Lusiana Ayu Nurtbaya 1501071084

THE EFFECT OF USING DIRECT METHOD ON THE STUDENTS
SPEAKING ABILITY AT FIRST YEAR GRADE OF MTS

AS-ASSAIDIYAH NW TEMPOS IN ACADEMIC
YEAR 2019/2020
by
Lusiana Ayu Nurbaya

NIM: 1501071084
ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2019
YEAR 2019/2020
A Thesis of Sarjana
submitted to Islamic State University of Mataram to Fulfill the Requirement
for Sarjana Degree
by
Lusiana Ayu Nurbaya

NIM: 1501071084
ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2019
ii
APPROVAL SHEET
A Thesis of Sarjana by: Lusiana Ayu Nurbaya. Student’s Number: 1501071084

entitled “The Effect of Using Direct Method on The Students Speaking Ability at
First Year Grade of Mts As-Assaidiyah NW Tempos in Academic Year
2019/2020” this sarjana thesis has approved for testing.
Approved on;
Advisor I Advisor II
Dr. Syarifudin, M.Pd Jumrah, M.Pd

NIP:1968112311999031009 NIP:198505242011012008
iii
ADVISORS’ OFFICIAL NOTE
Mataram, 2019
Hal: Thesis Examination

Honorable
Dean of Education and Teacher Training Faculty
in Mataram
Assalamu’alaikum, Wr. Wb.
Respectfully, after making guidance, direction, and correction, we argue
that this sarjana thesis from:
Name of Student : Lusiana Ayu Nurbaya
NIM : 1501071084
Department : English Language Education
Title : The Effect of Using Direct Method on The
Students Speaking Ability First Year Grade of
MTs As-Saidiyah NW Tempos in Academic Year
2019/2020
has fulfilled the requirements for submission in the thesis munaqasyah
session of Education and Teacher Training Faculty State Islamic
University of Mataram. Therefore, we hope that this thesis will be tried
soon.
Wassalamu’alaikum, Wr. Wb.
Advisor I Advisor II
Dr. Syarifudin, M.Pd Jumrah, M.Pd

NIP:1968112311999031009 NIP:198505242011012008
iv
RATIFICATION
This is to certify the Sarjana Thesis by: Lusiana Ayu Nurbaya NIM: 1501071084
entitled, “The Effect of Using Direct Method on The Students Speaking Ability
At First Year Grade of Mts As-Assaidiyah NW Tempos in Academic Year
2019/2020” has been approved by the board of examiners in English Language
program, Faculty of Education and Teacher Training, State Islamic University of
Mataram on __________________
The Examiners
Dr. Syarifudin, M.Pd ________________________

Advisor I
Jumrah, M.Pd ________________________

Advisor II
Dr. H. Pauzan, M. Hum, M.Pd

(Examiner I)
Najamuddin, M. Hum.
(Examiner II)
Recognizing
Dean of faculty of Education and Teacher Training
Dr.Hj. Lubna, M.Pd

NIP: 196812311993032008
vi
”MOTTO”
(۱۱: ‫ )ﺍﻠﺮﻋﺪ‬         
Artinya : “Sesungguh-Nya Allah tidak akan mengubah

keadaan suatu kaum sebelum mereka mengubah
keadaan diri mereka sendiri” (Ar-Ra’du 11).1
1
Departemen Agama RI. QS dan Terjemahannya. Al-Jumanatul Ali (Jakarta : CV J-ART,
2005) h. 528
vii
DEDICATION
“This thesis is dedicated to my beloved mother

Hj. Luwiana, S.Pd, father H. Dianam, S.Pd,
young sister, Syfa Sri Wahyuni, young brother,
Muhammad Wahyudi Nugraha, all of my family
and my almamater: State Islamic University of
Mataram.
viii
ACKNOWLEDGMENT
Alhamdulillah, all praise is to Allah. The most magnanimous God that

gives his blessing and his help so that the researcher can finish her sarjana thesis
as one of the partial requirements for achieving the undergraduate Degree of
English Language Program.
The researcher realizes that it would be impossible for him when the
process of the study until he finishes his study without many contributions,
support and help from the other. The researcher would like to express his deep
gratitude and appreciation to the following:
1. Dr. Syarifudin, M.Pd, and Jumrah, M.Pd, as the first and second advisors who
have kindly given the time, guidance, correction, motivation, and suggestion
in completing the thesis.
2. Dr. H. Pauzan, M. Hum, M. Pd, and Najamuddin, M. Hum, as my first and
second examiners who have give me correction, suggestion, and crucial
contribution in the improvement of the result of this undergraduate thesis.
3. Dr. Syarifudin, M.Pd, the Head of English Language Program Study.
4. Dr. Hj. Lubna, M.Pd, the Dean faculty of Education and Teacher Training,
State Islamic University of Mataram for giving permission and approving to
carry out the sarjana thesis.
5. Prof. Dr. H. Mutawalli, M.Ag, the Rector of State Islamic University of
Mataram for giving researcher permission.
6. Munawir Said, QH.,S.Sos.I Head of MTS As-Sa’idiyah NW Tempos for
giving permission in doing the research.
7. Zulkarnaen, S.Pd as the English teacher who helps the writer in doing the
researcher.
8. My beloved parents, (H. Dianam, S.Pd) father (Hj. Luwiana, S.Pd) mother
(Muhammad WahyudiNugraha) young brother and (Syfa Sri Wahyuni) young
sister who always give their support, prayer, understanding, pocket money,
and everything they give to the writer to finish this study.
9. My precious friends, Muhammad Fahrurrozi, Aprilia Riani Sari, Ayu Astuti,
for their motivation, support, aid and pray.
10. My close friends, Kurratul Aini, Yuti uroza, Sri Minaryanti, Titin Rahayu,
Nurmin for their support and pray.
11. Everyone who has helped the researcher conducts the research and writes the
thesis.
ix
The researcher realizes that this thesis is still far from being perfect.
Therefore, the researcher accepts gratefully every criticism, comment, and
suggestion from those who concern to this thesis. The researcher also hopes that
this thesis will be useful and able to give contribution for the improvement of
English teaching and learning, and it can be useful for readers especially for who
are interested in the similar study.
Mataram, 26 November 2019

Researcher,
Lusiana Ayu Nurbaya
x
TABLE OF CONTENTS
COVER ........................................................................................................ i
TILE PAGE ................................................................................................. ii
APPROVAL ................................................................................................ iii
SUPERVISIOR’S OFICIAL NOTE ......................................................... iv
STATEMENT OF ORIGINALITY .......................................................... v
RATIFICATION......................................................................................... vi
MOTTO ....................................................................................................... vii
DEDICATION............................................................................................. viii
ACKNOWLEGMET .................................................................................. ix
TABLE OF CONTENT .............................................................................. xi
LIST OF TABLES ...................................................................................... xii
ABSTRACT ................................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of the study ..................................................... 1
B. The Statement of problem and Research limitation ............ 3
C. Objective and significance of Research ............................. 4
D. Definitions of Key Terms ................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE AND
RESERCH HYPOTHESIS
A. Review of Previous Research ............................................. 7
B. Theoretical Bases ............................................................... 9
C. Conceptual Frame Works ................................................... 18
D. Research Hypothesis ........................................................... 19
CHAPTER III RESERCH METHOD
A. Approach and Type of Research ......................................... 20
B. Population and Sample ....................................................... 21
C. Setting and Time of Research ............................................. 22
D. Variable of Research ........................................................... 22
E. Research Design ................................................................. 23
F. Instrument of Research ....................................................... 23
G. Validity and Reliability of Instrument ................................ 26
H. Procedure of Data Collection .............................................. 27
CHAPTER IV FINDING AND DISCUSSION
A. Finding ................................................................................ 31
B. Discussion ........................................................................... 53
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................... 59
B. Suggestion ........................................................................... 59
REFERENCES ............................................................................................ 61
APPENDIX
xi
LIST OF TABLES
Table 3.1 The Population of the Research, 21.

