1

CHAPTER IINTRODUCTION

1.1 The Background of the Problem

Language is tool of communication among individuals. Each individual needs to

communicate with others. It means that language is very important in one’s life. One

can not live individually. He needs many kinds of necessities in his life. For example,

he needs to have good relation with his neighbors. So that he can ask for help when

has trouble.

It is fact that a skill required as one grows up relating to the environment is speaking.

We can see a child with limited language knowledge, tries to talk with his mother. In

order to acquire the speaking skill in learning language is better for the learners to try

practicing or speaking the language.

The students are actually disappointed when they feel unable to speak English after

studying it for a quite long time they can not speak English, even though they have

been learning English since they were in Junior and Senior high school.

The result of the teaching English at SMTA is not satisfactory”. After graduating

from SMTA in general, the students have difficulty in speaking English as well as in

2

writing English. The students have difficulty to express themselves even in simple

English.

In the writer’s opinion, one of many factor causing the failure of the English teaching

is the teachers’ tendency to stress their teaching on the forms of language rather than

the use of language. The students lack practices in using the language.

When the writer conducted the preliminary research at MTs Negeri Kedondong,

especially in the eight class of A, by giving enough time to students to make a simple

conversation about their hobbies, or to introduce themselves in front of the class or to

tell their daily activities, most of them did not understand, and only a few students

tried to do it but their English was not good. When the writer asked them about their

difficulties in expressing their ideas in English, some students answered that they had

difficulties in memorizing and arranging English words into a sentence, and they do

not have enough time to practice speaking in learning and teaching process. When the

writer asked a further question, the others stated that they felt ashamed and afraid of

making errors in speaking English because of lack confidence to express their ideas in

communication.

One way to make the result of teaching English more successful is by using visual

aid. The use of visual aid can help the students to motivate their thoughts and ideas to

bring the world outside into the class”. Robert Weissberg , mentions that “the most

effective format for the students to develop their oral language skill is the small

3

group”1. By using the small group, the students try to learn together and to practice

English. This technique is one implementation of the students active learning ways in

the teaching and learning process.

Then, in order to provide the real-life situation in the classroom, the writer used

pictures as a visual aid in the classroom, picture can be use to give the students

opportunities to practice the language in the real context and situation. The students

can use the pictures to inspire them with the ideas of conversation material.

The use of pictures is hoped not only to be useful to communicate, but also to build

the students’ confidence to speak during the speaking class activity because the

pictures can be the source of speaking materials, give ideas and thoughts the students

in conversation, and increase the students’ learning motivation and interest. And, to

make the class work actively, the students were divided into groups in which one

group consisted of seven students.

Referring to the background of the problem above, the writer will be conducted this

research entitled : “ THE INFLUENCE OF USING PICTURES IN GROUP

WORK TOWARDS STUDENTS’ SPEAKING ABILITY AT THE FIRST

SEMESTER OF EIGHT CLASS OF MTS NEGERI KEDONDONG

PESAWARAN. 2010-2011”

1 Robert Weissberg. Promoting Acquisition in The Conversation Class. English Teaching forum Magazine October, New york. 1988.p. 6

4

1.2 The Identification of the Problem

Based on the background of the problem above, the writer found some problems as

follows:

1) Most of the students have difficulty to memorize the meaning of English

words.

2) The students do not have enough time to practice speaking in the learning

teaching process.

3) The students lack confidence to express their ideas in communicating with

their classmates and their teacher.

4) Picture as visual aid can encourage the students to speak English.

1.3 The limiting of the Problem

In this research, the writer focused on the problem.“ By using pictures it can

encourage the students speaking English.”

1.4 The Formulation of the problem

The formulations of the problems were as follows:

1) Is there any influence of using picture in group work towards students’

speaking ability in an experimental class?

5

2) Is there any difference between the students who are taught by using picture

and without using it?

1.5 The Objective of the Research

The objectives of the research were follows:

1) To know and to describe the influence of using picture in group work towards

students’ speaking ability in experimental class.

2) To know and to describe the differences between the students who were

taught by using picture and without using it.

1.6 The Scope of the Research

The scope of the research was as follows:

1) The Object of the Research

The object of the research was using pictures in group work and the students’

speaking ability.

