DEVELOPING SPEAKING SKILL OF GRADE X STUDENTS

THROUGH STORY COMPLETION TECHNIQUE

Andi Nursyamsiah, Mawardin M. Said, Zarkiani Hasyim

ABSTRACT

The research aims at proving that the use of story completion technique can
develop speaking skill of the grade tenth students at MAN 2 Palu. A quasi-
experimental research design is used as the research design. The population of
this research is the tenth year students and the sample are 25 students of X
IBB as the experimental class selected by using purposive sampling technique
and 25 students of X MIA 4 as the control class. The instrument of data
collection is a test given as pretest and posttest. The result of the data
indicates that the t-counted value (9.817) is greater than the value of t-table
(2.012) by applying 0.05 level of significance and the degree of freedom (df)
is 48 (df=25 + 25 – 2 = 48). It means that the research hypothesis is accepted.
It proves that the use of story completion technique can develop speaking
skill of the grade tenth students at MAN 2 Palu.

Keyterms: Developing; Speaking Skill; Story Completion Technique.

Penelitian ini bertujuan untuk membuktikan bahwa penggunaan teknik

melengkapi cerita dapat mengembangkan kemampuan berbicara siswa kelas
sepuluh di MAN 2 Palu. Peneliti menerapkan desain penelitian quasi-
experimental. Populasi dari penelitian ini adalah siswa kelas sepuluh dan
sampel dari penelitian ini adalah 25 siswa kelas X IBB sebagai kelas
eksperimental yang dipilih menggunakan teknik purposive sampling dan 25
siswa kelas X MIA 4 sebagai kelas kontrol. Dalam mengumpulkan data,
peneliti memberikan pretest dan posttest. Hasil dari analisis data
menunjukkan bahwa nilai t-counted (9.817) lebih tinggi daripada nilai t-table
(2.012) dengan menerapkan tingkat signifikan 0.05 dengan derajat
kebebasan 48 (25+25 – 2=48). Dapat di simpulkan bahwa hipotesa
penelitian diterima. Ini membuktikan bahwa penggunaan teknik melengkapi
cerita dapat mengembangkan kemampuan berbicara siswa kelas 10 di MAN
2 Palu.

Kata kunci: Mengembangkan; Kemampuan Berbicara; Teknik Melengkapi

Cerita

INTRODUCTION
In learning English, the students study four language skills namely listening,
speaking, reading, and writing. Listening and reading are receptive skills where the students
receive the language and decode the meaning to understand the message. Meanwhile,

English Education Study Program, Tadulako University

Email : shia.pumpkin@yahoo.com

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speaking and writing are productive skills where the students use the language and
produced words through spoken or written text that they hope others to understand.
Among those skills, speaking is an important skill that should be mastered by the
students in learning a language. Speaking is different from other language skills, because it
requires more power when it is performed publicly. Through speaking, people can express
and deliver feelings and ideas directly. They make speaking more natural than other forms
of communication. However, to speak fluently is not easy because someone who wants to
speak should be able to make people understand to what he/she talks about.
In the process of developing speaking skills, there are some components of language
that must be included. The students who master the components of speaking can easily
perform their speaking. According to Heaton (1988:99), “there are some components of
speaking that the students should know. They are accuracy, fluency and comprehensibility.”
Meanwhile Brown (2001:268) states, “The three components are fluency, accuracy, and
appropriacy”. The students must practice to speak English as much as possible so that they
are able to speak English fluently and accurately.
Apart of that, to speak English, we have to know some important components. The
component is what aspect influence how well people speak English. Speaking is a complex
skill because at least it is concerned with components of grammar, vocabulary, and
pronunciation.
When the students practice to develope their speaking, they can use two devices of
speaking, monologue and dialogue. Monologue is retell his/her experiences, expressing
ideas, giving information or retelling a story as someone’s ability to perform a solo piece.
For example in theatre, a monologue is presented by a single character. In this matter,
speaking activity is done by someone who attended by listener and they could acquire what
the speaker informs to them without interlocutors. Meanwhile, dialogue is an activity that
can be done by two or more people to talk about. In this activity, the speaker and
interlocutor exchange their ideas or information. Dialogue is very useful in training the
students to improve their speaking because a dialogue represents a real communication of
ideas of one person to another.
The ability to communicate in English well is the goal of learning process. It is very
important in order to enable students to communicate effectively through oral language
because the disability of the students to speak may lead them to be unable to express their
ideas even in a simple form of conversation. Based on the statement, speaking is the most

