A.

Background of the Study

Nowadays, English has been becoming a very powerful language in the

world. It is as an international language, most people in the world use English

for communication including in Indonesia. As the most important foreign

language in Indonesia, English is one of the compulsory subject taught in

Junior High School (SMP), Senior High School or Vocational High School

(SMA or SMK), university, and now days English also is taught in Elementary

school and even in the kindergarten. It becomes an important subject in the

every grade of school. Students have to master English orally and written form

to get a good score in English examination. The teaching and learning English

is also purposed to help students to be able to communicate in English well,

both in written and spoken forms. Students are expected to be able to apply

English in their daily activities and they can express their ideas and thoughts as

well in speaking.

In the teaching and learning of English deals with four major skills,

namely listening, speaking, reading, and writing. Among those four main skills

of English, speaking is considered to be the most complex skill and involves a

lot of activity and practice. However, compared to the other English skills,

there are only fewer speaking activities during English classes so that the

students do not have any chance to develop their communication skill orally.

At Vocational High School Number 1 Simpangkatis, the interview was

conducted by the researcher with the school teacher shows that English

teaching and learning is focused on helping the students to pass the final

1
 examination. The students are most taught about grammar, structure and

written communication, while the oral skill is not being a primary. Therefore,

the students do not have self-confidence even to speak a single word, it caused

they cannot communicate English with others orally whereas oral

communication is very important in conveying message with others in

language. Also, they were difficult to deliver their ideas in speaking because

they had less of vocabulary and less comprehension of grammar. It caused

them worry about making mistakes, fearful of criticism or losing face or simply

shy of attention their speech attracts.

All above factors are the indicators the speaking ability of the students at

Vocational High School Number 1 Simpangkatis still low. Because of those

phenomena which are usually found in speaking, the researcher intends to find

the effective solution to improve the speaking ability of students at Vocational

High School Number 1 Simpangkatis by using Mingle Modelfor teaching

speaking.

As Elena Borzova stated that, mingle is an activity where a student

approaches a classmate, talks for a while, and then moves on to speak to

another classmate.1 All students have chance to participate in this model, all of

the students work simultaneously, in pairs or small groups, and switch from

one classmate to another while speaking, listening, and taking notes. Face-to-

face interaction with at least a few other students is the principal goal. As soon

as two individuals have finished an interaction, they change pairs either at

1
Elena Borzova. 2014. Mingles in the Foreign Language Classroom. English Teaching
Forum Vol 52 No 2 (online) available: http://163.14.136.65/toc/lan/201409/lanpdf/lane12.pdf.,
accessed on January 29th 2018.

2
random or in an organized fashion; for example, if they were standing or sitting

facing each other in two circles, pairs change when one circle moves

clockwise. As for the teacher, he or she cannot control every student involved

in a mingle activity and usually focuses on those who may need special

support. Mingle model is the way of class management strategy that allows

every student to do a lot of talking in the classroom, increasing the quality of

communicative competence in English. That activity gives every student a

chance to communicate English orally. It is expected to make the students to be

more able to apply English in speaking skill freely through funmodel.

Moreover, there were some previous related studies cunducted by Susan Riski

Utami, Avansa Naufal Hakim, Darmeyanti and Nofel Nofiandri. The studies

showed that mingle can improve students’ speaking skill achievement.

In order to improve the students speaking skill at Vocational High School

Number 1 Simpangkatis, the researcher will intend to apply mingle modelfor

teaching speaking. The researcher will try to conduct a study entitle

“Improving Speaking Skill of the Tenth Grade Students of Vocational High

School Number 1 Simpangkatis through Mingle Model in Academic Year

2018”

3
B. Limitation of Study

The researcher limits this study by only focusing on the teaching and

learning process in speaking. The intention is to improve students’ ability in

speaking through Mingle Model. By using this model, students will practice

more in speaking in a fun way. Besides, it can increase students’ interest to get

involved in teaching and learning process of speaking. The researcher will

focus on five aspects on assessing speaking, those are: pronunciation,

grammar, fluency, comprehension and vocabulary. The researcher will focus

on descriptive text.

C. Formulation of the Research Problem

Based on the limitation of the problem above, the problem of this study

can be formulated as follows:

1. How is the implementation of Mingle Model in speaking skill in the tenth

grade of Vocational High School Number 1 Simpangkatis in Academic

Year 2018?

2. Is there any significant difference between the students who are taught by

Mingle Model and the students who are taught by non- Mingle Model in

speaking skill in the tenth grade of Vocational High School Number 1

Simpangkatis in Academic Year 2018?

4
D. The Objectives of the Study

The objectives of the study are:

1. To find out the implementation of Mingle Model in speaking skill in the

tenth grade of Vocational High School Number 1 Simpangkatis in

Academic Year 2018.

2. To find out any significant difference between the students who are

taught by Mingle Model and the students who are taught by non- Mingle

Model in speaking skill in the tenth grade of Vocational High School

Number 1 Simpangkatis in Academic Year 2018.

E. Significance of the Study

There are some expected benefits to be achieved from this research. The

result of this research is expected to give contributions for others. Considering

all the explanation above, the following are the significance of the research:

1. For the tenth grade of Vocational High School Number 1 Simpangkatis

in Academic Year 2018:

The findings of this research are expected to become a source of

information about fun wayto improve their speaking ability by mingle

model. Hopefully, this research will help the students to improve their

speaking ability easier.

