TEACHING SPEAKING SKILLS USING PROBLEM SOLVING...

i

TEACHING SPEAKING SKILLS USING PROBLEM

SOLVING ACTIVITIES

(An Experimental Research in speaking 1 at the first semester of IAIN

SALATIGA in the Academic Year of 2014/2015)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of

the requirements for the degree of Sarjana Pendidikan Islam

(S.Pd.I)

English Education Department of Teacher Training and

Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

FIZANI FADILAH

113 11 089

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2015

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MOTTO

‏

O children of Adam, We have bestowed upon you

clothing to conceal your private parts and as

adornment. But the clothing of righteousness - that is

best. That is from the signs of Allah that perhaps

they will remember. (QS Al A’raf verse: 26)

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DEDICATION

This graduating paper is dedicated to:

My beloved parents, Mrs. Ifa Miyanti and Mr. Agus Satyawan, who always

educate me in doing good thing. They are my hero, thanks for all generosity,

finance, and encouragement, and also thanks for your love, trust, and

everlasting praying. Allah bless you mom and dad.

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ABSTRACT

Fadilah, Fizani, 2015:“Teaching Speaking Skills Using Problem Solving

Activities” (An Experimental Research in speaking 1 At The First

Semester of IAIN Salatiga in The Academic Year Of 2014/2015)”A

Graduating Paper. Teacher Training and Education Faculty

(TTEF). English Education Department. State Institute for Islamic

Studies Salatiga. Consultant: Ari Setiawan, S. Pd., M. M.

The objectives of this research entitled “Teaching Speaking Skills Using Problem-

Solving Activities in speaking 1 at first semester of IAIN Salatiga in academic

year of 2014/2015” was to find out does the Problem Solving Activities improved

students’ speaking skills at the first semester of IAIN Salatiga. The research used

quantitative method with one group pretest-posttest design. The instrument of this

research was the t-test. The population of this research 20 of class control and

experiment group speaking 1 of IAIN Salatiga. The sample was entire population.

The data of this research were collected by using the pretest and posttest to the

students’ sample. The results of the data analysis showed that: the mean of control

group was 1.04 and the experiment group was 2.56 and t-observed was 1.81. The

t-critical value with degree of freedom (df) = 19 and significance level at 0.05 was

0.90. Based on the analysis above the alternative hypothesis of this research was

accepted, because the t-observed was bigger than t-critical value (1.81 > 0.90). It

could also be concluded that teaching speaking skill using problem-solving

activities improved the students’ speaking skills.

Keywords: Teaching, Speaking Skills, Problem-Solving Method

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TABLE OF CONTENTS

TITLE PAGE........................................................................................................ i

DECLARATION.................................................................................................. ii

ATTENTIVE COUNSELOR............................................................................. iii

CERTIFICATION PAGE.................................................................................. iv

MOTTO................................................................................................................. v

DEDICATION..................................................................................................... vi

ACKNOWLEDGEMENT................................................................................. vii

ABSTRACK......................................................................................................... ix

TABLE OF CONTENTS.................................................................................... x

LIST OF TABLE............................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of Research................................................................................... 1

B. Statement of the Problem Research................................................................... 4

C. Objective of the Research.................................................................................. 4

D. Benefit of the Research......................................................................................5

E. Limitation of the Research……………………………………………..............6

F. Definition of Key Term…………………………………………………...........6

G. Review of previous research………………………………………...................8

H. Outline of graduating paper………………………………………..................10

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CHAPTER II REVIEW OF ELATED LITERARTURE

A. Problem Solving Activities (PSA)…………...………………………….........11

1. Aspects of Problem Solving Activities to Language Teaching ………............13

2. The purpose and the benefits of PSA …………….…………..........................14

3. The steps of PSA ………………………………..…………….........................15

4. The strengths and weaknesses of PSA …………...…………...........................16

B. Speaking…………………………………………………………................... 17

1. The Elements of Speaking…………………………………............................ 18

2. Type of classroom speaking performance ……………………………….........19

3. Classroom speaking activities …………………….......................................... 20

4. Teaching Speaking Skill ……………………………….................................. 23

5. The Principles for Teaching Speaking to Beginners .…………....................... 23

CHAPTER III METHODOLOGY OF RESEARCH

A. The setting of the research………………………………............................... 26

1. General Situation of IAIN Salatiga …………………….................................. 26

2. Faculties of IAIN Salatiga ………………………………................................ 27

B. Subject of Researc …………………………………………...........................32

C. Research Design ………………………………………………...................... 34

D. Research method…………………………………………………................. 35

E. Research Procedures…………………………………………………............. 35

F. Data Collection technique……………………………………….....................37

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CHAPTER IV THE RESEARCH FINDINGS AND DISCUSSIONS

A. Pretest Score ................................................................................................... 39

B. Postest Score .................................................................................................... 42

C. Questionnaires Analysis .................................................................................. 49

CHAPTER V CLOSURE

A. Conclusion........................................................................................................ 64

B. Suggestion........................................................................................................ 64

REFERENCES

APPENDIX

DOCUMENTATION

xiii

LIST OF TABLE

1. The list of facilities and tools of IAIN Salatiga

2. The list of lecture of IAIN Salatiga

3. The list of Staff IAIN Salatiga

4. Students List

5. Rating scale for each students

6. The result of pretest score

7. The result of postest score

8. Questionnaire score

9. Score classification

10. Graphich data of question 1-6

11. Presentage of question 1-6

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of the international languages used by most of the world

population, so each school has given English lesson, but this is not maximal

because the condition of class does not support learning process, almost the class

is messy class, students are not ready to learn and to understand the material. Ideal

English classroom should be enjoyable and learning methods should be fun so

students fell enjoy during teaching learning process.

Most of people who take an education will learn English. As a student,

learning English language is very important and necessity. One of the aims of

teaching English is students could speak in English. In language teaching exactly

English, there are four skills; listening, speaking, reading and writing. Many

people feel that speaking in a new language is harder than reading, writing or

listening for two reason. First, unlike reading or writing, speaking happens in real

time usually the person we are talking to is waiting for us to speak right then.

Second, when we speak, we cannot edit and revise what we wish to say, as we can

if we are writing.

Learning English means learning language components and language

skills. Grammar, vocabulary, pronunciation, and spelling are examples of

language components. Among the four skills, speaking is often considered as the

most difficult skill to be learned by the students. Brown and Yule (1983) states

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that: “learning to talk in the foreign language is often considered being one of the

most difficult aspects of language learning for the teacher to help the students

with”.

Speaking is one of important skills to be mastered. Speaking is very

important because by mastering speaking skill, students are able to make

conversation with others, to give the ideas and to exchange the information with

others. In fact, most of IAIN Salatiga students still cannot explain something well

by using English. It happens because English teacher only focus on grammar so

students do not have enough space to practice English in class.

According to many teaching theorists, speaking skill can be developed

through many activities which include an information gap, a jigsaw puzzle,

games, problem-solving, and Role-playing. In addition, supported this idea that

the activities that can assist better speaking skills are free discussion and role-

playing. Also, stated that the language activities are important factors in teaching

language for communication. Activities help create interaction in the language

classroom. Additionally, communicative activities can motivate the learners and

establish good relationships between the teacher and the students as well as

among the students thereby encouraging a supportive environment for language

learning.

English teacher should have teaching strategies to solve the problems

faced by the students. The teacher must be able to manage their assignments

effectively. They are demanded to motivate the students in order to learn English

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well. Related to that statement, teaching technique becomes one of the important

points on the teaching learning activities.

To teach speaking is not an easy job. There are many problems in teaching

speaking. First, students who have poor of vocabulary. Second, students are use to

speak Javanese language. Third, they rarely practice English to communicate with

others. When the teacher asked students to make conversation with their friends in

front of class, they would refuse it. Another problem related to the students is that

they are not interested with the material given to them. This situation caused them

bored and they do not want to continue studying.

Based on the explanation above, the writers tried to use problem solving

activities to improve speaking skills for students in IAIN Salatiga. Problem

solving method which ensures individuals participation in group of any size.

