative by learners that has high skill in languange depending

on picture itself how it is used. By seeing the clear pictures, the students will

understand more about the topic being taught. Actually, there are two kinds of

pictures; they are single picture (situational picture) and picture series (picture

sequence). Single picture is picture that has a one – word name and less

related between each other. Picture series is a set of pictures that have a

connected to each other because a set of picture series consists of more than

five picture that explain something.

In speaking, picture series is an important medium that is very useful.

Teacher can apply picture series. It is interesting for the students, and they

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have something to look at while teaching and learning process. Besides,

picture series can assist the students because the picture series can guide them

to speak.

Additionally, in learning speaking, students can start to learn English

begin with their activities. Activities are something that is certainly done by

people. So, they will be easy to absorb and remember it. In this case, the

researcher considers to use pictures series about set of activities that most

people do as medium in teaching speaking. Students can tell about their

activities by using picture series to guide them in speaking. So, picture series

can help students to learn speaking and activate everyone in the class to speak

up.

For conducting the study, the researcher uses some previous studies as

inspiration and consideration. There some studies about using picture series

as medium in teaching and learning process which have been conducted. The

first study is “The Effectiveness of Using Sequence Pictures in Teaching

Writing of Procedure Text to the Seventh Grade Students of SMP N 1

Kajoran in the Academic Year of 2012/2013” written by Pratiwi (2013). The

second study is “The Effectiveness of Using Picture Series to Improve

Students Writing Ability in Recount Text At The Eight Grade Students of

SMPN 33 Purworejo in The Academic Year of 2011/2012” written by Hestri

(2012). The differences between this study and previous studies is on the

object of study. Pratiwi’s and Hestri’s thesis are about teaching writing.

Meanwhile, this study analyzes teaching speaking. The similarity of Pratiwi’s

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and Hestri’s thesis with this research is using sequence picture or picture

series.

B. Identification of the Problem

Based on the background above, the researcher finds that students don’t

feel confident to speak up in English and be actively involved in class. They

are also not accustomed with English. They are afraid of making mistakes on

their speaking. Besides, teacher usually use a book and modul as the media to

teach. It is not effective to improve the students’ speaking skill. The teacher

should use interactive media to get students’ interest in this subject.

Using “picture series” is chosen by the researcher because the researcher

considers that “picture series” could be one of the best teaching media which

can help students to be more active in the class to speak up.

C. Limitation of the Problem

The researcher wants to limit those problems in order to focus on the

subject of the research. The research is conducted to tenth grade students of

SMA N 1 Karangkobar Banjarnegara in the academic year 2013/2014. The

researcher focuses on the effectiveness of using picture series as medium to in

teaching speaking. In this case, the researcher uses picture series about

activities that most people do. It will make students easily to speak because

they tell about something that is familiar with it.

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D. Problem Statement

In reference to the background of the study previously stated, this study

attempts to answer this question: Is “picture series” an effective medium in

teaching speaking of tenth grade students of SMA N 1 Karangkobar

Banjarnegara in the academic year 2013/2014?

E. Objective of the Study

In relation to the research problem above, the objective of this study is to

find out whether picture series is effective or not in teaching speaking of tenth

grade students of SMA N 1 Karangkobar Banjarnegara in the academic year

2013/2014?

F. Significance of the Study

This research is hoped that can be useful for the English teacher, the

students, and the other researcher.

1. For the teachers

This study is expected that give more the information for English

teacher about the use of picture series as medium in teaching speaking.

Furthermore, it can help them vary their teaching technique using “picture

series” in order to activate their speaking class. Besides, it is also

expected that after applying this medium in teaching, teacher can create a

fun and interesting speaking class. By having a fun and interactive

teaching, the students will be able to gain their speaking skills and to

become active and responsive.

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2. For the students

For the students, “picture series” as medium in teaching is expected

to be able to attract students to be more active in their speaking class.

They will be easy to understand through this medium. Additionally, they

will courage and confidence in using English. So, they can improve their

speaking skill.

3. For other researcher

The result of this research is expected that can be useful to give

references to the next related researches.

G. The Definition of Key Term

To clarify the content of the thesis, the writer presents some key term as

follows:

1. Effectiveness

According to Hornby (1995:375), effectiveness is a strong or pleasing

impression of something, it can be said that as mutual of something or

material applied.

2. Picture Series

Picture series in this research means that the medium that is used to teach

speaking. According to Nurgiyantoro (2010:204), Picture series is a set of

pictures that have conected to each other because a set of picture series

consist of more than five picture that explain something.

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3. Teaching

According to Brown (2007:8), teaching is guiding and facilitating

learning, enabling the learner to learn, setting the conditions for learning.

4. Speaking

Speaking is the capability in pronouncing sound or word to express or

convey though, idea or feeling, opinion and wish (Tarigan, 2008:16).

H. The Organisation of the Thesis

This thesis has five chapter. With the purpose of facilitating the readers

to understand the study, this research is organized as follows:

CHAPTER I : INTRODUCTION. This chapter explains about

background of the study, identification of the problem,

reason for choosing the topic, limitation of the problem,

problem statement, objective of the study, significance

of the study, the definition of key terms, and the

organization of the thesis.

CHAPTER II : REVIEW OF RELATED LITERATURE. This chapter

explains about previous studies, theoretical review, and

hypothesis. The related theories are concept of teaching

and learning process, speaking, and media.

CHAPTER III : RESEARCH METHODS. The researcher explain about

reseach design, variable of the research, time and place

of the research, population and sample, sampling

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technique, research instrument, technique of collecting

data, technique of data analysis.

CHAPTER IV : RESEARCH FINDING AND DISCUSSION. This

chapter deals with research findings and discussions that

concern with the results of the study.

CHAPTER V : CONCLUSION AND SUGGESTION. The researcher

presents conclusion and suggestion.

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the theories that underlie the

research related to the case that the researcher want to analyze. This chapter

covers the previous studies, theoretical review, and hypothesis.

A. Previous Studies

This research employs some previous studies to make easy in finishing

this study and to avoid repeating the same study.

The first study is “The Effectiveness of Using Sequence Pictures in

Teaching Writing of Procedure Text to the Seventh Grade of SMP N 1

Kajoran in the Academic Year of 2012/2013” written by Pratiwi (2013). This

study is experimental research. The researcher uses t-test. After collecting the

data and analyzing them, the researcher present the result of the research. The

result of the mean score post test of experimental group is higher than the

mean score of post test of control group (74.06 > 68.56). In addition, the

result of t-value is 2.42. Then, the researcher consult the critical value on the

t-table using 5% (0.05) alpha level significance and the degree of freedom is

2.000. It shows that t-value was higher than t-table (2.42>2.000). The result

showed that using sequence pictures in writing of procedure text to the

seventh grade of SMP N 1 Kajoran in the Academic Year of 2012/2013 is

effective.

The second study is “The Effectiveness of Using Picture Series to

Improve Students Writing Ability in Recount Text at the Eight – Grade

13

Students of SMP N 33 Purworejo in the Academic Year of 2011/2012 written

by Hestri (2012). The objective of the study is to find out whether of using

picture series as media to improve students’ writing ability in recount text is

effective or not at the eight grade students of SMP N 33 Purworejo. The

researcher used a test as to get a data. The sample of this thesis is two classes

which are devided into control group and experimental group. After getting

enough data the researcher counted the data using t-test formula. Based on the

result, it was found that using picture series were effective to improve

students’ writing competence. It is proved by the result of statistical

calculation of the t-test 2.35 which is higher than t-table, 2.00. thus t-test was

higher than t-table (2.35>2.00).

B. Theoretical Review

1. Teaching and Learning Process

a. Definition of teaching

Teaching is the most important process to reach the objective of

the education. According to Brown (2007:8), teaching is guiding and

facilitating learning, enabling the learner to learn, setting the

conditions for learning. Hornby (2000:1386) also states that teaching

is to help somebody to learn something by giving information about it.

While, Nunan (1996: 137) also defines teaching as an exciting

and uncertain profession because the personal chemsitry between

teacher – student and student – student means that no two classes will

ever be exactly the same. Besides, Djamarah and Zain (2010:39) state

14

teaching is process to arrange, organize environment around the

students so it can motivate learners to study.

From that explanation, the researcher can conclude that teaching

is a process transfer information or knowledge between teacher and

student in the classroom in door or out door, the act of guiding

someone in the study of something.

b. Definition of learning

Learning is acquiring or getting of knowledge of a subject or a

skill by study, experience, or instruction. According to Djamarah and

Zain (2010:10), learning is a change of behavior due to experience

and training. Naim (2009:179) also says that learning is change. If

there is no time to change, it means that there is no true learning.

While Spears in Suryabrata (2014:231) defines that learning is to

observe, to read, to imitate, to try something themselves, to listen, to

follow direction.

Brown stated (2007:8) learning is human activity which is done

since they were doing until they die. He proposes a composite of the

definition of learning as follows:

1. Learning is retention of information or skill.

2. Retention implies storage systems, memory, cognitive,

organization

3. Learning involves active, conscious focus on and acting upon

events outside or inside the organism.

15

4. Learning is relatively permanent, but subject to forgetting.

5. Learning involves some form of practice, perhaps reinforced

practice.

6. Learning is a change behavior.

Based on the definition above, it can be concluded that learning is

a process of activity which is done by people to get change of

experience in interaction in environment or to get knowledge by

study.

c. Teaching and learning process

Teaching – learning process is designed to follow the educative

principle. Teaching and learning has a close relationship each other, if

there is a learners process, there must be a teaching process. Teaching

and learning activities is a condition that is created designedly.

Learning process happens because there is an interaction of an

individual to the social environment. The responsibility of learning

depends on the students, and the teacher only has responsibility to

create good situation to build students’ motivation. Djamarah and

Zain (2010:33) states that in teaching and learning, there are two

things that will determine the success, namely setting the learning

process, and teaching itself. And both have the same dependence on

one another.

According to Suardi as qouted in Djamarah and Zain (2010:39-

41), the characteristics of teaching learning process are:

16

1. Teaching learning process has a goal that is to form the student in

certain development.

2. There is a planned procedure that is designed to achieve intended

goal. In order to achieve the goal optimally, so interaction needs a

procedure.

3. Teaching and learning activities are characterized by processing a

particular material. In this case, material is designed to achieve the

goal.

4. Students’ activity. There is no advantage in teaching and learning

process if the students are passive. Because the students who learn

so they must do it.

5. In teaching learning activities, teacher is as mentor. Teacher should

give motivation to their students for making favorable interaction.

6. In teaching and learning process needs discipline.

7. There is limited time. Each goal will be given a certain time, when

the goal must be achieved.

