Professional Documents
Culture Documents
Witri Skripsi
Witri Skripsi
A PAPER
Advisor I Advisor II
ii
INTELLECTUAL PROPERTY STATEMENT FORM
iii
THE IMPROVEMENT SHEET
Examiner I Examiner II
iv
MOTTO AND DEDICATION
MOTTO
DEDICATION:
I mostly admire and love you both. May Allah always bless us.
v
THE SPEAKING INFLUENCE TOWARD PROCESSING CONDITION IN
SPEAKING CLASS AT THE FOURTH GRADE OF SMA DAAR EL
QOLAM TANGERANG
ABSTRACT
vi
PENGARUH SPEAKING TERHADAP PROCESSING CONDITION DI
KELAS SPEAKING KELAS EMPAT SMA DAAR EL QOLAM
TANGERANG.
ABSTRAK
vii
ACKNOWLEDGEMENT
1. Ade Surista, M. Pd. as the first advisor for her supervision, advice,
suggestion, valuable guidance and encouragement extended to me.
2. Ahmad Kurnia, S. Pd, MM. as the second advisor for giving motivation,
correction, sharing expertise and guidance.
3. Yeni Noryatin, S.S., M.Hum. as the Head of English Department of the
School of Foreign Language-JIA for providing all the necessary facilities for
the research.
4. All lecturers, librarians and staffs of STBA-JIA for motivation, guidance
and useful knowledge during the study.
5. I gratefully thank to the principal of SMA Daar El Qolam for allowing me to
conduct the researcher there.
6. Agnes Apria Gina, S. Pd as English teacher in SMA Daar El Qolam for
allowing me to conduct my research in her class. I could never have finished
this without your great guidance.
viii
7. My sincere thanks goes to my siblings Alfina Nur Aini, Istajib Munajat and
Ghony Muta‟ali for always being one of my reasons to always be strong and
stand upright. Thanks for the prayers, support and even critique to encourage
me to be a better person.
8. My cousin, Intan Rizka Noor Dianti, S.Ked for every support and prayer in
any form.
9. My dearest Agnes Apria for being a jar of sadness and happiness. Thanks
for lend your hand in every venture.
10. Her thankfulness also goes to Monika, Mutia, Agnez and Azel for cheerful
days, togetherness and for being place to share.
This undergraduate theses in far from perfect, but its expected that it will be
useful for everyone who read. For this reason, constructive thoughtful suggestion
and critics area welcomed.
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TABLE OF CONTENT
Abstract................................................................................................................vi
Abstrak.................................................................................................................vii
Acknowledgement................................................................................................viii
Table of Contents.................................................................................................x
List of Table.........................................................................................................xiii
List of Chart.........................................................................................................xiv
CHAPTER I INTRODUCTION
A. Background of Research................................................................................1
C. Research of Hypotheses.................................................................................5
E. Method of Research.......................................................................................6
F. Operational Definition...................................................................................7
A. Speaking..........................................................................................................10
x
B. Processing Condition.......................................................................................32
C. Conceptual Framework...................................................................................37
D. Research Relevance.........................................................................................38
a. Observation........................................................................................46
b. Interview............................................................................................47
c. Test.....................................................................................................47
d. Documentation...................................................................................48
1. Data Respondents.....................................................................................49
2. Distribution Frequency.............................................................................50
4. Normality Data.........................................................................................59
F. Interpretation....................................................................................................61
xi
CHAPTER IV ANALYSIS DATA
A. Data Description.............................................................................................62
1. Gender of Respondents............................................................................62
2. Age of Respondents.................................................................................64
1. Distribution Frequency.............................................................................65
a. Pretest..................................................................................................66
b. Post test................................................................................................68
C. Data Interpretation.........................................................................................75
A. Conclusion......................................................................................................78
B. Suggestion......................................................................................................79
BIBLIOGRAPHY
APPENDICES
BIOGRAPHY
xii
LIST OF TABLES
No Tables Pages
xiii
LIST OF CHARTS
No Charts Pages
xiv
CHAPTER I
INTRODUCTION
and writing. Speaking is one of the skills that learners considered the most
fundamental to develop.
speaking, someone can get some information and express their feeling.