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important skill that should be mastered by students in order to communicate in English
fluently, but it doesn’t mean that the other skills are ignored.
The research focuses on speaking because it is very crucial for the students. They
must practice hard to be able to speak communicatively. The teacher should create a good
atmosphere in class to motivate the students.
Based on the researchers’ preliminary observation to the English teacher of MAN 2
Palu, she found that there were some difficulties in teaching speaking. First, the students
were still facing the difficulties to speak fluently and they were afraid of speaking English
in front of class. They also worried to make mistakes in grammar, and they suddenly
stopped speaking due to lack of vocabulary. Second, the teachers used limited number of
techniques to teach students speaking especially in teaching narrative text.
To cope with the problem, the researcher recommends a technique to teach speaking
that is story completion. Story completion technique is an interesting technique that is
introduced firstly by Hayriye Kayi (2006). In this technique, the students in a group are
asked to continue the story which is told by the previous speaker based on their own
creativity and imagination. The teacher begins the story that must be continued. This
tehnique also can make the students do not feel bored, but they can enjoy the process of
teaching and learning.
In his article, Kayi (2006) states that story completion is an activity which is very
enjoyable in whole class. Story completion is a good activity to push students do oral
communication. Students are having free activity. Teacher is as the first person that begins
the story, but after a few sentences the teacher stops narrating. Then, the students one by
one continue the story. The students can tell and explore their idea about the story. They can
use their own perception and imagination. The students can add a new character, event or
description. So, the students enjoy to study because they can speak freely by their own
words. Based on theory of the story completion, the researcher gives the limitation of free
speaking. The students are free to speak but they should complete the idea of the story that
has been determined by the researcher for each student in a group. The application of story
completion technique are as follows:
1. The first speaker from a group continued the story after the teacher stops narrating.
2. Students start from the point on that previous one stopped.

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 3. Students should tell the idea of the story, so the students will enjoy the speaking.
Then, they should think about part of the story, such as conflict in the story, climax
until the resolution.
Each student in the groups has a different idea about the story. They become
creative to produce their own story. The technique can make them able to speak one by one.
Each technique has advantages and disadvantages. The advantages of using story
completion technique in teaching speaking is the students can make their own story. From
all advantages, there are also disadvantages found in story completion technique. One of the
disadvantages is that students need many vocabularies to tell story. Another disadvantage is
for the teacher. Teacher should prepare stories which agree with the students’ age, ability,
and knowledge.

METHOD
The research was conducted by using quasi-experimental design. The pretest was
given to both groups. Only the experimental class was taught by the researcher through
completion story technique. The research design of this research is designed by Ary, Jacob,
Sorenson, and Razavieh (2010:316) that can be seen below.

Table 1 The Research Design

Group Pre-test Independent Variable Post-test
E Y1 X Y2
C Y1 - Y2

Where :E = experimental group

C = control group
Y1 = pre-test
X = treatment
- = no ttreatment
Y2 = post-test
The population of this research is the grade tenth students of MAN 2 Palu. In this
research the researcher used purposive sampling technique as the sampling technique
recommended by the English teacher. There are two variables namely independent variable,
and dependent variable. The dependent variable is speaking skill of students, while the
independent variable is the use of story completion technique. The use of story completion
technique is accepted as the independent variable because it can develop speaking skill.

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 In collecting the data, the researcher used test as instruments of the research. The
test is divided in two; pretest and posttest. The pretest was given before the treatment in
order to test the students’ speaking skill. In this test, the students were instructed by the
researcher to develop their speaking skill based on the material that given. After giving
eight times of treatments, the researcher gave posttest to the students in order to compare
the result of each test before and after treatment. In order to assess the students’ work, the
researcher used rating score system on bellow:

Table 2 The Scoring System

Aspects Score Qualifications
Pronunciation 5 If speech is fluent and effortless as that of native speaker
4 Denote that if it is always intelligible though one is conscious
of a definate accent
3 Refers to pronunciation problem necessitate concentrated
listening and occasionally lead to misunderstanding.
2 Indicate that it is very hard to understand because of
pronunciation problem most frequently asked to repeat.
1 Shows that pronunciation problem so serve as to make
conversation unintelligible.
Grammar 5 Make few (if any) noticeable errors of grammar or word order.
4 Occasionally makes grammatical and/or word order errors
which do not, however, obscure meaning.
3 Make frequent errors of grammar or order, which obscure
meaning.
2 Grammar and word order make comprehension difficult must
often rephrase sentence and/or restrict him to basic
pattern.
1 Errors in grammar and word order to reserve as to make speech
virtually unintelligible.
Vocabulary 5 The use of vocabulary and idiom virtually that is of native
speaker.
4 Indicates that sometimes a student uses inappropriate terms and
or must rephrase ideas because inadequate vocabulary.
3 Refers to using frequently the wrong word, conversation
somewhat limited because of inadequate vocabulary.
2 Denotes that misutilizing of word and very limited vocabulary
make conversation quite difficult.
1 Means that vocabulary limitation so extreme as to make
conversation virtually impossible.
Fluency 5 If that speech is fluent and effortless as that native speaker.
4 Refers to speech speed rather strongly affected by language
problem.
3 Refers to that speed and fluency are rather strongly affected by
language problem.
2 Means that a student usually doubt and often forces into silence

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 by language problem.
1 Means that speech is so halting and fragmentary as to make
conversation virtually impossible.
Adapted from Harris (1974: 84)
By looking at the capability of the students, the researcher minimized the scoring
system from five qualifications into three only. The researcher also excluded appropriacy
scoring system because the researcher focused on accuracy and fluency.
The pretest was given to students before giving them treatments. In this part, the
researcher asked the students about the story of Cinderella. After that, one by one of
students tells their own story about Cinderella. Then, the researcher assessed the skill of the
students. The posttest was given after the treatments. During the treatment, the researcher
used story completion as a strategy in the process of teaching and learning for eight
meetings. The spent time during in the class was around 2 x 45 minutes for a meeting. In
order to make the treatment successful, the researcher provided lesson plans.
The researcher provided posttest to the students after conducting the treatment. She
asked the students to tell about their holiday. Then, the score of the students’ posttest was
obtained. It was used to measure how far the students’ progress after the treatment and how
story completion technique can develop their speaking skill.

FINDINGS
The researcher analyzed the data taken from pretest and posttest. The researcher
conducted the pretest before the treatment to the experimental class for eight meetings. She
firstly gave the pretest to find out the students’ speaking skill. She also gave the pretest to
the control class to compare their prior knowledge. She presented story completion
technique in teaching and learning process of speaking to the experimental class. After the
treatment, she gave the posttest to the both classes. She also compared the result of posttest
of both. The difference between the result of pretest and posttest aims to measure how
effective story completion technique can develop students’ speaking skill. She computed the
students’s scores of the test by using the scoring system.

Based on the students’ score in the pretest in experimental class, there are students
who get high,middle, and low score. The students’ high score is 91.67, the middle score is
50, and the low score is 33.34. After calculating the total score, the result shows that the
mean score pretest of the experimental group are 45.33. She assessed their speaking by
using the scoring rubric. She also categorized the students’ result, there 1 student gets very

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good score, 1 student gets good score, 1 student gets fair, 4 students get poor score, and 18
students get very poor score. In addition, some student of experimental class get very poor
score. The result of pretest in experimental class shows that 3 students are success,
meanwhile 22 students are fail in pretest. It means almost of the students are failed in
speaking. The result of pretest in experimental class can be seen in table 3.

Table 3 The Students’ Grade of Experimental Class in Pretest

The Students’ Score
No Initials Category Qualification
Fluency Accuracy Score Standard
1 AA 1 3 4 33.34 Very Poor Failed
2 AB 1 3 4 33.34 Very Poor Failed
3 AF 2 4 6 50 Poor Failed
4 AFL 2 7 9 75 Fair Successful
5 AK 3 8 11 91.67 Very Good Successful
6 ANH 1 5 6 50 Poor Failed
7 ANR 1 4 5 41.67 Very Poor Failed
8 AP 2 3 5 41.67 Very Poor Failed
9 APR 1 4 5 41.67 Very Poor Failed
10 FH 1 3 4 33.34 Very Poor Failed
11 FNA 2 5 7 58.33 Poor Failed
12 IPS 2 3 5 41.67 Very Poor Failed
13 IML 1 4 5 41.67 Very Poor Failed
14 MI 2 4 6 50 Poor Failed
15 MG 1 4 5 41.67 Very Poor Failed
16 MAD 1 3 4 33.34 Very Poor Failed
17 NM 1 3 4 33.34 Very Poor Failed
18 NR 1 3 4 33.34 Very Poor Failed
19 PA 1 4 5 41.67 Very Poor Failed
20 RN 1 4 5 41.67 Very Poor Failed
21 RR 2 8 10 83.33 Good Successful
22 SNS 1 4 5 41.67 Very Poor Failed
23 WTP 1 3 4 33.34 Very Poor Failed
24 YAK 1 3 4 33.34 Very Poor Failed
25 ZF 1 3 4 33.34 Very Poor Failed
Total 34 102 136 1133.42
Average 1.36 4.08 5.44 45.33 Very Poor Failed