Table 3.2 Setting Of Research, 22.
Table 3.3 Design of Research, 23.
Table 3.4 Five Component of Grading Speaking Ability, 24.
Table 4.1 Total Building Condition, 32.
Table 4.2 Learning Support, 33.
Table 3.4 The Data of Teachers in MTs As-Assaidiyah NW Tempos Daye, 34.
xii
YEAR 2019/2020
by
Lusiana Ayu Nurbaya
NIM: 1501071084
ABSTRACT
The aim of this research is to find out the students speaking ability using
direct method. Direct method is a method of teaching a foreign language,
especially a modern language through conversation, discussion and reading in the
language itself without the use pupil’s language, without translation, and without
the study of formal grammar. This method is appropriate to be implemented in
speaking. Therefore, it is important to do a research entitle “the effect of using
direct method on students speaking ability at the seventh grade of MTs As-
Assaidiyah NW Tempos in academic year 2019/2020”. This research was
classified as quasi- experimental research. It involved 40 students of two groups.
Class VII A as the experimental group and VII B as the control group. The
researcher employed speaking test. The instrument used to collect data in this
research was test consist of pre-test and post-test. The researcher found that there
was significant difference between the students’ score in pre-test and post-test it
was proved by the mean score that the post-test was higher than mean score in the
pre-test. In the experimental class, the mean score of pre-test was 60.4 and the
mean score of post-test was 80.7. While the control group, the mean score of pre-
test was 57.4 and the mean score of post-test was 70. Both of the groups were
improved, the significant improvement happened in experimental group. While,
the control group has not a significant effect, because the improvement of control
group not really significant. Base on the result of this research, The result of
hypothesis test using t-test as displayed in descriptive statistic showing Fcalculate
>Ftable3.752>1.671. It indicated that the Ha was accepted and Ho is rejected. It can
be concluded that the direct method has a significant effect toward students’
speaking ability in the seventh grade students of MTs As-Assaidiyah NW Tempos
in academic year 2019/2020.
Keywords: Direct Method, speaking Ability.
xiii
CHAPTER I
INTRODUCTION
A. Background of Research
English is one of the languages in the world which is used by many
people in a lot of countries. This is the main factor why English has become
one of the languages that must be learned in school. It also makes the English
qualified as a primary requirement to communicate in the global
communication. Mastery of English is necessary, considering this language is
an international language that is used by many people in the world. In English,
there are four skills that should be mastered by the students. The skills are
speaking, listening, writing and reading. By mastering speaking ability the
students will be able to express their thought and feeling intelligently based on
the situation and context when they speak about the language. Moreover, one
of the important skills that must be mastered is speaking skill.
Speaking is the language skill that is used to express ideas and
thoughts through communication with others in order to know information, to
convey message, to share ideas and knowledge and to express feelings.
Speaking is ability to speak and to understand the language by using oral
communication.2
Brown stated that, “speaking English is a productive skill that can be
directly and empirically observed, those observation are invariable colored by
2
Widia,L, “Improving Speaking Skill through Text Based Learning Strategy at Seventh
Grade Students”, Journal Santiaji Pendidikan, Vol, 15, Nomor, 2, Desember 2014, hlm. 15.
xiv
1
the accuracy and effectiveness of a test taker’s listening skill, which
necessarily compromises the reliability and the validity of an oral production
test”.3
In first grade of MTs As-Assaidiyah NW Tempos, the researchers
found some problems that students faced in speaking English. The students
lack in vocabulary items, grammar, pronunciation and fluency. They have
difficulties to produce sentence correctly. When they are asking question or
answering teacher’s question they use first language (mother tongue) rather
than using English. It is because their ability in constructing sentences and
utterances still low and they have low motivation to participate in speaking
activity caused by shyness and embarrassment in making mistake. That is why
they need to be motivated by applying teaching technique that is able to make
them enthusiastic and confident in expressing their mind in the target
language. Deborah & Terry argue that many students are poor in practicing
speaking English, embarrassed and afraid. As a result, they cannot speak
English well.4
To investigate the effectiveness of strategy the research argues that the
best method to be applied in teaching at a language course is the Direct
Method. By using Direct Method in the small group of the class, the students
will experience English directly and naturally. This kind of method makes the
students enjoy the lesson. Teaching by using Direct Method will make
3
Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practice.
San Francisco State University.
4
Deborah & Terry, Teaching English as foreign language, ( Cambridge: university
Press, 2006)
2
students motivated and understand more the point of the material given. In this
opportunity, the teacher of MTs As-Assaidiyah NW Tempos Daye can
evaluate the students’ pronunciation, grammar, vocabulary, and fluency. The
teacher that can use the Direct Method be able to create what appear to be
very productive students.
Direct Method should be connected directly with target language
without translation into native language. The aim is to provide language
learners with a practically useful to know the communication. To understand
the communication is good mention something. Larson Freeman argue that the
basic purpose of this method is concerned the meaning of word, expression
gestures and language achievement which directly related the picture
something in your mind you think of it and have such a clear memory or idea
of it that you seem to be able to see it.5
Based on the phenomenon above, the researcher tries to identify The
Effect of Using Direct Method on The Students Speaking Ability at First Year
Grade of Mts As-Assaidiyah NW Tempos in Academic Year 2018/2019.
B. The Statement of Problem
1. Statement of Problem
The focus of the research is given as in achieving the research
question: Does the Direct Method have a significant effect to the students’
speaking Ability of MTs As-Assaidiyah NW Tempos on grade VII in
Academic year 2018/2019?
5
Nadia Batool, The Direct Method: A Good Star To Teach Oral Language, (Journal of
Literatur, Language and Linguistics, 2015)
3
2. Research Limitation
The study limits this research the effect of using direct method on
the students speaking ability at first year students of MTs As-Assaidiyah
NW Tempos in academic year 2018/2019.
C. Objective and Significance of Research
1. The Objective of the Research
Based on the problem of the research, the objective of the research
is to find out whether the Direct Method has a significant effect on
students’ speaking Ability of MTs As-Assaidiyah NW Tempos on grade
VII in academic year 2018/2019.
2. Significances of the Study
The significances results of the study are expected to be useful in
theoretically and practically.
a. Theoretically
1) This research is expected can be useful for the next researcher,
teacher and students.
2) To attract students’ participation that study English is
enjoyable.
b. Practically
There will be at least three kinds of benefit; they are for the
school concern, English teachers and researchers.
4
1) For the students
Hopefully the students can do direct method with their
friends on classroom activities.
2) For the English Teacher
The result will also be advantageous for the English teachers
to minimize the problem in the teaching learning process for the
English speaking in junior high school.
3) For the Researchers
This finding can be used as a reference and other
considerations to investigate the problems in further research.
D. Definition of Key Term
Avoiding some misunderstanding on the term and concept used in this
research, some definitions are provided as follows:
1. Speaking ability
Speaking is enunciation to express the needs request, information,
service, etc. Ability is capacity or power to do something physical or
mental. In this research ability means the skill that the students have in
order to be able to speak in English well. Create the students in the
classroom environment to speak and express their idea in English and
ability of students to use English in their daily communication which is
showed by their speaking scores.
5
2. The Direct Method
The Direct method that is used in speaking is guessing on no
translating allowed. In this method, the students should not translate one
by one word into native language. So that, this is supported for the
students to understand the meaning of the words directly from speaking
practice while the lesson is running.
6
CHAPTER II
REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS
A. Review of Previous Research
Here the researcher would like to show three previous research that
which are relevant to the research. The result of previous research are
elaborated following discussion:
The first research conducted by Nila Andriyani entitle Using the Direct
Method in Teaching to Improve Students’ Speaking Skill Purikids Language
Course.6 This is classroom action research. The object of the research is
superkids class at purikids language course which consist of 18 students.
The result of the research are using the direct method is believed to be
able to improve the students’ speaking skill, to improve the students’
motivation in speaking and the implementation of the activities using the
direct method gave positive effect to the students’ speaking comprehension.
The similarity between these studies with the previous research sites in the use
of the second variable in which both researchers aim at improving students’
speaking ability.
However the previous study has a different point in the case of the
implementation of research method. The preceding research used Classroom
Action Research (CAR), while this research uses quantitative.
Second, research conducted by Wendy Henry entitle The Effect of
Direct Method on the Students’ Speaking Ability at the First Year of Islamic
6
Nila Andriyani, Using the Direct Method in Teaching to Improve Students’ Speaking
Skill Purikids Language Course, (thesis, Universitas Islam Yogyakarta) 2015
77
Senior High School Daarun Nahdhah Thawalib Bangkinang District of
Bangkinang Seberang Regency of Kampar.7 The result of this research is the
investigation of significant difference of students’ speaking ability before and
after being though through direct method at the first year of Islamic Senior
High School of Daarun Nahdhah Thawalib Bangkinang district of Bangkinang
Seberang regency of Kampar. Based on the result analysis of T-Test formula
where Tᴏ higher than Tt. It shows that there is significant difference on
students speaking ability before and after being taught by using direct method.
The similarities between the researches with this research are situated
in the research method in which both use quantitative. However, both studies
do not merely have similarities but also a distinction in the aspect of the
sampling technique in which previous used cluster sampling, while this
research uses purposive sampling.
Third, Research conducted by Mayida Wae-Useng entitle The Use of
Direct Method on the Student’s Ability in Learning Vocabulary. The result of
the research is teaching vocabulary by using Direct Method has given a
positive effect, shown from mean pos-test. The mean of experiment class
which used Direct Method was bigger than the mean of controlled class which
use without Direct Method. The experiment class in XA atmosphere was also
more active. So that, they enjoy the teaching-learning process and learned the
materials easily. In control class XB, the students seem bored and less
7
Wendy Henry, The Effect of Direct Method on the Students’ Speaking Ability at the
First Year of Islamic Senior High School DaarunNahdhahThawalibBangkinang District of
BangkinangSeberang Regency of Kampar, (Thesis, Islamic University Sultan SyarifKasim Riau)
2012
8
motivation. Based on the research above, the difference between the
researches is cluster random sampling while this research uses purposive
sampling. However, the similarity of the research is quantitative.
B. Theoretical Bases
1. Direct Method Approach
a. Definition of Direct Method Approach
Mart T.C. assumption that “language is the best learnt when
students actively use it in the classroom. The direct method, which is
also known as natural method or conversational method has been
popular since it enables students to communicate in the foreign
language”8
b. Characteristic of Direct Method
1) Grammar teaching of approach is inductive.
2) Spoke English language.
3) Effect of question answer session.
4) Concept of teaching and vocabulary.
5) Visual materials.9
c. Principles of Direct Method
The Direct Method is not new. Its principle has been applied by
language teachers for many year. Most recently, it was received as a
method when the goal of instruction become learning how to use a
8
Mart T.C, “The Direct-Method : A Good Star To Teach Oral Language,(international
journal of academic research in business and social sciences, 2013)
9
Ibid
9
foreign language to communicate. The principles of the DM are as
follows:
1) Introduce the new teaching points orally.
2) Taught the sentences and vocabulary every day.
3) In the lesson students spoke the English language.
4) Grammar and pronunciation are correct.
5) Orally skills of communication.
6) Purpose of language is communication.
7) Taught the speech and listen the comprehensive knowledge ability
to understand something.10
d. Pedagogy
The key Aspects of this method are:
1) Introduction of new word, number, alphabet character, sentence or
concept (referred to as an Element) :
a) SHOW...Point to Visual Aid or Gestures (for verbs), to ensure
student clearly understands what is being taught.
b) SAY...Teacher verbally introduces Element, with care and
enunciation.
c) TRY...Student makes various attempts to pronounce new
Element.
10
Ibid
10
d) MOULD...Teacher corrects student if necessary, pointing to