Although there are many different ways to communicate, the most important
certain needs such as: finding out of information, giving vent to someone‟s
things because they want something to happen as a result of what they say and
1
2
obvious that when the speakers speak, they have to choose the words to
convey its meaning, so the listeners can understand what the speakers trying to
When the message is the reason for speaking, the message must be
the message. The more complicated the message, the more complicated the
explanation.
that interaction skills involve making decisions about communication, such as:
what will the speaker to say, how the speaker to say it, and whether the
speaker to develop it. However, there is a factor that affects the nature of
speaking. This factor is related to the internal conditions of speaking: The fact
that the talk which is produce under the pressure of time called processing
conditions.
speech enables students to deal fluently with a given topic while being listened
to. He also notes that the main features of speaking which can be traced to the
3
are being spoken as they are being decided and as they are being understood.
This kind of ability is thus under pressure of time. Of course time pressure
Regarding time factor, it must surely clear that students who are only
frustration when they try to speak the foreign language. It shows that they may
services, etc., but they are very far indeed from the aim of teaching learning
language.
Brown (2001, p. 21) noted that speaking under pressure of time is trying
to tie in what the speakers are saying now with what the speakers just said,
and while the speakers are simultaneously working out what the speakers are
about to say.
Esau (1980, p. 22) also stated that students who produce the language in
a short time, they cannot produce perfectly formed sentences. Speaking is also
related being creative and imaginative, students should be given time for their
creative process to work. Once they think they are preparing, they need time
The fact that the words that are being spoken affect the student‟s ability
to plan and organize the message, and control the language being used. The
they are not creative simply because they have not given their minds time to
The problems that will be discussed in this study “Is there any influence
speaking class. The focus of the analysis is to examine the influence of the
C. Research Hypotheses
it to the theory. However, they still need to be proved under the results of
Based on the problem, the objective research are follows to find out
and prepared talk at the fourth grade of SMA Daar El Qolam Tangerang.
hope that the result of the research will be useful to give some
practice more and can increase they skill. The writer hopes that after
reading this paper, the students will get knowledge the ways or
time.
b. For teachers : The result of this research will be useful for language
reading this paper, the teachers can develop their own teaching
speaking.
who wants to conduct a research that is related to the same theme and
experimental design is used in which attitudes are assessed both before and
7
In writing this research the writer used quantitative method with pre-
experimental research with one group pre-test and post-test in this research.
F. Operational Definition
The writer can conclude some definitions as the real existence of the title
as follows:
1. Influence
person on another
2. Processing conditions
3. Speaking
4. Prepared talk
Prepared talk is when the speaker was been given the topic in advance, had
speech.
5. Unprepared talk
speech, they are given a topic and must immediately begin speaking on it.
To make the simple review and understanding of this paper, the researcher
follows:
research, the scope of the research, question of the research, the objective of
variable in this research. The definition will give the information for the writer
research, time and place of the research, kind of the research, procedure of the
Chapter IV : Analysis data show about the data of the research, result and
data interpretation.
suggestion.
CHAPTER II
THEORETICAL DESCRIPTION
A. SPEAKING
wishes to say, choosing the right word from vocabulary, putting the words
communicate with others are so large that they are innumerable. The
spoken.
to speech that need to be considered. When writing, the writer has time
to
10
11
plan, produce, and correct. The speaker cannot take tackle the task of
which learners can produce speech that is appropriate to the context will
depend upon a number of factors, including their control over the structure
of the language, their lexical range, and the ability to monitor the effect of
which the whole process has become „automatic‟, and no longer requires
message the learner wishes to communicate, how familiar they are with
the topic area, the speed at which processing is expected to take place, the
who wishes to able to speak English as a second language must learn the
words to convey the meaning, so that the listeners can understand what the
speakers are trying to say. Brown (2001, p. 13) notes that when the
message is the reason for speaking, then the message must be understood.
The more complicated the message, the more the speakers need to explain.
between people that bring their own perspective. The goal of speaking is to
share their ideas, feeling and opinion to other people. Basically the goal of
speech. Making the right choices for the context is so important. The
expressed ideas, deliver speech, make social contact and describe things or
people.
and phrasal unit. The macro skills implied the speaker‟s focus on the
allophonic variants
elliptical forms.
b. Macro-skills of Speaking
143)
their activities, to get what they wanted and needed. Some of them went to
office to work and finally got their salary, students went to school to study
hard because they wanted to pass the examination. In short, everybody had
Richard and Renandya (2002, p. 201) stated that speaking is used for
to engage in the harmless chitchat that occupies much of the time people
In addition Richards (2008, pp. 21-28) stated that there are numerous
a. As Interaction
speakers and how the speakers wish present themselves to each other
a priority for learners. However, students who do need such skills and
as loss for words when the students find themselves in situation that
for this kind of talk. This can be disadvantage for some learners where
follows:
9) Is jointly constructed
b. As Transaction
is said or done. The message is the central focus here and making
into two different types. One is situation where the focus is on giving
themselves understood.
classroom lesson.