2) The Subject of the Research

The subject of the research was the students of the second grade of MTs

Negeri Kedondong Pesawaran.

3) The Place of the Research

The research was conducted at MTs Negeri Kedondong Pesawaran.

4) The Time of the Research

6

The research was conducted at second grade of MTs Negeri Kedondong

Pesawaran in 2010-2011.

7

CHAPTER IIFRAME OF THEORIES

2.1 Teaching English as Foreign Language

English is as an International language. It means that if we can speak English, we will

be welcome. English is very important language to learn. Some experts if we know

English is very easy to find the job, not we look for a job but a Job needs us. In

Indonesia, English is one of languages that are learnt by the elementary students until

the university students.

Wilkins states that “foreign language is one in which the target language is not the

mother tongue of any groups within the country where it is being learned and has not

any internal communication either. It means that the students how learn English as a

foreign language have a little opportunity to practice the language in real

communication because the language is not as a daily means of communication.

The definitions of teaching are given by:

1. AG. Bambang Setiyadi says that teaching is “guiding and facilitating learning,

enabling the learners to learn, setting the condition for learning.”2

2 Bambang Setiyadi. Ag. Metode Penelitian Untuk Pengajaran Bahasa Asing, Pendekatan Kualitatif Dan Kuantitatif, Penerbit Graha Ilmu. Yogyakarta. 2006 p. 1

8

2. I.L. Pasaribu and Simanjuntak say that the teaching is “an effort in giving

stimulus, guidance, direction and support to the students in the learning

process.”3

3. Brown stated that “the teaching learning process will be successful if the

students and the teacher take part together in classroom hour.”4

Considering those definitions above, it is clear that beside the teacher is able to give

the material and explain it in front of the class, he or she should also be able to create

media and even condition which consequently give his or her students much

opportunities and participation for learning in the classroom.

The function of a teacher in the process of teaching and learning is not only a

“teacher” but also as a director, a facilitator, a moderator, a motivator of learning. We

can conclude that teaching is not only focused on product but also on process, in the

hope that the better the process is the better the result of teaching will be.

From the explaination above the writer concludes that in the learning a language the

students need a lot of practices. Learning English practicing is nearly useless, we

should give the students much time and chance to practice their language.

2.2 Speaking3 Pasaribu, IL, and Simanjuntak. Proses Belajar Mengajar. Tarsito, Bandung. 1983 p. 274 Brown, Douglas. Teaching By Principle; An Interactive Approach To Language Pedagogy.

Second Edition. Prentice Hall Regents Eaglewood Cliff, New Jersey.1994 p. 121

9

We know that speaking is one of the important language skills. We can measure our

English mastery by our English speaking ability, because by speaking we can express

our ideas, feelings, opinions or emotions. Speaking is fundamental to human

communication that students must learn speaking and practice speaking regularly in

order to communicate well. The purpose of learning speaking is to make students can

speak English as an International language.

Byrne stated that speaking or oral communication is “a two-way process between

speaker and listener which involves productive and receptive skills of

understanding”.5 It means that in speaking process, we try to communicate with each

other and to use our language to send our massage to the second person. In this case

the speaking processes need at least two people, one as a speaker who produces

information and the other as a listener who receives information.

Wherever people intend to learn or to understand a spoken language, they use the

language by speaking in order to express their idea, feeling, experience, and so on.

Therefore, Hornby stated that speaking is “making use of language orderly. If we see

that the use of language is to express oneself to be understood by others, it is clear

that speaking is expressing one to be understood by others.”6 And in communication

involves the speaking ability for expressing ideas, feelings, opinions and needs. The

5 Byrne, Donn, Teaching Oral English, Longman Hard Books for Language Teachers, Longman Group LTD limited, 1984 p.8

6Hornby, A. Oxford Advance Learner’s Dictionary of English. New York. Oxford University press. 1986 p.827

10

speaker and the listener should have an understanding of the massage when they are

doing communication.