8. Evaluation. Evaluation should be conducted to know the

achievement of the goal.

2. Speaking

a. Definition of Speaking

Speaking is an articulation of sound to express thought. Speaking

is the verbal use of language to communicate with others. According

to Harmer (2001:269), speaking as the ability to speak fuently

17

presupposes not only knowledge of language feature, but also the

ability to process information and language. Tarigan (2008:16) says

that speaking is the capability in pronouncing sound or word to

express or convey though, idea or feeling, opinion and wish.

The main purpose of speaking is to send the message for the other

one or to be able to communicate about something in language and

understood by someone who becomes a listener. We generally use

speaking as a means of communication in daily interaction. Thus,

speaking is considered to be inseparable to something that we call as

communication. Communication is the way individual can show the

feelings, tell the thought, ask questions, ask for help, argue, persuade,

explain, and give order each other.

b. Types of Speaking Performance

According to Brown (2004:141), there are 5 basic types of

speaking. They are as follows:

1. Imitative

At one of continuum of types of speaking performance is the

ability to simply parrot back (imitate) a word or phrase or possibly a

sentence. While this is a purely phonetic level of oral production, a

number prosodic, lexical, and grammatical properties may be

included in the criterion performance.

2. Intensive

18

A second type of speaking frequently employed in a assessment

contexts is the production of short stretches of oral language designed

to demonstrate competence in a narrow band of grammatical, phrasal,

lexical or phonological relationship (such as prosodic elements –

intonation, stress, rhythm, juncture). The speaker must be aware of

semantic properties in order to able to respond but interaction with an

interlocutor or test administrator is minimal at best. Example of

intensive assesment task include directed response tasks, reading

aloud, sentence and dialogue completion; limited pictured – cued

tasks including simple sequences; and translation up to the simple

sentence level.

3. Responsive

Responsive assessment task include interaction and test

comprehension but at the somewhat limited level of very short

conversation, standard greetings and small talk, simple requests and

comments and the like. The stimulus is almost always a spoken

prompt (in order to preserve authenticity), with perhaps only one or

two follow-up questions or retorts.

4. Interactive

In difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes

includes multiple exchanges and/or multiple participants.

Interaction can take the two forms of transactional language,

which has the purpose of exchanging specific information, or

19

interpersonal exchanges, which have the purpose of maintaining

social relationships. Interactive assesment task include interview,

role play, discussions and conversation, game.

5. Extensive

Extensive oral production tasks include speeches, oral

presentations, picture–cued story-telling, and retelling a story

news events, during which the opportunity for oral interaction

from listeners is either highly limited (perhaps to nonverbal

responses) or ruled out altogether.

c. Function of Speaking

Tarigan (2008:16) defines that speaking has three functions. They

are to inform, to entertain, and to persuade. While, Brown and Yule in

Richards (2008:21) says that talk is as interaction, transaction,

performance. Each of these speech activities is quite distinct in terms

of form and function and require different teaching approaches. The

following are the explanation of talk as interaction, talk as

transactional and talk as performance:

1. Talk as interaction

This refers to what they normally means by “conversation”

and describe interaction which serves a primarily social function.

When people meet, they exchange greetings, engage in small talk ,

and chit chat, recount recent experiences, and so on because they

wish to be friendly and to establish a comfortable zone of present

20

themselves to each other than on the message. Such exchanges

may be either casual or more formal depending on the

circumstance and their nature. According to the explanation

above, talk interaction has some function. The function can be

applied for the student to retell their recent activities.

2. Talk as transactional

This type of talk refers to situtations where the focus is on

what is said or done. The message and making oneself understood

clearly and accurately is the central focus, rather than the

participants and how they interact socially with each other.

3. Talk as performance

The third type of talk that can usefully be distinguished has

been called talk as performance. This refers to public talk, that is,

talk that transmits information before an audience, such as

classroom presentations, public announcements, and speeches.

Talk as performance tends to be in the form of monolog rather

than dialog, often follows a recognizable format (e.g., a speech of

welcome), and is closer to written language than conversational

language. Similarly, 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.

21

d. Speaking Asessment

According to Brown (2004: 140), speaking has limited contexts

that can assess oral language without the aural participation of an

interlocutor include monogue, speeches, or telling a story and reading

aloud. The scoring of spoken test covers five criterions. The five

criterions are grammar, vocabulary, comprehension, fluency, and

pronunciation. The tables of scoring the spoken test are as follows:

Table.1

Grammar

Score Criterions

5 Makes few noticeable errors of grammar and word order.

4 Makes grammatical errors which do not obscure the meaning.

3 Makes frequent errors of grammar and word order which occasionally obscure the meaning.

2 Grammar and word order error make comprehension difficulty.

1 Errors in grammar to severe as to make speech virtually unintelligible.

Vocabulary 5 Equivalent to that of an educated native speaker.

4 Sometimes uses inappropriate term and must rephrase ideas because of lexical inadequate.

3 Frequently use the wrong words or vocabulary is limited because of inadequate vocabulary.

2 Misuse word make comprehension quite difficult.

1 Vocabulary limitations, so extreme as to make conversation virtually impossible.

Pronunciation 5 Has good pronunciation. 4 Errors in pronunciation are quite rare. 3 Errors never interfere with understanding 2 Accent is intelligible though often quite faulty

1 Pronunciation problems are so severe to make speech virtually unintelligible

Fluency

22

5 Has fluency in the language as a native speaker

4 Speed of speech seems to be slightly affected by language problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant, often forced into silence by language limitation.

1 Speech is halting and fragmentary, so it make conversation virtually impossible.

Comprehension 5 Appears to understand everything without difficulty.

4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.

3 Understand most of what is said at slower than normal speed with repetitions.

2 Frequent do repetitions and has great difficulty following what is said.

1 Can’t be said to understand ever simple conversational English.

(Brown, 2004: 172-174)

The scale of 0 up to 100 will be used to make the scoring easier.

Here, the maximum rate a student will get 25. So, the obtained rate is

multipled by 4.

3. Media

a. Definition of media

Media derived from the word “media” which comes from Latin

and is the plural of “medium” which means intermediary or

introductory. According to Hornby (2000:830), media are the main

ways that large numbers of people receive information and

entertainment, that is television, radio, and the newspaper etc. So,

media are distributor of information and message. Media have

function as way to achieve the goal of learning process. Media that the

23

teachers used is actually to give motivating for students so that they

can enjoy in learning English. Based on the belief that teaching and

learning process using media will enhance students’ learning activities

in a long time. Djamarah and Zain (2010: 121 - 122) defines that

teaching learning activities using media will produce a good process

and output than does not use media.

In general, According to Naim (2009: 223), three kinds of media

are as follows :

1. Visual Media

Visual media is media that can be seen such as picture, poster,

painting, photo, caricature, etc,. The function is to support learning

process visually. It can be done by:

a. Visualization, means picture (poster, painting, photo,

caricature, etc.). It can be used to visualized topic or idea that

will be learn. This media help teacher to explain, to discuss, to

observe, and to make reflection (appreciation).

b. Narratively, means picture (poster, photo, etc.) as media to tell

(storytelling). Picture is served to help teacher to get attention

from the students.

c. Use the picture through board. It need a skill. Because the

teacher have to show the picture quickly but attractive.

According to Nunan (1996: 200), visual media help to

supplement the input provided by commercial and teacher –

24

produced material, they can help to stimulate motivation and

interest, and they can help to show learners how language is used in

genuine contexts of use. In short, they can help to bring the

language classroom to life.

2. Audio media

Audio media are media thay can be listened to such as song

from cassete, CD.

3. Audio visual media

The media that involve the sense of sight and hearing are

named as audio visual media. These media are not only through

film but it can be computer such as powerpoint and flashcard.

b. Function of Media in Teaching and Learning Process

Media have function as way to achieve the goal of learning

process. Because of lack of clarity of the material presented can be

assisted by media as an intermediary. The complexity of the material

to be presented to the student can be simplified with media. Media

that the teachers used is actually to give motivating for students so

that they can enjoy in learning English. So, the researcher can

conclude that teaching and learning process using media will enhance

students’ learning activities in a long time.

Sudjana in Djamarah and Zain (2010:134) formulates the function

of media into six categories, they are:

25

1. The use of media in teaching learning process is not an additional

function. It has own function as instrument to create the

effectiveness of learning condition.

2. The use of media in teaching learning is a part of whole interaction

of teaching situation. It means that media are one of element that

should be developed.

3. It is used appropriate with the goal of the lesson content. This

function implies that the use of media should look at the goal and

materials lesson.

4. The use of media is not as entertainment or to complement the

learning process to attract the students.

5. The use of media in teaching learning is more to accelerate the

teaching learning process and assist student in accepting the

explanation.

6. The use of media in teaching learning is to improve the teaching

learning quality. By using media, students’ can memorize what

they achieve in long time. The writer concludes that using media in

teaching learning process help teacher to convey the subject.

Meanwhile, Wright (2004:2 - 4) mentions some consideration in

selecting media. First, it should be easy to prepare. If it is difficult to

prepare, the teacher should not do it. If it takes a lot of time and the

teacher can use it many times with different classes, it is worth the

effort. Second, it should be easy to organize in the classroom. The

26

teachers have to decide whether the effort of organizing a complicated

activity is worthwhile. They has to consider that many activities

require organizational time and energy. Third, it should be interesting

to the students and the teachers. If the teacher’s activity does not make

the students interested, then they will have question whether it is

worth doing. Fourth, the language and the way the teacher wants the

students to use media will be authentic to the activity. The students

will get more if the language that they use is vital to the situation.

Fifth, the activity must give rise to a sufficient amount of language in

order to justify its conclusion in the language lesson. If it does not, the

teacher should not do it. In choosing and using kinds of media, a

teacher should also consider the importance of the media in attaining

the objectives of the work, the availability of the media as compared

with other media, and the effectiveness of the media as compared to

the other media. It means that in using the media, the teacher must be

sure that the media used are really important, good, and suitable for

the class condition and material given.

c. Picture Series

Picture Series is sequence picture of a single subject. Its function

is to tell a story or sequence of events. Pictures series is an effective

medium that is used in teaching and learning process. According to

Brown (2004:180), picture series as a stimulus for a longer story or

description. The use of picture can give a great help to a teacher in a

27

class. Picture is very simple because it can be drawn, printed, or

photograpical processed in any size, and color and also it can be

correlated with a lesson and real life. Wright (2004:136) states that

pictures have been used for centuries to help students understand

various aspect of foreign language.