2. For the English teachers:

5
 The findings of this research are expected to become a source of

information about the way to improve the quality of teaching speaking to

the students using interesting model to increase the students’ interest in

teaching and learning. It gives the alternative solution in teaching

speaking effectively for the students.

3. For the future researchers:

This study can be a source to conduct further research relevant to the

problem in different findings.

F. Hypothesis

There are two kinds of hypotheses, the null and alternative hypothesis:

1. The null hypothesis (H0) = Null hypothesis is against the theory. Then

the Null hypothesis states that there is no significant improvementof

Speaking Skill of the Tenth Grade Students of Vocational High School

Number 1 Simpangkatis through Mingle Model in Academic Year 2018.

2. The alternative hypothesis (Ha) = Alternative hypothesis is in line with

the theory. Alternative hypothesis states that there is significant

improvement Speaking Skill of the Tenth Grade Students of Vocational

High School Number 1 Simpangkatis through Mingle Model in

Academic Year 2018.

6
G. Previous of Related Studies

There are many researchers done the studies about how to improve

students’ speaking skill. In this research the writer takes three previous studies

related to Mingle Model.

The first study is “The Use of Mingle Game to Improve Second Grade

Students’ Speaking Achievement at SMAN 1 Bandar Lampung” by Susan

Riski Utami.2The result shows T-ratio is higher than T-table (18.402 > 2.030).

The mean score of pre-test is 62.97 and the mean score of posttest is 73.25 in

which the gain is 10.28. This implies that there was a statistically significant

difference of the students’ speaking achievement between the pre-test and the

posttest after the use of Mingle Model. This suggests that teaching speaking

through Mingle Model facilitates the students to improve their achievement in

speaking.

The second study is entitle “Improving the speaking skill of the seventh

grade students of SMP Muhammadiyah 2 Mlati through the use of Mingling

Games”by Avansa Naufal Hakim.3 The findings of this research show that the

2
Susan Riski Utami. The Use of Mingle Model to Improve Second Grade Students’
Speaking Achievement at SMAN 1 Bandar Lampung. Thesis. English Education Study Program at
University of Lampung. 2017 (online) available:
https://media.neliti.com/media/publications/191986-EN-the-use-of-mingle-model-to
improvesecond.pdf, accessed on January 29th 2018.
3
Avansa Naufal Hakim. Using English Mingling Models to Improve the Speaking Skills
of the Seventh Grade Students at SMP Muhammadiyah 2 Mlati in the Academic Year of
2013/2014. Thesis. English Education Study Program at University of Yogyakarta. 2014 (online)
available: http://eprints.uny.ac.id/20412/1/Avansa%20Naufal%20Hakim%2008202244020.pdf.,
accessed on January 29th 2018.

7
 use of the Mingling Models can improve the students’ speaking skill. The

quantitative data were in the form of the students’ test scores obtained by

conducting Test 1 at the end of Cycle 1 and Test 2 at the end of Cycle 2. In

reference to the students’ speaking scores, the students’ ability was improved

after the Mingling Models were used as the teaching aid for the speaking

session. Besides, the Mingling Models can improve the students’ motivation

and participation in the teaching and learning activities of speaking.

The third study is journal, entitle “Mingle Model for Teaching Speaking

Skill for Student College” byDarmayenti and Novel Nofiardi. 4The result of the

research showed that the implementation of model gave a significant difference

in term of the students-learning outcome between the students who are taught

through Mingle model and by traditional one or without Mingle model. The

development of Mingle model included preparation, warming up, set the rule,

act Mingle model, presentation, review and discussion. It is concluded that

Mingle model is more effective to improve students on all components of

speaking skill.

There are some differences among the previous related studies with this

current research. They are; the first study focuses on three aspects of speaking:

pronunciation, fluency and comprehension. While this current research focuses

on five aspects: pronunciation, grammar, fluency, comprehension and

vocabulary. Then, the second study used collaborative action research, while

this research will use quasi experimental research and the third study used

4
Darmayenti and Novel Nofiardi. 2015. Minggle Model for Teaching Speaking Skill for
Student College. Al-Ta'lim Journal Vol 22 No 1(online) available:
Http://dx.doi.org/10.15548/jt.v22i1.115, accessed on January 29th 2018.

8
 quantitative and qualitative approaches while this study will use quantitative

approach only.

This research will be held in the tenth grade students of Vocational High

School Number 1 Simpangkatis.

H. Theoretical Framework

1. Speaking Skill

Speaking is productive skill in the oral mode. It is like the other skills,

is more complicated than it seems at first and involves more than just

pronouncing words.5Speaking is the most common and important means of

providing communication among human beings. The key to successful

communication is speaking nicely, efficiently and articulately, as well as

using effective voice projection, speaking is linked to success in life, as it

occupies an important position both individually andsocially. 6 Ferdiant

stated that, “speaking means to express ideas orally, by expressing what is

in mind, a speaker can make others understand things inside his/her

mind”. 7 Speakinginvolves both saying and knowing. 8 One of the major

5
Marriam Bashir, Muhammad Azeem, and Dr. Ashiq Hussain Dogar. 2011. Factor
Effecting Students’ English Speaking Skills. British Journal of Arts and Social Sciences ISSN:
2046-9578 Vol 2 No 1 (online).
available:http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf, accessed on January
29th 2018.
6
Abdulhak Halim Ulas. 2008. Effects of Creative Educational Drama Activities on
Developing Oral Skills in Primary School Children. American Journal of Applied Sciences Vol 5
No 7 (online) available: http://thescipub.com/PDF/ajassp.2008.876.880.pdf, accessed on January
29th 2018.
7
A. Ghufran Ferdiant. 2016. Developing the Assessment Instrument of Speaking.
OKARA Journal of Languages and Literature Vol.1 No 1 (online) available:
http://download.portalgaruda.org/article.php?article=455828&val=8580&title=DEVELOPING%2