mouth to show proper shaping of lips, tongue and relationship
to teeth.
e) REPEAT...Student repeats each Element 5-20 times.
NOTE: Teacher should be aware of "high frequency words
and verbs" and prioritize teaching for this. (i.e. Teach key verbs
such as "To Go" and "To Be" before unusual verbs like "To Trim"
or "To Sail"; likewise, teach Apple and Orange before Prune and
Cranberry.)
2) Syntax, the correct location of new Element in sentence:
a) SAY & REPEAT...Teacher states a phrase or sentence to
student; Student repeats such 5-20 times.
b) ASK & REPLY IN NEGATIVE...Teacher uses Element in
negative situations (e.g. "Are you the President of the United
States?" or "Are you the teacher?"); Students says "No". If
more advanced, may use the negative with "Not".
c) INTERROGATIVESTeacher provides intuitive examples using
5 "w"s (Who, What, Where, Why, When) or How". Use
random variations to practice.
d) PRONOUNS WITH VERBS Using visuals (such as photos or
illustrations) or gestures, Teacher covers all pronouns. Use
many random variations such as "Is Ana a woman?" or "Are
they from France?" to practice.
11
e) USE AND QUESTIONS...Student must choose and utilize the
correct Element, as well as posing appropriate questions as
Teacher did.
e. Techniques of Direct Method
The following expanded review oh techniques provides with
some details which will help us:
1) Reading aloud that other people can hear you.
Students take turn reading sections of a passage, play, or
dialog out loud. At the end of each students turn, the teacher uses
gestures, pictures, realia, examples, or other means to make the
meaning of the section clear.
2) Question answer session.
This exercise is conducted only in the target language.
Students are asked question and answer in full sentences so that
they practice new words.
3) Dictation.
The teacher reads the passage three times. The first time the
teacher reads it at a normal speed, while the students just listen.
4) Fill in the blank exercise.
This technique has already been discussed in the Grammar-
Translation Method, but differs in its application in the Direct
Method.
12
5) Student’s self-correction.
The teacher of this class has the students self-correct by
asking them to make a choice between what they said and an
alternative answer he supplied.
6) Oral communication.
The teacher asks students a number of questions in the target
language, which the students have to understand to be able to
answer correctly.
7) Language skills (reading, speaking, listening skills).11
f. Advantages of Direct Method
The advantages of the Direct Method are as follows:
1) Power of the gestures and expression.
2) Internet in English language and relationship in meaning and
words.
3) Involve all the people engaged in an activity.
4) Direct method can depend low to high class of employees.
g. Disadvantages of Direct Method
1) Ignore the systematic written work that is done to a fixed plan in a
through and efficient way.
2) Direct method is so much expensive because that affect upon the
aids which are high cost aids.
11
Gatenby, E. V. 1958. A Direct Method English Course. (3rdedn.) London: Longman.
13
3) That method is helpful in early stage. It is not doing a good work in
the higher classes.12
2. Speaking
a. Definition of Speaking
Nunan states that “speaking is important in children’s overall
language development in which children learning English as their
native language spend time developing speaking skill”
1) The strategies in teaching speaking
In language learning process, one of the most important
skills is speaking because it is a vital part in communication. Some
students speak English in their daily conversation. They often use
their local languages in or out of the classroom. This is due to
several problems: the students lacked practice of speaking English,
they were afraid of making mistakes, they did not have self-
confidence. To solve these problems, the teachers have to find an
appropriate strategy to encourage the students to speak.13
2) Technique of Teaching Speaking
In this case, students should be able to speak in organized
ways in order they can share their points of view to others clearly
and meaningfully. So, in teaching, it not only teach the students
how to speak in good spelling and pronunciation but also be
12
Ibid
13
Lina & Safitri “teachers’ strategies in teaching speaking skills and students’ perception
toward teachers’ strategies at an English education department”, http://repository.
umy.ac.id/handle/123456789/19855, 12 april 2019, 20:30
14
defined as teaching students to express their ideas in a good
organization. However Muller believed that in teaching speaking
there are some technique that can be used by the teacher, such as:
a) Giving Information
Giving information is kind of teaching speaking method
that is usually done by teacher by giving some explanations
about the topic discussed. In this case the teacher can give
some information to help the students’ understand what they
are going to do during the learning process.
b) Surveys
Survey is kind of teaching speaking method where the
teacher does some investigation to know each student’s ability
provoking conversation and opinion exchange to get the
students to conduct the questioners and survey certain
information either they understood the lesson or not.
c) Question and Answer
In this method, the teacher asks some question related
the topic that will be discussed. Teacher gives some situations
to the students and the students have to express the situation by
making a short conversation which consists of question and
answer.14
14
Astawa &Widia L, “Improving Speaking Skill Through Task Based Learning Strategy
At Seventh Grade Students Of SMP Negeri 3 Baturiti, (Jurnal Santiaji Pendidikan, 2014)
15
3) The conception of speaking
Speaking is ability to speak and to understand the language
by using expression using oral communication. Speaking is one of
the four basic language skills that should be well mastered by the
students. In order to equip their students with good speaking skill,
English teacher should be good in speaking skill.
4) The Components of speaking.
a) Pronunciation
Pronunciation is the way for students to produce clearer
language when they are speaking. It means that the student can
communicate effectively when they have good pronunciation
and intonation even though they have limited vocabulary and
grammar. Pronunciation refers to the traditional or customary
utterance of words. From that statement can be concluded that
pronunciation is the way for students to produce the utterance
words clearly when they are speaking.
b) Grammar
Grammar is needed for the students to arrange correct
sentences in conversation both in written and oral forms.
Grammar is defined as a systematic way of accounting for and
predicting an ideal speaker’s or hearer’s knowledge of the
language. This is done by a set of rules or principles that can be
16
used to generate all well formed or grammatical utterances in
the language.
c) Vocabulary
Vocabulary is essential for successful second language
use because without an extensive vocabulary, we will be unable
to use the structure and function we may have learnt for
comprehensible communicative. It can be said that one key the
success in communicative, which is the power of words.
Vocabulary means the appropriate diction or the most
important thing in a language especially in speaking;
furthermore, knowing many vocabularies we will be easier to
express our ideas, feeling and thoughts both in oral or written
form. In spoken language, the vocabulary tends to be familiar
and every day.
d) Fluency
Fluency is defined as the ability to speak
communicatively, fluently and accurately. Fluency usually
refers to express oral language freely without interruption. In
teaching and learning process, if the teacher wants to check
students’ fluency, the teacher allows students to express
themselves freely without interruption. The aim is to help
students speak fluently and with ease. The teacher does not
17
correct immediately whereas the idea being that too much
correction interferes with the flow of conversation.
e) Comprehension
Comprehension is an ability to perceive and process
stretches of discourse, to formulate representations the meaning
of sentences. Comprehension of a second language is more
difficult to study since it is not; directly observable and must be
inferred from overt verbal and nonverbal responses, by
artificial instruments, or by the intuition of the teacher or
researcher.
5) Principles of teaching speaking skill
The principles of teaching speaking skill are:
a) Encourage students to speak right from the first day. If not, as
early as possible and not to wait till she teaches them a stock of
words, phrases or sentence.
b) Tolerate the students if some of them simply repeat what they
say.
c) If a student gives one word answer to any question, bear it for
the time being.
C. Conceptual Frame works
Direct method is a method that the teacher uses in teaching foreign
language where the teacher uses the target language as a medium. In other
18
hand, direct method is a method that refrains from using the learners native
language and use only the target language.
Speaking is one of the important skills which is needed to convoy the
information and to get information from others. In teaching learning process,
speaking is the only one way to show and express the ideas and thought from
a speaker.
Therefore, the researcher used direct method as a speaking activity to
improve students speaking skill. By using direct method, it is hoped that there
will be some changes in students speaking skill. There are some advantages in
using direct method in teaching and learning speaking. They are: direct
method can depend low to high class of employees, involved all people
engaged in an activity, power of the gestures and expression.
D. Research Hypothesis
1. Alternative Hypothesis (Hₐ)
The use of direct method has a significant effect to the students’
speaking Ability in seventh grade of students MTs As-Assaidiyah NW
Tempos.
2. Null Hypothesis (Hₒ)
The use of direct method has not a significant effect to the
students’ speaking Ability in seventh grade of students MTs As-
Assaidiyah NW Tempos.
19
CHAPTER III
RESEARH METHOD
This chapter presents research methodology to include setting of the study,
research method and design, population and sample, instrument of the research,
data collection techniques, procedure of intervention, technique data analysis and
statistical hypothesis.
A. Approach and Type of Research
The research employs quantitative approach with the design of quasi
experimental through test and interview for data gathering. Craswell opines
that quantitative research has several characteristics which used to identify a
specific research problem which is trend along with a description of statement,
hypotheses, statistically data gathering, systematically written form in terms of
structure, evaluation criteria which are measurable, objective, and free from
the bias of the researchers.15 Therefore, the present research aims to provide
empirical evidence on the use of direct method to improve speaking skill.
The research employed quantitative approach with the design used is
quasi-experimental study, in which the researchers measure the outcome of
treatment to a so-called experimental group, compared to a control group.16 In
short, the researcher observes the experimental group who studies speaking
through direct method while non experimental group learns the same course
through traditional mode of instruction.
15
John W. Creswell, Educational research : planning, conducting, and evaluating
quantitative and qualitative research (2012), (Pearson Education, Inc), p. 13
16
Idib, p. 14
20
20
Therefore, the study will be conducted to identity cause and effect
between the two variables: independent (presented by X) which is direct
method and dependent (presented by Y) which is speaking skill. In addition,
students will be comprised to experimental and control group who receive the
same course but different modes of instruction in which experimental will be
given treatment with direct method while control learn the course through
conventional teaching.
B. Population and Sample
In order to investigate the impact of direct method, the population of
the study is first year students of MTs As-Assaidiyah NW Tempos in
academic year 2018/2019, comprised 40 students which were divided into
experimental and control group, each group consisting of 20 students.
The number of the first year students of junior high school of MTs As-
Assaidiyah NW Tempos Daye.
Table 3.1
The Population of the Research
Population
No Class
Male Female Total
1 VII A 12 8 20
2 VII B 5 15 20
Total 40
The research design was experimental and control groups design, so
the researcher chooses two classes as sample. The technique was called
purposive sampling because a non-probability sample that is selected based on
21
characteristics of a population and the objective of the study. The sample in
this research was the class VII A and VII B where the students were
40students consist of 20 students of VII A and 20 students of VII B.
C. Setting Of Research
The research will be taken place at first year students of MTs As-
Assaidiyah NW Tempos in academic year 2019, West Nusa Tenggara.
Teachers who use the Direct Method believe students need to associate
meaning and the target language directly. Students speak in the target
language a great deal and communicate as if they were in real situation. It will
be conducted on the first semester comprising 4 meetings, each meet lasting
45 minutes. Then, this research will be held on November 2019.
Table 3.2
SettingOf Research
NO Agenda Date
1. Pre-test November
2. Treatment Day 1 November
6. Post-test November
D. Variables and Time of Research
1. Independent Variable: This refers to the treatment implemented in this
study direct method implemented with the experimental group versus the
regular instruction received by the control group).
2. Dependent Variable: This refers to the experimental group students’
performances in speaking with its different pronunciation, grammatical,
vocabulary, comprehension, competence as well as fluency skills.
22
E. Design of Research
There are some types of experimental design namely: pre-experimental
design, true experimental design, and quasi experimental design. This study
will use quasi experimental design which use pre-test and post-test. This
design can be described as follows:
Table 3.3
Design of Research
Class Pre-Test Treatment Post-Test