Picture series have an important role in teaching learning process

in order to make the students still focus and understand the material

easily. Picture is one of the medium in teaching learning process to

support the presentation of the material by emphasizing the students’

visual sense. Nunan (1996:200) defines that picture and sequence

picture (picture series) are excellent for encouraging the production of

oral.

However, picture gives advantages and disadvantages in teaching

and learning process for both teacher and students. The advantages of

using picture as a medium in teaching learning process are as follows:

1. Can stimulate and motivate students to become more observant and

express themselves

2. Is inexpensive, many even be free, and fairly easy to locate

3. Is up-to-date and can bring reality into the classroom

4. Can be used to introduce, supplement, or summarize at unit

5. Enriches reading and can help clarify misunderstanding

Meanwhile, the disadvantages of using picture are as follows:

1. Cannot depict motion as film does

28

2. If not unique, can seem uninteresting to pupils

3. Depicting a specific purpose might be difficult to locate

(http://www.shvoong..com/writing-and-speaking/branded-

content/2103882-advantages-disadvantages-using-picture-media/).

Based on the explanation above, it can be concluded that the

teacher should notice the advantages and disadvantages using picture

as medium in teaching and learning process. So that they are able to

reach the target of learning.

d. The Use of Picture Series in Teaching Speaking

In teaching learning proces, teachers have to select materials with

clear objectives, the students’ level and interest in mind, and get to

know it well before using it. And teacher must have a method to take

the students active in speaking class. Nurgiyantoro (2012:402) defines

that to reveal the learners speak in a language, visual media can be

simulative good conversation. It makes something clearer. It is also

can be used to create situation for speaking classes more clearly.

As the researcher knows that students don’t feel confident to

speak up in English and be actively involved in class. They are also

not accustomed with English. They are afraid of making mistakes on

their speaking.

The researcher uses picture series about activities that most people

do. Picture series involves students to retell their last activities that

they have done. Because it is one of the ways to explain a real

29

situation. That is also can make the students interest to learn the

material. Students will easy to speak because they tell about

something that is familiar with it. Through telling their activities, the

students can improve their pronunciation in speaking and enrich the

vocabulary. The students can perform how to communicate to each

other by the aid of this medium. The students have more courageous

to speak.

Therefore, the researcher chooses picture series as medium.

Pictures are more understandable than words. The responses to

pictures are often considerably faster than words. By using pictures in

teaching speaking, it is expected that it can give better result and can

improve students speaking skill.

4. Conceptual Framework

This study has been mentioned before that speaking is considered as

difficult skill to be mastered by the students. In speaking, the students

have to practice their capability and their understanding, how to send idea,

and how to spell word well. However, it becomes a complicated process

to the students because they have limited vocabularies and grammar

knowledge.

Teaching and learning process cannot be separated from the use of

media because media are considered as tool to improve the interest and

motivation of the study. Using media as teaching technique in one of the

competences that every teacher must have. One of the media that can be

30

used in the teaching and learning process is picture series. Picture can

help students to understand more about the material being taught. Picture

series is interesting for students, and they have something to look at while

teaching and learning process. These advantages can be maximally used

in teaching and learning of speaking to improve the students’ speaking

skill.

The researcher uses picture series about activities that most people do

in their daily life. It will help students to understand the material and can

be active in the class to speak up. Students can tell about their activities

by using picture series to guide them in speaking.

C. Hypotesis

Hypothesis is a tentative statement about the outcome of a research.

There are two hypotheses as follows:

1. Ho: the use of picture series in teaching speaking of the tenth grade

students of SMA N 1 Karangkobar Banjarnegara in the academic year

2013/2014 is not effective.

2. Ha: the use of picture series in teaching speaking of the tenth grade

students of SMA N 1 Karangkobar Banjarnegara in the academic year

2013/2014 is effective.

31

CHAPTER III RESEARCH METHODS

In this chapter, the researcher will explain the research method. Research can

be defined as an effort to find, to develop and to test the truth of knowledge and

the effort done by using scientific method. According to Sugiyono (2012:3),

research method is scientific way to get the data with certain use and purpose.

This chapter presents research design, variable of the research, place and time

of the research, population and sample, sampling technique, research instrument,

technique of collecting data, and technique of data analysis.

A. Research Design

Before doing the research, the researcher arranged a research design.

Basicaly, there are two kinds of the research, they are qualitative research and

quantitative research. In this research, the researcher uses quantitative

research. According to Arikunto (2013:30), quantitative research is devided

into two parts. They are experimental and non – experimental. This study is

experimental design because the researcher needs some information to find

out the result of the effectiveness of using picture series in teaching speaking

and to compare the result of the pre-test and the post-test of the tenth grade

students of SMA N 1 Karangkobar Banjarnegara in academic year

2013/2014.

There are two class groups that are chosen. They are experimental group

and control group. Then they are given pretest – posttest to know the

32

condition whether there is a difference between experimental group and

control group.

The sketch of this design can be seen as follow:

E

K

O1 X O2

O3 O4

Explanation:

R : Experimental and control class that are chosen randomly

O1 & O3 : Pre-test of experimental and control class

O2 & O4 : Post-test of experimental and control class

X : Treatment (Teaching speaking by using picture series)

B. Variables of the Research

According to Arikunto (2013:161), variables are the object of a research,

or the things that become points of attention of a research. There are two

variables of this research, they are:

1. Independent Variable

Nunan (1992:25) defines that independent variable is the variable that

experimenter expects to influence the other. Arikunto (2013:162) states

that the independent variable is the causal variable or free variable. In this

research, the independent variable is picture series that symbolized with

“X”.

R

33

2. Dependent Variable

According to Nunan (1992: 26), dependent variable is the variable

which the researcher observes and measures to determine the effect of the

independent variable. The dependent variable in this study is teaching

speaking. The dependent variable is symbolized with “Y”.

C. Place and Time of Research

1. The Place of the Research

In conducting the research, the researcher has set of the place of the

respondent to do the test. This research was conducted in SMA N 1

Karangkobar Banjarnegara in the academic year 2013/2014.

2. The Time of the Research

This research is divided into three sections. The first was pre-test, the

second was giving treatment for experimental group and giving

explanation of the material to the control group conventionally, and the

last was post test. The time of the research was on May 9th to May 11th,

2014.

D. Population and Sample

1. Population

According to Nunan (1992:231), population is all cases, situation, or

individuals who share one or more characteristics. Furthermore, Sugiyono

(2012:117) states population is a generalization region consisting of

34

objects / subjects that have certain qualities and characteristics that are

applied by researchers to learn and then drawn the conclusions.

The population of this research is the students of the tenth grade of

SMA N 1 Karangkobar Banjarnegara in the academic year of 2013/2014.

The number of the students is 251 students which are divided into 8

classes.

2. Sample

In a research, all members of population should be researched. But it

is possible to research a part of them as the sample. The sample however

must be really representative to all population. In brief, Nunan (1992:232)

states that sample is subset of individuals or cases within population.

While, according to Arikunto (2013:174), sample is a part of

representative of population of the research. In this research, the

researcher took two classes as the sample. One class would be treated as

experimental group and other as control group. Sample in this research is

class X4 as control class which consist of 32 students, X6 as experimental

class which consists of 32 students.

E. Sampling Technique

Arikunto (2013: 177-185) explains that to draw a sample accurately

requires many sampling techniques, which can be chosen in the research such

as:

35

1. Random Sampling

The researcher shuffles the subject of population so all subjects have

a change to be chosen.

2. Stratified Sampling

The researcher assumed that the population is divided into

stratification, the sample drawn from each stratification.

3. Area Sampling

It is sampling by drawing sample of every area in the population.

4. Purposive Sampling

The drawing of sampling is based on specific purpose by considering

the time consumed and other factors.

5. Propositional Sampling

This sample is to complete the area of probability sampling because

sometimes each area has different numbers, the drawing sample in

proportional sampling. It is proportioned to the numbers areas.

6. Quota Sampling

This sampling is based on the quota the researcher needs. The

samples have drawn random at area and stratification.

7. Cluster Sampling

The drawing of sample is based on cluster.

8. Double Sample

36

Double sample is two samples that is taken at the same time. The number

of first sample is bigger than the second sample. The second sample is to

check the completeness the number on the first sample.

Based on the kinds of sampling technique above, the researcher used

random sampling in taking the sample. The researcher could not hold a longer

time to do the research in the school. So, the researcher choose the subject of

population randomly. The researcher thinks that all subject have same a

change to be chosen to do this research.

F. Research instrument

To carry out the research, there are some ways of collecting the data.

Before collecting the data, the researcher made in an instrument first. The

instrument of the research is a tool or facility that is used by researcher for

collecting data in order to get better result. Arikunto (2013:192) states that

instrument is the tools used by the researcher when conducting a research

method. Some kinds of instrument are test, questionnaires, interview,

observation, rating scale, and documentation.

In this research, the research chose test as an instrument. According to

Arikunto (2013:193), test is a series of questions or exercises and other tools

used to measure skill, knowledge intelligence, ability or talent possessed by

individuals or groups. Test is any series of questions or of exercises or other

means to measure the skill, knowledge, intelligence, capacity or attitude of an

individual. This study is aimed at knowing the students achievement in

speaking, where students speak based on picture series.

37

The research used spoken test. The pre-test was given before the

treatment, and posttest was given after the treatment. The researcher assessed

the pronunciation, grammar, vocabulary, fluency, and comprehension.

G. Technique of Collecting Data

In this research, the researcher takes the tenth grade students of SMA N 1

Karangkobar Banjarnegara which is consist of 251 students, but the writer

just takes 32 students in experimental class and 32 students in control class as

the sample. The researcher conducted achievement test which have purpose to

measure students achievement after studying a material or lesson. There are

pre test and post test.

1. Pre test

Pre test was given before the students were given treatment. It was

given to the experimental class and control class. It was used to know the

speaking skill of the students before they get the treatment. It gave the

students to know their speaking skill before treatment.

2. Treatment

After the pre test was given, the treatment started. The students were

treated by using picture series about set of activities that most people do.

Treatments had been done in once time.

3. Post test

Post-test was given to the experiment class and control class. It was

given in order to know students’ achievement after they were taught

pictures (experimental class) and without pictures (control class). The

38

researcher used post test to know to what is the result of teaching

speaking by using picture series about activities.

H. Technique of Data Analysis

1. Descriptive Analysis

The descriptive analysis is used to describe the variable of this

research that is the effectiveness of using picture series in teaching

speaking of the tenth grade students of SMA N 1 Karangkobar

Banjarnegara. The descriptive analysis would be used in this research

were mean, mode, median, standard deviation, the lowest score, and the

highest score. After getting the result of each test, the next is putting the

data into t–test formula.

2. Inferential Analysis

In this analysis, the researcher analyzes the data to the hypothesis.