18
c. As Performance
been called talk as performance. This refers to public talk, that is, talk
5) Often monologist
19
a. Pronunciation
certain sound or sounds are produced. It covers the way for speakers to
b. Fluency
c. Vocabulary
d. Accuracy
need to follow the rules of the language such as grammar and structure
5. Problem in Speaking
a. Clustering
their output both cognitively and physically (in breath groups) through
such clustering.
b. Redundancy
spoken language.
c. Reduced Forms
d. Performances Variables
such as ub, um, well, you know, I mean, like, etc. one of the most
e. Colloquial Language
Make sure the students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and that they get
f. Rate of Delivery
h. Interaction
many different ways. The difference is caused by the aim achieved. Here
a. Imitative
certain vowel sound. Imitation of this kind is carried out not for the
b. Intensive
initiated or it can even form part of some pair work activity, where
c. Responsive
These replies are usually sufficient and do not extend into dialogues.
d. Transactional (dialogue)
language.
e. Interpersonal (dialogue)
out more for the purpose of maintaining social relationship than for the
1) A casual register
2) Colloquial language
4) Slang
5) Ellipsis
6) Sarcasm
7) A cover “agenda”
24
f. Extensive (monologue)
6). The Problem Based Learning (LBL) Learning Model in the 2013
At this stage, the teacher should explain the learning and activity
objectives that will be performed so that the students know what the
the teacher will evaluate the learning process. This is to give the
problem.
2. Organizing learners.
At this stage, teachers help students define and organize learning tasks
form small groups, helping learners read the issues found in the
At this stage teachers help the students in analyzing the data that has
been accumulated at the previous stage, according to the data with the
activities that have been done during the process of the learning
8. Speaking Assessment
during a classroom activity will depend on which kinds of talk people are
26
assess how well students carry them out. (Richard, 2008, p. 39).
pre-selected topic.
class.
except that the students are not required to assume a role but simply to
be themselves.
those are:
27
assessment.
utterance.
d. Test of Spoken English (TSE). The task on the TSE are designed to
verbal interaction.
28
themselves and talk about a topic which the test-taker will give them for
twice, each of which lasted for about three minutes. The advantages of
recorded monologues is that the assessment can be done after the event
and result can be “triangulated” – that is, the test-taker can rate the
language
references.
precision of vocabulary.
some circumlocutions.
elementary needs.
virtually impossible
obvious foreign.
quite faulty.
Table 2.1
(Scoring rubric of speaking, Brown (2003,pp.172-173))
B. PROCESSING CONDITION
decisions about communication, such as: what to say, how to say it, and
whether to develop it. However, there is a factor that affects the nature of
fact that the talk which is produce under the pressure of time is called
processing conditions.
deal fluently with a given topic while being listened to. Bygate (2010, p.
11) notes that the main features of speaking which can be traced to the
are being spoken as they are being decided and as they are being
understood. This kind of ability thus covers the basic communicative skill
language allows limited time for deciding what to say, deciding how to say
33
it, saying it, and checking that the speaker‟s main intentions are being
realized.
Time pressure tends to affect the language used in at least two main
a. Facilitation
plan, organize and execute their message, they are often exploring their
phrasing and their meaning as they speak. There are four main ways in
1) By simplifying structure
more difficult.
2) By Ellipsis
can be counted on. Thus for example, when someone says „Look‟,
„Why don‟t you come out?‟, or „John knows‟, the speaker and
look at, what the person could come out of, and what John knows.
idioms, but also phrases which have more normal meanings, but
nice to meet you”. Although all the words in these phrases have
construct each new utterance afresh, using the rules of the grammar
here include the use of fillers, pauses, and hesitations. One frequent
kind of filler is the use of phrases like „well‟, „erm‟, „you see‟,
„kind of‟, „sort of, „you know‟, and so on. Another kind of filler
36
ideas.
b. Compensation
have already said. The fact that speakers find themselves „feeling out
what the speakers are going to say‟ as speaker say it induces various
problems which arise out of the time pressure. What‟s more, time
rephrasing.
production is that the gist of the whole transaction has to be held in the
rephrase and reformulate what they say. This is often in order to give
bursts of language, back and forth between the speakers, so that people
can comment freely on remarks made as they come up. Only in formal
many minutes before. The features that have mentioned all help to
reduce memory load, just as they help to lighten the planning load.