Materials which focus on problem solving offer further opportunities for students

to work in pairs or small groups, to share information and opinions on topics,

which are meaningful to them. Problem-Solving method is a way of presenting

the lesson by presenting the material as a starting point the discussion of issues to

be analyzed and synthesized in an attempt to find a solution or answer by the

students.

This cooperative learning strategy promotes discussion and both individual

and group accountability. This strategy is beneficial for reviewing and integrating

subject matter. Students with special needs often lucky when this strategy is used.

After direct instruction of the material, the group supports each member and

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provides opportunities to practice, to rehearsal, and to discussion of content

material.

Based on the background above the writer has conducted a research

entitled “TEACHING SPEAKING SKILLS USING PROBLEM-SOLVING

ACTIVITIES” (An Experimental Research in speaking 1 at the first semester of

IAIN Salatiga in the Academic Year 2014/2015). The use of problem-solving

method hopefully can improve students’ ability to develop their English especially

in speaking skills.

B. Statement of the Problems

Based on the background of the research, there are many problems that

arise. Some problems that can be identified are as follows:

1. What is the extent of using Problem Solving Activities to improve students’

sepaking skills in the first semester of IAIN Salatiga?

2. Does the Problem Solving Activities improved students’ speaking skills at the

first semester of IAIN Salatiga?

C. The Objectives of the Research

The objectives of this research are as follow:

1. To find out what is the extent of using Problem Solving Activities to improve

students’ sepaking skills in the first semester of IAIN Salatiga

2. To find out does the Problem Solving Activities improved students’ speaking

skills at the first semester of IAIN Salatiga

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D. Benefit of the Research

Researcher hopes that this research has some benefits in the English

teaching speaking learning process, especially in teaching speaking skill. There

are two kinds of benefits in this research, theoretically and practically.

1. Theoretical benefit:

a. It is would like to know what is the extent of using Problem Solving

Activities to improve students’ sepaking skills in the first semester of IAIN

Salatiga

b. It is would like to know does the Problem Solving Activities improved

students’ speaking skills at the first semester of IAIN Salatiga

2. Practical benefit

a. For the writer

The finding of the research can be used as a starting point in improving the

writer’s teaching ability and to help to find out the best method in teaching

speaking.

b. For the students

This research can add student’s interest in English learning, so English is not

boring lesson.

c. For the teacher

This research can give additional contribution for English teacher to develop

their language teaching methods theoretically and practically, and this study

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can help teacher to choose appropriate method for students. So, teachers are

able to improve the quality of teaching learning process.

d. For the institution

The finding of the research will improve the institutions of quality especially in

the English teaching learning process.

E. Limitation of the Research

This study takes place in speaking 1 at the first semester of IAIN Salatiga

in the academic year of 2014/2015. The writer wants to limit this study on the use

of problem-solving activities improve students’ speaking skill. This result must be

suitable and boarded from the problems. The topic must be limited in order to

examine the problems more precisely, and properly. Therefore, this research

especially would be focused on how far is the improvement of students’ speaking

skill in English teaching and learning process in using Problem Solving Activities.

F. Definition of Key Terms

1. Method of Teaching

According to Dewey (2007:17) the reflective method of solving the

problem, namely an active thinking process, be careful, which is based on

thought process towards definitive conclusions through five steps:

a) Students identify the problem, the problem came from outside the student's

own

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b) The next student would investigate and analyzed the difficulty and

determine the issues it faces.

c) And then he connects these essays is the result of analysis or each other,

and the possibilities to

solve such problems in the act he was led by his

own experience.

d) Then he considered the possibility of an answer or a hypothesis with the

consequences of each

e) Then he tried to practice the one that considers the best possible solutions.

Results will prove whether or not solving the problem really is, when

solving a problem that is not quite right, it would be tried on other

possibilities to be found solving the right problem. Problem-solving that is

true, that is useful for life.

2. Definition of Speaking

“Speaking is also one of the language arts that is most frequently

used by people all over the world”. The art of speaking is very complex. It

requires the simultaneous use of the number of abilities which often

develop at different rates. Generally, there are at least four components of

speaking skill concerned, they are: comprehension, grammar, vocabulary,

pronunciation, and fluency (Jeremy Harmer, 1998:87).

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3. Problem Solving Activities

“Problem-Solving activities is a method of problem-solving in a

rational, logical, correct, and precise with a useful alternative solution”.

The problem-solving method is a method to solving the problem as

starting point for discussion, researched, analyzed to seek alternative

solution that are useful for students.

4. Definition of Discussion

“Discussion is essentially a method to solve the problems with the

process of group thinking”. Therefore, the discussion is a cooperative

activity or coordinated activities that contain certain basic steps that must

be obeyed by the whole group (Tarigan,2008:40).

G. The Review of Previous Research

In this thesis, the writer uses the previous research dealing with the topic

of this study. The research was done by Hidayat (2013) in The objectives of this

research entitled “Teaching Speaking Skills Using Problem Based Learning at

Class Tenth of SMK 1 Salatiga” was to find out whether or not teaching speaking

skill using problem based learning increased the students’ speaking skills at class

tenth of SMK 1 Salatiga. The research used quantitative method with one group

pretest-posttest design. The instrument of this study was the test. The population

of this research is 47 of tenth class students of SMK 1 Salatiga. The sample was

the entire population. The data of this research were collected by using the pretest

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and posttest to the students’ sample. The results of the data analysis showed that:

the mean of pretest score was 53.51, the mean of posttest score was 75.74, and t-

observed was 10.10. The t-critical value with degree of freedom (df) = 46 and

significance level at 0.05 was 2.3. Based on the analysis above the alternative

hypothesis of this research was accepted, because the t-observed was bigger than

t-critical value (10.10 > 2.3). It could also be concluded that teaching speaking

skill using problem based learning increased the students’ speaking skill.

The second review related to this research, the purposes of this research

were: 1) to study and compare speaking skills of Grade 11 students using three

communicative activities, and 2) to study the students’ attitude towards teaching

English speaking skills using the three communicative activities. The sample

group consisted of 49 students at a secondary school in Udon Thani, Thailand,

classified by high, medium, and low according to their abilities of English

speaking proficiency level. The design of the research were mixed method design.

The quantitative data came from the speaking test and the students’ attitude

towards teaching English speaking. Percentage, mean, standard deviation and t-

test for dependent samples were employed to analyze data quantitatively. The

research findings were as follows: 1. The students’ English speaking abilities after

using the three communicative activities were significantly higher than before

their use. (Pretest = 60.80; Posttest = 85.63). 2. The students’ attitude towards

teaching English speaking skills using the three communicative activities were

rated as good ( Χ =4.50).

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From the previous two researchs, there is differentiate between this

research such as in the research, the writer uses an experimental research which

use control and experiment group in class and using problem solving activities

improved the students’ speaking skills in first semester of IAIN Salatiga.While,

the previous research is used one group pretest posttest design. And the difference

between this research and second previous research is in her research she used

quantitative method and the data was collected by pretest and posttest from

students’ speaking ability test.

H. The Outline of Graduating Paper

Chapter I is Introduction. It contains; the background of the study, the

statement of the study, the objective of the study, the benefits of the study,

definition of term, research methodology, and the system of the thesis

presentation.

Chapter II is Thereotical Framework, it consist of underlying theory about

action research, speaking and problem-solving activities.

Chapter III is Research Methodology. It contains of general situation of

IAIN Salatiga.

Chapter IV is Implementation of Research. It contains about field note and

scores of speaking.

Chapter V contains of Closure percentages by giving conclusion,

implication and suggestion.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Problem SolvingAvtivities

Problem-Solving activities is a way of presenting the lesson by

presenting the material as a starting point the discussion of issues to be

analyzed and synthesized in an attempt to find a solution or answer by the

students. The second opinion is based on the above, it can be concluded that

the problem-solving activities is a to solving the problem as starting point for

discussion, researched, analyzed to seek alternative solution that are useful for

students.