After getting the students’ standard score of the posttest in experimental class, the
researcher gets the students high score is 100, the middle score is 83.33, and the low score is
66.67. After calculated the total score, she gets the mean score is 81.66. She categorized the
students’ result, there are 6 students get very good score, 8 students get good score, 10

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students get fair score, 1 students gets poor score. The students’ result shows that 24 student
is success, meanwhile, 1 student is fail in speaking. It means some students have an
improvement in speaking. The result of posttest in experimental class can be seen in table
4.
Table 4 The Students’ Grade of Experimental Class in Posttest
The Students’ Score
No Initials Category Qualification
Fluency Accuracy Score Standard
1 AA 2 7 9 75 Fair Successful
2 AB 2 8 10 83.33 Good Successful
3 AF 2 8 10 83.33 Good Successful
4 AFL 2 9 11 91.67 Very Good Successful
5 AK 2 8 10 83.33 Good Successful
6 ANH 2 8 9 75 Fair Successful
7 ANR 2 8 10 83.33 Good Successful
8 AP 2 9 11 91.67 Very Good Successful
9 APR 3 9 12 100 Very Good Successful
10 FH 2 7 9 75 Fair Successful
11 FNA 3 8 11 91.67 Very Good Successful
12 IPS 2 7 9 75 Fair Successful
13 IML 2 9 11 91.67 Very Good Successful
14 MI 2 7 9 75 Fair Successful
15 MG 2 8 10 83.33 Good Successful
16 MAD 2 7 9 75 Fair Successful
17 NM 2 7 9 75 Fair Successful
18 NR 2 7 9 75 Fair Successful
19 PA 2 8 10 83.33 Good Successful
20 RN 2 8 10 83.33 Good Successful
21 RR 2 9 11 91.67 Very Good Successful
22 SNS 2 7 9 75 Fair Successful
23 WTP 3 7 10 83.33 Good Successful
24 YAK 2 6 8 66.67 Poor Failed
25 ZF 2 7 9 75 Fair Successful
Total 53 193 244 2041.66
Average 2.12 7.72 9.76 81.66 Fair Successful

Based on the result of the pretest in control class, the researcher computed the
students’ score and gets the high score is 83.33, the middle score is 50, and the low score is
33.34. Meanwhile, she gets the mean score of pretest in control class is 47.33. She
categorized the students’ result, there are 2 students get good score, 1 student gets fair
score, 6 students get poor score, and 15 students get very poor score. In addition, almost of

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the student of control class get very poor score. She also qualified the students’ result, she
gets 4 students are success, meanwhile 21 students are fail in pretest. The result of pretest in
control class can be seen in table 5.

Table 5 The Students’ Grade of Control Class in Pretest

The Students’ Score
No Initials Category Qualification
Fluency Accuracy Score Standard
1 AAF 1 4 5 41.67 Very Poor Failed
2 ABM 2 7 9 75 Fair Successful
3 AFH 1 6 6 50 Poor Failed
4 DR 2 8 10 83.33 Good Successful
5 ES 1 5 6 41.67 Very Poor Failed
6 FRA 1 5 6 41.67 Very Poor Failed
7 FO 1 3 4 33.34 Very Poor Failed
8 FA 1 5 6 50 Poor Failed
9 HI 2 6 8 66.67 Poor Failed
10 IW 1 3 4 33.34 Very Poor Failed
11 IF 1 3 4 33.34 Very Poor Failed
12 IFR 1 3 4 33.34 Very Poor Failed
13 INA 2 8 10 83.33 Good Successful
14 KA 1 3 4 33.33 Very Poor Failed
15 KK 2 7 9 75 Fair Successful
16 LA 1 5 6 41.67 Very Poor Failed
17 MK 1 3 4 33.34 Very Poor Failed
18 MS 1 3 4 33.34 Very Poor Failed
19 MM 1 3 4 33.34 Very Poor Failed
20 NA 1 6 7 58.33 Poor Failed
21 SH 1 4 5 41.67 Poor Failed
22 SN 1 3 4 33.34 Very Poor Failed
23 SR 1 3 4 33.34 Very Poor Failed
24 SI 1 3 4 33.34 Very Poor Failed
25 SAP 2 6 8 66.67 Poor Failed
Total 31 115 145 1183.42
Average 1.24 4.6 5.8 47.33 Very Poor Failed

