SKRIPSI

“THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT

DIVISION (STAD) TOWARDS STUDENTS’ SPEAKING ABILITY”

(A Quasi-experiment Research at the Eleventh Grade Students of SMK Puspita

Bangsa in Academic Year 2015/2016)

By:

ERVI NUR AZIZAH

1111014000062

THE DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC SYARIF HIDAYATULLAH UNIVERSITY

JAKARTA

2016

i

ABSTRACT

ErviNurAzizah. 1111014000062. The Effectiveness of STAD (Student Team

Achievemet Division) Towards Students’ Speaking Ability (A Quasi-

Experimental Study at the Eleventh Grade Students of SMK Puspita Bangsa in

academic year 2015/2016). Skripsi of the Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah

Jakarta University, 2016.

Advisor I : Dr. Alek, M.Pd.

Advisor II : Zaharil Anasy, M.Hum.

Key Words: STAD (Student Team Achievement Division), Speaking Ability.

The objective of this study was to know the empirical evidence about the

effectiveness of STAD (Student Team Achievement Division) method towards

students’ speaking ability at the Eleventh Grade Students of SMK Puspita Bangsa.

In this study the researcher used quantitative analysis as a method. Moreover, the

design used quasi-experimental study and the instrument of this research was oral

test. The population of this study was the Eleventh grade students of SMK Puspita

Bangsa. They were XI.1 as the controlled class and X.3 as the experimental class.

X.1 has 35 students while X.3 has 37 students. In this present study the researcher

used purposive sampling as the sampling technique. To gain the reliability of the

test instrument, the research used analytical scoring which was derived by David

P. Harris to give score on the students’ speaking on pre-test and post-test ,

(Maximum score: 25. Then the total score was Student score X 100 : maximum

score). In the end of the research, the researcher concluded the effect of STAD on

students’ speaking ability by comparing the test result between the pre-test and

post test in two classes. The findings of the research showed that the students

which were taught using STAD have higher score than taught without STAD. It

was proved by the calculation of mean score on experimental class (71) and

control class (64). It can be seen that mean score of experimental class higher

than controlled class. In addition, from the statistic analysis, it was found that the

value of the t0 was 3.87 with degree of freedom (df) of 38. In the significant degree

of 0.05, the value in the table of t student T (0.05) and df (20+20) – 2 was 1.686.

The result showed that Tvalue>Ttable(3.87>1.686). Based on the statistical result, it

can be drawn that t0 is accepted and the null hypotheses (H0) is rejected. It means

that STAD (student Team Achievement Division) was effective towards students’

speaking ability at the Eleventh grade student at SMK Puspita Bangsa students.

ii

ABSTRAK

ErviNurAzizah. 1111014000062. The Effectiveness of STAD (Student Team

Achievemet Division) Towards Students’ Speaking Ability (A Quasi-

Experimental Study at the Eleventh Grade Students of SMK PuspitaBangsa in

academic year 2015/2016). Skripsi pada jurusan Pendidikan, Fakultas Ilmu

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2016.

Advisor I : Dr. Alek, M.Pd.

Advisor II : Zaharil Anasy, M.Hum.

Kata Kunci: STAD, Kemampuan Berbica

Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan “Student

Team Achievement Division (STAD)” terhadap kemampuan berbicara pada siswa

kelas XI di SMK Puspita Bangsa. Dalam penelitian ini peneliti menggunakan

metode quantitative dan metode penelitian kuasie kspermen. Instrument yang

digunakan adalah tes lisan. Populasi dalam penelitian ini adalah seluruh siswa

kelas XI di SMK Puspita Bangsa. Kemudian, peneliti mengambil 2 kelas sebagai

sampel dalam penelitian ini yaitu kelas X.1 sebagai kelas control dan X.3 sebagai

kelas eksperiment. Adapun masing-masing kelas memiliki jumlah siswa yaitu 35

siswa dikelas X.1 dan 37 siswa dikelas X.3. Dalam pengambilan sampel, teknik

yang digunakan yaitu purposive sampling. Untuk memastikan reliabilitas dari

instrument tersebut, peneliti menggunakan analytical scroring yang diadaptasi

dari David P Harris untuk menilai hasil pre-test dan post-test siswa dalam

kemampuan berbicara. Di akhir penelian, peneliti menyimpulkan keefektifan

penggunaan STAD dalam kemampuan berbicara siswa dengan membandingkan

antara nilai pre-test dan post-test dua kelas. Dari hasil penelitian menunjukan

siswa yang belajar menggunakan STAD memiliki nilai lebih tinggi dibandingkan

dengan kelas yang tidak menggunakan STAD. Itu dapat dibuktikan dengan hasil

nilai rata-rata kelas experiment 71 dan kelas control 64. Sedangkan untuk hasil

perhitungan hipotesis statistic ditemukan bahwa pada taraf signifikansi 5%, thitung