This analysis is done to find out the effectiveness of using picture series

to improve students’ speaking skill.

a. Test Normality

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability if research

data. According Sugiyono (2012: 241), test carried out by using the

test for normality of the data with chi square.

�� �∑��� � ����

��

39

In which

�� = the chi square value

�� = the observed frequency �� = the expected frequency df = degree of freedom (the total class interval -1)

with this technique, the criteria for normal data if the subsidized price

of �� calculated is less than price of �� tables. The researcher analyses

the normality test using SPSS 17.00 with the Kolmogorov Sminov.

Testing criteria are as follows:

If probability value >0.05, so the data sitribution is normal.

If the probability value < 0.05, so the data distribution is not normal.

b. Test of Homogenity of Variance

The test determines whether the research is uniformly drawn from

the same population, given the research data drawn from separate

groups from one population.

According to Sugiyono (2012:275), to the test homogenity of

variance, the researcher use F test.

� ���� ������� ����������� ������ ��������

If the price Fvalues < Ftable it stated that variance of two group are homogeneus.

3. Test of Hypothesis

This test is used to know whether it is effective of teaching speaking

using picture series of the tenth grade students of SMA N 1 Karangkobar

Banjarnegara in the academic year 2013/2014. To decide which

40

hypothesis that will be accepted or rejected, the t-test formula is used to

compare two samples.

The t-test formula:

� �

2121

222

211

21

112

)1()1(nnnn

SnSn

xx

Note:

t : value of t that was computed

�̅� : the mean score of experimental group

�̅� : the mean score of control group

�� : the number of student of experimental group

�� : the number of student of control group

��� : variance of experimental group

��� : variance of control group

In this inferential analysis, hypothesis testing is done. In this testing,

the hypothesis will be analyzed through t-test. The t-test is to see the

score difference between the two variable: the students’ speaking skill of

the experimental group and the control group. After getting the result of

the t-value is consulted to the t-table to be interpreted ( Sugiyono,

2012:273).

41

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Descriptive Analysis

To find out the effectiveness of using pictures series in teaching speaking

skill of the tenth grade students of SMA N 1 Karangkobar Banjarnegara in

the academic year 2013/2014, the writer does an analysis of quantitative data.

In conducting the research, the writer took two classes. They are 64 students.

The experimental group are 32 students (X6), and the control group are 32

students (X4), too. After conducting the research, the writer get the data of

research finding that is obtained by using the test of experimental class and

control class after conducting different treatment of learning process in both

classes. The writer collects data concerning the result by using the test. To

compare the result of speaking test, it is based on criteria of scoring. They are

as follows:

Table.2 Classification of Students’ Speaking Skill

Score Category Grade 80 – 100 Excellent A 66 – 79 Good B 56 – 65 Sufficient C 40 – 55 Fairly Sufficient D

< 39 Poor E (Arikunto: 2001:245)

1. The Result of Speaking

The goal of doing the speaking test in this research is to know the skill

of the students in mastering the material. The writer uses the result of the

test from experimental group and control group. The result of the test from

42

two variable can be shown in the following table:experimental group and

control group. The result of the test from two variable can be shown in the

following table:

Table.3 The Result of Speaking Test of Experimental Group

No Students Pre-test Post-test 1 S1 64 76 2 S2 52 72 3 S3 60 72 4 S4 64 76 5 S5 52 72 6 S6 64 68 7 S7 72 96 8 S8 56 80 9 S9 68 72

10 S10 56 68 11 S11 76 84 12 S12 60 80 13 S13 56 64 14 S14 60 76 15 S15 64 76 16 S16 64 72 17 S17 56 72 18 S18 56 76 19 S19 64 68 20 S20 64 72 21 S21 56 76 22 S22 56 72 23 S23 72 76 24 S24 56 64 25 S25 60 68 26 S26 52 80 27 S27 56 88 28 S28 56 76 29 S29 60 80 30 S30 56 76 31 S31 68 88 32 S32 68 92

Sum 1944 2428 Average 60.75 75.88

43

The table above shows the score of pre-test and post-test of the

experimental group. The highest score of pre-test is 76 and the lowest

score is 52. While the highest score of post-test is 96 and the lowest score

is 64.

Table.4 The Result of Speaking Test of Control Group No Students Pre-test Post-test 1 S1 68 60 2 S2 72 56 3 S3 60 64 4 S4 60 60 5 S5 60 64 6 S6 56 68 7 S7 64 64 8 S8 56 64 9 S9 48 60

10 S10 56 72 11 S11 56 84 12 S12 68 64 13 S13 60 60 14 S14 56 64 15 S15 60 64 16 S16 56 68 17 S17 64 76 18 S18 56 60 19 S19 60 60 20 S20 56 68 21 S21 64 68 22 S22 56 56 23 S23 56 64 24 S24 56 60 25 S25 52 56 26 S26 56 72 27 S27 64 64 28 S28 56 60 29 S29 72 64

44

30 S30 64 60 31 S31 68 80 32 S32 72 64

Sum 1928 2068 Average 60.25 64.62

The table above shows the score of pre-test and post-test of control

group. The highest score of pre-test is 72 and the lowest score is 48. While

the highest score of post-test is 84 and the lowest score is 56.

Table.5 The Result of Speaking Post-Test of Experimental Group and Control

Group Students’ Number

Score Experiment Group Control Group

1 76 60 2 72 56 3 72 64 4 76 60 5 72 64 6 68 68 7 96 64 8 80 64 9 72 60

10 68 72 11 84 84 12 80 64 13 64 60 14 76 64 15 76 64 16 72 68 17 72 76 18 76 60 19 68 60 20 72 68 21 76 68 22 72 56 23 76 64

45

24 64 60 25 68 56 26 80 72 27 88 64 28 76 60 29 80 64 30 76 60 31 88 80 32 92 64

After knowing the test result, the writer compares the post-test result

of experimental group and the post-test result of control group.

a. Speaking Result of Experiment Group

In this discussion, the writer calculates the post-test result of the

experiment group.

From the table.5, the writer concludes the highest score of post test

of students’ speaking skill (H) is 96, the lowest score (L) is 64, the

range (R) is 32, the median (Me) is 76, the mode (Mo) is 76, and the

total score of the students’ speaking result (T) is 2428.

From the data above, the writer finds the mean of the data by

applying the mean formula and then the writer finds the variance and

the standard deviation of speaking skill of experiment group. The

mean (M) is 75.88, the standard deviation (SD) is 7.499, and the

variance is 56.242. Arikunto (2001:214) defines that the criteria of

assessment of the students’ skill of experiment group are shown in the

following table.

46

Table.6 Degree Mastery of Post-Test of Experiment Group Interval Interpretation Frequency Percentage 80-100 Excellent 9 28.13% 66-79 Good 21 65.63% 56-65 Sufficient 2 6% 40-55 Fairly sufficient - - <39 Poor - -

32 100% Based on the table above, it can be seen that there are 9 students

(28.13%) belong to excellent category, 21 students (65.63%) belong to

good category, and 2 students (6%) belong to sufficient category.

b. Speaking Result of Control Group

In this discussion, the writer calculates the post-test result of the

control group.

From the table.5, the writer concludes the highest score of post test

of students’ speaking skill (H) is 84, the lowest score (L) is 56, the

range (R) is 28, the median (Me) is 64, the mode (Mo) is 64, and the

total score of the result student’s speaking skill (T) is 2068.

From the data above, the writer finds the mean of the data by

applying the mean formula and then the writer finds the variance and

the standard devitiation of speaking skill of control group. The mean

(M) is 64.62 , the standard deviation (SD) is 6.514, and the variance is

42.435.

47

Table.7 Degree Mastery of Post-Test of Control Group

Interval Interpretation Frequency Percentage 80-100 Excellent 2 6.25% 66-79 Good 7 21.88% 56-65 Sufficient 23 72% 40-55 Fairly sufficient - - <39 Poor - -

32 100% Based on the table above, it can be seen that there are 2 students

(6.25%) belong to excellent category, 7 students (21.88%) belong to

good category, and 23 students (72%) belong to sufficient category.

c. Speaking Result of Experiment Group and Control Group

The table below is the summarized score of speaking result of the

experiment group and control group.

Table. 8 Experiment Control

Pre-test Post-test Pre-test Post-test Mean 60.75 75.88 60.25 64.62 Median 60.00 76.00 60.00 64.00 Mode 56 76 56 64 Standard deviation

6.217 7.499 6.005 6.514

Variance 38.645 56.242 36.065 42.435 Lowest score 52 64 48 56 Highest score

76 96 72 84

Range 24 32 24 28

2. The Chart of Speaking Result of Experimental Group and Control Group

The speaking result of experimental group and control group is

presented in the form of chart. The vertical line shows the frequency range

and percentage range of students for each grade. The horizon line shows

the grade of speaking skill of the scores obtained by the students.

48

There are three charts to describe the research finding. The first chart

describes the frequency range and the percentage range of speaking result

of experimental group. The second chart explains the frequency range and

the percentage range of speaking result of control group. Meanwhile, the

third chart shows the differences of frequency and the percentage range of

experimental group and control group.

Chart 1 The Chart of Frequency Range and Percentage Range of Speaking Skill Result of

Experimental Group

From the chart above, it shows the speaking result in post-test done

by experimental group. The percentage range of students who get grade A

or excellent category are 28.13% which consist of 9 students. B or good

category are 65.63% which consist of 21 students. C or sufficient category

are 6% which consist of 2. Meanwhile, there is no students who get fairly

sufficient and poor category.

0

5

10

15

20

25

Excellent Good Sufficient Fairly Sufficient

Poor

Experimental 9 21 2 0 0

28,13%

65,63%

6%0% []%

Frequency Range and Percentage Range of Experimantal Group

Experimental

49

Chart 2 The Chart of Frequency Range and Percentage of Speaking Skill of Control

Group.

From the chart above, it shows the speaking result in post-test done by

experimental group. The percentage range of students who get grade A or

excellent category are 6,25% which consist of 2 students. B or good

category are 21,88% which consist of 7 students. C or sufficient category

are 72% which consist of 23. Meanwhile, there is no students who get

fairly sufficient and poor category.

0

5

10

15

20

25

Excellent Good Sufficient Fairly Sufficient

Poor

Control 2 7 23 0 0

6,25%

21,88%

72%

0% []%

Frequency Range and Percentage Range of Control Group

Control

50

Chart 3 The Chart of Frequency Range and Percentage Range of Speaking Skill Result of

Experiment Group and Control Group

This chart shows the speaking of experimental group and control

group. There are 28,13% or 9 students of experiment group and 6,25% or 2

students of control group who belong to excellent category. Good category

is reached by 21 students or 65,63% of exeperiment group and 7 students

or 21,88% of control group. Meanwhile, there are 6% or 2 students of

experiment group and 72% or 23 students of control group who belong to

sufficient. There is no student of experiment group and control group who

belong to fairly sufficient and poor category.