After getting the students’ standard score of the posttest in control class, the
researcher gets the students high score is 91.67, the middle score is 50, and the low score is
33.34. The mean score of the posttest in the control class is 64.31. She categorized the
students’ result, there are 2 students get very good score, 2 students get good score, 3
students get fair score, 17 students get poor score, and 1 student gets very poor score. In

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addition, almost of the student of experimental class get poor score in posttest. She also
qualified the students’ result, she found 7 students are success, while 18 students are fail in
speaking. The result of posttest in experimental class can be seen in table 6.

Table 6 The Students’ Grade of Control Class in Posttest

The Students’ Score
No Initials Category Qualification
Fluency Accuracy Score Standard
1 AAF 2 6 8 66.67 Poor Failed
2 ABM 3 8 11 91.67 Very Good Successful
3 AFH 2 6 8 66.67 Poor Failed
4 DR 2 8 10 83.33 Good Successful
5 ES 2 5 7 58.33 Poor Failed
6 FRA 2 7 9 75 Fair Successful
7 FO 2 4 6 50 Poor Failed
8 FA 2 5 7 58.33 Poor Failed
9 HI 2 7 9 75 Fair Successful
10 IW 2 5 7 58.33 Poor Failed
11 IF 2 6 8 66.33 Poor Failed
12 IFR 2 5 7 58.33 Poor Failed
13 INA 3 8 11 91.67 Very Good Successful
14 KA 2 5 7 58.33 Poor Failed
15 KK 3 7 10 83.33 Good Successful
16 LA 2 6 8 66.67 Poor Failed
17 MK 2 4 6 50 Poor Failed
18 MS 2 5 7 58.33 Poor Failed
19 MM 1 3 4 33.34 Very Poor Failed
20 NA 2 6 8 66.67 Poor Failed
21 SH 2 5 7 58.33 Poor Failed
22 SN 2 4 6 50 Poor Failed
23 SR 2 4 6 50 Poor Failed
24 SI 2 5 7 58.33 Poor Failed
25 SAP 2 7 9 75 Fair Successful
Total 62 141 193 1607.99
Average 2.48 5.64 7.72 64.31 Poor Failed

It can be seen that the scores of both classes show the difference. The mean score of
the posttest in the experimental class is 85.15 while the mean score of the posttest in the
control class is 64.31. By seeing the result of the posttest of both classes, the treatment that
applied in the experimental class was effective. After conducting the treatments, the
researcher administered posttest to measure story completion technique whether it develops

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student’s speaking skill or not. The researcher used the similar type of test as in the pretest
in order to find out whether there was any impact after the researcher applied the treatment
or not.
Based on the result of posttest the highest score is 100 and the lowest score is 33.34.
After getting the mean score of pretest and posttest, the researcher continued to count the
mean deviation and square deviation. The researcher got the deviation of the pretest and
posttest in group and then made statically analysis using t-test as stated previously. The step
should be done to find the mean deviation of each class. The mean deviation of the
experimental class is 36.32 while the control class is 16.8. The researcher then calculated
the mean square deviation score of experimental and control classes are 2717.05 and
1987.54.
After presenting the raw scores of students into the table and calculated the mean
score of pretest and posttest, the researcher then calculated the deviation score. The
researcher got the deviation of the pretest and posttest in group and then made statically
analysis by using the t-test. The step should be done to find out the mean deviation of each
group. The researcher then calculated the t-counted by using the formula. That is 9.817. By
applying 0.05 level significant with the degree of freedom and the degree of freedom (df) is
48 (df=25 + 25 – 2 = 48) the researcher found that t-counted (9.817) is higher than t-table
(2.012). It means that the researcher hypothesis is accepted. In the other word, the use of
story completion technique can develop the grade tenth students’ English speaking skill.