Speaking a language is especially difficult for foreign language learners because

effective oral communication requires the ability to use the language appropriately in

social interactions. Diversity in interaction involves not only verbal communication,

but also paralinguistic elements of speech such as pitch, stress, and intonation. In

addition, nonlinguistic elements such as gestures and body language/ posture, facial

expression, and so on may accompany speech or convey messages directly without

any accompanying speech.

In addition, Brown says “there is tremendous variation cross-culturally and cross-

linguistically in the specific interpretations of gestures and body language”7

According to Brown “There are several factors that make speaking difficult. The

factors are as follows:

1) Clustering: fluent speech is phrasal, not word by word. Learners can organize

their output both cognitively and physically through clustering.

2) Redundancy: the speaker has an opportunity to make the meaning clearer

through the redundancy of language.

3) Reduced from: contraction, elisions, reduces vowels, etc. all from special

problems in teaching spoken English.

7 Brown, Douglas. Op. Cit p. 241

11

4) Performance variable: one of the advantages of spoken language is the process

of thinking as you speak allows you to certain number of performance

hesitation, pause, and correction.

5) Colloquial language: the teacher has to make sure that his students acquainted

with his words, idioms and phrases of colloquial language and they get

practice producing these forms.

6) Rate of delivery: one of the teacher task is teaching spoken language is to help

the learners to achieve an acceptable speed along whit attributes of fluency.

7) Stress, rhythm, and intonation: the stress timed rhythm of spoken English and

its intonation patters convey important message in speaking.”

8) Interaction: As noted in the previous section, learning to produce waves of

language in a vacuum-without interlocutors-would rob speaking skill of its

richest component: the creativity of conversational negotiation.8

From the explanation above, there is something the writer can say that speaking itself

is communication, because speaking without communication is like a tale that is told

by an idiot. How we understand when an idiot tells us something un-chronologically.

He tells one thing, before finishing it, he tells other thing. So there is no

communication in this situation. So speaking is someone’s important communication

way to identify himself in life situation, with his environment and to contact with

other members of the society. For example, someone can not live individually. He

can not stay at home alone all days. Normally, he should have relations whit his

8 Ibid p 256

12

family, his friends, his neighbors, and the other people in the society. He can contact

the others by his speaking ability.

2.3 Picture

2.3.1 The concept of picture

Stevick in Wellydya Sondang has defined “visual aids as anything visible which help

our students to learn the language more quickly and accurately.” 9It can be said that

the use of picture has an important role. In teaching English since picture is not only

aid in teaching but also help the teacher to present the material.

Rivers states that “the use of visual aids is useful to language learners. Picture is one

visual tool as a bridge of communication between the teacher and the learners based

on the ideas in it.”10 Kennet Silbert also say that “picture as a specific item or

material, representation made on material, usually by drawing, painting, photography

or other graphic art techniques.”11

A useful picture usually evokes variety of ideas and gives a lot of conversation

materials. The content of picture should be familiar with the student’s perception in

order to convey their thoughts and ideas based on their experience, the pattern of

association, and even the particular turn of their imagination.

9 Wellydya Sondang.Teaching vocabulary through pictures in group work for second grade of SMPN 22 Bandar Lampung .2007

10 Rivers, Wilga. Teaching Foreign Language Skills, Second Edition, The University Of Chicago Press, USA. 1981 p. 1

11 Kennet Silbert. The Educational Technology A Glossary Of Terms. Association For Education Communication And Technology, Wachington DC. 1979 p. 140

13

There are two kinds of pictures: still picture and motion picture.

1. Latuhera M.P says that a still picture is “photograph or other kinds of picture

that shows of person, thing or event. The teachers’ purpose of using

photograph and picture is to overcome the problem of getting or presenting

the real thing and situation in the classroom.”12

2. Kenneth Silbert mention picture “as a length of film, with or without a

magnetic or optical sound tract, bearing a sequence of images which create the

illusion of movement when projected in rapid succession.”13

Based on the supporting theories above, the writer concludes that picture is an

important visual aid. Picture can be used as a tool of communication among the

students in the teaching and learning process

2.3.2 The function of picture

Brown stated that “The function of picture has many implications in teaching as

follows:

1) The use of picture can capture the students’ motivation and interest.

2) Picture that is chosen and selected properly can help the students to

understand and remember information in it will.