Teaching English speaking skills using the problem solving activities

is a learning method focusing onthe learner-centeredness. Students work in

small groupsdivided by their language proficiency, i.e., high, medium and low

levels. Using this technique, students can have anopportunity to work together

providing help to others whileperforming the activity. The atmosphere in

working ingroups can lessen their fear in making mistakes whenspeaking

English. Students in the group can support othersin the team needing help.

They can express themselvessuccessfully while working in groups. This can

lead to selfmonitoring, more confidence in speaking, and enjoymentcan

encourage them to participate more in learning.

The primary objective at such activities may change significantly as

students’ oral proficiency develops. In beginning classes, for examples,

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students can be divided into pairs; each supplied with simplified maps

illustrating a neighborhood or campus area in the vicinity of the classroom.

Each pair of maps can be designed to present incomplete but complementary

information, so that the two members of each pair must trade information

about streets and buildings marked on their maps but not their partner’s in

order to fill in the gaps on their own. They can be asked to drill each other on

grammar or vocabulary or to work together to discuss and write glocery list, or

very simple narratives to describe picture series (Fong: 1978)

White (1971) suggest that more advanced students be given problems

which require going out into the community or on campus to interview people

who can supply concrete information about the problem. Classroom activities

include the preparation of informal ‘script’ to be used as guides during the

interviews. After the students have completed their research, they present their

findings to the classby re-enacting the interview and then answering questions

from the group in the guise of persons whom they interviewed. Problem

Solving Activities in the form of discussion.

“Discussion is essentially a method to solve the problems with the

process of group thinking.” Therefore, the discussion is a cooperative activity

or coordinated activities that contain certain basic steps that must be obeyed

by the whole group (Tarigan,2008:40).

Group discussion took place when the people who are interested in a

particular matter gathered to discuss it on purpose in hopes to arrive at a

resolution of the or explanation. A group is dynamic whole with properties

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different with properties of its members. In other words, a group showed a

plurality of persons, but the final destination if which you want to achieve is a

single rather than plural. To avoid in order not to lose the direction of the

group one of its member designated or appointed as chairman or discussion

leader.

1. Aspects of Problem Solving Activities to Languange Teaching

Foreign language as a school subject is skill oriented. Thus, problem

solving approach applied to it implies different components than when it is

applied to subjects that are knowledge oriented. Problem solving in teaching a

languagemeans:

a. avoidance of giving ready-made answers in the process of presentation of

new grammar and vocabulary, involvement of students in the formulation

of grammatical rules and elicitation of vocabulary meanings from the

given examples,

b. ability of students to overcome independently the language problems

arising in the process of communication,

c. discussing / solving non-professional, everyday life problems through

communication in the foreign language,

d. discussion of texts dealing with problems,

e. discussing / solving professional problems through communication in the

foreign language (Gorgiladze, 2005: 51).

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To develop the students' ability to overcome foreign language problems

independently it is necessary to spend several lectures on working out their

strategies of linguistic problem solving. For reading and writing these strategies

are derivational, context and situational analysis, application of general

knowledge and knowledge of native and other known languages. For speaking

and writing these strategies involve avoidance and paraphrasing.

2. The purposes and benefits of Problem Solving Activities

Learning activity is not only focused on getting as much knowledge but

also how to use all the knowledge gained to solve problems associated with the

material being studied, it is the goal of applied learning model problem solving.

Students who can door can solve the problem given by the teacher to the

students well, then the student is considered to have learned the lesson well.

Besides other purpose applied learning model of problem solving are as

follows:

a. Produce students who have knowledge and skills in solving problems that

will be encountered laterin the community. Experts argue that the"problem-

solving abilities within certain limits can be established through a field of

study and disciplines are taught", SuharsonoinWena (2009:53)

b. Using the knowledge gained tosolve problems associated with the material.

c. Students become skills edat selecting relevant information and then analyze

them and eventually re-examine the results.

d. Potential increased intellectual

e. Students learn how discoveries through the process conduct discovery.

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3. Steps of Problem Solving Activities

According to Dewey(in Trianto, 2007:17) the reflective of solving the

problem, namely an active thinking process, be careful, which is based on thought

process towards definitive conclusions through five steps:

a. Students identify the problem

For example each students in the groups talks about real problem their are

having. The teacher ask question about their daily activities “indoor and

outdoor sports” and the students can choosing one topic and it can be a

picture shown if the students speak in their group discussion and in front of

the whole class.

b. The next student would analyze the the issues it faces

The students can make a list about the problems, for example students

choose outdoor sport is swimming, then the students make a list question

about “what the students choose swimming?”, “when student swimm?”,

“how student do swimm?”, “what the benefit if thestudents do swimm?”

c. And then students connects these essays is the result of analysis or each

other, and the possibilities to solve such problems in the act he was did by

his own experience

d. Then students considered the possibility of an answer or a hypothesis with

the consequences of each

e. Then students tried to practice the one that considers the best possible

solutions. Results will prove whether or not solving the problem really is,

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when solving a problem that is not quite right, it would be tried on other

possibilities to be found solving the right problem.

4. The strengths and weaknessess of Problem Solving Activities

The strengths of learning problem solving are as follows:

a. Educating students to think systematically

b. Being able to find a way out of the situation in face

c. Learning to analyze a problem from various aspects

d. Educating students believe themselves

e. Think and act creatively

f. Solve problems faced realistically

g. Can make school education more relevant deng early life,

especially the world of work

h. Stimulate the development of student thinking progress to

complete problems encountered with the right.

The weakness learning problem solving are:

a. It takes quite a lot, because the students need the much time to

think and analyze the problems

b. The ability of students in solving different problems, sometimes

studentscan not to solve the problems because they difficult to

think and analyze the problems.

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B. Speaking

Speaking is very important because language is primarily speech. Oral

communication is seen as basic skills, so it is much needed. For most people,

mastering the art of speaking is the single most important aspect of learning a

second or foreign language, and it is measured in term of ability to carry out a

conversation in the language Nunan (1991: 39). The other definition of speaking

come from Levine and Adelman (1993:100) speaking is a spoken communication

that used to deliver meaning. To get purpose of developing speaking skill,

students should be focus on communicative abilities of interpretation and

expression.

Moreover speaking consists of producing systematic verbal utterance to

convey meaning. Speaking is “an interactive process of constructing meaning that

involves producing and receiving and processing information” (Flores in Bailey,

2005:2). Moreover Manser(1991: 387) that speaking is complex skill requiring the

simultaneous use of a number of different activities which develop at different

rates, whereas skill is ability to do something well.

According to Brown (2004: 140) speaking is productive skill that can be

directly and empirically observed, those observation are in variably are in variably

colored by the accuracy and effectiveness of a test-takers listening skill, which

necessarily compromise the reliability and validity an oral production test.

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1. Elements of Speaking

Knowledge of language features and the ability to transfer information to

language on the spot influence the ability of speaking English. According to

Harmer (2001: 269) there are four elements necessary for spoken production.

a. Connected speech

Effective speakers of English need to be able not only to

produce the individual phonemes of English. Sounds are modified

(assimilation), omitted, (elision), added (linking), or weakened

(through contractions and stress patterning). It is for this reason that we

should involve students in activities designed specifically to improve

their connected speech.

b. Expressive devices

Nativespeakers of English change the pitch and stress of

particular parts of utterances, vary volume, speed, and show by other

physical and non-verbal (paralinguistic) means how they are feeling

(especially in face-to-face interaction).

c. Lexis and grammar

The use of common lexical phrase, especially in performance

of certain language is to make spontaneous in speech. Teacher should

prepare kind of phrases for different purpose like agreeing and

disagreeing, expressing surprise, shock or approval.

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d. Negotiation language

Effective speaking benefits from the negotiator language we

use to look for explanation and to display the structure of what we are

saying.