C. CONCEPTUAL FRAMEWORK
communicate, and to interact with people. Although there are many ways to
teacher has to develop learners, ability to use the language. In real life settings,
it is not uncommon that the student find it difficult to produce sentence under
time pressure.
38
can affect the choice of words and style. The form of spoken language is
D. RESEARCH OF RELEVANCE
After seeking for the several titles of the research in many sources, the
the identified problems and consider one main problem. The main problem
chapter with this paper are focusing on speaking, however, Amar has
students speaking. In other words, the sameness with this paper was the
technique data collection, this paper also used statistic technique of T-test
time and place. This research was carried out SMA Daar El Qolam
Tangerang.
Website : www.daarelqolam.ac.id
40
41
1. Population
that has certain qualities and characteristic that set by the researchers to
2. Sample
characteristics of it.”
the sample size must be several times greater (10 times) than the
specific treatment to one group and withholding it from another group and
Tangerang.
test and post-test in this research. If the post-test score is higher than the
class.
experimental design is used in which attitudes are assessed both before and
Group 01 X 02 (p.160).
instrument. (p.159).
01 :Pre-Test
X : Treatment
02 : Post-Test
2. After the pretest, give treatment to the respondents for a certain period
of time.
In this experiment, the writer did research directly, and gave the
students two topic to talk, there are about “Talents” and “Travel”. Each of
45
which lasted for about three minutes. The first one the writer gave the
treatment, the students doing a prepared talk with the topic about “Travel”
after treatment. This speaking task is adopted as the activities can give the
students may pick up some useful words and phrases to use in their
involved in the task. Having taped the two talks, this study will analyze
If the post-test score is higher than the pre-test, this indicates that
The focus of the analysis is on the influence of time pressure upon the
a. Observation
data from the first hand by observing people and places when
the semester learning plan to find out the learning standards that
have been learned during the even semester. The writer needs
b. Interview
range they were and how the method of learning English in this
c. Test
(Creswell, p.16)
48
“Travel”, each of which lasted for about three minutes. The test
have to talk about the topic about “Talents” on the unprepared and
The objective of the test is to know the basic score students English
the task. Having the two talks, this study will analyze and compare
them.
d. Documentation
X: Speaking
Y:Processing Condition
1. Data respondent
In this research, the data was processed using IBM SPSS 23 formula to
find the result research at the fourth grade of Daar El Qolam Islamic
50
2. Distribution frequency
a. Sort the data from the lowest value (lowest Score) to the
b. Calculate the range of the highest data minus the lowest data
with formula:
Hypothesis an analysis.
RANGE
𝑃 = TOTAL CLASS
e. Specify the lower end of the first interval class. Usually the
smallest the data is taken or the data is smaller than the smallest
51
data but the difference must be less that length of the class
obtained.
1) PRETEST
56 60 64 76
56 60 64 80
56 60 68 80
56 60 76 84
60 64 76 84
Table 3.1
b. Calculate the range that is the highest data minus the lowest
R = highest data –
lowest data
52
R =84 – 56 = 28
= 1 + (3,3 x 1,301)
= 1 + (4,29)
= 5,29(rounded into 6)
formula
RANGE
𝑃 = TOTAL CLASS
P = 28 = 4,6Round 5
6
56.
56+ 5 – 1 = 60
61+ 5 – 1 = 65
66 + 5 – 1 = 70
71 + 5 – 1 = 75
76 + 5 – 1 = 80
81 + 5 – 1 = 85
Value Tabulation F
56 – 60 IIII IIII 9
61 – 65 III 3
66 – 70 I 1
76 – 80 IIII 5
81 – 85 II 2
Table 3.2
Helper Table to Interval Class of Pretest
table:
54
56 – 60 9 45%
61 – 65 3 15%
66 – 70 1 5%
76 – 80 5 25%
81 – 85 2 10%
Total 20 100%
Table 3.3
Distribution Frequency of Pretest
2) POST TEST
68 72 80 86
68 72 80 92
64 72 80 92
72 74 80 96
72 76 84 96
Table 3.4
Shorted data Post Test
55
b. Calculate the range that is the highest data minus the lowest
R = highest data –
c. Count of classes with the rules of sturges are
lowest data
n = the amount of data, the end result is rounded up.