Experimental Direct Method Direct Method Direct Method
Control Conventional Conventional Conventional

Method Method Method
Based on the table above, both the experimental and control group was
give them some pre-test and pos-test. The experimental class was given
treatment using Direct Method while the control group using Conventional
Method.
F. Instrument of Research
The instrumental research employed in the research proposal is an oral
test which takes before the treatment, pre-test, and after the treatment, post-
test. Oral test will be given to both experimental and control group are require
each individual to orally conduct a test in one to two minutes. The test,
therefore, aims to identify the impact of direct method during and after the
treatment. During the test, the researcher will give the scores in accordance
with students’ skill in speaking and fills the rubric of speaking test. Also,
23
interview will be used to gain in-depth information toward students’ responses
on the use of Direct Method.
There are some components that should be considered to score
speaking skill they are pronunciation, grammar, vocabulary, fluency, and
comprehension. Assessment rubric that is used in this study is based on
speaking scoring rubric proposed by Brown,17 as follows:
Table 3.4
Five Component of Grading Speaking Ability18
No Aspect Requirement Category
1 Pronunciation Errors in pronunciation are frequent but 1
can be understood by native speaker used
to dealing with foreigners attempting to
speak his language.
Accent is intelligent though often quite 2
faulty.
Errors never interfere with understanding 3
and rarely disturb the native speaker.
Accent may be obviously foreign.
Errors in pronunciation are quite rare. 4
Equivalent to and fully accepted by 5
educated native speakers.

2 Grammar Errors in grammar are frequent, but 1
speaker can be understood by a native
speaker used to dealing with foreigners
attempting to speak his language.
Can usually handle elementary 2
constructions quite accurately but does
not have through or confident control of
17
H Douglas Brown, Language Assessment: principle and classroom practice, (3r ed). (San
Francisco, California: Longman, 2003), p. 173-174.
18
ibid
24
the grammar.
Control of grammar is good. Able to 3
speak the language with sufficient
structural accuracy to participate
effectively in most formal conversations
on practical, social, and professional
topics.
Able to use the language accurately on 4
all levels normally pertinent to
professional needs, errors in grammar are
quite rare.
Equivalent to that of an educated native 5
speaker.

3 Vocabulary Speaking vocabulary inadequate to 1
express anything but the most elementary
needs.
Has speaking vocabulary sufficient to 2
express himself simply with some
circumlocutions.
Able to speak the language with 3
sufficient vocabulary to participate
effectively in most formal and informal
conversation on practical, social, and
professional topics, vocabulary is broad
enough that he rarely has to grope for
word.
Can understand and participate in any 4
conversation within the range of his
experience with a high degree of
precision of vocabulary.
Speech on all levels is fully accepted by 5
educated native speakers in all its
features including breadth of vocabulary
and idioms, colloquialism, and pertinent,
cultural references.
25
4 Fluency No specific description. Refer to other 1
four language areas for implied level on
fluency.
Can handle with confidence but not 2
with facility most social situations,
including introductions and casual
conversations about current events, as
well as work, family, and
autobiographical information.
Can discuss particular interest of 3
competence with reasonable ease, rarely
has to grope for words.
Able to use the language fluently on all 4
levels normally pertinent to professional
needs. Can participate in any
conversation within the range of his
experience with a high degree of
fluency.
Has complete fluency in the language 5
such that his speech is fully accepted by
educated native speakers.

5 Comprehension Within the scope of his very limited 1
language experience, can understand
simple questions and statements if
delivered with slowed speech,
repetition, or paraphrase.
Can get the gist of most conversation of 2
non-equivalent subjects (i.e., topics that
requires no specialized knowledge.
Comprehension is quite complete at a 3
normal rate of speech.
Can understand any conversation within 4
26
the range of his experience.
Equivalent to that of an educated native 5
speaker.
G. Validity and reliability of instrument
1. Validity of Instrument
Sugiono stated that instrument that can be said valid means the
tools which is used to obtain the data is valid. Valid means the instrument
can be used to measure what should be measured.19 There are two ways to
test the validity of instrument that is constructing validity and content
validity.
In this research will use construct validity to know whether the
instrument valid or not by expert judger, and the instrument of this
research.
2. Reliability of Instrument
Sugiono, claimed that instrument that can be said reliability if there

20
is a similarity of the data in the different time. The instrument of this
study was clarified reliability enough because the alpha <0.90.
H. Procedure of Data Collection
For data gathering, pre-test andpost-test will be employed to both
experimental and control group in which pre-test occurs ahead of instruction
19
Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatitif, kualitatif, dan R&D.
(Bandung: Alfabeta, 2017),p.172.
20
Ibid.
27
while post-test happens after a 4 time of treatment. Also, a data gathering is
followed with interview section to gather more depth information about
students’ responses toward the use of direct method. The score of the two
groups will be gathered and compared aiming to see the impact of
experimental group taught through direct method in comparison with
traditional class.
1. Technique of Data Analysis
After all the necessary data has been collected, then proceed with
analyzing the data. As for the data analysis techniques used in this study
are as follows:
a. Normality test
Normality test is used to determine whether speaking ability
and the effect of students’ direct methods on a class are normally
distributed or not which will affect the use of test statistics. In this
study, the normality test uses the chi-quadrate test, as follows:
 
2 (Oi  Ei ) 2
k
i 1 Ei
Explanation:
 2 =Chi-quadrate distribution
K = Many classes
Oi= Observation research
28
Ei= expected results.21
The hypothesis is used as a reference for decision making is as
follows:
H0: Samples from populations that are normally distributed.
H1: Samples from populations that are not normally distributed.
Jika  calculate
2
<  table
2
then H0 accepted means that the population
l
is normally dstibuted, if  calculate