2. Types of Classroom Speaking Performance

Based on Brown (2001: 141) there are five types of classroom speaking

performance that students are expected to carry out in the classroom, here

they are:

a. Imitative

Imitative is the first type of speaking performance, this type

emphasizes on the ability to imitate a word or phrase or a possibly a

sentence.

b. Intensive

Production of short stretches of oral language designed to show

competence is a narrow band of grammatical, phrasal, lexical, or

phonological.

c. Responsive

It includes interaction and test understanding but at the

somewhat limited level of very short conversation, standard greeting

and small talk, simple request and comment, and the like.

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d. Interactive

Interaction can take two forms of transactional language, which

has aim of exchanging specific information or interpersonal exchange ,

which has aim to keep social relationship.

e. Extensive (monologue)

It includes speeches, oral presentation, and storytelling, during

the occasion for oral interaction from listeners.

Speaking of foreign language, learner should be consistent in the process

of mastering the language (in this case English). It is not enough for the learners,

if they only have necessary knowledge to make thing meaningful however they

must use that knowledge too. Indeed, it is important to understand what learners

mean by the term active. Based on Hutchin and Waters (1987: 67) there are two

types of activity:

a. Psychomotor activity; that is the observable speech organ or limbs being

accordance with signals from the brain;

b. Language processing activity; that is organization of information in

meaningful network of knowledge, this activity is not observable.

3. Classroom speaking activities

Nowadays, many classroom speaking activities used by the teacher in

order to solve the students’ problem in speaking class. Harmer (2001: 88)

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says that there are four types of speaking activities: information gap, surveys,

discussion and role-play.

a. Information gap (elementary/intermediate)

According to Harmer (2001: 88) information gap is one type of speaking

activity that engage two speakers which have different parts and information

creation a whole, it makes gap among them. The famous information gap

activity is “Describe and Draw”. In the first activity, student has one picture

which she or he must not show to her or his partner. All of the partner must

draw the picture without looking the original, so the others with the picture

will give guidance, and the “artist” will ask question.

b. Survey ( elementary )

Survey is the way of provoking and opinion exchange to get students to

carry out questionnaire and survey. If the students plan theses questionnaires

themselves, the activity will become more useful. Students can create, use

surveys, and fill questionnaire about any topic such as; smoking, TV watching,

feeling and emotion, transport, musical, preferences etc. Harmer (2001: 274)

adds about questionnaire as follow;

“Questionnaires are useful because, by being pre-planned, they ensured

that both questionnaire and respondent have something to say to each

other. Depending upon how tightly designed they are, they may well

encourage the natural use of certain repetitive language pattern-and thus

be situated in the middle of our communication continuum”.

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c. Discussion ( intermediate/upperintermediate )

The important thing to remember in discussion is students need time to

prepare their thought before discussion occur, so the discussion session success

than teacher’s expectation. There are many potential of discussion, but the first

thing to remember is that the students need to be engage with the topic. Harmer

(2001: 275) adds about discussion as follow:

“Their success will depend upon our ability to prompt and

encourage, and, perhaps, to change our attitude to errors and mistake

from one minute and the next. Pre-planned discussion on the other hand,

depend for their success upon the way we ask students to approach the

task in hand. One of the best ways of encouraging discussion is provide

activities which force students to reach a decision or consensus, often as a

result of choosing between specific alternative”.

d. Role play

Harmer (2001: 275) said that role play is activity where the teacher asks

students to imagine if they are in the different situations. Two things that can

be added in role-play are enjoyable and not intricate. The teacher could build

the role-play become a whole-class activity by having all the students act out a

public meeting with many speakers. This might be enjoyable but would cut

down on the number of speaking time for individual. Not intricate means not

all role-play need to be so complicated. Role-play is effectives when they are

open-ended, so that different students have different views of what of result

should be, and agreement has to be reached.

23

4. Teaching Speaking

Teaching speaking is a very important part of second language

learning. The ability to communicate in a second language clearly and

efficiently contributes to the success of the learner in school and success

later in every step of life. Therefore, it is essential if language teachers’

pay great attention to teaching speaking, rather than leading students to

pure memorization, providing a rich environment where meaningful

communication takes place is desired. With those aim, various speaking

activities such as those listed above can contribute a great deal to students

in developing basic interactive skills necessary for life. These activities

make students more active in the learning process and at the same time

make their learning more meaningful and fun for them.

There are four components which generally recognized in the analyses

of the speech process:.

a. Pronunciation : The way in which a language is spoken.

b. Grammar : Itis rule for designing word and making sentence,

structural foundation of our ability to express ourselves.

c. Vocabulary : Total number of words that build a language.

d. Fluency : about the speech of conversation

5. The Principles for Teaching Speaking to Beginning Learners

Three principles which can influence and inform our decisions as we

teach speaking to beginning and false learners are (Bailey, 2005:36):

24

a. Provide something for learners to talk about.

When people choose to speak, it is usually about

something. They want something, or they find a topic or incident

interesting and want to comment on it. They wish to share ideas or

emotions. There is usually some communicative need that moves

people to talk.

b. Create opportunities.

Create opportunities for students to interact by using group

work can improve learners’ motivation and promote choice,

independence, creativity, and realism. Pair work and group work

also provide feedback to the learner from sources other than the

teacher. Pair work, as the name suggests, involves two students

working together to complete a task or exercise using the target

language. Group work is three or more students who work

together.

c. Manipulate physical arrangements to promote speaking practice.

Changing the physical environment can encourage speaking

activities, partly because it partially alters the power structure of

the traditional English classroom. Here are some ways with the

seating and other aspects of the environment to encourage

speaking. Firstly, the inside-outside circle is a technique for giving

students the chance to repeat a conversation or interview with

several new people. In order to build fluency and confidence.

25

Secondly, tango seating is simple seating arrangement designed to

force people to use oral communication during information gap

tasks that involve drawing, pictures, following maps, or creating

designs or structure from verbal descriptions. Thirdly, the cocktail

party technique is a quick way to get students talking to new

partners and to break up the routine of sitting during language

lessons.

In 1961 the American linguist William Moulton, in a report prepared for

the 9th International Congress of Linguistics, proclaimed the linguistic principles

on which language teaching methodology should be past: (1) language is speech,

not writing, (2) A language is a set of habits, (3) teach the language, not about the

language. (4) a language is what its native speakers say. No what someone think

they ought to say (Richard and Rodgers, 1984: 49)

26

BAB III

RESEARCH METHODOLOGY

A. The Setting of the Research

1. General Situation of IAIN Salatiga

State Institute For Islamic Studies or IAIN Salatiga is the State

Islamic University in Salatiga, Central Java province, Indonesia. Based on

the Regulation of the President of the Republic of Indonesia No. 143 of

2014 dated October 17, 2014 on the Amendment of State Islamic Institute

become State Institure For Islamic Studies in Salatiga.

Since its establishment until today, IAIN Salatiga has gone through

a long history, and has experienced several institutional changes. The

establishment of these institutions, starting from the ideals of the Islamic

community Salatiga to have Islamic Universities. Therefore established

the Faculty of Education (FIP) Institute of Teacher Training and Education

(Teachers' Training College) "NU" in Salatiga. This institution occupies a

building owned by the Foundation "Boarding of Sublime", which is

located at Jalan Diponegoro No. 64 Salatiga. The institute is established

thanks to the support of all parties, especially the scholars and

administrators NU Central Java.