3) The simple line picture is often more effective then abstract lines.

4) Color should be used effectively so that picture becomes clear and realistic.”14

12 Jhon D.Latuhera M.P. Media Pembelajaran Dalam Proses Belajar Mengajar Masa Kini. Direktorat Pendidikan Tinggi Proyek Pengembangan Ketenaga Pendidikan, Jakarta 1988 p. 4

13 Kennet Silbert. Op. Cit p 13214Brown, Douglas. Op. Cit p 47

14

Oemar Hamalik “also mentions some function of picture in education:

1) Picture can show concrete fact. It means that with picture, the students can see

what is being talked and discussed clearly.

2) Picture can present the word outside into the class, for example, we can bring

the picture of Museum or situation of a farm into the classroom.

3) Picture can be use to explain the problem.

4) Picture can be use for individual student or group.”15

For the purpose of the research the writer used still picture because of the reasons that

still picture is easily available, easy to present in the classroom, easy in reproduction,

and effective to use in the classroom.

2.4 Group Work

Group work is the work of small group of any subjects in the learning process in

which the students try to learn from one to another by doing and discussing

something. The activity in group work is based on the teacher’s task. So that the

teacher can delegate part of his responsibility to his students as an instructor, and at

the same time the students accept their responsibility for learning.

Kennet Silbert defines group work as “a process in which members are working

cooperatively rather than individually, formulate and work toward command

objectives under the guidance of one or more leaders. It means that group work is

15 Oemar Hamalik, Media Pendidikan. Penerbit Alumni Bandung. 1980 p. 81

15

based on a cooperative work rather than any individual work.”16 Robert Weissberg

also mentions that “The most effective format for the students to develop their oral

language skill is the small group. By using the small group, the students try to learn

together and to practice English. This technique is one implementation of the students

active learning ways in the teaching and learning process.”17

Based on the supporting theories above, the writer concludes that a group is a unit of

students who come into contact for a purpose of discussing or doing a certain work or

task assigned by the teacher. By group works, the teacher express his students to

speak, they can work together with their friends, they can ask each other for having

their own conversation material created through the ideas of the picture.

2.4.1 Advantages

2.4.1.1 Advantage of Group Work

Group work is teaching technique in the hope of making the students more active in

the purpose of learning. Thus, group work offers some advantages in the learning

activity of the students.

Some advantages of group work as stated by : Brown says “The advantages of group

work as follows:

a) Group work generates interactive language.

16 Kennet Silbert. Op. Cit p 8617 Robert Weissberg. Loc. Cit 1988.p..6

16

In so-called traditional language classes, teacher talk is dominant. Teacher

lecturer, explain grammar points, conduct drills, and at best lead whole-class

discussions in which each students might get a few second of a class period to

talk. Group work to helps to solves the problem of classes that are to large to

offer many opportunities to speak.

b) Group work offers an embracing affective climate.

c) The second important advantage offered by group work is security of a

smaller group of students where each individual is not so starkly on public

display. Vulnerable to what the student may perceive as criticism and

rejection.

d) Group work promotes learners responsibility and autonomy.

Even in relatively small class of 15 to 20 students, whole-class activity often

gives students a screen to hide behind.

e) Group work is a step toward individualizing instruction18.

Each student in classroom has needs and abilities that are unique. Usually the

most salient individual difference that you observe is a range of proficiency

levels across your class and, even more specifically, differences among

students in their speaking, listening, writing, and reading abilities. Small

groups can help students with varying abilities to accomplish separate goals.

2.4.2 Kinds of Group Work Activity

18Brown, Douglas. Op. Cit p 171

17

Weissbert has “Described some of the many useful activities available for small

group work as follows:

1) Group discussion on topic of interest

2) Team debates over controversial issues

3) Role playing and stimulations, in which students improvise conversation for

typical situations.

4) Question ~ answers practice through game or visual aids.

5) Prepared speeches followed by group discussion.”19

The writer assumes that the first activity and the fourth one is combination can be

used in teaching and learning process in order to encourage the students to speak or to

develop their speaking ability.