2
<  table
2
then H0 rejected means that the
l
population is not normally distributed, to the extent   0,05 and dk =

(k-1).
b. Homogeneity test
Homogeneity test is intended to determine whether the sample
from this study has the same variance. To test homogeneity, formula
can be used:
F F  12
Biggest var iance s2
Smallest var iance s2
Explanation:
s12  Variant of the first sample
s 22  Variant of the second sample
The hypothesis in the data homogeneity test is as follows:
21
AlfiraMuliaAstuti, StatistikaPenelitian, (Mataram: InsanMadani Publishing Mataram),
2016. hlm. 61
29
0: There is no difference in variant between the experimental class
and the control class.
1 : There are difference in the variant between the experimental class
and the control class.
If  calculate
2
<  table
2
then H0 accepted, with dk1 = (n1 – 1) dandk2=
l
(n2 – 1) in   0,05
c. Determining t-table with the degree of freedom (df) in significant level
5% with the formula as follows:
Df = (N1 + N2) – 2
Df : Degree of freedom
N : Number of students of experimental class
N : Number of students of control class
d. HypothesisTest
XX
t

s12 s 22
n1 n2
Explanation :
X 1 = Mean of score of experimental class
X 2 = Mean of score of control class
s12= Score of variant of experimental class
s22 = Score of variant of of control class
n1= The number of individuals in the experimental class
n2 = The number of individuals in the control class
30
Testing criteria:
If t table< tcalculate< ttable then it is not significantly different
If tcalculate  ttablelatautcalculate  -ttable then there is a significant difference
With degree of freedom (dk) = n1 + n2 -2
31
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
1. General Description of MTs As-Assaidiyah NW Tempos Daye
MTs As-Assaidiyah NW Tempos Daye was built on 2008 and
located at Jl. GunungSasak. This location was strategic, because not far
from highway and located in the middle of town. In Academic Year
2018/2019, this school has twelve classes. Every grade consists of two
classes.22
The research takes place at MTs As-Assaidiyah based on the
consideration that the school in near the place of the researcher and the
institution has never conducted research about improving students
speaking using drill technique. The research applied at the second
semester in the Academic Year of 2018/2019
2. Perspective and Mission
a. Perspective
MTs As-Assaidiyah NW Tempos Daye has perspective as below:
“Devout, learned based on sincerity and good manner”.
b. Mission
The mission was built by MTs As-Assaidiyah NW Tempos Daye as
follows:
1) Understand Islam based on sect of sunnah waljama’ah expert.
22
Lina, Interview, MTs As-Saidiyah NW Tempos, 18 November 2019
31
32
2) Conducting an active and innovating learning.
3) Creating a clean, save, comfortable, enjoyable and friendly
students environment to implement regular and sustainable teacher
coaching and training.
4) Establishing good communication and cooperation among all
citizens.
5) Applying good manner in everyday life.
6) Actively promoting activities that are made up of religious,
cottage, and organizational.
3. Tool and Infrastructure
a. Total and Building Condition
Table 4.1 Total Building Condition23
Total of building condition Wide of

The name of Ownershi total
No. room Good Lightly Moderately Heavily p status building
damaged damaged damaged (1) (m2)
1. Classroom 6 1 70
Headmaster’s
2. 1 1 16
Room
Teachers’
3. 1
Room
Physics
4.
Laboratory
Chemistry
6.
Laboratory
Computer
7.
Laboratory
Library
8. 1 1 36
Room
9. UKS’ Room 1 1 36
Toilet For
10. 1 1 1 6
The Teachers
12. Toilet For 2 1 6
23
Total Building Condtion, Documentation, Midang, 13 June 2019
33
Total of building condition Wide of
The name of Ownershi total
No. room Good Lightly Moderately Heavily p status building
damaged damaged damaged (1) (m2)
The Students
Counseling
13. 1 1 36
Room
14. Hall Building
15. Mosque 1 1
16. Sport Centre
Teacher’s
17. Official
Residence
Students’
18. Room
(Woman)
19 Security Post 1 1 6
20. Canteen 1 1 36
1) Learning support
Table 4.2
Learning Support24
Total as the Ownership
condition Ideal
No. Types status
number 1)
Good Broken
1. Student Chair 150 41 191 1
2. Student Desk 160 31 191 1
3. Student Locker
Teacher’s Chair in
4. 6 6 1
The Classroom
Teacher’s Desk in The
5. 6 6 1
Classroom
6. Whiteboard 6 1 6 1
Cupboard in The
7.
Classroom
Computer in The
8. 7 1
Computer Laboratory
9. Football 3 2 5 1
10. Volleyball 2 3 1
11. Basketball 2 3 1
16. Table Tennis
17. Volleyball Court
24
Learning Support, Documentation, Midang, 13 June 2019
34
2) The data of Teachers in MTs As-Assaidiyah NW Tempos Daye
Table 3.4
The Data of Teachers in MTs As-Assaidiyah NW Tempos Daye
No Name Position
1. Munawir Said, Q.H.,S.Sos.I Headmaster
2. Nihawati, Q.H., S.Pd.I Madrasah Committee
3. H. HulaifiS.Pd.I Head of Administration
4. Marzuki , S.Pd. School Operator
5. M. Lukman Hakim, Q.H., S.S. Curriculum Waka
6. Hafiz, Q.H., S.Pd.I Student Waka
7. Hasmuniati, S.Ag Public Relations Waka
8. KazuaeniHafizanNata, Q.H., Facilities
andInfrastructureWaka
9. DewiSartika, Q.H. S.Pd. Head of IPA Laboratory
10. Linda Lidiawati, S.Pd. Head of UKS
11. Erwandi, Q.H., S.Pd.I Head of the Library
12. Misbah, S.Pd. Qur’an and Hadits
13. ZulkarnaenLubis, Q.H. S.Pd.I Indonesian
14. Nurhalimah, S.Pd. Matematic
15. Junaedi, S.Pd.I Fiqih
16. IkaIrmayana, S.Pd. Indonesian History
17. ZuriatunToyyibah, Q.H., S.Pd.I KWN
18. Alminah, S.Pd. AqidahAkhlak
19. SafnaHidayanti, S.Pd. Arab Language
20. Karnila, Q.H., S.Si TIKOM
21. H. Muhiwan, S.Pd. IPA Terpadu
22. Zulkarnaen, S.Pd. English
23. Suhada, S.Pd. IPS Terpadu
4. Data Description
There were two classes which used as the subjects of the study.
The first class was VIIA as the experimental group and the second one
was VIIB as the control group. Before and after giving the treatments to
both groups, the researcher conducted tests to get scores of the students
speaking skill. Both experimental group and control group were given two
types of test. They were the pre-test, the test before giving the treatment,
and the post-test, the test after conducting the treatment. After obtaining
35
the pre-test and-post-test scores from experimental group and control
group, the researcher made the categories of students’ scores this below.
a. Score of pre-test in experimental group
The pre-test for experimental group was aimed to find out the
students speaking ability scores before the researcher gave the
treatment. The result shows that the students got highest score was
busairi, jumiatun and resmi 72 and the lowest score got by dianputri
40. The mean score of pre-test in experimental group was 64.4.
Considering the data below, it was clearly seen that for the students
speaking ability the pre-test score from the experimental group, the
scores are dominantly on the average level.
No Respondents Pre-test
1 ABIDIN SAPUTRA 60
2 AHYAR ROSIDI 64
3 AUFA RAMADHANI SAPUTRA 68
4 BADI RATUL WIDYA FITRI 64
5 BUSARI 72
6 DEVI SUKMANINGSIH 60
7 DIAN PUTRI 40
8 DINIATI 44
9 DWINA HANDAYANI 48
10 EDITIA IRWANSAH 52
11 FIRMAN 56
12 FIRMANSYAH 60
13 HABIBURRAHMAN ALDY A. 56
36
14 IRWAN SAPUTRA 64
15 JUMATUN ASNIBAH 72
16 JUNI HARTINI 64
17 LISTIANI 60
18 M. EGA FEBRIAN L. 64
19 M. FAIZ HELMI 68
20 M. REZMI ARYA KUSUMA 72
Mean 60.4
The data presented on the table above can be seen the number
of respondent and the total value of each respondent with the mean
result for the experimental class 64.4. The data above obtained value
for pre-test. To find out the total value of each respondent, how to
calculate it with the total of score times 100. For example, the
individual score of the experimental group pre-test of each component
gets 15 totals of scores divided by 25 maximum of scores times 100
the result is 60. To find out the mean of the data is to add up the total
value of the result of each respondents and divided by the number of
respondents. For example, the overall value of each respondent is 1208
divided by the number of respondents 20 and the result is 64.4.
b. Score of pre-test in control group
The same as the pre-test of experimental group, the control
group pre-test was also conducted to find out the students speaking
ability scores of the control group. The highest score 76 got by
37
Riskidaimi and lowest score was 40 got by Muhammad Ari and
Salmiatun. The mean scores of pre-test in the control group was 57.4.
No Respondents Pre-test
1 MUHAMAD ARI ISNAEN 40
2 MUHAMAD SOPIANTO 54
3 MUHAMAD HARIS SAPOAN 48
4 MURNIATI 52
5 MUTIARA HIKMAH 56
6 NADIA FIRAWATI 52
7 NAEZA DESWITA ADYA 60
8 NESA MAERANI 56
9 NUR ANDIKA SAPUTRA 64
10 PUTRI WIDIA ASTUTI 68
11 RIANTI 72
12 RISKI DAIMI 76
13 SALMIATUN HASANAH 40
14 SEFTIARA BUDI MENTARI 48
15 SELI KARTIKA 52
16 SITI HAIRUNNISA 56
17 SITI NURHABIBAH 56
18 SUCIA RAMADANI 68
19 SULISTIANI DEWI 56
20 SURTI ANANDA 74
Mean 57.4
38
result for the control class 57.4. The data above obtained value for pre-
test. To find out the total value of each respondent, how to calculate it
with the total of score times 100. For example, the individual score of
the control group pre-test of each component gets 10 totals of scores
divided by 25 maximum of scores times 100 the result is 40. To find
out the mean of the data is to add up the total value of the result of
each respondents and divided by the number of respondents. For
example, the overall value of each respondent is 1148 divided by the
number of respondents 20 and the result is 57.4.
c. Treatment
There was one class as the experimental class that was given
the treatment with introduce him/her self in the process of teaching
learning to apply of Direct Method. One treatment consists of 90
minutes. Then during the process of treatment, the researcher as the
teacher. The process of treatment was conducted twice for the
experimental group. First treatment was conducted on 18th November.
First treatment, the researcher ask the students introduce her/him self
in front of class.
In the second meeting of treatment was conducted on 19th
November2019. In the meeting the students gave the time to introduce
other to another. It made condition where the interaction among the
students was more dominant then the interaction between the teacher
and the students. After all the students have given to talk base on their
39
material the researcher given big appreciate to the students who really
have big appreciate in the process of teaching learning.
d. Score of post-test in experimental group
The post-test was conducted in experimental group in order
to find out the students speaking ability scores after getting the
treatment. Generally, the score were better than the pre-test scores.
Considering the students post-test scores. The highest score was 96
gotten by Editia and EgaFebrian the lowest score was 68 gotten by
Firmansyah and M. Faiz. The mean score of post-test in experimental
group was 80.7.It can be concluded that there was an improvement
No Respondents Post-test
1 ABIDIN SAPUTRA 84
2 AHYAR ROSIDI 68
3 AUFA RAMADHANI SAPUTRA 72
4 BADI RATUL WIDYA FITRI 86
5 BUSARI 76
6 DEVI SUKMANINGSIH 80
7 DIAN PUTRI 84
8 DINIATI 88
9 DWINA HANDAYANI 92
10 EDITIA IRWANSAH 96
11 FIRMAN 64
12 FIRMANSYAH 68
13 HABIBURRAHMAN ALDY A. 72
14 IRWAN SAPUTRA 88
40
15 JUMATUN ASNIBAH 80
16 JUNI HARTINI 86
17 LISTIANI 82
18 M. EGA FEBRIAN L. 96
19 M. FAIZ HELMI 68
20 M. REZMI ARYA KUSUMA 84
Score 1614
Mean 80.7
of respondent and the total value of each respondent with the average
result for the experimental class 80.7. The data above obtained value
for post-test. To find out the total value of each respondent, how to
calculate it with the total of score times 100. For example, the
individual score of the experimental group post-test of each component
gets 21 totals of scores divided by 25 maximum of scores times 100
the result is 84. To find out the mean of the data is to add up the total
value of the result of each respondents and divided by the number of
respondents. For example, the overall value of each respondent is 1614
divided by the number of respondents 20 and the result is 80.7.
e. Score of post-test in control group
After conducting teaching and learning process in control
group, the researcher concluded the post-test in order to find out the
students speaking skill scores. The result of the post test score, then,
was used as comparison to the data of experimental group post-test to
41
measure effect of the approach that the used in this research. The
highest score was 86gotten by SurtiAnanda and the lowest score was
60 gotten by SalmiatunSulistiani. The mean score of the control group
was 70.
No Respondents Post-test
1 MUHAMAD ARI ISNAEN 56
2 MUHAMAD SOPIANTO 64
3 MUHAMAD HARIS SAPOAN 56
4 MURNIATI 68
5 MUTIARA HIKMAH 76
6 NADIA FIRAWATI 64
7 NAEZA DESWITA ADYA 76
8 NESA MAERANI 74
9 NUR ANDIKA SAPUTRA 64
10 PUTRI WIDIA ASTUTI 72
11 RIANTI 80
12 RISKI DAIMI 82
13 SALMIATUN HASANAH 60
14 SEFTIARA BUDI MENTARI 74
15 SELI KARTIKA 68
16 SITI HAIRUNNISA 72
17 SITI NURHABIBAH 64
18 SUCIA RAMADANI 80
19 SULISTIANI DEWI 60
20 SURTI ANANDA 86
Score 1400
42
Mean 70
result for the control class 70. The data above obtained value for post-
test. To find out the total value of each respondent, how to calculate it
with the total of score times 100. For example, the individual score of
the experimental group post-test of each component gets 13 totals of
scores divided by 25 maximum of scores times 100 the result is 58. To
find out the mean of the data is to add up the total value of the result of
each respondents and divided by the number of respondents. For
example, the overall value of each respondent is 1400 divided by the
number of respondents 20 and the result is 70.
5. Test the normality of the experimental class and control class(Pre-test –
post-test) Score of pre-test in experimental group
No Students code Pre-test