B. Inferential analysis

1. The Means Scores of Experimental Group and Control Group

0

5

10

15

20

25

Excellent Good Sufficient Fairly Sufficient

Poor

Experimental 9 21 2 0 0

Control 2 7 23 0 0

28,13%

65,63%

6%0% []%

6,25%

21,88%

72%

0% 05

Frequency Range and Percentage Range of Experimental Group and Control Group

Experimental Control

51

The computation of the mean score of the experimental group and

control group in calculated as follows:

�� �∑ �Ν

�� �2428

32

� 75.88

The mean score of experimental group is 75.88. It can be categorized

as good.

�� �∑ �Ν

�� �2068

32

� 64.62

The mean score of the control group is 64.62. It can be categorized as

sufficient.

2. Standard Deviation and Variance of Experimental Group and Control

Group

a. Standard Deviation and Variance of Experimental Group

Standard deviation and variance of experimental group can be

seen in appendix. From the table, the computation of standard

deviation and variance of the experimental group as follows:

�� � �∑��� � ����

��� � 1�

52

� �174431

� √56.242

� 7.499

Variance

S2 = ∑ �������

���

= ������

= 56.242

From the computation above, it can be seen that the standard

deviation is 7.499, and the variance is 56.242.

b. Standard deviation and variance of control group

Standard deviation and variance of experimental group can be

seen in appendix. From the table, the computation of standard

deviation and variance of the control group as follows:

�� � �∑��� � ����

��� � 1�

� �136431

� √42.435

� 9.514

53

Variance

S2 = ∑ �������

���

= ������

= 42.435

From the computation above, it can be seen that the standard

deviation is 6.514 and the variance is 42.435.

3. Pre-requisite analysis test

Knowing that the the objective of this study is to find whether

there is any effectiveness in the improvement of students’ speaking

skill using picture series as medium in teaching speaking, the writer

employs the statistical analysis. In this case is t-test, to analyze the

data. However, before employing the statistical analysis, the writer

mainly applies perequisite test analysis to test the homogeneity of

variance.

a. Test of Homogenity of Variance

To determine the t-test formula, the writer applies the variance

homogenity test to test the variance of two sample. To know

whether the variance of two samples is homogeneous or not, the

writer uses F test. The computation of F test is as follows:

The computation of F test is as follow:

F = ��� ����� ����������� ������ ��������

= ��.�����.���

54

= 1.32

The value of F is 1.32. Then, it compares with the value of F

table with df of numerator (32-1=31). Based on the table on F

table, it is known that the F value on the significant level 0.05 is

1.84, so F obtained is lower than the value of F table (1.32<1.84). It

means that the variance of two samples is homogeneous.

b. Test normality

To calculate the parametic statistic, the requirement of the data

must in the form the normal curve. To see whether the two sets of

data have normal distribution or not, the writer uses Chi Square

(x2) to check the normality. It is done by comparing the normal

curve of collected data and the standard normal curve. A data is

said normal if the value of p is higher than 0,05. Meanwhile, it is

not normal if the value of p is lower than 0,05.

Table.9 One-Sample Kolmogorov-Smirnov Test

The Result of Post-test Experimental

Group

The Result of Post-test

Control Group N 32 32 Normal Parametersa

Mean 75.88 64.62 Std. Deviation 7.499 6.514

Most Extreme Differences

Absolute .212 .257 Positive .212 .257 Negative -.115 -.145

Kolmogorov-Smirnov Z 1.200 1.454 Asymp. Sig. (2-tailed) .112 .029 a. Test distribution is Normal.

55

Based on the table of computation above, it shows that both

pre-test and post-test are higher than 0.05. They are 0. 112 and

0.029. It means that the data is normal.

c. T-test finding

The computation of the mean score experimental group and

the control group are 75.88 and 64.62. If the two means is

compared, it is clear that the mean of experimental group is higher

than the mean of control group. The differences between the two

means is 11.46. It indicates that treatment is effective. To make the

analysis more reliable, the writer analyzes it by using t-test polled

variance formula.

The computation of t-test is as follow:

� ���� � ���

���� � 1���� � ��� � 1���

�

�� � �� � 2 � 1��

� 1��

�

�75.88 � 64.62

��31�56.242 � �31�42.43532 � 32 � 2 � 1

32 � 132�

�11.46

�1743.502 � 1315.48562 �0.0625�

�11.46

�3058.98762 �0.0625�

�11.46

√49.3385 � 0.0625

56

�11.46

√3.083

�11.461.75

� 6.548

The result of t-test was 6.548.

d. Test of Hypothesis

There are three points involved in testing hypotesis. There are

level significance, null hypothesis, and test of experimental

significance.

1. Level of significance

In testing hypothesis, the writer uses the level of

significance to minimize the false conclusion of the research.

This is applied to reject the hypothesis in order to gain the

objective conclusion. Generally, the level uses in any research

is the 5% or 1% level. By using the level of significance of the

5% level, it means the falseness of conclusion is 5% or 1%. By

using the level of significance of the 5% level, it means that the

falseness of conclusion is 5% and the truth of conclusion is

95%.

2. Null hypothesis

In testing hypothesis, the writer commonly faces with the

null hypothesis. By using the null hypothesis, the hypothesis

statement will be easier to be proved. The hypothesis of this

57

research says “ the use of picture series is effective in teaching

speaking of the tenth grade students of SMA N 1 Karangkobar

Banjarnegara in the academic year 2013/2014”.

To prove whether the hypothesis is rejected or accepted,

the writer changes the research hypothesis into null hypothesis.

Therefore, the null hypothesis says “The use of picture series is

not effective in teaching speaking of the tenth grade students

of SMA N 1 Karangkobar in the academic year 2013/2014.

3. Test of Experimental significance

The previous analysis shows that the result of computation

of the t-value is 6.548. Then, the t-value is consulted to the t-

table at 0.05 significance levels. With degree of fredom (df) 62,

the result of computation of t-value is 6.548. Based on the

value in the table is 2.000, the computation shows that t- value

was higher than t-table that is 6.548>2.000.

Therefore, the null hypothesis is rejected and the research

of hypothesis is accepted. In other words, the use of picture

series is effective in teaching speaking of the tenth grade

students of SMA N 1 Karangkobar Banjarnegara in the

academic year 2013/2014.

58

C. Discussion and Result of the Research

In this section, the writer describes the interpretation of researh result

about descriptive analysis and inferential analysis. The following are the

details:

1. Descriptive Analysis Interpretation

After describing the analysis in the previous study, the writer

discusses more about the interpretation of speaking skill result of

experimental group and speaking result of control group.

a. The Speaking Result of Experimental Group

The higher score of the students of experimental group of the

tenth grade students of SMA N 1 Karangkobar is 96 and the lowest

score is 64. The mean of experimental group is 75.88, the standard

deviation is 7.499, and the variance is 56.242. The mean is

included in the interval of 66 to 79. It means that the students of

experimental group includes good category on speaking. From 32

samples, the writer takes scores; there are 9 students (28.13%) who

are excellent on speaking, 21 students (65.63%) are good on

speaking. Meanwhile, there are only 2 students (6%) belong to

sufficient category.

b. The Speaking Result of Control Group.

The higher score of the students of control group of the tenth

grade students of SMA N 1 Karangkobar is 84 and the lowest score

is 56. The mean of control group is 64.62, the standard deviation is

59

6.514, and the variance is 42.435. The mean is included in the

interval of 56 to 65. It means that the students of control group

include sufficient category on speaking. From 32 samples, the

writer take scores; there are 2 students (6.25%) who are excellent

on speaking. Besides, 7 students (21.88%) are good on speaking.

Also, students belong to sufficient category are 23 (72%).

2. Interferential Analysis Interpretation

In this section, the writer interpretes the hypothesis testing. As

mentioned above, the hypothesis of this research says “It is an

effective of the use of picture series in teaching speaking of the tenth

grade students of SMA N 1 Karangkobar Banjarnegara in the academic

year 2013/2014”.

From the previous analysis, it shows that that with the amount of

sample ( �� � 32,�� � 32) and the level of significance is 5%. The

result of the computation of t-value is 6.548. Based on the value in t-

table for ��= 32 and �� � 32 and the significance level is 5% the

value of t-table is 2.000. The computation showed that t-value is

higher than t-table that was 6.548>2.000.

Therefore, the hypothesis is accepted. It means that there is

effectiveness of using picture series in teaching speaking of the tenth

grade students of SMA N 1 Karangkobar Banjarnegara in the academic

year 2013/2014.

60

After computing t-test polled variance and after knowing that the

hypothesis is accepted, the theory meet the fact in the case. Then, from

the computation exist in the previous section, the writer concludes that

the use of picture series is effective in teaching speaking of the tenth

grade students of SMA N 1 Karangkobar Banjarnegara in the academic

year 2013/2014.

61

CHAPTER V CONCLUSION AND SUGGESTION

In this chapter, the writer presents the conclusion of data analysis that has

been discussed before. Besides, the writer also gives some suggestions related to

the result that might be useful for the teacher and the students.

A. Conclusion

The conclusion of this research is drawn in accordance with the result of

the data analysis in the previous chapter. There are some significant

differences between experimental and control class. The mean score of the

experimental class is 60.75 for the pre-test and 75.88 for the post-test. While

the mean score of the control class is 60.25 for the pre-test and 64.62 for the

post-test. It means that there is an improvement of the students’ achievement

in speaking skill. Each class has different achievement. The achievement of

the experimental class is higher than the control class.

The result of post test of experimental class is 75.88 which is higher than

the control class 64.62. According to table achievement, the result of post-test

of experimental group belongs to good category. While, the result of post-test

of control group includes sufficient category. It means that teaching speaking

by using picture series as medium is better than teaching speaking without

picture series.

In addition, the result of t-value is 6.548. Then, the writer consults the

critical value on t-table using 5% (0.05) alpha significance and the degree of

fredom is 2.000. It means that t-value is higher than t-table {6.548 > 2.000}.

62

It means that Ha is accepted while Ho is rejected. It can be concluded that

there is a significant difference in the students’ speaking result of the tenth

grade students of SMA N 1 Karangkobar Banjarnegara in the academic year

2013/ 2014 between those who have been taught speaking by using picture

series and those who have been taught by using a conventional learning or

lecturing only.