27

2. Faculties of IAIN Salatiga

Education Faculty and Science Teaching functions to organize

academic and professional education, whose aim is to establish a Bachelor

of Islamic Education, which has expertise in the field of education and

teaching of Islam with special expertise in the field of study Islamic

education, Arabic, and English as well as in authority as a teacher or

teaching in field of study. As he received a bachelor's degree for alumni of

Strata one is S.Pd.I. There are many faculties in IAIN Salatiga, consist of:

a. Tarbiyah Faculty and Science Teacher, such as:

A) Education of Religion Teaching

B) English Department

C) Arabic of Department

D) Education of Madrasah Ibtidaiyah Teaching

E) Education of Raudhatul Atfal Teaching

F) Education of Mathematic

G) Education of Science

b. Ushuludin Faculty

c. Syariah Faculty, such as (study of Islamic, study of Law Economic

Syariah, study of Law of country)

d. Economic and Bussiness of Islamic Faculty

28

Tabel 3.1 The List of Facilities and Tools

NO. Facilities Total Condition

1. Gedung A 6 Ruang Good

2. Gedung B 6 Ruang Good

3. Gedung C 7 Ruang Good

4. Gedung D 5 Ruang Good

5. Gedung E 8 Ruang Good

6. Perpustakaan 1 Ruang Good

7. Gedung Sekretariat 1 Ruang Good

8. Gedung A Kampus 2 9 Ruang Good

9. Gedung B Kampus 2 6 Ruang Good

10. Gedung C Kampus 2 9 Ruang Good

11. Gedung Lab. Kampus 2 5 Ruang Good

12. Gedung P3M 1 Ruang Good

13. Gedung PKM 1 1 Ruang Good

14. Gedung PKM 2 1 Ruang Good

15. Lapangan Bulu Tangkis 1 Unit Good

16. Tenis Meja 4 Unit Good

17. Tenis Lapangan 2 Unit Good

18. Lapangan Bola Voli 1 Unit Good

19. Lapangan Sepak Bola 1 Unit Good

20. Aula 1 Unit Good

29

21. Kantor Himpunan

Mahasiswa

1 Unit Good

22. Kantor Senat Mahasiswa 1 Unit Good

23. Kantor Kegiatan Pramuka 1 Unit Good

24. Kantor Menwa 1 Unit Good

25. Koperasi Mahasiswa 1 Unit Good

26. Kantor Teater 1 Unit Good

27. Kantor Musik (SMC) 1 Unit Good

28. Kantor CEC 1 Unit Good

28. Mitapasa 1 Unit Good

30. Kantor Dinamika 1 Unit Good

Table 3.2 The List of English Education Department Lecture IAIN

Salatiga

NO NAMA NIP BARU GOL PANGKAT JAB.FUNGSIONAL

1 Dr. H. M. Zulfa, M. Ag.

19520430

197703 1 001 IV/c

Pembina

Utama Muda Lektor Kepala

2 Dr. H. Sa`adi, M. Ag.

19630420

199203 1 003 IV/c

Pembina


3

Dr. H. Muh. Saerozi, M.

Ag.

19660215

199103 1 001 IV/c

Pembina


4

Dr.H. Rahmat Hariyadi,

M. Pd.

19670112

199203 1 005 IV/b Pembina Tk. I Lektor Kepala

5 Drs. H. Alfred L, M. SI.

19621028

199103 1 003 IV/a Pembina Lektor Kepala

6 Drs. Bahroni, M.Pd.

19640818


7

Dr. Winarno, S. Si.,

M.Pd.

19730526


30

8 Ruwandi, S. Pd. M.A.

19661225


9

Norwanto, S.Pd.,

M.Hum.

19751015


10 Suwardi, S.Pd., M. Pd.

19670121

199903 1 002 III/d Penata Tk.I Lektor Kepala

11 Drs. Djoko Sutopo

19560603

198703 1 002 III/d Penata Tk.I Lektor

12

Dra. Siti Muhtamiroh,

M.SI

19681229


13 Drs. Juz`an, M. Hum.

19611024


14

Drs. Ahmad Sultoni,

M.Pd

19681104


15 Muna Erawati, S. Psi.,

M.Si.

19751218


16 M. Gufron, M. Ag.

19720814


17

Mashlihatul Umami, S.

PdI., MA.

19800513


18

Hanung Triyoko, S.S.,

M.Hum.,M.Ed.

19730815


19

Ari Setiawan, S. Pd.,

MM.

19751004


20 Evi Ariyani, S.H., M.H.

19731117


21

Noor Malihah, S.Pd.,

M.Hum.Ph.D

19771128

200604 2 002 III/c Penata Lektor

22 Setia Rini, S.Pd., M.Pd.

19750518


23

Faizal Risdianto, S.S.

M.Hum.

19750917


24

Imam Mas Arum, S.

Pd., M. Pd.

19790507


25

Rr. Dewi Wahyu M,

S.S., M. Pd.

19790821


26

Sari Famularsih, S.Pd.I.,

M.A.

19810911


27

Rifqi Aulia Erlangga,

S.Fil,M.Hum

19830507

200901 1 010 III/b

Penata Muda

Tk. I Asissten Ahli

28 Eva Palupi, S.Psi

19771028

200312 2 003 III/a Penata Muda Cados

31

Table 3. 3 The List of STAFF in IAIN Salatiga, are:

NO NIP BARU NAMA GOL UNIT TUGAS

1 19641108 199103 1 001 Ferimeldi, Ph.D IV/b Kepala Biro AUAK

2 19630725 199303 1 002 Drs. Jumadi IV/a

Kepala Bagian

Perencanaan dan

Keuangan

3 195806241993031002 Sudiyanto, S.H. III/d

Kasubbag. Administrasi

Umum dan Keuangan

Fakultas Dakwah

4 19730813 199803 2 001 Diyah Rochati, S.E. III/d Kepala Bagian Umum

5 19620209 199102 1 001 Muzayin, S. Ag. III/d

Kepala Bagian TU

Fakultas Ekonomi dan

Bisnis Islam

6 197204071998032001 Umi Sahil, S.E III/d Kasubbag. Administrasi

Akademik

7 19660215 198601 1 001 H. Kardjan, S. Pd.,

M.M. III/d

Kepala Bagian TU

Fakultas Tarbiyah dan

Ilmu Keguruan

8 19690923 200003 1 001 Supardi, S. Si., S. IPI. III/c Staf UPT Perpustakaan

9 19750531 200112 1 005 Mujib Sahli, S. Ag. III/c

Kepala Subbag. Tata

Usaha Lembaga

Penjaminan Mutu

(LPM)

10 19770430 200312 2 001 Nidaul Hasanah, S.T. III/c

Kasubbag. Akademik ,

Kemahasiswaan dan

Alumni Fak. Tarbiyah

dan Ilmu Keguruan

11 19771027 200312 1 001 Heru Heriyanto, S.E. III/c Kasubbag. Keuangan

dan BMN

12 1967071120050120001 Dra. Astuti Sakdiyah,

M. Pd. III/c

Kasubbag.

Kemahasiswaan,

Alumni dan Kerja Sama

13 19750531 200501 2 003 Tatik Nurhasanah,

S.E. III/c

Kasubbag. Akademik,

Kemahasiswaan dan

AlumniFak. Dakwah

14 19760625 200003 1 003 M. Abdul Haq, S. Ag.,

M.SI. III/c


Umum dan Keuangan

Fakultas Syari'ah

15 19650315 199403 1 003 Hadi, S.H. III/c


Umum dan Keuangan

Fakultas Tarbiyah dan

32

Ilmu Keguruan

16 19750213 200012 1 001 Muh. Amin, S. Ag. III/c

Staf Subbag. Organisasi

Kepegawaian dan

Penyusunan Peraturan

17 19730714 200501 1 002 Wiji Suwarno, M. Hum. III/c Kepala UPT

Perpustakaan

18 19721214 200212 1 002 Kusmono Yudha

Saputro, S.E. III/c

Kasubbag. Akademik,

Kemahasiswaan dan

Alumni Fak.Ekonomi

dan Bisnis Islam

19 19680419 200212 1 001 Tejo, S.E. III/c

Kasubbag. TU,

Hubungan Masyarakat

dan Rumah Tangga

20 19790120 200312 2 003 Ifonilla Yenianti, S.