1 S-1 60
2 S-2 64
3 S-3 68
4 S-4 64
5 S-5 72
6 S-6 60
7 S-7 40
8 S-8 44
9 S-9 48
10 S-10 52
11 S-11 56
12 S-12 60
13 S-13 56
14 S-14 64
15 S-15 72
43
16 S-16 64
17 S-17 60
18 S-18 64
19 S-19 68
20 S-20 72
Score 1208
Mean 60.4
Many data (n) = 20
Mean ( x ) = 60.4
Standard deviation = 8.9819
Many interval class (k) = 1 + 3,3 log (n)
=1 + 3,3 log (20)
= 1 + 3,3 (1,30103)
=1 + 4.2934
= 5,29 5
Range (R) = the biggest – the smallest score
= 72 – 40 = 32
Class length (p) = R = 32 = 6,4 7

K 5
Interval Class Z class Area Z

Ei Oi
Oi  Ei 2
class boundary boundary table Ei
1 2 3 4 5 6 7
39.5 -2.33
40-46 0,0507 1.014 2 0.95877318
46.5 -1,55
47-53 0,16 3.2 2 0.45
53.5 -077
54-60 0,2834 5.668 6 0.01944672
44
60.5 0.01
61-67 0.2812 5.624 5 0.06923471
67.5 0.79
68-74 0.1566 3.1132 5 1.11412005
74.5 1,57
Oi  Ei 2 2.61157465
Ei
Degree of freedom (dk) = many classes– 3
=5-3
=2
Significant level (α) = 0,05
 = 2 =2
2
1  dk  0, 052 

= 5.99
tablel
Normality testing criteria:
If 
2
< 2 then the data is normally distributed.
calculateg tablel
Conclusion:

2
< 2 2.61 < 5.99 the data is normally distributed
calculateg tablel
Score of pre-test in control group
No Students code Pre-test

1 S-1 40
2 S-2 54
3 S-3 48
4 S-4 52
5 S-5 56
6 S-6 52
7 S-7 60
8 S-8 56
45
9 S-9 64
10 S-10 68
11 S-11 72
12 S-12 76
13 S-13 40
14 S-14 48
15 S-15 52
16 S-16 56
17 S-17 56
18 S-18 68
19 S-19 56
20 S-20 74
Score 1148
Mean 57.4
Many data (n) = 20
Mean ( x ) = 57.5
=1 + 3,3 log (20)
= 1 + 3,3 (1,30103)
=1 + 4.2934
= 5,29 5
Range (R) = the biggest score – the smallest score
= 76 – 40 = 36
Class length (p) = R = 36 = 7.2 8

K 5

Ei Oi
Oi  Ei 2
class boundary boundary table Ei
1 2 3 4 5 6 7
47.5 -1.754
40-47 0.125 2.518 2 0.106562
55.5 -0.974
48-55 0.258 5.174 6 0.131866
46
63.5 -0.194
56-63 0.297 5.954 6 0.000355
71.5 1.364
64-71 0.192 3.846 3 0.186094
79.5 2.144
72-79 0.069 1.39 3 1.86483
1,57
Oi  Ei 2 2.28969774
Ei
=5-3
=2
 = 2 =2
2
1  dk  0, 052 

= 5.99
tablel
If 
2
calculateg tablel
Conclusion:

2
calculateg tablel
Score of post-test in experimental group

No Students code Post-test
1 S-1 84
2 S-2 68
3 S-3 72
4 S-4 86
5 S-5 76
6 S-6 80
7 S-7 84
47
8 S-8 88
9 S-9 92
10 S-10 96
11 S-11 64
12 S-12 68
13 S-13 72
14 S-14 88
15 S-15 80
16 S-16 86
17 S-17 82
18 S-18 96
19 S-19 68
20 S-20 84
Score 1614
Mean 80.7
Many data (n) = 20
Mean ( x ) = 80.7
=1 + 3,3 log (20)
= 1 + 3,3 (1,30103)
=1 + 4.2934
= 5,29 5
= 96 – 64 = 32
Class length (p) = R = 32 = 6.4 7