2.5 The Procedure of Teaching Speaking Through Picture in Group Work

In order to use the picture in group work, as stated by Edmundo J. Mora “there are

four aspects of activities must be presented as follows:

1) Materials: by material it means the kind of pictures that the teacher should use

to carry out the activity.

2) The picture can be drawn or taken from magazines and should be attractive to

capture the students’ attention.

19 Robert Weissberg. Op. Cit

18

3) Procedure: this stage sets out to be followed. The students will work in small

groups. In some cases, the teacher should give the key words to the students to

help them to make conversation.

4) Language Items: in this section some grammatical features are suggested to

present through the activity. However, the final objective is not to each

grammar but to give the students an opportunity to practice English.

5) Follow-up: this part contains ideas for reinforcement and further practice.”20

Based on the aspects of activity above, the writer creates the steps of the

implementation of the technique, which is using picture in group work to encourage

the students to speak, as follows:

A. Pre – activity

1) greeting the students

2) checking the students’ attendance

3) asking the students some questions related to the topic orally

B. While – activity

1) Introducing the material of speaking in brief to the students

2) Explaining the students how to perform question and answer

3) Giving the examples referring to conversation that can be performed by the

students.

4) Dividing the class into ten groups of fourth students.

20 Edmundo Mora. Using Picture Creatively. English Teaching Forum Magazine, October New York. 1988 p. 28

19

5) Giving the picture to each student.

6) Giving a clear direction of what and how they should do in their group work.

7) Letting them to make conversation based on the ideas of the picture in their

group.

8) Controlling them by walking around the groups whether they need any

correction or not.

C. Post – activity

1) Asking one group of them to present the conversation and recording it.

2) Evaluating the students’ mistakes in their conversation.

3) Giving the reward for them.

4) Closing.

2.6. Frame of Thinking

Based on the theories above, the writer assumes that using picture in group work will

increase students’ speaking ability, because it can make the students to be active to

develop their English during the occasion or group work activity. They can learn each

other to the conversation. And it will motivate the students to practice their English. It

means that the effective using the picture in group work in teaching speaking will

improve and increase students’ speaking ability.

20

2.7. Hypothesis

Based on the theoretical assumptions above, the hypothesis of the research as follows:

1. There is positive influence of using picture in group work towards students’

speaking Ability.

2. The average score of the students who are taught by using picture is higher

than who are taught without using picture.

21

CHAPTER IIIRESEARCH METHODOLOGY

3.1 Research Design

In conducting the research the writer used experimental method. There were two

classes used in this research. One class is experimental class, in which the writer

taught speaking by using “ pictures in group work “ and one is the control class in

which the writer taught speaking without using “ pictures in group work “.

This research is intended to find out the result of the application of using picture to

encourage the students to speak. So that to know whether there is or not influence of

using pictures, the writer used pre test and post test. This design used pretest to find

out students’ initial ability before the treatment.21 The design was illustrated as

follows:

G1 = T1 X T2

G2 = T1 O T2

Note:

G1 : experimental class21 Setiyadi Bambang, Metode Penelitian Untuk Pengajaran Bahasa Asing. Graha Ilmu Jogjakarta: 2006, page 135

22

G2 : control class

T1 : pretest

T2 : posttest

X : picture in group work

O : role- play

3.2 The Variable of Research

After determining the method of this research, the writer focused on two variables:

1. The independent variable is “Using pictures in group work “ as (X).

2. The dependent variable is the students’ speaking ability, as (Y).

3.3 The Operational Definition of Variable

The operational definition of variable is to describe the character of the variables

investigated in order to collect some data. In this research the writer gave the data

operational definition as follows:

1. A picture is of essential visual aids as a bridge of communication which is

easy in reproduction and effective to use in the classroom. By using picture, it

can increase the students’ speaking ability.

2. Speaking ability is the ability of expressing ideas, feelings, opinions, emotions

in oral form. And to measure the speaking ability the writer used speaking test

23

and to evaluate the students’ speaking score, the writer used the oral English

Rating Sheet.

3.4 The Population, the Sample and the Sampling Technique

3.4.1 The Population of Research

The population of the research is all students of the eighth class of MTs Negeri

Kedondong Pesawaran that consist of 294 students. ( there are 7 classes )

3.4.2 The Sample of the Research

The sample of the research is two classes, they are 8.A and 8.B. Each class consist of

41 students, so the sample of this research is 82 students.