9
 characteristics of the social aspect of oral communication skills is the ability

to deliver a speech comfortably and with self-confidence. 9 The ability to

speak fluently presupposes not only knowledge of language features but

also the ability to process information and language ‘on the spot’.10

Based on the statements above, it shows that speaking is very

important to be developed. By speaking we can express our ideas, thought

and feeling to others. It means that speaking is really needed in our daily

life. Speaking helps us to communicative each other by giving and receiving

information with nice conveying.

2. The Aspects of Speaking Skill

The design of speaking assessment could be different. It depends on

the types of speaking assessed. So, what should be tested? There are some

aspects could be assessed in speaking. Based on Nunan, 1999, they

aregrammar, vocabulary, comprehension, fluency, and pronunciation.11

0THE%20ASSESSMENT%20INSTRUMENT%20OF%20SPEAKING, accessed on January 29th

2018.
8
Jesus Martinez del Castillo. 2015. Determining the Degree of Reality of Language.
International Journal of Language and Linguistics. Special Issue: Linguistics of Saying Vol. 3 No.
6-1, page. 39-49. DOI: 10.11648/j.ijll.s.2015030601.16. (online) available:
http://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2015030601.16.pdf, accessed on
January 29th 2018.
9
Abd. Ghofur. 2013. Another Alternative in Teaching English: A Theoretical Perspective.
OKARA Journal of Languages and Literature Vol 2 No 8 (online) available:
https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwifj-
XL0fzZAhXGpI8KHc4CB98QFggrMAA&url=http%3A%2F%2Fwww.ejournal.stainpamekasan.
ac.id%2Findex.php%2Fokara%2Farticle%2Fdownload%2F447%2F433&usg=AOvVaw1yXlT8de
1YBZyYzZc_DZEw, accessed on January 29th 2018.
10
Jeremy Harmer. 2007. The Practice of English Language Teaching: Third Edition
(London: Pearson Education Limited.inc), page 269.
11
Yenny Rahmawati and Ertin. 2014. Developing Assessment for Speaking. Indonesian
Journal of English Education (IJEE) Vol.1 No. 2 (online) available:

10
 a. Grammar

Grammar is a description of the structure of a language and the way in

which linguistic units such as words and phrases are combined to

12
produce sentences in the language. In other word, grammar is

knowledge about the rules to make a good sentence; what can and can’t

be done with the organization and use of words in English sentences.Test

takers are assessed on how to control its usage within sentences, to

construct, to use it appropriately and accurately and to avoid grammatical

errors in speaking.

b. Vocabulary

Vocabulary is the knowledge of meanings of words. Oral vocabulary is

the set of words for which we know the meanings when we speak or read

orally.13The range, precision, and the usage of vocabulary features in a

conversation used by test takers indicate the level of how proficient they

are.

c. Comprehension

http://download.portalgaruda.org/article.php?article=299888&val=7178&title=DEVELOPING%2
0ASSESSMENT%20FOR%20SPEAKING, accessed on January 29th 2018.
12
Jack C Richards and Richard Schmidt. 2002. Dictionary of Language Teaching and
Applied Linguistics (London: Pearson Education Limited) page 230.
13
Michael L. Kamil and Elfrieda H. Hiebert. 2005. Teaching and Learning Vocabulary;
Perspectives and Persistent Issues. (Mahwah, NJ:Lawrence Erlbaum Associates.Inc), page 3.

11
 Comprehension is the identification of the intended meaning of written or

spoken communication.14Understanding the context of the conversation

and able to give appropriate response according to the question.

d. Fluency

Nation (1991) defines fluency as the ability to get across communicative

intent without too much hesitation and too many pauses to cause barriers

or a breakdown in communication.15The language fluency indicates that

the production of speech in a conversation is well delivered. Have

confidence in delivering the speech and able to responds specific theme

without many hesitation in choosing words.

e. Pronunciation

Pronunciation is the way a certain sound or sounds are produced,

pronunciation stresses in the way sounds are perceived by the

hearer. 16 Pronunciation assessment deals with how often errors in

pronunciation occur.

3. Teaching Speaking

“Speaking and listening are essential foundations for literacy

development, and effective teaching of literacy will offer

14
Jack Richards and Richard Schmidt. Dictionary of Language … page 99.
15
Faezeh Abbaspour. 2016. Speaking Competence and Its Components: A Review of
Literature. International Journal of Research in Linguistics, Language Teaching and Testing Vol. 1
Issue 4, pp. 144- 152. ISSN: 2367-9336 (online) available: http://ijrlltt.com/fulltext/paper-
25092016150504.pdf, accessed on January 29th 2018.
16
Jack Richards and Richard Schmidt. Dictionary of Language … page 429.