From the explanation above, it can be concluded that the use of picture

series is effective to teaching speaking of the tenth grade students of SMA N

1 Karangkobar Banjarnegara in the academic year 2013/2014.

B. Suggestion

Based on the conclusion of this study, the writer has some suggestions

for English teacher, students and next researcher as follows:

1. For the English Teacher

a. Picture series may become alternative media in teaching speaking.

Using pictures about activities that most people do to teach speaking

is a good innovation. Students can tell about their activities by using

picture series to guide them in speaking. It can also stimulate the

students’ interest in materials. By using picture series, the students can

learn and active in the class to speak up. For the teacher it is better to

use picture series in teaching speaking.

b. The teacher should have the competence of using media as teaching

technique. It can be expected that media as a method can motivate the

students to sepak English to communicate their need especially in the

63

classroom and in their daily need in general. In addition, the teacher

should match the picture with the suitable material for students, so that

the goal of the study can be fulfilled.

2. For the Students

a. The students should pay attention to the teacher when he or she gives

the English lesson.

b. The students should have high motivation to practice what they

learned from their teacher everytime and everywhere.

c. The students encourage themselves to learn English especially

speaking.

3. For next researcher

They can make this study as their reference to conduct other

researcher on the same field. They are also expected to be able to cover

the limitation about this. Besides, they can conduct a research with the

same media but in different skill. The writer hopes that the next

researchers can contribute better improvement in doing research by using

picture series as medium in teaching learning English process.

69

REFERENCES

Arikunto, Suharsimi. 2013. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Brown, H. Douglas. 2004. Language Assesment: Principles and Classroom

Practice. New York. Longman. ________________. 2007. Principle of Language Learning and Teaching 5th

Edition. New York: Longman. Djamarah, Syaiful Bahri and Zain. 2010. Strategi Belajar Mengajar. Jakarta:

Rineka Cipta Harmer, Jeremy. 2001. The Practice of English Language Teaching. Cambridg:

Longman. Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary of Current English.

Newyork : Oxford University Press ___________. 2000. Oxford Advanced Learner’s Dictionary of Current English

6th edition. Oxford: Oxford University Press. Naim, Ngainun. 2009. Menjadi Guru Inspiratif: Memberdayakan dan Mengubah

Jalan Hidup Siswa. Yogyakarta: Pustaka Pelajar. Nunan, David. 1992. Research Methods in Language Learning. New York:

Cambridge University Press. ____________. 1996. The Self-directed Teacher Managing the learning process.

New York: Cambridge University Press. Nurgiyantoro, Burhan. 2010. Penilaian Pembelajaran Bahasa Berbasis

Kompetensi. Yogyakarta: BPFE-Yogyakarta. Richards, C. Jack. 2008. Teaching Listening and Speaking: From Theory to

Practice. Cambridge: Cambridge University Press. Sugiyono. 2012. Metode Penelitian Pendidikan. Bandung: Alfabeta. Suryabrata, sumadi. 2014. Psikologi Pendidikan. Jakarta: Raja Grafindo Persada Tarigan, Henry Guntur. 2008. Berbicara: Sebagai suatu ketrampilan berbahasa.

Bandung: Angkasa Bandung.

70

Wright, Andrew. 2004. Pictures for Language Learning. New York : Cambridge University Press

http://www.shvoong.com/writing-and-speaking/branded-content/2103882-

advantages-disadvantages-using-picture-media/. Accessed on March 16th, 2014 at 3.48 p.m

71

72

Appendix 1. Information Letter from

Muhammadiyah University of

Purworejo

73

74

75

76

Appendix.2. Information Letter from

SMA N 1 Karangkobar Banjarnegara

77

78

Appendix.3. Syllabus

79

SILABUS

Nama Sekolah : SMA N 01 KARANGKOBAR Kelas : X Semester : 1 (Satu) Mata Pelajaran : Bahasa Inggris Standar Kompetensi : Berbicara

4. mengungkapakan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative, dan procedure sederhana dalam konteks kehidupan sehari –hari.

Kompetensi Dasar Materi pembelajaran

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian Alokasi waktu Sumber/Bahan/Alat

4. 1 Mengungkapkan makna dalam teks monolog sederhana dengan menggunkan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari –hari dalam teks berbentuk :

Teks lisan berbentuk recount

Teks lisan berbentuk narrative

Teks lisan berbentuk procedure

1. Berdiskusi secara kelompok untuk membuat sebuah cerita dan bercerita secara sambung – menyambung.

2. Membuat sebuah cerita secara individu dan menceritakannya kepada teman kelas.

1. Menggunakan kalimat pas tense dalam menyampaikan sebuah peristiwa atau aktivitas.

2. Melakukan monolog untuk menceritakan pengalaman.

3. Melakaukan

Performance 6 x 45 menit English text

80

recount, narrative, dan procedure.

monolog untuk menyampaikan sebuah procedure

4. Mendongeng

Mengetahui :

Kepala SMA N 1 Karangkobar

Guru Mata Pelajaran

Malina Budiani, S.Pd

NIP. 19780604 200701 2 007

81

Appendix.4. Lesson Plan

82

Lesson Plan

School : SMA N 1 KARANGKOBAR

Subject : English

Grade /Semester : X/I

Topic : Recount

Skill : Speaking

Time Allocation : 2 × 45 Minutes

A. Core Competence

4. Reveal meaning in short functional text and simple monologue form of

recount, narrative, and procedure in the context of daily life.

B. Basic Competence

4.1 Reveal meaning in the form of a simple monologue text in using spoken

language accurately, fluently and acceptable in a variety of everyday life in

the form of text: recount, narrative and procedure.

C. Indicators

1. Using past tense in sentences in delivering an event.

2. Performing a monologue of a recount text to tell experience or activities.

D. Learning aims

At the end of the lesson, the students should be able to:

1. Using past tense in sentences in delivering an event.

2. Performing a monologue of a recount text to tell experience or activities

E. Teaching Material

a. Example : Oral Recount Using Picture Series

My Bad Day

I had a terrible day yesterday. First, I woke up an

hour late because my alarm clock didn't go off.

83

Then, I was in such a hurry that I burned my hand

when I was making breakfast.

After breakfast, I got dressed so quickly that I

forgot to wear socks.

Next, I ran out of the house trying to get the 9:30

bus, but of course I missed it. I wanted to take a

taxi, but I didn't have enough money.

Finally, I walked he three miles to my school only

to discover that it was Sunday! I hope I never

have a day as the one I had yesterday.

b. Social Function : To retell the events for the purpose of informing or

entertaining.

c. Structure of texts

Orientation : Provides the setting and introduces participants

Events : Tell what happened, in what sequance

Re-orientation : Optional-closure of events

d. Linguistic Elements

WH Question : When? Where? Who?

Use action verb and past tense.

Focus on a temporal sequance (Conjunction) : First, Then, After That,

Finally, etc.

Circumtances of time : yesterday, last month, on Monday, an hour ago,

immediately, etc.

Chronologically.

Pay attention with pronounciation, grammar, vocabulary, fluency, and

comprehension while present oraly.

84

F. Teaching Method

Teaching Method : Three - phase technique

G. Media

Media : Picture series about activities (in attached 1)

H. Sources of Material

www.englishindo.com, accessed on April 21st, 2014 at 14.11 p.m

Doddy,Achmad,dkk. 2008. Developing English Competencies for Grade X

Senior High School (SMA/MA). Jakarta: Pusat Perbukuan Departemen

Pendidikan Nasional

I. Learning Activities

a. First Activities

Apperception

One of the students lead the prayer to begin the lesson.

The teacher greets and checks attendance of the students.

The teacher asks questions related to the material that will be studied.

Motivation

The teacher explain the importance of the material to be learned

following competencies that must be dominated student.

The teacher motivates students to take an active during the learning.

b. Core Activities

Exploration

Students read examples of recount text in the textbook. (Students do

this process that prepared by the teacher).

The teacher gives explanation and examples to the students about an

activities / experiences through picture series.

The teacher provides students assignment to speak about their

activities / experience based on picture series.

The teacher involves the students actively in all learning activities.

Elaboration

85

Students identify the activities / experiences that they would choose to

be presented based on picture series that had been prepared by the

teacher.

The teacher provide opportunities to the students to think their

activities / experiences based on picture series.

Students present and tell the story orally based on the picture series in

front of the class.

Confirmation

The teacher gives positive feedback and reinforcement about the

students’ performance of the presentation.

Students listen to theacher’ assesment of their performance.

The teacher provides opportunities for students to give feedback or

question.

c. Closing Activities

The teacher asks the student's difficulties in understanding the subject

matter.

Teacher and students conclude the learning.

Teacher closes the lesson with a prayer.

J. Assesment

a. Technique : Spoken test

b. Instrument : Subject : English Grade : X Time allocation : 2 x 45 minutes ___________________________________ Name : Student Number :

Instruction : a. Please, retell your last activities orally! b. Open your dictionary if needed. c. Use action verbs and past tense to tell your activities.

86

c. Rubric Assesment

Scoring of spoken test (In attached 1)

The five criterions are

Grammar

Vocabulary

Comprehension

Fluency

Pronunciation

Karangkobar, May 6th, 2014

Approved by,

Subject teacher

MALINA BUDIANI, S.Pd NIP. 19780604 200701 2 007

The researcher

HARYANTI DEVI SAPUTRI NIM. 102120016

87

Lesson Plan

School : SMA N 1 KARANGKOBAR Subject : English Grade /Semester : X/I Topic : Recount Skill : Speaking Time Allocation : 2 × 45 Minutes A. Core Competence

4. Reveal meaning in short functional text and simple monologue form of recount, narrative, and procedure in the context of daily life.

B. Basic Competence 4.1 Reveal meaning in the form of a simple monologue text in using spoken

language accurately, fluently and acceptable in a variety of everyday life in the form of text: recount, narrative and procedure.

C. Indicators 1. Using past tense in sentences in delvering an event. 2. Performing a monologue of a recount text to tell experience or activities.

D. Learning aims At the end of the lesson, the students should be able to:

3. Using past tense in sentences in delivering an event. 4. Performing a monologue of a recount text to tell experience or activities.

E. Teaching Material

a. Example : Oral Recount My Bad Day

I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks.

Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money.