3.4.3 The Sampling Technique of Research

In the research the writer used the cluster random sampling technique in determining

the subject of the sample, because all people in the population either individual of

community are given in the same chance to be selected as the member of sample. The

writer chose the class of 8.B as an experimental class and the class of 8.A as a control

class.

3.5 The Data Collecting Technique

24

In collecting the data, the writer used the following technique:

1. Pre-test, it was done to know the students’ speaking ability before the

treatments. The test was done orally with the students should answer the

question and the researcher recorded the students’ speaking in the cassette.

The scoring was based on in the pronunciation, grammar, vocabularies and

understanding in their speaking. The result of this test was written in the

scoring column on the paper.

2. Treatment, it was done to apply pictures in group work towards students

speaking ability. In order to assess the teacher in applying the technique, the

writer was assessed by one of the English teacher in the school.

3. Post-test, In order to know the students speaking ability after being given the

treatment using pictures in group work, the students are given one of the three

materials that is about their daily activity. The post test will use to see the

improvement of the students’ speaking ability. And the students voice in the

post test will be recorded.

3.6 Research Instrument

3.6.1 Conceptual Definition

Instrument is all tools in the research by using certain method. In addition, research

instruments is tool or facilities which were used by the researcher in collecting the

25

data in order to make his job is easy and get better result, in the meaning more

complete and systematic so it will be easy to analyze. 22

3.6.2 Operational Definition

In this kind of research, the researcher used the test as the main instruments.

a. Try-out : it was done the validity and reliability of the test.

b. Pre-test : it was done to know the students’ beginning ability in speaking

before the treatment.

c. Post-test : it was done to know whether there is any influence of pictures in

group work technique in speaking class or not.

3.6.3 Research Instrument Design

Because there is no standard test of speaking, so the researcher made her own test.

The test was about the daily activity of certain topic of speaking. In this kind of

research, the researcher used the test as the main instruments. The test is including

try-out, pre-test, and post-test.

3.7 Validity

According to Arikunto, he say that : “validity is a measurement which show the level

of validity or the real of the instrument. A valid instrument gas a high validity. On the

22 Arikunto, Op. Cit., 160

26

other hand, the instrument which lack of goodness has a low validity”23. An

instrument can be called valid when it can measure what is wanted. In the word, an

instrument can be called valid if it can show the data of variable are researched

correctly.

To measure the validity of instrument, the researcher used construct validity.

According to Bambang Setiyadi, construct validity is used to measure perception,

language behavior, motivation, even the language ability24.

3.8 Reliability

Indeed, Arikunto say that: “reliability show that an instrument can be believed to be

used as a tool of data collecting technique when the instrument is good enough”. 25If

the data is true based on the facts, how many data will be taken the result will be the

same. Reliability show the degree of mainstays about something. Reliability means

the data can be believed so it can be relied on.

To know the reliability of the test, the writer used the following steps:

1) Gave pre-test and post-test items to 20 students that out of the sample.

2) Collected the result and analyzed it.

3) Analyzed the difference between the pre-test and post-test result.

23 Ibid, p. 16824 Bambang Setiyadi, Op. Cit.,p.2625 Arikunto, Op. Cit., p. 178

27

To get the reliability of the test, the researcher used in rater’s reliability. This was

done by three raters who examined the students’ speaking test with the intention of

knowing the reliability of the test. The statistical formula for counting the reliability

is as follows:

R = 1- 6 (∑d2)

Notes:

R = Reliability

d = the difference of rank correlation

N = number of students26

The criteria of reliability are:

A. A very low reliability ranges from 0.00 to 0.19

B. A low reliability ranges from 0.20 to 0.39

C. An average reliability ranges from 0.40 to 0.59

D. A high reliability ranges from 0.60 to 0.79

E. A very high reliability ranges from 0.80 to 1.00

From the criteria of reliability above, it can be concluded that the gain (d) has a very

high reliability since it amount to 0.96 and the result of the post test has a very high

reliability as well because it amount to 0.96, meaning that the reliability of the test in

this research are very reliability.(see appendix 1)