DISCUSSION

In this discussion stage, the researcher explains about teaching speaking, the
implementation of story completion, and the result of students speaking. Firstly, in teaching
speaking, the researcher used story completion to the experimental class for eight meetings.
Before applying the treatment, the researcher found out the students’ pre ability in speaking.
The students’ mean score of experimental class in pretest is 45.33 and in control class is
47.33. It indicates that the students have low ability in speaking. That is why the researcher
choose story completion technique to develop speaking skill.
Secondly, at first meeting, she practiced the way how to do the technique in
classroom. She divided students into four groups. She distributed narrartive story to the
students. Then, she asked them to bring their ideas and discussed it with their group. The
students must bring a new and fresh idea so that their story can be interesting to other

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students to follow the story line. Afterthat, she as the first speaker begins the story. Then,
she asked to the first group to continue the story in front of class one by one. The researcher
also asked to the students to identify the problem faced by their friends in speaking. After
that, the students prefered studying in group to individual learning. They think that studying
in group make them to be more creative and because they can share each other. The
students feel that they are less confidence to speak in front of the class bacause they stand
together with their friends. The students are also active and cooperative each other in their
groups.
Lastly, the result of students’ postest can be seen by calculating their score. She gets
the mean score in experimental class is 81.66. Meanwhile, the mean score of contol class is
64.3. In posttest, the students who got the maximal score in speaking were 1 (4%). There
were 16 (64%) students who get correct in pronunciation, 9 (36%) students get correct in
grammar, 18 (72%) students get correct in vocabulary and 3 (12%) students can speak
fluently. Based on KKM for English lesson in MAN 2 Palu, there are 31 students who are
succesful and there are 19 students who are failed, because they do not achieve the KKM,
70.
The explanation of those result are firstly, in the pretest most of the students’
speaking were hard to understand. They pronounced some words incorrectly. During the
treatment, the researcher taught them to pronounce the words that they mispronounced . She
also asked them to practice their pronunciation. Then the result were in the posttest, the
students can pronounce the words well.
Secondly, in relation to the use of grammar, most of the students were used wrong
pattern of past tense and word order. They used present continuous tense and simple present
tense when they speak. It was because they did not know and understand what tense that
must be used in narrative text. Likewise, their sentence structure is not arranged well. Their
result in speaking is ungrammatical and meaningless. For this problem, the researcher
taught them how to use past tense in narrative story. The researcher also give them a
example of story text to find out the verb in past form.Therfore, in the posttest the students
have made an improvement in using correct grammar.
Thirdly, the students lack vocabulary. Therefore, they had difficulties to express
what they want to say. To increase their vocabulary in speaking, they practiced in making a
story. They also practiced to speak up one by one when they presented their story in every

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meeting in the treatment. Henceforward, in their posttest, their vocabulary really increase
than the first time they got the pretest.
Then, speaking fluently is difficult for the students to express their ideas. The
students often force into silence when they spoke up. They need a lot of time to think what
words that they want to say. During the treatment, the researcher taught them how to tell the
story fluently by giving them a lot of example and exercises. In their posttest, some students
still find difficult to be fluent. They still need much effort to produce sentences orally.
By observing the students’ result, the researcher found that the result of the posttest
is higher than the pretest. It shows that there is progress in both classes but they have
different score. In the experimental class 24 students develop their speaking skill and one of
them has the highest score. Meanwhile, in the control class, there are 3 students who can
speak well. Based on the result, it shows that the score of the students in the experimental
class is higher than the score of the students in the control class. The improvement of the
students’ result in experimental class is caused by the treatment. In doing treatment, she
applied story completion technique to develop the students’ speaking skill, especially
fluency and accuracy.

CONCLUSION
The use of story completion technique can develop the students’ speaking skill. The
result of data analysis presented indicates that the tcounted value (9.817) is higher than ttable
value (2.012), it means that there is a significant improvement of the students’ speaking
skill.

REFERENCES

Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. (8th ed.). Jakarta:
Bhineka Chipta Jakarta.

Ary, D., Jacob, L.C., Sorensen, C. & Razavieh, A. (2010). Introduction to Research in
Education.(8th ed). Australia: Wadsworth Cengage Learning

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to

Language Pedagogy. New York: Longman Inc.

Harris, D. P. (1974). Testing English as a second language. New Delhi: Tata Mc Graw-Hill
Publishing

Heaton, G.B.(1988). Writing English Language Tests ( new ed). London: Longman.

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Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second
language. Nevada: University of Nevada. The Internet TESL Journal. Vol. 12. No. 11.
http://itesjl.org/Articles/Kayi-TeachingSpeaking.html.

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