PdI., S.IPI. III/b Staf UPT Perpustakaan

21 19780409 200312 2 005 Siti Nur Rohmawati,

S.E. III/b


Umum dan Keuangan

Fak. Ekonomi dan

Bisnis Islam

22 19791203 200312 2 004 Siti Mukaromah

Fikriyah, S. PdI. III/b Staf Fakultas Syari'ah

23 19751004 200501 2 002 Rina Wahyu Andari,

S. PdI. III/b

Kasubbag. Akademik ,

Kemahasiswaan dan

Alumni Fakultas

Syari'ah

B. Subject of Research

The subject of the study is the speaking 1 at the first semester of IAIN

Salatiga. The total numbers of students are 40 students . The students’ list

is presented in detail below:

33

Table 3.4 Students List

NO NAME NO NAME

1. Mohammad Annas S 21. Arifah Wulandari

2. Yuniar Dewi D 22. Roisa Indriani

3. Fatia Putri Hasna 23. Siti fatimah

4. Nurul Imamah 24. Ulfah Rahmawati

5. Lailatul Hidayah 25. Munasifah

6. Sinta Dewi P 26. Rifqi Amal F

7. Queenadya D 27. Fizani Fadilah

8. Dian Amalia 28. Farida Qurota A

9. Nur Kayati 29. Nova Fatkhiyana

10. Irma Innayati F 30. Tyas Puji A

11. Nur Hamidah S 31. Honang Adi R

12. Dian Indra R 32. Titik Muarivah

13. Siti Mubarokah 33. Wahyu Adi N

14. Utami Rahayu 34. Indah Rahayu

15. Yeni Suci W 35. Restu Ayu P

16. Hayyu Nafi’atul F 36. Siti Aliatun

17. Mir’atus Sa’adah 37. Mustafidatul M

18. Lina Nurul H 38. Darus Salam

19. Tika Lutfia N 39. Yeni Wulansari

20. Budi Setyaningsih 40. Muhammad S

34

C. Research Design

There are a number of research methodologies can be used in

education research an experiment design, such one group pretest posttest

design, static group comparison, etc. considering the objectives and the

problem in this study, the writer decided to use one group pretest posttest

design. “one group pretest posttest design differs from the other design that

the questionnaire is administered twice: once as a pretest (O1) before

students start writing with the word processor (X) and again as a posttest

(O2) after students have used the words processor, one could argue that

design 2 is superior to design 1 because the instructor can compare

students pretest posttest attitudes to see if three has been an improvement

(Crowl, 1996:290).

The one group pretest and posttest design could be illustrated as follow:

O1 = Pretest score (before giving the treatment)

O2 = Posttest score (after giving the treatment).

In using one group pretest posttest design, the writer formed a study

group which each group consisted of ten (10) students so there are four groups

in class. The total number was 40 students. The writer used pretest as the first

tested to analyzed the students speaking ability before giving a treatment and

O1XO2

35

posttest given to analyzed the students speaking ability after given the

treatment.

D. Research Method

In this research the writer used the quantitative research where the

study design to test hypothesis through the use of objective instruments

and statistical analysis.

Quantitative research methods are used to examine question that can

base the answered by collecting statistically analyzing data that are in

numerical form. (Crowl, 1991:10).

E. Research Procedure

a. Population and Samples

Population English Education Department of first semester is

chosen as the site of the research. The samples of the research are 20

students’ control group and 20 students’ experiment group in speaking 1 at

the first semester.

b. Research Instrument

The writer used the kinds of test as the instrument of the research;

documentation in this research and interview also pretest which was given

to the students before the writer gave the treatment and posttest which was

given after the students got the treatment.

36

c. Pretest and Posttest

Both of the pretest and posttest that was given to the students had

the same problem. Pretest score was taken by Midterm Test and Postest

score was taken by Final examination.

d. Questionnaire

A questionnaire is a research instruments consisting of a series of

questions and other prompts the purpose of gathering information from

respondents. Although they are often designed for statistical analysis of

the responses, this is not always the case. The questionnaire is given to the

students after treatment to get additional data for authentic assessment.

e. Data Collections

The data were taken from the result of the tests (pretest and

postest) that have been given to the students before and after teaching the

students. The data were taken collected to be analyzed.

f. Data Analysis

In analyzing the collected data the writer used ttest formula with

significant level at 5% (Crowl,1996:388)

T-test Formula:

X1= mean of pretest

37

X2= mean of postest

S1 = standar deviation of pretest

S2 = standar deviation of protest

F. Data Collection Technique

To collect the data of this research, the writer used one group pretest

design, the pretest was conducted 7th April 2014. The posttest took on 7th

December 2014 at class speaking 1 of STAIN Salatiga. The following are the

results of the pretest and posttest score.

And for the data values each students speaking skills of observation,

researcher enter into the grading scale listed in the table below. It is

implemented so that researcher can draw conclusions about the level of

success or level of students’ skills in speaking and learning outcomes of

students in English language teaching by implementing problem-solving

activities. According (http://aguswuryanto.wordpress.com) The following is a

table of its scale:

Table 3.5 Rating Scale for Each Student

Rating Scale Category

00-59 Poor

60-79 Good

80-100 Excelent

38

CHAPTER IV

THE RESEARCH FINDINGS AND DISCUSSIONS

In this research findings, the researcher using quantitative research where

the study design to test hypothesis through the use of objective instruments and

statistical analysis. Quantitative research methods are used to examine question

that can base the answered by collecting statistically analyzing data that are in

numerical form. (Crowl, 1991:10).

The researcher using pretest which was given to the students before the

writer gave the treatment, and posttest which was given after the students got the

treatment and questionnaire to collect the data. Data collection After getting the

data, writer used the achievement test in the process of collecting the data. The

writer test to both the experiment group and the control group. The result of the

test consists of pretest and posttest. In the pre-test, writer checks the equivalence

of the experimental group and the control group. The pre-test of data analysis can

be used to investigate the achievement of both groups after the treatment. In the

post test, the data analysis does not need to check normal distribution and

homogeneity of variances. Therefore the matched t-test directly used. The steps

used it as in the pretest data analysis.

39

A. Pretest Score

Pretest score was taken from midterm test in which 40 respondents

(students) which 20 students in control group and 20 students in expeiment

group were on participation. The pretest of control group is represented by X1

and the experiment group represented by Y1. The result of the pretest score

can be seen in table 4.1

Table 4.1 Pretest Score

No. Name X1 X12

No Name Y1 Y12

1. M. Annas S 60 3600 21. Arifah W 68 4624

2. Yuniar Dewi 63 3969 22. Roisa Indriani 70 4900

3. Fatia Putri H 60 3600 23. Siti fatimah 70 4900

4. Nurul Imamah 60 3600 24. Ulfah R 70 4900

5. Lailatul H 64 4096 25. Munasifah 71 5041

6. Sinta Dewi P 66 4356 26. Rifqi Amal F 73 5329

7. Queenadya D 63 3969 27. Fizani Fadilah 75 5625

8. Dian Amalia 61 3721 28. Farida Qurota 71 5041

9. Nur Kayati 62 3844 29. Nova F 72 5184

10. Irma Innayati F 60 3600 30. Tyas Puji A 72 5184

11. Nur Hamidah S 61 3721 31. Honang Adi 70 4900

12. Dian Indra R 62 3844 32. Titik M 72 5184

40

13. Siti Mubarokah 0 0 33. Wahyu Adi N 70 4900

14. Utami Rahayu 66 4356 34. Indah Rahayu 73 5329

15. Yeni Suci W 68 4624 35. Restu Ayu P 70 4900

16. Hayyu N 65 4225 36. Siti Aliatun 71 5041

17. Mir’atus S 67 4489 37. Mustafidatul 72 5184

18. Lina Nurul H 65 4225 38. Darus Salam 71 5041

19. Tika Lutfia N 69 4761 39. Yeni W 71 5041

20. Budi S 0 0 40. Muhammad S 70 4900

Total ∑X1

1142

∑ X12

72600

Total ∑Y1

1422

∑Y12

101148

Average ∑X1 57. 1 Average ∑Y1 71. 1

1. Mean of Control Group

So, the mean of control group in the pretest value is 57. 1

2. Standar Deviation of Control Group

41

And the standar deviation of control group is 19. 2

3. Mean of Experiment Group

The mean of experiment group is 71. 1

4. Standar Deviation of Experiment Group

42

And the standar deviation of control group is 1. 48

From the data of pretest score, the result shows that the Mean of control

group is 57. 1 , standart deviation 19. 2 and the Mean of experiment group is 71. 1