26 Anas Sujiono, pengantar statistic pendidikan, Rajawali Press, Jakarta, Ed. 1, 2009, p. 232

28

3.9 Normality Test

To measure the normality test, the researcher used the lilliefors test as follow:

a. For x1, x2, x3, …….xn were assumed as number z1, z2, z3,……….., zn by using the

formula:

zi = xi − x ( x and s are the average and the sample’ standard deviation).

b. For each this absolute number was arrange in the normal distribution, then it

was calculated F (zi) = P (z < zi)

c. Then, the researcher calculated the proportion z1, z2, z3,…….., zn that can be

smaller or just the same as z1. If the proportion is represented by S (z i), so, S

(zi) = z1, z2, z3,…….,zn

i. n

So that, the researcher calculated F (zi) – (zi) to the absolute number.

d. Next, the researcher calculated the biggest number among those absolute

numbers and called the number as L observed. So, it can be concluded that L observed

= max F(zi) – S(zi).27

From the calculation for pre-test, the data is normal. It can be seen as follows:

L observed = 0.163

L critical = 0.886

L observed < L critical (see appendix 2)

27 Sudjana, Metode Statistik, Tarsito, Bandung, Ed. 1, 2005, p. 466

29

Moreover, the calculation data for post test is normal too.

L observed = 0.232

L critical = 0.886

L observed < L critical (see appendix 4)

The test criteria:

L observed < L critical, it means that the data is not in normal distribution.

L observed < L critical, it means that the data is in the normal distribution.

With α = 0.05

3.10 Homogeneity Test

To measure the homogeneity test, the researcher used the formula as follows:

F observed = the biggest variants

The smallest variants28

According to the result of calculation, the researcher got:

F observed = 1.07 with α = 0.05 and F ½ o.o5 (80-1,80-1)

Based on the calculation, it was got that F observed < F critical, that is 1.07 < 1.69 it means

that the data is homogenous. (see appendix 6)

28 Ibid, p. 250

30

3.11 Hypothesis Test

To measure the hypothesis, the researcher used t-value of the test as follows:

t = Md

√ ∑ X2 d

N(N-1)

Where :

Md = mean of the difference between pre-test and post-test

N = subject in the sample

∑X2d = total quadrant deviation29

Based on t critical o t-value distribution for n = 82 and t 0.95, it is stated that t-value is

1.98. Meanwhile, based on the calculation the researcher got t observed was 2.49.

So, t observed > t critical, that is 2.49 > 1.98

H o : is received if t observed > t critical

H 1 : is received if t observed < t critical

Based on the calculation, H1 is received because t observed > t critical, that is 2.49 > 1.98. It

means that there is significant influence of using picture towards students’ speaking

ability of MTs Negeri Kedondong.

29 Arikunto, Op.Cip., p. 306

31

CHAPTER IVRESULT AND DISCUSSION

4.1 Result of the Analysis

This research was proposed to know whether there is any significant influence of

students’ speaking ability after being taught using pictures in group work technique.

The research was conducted at the first semester of eight class of MTs Negeri

Kedondong Pesawaran. There were seven classes (a,b,c,d,e,f,g) each classes has forty

two students. The total number of population was 294 students. Two classes were

chosen as control class and experimental class. Based on data that writer got. The

score was derived from the test. There are at least two tests in this research, they are

pre-test and post-test.

4.2 Data Analysis

Analysis means the categorizing, ordering, manipulating, and summarizing of data

obtain answer to research questions. The purpose of analysis is to reduce data to be

intelligible and interpretable so that the relation of research problem can be studied.

In scoring the test, the students called out in turn and the writer tested them by giving

the question relating to the material. In giving scores, the writer followed rating scale

32

developed by Brown. It show four items were important to be scored: (1) grammar;

(2) comprehension; (3)vocabulary; (4) pronunciation; and (5) fluency (the ease and

speed of the flow of speech). Therefore, in this study gave the score was based on

those criteria. Because the students did not make their own communication, but they

only answered question given them.