K 5

Oi  Ei 2
Ei Oi Ei
class boundary boundary table
1 2 3 4 5 6 7
63.5 -1.761
64-70 0.106 2.128 4 1.646
48
70.5 -1.032
71-77 0.224 4.492 4 0.053
77.5 -0.302
78-84 0.248 4.97 5 0.0001
84.5 0.427
85-91 -0255 5.108 4 0.240
91.5 1.157
92-98 -0.098 1.97 3 0.538
98.5 1.867
Oi  Ei 2 2.479
Ei
=5-3
=2
 = 2 =2
2
1  dk  0, 052 

= 5.99
tablel
If 
2
calculateg tablel
Conclusion:

2
calculateg tablel
Score of post-test in control group
No Students code Post-test

1 S-1 56
2 S-2 64
3 S-3 56
4 S-4 68
49
5 S-5 76
6 S-6 64
7 S-7 76
8 S-8 74
9 S-9 64
10 S-10 72
11 S-11 80
12 S-12 82
13 S-13 60
14 S-14 74
15 S-15 68
16 S-16 72
17 S-17 64
18 S-18 80
19 S-19 60
20 S-20 86
Score 1400
Mean 70
Many data (n) = 20
Mean ( x ) = 70
=1 + 3,3 log (20)
= 1 + 3,3 (1,30103)
=1 + 4.2934
= 5,29 5
= 86 – 58 = 28
Class length (p) = R = 28 = 5.6 6

K 5
Interval Class Z class area Z

Ei Oi
Oi  Ei 2
Class boundary boundary table Ei
1 2 3 4 5 6 7
50
57.7 -1.453
58-63 0.148 2.518 4 0.3572
63.5 -0.768
64-69 0.255 5.174 6 0.1550
69.5 -0.059
70-75 0.266 5.954 3 1.0130
75.5 0.650
76-81 0.170 3.846 5 0.7322
81.5 1.359
82-87 0.069 0.-67 2 0.7322
87.5 2.068
Oi  Ei 2 2.56573
Ei
=5-3
=2
 = 2 =2
2
1  dk  0, 052 

= 5.99
tablel
If 
2
calculateg tablel
Conclusion:

2
< 2 2.56573 < 5.99 the data is normally distributed.
calculateg tablel
a. Homogeneity Test experiment class and control class ( pre-test )
n1 = 20
n2 = 20
51
n x12   x1 
sx 
nn  1
2
2
1
20  74496  1459264

2020  1
1489920  1459264

2019 

30656
 80.6737
380
n x22   x2 
sx 
nn  1
2
2
2
20  67896  1317904

20 20  1
1362480  1317904

2019 

39980
 105.2105
380
Fcalculate    1.3041
the biggest var ians 105.2105
the smallest var ians 80.67368
Ttable = F(0,05;n1-1;n2-1)= F(0,05;20-1;20-1)= F(0,05;19;19) =2.165
Fcalculate<Ftable , then the data is homogeneous.
If Fcalculateg ≥ Ftable , then the data is not homogeneous.
Because Fcalculate<Ftable = 1,094<1,885, then booth the result of
homogeneous data measurement.
n1 = 20
n2 = 20
52
n x12   x1 
sx 
nn  1
2
2
1
20  131980  2604996

2020  1
2639600  2604996

2019 

3460
 91.0632
380
b. Homogeneity Test experiment class and control class ( Post-test )
Fcalculate    1.279734
the biggest var ians 91.06316
the smallest var ians 71.15789
Ftable = F(0,05;n1-1;n2-1)= F(0,05;20-1;20-1)= F(0,05;19;19) =2.165
Fcalculate<Ftable , then the data is homogeneous.
If Fcalculateg ≥ Ftable , then the data is not homogeneous.
Because Fcalculate<Ftable =1.279734<2.165,, then booth the result of
homogeneous data measurement.
t-test = 3.7521 Fcalculate = 3.752168
c. Hypothesis Test
X1 X2 Y1 Y2
53
84 7056 72 5184
68 4624 64 4096
72 5184 64 4096
86 7396 68 4624
76 5776 76 5776
80 6400 58 3364
84 7056 76 5776
88 7744 76 5776
92 8464 64 4096
96 9216 72 5184
64 4096 80 6400
68 4624 82 6724
72 5184 60 3600
88 7744 58 3364
80 6400 68 4624
86 7396 72 5184
82 6724 64 4096
96 9216 80 6400
68 4624 60 3600
84 7056 86 7396
1614 131980 1400 99360
80.7 70
From the table above get the value:
 X =1614  Y = 2330
X Y
1 2
2
1
=131980 2
2
=99360
The the test will be tested using the following formula:

X1  X 2
t  test 

s12 s22
n1 n2
X1  X 2 80,7  70
t  test  
 
s12 s22 91,063 71,579
n1 n2 20 20

10,7
4,553158  3,578947
54

10,7
8,132105
  3,752168
10,7
2,851685
n1 = 20
n x12   x1 
n2 = 20
sx 
nn  1
2
2
1
20  131980  2604996

2020  1
2639600  2604996

2019 

3460
 91.0632
380
n x22   x2 
sx 
nn  1
2
2
2
20  99352  1960000

20 20  1
1987040  1960000

2019 

27040
 71.1579
380
Conclusion:
t calculate  t table
3,752  1,671
Because tcalculate > ttable then Ha it is accepted , that it can be concluded

that the direct method has a significant effect.
B. Discussion
55
A study entitled The Effect Of Using Direct Method On The Students
Speaking Ability At First Year Grade Of Mts As-Assaidiyah Nw Tempos In
Academic Year 2018/2019 was carried out on November 15, 2019, to unveil
the effect of direct method on students’ speaking skill in MTs As-Assaidiyah
NW Tempos.
This quasi-experimental study involved 40 students where they were
comprised into two groups: experimental and control groups. Respective
group consisted of 20 students who received four-time treatment respectively.
Respective group was first given pre-test to investigate students’
speaking competence before giving treatment. Both group received different
treatment in which experimental group learned through direct method while
control group received traditional instruction.
After the treatment, the two groups were given post-test to unveil the
impact of the deployment of direct method.
The statistical evidence has indicated that there is a significant
difference on the students’ speaking score. The experimental group yielded
means 60.4 with standard deviation 80.7. While the control group gained
mean 57.4 with standard deviation 70.
Basedon statistical evidence, the study demonstrates that the
implementation of direct method has improved students’ speaking skill
compared with their counterparts who learned through traditional classroom.
The hypothesis test using t-test showed t calculate  t table

3.752> 1.671
Thus, it is concluded that the alternative hypothesis was accepted.
56
Based on statistical evidence, the study demonstrates that the
implementation of direct method has improved students’ speaking skill
compared with their counterparts who learned through traditional classroom.
This research was conducted by using Direct Method to improve
students speaking skill at the tenth grade of MTs As-Assaidiyah NW Tempos
in academic year 2018/2019. The process of research will be described below.
1. Pre-test
The pre-test was administered in order to measure the student’s
basic ability before the treatment. The pre-test was conducted on 18th
November for control group and on 19th November 2019 for experimental
group.
The researcher use oral test as instrument of data collection. The
researcher asked the students to introduce in the process of data collection.
When the process of test, the students has 3 minutes to speak English base
on the instrument. In process of pre-test some students were hesitant to
speak as they were not confident and felt afraid to make mistake. Their
dictions were so limited. Most of the utterances were grammatically in
correct and most of the words were pronounced incorrectly, besides their
utterances were not linked perfectly one another.
The result of control and experimental group is not really high. In
the experimental group the highest got score 72 and the lowest score was
52 while control group highest score 74 and the lowest score 40. The mean
score of experimental group was 60.4 while the control group was 57.4.
57
2. Post-test
Through the implementation of Direct Method were improved for
experimental group was conducted on 23th November 2019 base on the
result the post test, the highest score was 96 and lowest 64. The
improvement was revealed from the result of the student’s performances in
the post-test. In the post test, their grammatical mistakes that made them
got score in intonation high and their pronunciation also got better. Their
vocabulary was also varied. The students were more confident and fluent
in delivery of the test. Some of them were able to use facial expressions
and gestures. In addition the delivery of test was equipped with connectors
which linked their ideas well and some strategic devices applied during the
performance to maintain the process of communication, such as pauses,
fillers and self-correction.
In the other side, the improvement of control group not really
significant base on the result of student’s performances in the post-test that
was conducted on 24 November 2019. In the post test, they were still lack
in score in the fluency and their pronunciation was not good better. The
students were not more confident and fluent in delivery of the test because
some of them were lack in vocabulary. The control group the highest score
was 86 and the lowest score was 58. The mean score of experimental
group was 80.7 while the control group was 70. Both of the group was
improvement in the post test but the significant improvement was
happened for experimental group.
58
3. Improving students speaking skill by using direct method
At the beginning of experiment, the researcher informed the
students the objective of the study. The students seemed to worry about
their speaking performance. They were afraid of making mistakes in their
speaking. They did not want to lose face in front of their friends. The
students first were not familiar with learning through Direct Method in the
classroom which led the researcher to spend time explaining the procedure
doing activities. The researcher had to explain the procedure and
demonstrate and check their understanding to ensure that the students
knew how to do the activities. Their language was not fluent and their
pronunciation was not correct, some of them lack confidence. However,
when taking lot of time to practice the language, students became familiar
with the Direct Method. Their self-confidence increased. They enjoyed
doing the activities which could be noticed from the smiles on their faces
and their laugh. Furthermore, the researcher acted as a facilitator and
monitor which helped establish the result. The students felt relaxed, which
establish the good atmosphere in the classroom.
After the prerequisite tests are fulfilled namely post-test data from
the homogeneous experimental and control class. Then the hypothesis test
is conducted. Hypothesis testing conducted from this study is a
comparison separated test. The result of hypothesis test using t-test
showed t calculate  t table Thus, it is concluded that the