standar deviation of experiment group is 1. 48

B. Postest Score

The researcher using postest which was given to the students after the

writer gave the treatment. Postest score was taken from final test in which 20

respondents (students) in control group and 20 students in expriment group

were on participation. The postest of control group is represented by X2 and

the experiment group represented by Y2. The result of the pretest score can be

seen in table 4.2

43

Table 4.2 Postest Score

No. N X2 X22

No. N Y2 Y22

1. M. Annas S 88 7744 21. Arifah W 81 6561

2. Yuniar Dewi 85 7225 22. Roisa Indriani 85 7225

3. Fatia Putri H 70 4900 23. Siti fatimah 83 6889

4. Nurul I 80 6400 24. Ulfah R 84 7056

5. Lailatul H 78 6084 25. Munasifah 85 7225

6. Sinta Dewi P 89 7921 26. Rifqi Amal F 85 7225

7. Queenadya D 82 6724 27. Fizani Fadilah 87 7569

8. Dian Amalia 81 6561 28. Farida Qurota 83 6889

9. Nur Kayati 80 6400 29. Nova F 81 6561

10. Irma Innayati 83 6889 30. Tyas Puji A 86 7396

11. Nur Hamidah 81 6561 31. Honang Adi R 84 7056

12. Dian Indra R 80 6400 32. Titik Muarivah 83 6889

13. Siti M 0 0 33. Wahyu Adi N 86 7396

14. Utami R 85 7225 34. Indah Rahayu 84 7056

15. Yeni Suci W 84 7056 35. Restu Ayu P 86 7396

16. Hayyu Nafi’at 71 5041 36. Siti Aliatun 85 7225

17. Mir’atus S 80 6400 37. Mustafidatul M 75 5625

18. Lina Nurul H 84 7056 38. Darus Salam 83 6889

19. Tika Lutfia N 83 6889 39. Yeni Wulansari 84 7056

20. Budi S 0 0 40. Muhammad S 82 6724

44

Total ∑ X2

1464

∑ X22

119476

Total ∑Y2

1672

∑Y22

139908

Average ∑ X2 73. 2 Average ∑Y2 83.6

1. Mean

So, the mean of control group of the postest value is 73. 2

2. Standart Deviation

45

And the standard deviation ofcontrol group is 24. 8

3. Mean

So, the mean of experiment group of the postest value is 83. 6

4. Standart Deviation

And the standard deviation of experiment group is 2. 54

46

5. The Degrees of Freedom

The critical value of t-table at the 0,05 level of significance for this degree of

freedom 5%.

Df= n-1

Df= 20-1

Df= 19

The writer gained t-table 5% from 19 was 0. 95

While using SPSS aplication the analysis will be as follow:

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Control 73.2000 20 25.45502 5.69191

Experiment 83.6000 20 2.60364 .58219

Paired Samples Correlations

N Correlation Sig.

Pair 1 control & experiment 20 -.040 .867

47

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 control - experiment -

1.04000E

1

2.56913E

1

5.74475E

0

-

2.24239E

1

1.62389E

0 -1.810 19 .086

The SPSS data analysis shows that:

The experiment group of the students’ English speaking abilities was

significantly higher than the control group after the employing the problem

solving activities. M (Mean) of control group and experiment group is 1. 04 and S

(Standar Deviasi) of control group and experiment is 2. 56 also To= 1. 81. The

critical value with degree of freedom (df) = 20-1= 19 and the level of significant

5% = 0. 95

Based on the data analysis above, the writer concluded that the alternative

hypothesis was accepted because the tobs was higher than the ttable (1. 81 > 0. 95 ).

It also meant that learn English with problem-solving method can improve the

students speaking ability.

The postest of mean control group was 73. 2 and the mean score of

experiment group was 83. 6. The students’ English speaking abilities after using

the problem solving activities were significantly higher than the prior to their use.

48

The students’ attitude towards teaching English speaking using the problem

solving activities was rated as good.

Characteristics of the activities may have encouraged interaction among

the students in the language classroom. This could afford opportunity for language

practice. The teacher arranged for language functions such as asking for

directions, ordering food and beverages, talking on the telephone, and making an

appointment with doctors. These types of activities can afford students experience

using the language for real communication. This idea was consistent with where

they proposed that the learner should know the purpose of speaking, what to

speak, with whom, and where to speak, and how to use appropriate language. In

this study, the contents of the language through the problem solving activities

were carefully selected to suit the syllabus, the learners’ age and language level,

and to create challenges for the learners to gain experience.

Teaching English speaking skills using the problem solving activities is a

learning method focusing on the learner-centered. Students work in large groups

divided by their language proficiency, i.e., high, medium and low levels. Using

this technique, students can have an opportunity to work together providing help

to others while performing the activity. The atmosphere in working in groups can

lessen their fear in making mistakes when speaking English.

Students in the group can support others in the team who need help. They

can express themselves successfully while working in groups. This can lead to

self monitoring, more confidence in speaking, enjoyment and encourage them to

49

participate more in learning. The results of this study supported the effectiveness

of these three communicative activities in developing English speaking skills.

Moreover, it can be seen from the current study that division into large

groups (groups of ten) promoted that students’ confidence in producing the

language as a result of their language proficiency. Students have been trained in

using the language functions appropriately. Therefore, they could successfully

develop themselves using problem solving activities. In conducting a problem

solving activities, the context should be focused on meaning not the form. While

the students are involved in an activity, there should be no teacher intervention.

Students can practice using the language among their group members.

Teaching English speaking skills using the problem solving activities was

rated as good. This may result from providing adequate language functions in

situations that occur in real communication leading to their confidence in

speaking. They felt satisfied with their speaking English when using these

problem solving activities. The process of teaching and learning helped creating

enjoyment in speaking English in groups discussion. The feelings of success in

learning to speak English through the problem solving activities establish their

motivation to learn the language.

C. Questionnaires Analysis

The researcher using scale Likert in questionnaire analyse. Likert

scales are a common ratings format for surveys. Respondents rank quality

from high to low or best to worst using five or seven levels.

50

Likert scales were developed in 1932 as the familiar five-point bipolar

response that most people are familiar with today. These scales range from a

group of categories least to most asking students to indicate how much this

method good or poor, very good or very poor, or believe to be fair or good.

There’s really no wrong way to build a Likert scale. The most important

consideration is to include at least five response categories.

In analysis of questionnaires, the researcher uses 33 respondent (students)

of 40 population in class. There are 6 questions for students and there are 5 level

(score) of criteria. The researcher concluded the data of questionnaires, the list

below:

4.3 Table of Questionnaires Score

Score/

Question

Score 1 Score 2 Score 3 Score 4 Score 5

Question 1 0 3 1 24 5

Question 2 0 1 0 20 12

Question 3 1 0 4 19 9

Question 4 0 2 3 24 4

Question 5 0 1 3 14 15

Question 6 0 1 5 15 12

51

The score are classified as follows :

Table 4.4 Score Classification

Score 5 Very Good

Score 4 Good

Score 3 Fair

Score 2 Poor

Score 1 Very Poor

Tabel 4.5 Graphic Data of Question 1

Based on the graphic, question number 1 ask about the problem solving

activities very interested in language teaching especially in speaking skill. This

statement was rated as Good because there are 33 respondent which answering

there are 29 students answering Very Good and Good Score. So, the result is

mayority of the students agree with using problem solving activities very

0

5

10

15

20

25

Question 1

Score 1

Score 2

Score 3

Score 4

Score 5

52

interesting in speaking skill. Interval of data also can analyze from accounting

total answering score based on scoring each the answer from respondent. Based

on score that constant can accounted by:

1. Total score of 5 students answering Very Good = 5 x 5 = 25

2. Total score of 24 students answering Good = 24 x 4= 96

3. Total score of 1 students answering Fair = 1 x 3 = 3

4. Total score of 3 students answering Poor = 3 x 2 = 6

5. There is no students answering Very Poor = 0 x 1 = 0

Total = 130

1. Total ideal score (higher score) all answer Very Good = 5 x 33= 165

2. Total bad score (lower score) there is no answer Very Poor = 0

Table 4.6 Presentage of Question 1

Scale Total Presentage (%)

Very Good 5 15, 15%

Good 24 72, 72%

Fair 1 3, 03%

Poor 3 9, 09%

Very Poor 0 0%

Total 33 100%

53

From the table above, total students who provided good 72, 72% and very

good 15, 15%. It means the problem solving activities is very interesting to the

students. Also data degree of aggrement students toward using problem

solving was interested = (130:165) x 100% = 78, 8% from expected by 100%.