adalah 3.87, sedangkan ttabel adalah 1.686. Hal ini menandakan thitung > ttabel. Dari

hal tersebut, dapat disimpulkan bahwa T0 (Hipotesis Alternative) diterimadan H0

(Hipotesis Null) ditolak. Dengan kata lain, bahwa penggunaan metode STAD

efektif dalam kemampuan berbicara siswa kelas XI di SMK Puspita Bangsa tahun

ajaran 2015/2016.

iii

ACKNOWLEDGEMENT

Bismillahirromahmaanirrohim,

All praise be to almighty Allah Who always gives His mercy and blessing

upon the writer in her life and her study to accomplish this Skripsi entitled “The

Effectiveness of STAD (Student Team Achievement Division) toward Student

Speaking Ability” (An Experimental Study at the Eleventh Grade Students of SMK

PuspitaBangsa in the Academic Year of 2015/2016).

Invocation and Salutation may be granted to the noble prophet Muhammad

Pbuh as the best figure in this universe and his family, his colleague, his followers

who has brought Islam until this present.

Her deepest gratitude and appreciate go to all members of her big family,

especially her beloved parents her father E. Sunarya, S.Pd and her mother

Mutmainah who everlastingly pray for her success and for supporting throughout

her life and their patience and struggle to bring up their daughter should be

appreciated.

Next, the writer would like to express her deepest gratitude to her advisor

and also the head of English Education Department, Dr. Alek, M.Pd for his

precious time, helpful corrections, careful guidance, and encouragement the writer

during consultation.

Her deepest gratitude also goes to her thesis advisor II and also the

secretary of English Education Department Zaharil Annasy, M.Hum. Thank you

for the kindness, precious time, very good advice as well as suggestion and

support throughout the process of completing this skripsi.

Her deepest gratitude and appreciation go to those who have helped and

supported her during the process of finishing this thesis.

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and

Teachers’ Training.

2. All lecturers of the Department of English Education, who have given

their knowledge, experience and time to lectures the students in this

department.

iv

3. The Headmaster of SMK Puspita Bangsa Mr. Samsi, S.Pd who had given

permission to the writer to do the research in his school.

4. The English teacher of SMK Puspita Bangsa Mr. Razikin, S.Pd. who

helped the writer by giving permission to join and to do research in his

class.

5. Her dearest brothers and sisters, Dian Fauzan Firdaus, M.Pd., Sirot

Qudratullah, S.E., Aufa Maftuhah, S.Pd., Yuli Sri Muliawati, S.Pd and

Cute nephew and nices Lingga Reizan Dzakwan Firdaus, Alisya Nasywa

Firdaus, Lubna Fathiatul Attaya for their fidelity, love and priceless

sacrifice and always giving motivation and praying for the writer.

6. All beloved friends of “EED B 2011 Happy Family”, especially the

writer’s best friends; Afni Amalia, S.Pd, Karima Desti Annisa, Siti

Khafido, Nadya Karimah, Fauziah Putri and Siti Raudatul Fushiyah for

their support, helps and have accompanying the writer’s journey studying

in this University.

7. Last but not least, there are still lots of people who cannot be mentioned

one by one who helped in finishing this skripsi.

The researcher realizes that this skripsi is certainly far from perfect,

therefore any criticism, suggestion for the development of this thesis are highly

appreciated.

Finally, the writer expects; may this skripsi maybe useful, especially for

the writer and generally for the reader.