Many class = 1 + 3,3 log n
R = research,
In this 96 – 68 =n=
2820 then calculate be
= 1 + (3,3 x 1,301)
= 1 + (4,29)
RANGE
𝑃28= TOTAL CLASS
P = = 4,6Round 5
6
56
68.
68 + 5 – 1 = 72
73 + 5 – 1 = 77
78 + 5 – 1 = 82
83 + 5 – 1 = 87
88 + 5 – 1 = 92
93 + 5 – 1 = 97
Value Tabulation F
68 – 72 IIII III 8
73 – 77 II 2
78 – 82 IIII 4
83 – 87 II 2
88 – 92 II 2
57
93 – 97 II 2
Table 3.5
Helper Table to Interval Class of Post Test
table:
68 – 72 8 40%
73 – 77 2 10%
78 – 82 4 20%
83 – 87 2 10%
88 – 92 2 10%
93 – 97 2 10%
Total 20 100%
Table 3.6
Distribution Frequency of Post Test
validity of the instrument there were three based used, there are valid,
reliable and objective. This is done to see how far the instrument can
with the consensus, and are based on their criteria. For instrument in
the form of test validity testing can be done by comparing the contents
of the instrument with the subject matter that has been taught. For
series 23. Then after construct stage, the writer also tested the validity
Explanation:
x = cause variable/influence/independent
variable
𝑟 2
11=( 𝑛 ∑𝜎
)(1− )
�
𝑛−1 𝑡
�
Explanation:
𝜎2 = total variants
�
4. Normality Data
After the construct stage, the researcher also tested the validity
Daar El Qolam Tangerang then made 20 choices of test for pretest and
posttest.
test formula in SPSS 23. After the writer getting the data status is
significance, after the writer testing the normality data the pretest and
post test.
60
a. If the values (sig) is greater than 0.05, the research data is normally
distributed.
b. If the valued (sig) is smaller than 0.05 then the research data
speaking class from pre-test and post-test from the sample analyzed,
significance 0,05.
According to Sugiyono (2012, p.9) the two part test is used if the
null hypothesis (Ho) reads “equal to” and the alternative hypothesis
𝑥̅ - 𝜇𝑜
𝑡 𝑠
√𝑛
Explanation:
𝑠 = Standard deviation
61
df = n – 1
F. Interpretation
conclusion from the result for the research questions, hypothesis and the
or whether they were refuted. Consider whether the treatment that was
DATA ANALYSIS
In this chapter the writer will describes results of data that necessary to
inform in this research that had been collected, the writer will presents the results
A. Data Description
the data, the writer used 20 students of 78 students at fourth grade of SMA Daar
1. Gender of Respondents
Gender
Cumulative
Frequency Percent Valid Percent Percent
Table 4.1
Gender of Respondents
Based on the table above, shows that female respondents are more than
62
63
4.1 the frequency gender of respondents above can be visualized in the form
20 20
18
16
14 15
12
10
8
6
4
2 5
0
75% 100%
25%
FEMALEMALETOTAL
FrequencyPercentage
Chart 4.1
Gender of Respondents
are more interested in majors of school, it can be seen in the chart above that
25%. These respondents there are more female respondents than male
2. Age of Respondents
Age of Respondent
Cumulative
Frequency Percent Valid Percent Percent
Table 4.2
Age of Respondents
years old, total all of the respondents in this study were dominated by
Qolam students are about 15 years old. Based on table 4.2 age of
20 20
18
16
14
12
10 12
8
6 8
4
2
0
<16>16-17TOTAL
FrequencyPercentage
Chart 4.2
Age of Respondents
The data must be presented in a concise and clear form. One way to
class groups and then counting the amount of data that enters each class. There are
need to be considered in the determining the class for frequency distribution for
quantitative data, namely the number of classes, class width, and class limit. For
speaking in speaking class at the fourth grade of SMA Daar El Qolam Tangerang.