Tabel 4.7 Graphic Data of Question 2


activities very profitable in language teaching especially in speaking skill. This



mayority of the students agree with using problem solving activities very

profitable in speaking skill. Interval of data also can analyze from accounting total

answering score based on scoring each the answer from respondent. Based on

score that constant can accounted by:

0

5

10

15

20

Question 2

Score 1

Score 2

Score 3

Score 4

Score 5

54

1. Total score of 12 students answering Very Good = 12 x 5= 60


3. There is no students answering Fair = 0 x 3 = 0



Total = 142





Very Good 12 36, 36%

Good 20 60, 6%

Fair 0 0%

Poor 1 3, 03%

Very Poor 0 0%

Total 33 100%




55

solving is very profitable = (142:165)x 100% = 86, 06% from expected by

100%.

Table 4.9 Graphic Data of Question 3


activities can improve achivement in language teaching especially in speaking

skill. This statement was rated as Good because there are 33 respondent which

answering there are 28 students answering Very Good and Good Score. So, the

result is mayority of the students agree with using problem solving activities can

improve achievement in speaking skill. Interval of data also can analyze from

accounting total answering score based on scoring each the answer from

respondent. Based on score that constant can accounted by:




0

5

10

15

20

Question 3

Score 1

Score 2

Score 3

Score 4

Score 5

56

4. There is no students answering Poor = 0 x 2 = 0

5. Total score of 1 students answering Very Poor = 1 x 1 = 1

Total = 134


2. Total bad score (lower score) there is no answer Very Poor = 1x1=1



Very Good 9 27, 27%

Good 19 57, 57%

Fair 4 12, 12%

Poor 0 0%

Very Poor 1 3, 03%

Total 33 100%




solving can improve achievement in speaking skill = (134:165) x 100% = 81,

21% from expected by 100%.

57



activities is very easy to use in language teaching especially in speaking skill. This



mayority of the students agree with using problem solving activities very easy to

use in speaking skill. Interval of data also can analyze from accounting total








Total = 129

0

5

10

15

20

25

Question 4

Score 1

Score 2

Score 3

Score 4

Score 5

58





Very Good 4 12, 12%

Good 24 72, 72%

Fair 3 9, 09%

Poor 2 6, 06%

Very Poor 0 0 %

Total 33 100%



students. data degree of aggrement students toward using problem solving is

easy in language teaching especially in speaking skill = (129:165)x 100% =

78, 18% from expected by 100%.

59



activities are requiring in language teaching especially in speaking skill. This



mayority of the students agree with using problem solving activities are requiring

in speaking skill. Interval of data also can analyze from accounting total








Total = 142

0

2

4

6

8

10

12

14

16

Question 5

Score 1

Score 2

Score 3

Score 4

Score 5

60






Good 14 42, 42%

Fair 3 9, 09%

Poor 1 3, 03%

Very Poor 0 0 %

Total 33 100%



students. ata degree of aggrement students toward using problem solving are

requiring in language teaching especially in speaking skill = (142:165)x 100%

= 86, 06% from expected by 100%.

61



activities very important to suistanable in language teaching especially in

speaking skill. This statement was rated as Good because there are 33 respondent

which answering there are 27 students answering Very Good and Good Score. So,

the result is mayority of the students agree with using problem solving activities

very importan to suistanable in speaking skill. Interval of data also can analyze

from accounting total answering score based on scoring each the answer from

respondent. Based on score that constant can accounted by:






Total = 137

0

2

4

6

8

10

12

14

16

Question 6

Score 1

Score 2

Score 3

Score 4

Score 5

62






Good 15 45, 45%

Fair 5 15, 15%

Poor 1 3, 03%

Very Poor 0 0%

Total 33 100%




solving very important to suistanable in speaking skill = (137:165)x 100% =

83, 03% from expected by 100%.

Based on the results of the Questionnaires, the writer concludes that:

the achievement of students in participating of the learning speaking skill used

problem-solving activities is high as much as 87, 87%, it could also help the

students become more willing to argue, with ideas and make students speaking

better.

63

Also relevancies of the methods used to study the actions and views of

the needs of students in his special English lessons for improving speaking

skill are relevant. It can be seen from the percentage of questionnaire data

analysis in which question 1 as 78, 8% as good, question 2 as 86, 06% as

good, question 3 as 81, 21% as good, question 4 as 78, 18% as good, question

5 as 86, 06% as good and the question 6 as 83, 03% as good score.

Finally the writer can conclude that this method is very good for

teaching and learning process especially on speaking subject.

64

BAB V

CLOSURE

A. Conclusions

Based on the analysis above can be summarized as follow:

1. To find out the use Problem Solving Activities improve students’

speaking skills. It can be seen from the results of tobs is greater than the

t-table is the value (1. 81 > 0. 90)

2. Speaking skills by using the problem solving activities work and can

improve speaking skills competency. This can be seen from the results

of tobs is greater than the t-table is the value (1. 81 > 0. 90) and

questionnaire data analysis value. It can be seen from the percentage of

questionnaire data analysis in which question 1 as 78, 8% as good,

question 2 as 86, 06% as good, question 3 as 81, 21% as good, question

4 as 78, 18% as good, question 5 as 86, 06% as good and the question 6

as 83, 03% as good score.

B. Suggestions

The successful of teaching is not only depended on the lesson

programs but also important to know how the teacher present lesson and

use various technique to manage the class more enjoyable. Regarding to

teaching speaking by using Problem Solving Activities, the writer gives

some suggestion for the teacher, students and the upcoming researchers:

65

1. Teacher

To all the English teachers all over the area who teach in Senior

High School, these research results can be relevant source to mix in your

daily teaching learning process. And Application of problemsolving

activities need to be enriched with a more real case studies for learning

would be more attractive. Besides the use of appropriate methods of

teachers must also considers factors other support so thatstudents are

skilled to speak, for example, determine the extent of the problem is

tiered according to student’s ability or situation and the current state of

learning.

Teacher should construct a variation of English speaking

activities which motivate the students to learn. Teacher roles should be

changed as a provider, anassistant, a consultant to increase effectiveness

in the learning environment.

2. Student

Students should be more active in teaching learning process and

do not afraid of English lesson. When the teacher explains the material,

students pay attention to the explanation, so if the teacher gives question

they can answer well.

Students have to try to answer teacher’s question by English and do

conversation in English with their friends. They also must increase their

66

self confidence to speak in front of the class. Moreover, they should not

to be shy to speak up.

3. Upcoming researchers

It has been known from the result of the study that using Problem

Solving Activities can improve the students’ speaking skill. The writer

would like to suggest upcoming researcher, the result of the study can

use as additional reference for further research with the different sample

and occasion.

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2012

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Yule, George. 1996. Analisa Wacana. Jakarta: PT Gramedia Pustaka Umum

Questionnaires

No. Questions 1 2 3 4 5

Very

Poor

Poor Fair Good Very

Good

1. Do you think English

lessons using the

Problem-Solving

very interesting?

2. Do you think the

methods Problem-

Solving profitable

and help learning

English, especially

speaking?

3. Do you think the

problem-solving

method can improve

achievement in

English lessons?

4. What do you think

after using the

Problem-Solving

English lessons so is

easy?

5. Do you think

Problem-Solving

method required in

teaching English,

especially speaking?

6. Do you think the

methods Problem-

Solving important

when used on

sustainable?

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