12
 opportunities to promote oral skills”. (National Literacy
Strategy Framework for Teaching, 1998, p.94)17

The statement above shows that teaching speaking is one of very

important part in teaching language. Teaching speaking intends to teach

people to be able to communicate with others orally in the appropriate way.

As we know that language naturally used for communication. Language

learners are often too embarrassed or shy to say anything when they do not

understand another speaker or when they realize that a conversation partner

has not understood them. The teacher can help students overcome this

silence by assuring them that misunderstanding and the need for

clarification can occur in any type of interaction, whatever the participants'

language skill levels. The teachers can also give students strategies and

phrases to use for clarification and comprehension check.

4. Mingle Model

Mingle model is proposed firstly by Pollard and Hess, it can be

modified into a new model for teaching speaking skill. 18 Borzova stated

that, “A mingle is an activity where a student approaches a classmate, talks

for a while, and then moves on to speak to another classmate”. The special

features of a mingle activity are all the students work simultaneously, in

pairs or small groups, and switch from one classmate to another while

speaking, listening, and taking notes. Face-to-face interaction with at least a

17
Jane Medwell, et. al.. 2009. Primary English Teaching Theory and Practice
(Trowbridge: Cromwell Press Group Ltd), page 28.
18
Darmayenti and Novel Nofiardi. Minggle Model for...,

13
 few students to get talking is the principal goal. As soon as two individuals

have finished an interaction, they change pairs either at random or in an

organized arrangement; for example, if they are standing or sitting facing

each other in two circles, pairs will change when one circle moves

clockwise. In this activity, the teacher cannot control every student involved

in a mingle activity but it is usually focuses on those who may need special

support.

Based on the statements above, in the mingle models, the students

should go around in the classroom organizing then mingle with their

classmates by asking and finding again a partner they have not worked with,

ask questions to each other and record the answers they get by taking

notes.This activity usually will be used in each topic until all of the students

have chance to communicate to some students. It depends on the first deal

given by the teacher. This model really requires students to talk each other

about a given topic. By asking and answering questions on cards, every

student gets the opportunity to convey what they think about something in

the class topic.

5. Teaching Speaking through Mingle Model

One way to get students to speak is using Mingle model. Switching

conversational partners in the English as a foreign language (EFL)

classroom has long been an effective way to involve student actively in

14
communicative interactions and increase their talking time. 19 The use of

mingle models in teaching speaking has been investigated by some previous

researchers, especially for the purpose of improving the speaking skills of

the students.

Darmayenti also implemented the use of Mingle model for teaching

English speaking skill for college students. She developed Mingle model for

teaching speaking. She found that Mingle model is more effective to

develop students’ skills on speaking and writing at State Institute for Islamic

Studies (IAIN) Imam Bonjol Padang. The students’ skills on English

components get improvement. Activities on this model give learning

opportunities individually to the students. Environment of learning through

mingle model gives a relaxed, pleasant learning atmosphere in the

classrooms to the students.20

Elena Borzova stated that we should be ready to incorporate mingles

into teaching without regret. In her conclusion she said that Mingles allow

teachers to create numerous opportunities for students to try out varied

activities for themselves, and by doing so they recycle, refine, and expand

their personal experiences. Encouraging students to act effectively in the

amplified learning environment, teachers lead students beyond what they

know, can do well, or are already interested in.21

The mingle activity can be applied bywalking around and talking

freely with other students orrotating pairs, where students from inside and

19
Elena Borzova. Mingles in the,…
20
Darmayenti and Novel Nofiardi. Minggle Model for…
21
Elena Borzova. Mingles in the …

15
outside circles and face each other; each student from the outside circle,

after speaking with the person facing him or her, moves one step (or one

seat) clockwise to speak with a new classmate from the insidecircle. The

rotating-pair mingle typically requires more organization. By mingling

model, the teacher can avoid monotony of the lessonin the class and provide

some practice for every student.22 Mingle has two steps, act mingle and do

presentation.23

On the activity of Mingle, the students do the following activities;

1) The students are shared the card

2) The students read the information in the card

3) The students do the conversation through moving and walking down, and

4) The teacher controls and facilitates the students

On the presentation, the students do the following activities;

1) The students present the result of Mingle

2) The teacher gives reward to the winner.

22
Elena Borzova. Mingles in the …
23
Darmayenti and Novel Nofiardi. Minggle Model for...,

16
 Figure 1.Mingle Model for Teaching Speaking Skill is Recommended 24

Standard and based competence

Indicator of teaching (based competence)

Aims of teaching (based on indicator)

State the material (based on purpose)

Act Mingle Model

P
-The teacher prepares the cards which has information in
r
Preparation it or copy a few examples that the students want to learn.
e
-Asking the students to sit at semi circle model
a
c -The teacher informs the topic to the students
t Orientation Informing -The teacher explains the activities which are applied by
i Topic the students
v
i -The teacher give examples of expression which are used
t Warming by the students
i Up -The teacher asks the students to follow the expression
e -The students speak to one another
s -Each of students get a change to speak

-The teacher informs the rules of Mingle

Exploration Set the Rule -The teacher shares the card to the students
-The teacher divides students into groups

-The teacher shares the card to the students

-The teacher sets the time
-The teacher asks the students to perform in group
Act Mingle -The teacher asks the students to speak and move around
Model the class while completing the list of questions.
M
a -The teacher monitors students’ activities
i -The teacher gives a change for each of students and
n groups

Interpretation Presentation
The teacher gives a change for the students to perfom in
front of the class

Re-creation/ Review and

Confirmation Discussion The teacher and students do discussion
P
o
s Conclusion/
t Reflection The teacher gives reinforcement toward the topic

Evaluation on students’ speaking skill

Follow-up of evaluation

24
Darmayenti and Novel Nofiardi. Minggle Model for...,

17
I. Research Method

1. The Method of Research

Research methodology is a way to systematically solve the research

problem.25Research method is really needed in producing a perfect result of

the research. It aims to provide useful information about how to run the

research including how to process the data up to the data give the result.