1. Distribution Frequency
After describing the respondent's data by age and gender. In this part, the
researcher presented the obtained data of the interval pretest and post test
66
scores using SPSS 23. The researcher will outline the spread of scoring test
results based on pretest and post test data. the description data of distribution
a. Pretest
Cumulative
Frequency Percent Valid Percent Percent
Table 4.3
Distribution Frequency of
Pretest
respondents with percentage 45%, then score 76 -80 with percentage 25%
20
20
18
16
14
12
10
8 9
6
4
2 5
0 3
2
45% 1 100%
15% 5% 25% 10%
56 - 60 61- 65 66 - 70 76 - 80 81 - 85 TOTAL
FrequencyPercentage
Chart 4.3
Interval class of Pre test
From the chart 4.3 above shows the average students can get a
description above the score of pretest the respondents are classified low,
because the student do the test without any preparation which is the
pressure of time. Then the respondents after doing pretest will get a
treatment about some criteria of good speaking skill. So the students not
b. Post test
Cumulative
Frequency Percent Valid Percent Percent
Table 4.4
Distribution frequency of Post Test
Based on the table above shows the score average of the student
73- 77, 83 – 87, 88 - 92 and 93-97 has the same percentage, that is 10%
20
20
18
16
14
12
10
8
8
6
4
4 2 2 2 2
100%
2 40% 10% 20% 10% 10% 10%
0
66-72 73-77 78-82 83-87 88-92 93-97 TOTAL
FrequencyPercentage
Chart 4.4
Interval Class of Post test
The post test score is better than the pretest score because the
that must be fill, such as the validity and data reliability test with the
product Moments Pearson correlation test using SPSS 23. The results can be
70
found if a significant value sig (2 tailed) is 0.000 < 0.05 then there is validity
Correlations
Interval Class Interval Class
of Pretest of Post Test
N
20 20
Source: Data result Testing validity construct using SPSS verse 23.
Table 4.5
Testing Validity Data
Based on the result showing in table 4.5, pretest and post test with
the value significant 0.000 < 0.05. Based on validity test that affect variable
a value sig (2 tailed) which means significant, and the result are positive.
Testing Reliability
The reliability is receiving the level of validity of the pretest and post
test values above, the writer then set the level of reliability as follows:
Reliability Statistics
Cronbach's Alpha N of Items
.921 2
Table 4.6
Reliability table
Based on the table 4.6 above, the result of coefficients are 0.921
which means more than 0.05, so result calculating from alpha Cronbach
Testing Normality data was used to know the normality of the data that
data status is significance, after the writer testing the normality data the
1. If the values (sig) is greater than 0.05, the research data is normally
distributed.
2. If the valued (sig) is smaller than 0.05 then the research data cannot
be normality distributed.
72
.014c
Table 4.7
Testing Normality Pretest Data
Based on table 4.7, it can be seenAsymp. Sig . (2-tailed) is 0.14 > 0.05
of pretest is normally distributed. The writer also calculating the post test
using software SPSS 23. The result of normality post test data could be
N 20
Normal Parameters a,b
Mean 79.00
Std. 9.279
Deviation
.175
Most Extreme Absolute
.175
Differences Positive
-.119
Negative .175
Test Statistic
Asymp. Sig. (2-tailed) .111c
Table 4.8
Testing Normality Post test Data
Std.
S
o Error
u
Mean N Std. Deviation Mean
Interval Class of
79.00 20 9.279 2.075
Post Test
Source: Data Processing Result SPSS 23
Table 4.9
Paired Samples
Statistics
Based on the table 4.9 above, it can be seen each data respondents
of pre test and post test is 20 respondents. The mean of pre test is 67,00
and the mean of post test is 79.00. it can be seen that there is different
from the result pre test and post test. The result can be seen on the table
below:
75
95% Confidence
Table 4.10
Paired Sample Test
Based on the table 4.10 it can be seen 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 is 10.258 > 2.093
C. Data Interpretation
The author has collected, processed and calculated all data from the results
of the pre-test and post-test. The pretest is given a test before applying treatment.