Finally, I walked he three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday.

b. Social Function : To retell the events for the purpose of informing or entertaining.

c. Structure of texts Orientation : Provides the setting and introduces participants Events : Tell what happened, in what sequance

88

Re-orientation : Optional-closure of events d. Linguistic Elements

WH Question : When? Where? Who? Use action verb and past tense Focus on a temporal sequance (Conjunction) : First, Then, After That,

Finally, etc. Circumtances of time : yesterday, last month, on Monday, an hour ago,

immediately, etc. Chronologically. Pay attention with pronounciation, grammar, vocabulary, fluency, and

comprehension while present oraly. F. Teaching Method

Teaching Method : Three – phase technique G. Media

Media : Relevant Book H. Sources of Material

www.englishindo.com, accessed on April 21st, 2014 at 14.11 p.m Doddy,Achmad,dkk. 2008. Developing English Competencies for Grade X Senior High School (SMA/MA). Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional

I. Learning Activities a. Kegiatan Awal

Apperception One of the students lead the prayer to begin the lesson. Greet and check attendance of the students. The teacher asks questions related to the material that will be studied. Motivation The teacher explain the importance of the material to be learned

following competencies that must be dominated student. The teachers motivate students to take an active during the learning.

b. Core Activities Exploration Students read examples of recount text in the textbook. (Students do

this process that prepared by the teacher). The teacher gives explanation and examples to the students about an

activities / experiences. The teacher provides students assignment to speak about their

activities / experience. The teacher involves the students actively in all learning activities.

89

Elaboration Students identify the activities / experiences that they would choose to

be presented. The teacher provide opportunities to the students to think their

activities / experiences. Students come to the front of class to present and share the story

orally. Confirmation The teacher gives positive feedback and reinforcement about the

students’ performance of the presentation. Students listen to theacher’ assesment of their performance. The teacher provides opportunities for students to give feedback or

question. c. Closing Activities

The teacher asks the student's difficulties in understanding the subject matter.

Teacher and students conclude the learning. Teacher closes the lesson with a prayer.

J. Assesment c. Technique : Spoken test d. Instrument :

Subject : English Grade : X Time allocation : 2 x 45 minutes ____________________________ Name : Student Number

:

Instruction : d. Please, retell your last activities orally! e. Open your dictionary if needed. f. Use action verbs and past tense to tell your

activities.

c. Rubric Assesment Scoring of spoken test (In Attached 1)

The five criterions are Pronunciation

90

Grammar Vocabulary Fluency Comprehension

Karangkobar, May 6th, 2014 Approved by,

Subject teacher

MALINA BUDIANI, S.Pd NIP. 19780604 200701 2 007

The researcher

HARYANTI DEVI SAPUTRI NIM. 102120016

91

Appendix.5. List of Sudents of

Experimental Group and Control

Group

92

List of Students of Experimental Group

No Students’ Number Students’ Name

1 S1 Afra Anindita 2 S2 Amanah Fiqih Praniti 3 S3 Apriliyani Titin Hidayati 4 S4 Aryana Safitri 5 S5 Asti Agustini 6 S6 Bayu Setya Wicaksana 7 S7 Eko Prastiyo 8 S8 Erdita Bagus Bayu P. 9 S9 Erna Putri Nawangsari 10 S10 Finda Lestari 11 S11 Helar Ginda Danela 12 S12 Heira Febriana 13 S13 Karomah 14 S14 Kusuma Rahayu Dewi 15 S15 Martiana Dwi Rahmawati 16 S16 Mega Puspita Gintara Putri 17 S17 Miladia Nur Amalina 18 S18 Muka Ayis Nurohman 19 S19 Mufidatun Usna 20 S20 Nando 21 S21 Ngaliatul Munawaroh 22 S22 Nur Fitriani 23 S23 Nurul Wahyuningsih 24 S24 Rias Anggi Ismaniati 25 S25 Safi Sulaiman 26 S26 Samsul Ma’arif 27 S27 Satriafi Pamuji Bintari 28 S28 Siti Aminah 29 S29 Tri Susanti 30 S30 Try Edi Sampurna 31 S31 Zahirotun Mufaidah 32 S32 Zuhrotul Lailiyah

93

List of Student of Control Group

No Students’ Number

Respondent’s Name 1 S1 Afifah Uswatun Khasanah 2 S2 Alfyatun 3 S3 Andaru Andiwigna G 4 S4 Anggitio Sefani 5 S5 Aning Kurniyati 6 S6 Astuti Indriyani 7 S7 Doni Setyawan 8 S8 Emi Setyowati 9 S9 Fatimah Azzahra 10 S10 Fitriani 11 S11 Galu Abitia Santi 12 S12 Geger Fitrianto Aji 13 S13 Ghalang Tribuana 14 S14 Hendra Irmansah 15 S15 Lilik Setyowati 16 S16 Linda Nurhayati 17 S17 Miftahudin 18 S18 Muhammad Wisnu 19 S19 Mukhamad Hasbie Faiz A 20 S20 Nurul Hidayah 21 S21 Puspita Ratnasari 22 S22 Qoonita Rosyidah Purnama 23 S23 Rahajeng Prastiwigari 24 S24 Rachmi Puspaseruni 25 S25 Ribut Abdul Kholik 26 S26 Rilita Rindani 27 S27 Rina Listiana 28 S28 Sigit Saputra 29 S29 Titin Alfiatun 30 S30 Wiwit Eka Diana Saputri 31 S31 Yuni Astuti 32 S32 Yuli Vitrianti

94

Appendix.6. Instrument of Pre-test and

Post-test

(Experimental Group and Control Group)

95

Instrument of Experimental Class

Pre-test

Subject : English

Grade : X

Time allocation : 2 x 45 minutes

Name :

Student Number :

Instruction :

a. Please, retell your activities orally ! (It can be your last activities,

last weekend, special experience, etc)

b. Open your dictionary if needed.

c. Use action verbs and past tense to tell your activities.

96

Post-test

Subject : English

Grade : X

Time allocation : 2 x 45 minutes

Name :

Student Number :

Instruction :

a. Please, retell your last activities orally !

b. Open your dictionary if needed.

c. Use action verbs and past tense to tell your activities.

97

Instrument of Control Class

Pre-test

Subject : English

Grade : X

Time Allocation : 2 x 45 minutes

Name :

Student Number :

Instruction :

a. Please, retell your activities orally ! (It can be your last activities, last

weekend, special experience, etc)

b. Open your dictionary if needed.

c. Use action verbs and past tense.

98

Post-test

Subject : English

Grade : X

Time Allocation : 2 x 45 minutes

Name :

Student Number :

Instruction :

a. Please, retell your last activities orally!

b. Open your dictionary if needed.

c. Use action verbs and past tense.

99

Appendix 7. Picture Series about

Activities as Medium in Teaching

Speaking

100

Picture Series about Activities as Medium in Teaching Speaking

101

102

Appendix.8. Data Computation

103

Standard Deviation and Variance of Experimental Group

No X X - �� (X - ��)2

1 76 0.12 0.0144

2 72 -3.88 15.0544

3 72 -3.88 15.0544

4 76 0.12 0.0144

5 72 -3.88 15.0544

6 68 -7.88 62.0944

7 96 20.12 404.8144

8 80 4.12 16.9744

9 72 -3.88 15.0544

10 68 -7.88 62.0944

11 84 8.12 65.9344

12 80 4.12 16.9744

13 64 -11.88 141.1344

14 76 0.12 0.0144

15 76 0.12 0.0144

16 72 -3.88 15.0544

17 72 -3.88 15.0544

18 76 0.12 0.0144

19 68 -7.88 62.0944

20 72 -3.88 15.0544

21 76 0.12 0.0144

22 72 -3.88 15.0544

23 76 0.12 0.0144

24 64 -11.88 141.1344

25 68 -7.88 62.0944

26 80 4.12 16.9744

104

27 88 12.12 146.8944

28 76 0.12 0.0144

29 80 4.12 16.9744

30 76 0.12 0.0144

31 88 12.12 146.8944

32 92 16.12 259.8544

Total 1,744

105

Standard Deviation and Variance of Control Group

No X X-�� (X-��)2

1 60 -4.62 21.3444

2 56 -8.62 74.3044

3 64 -0.62 0.3844

4 60 -4.62 21.3444

5 64 -0.62 0.3844

6 68 3.38 11.4244

7 64 -0.62 0.3844

8 64 -0.62 0.3844

9 60 -4.62 21.3444

10 72 7.38 54.4644

11 84 19.38 375.5844

12 64 -0.62 0.3844

13 60 -4.62 21.3444

14 64 -0.62 0.3844

15 64 -0.62 0.3844

16 68 3.38 11.4244

17 76 11.38 129.5044

18 60 -4.62 21.3444

19 60 -4.62 21.3444

20 68 3.38 11.4244

21 68 3.38 11.4244

22 56 -8.62 74.3044

23 64 -0.62 0.3844

24 60 -4.62 21.3444

25 56 -8.62 74.3044

26 72 7.38 54.4644

106

27 64 -0.62 0.3844

28 60 -4.62 21.3444

29 64 -0.62 0.3844

30 60 -4.62 21.3444

31 80 15.38 236.5444

32 64 -0.62 0.3844

Total 1,316

107

Appendix.9. Descriptive and Inferential

Analysis

(Experimental and Control Group)

108

Descriptive and Inferential Analysis Using SPSS Statistics 17.00 (Experimental Group)

A. Descriptive Analysis

Pre-test Post-test N Valid 32 32

Missing 32 32 Mean 60.75 75.88 Median 60.00 76.00 Mode 56 76 Std. Deviation 6.217 7.499 Variance 38.645 56.242 Range 24 32 Minimum 52 64 Maximum 76 96 Sum 1944 2428

B. Inferential Analysis

INTERVAL Fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 64-68 2 0.864 1.136 1.290496 1.49362963 69-74 2 4.2688 -2.2688 5.14745344 1.205831484 75-80 10 10.8672 -0.8672 0.75203584 0.069202356 80-85 10 10.8672 -0.8672 0.75203584 0.069202356 86-90 5 4.2688 0.7312 0.53465344 0.125246777 91-96 3 0.864 2.136 4.562496 5.280666667 SUM 32 32 0 13.03917056 8.243779269

Conclusion Harga Chi Square value <Harga Chi Square table

22tableobtained XX

8.243< 11.070

Chi-Square table on the level significant 0.05 is 11.070. Chi-Square obtained

is lower than the value of Chi-Square table (8.243< 11.070) so the data is

normal.