There are two approaches in research method; they are qualitative approach

and quantitative approach. In this research, the researcher will use

quantitative approach. Based on Kothari, “Quantitative research is based on

the measurement of quantity or amount”.In other words, we can put

quantitative data into numbers, figures and graphs, and process it using

statistical (i.e. a particular type of mathematical) procedures. The aim of this

research is to know whether the students’ speaking achievement will

improve or not by using mingle model. Therefore, the researcher will use

experimental research design. Rasinger stated that, “experimental designs

are quantitative in nature and consist of the comparison between the

experimental group (the one affected by the manipulation of variables) and a

control group (not affected by manipulation)”. 26

The basis of the

experimental method is the experiment, which can be defined as: a test

under controlled conditions that is made to demonstrate a known truth or

25
C.R.Kothari. 2004. ResearchMethodology Methods and Techniques (New Delhi: New
Age International (P) Ltd), page 8.
26
Sebastian M. Rasinger. 2013. Quantitative Research in Linguistic (Chennai:
Bloomsbury Publishing Plc), Page 41.

18
 examine the validity of a hypothesis. 27 This research will use the quasi-

experimental design as one of type experimental reasearch design in

quantitative research approach.

The basic characteristic of quasi-experimental is measuring of the

dependent variable are repeated before and after an intervention or treatment

is implemented. 28 In this research design will be comparing the students’

speaking achievement before and after treatment. Here, researcher will use

pre-test and posttest design. Based on Donald Ary,et.al., the nonrandomized

control group, pretest–posttest design is one of the most widely used quasi-

experimental designs in educational research.29The research design can be

seen as follow:

Group Pretest Independent Variable Posttest

E Y1 X Y2
C Y1 - Y2

The participants (often known as ‘subjects’ in experimental research)

are placed into two groups, the experimental (E) and the control (C) group.

The experimental group will receive the ‘treatment’ (taught by mingle

model), the control group will not receive the treatment (normal input). Both

groups will receive a pre-test (Y1) on whatever instrument is used to assess

the effect of the experiment (a speaking test) before the treatment is given,

27
Daniel Muijs. 2004. DOING Quantitative Research IN EDUCATION (Gateshead:
Athenaeum Press Ltd), page 13.
28
Donald Ary, et.al,. 2010. Introduction in Research in Education: Eighth Edition
(Toronto: Nelson Education, Ltd) page 328.
29
Donald Ary, et.al,. Introduction in Research …, page 316.

19
 and a post-test, usually on the same instrument, after the treatment has been

given.

2. Population

The next step after deciding the research method is taking the

population of study. Based on Jack R. Frenkel and Norman E. Wallen,

population is the group of people as the object of the study will be tested to

see the result of the research.30In this research, the researcher will take all

students at the first grade students of Vocational High School Number 1

Simpangkatis as the population. There are eight classes of first grade in this

school. The population can be seen as follows:

Table 1
Population of Study

No Class Number of Student

1 X TKI 1 35
2 X TKI 2 33
3 X TKI3 35
4 X Otomotif 1 31
5 X Otomotif 2 32
6 X Otomotif 3 34
7 X Otomotif 4 34
8 X TITL 35
Number of Population 269
Resources: SMKN 1 Simpangkatis (2017/2018)

30
Jack R. Fraenkel and Norman E. Wallen.How to Design and Evaluate Research in
Education (New York: Mc-Grew-hill, 1990) page 91.

20
 3. Sample

After researcher determines the population of this research, the next

step is determining the sample. Sample is a subgroup of the target

population that the researcher plans to study for generalizing about the

target population.31 In determining the sample, the researcher will use non

probability sampling which means the sampling is used for certain purpose.

A non-probability sampling technique in which subjects judged to be

representative of the population is included in the sample. In non-probability

sampling, the researcher selects individuals because they are available,

convenient, and represent some characteristic the investigator seeks to

32
study. There are three kinds of non-probability sampling namely

convenience sampling, purposive sampling and systematic sampling. In this

research, the researcher will use purposive sampling method. According to

Fraenkel, purposive sampling is taking sample based on previous

knowledge of a population and the specific purpose of the research, the

researcher can use personal judgment to select a sample.33 Researchers can

use their knowledge of the population to judge whether or not a particular

sample will be representative.

The researcher takes two classes of the tenth grade as the samples of

this research. In this study, the English teacher of Vocational High School

Number 1 Simpangkatis who teach classes of the ten grade suggested to

31
John W. Creswell. 2002. Educational Research: Fourth Edition (Boston: Edwards
Brothers, Inc), page 142.
32
John W. Creswell. Educational Research…, page 145.
33
Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 99.