The difference between the two means is 1.55 (see the appendix 13). To determine

whether the difference statistically significant or merely a chance of occurrence, an

appropriate statistical analysis has to be applied. The t-test was recommended to

determine the significance of the difference between two means.

After getting the t-value, the writer consulted the critical value on the t table to check

whether the difference was significant or not. Before the experiment was conducted,

the level of significance to be used in the experiment had been divided first. For this

experiment, the writer used the 5% (0.05) alpha level significance as usually used in

psychological and education research.

The number of subjects in this experiment was 82. The degree of freedom (df) was N-

2 = 82-2= 80. For five percent alpha level and 80 degree freedom, there was no

definite critical value in the table. It was necessary to find the definite value in order

to get the closest of the critical value in the t-table. The writer chose degree of

freedom (df) 82 because it is the closest (df) from 80. The t-table for 82 was 1.98.

33

The obtained t-value was 2.49 so the t-value was higher than the critical value on the

table that is 2.49 > 1.98 (see appendix 12).

From the result, it could be conducted that the difference was statistically significant,

therefore, based on the computation there was significant difference between

teaching speaking after and before using pictures in group work technique. Teaching

speaking after using pictures in group work technique was more affective than

teaching speaking before using pictures in group work technique. It could be seen by

the result of the test where the students’ score was higher after being given the

treatment.

4.3 Result of the Research

4.3.1 Result of Pretest

As stated in the previous chapter, before conducting the treatment, the writer gave a

pre-test. The purpose was know how far the students could speak English fluency by

answering the question relating to the subject. The analysis shows that the mean score

of pretest.

The average of the students’ result = The scores of the students

The number of the students

= 466.4

82

= 5.7 (See appendix 8)

34

From the analysis above, the average achievement of the students’ pre-test was 5.7.

the writer concluded that the students had difficulties to speak English fluency.

4.3.2 Result of Posttest

In the last activity, the students did a post-test. the writer recorded the students’

voices and analyzed their utterance. The analysis shows that the mean score of

posttest.

The average of the students’ result = The scores of the students

The number of the students

= 551.9

82

= 6.7 (See appendix 9)

From the analysis, the average achievement of the students’ post-test was 6.7. it can

be concluded that the students’ achievement in speaking skill by using pictures in

group work technique as the alternative method had a significant improvement.

4.4 Data Interpretation

Interpretation takes the result of analysis, the interferences pertinent to the research

relations studied and draws conclusions about these relations. In the test, the average

score of the pre-test and post-test of the students is 5.7 and 6.7 (see appendix 2,3,4,

and 5). It show that post-test scores of the classis better than the pre-test. The result of

35

the post-test of the class is higher than the pre-test. based on the result above, the

writer conclude that the teaching speaking by using pictures in group work technique

can improve the students’ speaking ability.

4.5 Discussion

Based on analysis of the data and the hypothesis testing, the result of the calculation

is found that the hypothesis H1 is accepted because t observed > t critical, that is 2.49 > 1.98.

From the analysis above, we know that the students who get high frequency of using

picture in group work in teaching speaking get better result than the students without

using picture in group work in teaching speaking.

So in this case, the writer would like to say that using picture is one of good

technique in motivating students in teaching English, especially in the speaking

ability. So it is very important to increase the students speaking ability. It means that

there is significant influence of picture towards students’ speaking ability of MTs

Negeri Kedondong.

36

CHAPTER VCONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Dealing with the objective of the researcher formulated previously, the conclusion

can be drawn:

1. In the teaching speaking by using pictures in group work was better than

without using pictures in group work to increase the students speaking ability.

2. Pictures in one of the technique in teaching learning English, especially

speaking, so the students were easier to understand about the material.

3. The teaching influenced the students speaking ability, on the other word

picture in teaching English can increase the students speaking ability.

4. The mean score of experimental class was higher than control class. The mean

score of experimental class was 6.7 and control class was 5.7. It can be

concluded that there was any significance improvement in the experimental

class after they were thought by using pictures in group work technique.

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5.2 The Suggestions

1. It is important for teacher to be creative in choosing speaking material.

Because the topic that is not interest can make the students bored.

2. Use interesting way in teaching speaking. It can motivate the students.

38

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