3.752> 1.671
alternative hypothesis was accepted
59
The result of the research was supported by the theories by syed
Nisar Hussain Hamdani it was found that the effect of direct method has a
significant effect for the students’ speaking ability. In order to equate the
control and the experimental groups, a teacher made pre-test was
administered before the allocation of students to the experimental and
control groups. Immediately after the treatment was over, a teacher made
post-test was administered to subject of both the experimental and control
groups. During the experiment two different treatment patterns were
applied. The control groups were provided with traditional routine
situation in the classroom while experimental groups provided with direct
teaching method as treatment. 25
Syed Nisar, H. H, “Effect of Direct Teaching Method oh The Academic Achievement of High
25
and Low Achievers in The Subject of English at The Secondary Level, (Journal of College
Teaching and Learning, 2010)
60
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis in the previous chapter, the
researcher makes a conclusion that the effect of Direct Method can improve
speaking skill in seventh grade of MTs As-Assaidiyah NW Tempos in
academic year 2018/2019. Conducted by Direct Method students more active
and crowded. The English teaching and learning process became very fun and
interesting. The atmosphere in the classroom gets students to get involved in
the communicative. In addition to that Direct Method successfully made the
students in the class enjoy learning English. So it is clear that the alternative
hypothesis (Ha) is accepted.
B. Suggestion
Based on the researched conclusion above, it is known that the use of
English as medium of instruction in the classroom can improve students’
speaking ability. So that, teaching by using direct method is one of the
solution for the English teacher in order to increase students’ ability,
especially the students’ ability in speaking skill.
1. Suggestion to the students
a. The students make such kinds of opportunities to practice English.
b. The students find other people that can increase their speaking ability.
61
c. The students never feel bored in practicing their English.
d. The students are expected to use English as the only one language, at
least in learning English.
2. Suggestion to the English teacher
59 to speak English, such as questioning

a. Teacher involves the students
and answering activities, asking them to give the feedback about the
questions, etc.
b. The building up of creative and enjoyable learning for students should
be developed by the English teacher, for example, by using games.
c. The teacher teaches constantly use English as medium of instruction.
d. The teacher encourages students’ awareness about the importance of
speaking skill for their future.
3. Suggestion to the researcher
a. The researchers are expected to find the new strategy, method or
approach in order to make the students are easily and enjoy in
learning English.
b. The researchers always watch the development of education.
62
REFERENCE
AlfiraMuliaAstuti, StatistikaPenelitian, (Mataram: InsanMadani Publishing

Mataram), 2016.
Astawa &Widia L, “Improving Speaking Skill Through Task Based Learning

Strategy At Seventh Grade Students Of SMP Negeri 3 Baturiti, (Jurnal
Santiaji Pendidikan, 2014)
Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practice. San Francisco State University.
Deborah & Terry, Teaching English as foreign language, ( Cambridge:

university Press, 2006)
Gatenby, E. V. 1958. A Direct Method English Course. (3rdedn.) London:

Longman.
H Douglas Brown, Language Assessment: principle and classroom practice, (3r

ed). (San Francisco, California: Longman, 2003)
John W. Creswell, Educational research : planning, conducting, and evaluating

quantitative and qualitative research (2012), (Pearson Education, Inc)
Learning Support, Documentation, Midang, 13 June 2019
Lina & Safitri “teachers’ strategies in teaching speaking skills and students’
perception toward teachers’ strategies at an English education
department”, http://repository. umy.ac.id/handle/123456789/19855, 12
april 2019, 20:30
Lina, Interview, MTs As-Saidiyah NW Tempos, 18 November 2019
Mart T.C, “The Direct-Method : A Good Star To Teach Oral

Language,(international journal of academic research in business and
social sciences, 2013)
Nadia Batool, The Direct Method: A Good Star To Teach Oral Language,
(Journal of Literatur, Language and Linguistics, 2015)
63
Nila Andriyani, Using the Direct Method in Teaching to Improve Students’
Speaking Skill Purikids Language Course, (thesis, Universitas Islam
Yogyakarta) 2015
Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatitif, kualitatif, dan

R&D. (Bandung: Alfabeta, 2017)
1
Syed Nisar, H. H, “Effect of Direct Teaching Method oh The Academic
Achievement of High and Low Achievers in The Subject of English at
The Secondary Level, (Journal of College Teaching and Learning, 2010)
Total Building Condtion, Documentation, Midang, 13 June 2019
Wendy Henry, The Effect of Direct Method on the Students’ Speaking Ability at
the First Year of Islamic Senior High School Daarun Nahdhah Thawalib
Bangkinang District of Bangkinang Seberang Regency of Kampar,
(Thesis, Islamic University Sultan Syarif Kasim Riau) 2012
Widia,L, “Improving Speaking Skill through Text Based Learning Strategy at

Seventh Grade Students”, Journal Santiaji Pendidikan, Vol, 15, Nomor,
2, Desember 2014
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THE EFFECT OF USING DIRECT METHOD ON THE STUDENTS

SPEAKING ABILITY AT FIRST YEAR GRADE OF MTS

Lusiana Ayu Nurbaya

ENGLISH LANGUAGE EDUCATION PROGRAM

Lusiana Ayu Nurbaya

ENGLISH LANGUAGE EDUCATION PROGRAM

A Thesis of Sarjana by: Lusiana Ayu Nurbaya. Student’s Number: 1501071084

Dr. Syarifudin, M.Pd Jumrah, M.Pd

Hal: Thesis Examination

Dr. Syarifudin, M.Pd Jumrah, M.Pd

Dr. Syarifudin, M.Pd ________________________

Jumrah, M.Pd ________________________

Dr. H. Pauzan, M. Hum, M.Pd

Dean of faculty of Education and Teacher Training

Dr.Hj. Lubna, M.Pd

Artinya : “Sesungguh-Nya Allah tidak akan mengubah

“This thesis is dedicated to my beloved mother

Alhamdulillah, all praise is to Allah. The most magnanimous God that

Mataram, 26 November 2019

Lusiana Ayu Nurbaya

Table 3.1 The Population of the Research, 21.

Keywords: Direct Method, speaking Ability.

English is one of the languages in the world which is used by many

qualified as a primary requirement to communicate in the global

communication. Mastery of English is necessary, considering this language is

an international language that is used by many people in the world. In English,

speaking, listening, writing and reading. By mastering speaking ability the

of the important skills that must be mastered is speaking skill.

Speaking is the language skill that is used to express ideas and

thoughts through communication with others in order to know information, to

convey message, to share ideas and knowledge and to express feelings.

Speaking is ability to speak and to understand the language by using oral

Brown stated that, “speaking English is a productive skill that can be

directly and empirically observed, those observation are invariable colored by

necessarily compromises the reliability and the validity of an oral production

In first grade of MTs As-Assaidiyah NW Tempos, the researchers

lack in vocabulary items, grammar, pronunciation and fluency. They have

difficulties to produce sentence correctly. When they are asking question or

than using English. It is because their ability in constructing sentences and

activity caused by shyness and embarrassment in making mistake. That is why

they need to be motivated by applying teaching technique that is able to make

them enthusiastic and confident in expressing their mind in the target

speaking English, embarrassed and afraid. As a result, they cannot speak

To investigate the effectiveness of strategy the research argues that the

best method to be applied in teaching at a language course is the Direct

opportunity, the teacher of MTs As-Assaidiyah NW Tempos Daye can

evaluate the students’ pronunciation, grammar, vocabulary, and fluency. The

very productive students.

Direct Method should be connected directly with target language

without translation into native language. The aim is to provide language

learners with a practically useful to know the communication. To understand

basic purpose of this method is concerned the meaning of word, expression

gestures and language achievement which directly related the picture

of it that you seem to be able to see it.5

Based on the phenomenon above, the researcher tries to identify The

Grade of Mts As-Assaidiyah NW Tempos in Academic Year 2018/2019.

B. The Statement of Problem

The focus of the research is given as in achieving the research

speaking Ability of MTs As-Assaidiyah NW Tempos on grade VII in

Academic year 2018/2019?

the students speaking ability at first year students of MTs As-Assaidiyah

NW Tempos in academic year 2018/2019.

C. Objective and Significance of Research