109

Descriptive and Inferential Analysis Using SPSS Statistics 17.00 (Control Group)

A. Descriptive Analysis

Pre-test Post-test N Valid 32 32

Missing 32 32 Mean 60.25 64.62 Median 60.00 64.00 Mode 56 64 Std. Deviation 6.005 6.514 Variance 36.065 42.435 Range 24 28 Minimum 48 56 Maximum 72 84 Sum 1928 2068

B. Test of Normality

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 52-56 2 0.864 1.136 1.290496 1.49362963

57-62 4 4.2688 -0.2688 0.07225344 0.016925937

63-67 8 10.8672 -2.8672 8.22083584 0.756481508 68-73 9 10.8672 -1.8672 3.48643584 0.320821908 74-79 7 4.2688 2.7312 7.45945344 1.747435682 80-84 2 0.864 1.136 1.290496 1.49362963 SUM 32 32 0 21.81997056 5.828924294

Conclusion Harga Chi Square value <Harga Chi Square table

22tableobtained XX

5.828< 11.070

Chi-Square table on the level significant 0.05 is 11.070. Chi-Square obtained

is lower than the value of Chi-Square table (5.828< 11.070) so the data is

normal.

110

Appendix.10. Table of F-statistic P=0.05

111

1. Table of F-statistics P=0.05

df2\df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30

3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70 8.69 8.68 8.67 8.67 8.66 8.65 8.64 8.63 8.62 8.62

4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86 5.84 5.83 5.82 5.81 5.80 5.79 5.77 5.76 5.75 5.75

5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62 4.60 4.59 4.58 4.57 4.56 4.54 4.53 4.52 4.50 4.50

6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94 3.92 3.91 3.90 3.88 3.87 3.86 3.84 3.83 3.82 3.81

7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51 3.49 3.48 3.47 3.46 3.44 3.43 3.41 3.40 3.39 3.38

8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22 3.20 3.19 3.17 3.16 3.15 3.13 3.12 3.10 3.09 3.08

9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01 2.99 2.97 2.96 2.95 2.94 2.92 2.90 2.89 2.87 2.86

10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85 2.83 2.81 2.80 2.79 2.77 2.75 2.74 2.72 2.71 2.70

11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72 2.70 2.69 2.67 2.66 2.65 2.63 2.61 2.59 2.58 2.57

12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62 2.60 2.58 2.57 2.56 2.54 2.52 2.51 2.49 2.48 2.47

13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53 2.51 2.50 2.48 2.47 2.46 2.44 2.42 2.41 2.39 2.38

14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46 2.44 2.43 2.41 2.40 2.39 2.37 2.35 2.33 2.32 2.31

15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40 2.38 2.37 2.35 2.34 2.33 2.31 2.29 2.27 2.26 2.25

16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35 2.33 2.32 2.30 2.29 2.28 2.25 2.24 2.22 2.21 2.19

112

17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31 2.29 2.27 2.26 2.24 2.23 2.21 2.19 2.17 2.16 2.15

18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27 2.25 2.23 2.22 2.20 2.19 2.17 2.15 2.13 2.12 2.11

19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23 2.21 2.20 2.18 2.17 2.16 2.13 2.11 2.10 2.08 2.07

20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.23 2.20 2.18 2.17 2.15 2.14 2.12 2.10 2.08 2.07 2.05 2.04

22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98

24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11 2.09 2.07 2.05 2.04 2.03 2.00 1.98 1.97 1.95 1.94

26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07 2.05 2.03 2.02 2.00 1.99 1.97 1.95 1.93 1.91 1.90

28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04 2.02 2.00 1.99 1.97 1.96 1.93 1.91 1.90 1.88 1.87

30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01 1.99 1.98 1.96 1.95 1.93 1.91 1.89 1.87 1.85 1.84

35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.08 2.04 2.01 1.99 1.96 1.94 1.92 1.91 1.89 1.88 1.85 1.83 1.82 1.80 1.79

113

Appendix.11. Table of Chi Quadrate

114

CHI QUADRATE TABLE

df The significancy level 50% 30% 20% 10% 5% 1%

1 2 3 4 5 6 7 8 9

10

11 12 13 14 15

16 17 18 19 20

21 22 23 24 25

26 27 28 29 30

0,455 1,386 2,366 3,357 4,351

5,348 6,346 7,344 8,343 9,342

10,341 11,340 12,340 13,339 14,339

15,338 16,338 17,338 18,338 19,337

20,337 21,337 22,337 23,337 24,337

25,336 26,336 27,336 28,336 29,336

1,074 2,408 3,665 4,878 6,064

7,231 8,383 9,524 10,656 11,781

12,899 14,011 15,119 16,222 17,322

18,418 19,511 20,601 21,689 22,775

23,858 24,939 26,018 27,096 28,172

29,246 30,319 31,391 32,461 33,530

1,642 3,219 4,642 5,989 7,289

8,558 9,803 11,030 12,242 13,442

14,631 15,812 16,985 18,151 19,311

20,465 21,615 22,760 23,900 25,038

26,171 27,301 28,429 29,553 30,675

31,795 32,912 34,027 35,139 36,250

2,706 4,605 6,251 7,779 9,236

10,645 12,017 13,362 14,684 15,987

17,275 18,549 19,812 21,064 22,307

23,542 24,769 25,989 27,204 28,412

29,615 30,813 32,007 33,196 34,382

35,563 36,741 37,916 39,087 40,256

3,841 5,991 7,815 9,488 11,070

12,592 14,067 15,507 16,919 18,307

19,675 21,026 22,362 23,685 24,996

26,296 27,587 28,869 30,144 13,410

32,671 33,924 35,172 35,415 37,652

38,885 40,113 41,337 42,557 43,773

6,635 9,210 11,341 13,277 15,086

16,812 18,475 20,090 21,666 23,209

24,725 26,217 27,688 29,141 30,578

32,000 33,409 34,805 36,191 37,566

38,932 40,289 41,638 42,980 44,314

45,642 46,963 48,278 49,588 50,892

115

Appendix.12. T-table

116

T TABLE df 0.10 0.05 0.025 0.01

2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

2.9200 2.3534 2.1318 2.0150 1.9432 1.8946 1.8595 1.8331 1.8125 1.7959 1.7823 1.7709 1.7613 1.7531 1.7459 1.7396 1.7341 1.7291 1.7247 1.7207 1.7171 1.7139 1.7109 1.7081 1.7056 1.7033 1.7011 1.6991 1.6973 1.6955 1.6939 1.6924 1.6909 1.6896 1.6883 1.6871 1.6860 1.6849 1.6839 1.6829 1.6820 1.6811 1.6802 1.6794 1.6787 1.6779 1.6772 1.6766 1.6759

4.3027 3.1824 2.7765 2.5706 2.4469 2.3646 2.3060 2.2622 2.2281 2.2010 2.1788 2.1604 2.1448 2.1315 2.1199 2.1098 2.1009 2.0930 2.0860 2.0796 2.0739 2.0687 2.0639 2.0595 2.0555 2.0518 2.0484 2.0452 2.0423 2.0395 2.0369 2.0345 2.0322 2.0301 2.0281 2.0262 2.0244 2.0227 2.0211 2.0195 2.0181 2.0167 2.0154 2.0141 2.0129 2.0117 2.0106 2.0096 2.0086

6.2054 4.1765 3.4954 3.1634 2.9687 2.8412 2.7515 2.6850 2.6338 2.5931 2.5600 2.5326 2.5096 2.4899 2.4729 2.4581 2.4450 2.4334 2.4231 2.4138 2.4055 2.3979 2.3910 2.3846 2.3788 2.3734 2.3685 2.3638 2.3596 2.3556 2.3518 2.3483 2.3451 2.3420 2.3391 2.3363 2.3337 2.3313 2.3289 2.3267 2.3246 2.3226 2.3207 2.3189 2.3172 2.3155 2.3139 2.3124 2.3109

9.9250 5.8408 4.6041 4.0321 3.7074 3.4995 3.3554 3.2498 3.1693 3.1058 3.0545 3.0123 2.9768 2.9467 2.9208 2.8982 2.8784 2.8609 2.8453 2.8314 2.8188 2.8073 2.7970 2.7874 2.7787 2.7707 2.7633 2.7564 2.7500 2.7440 2.7385 2.7333 2.7284 2.7238 2.7195 2.7154 2.7116 2.7079 2.7045 2.7012 2.6981 2.6951 2.6923 2.6896 2.6870 2.6846 2.6822 2.6800 2.6778

51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

1.6753 1.6747 1.6741 1.6736 1.6730 1.6725 1.6720 1.6716 1.6711 1.6706 1.6702 1.6698 1.6694 1.6690 1.6686 1.6683 1.6679 1.6676 1.6672 1.6669 1.6666 1.6663 1.6660 1.6657 1.6654 1.6652 1.6649 1.6646 1.6644 1.6641 1.6639 1.6636 1.6634 1.6632 1.6630 1.6628 1.6626 1.6624 1.6622 1.6620 1.6618 1.6616 1.6614 1.6612 1.6611 1.6609 1.6607 1.6606 1.6604 1.6602

2.0076 2.0066 2.0057 2.0049 2.0040 2.0032 2.0025 2.0017 2.0010 2.0003 1.9996 1.9990 1.9983 1.9977 1.9971 1.9966 1.9960 1.9955 1.9949 1.9944 1.9939 1.9935 1.9930 1.9925 1.9921 1.9917 1.9913 1.9908 1.9905 1.9901 1.9897 1.9893 1.9890 1.9886 1.9883 1.9879 1.9876 1.9873 1.9870 1.9867 1.9864 1.9861 1.9858 1.9855 1.9852 1.9850 1.9847 1.9845 1.9842 1.9840

2.3095 2.3082 2.3069 2.3056 2.3044 2.3033 2.3022 2.3011 2.3000 2.2990 2.2981 2.2971 2.2962 2.2954 2.2945 2.2937 2.2929 2.2921 2.2914 2.2906 2.2899 2.2892 2.2886 2.2879 2.2873 2.2867 2.2861 2.2855 2.2849 2.2844 2.2838 2.2833 2.2828 2.2823 2.2818 2.2813 2.2809 2.2804 2.2800 2.2795 2.2791 2.2787 2.2783 2.2779 2.2775 2.2771 2.2767 2.2764 2.2760 2.2757

2.6757 2.6737 2.6718 2.6700 2.6682 2.6665 2.6649 2.6633 2.6618 2.6603 2.6589 2.6575 2.6561 2.6549 2.6536 2.6524 2.6512 2.6501 2.6490 2.6479 2.6469 2.6458 2.6449 2.6439 2.6430 2.6421 2.6412 2.6403 2.6395 2.6387 2.6379 2.6371 2.6364 2.6356 2.6349 2.6342 2.6335 2.6329 2.6322 2.6316 2.6309 2.6303 2.6297 2.6291 2.6286 2.6280 2.6275 2.6269 2.6264 2.6259

117

Appendix.13. The Activities of Experimental

and Control Group

118

The Activities of Experimental Group

Pre-Test

Treatment

Post-Test

119

The Activities of Control Group

Pre-Test

Giving explanation of the material conventionally

Post-Test

120

Appendix.15. Thesis Consultation