21
 take X TKI 1 and X TKI 2 as the samples. She recommended those classes

because they have big potential o be develop. According to the school

teacher, students’ speaking ability in X TKI 1 is lower than X TKI 1.

Because of that statement, The researcher decided X TKI 1 as control and X

TKI 3 as experimental group.It means that, the lower group should get

treatment to improve their speaking achievement. Experimental group will

be given a treatment by using mingling model to improve their speaking

skill. The sample is figured out in the table below.

Table 2
Sample of study

No Class Male Female Number of Student

1 X TKI 1 10 24 35
Control Group
2 X TKI 3 13 21 35
Experimental Group
Resources: SMKN 1 Simpangkatis (2017/2018)

4. Data Collecting Technique

The next step in research is collecting the data, how we get the data to

be analyzed. In collecting the data, the researcher will use two kinds of

techniques. They are observation and test.

a. Observation

The first data collecting technique used by the researcher is observation.

Based on Fraenkel, Observation is certain kinds of research questions can

best be answeredby observing how people act or how things

22
 look. 34 Observationrefers to two distinct concepts—being aware of the

world around us and making careful measurements. 35It shows that the

observation of the implementationof mingle model in teachingand

learning process provides useful informationin order to answer the first

research question. Thereare various observation techniques that can be

appliedin the classroom setting. The researcher will use the observation

sheet from Said Zulfikar. His observation sheet tends to see the

attendance, interaction, cooperation and attention from each student

during following the class. It aimed to see how the technique runs

including the situation of class during meetings.

b. Test

The second method will be used to collect the data is test. According to

Ary, et, al., test is a systematic procedure for measuring a sample of

behavior presumed to represent an educational or psychological

characteristic. 36 Based on that statement, a test is used here to see the

significant difference of students’ speaking ability before and after being

taught by mingle model of the sample.There will be two sequences of

doing test in this research, they are pre-test and posttest. Pre-test will be

given at the beginning of the teaching both two classes. After being

tested, control group is taught by using non-mingle modelintensively.

Meanwhile for experimental group, the researcher will give them

34
Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 440.
35
Geoffrey Marczyk. 2015. The Essential of Research Design and Methodology
(Hoboken: John Wiley & Sons, Inc), page 6.
36
Donald Ary, et.al,. Introduction in Research…, page 651.

23
 particular method with mingle modelas solution for improving their

speaking skill. At the end of the research, the posttest will be given for

both classes to see the difference between the experimental and control

group speaking achievement. In this research, the researcher will use

David P Harris theory about the rating scale of speaking. The rating scale

which was developed by David P Harris can be seen as follow:

The Planning for the Raters

The First Rater : Miss. Alice
The Second Rater : Ma’am Lissionara

Table 3
Oral English Rating Sheet37

Aspects Score Scale Explanation

17-20 5. Speech consist of almost appropriate pronunciation
13-16 4. Speech consists of hardly incorrect pronunciation
Pronunciation 9-12 3. Speech consists of some inappropriate pronunciation
5-8 2. Speech consists of mostly inappropriate pronunciation
1-4 1. Speech consists of very poor pronunciation
17-20 5. Use of wide range of vocabulary taught previously
13-16 4. Sometimes uses inappropriate terms and/or must
rephrase ideas because of lexical inadequacies.
9-12 3. Frequently uses the wrong words; conversation
somewhat limited because of inadequate vocabulary
Vocabulary
5-8 2. Misuse of words and very limited vocabulary make
comprehension quite difficult
1-4 1. Vocabulary limitations so extreme as to
makeconversation virtually impossible
17-20 5. Makes few (if any) noticeable errors of grammar or
Grammar word order
13-16 4. Occasionally makes grammatical and/or word-order

37
David Crystal. 2003. English as a Global Language (Cambridge: Cambridge
University Press), page 84 & 134

24
 errors which do not, however, obscure
9-12 3. Makes frequent errors of grammar and word order
which occasionally obscure meaning
5-8 2. Grammar and word order errors make comprehension
difficult. Must often rephrase sentences and/or restrict
himself to basic pattern
1-4 1. Errors in grammar and word order so severe as to
make conversation virtually unintelligible
17-20 5. Speech is quite flowing style, mostly easy to
understand
13-16 4. Speed of speech seems to be slightly affected by
language problems.
9-12 3. Speed and fluency are rather strongly affected by
Fluency
language problems
5-8 2. Usually hesitant; often forced into silence by language
limitation.
1-4 1. Speech is so halting and fragmentary as to make
conversation virtually impossible
17-20 5.Appears to understand everything without difficulty
13-16 4.Understands nearly everything at normal speed,
although repetition maybe necessary
9-12 3.Understands most of what is said at slower than normal
speed with repetitions
Comprehension
5-8 2.Has great difficulty following what is said. Can
comprehend only “social conversation” spoken slowly
and with frequent repetitions
1-4 1.Cannot be said to understand even simple conversation
English

Criteria of Mastery Grade

80-100 Good to excellent
60-79 Average to good
50-59 Poor to average
0-49 Poor

25
 5. Validity and Reliability

Reliability and validity are the indicators to determine the quality of a

measuring instrument in the research.

a. Validity

One of criteria that determine the quality of a good instrument is its

validity. According to Jack R. Fraenkel and Norman E. Wallen, Validity

refers to the appropriateness, meaningfulness, correctness, and usefulness

of the inferences a researcher makes.38The primary purpose of all forms

of researches is to produce valid conclusions.Based on Goddard, there

are three types of validity;Content validity, Criterion-related validity and

Construct validity.39 Here, the researcher uses content validity. Content

validityis the extent to which a measuring instrument provides adequate

coverage of the topic under study.40The researcher focused on content of

the test. In this study the researcher makes the content of test based on

the syllabus and to see the valid of test, the researcher counts the item test

by using SPSS.To find out the test of item validity, the result of the try-

out test will be analyzed by using Point Biserial Correlation. The formula

is as follows:

38
Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 147.
39
Wayne Goddard Stuard Melville. 2001. An Introduction Research Methodology.
(Lansdowne: Mega Digital), page 47.
40
C.R.Kothari. ResearchMethodology Methods … page 74.