The post test begin was given to measure the influence at processing condition of
From the data analysis above, it was interpreted that there was an effect of
from the results of the pre-test and post-test, there was an increase in the results
from both tests. The increase from the results of the pre-test to the post-test
76
good speaking skill in speaking class such as students are asked to improve their
The researcher used Problem Based Method for the class. It was a method
which approved the critical thinking and the capability of problem solving and
acknowledge. The method consist some stages. At this occasion the researcher
explain the purpose of learning, some problem to discuss and how the researcher
evaluate the learning process. So the researcher define and organize the subject
which has related by the problem which has oriented. The researcher supervising
and exploring the idea to solve the problem. Then, the researcher organized the
students to analyze data which has been collected. The last, analyzing and
evaluating problem solving process. The researcher assumed that its method is the
class.
researcher and students and it is proven to be able to increase the value of students
from pre-test to post-test. In the pretest the student have the lower score of
speaking because the students talk without a prepare. In dealing with this aspect,
the students have problems not only in using the correct pronunciation and
grammar but also in conveying the ideas clearly so that affect the students lack of
post test with allocating some time to their talk which is the students doing a
and vocabulary are less compared to having no time to plan. As for expressing
ideas, prepared talk or post test provides better result. Taking into consideration
the results of this study, it would be much better if the teacher of speaking provide
time for the students to prepare their talk. By doing so, their speaking process can
not necessarily mean that spontaneous talk should be eliminated from the
speaking program.
The average number of scores obtained from the pre-test was 67 and the
average number of scores obtained from the post-test was 79. The result of the
significance.
The researcher realizes that after applying treatment the students get a
higher score than previously. So, it can be said that there is the influence at
A. Conclusion
This research has purpose to find out about significant influence between
Daar El Qolam Tangerang, there were conclusions that have been found by the
researcher:
is high significance value 0.000 < 0.05 which means there is significant
2. The average number of scores obtained from the pre-test was 67 and the
average number of scores obtained from the post test was 79.
78
79
B. Suggestion
In line with the conclusion, the researcher would like to propose some
suggestions for SMA Daar El Qolam Tangerang and other researcher that is
probably useful in the future for the school, teachers, students and other
researcher.
1. English Teachers
speaking skill in the class and the students can improve result holding
2. Students
The student have to be more active at speaking class. The further effort
3. School
suggested to always increase the quality of the educators works that they
may provide the students comprehension with knowledge and guide well
maximally.
80
4. Other Researcher
a research that is related to the same theme and can be useful as the
Brown, Gillian and George Yule. 2001. Teaching the Spoken Language: An
Approach Based on The Analysis of Conversational English. Cambridge:
Cambridge University Press.
Bygate, Martin. 2010. Speaking. In C.N. Candlin and H.G. Widdowson (eds.)
Language Teaching: A Scheme For Teacher Education. New York:
Oxford University Press.
Fulcher, G. 2014. Testing Second Language Speaking. New York: Pearson ESL.
RESEARCH INSTRUMENT
43131510160092
BACHELOR DEGREE
ENGLISH DEPARTMENT
SCHOOL OF FOREIGN LANGUAGES - JIA
2020
ENGLISH DEPARTMENT’S APPROVAL
REQUIREMENT FOR DISTRIBUTION OF TEST INSTRUMENT
ADVISOR I ADVISOR II
Tangerang
With respect,
Due to finish the paper research and as a partial fulfillment of requirements for
the undergraduate degree in English Literature Program in STBA JIA Bekasi,
hereby I require the students in Fourth Grade Daar El Qolam to get speaking class
on the enclosure which is showed below.
These test are not the final exam or any other tests. Please make the text at the
best based on English material that have been learned so far.
It will be my pleasure for every kindness that has been gave through the text. I
am looking forward to hear from you soon. Many thanks in advance.
Best Regards,
Enclosure
PREFACE
A. The Objective
The objective of the distribution is for gathering the result of students‟
speaking performances under pressure of time on the unprepared and prepared
talk.
B. Respondent data
1. Name :
3. Age : y.o
C. Direction
PRE-TEST
Descriptive Prompts
1. Please explain about your self and tell what are the talent do you have?
2. How do you do for improving your talent?
POST-TEST
Descriptive Prompts
1. Decide on the perfect travel away and tell where you go, where you
stay, and how you get around while you are there?
2. How you prepare your travel journey?
PREFACE
A. The Objective
The objective of the distribution is for gathering the result of students‟
speaking performances under pressure of time on the unprepared and prepared
talk.
B. Respondent data
4. Name :
6. Age : y.o
C. Direction
PRE-TEST
Descriptive Prompts
3. Please explain about your self and tell what are the talent do you have?
4. How do you do for improving your talent?
POST-TEST
Descriptive Prompts
3. Decide on the perfect travel away and tell where you go, where you
stay, and how you get around while you are there?