26
 𝑀𝑝−𝑀𝑡 𝑝
rpbi = √𝑞
𝑆𝐷𝑡

Note :
Rpbi : The correlation coefficient
Mp : The mean score of the students who answer each item
Correctly
Mt : The mean score of the total score
SDt : Deviation standard of the total score
p : The proportion of the students who have the right
answer
q : The proportion of the students who have the wrong
answer

Based on the statements above, researcher can conclude that validity is

very important in doing research in order to obtain good datum from their

instruments, therefore the researcher can provide a valid result or correct

conclusions in the research.

b. Reliability

Reliability refers to the consistency of the scores obtained—how

consistent they are for each individual from one administration of an

instrument to another and from one set of items to

another. 41 Reliabilityrefers to a method repeatedly and consistently

measuring whatever it is supposed to measure.42It means that if we took

the same people and tested them again in exactly the same way and

41
Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 154.
42
Sebastian M. Rasinger. Quantitative Research in ..., page 28.

27
 exactly the same environment, we should get exactly the same result if

our method is reliable. The test of reliability is another important test of

research measurement. It means that the test is reliable if a test

measurement consistent and accurate. The data will be processed by

using SPSS (Statistical Package for Social Science) for windows with

Cronbach’s Alpha formula.The formula is:43

_ _
𝐾 𝑋(𝐾− 𝑋)
KR-21rk=𝐾−1 [1 − ]
𝐾𝑠2

Note:
K: The number of items in the test
𝑋̅: The mean of the sample
S2: The variance of the sample

6. Data Analysis

In this study, there are two techniques of collecting data. The

following is how each technique will be analyzed. To get a conclusion in

this research based on the analysis of students’ speaking achievement

through Mingle model, the researcher used the following steps:

a. Observation

In this study, the researcher will use observation to collect the data. To

analyze this technique of collecting data, the researcher uses observation

sheet which was developed by Said Zulfikar. The observation sheet

showed the attendance, interaction, cooperation and attention from each

43
Evelyn Hatch and Hossein Farhady. 1982. Research Design and Statistics for Applied
Linguistics (Rowley: Newbury House Publisher, INC), page 248.

28
 student during the class. The observation sheet will be taken every

meeting by giving sign () to available column which related to the

aspect above. Then, the available information in the observation sheet

will be processed into persentile.

b. Test

Test is the second data collecting technique in this research. Those tests

are validity test, pretest, and post-test. To analyzing the test, the

researcher will use these following ways:

1) Scoring the pretest and posttest by the raters.

2) After getting the raw score, the researcher tabulates the results of the

test and the score of the pretest and posttest are calculated. Then the

researcher used SPSS to calculate mean of pretest and posttest to see

whether there is an influence or not after the students are taught by

using Mingle model. The formula for getting this mean is:44

∑𝑋
𝑋̅= 𝑁

Note :
∑X : The sum of all individual scores
N : The total number of students
3) The researcher uses statistical computerization in example repeated

measures T-test of Statistical Package for Social Sciences (SPSS) for

windows. It is used to find out whether there is or there is not a

44
Evelyn Hatch and Hossein Farhady. Research Design and…, page 55.

29
 significant difference in students’ achievement after taught by mingle

model. The formula, independent sample t-test, is used:45

̅̅̅̅
𝑋1−𝑋2̅̅̅̅
t=
𝑠2 𝑠2
√ 1+ 2
𝑛1 𝑛2

Note :
t : The value of t-test
̅̅̅̅
𝑋1 : The mean of test of sample1
̅̅̅̅
𝑋2 : The mean of test of sample 2
𝑠1 : Deviation standard of sample 1
𝑠2 : Deviation standard of sample 2
𝑛1 : The number of sample 1
𝑛2 : The number of sample 2

45
Mikha Agus Widiyanto. 2013. Statistika Terapan (Jakarta: PT. Gramedia,), page 245.

30
 REFERENCES

Abbaspour Faezeh. 2016. Speaking Competence and Its Components: A Review of

Literature. International Journal of Research in Linguistics, Language
Teaching and Testing Vol. 1 Issue 4, pp. 144- 152 (online). Available:
http://ijrlltt.com/fulltext/paper-25092016150504.pdf (accessed on
th
January 29 2018)

Ary, Jacobs, et.al,. 2010. Introduction in Research in Education: Eighth Edition

(Toronto: Nelson Education, Ltd)

Bashir, Azeem, et.al. 2011. Factor Effecting Students’ English Speaking Skills.
British Journal of Arts and Social Sciences ISSN: 2046-9578 Vol 2 No 1
(online).
Available:http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.p
df (accessed on January 29th2018)

Borzova, Elena. 2014. Mingles in the Foreign Language Classroom. English

Teaching Forum Vol 52 No 2(online). Available:
http://163.14.136.65/toc/lan/201409/lanpdf/lane12.pdf. (accessed on
January 29th 2018)

Castillo, Jesus Martinez del. 2015. Determining the Degree of Reality of

Language. International Journal of Language and Linguistics. Special
Issue: Linguistics of Saying Vol. 3 No. 6-1, page. 39-49(online)
Available:http://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.
2015030601.16.pdf (accessed on January 29th 2018)

Creswell, John W. 2002. Educational Research: Fourth Edition (Boston: Edwards

Brothers, Inc)

Crystal, David. 2003. English as a Global Language (Cambridge: Cambridge

University Press)

Darmayenti and Novel Nofiardi. 2015. Mingle Model for Teaching Speaking Skill
for Student College. Al-Ta'lim journal Vol 22 No 1 (online). Available:
Http://dx.doi.org/10.15548/jt.v22i1.115. (accessed on January 29th 2018)

31
Ferdiant, A. Ghufran. 2016. Developing the Assessment Instrument of Speaking.
OKARA Journal of Languages and Literature Vol.1 No 1. Accessed on
January 29th 2018 (online). Available:
http://download.portalgaruda.org/article.php?article=455828&val=8580
&title=DEVELOPING%20THE%20ASSESSMENT%20INSTRUMENT
%20OF%20SPEAKING (accessed on January 29th 2018)

Fraenkel, Richard, et.al,. 2009. How to Design and Evaluate Research in

Education (New York: McGraw-Hill Companies, Inc)

Ghofur, Abd. 2013. Another Alternative in Teaching English: A Theoretical

Perspective. OKARA Journal of Languages and Literature Vol 2 No 8
(online).Available:https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s
&source=web&cd=1&ved=0ahUKEwifjXL0fzZAhXGpI8KHc4CB98QF
ggrMAA&url=http%3A%2F%2Fwww.ejournal.stainpamekasan.ac.id%2
Findex.php%2Fokara%2Farticle%2Fdownload%2F447%2F433&usg=A
OvVaw1yXlT8de1YBZyYzZc_DZEw (accessed on January 29th 2018)

Hakim, Avansa Naufal. Using English Mingling Models to Improve the Speaking
Skills of the Seventh Grade Students at SMP Muhammadiyah 2 Mlati in
the Academic Year of 2013/2014. Thesis. English Education Study
Program at University of Yogyakarta. 2014 (online). Available:
http://eprints.uny.ac.id/20412/1/Avansa%20Naufal%20Hakim%2008202
244020.pdf(accessed on January 29th 2018)

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

Edition (London: Pearson Education Limited.inc)

Hatch, Evelyn and Hossein Farhady. 1982. Research Design and Statistics for
Applied Linguistics (Rowley: Newbury House Publisher, INC)

Kamil, Michael L. and Elfrieda H. Hiebert. 2005. Teaching and Learning

Vocabulary; Perspectives and Persistent Issues. (Mahwah, NJ: Lawrence
Erlbaum Associates.Inc)

Kothari C.R. 2004. ResearchMethodology Methods and Techniques (New Delhi:

New Age International (P) Ltd)

Marczyk, Geoffrey. 2015. The Essential of Research Design and Methodology

(Hoboken: John Wiley & Sons, Inc)

Medwell, Jane. et. al.. 2009. Primary English Teaching Theory and Practice
(Trowbridge: Cromwell Press Group Ltd)

Melville, Wayne Goddard Stuard. 2001. An Introduction Research Methodology.

(Lansdowne: Mega Digital)

32
Muijs, Daniel. 2004. DOING Quantitative Research IN EDUCATION (Gateshead:
Athenaeum Press Ltd)

Rahmawati, Yenny and Ertin. 2014. Developing Assessment for Speaking.

Indonesian Journal of English Education (IJEE) Vol.1 No. 2 (online).
Available:http://download.portalgaruda.org/article.php?article=299888&
val=7178&title=DEVELOPING%20ASSESSMENT%20FOR%20SPEA
KING (accessed on January 29th 2018)

Rasinger, Sebastian M.. 2013. Quantitative Research in Linguistic (Chennai:

Bloomsbury Publishing Plc)

Richards, Jack C. 2006. Communicative Language Teaching Today (Cambridge:

Cambridge University Press)

Richards, Jack C and Richard Schmidt. 2002. Dictionary of Language Teaching

and Applied Linguistics (London: Pearson Education Limited)

Ulas, Abdulhak Halim. 2008. Effects of Creative Educational Drama Activities on

Developing Oral Skills in Primary School Children. American Journal of
Applied Sciences Vol 5 No 7 (online). Available:
http://thescipub.com/PDF/ajassp.2008.876.880.pdf (accessed on January
29th 2018)

Utami, Susan Riski. The Use of Mingle Model to Improve Second Grade Students’
Speaking Achievement at SMAN 1 Bandar Lampung. Thesis. English
Education Study Program at University of Lampung 2017 (online).
Available: https://media.neliti.com/media/publications/191986-EN-the-
use-of-mingle-model-to-improvesecond.pdf. (accessed on January 29th
2018)

Widiyanto, Mikha Agus. 2013. Statistika Terapan (Jakarta: PT. Gramedia,)

33