4. How you prepare your travel journey?
LIST OF PRETEST AND POSTEST SCORE 4TH GRADE SMA DAAR
EL QOLAM TANGERANG
20 20
18
16
14 15
12
10
8
6
4
2
5
0
75% 100%
25%
FrequencyPercentage
Age of Respondents
20 20
18
16
14
12
10 12
8
6
8
4
2
0
<16>16-17TOTAL
FrequencyPercentage
interval class of pretest
20
20
18
16
14
12
10
9
8
6
4 5
2 3
2
0 45% 1 25% 100%
15% 5% 10%
56 - 60 61- 65 66 - 70 76 - 80 81 - 85 TOTAL
FrequencyPercentage
Interval Class of Post test
20
20
18
16
14
12 10
10
8
6
4 3
2 2 2 2
50% 1 100%
0 5% 15% 10% 10% 10%
68-7273-7778-8283-8889-9293-97TOTAL
FrequencyPercentage
OUTPUT SPSS
GENDER OF RESPONDENTS
Frequencies
Statistics
Gender
N Valid 20
Missing 0
Gender
Cumulative
Frequency Percent Valid Percent Percent
AGE OF RESPONDENTS
Frequencies
Statistics
Age of Respondent
N Valid 20
Missing 0
Mean 1.4000
Std. Error of Mean .11239
Median 1.4000a
Mode 1.00
Std. Deviation .50262
Variance .253
Skewness .442
Std. Error of Skewness .512
Kurtosis -2.018
Std. Error of Kurtosis .992
Range 1.00
Minimum 1.00
Maximum 2.00
Sum 28.00
Percentiles 25 .b,c
50 1.4000
75 1.9000
Age of Respondent
Cumulative
Frequency Percent Valid Percent Percent
FREQUENCIES VARIABLES=T1
/NTILES=4
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN
MEDIAN MODE SUM
/ORDER=ANALYSIS.
Frequencies
Statistics
nterval Class of Pretest
N Valid 20
Missing 0
Mean 2.40
Std. Error of Mean .343
Median 2.00
Mode 1
Std. Deviation 1.536
Variance 2.358
Range 4
Minimum 1
Maximum 5
Sum 48
Percentiles 25 1.00
50 2.00
75 4.00
FREQUENCIES VARIABLES=T2
/NTILES=4
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN
MEDIAN MODE SUM
/ORDER=ANALYSIS.
Frequencies
Statistics
nterval Class of Post Test
N Valid 20
Missing 0
Mean 2.70
Std. Error of Mean .398
Median 2.50
Mode 1
Std. Deviation 1.780
Variance 3.168
Range 5
Minimum 1
Maximum 6
Sum 54
Percentiles 25 1.00
50 2.50
75 4.00
Correlations
Descriptive Statistics
Mean Std. Deviation N
Correlations
Interval Class of Interval Class of
Pretest Post Test
Reliability Statistics
Cronbach's Alpha N of Items
.921 2
Item Statistics
Mean Std. Deviation N
PRETEST 67.00 10.042 20
POSTTEST 79.00 9.279 20
Item-Total Statistics
Scale Statistics
NPAR TESTS
/K-S(NORMAL)=T1
/STATISTICS DESCRIPTIVES
/MISSING LISTWISE.
NPar Tests
Descriptive Statistics
N 20
a,b
Normal Parameters Mean 67.00
Std. Deviation 10.042
Most Extreme Differences Absolute .217
Positive .217
Negative -.165
Test Statistic .217
Asymp. Sig. (2-tailed) .014c
NPAR TESTS
/K-S(NORMAL)=T2
/STATISTICS DESCRIPTIVES
/MISSING LISTWISE.
NPar Tests
Descriptive Statistics
N Mean Std. Deviation Minimum Maximum
Interval Class of Post Test 20 79.00 9.279 68 96
Interval Class of
Post Test
N 20
a,b
Normal Parameters Mean 79.00
Std. Deviation 9.279
Most Extreme Differences Absolute .175
Positive .175
Negative -.119
Test Statistic .175
Asymp. Sig. (2-tailed) .111c
T-Test
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Interval Class of
1 Pretest - Interval
12.000 5.231 1.170 14.448 9.552 10.258 19 .000
Class of Post Test
Zoom Class Meeting
BIOGRAPHY