Jakarta, January 04th

2016

The Writer

v

TABLE OF CONTENT

LETTER OF WRITING AUTHENTICITY

APPROVAL SHEET

ABSTRACT ............................................................................................... i

ABSTRAK ................................................................................................. ii

ACKNOWLEDGMENT .......................................................................... iii

TABLE OF CONTENTS .......................................................................... v

LIST OF TABLE ...................................................................................... vii

LIST OF APPENDIX ............................................................................... viii

CHAPTER I INTRODUCTION

A. Background of the Study .......................................... 1

B. Identification of the Problem. ................................... 4

C. Limitation of the Problem .......................................... 4

D. Research Question ..................................................... 5

E. Objective of the Study ............................................... 5

F. Significance of the Study ............................................ 5

CHAPTER II THEORETICAL FRAMEWORK

1. Speaking Skill .......................................................... 7

A. Definition of Speaking ....................................... 7

B. Aim of Study Speaking ...................................... 8

C. Assessing Speaking ............................................ 9

2. Cooperative Learning .............................................. 11

A. Definition of Cooperative Learning ................. 11

B. Method of Cooperative Learning ................... 11

C. STAD ................................................................ 12

1. Definition of STAD ................................................. 12

2. Component of STAD ............................................... 13

3. Implementation of STAD in Teaching Speaking

Skill .......................................................................... 14

vi

D. Procedures in Teaching Speaking Using STAD 16

E. Previous Related Study ................................... 18

F. Thinking Frame work ...................................... 19

G. Theoretical Hypothesis .................................... 20

CHAPTER III RESEARCH METHODOLOGY

A. Place and the Time of the Research ........................... 21

B. Research Method and Design .................................... 21

C. Population and Sample............................................... 22

D. Instrument of the Research ....................................... 23

1.The Data Validity .................................................... 27

E. Technique of Data Collection .................................... 27

F. Technique of Data Analysis ....................................... 28

G. Statistical Hypothesis ................................................. 31

BAB IV THE RESEARCH FINDING AND ITERPRETATION

A. Research Finding ..................................................... 33

1. Data Description ................................................. 33

2. The Result Data of Experimental Class .............. 33

3. The Result Data of Controlled Class .................. 35

4. Analysis of the Data ............................................ 37

5. Hypothesis Testing .............................................. 41

6. Result of Data Analysis ...................................... 45

B. Interpretation of the Data .......................................... 45

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................. 48

B. Suggestion .............................................................. 48

BIBLIOGRAPHY ..................................................................................... 50

APPENDICES .......................................................................................... 53

vii

LIST OF TABLE

Table 3.1 Instrument of the Research ......................................................... 24

Table 3.2 Rubric for Assessing Speaking ................................................... 25

Table 4.1 Score Pre-test and Post-Test of the Experimental Class ............. 34

Table 4.2 Score Pre-test and Post-Test of the controlled Class .................. 35

Table 4.3 The Result of Normality Pre-Test ............................................... 37

Table 4.4 The Result of Normality Post-Test ............................................. 38

Table 4.5 The Result of Homogeneity Pre-Test.......................................... 39

Table 4.6 The Result of Homogeneity Post-Test ........................................ 40

Table 4.7 The Result of Comparison of the Experimental and

Controlled Test ............................................................................ 41

viii

LIST OF APPENDIX

Appendix1 : List of Members Controlled Class .................................. 53

Appendix2 : List of Members Experiment Class ................................. 54

Appendix3A : The Instrument for Pre-Test ........................................... 55

Appendix3B : The Instrument for Post-Test .......................................... 56

Appendix4A : Lesson Plan for Pre-Test (Experiment Class) ................. 57

Appendix4B : Lesson Plan for Post-Test (Experiment Class) ................ 63

Appendix5A : Lesson Plan for Pre-Test (Controlled Class) .................... 69

Appendix5B : Lesson Plan for Post-Test (Controlled Class) .................. 75

Appendix6A : The Result of Pre-Test (Experiment Class)...................... 81

Appendix6B : The Result of Post-Test (Experiment Class) .................... 82

Appendix7A : The Result of Pre-Test (Controlled Class) ....................... 83

Appendix7B : The Result of Post-Test (Controlled Class) ...................... 84

Appendix8A : The Transcript of Pre-Test (Experiment Class) ................ 85

Appendix8B : The Transcript of Pre-Test (Controlled Class) .................. 91

Appendix8C : The Result of Post-Test (Experiment Class) ...................... 96

1

CHAPTER I

INTRODUCTION

This chapter consists of background of the study, identification of the

problem, limitation of the problem, research question, the objective of the study,

and the significance of the study.

A. Background of Study

Speaking is one of the language skills in learning English language. In

teaching learning English, Speaking is one of the important skills that should be

learned by the learner. In addition, there are some important elements should be

concerned in learning speaking such as grammar, vocabulary, pronunciation and

the fluency. Grammar and vocabulary will help the learner in conveying the

information correctly. Besides, Pronunciation should be learnt by learner because

it is very important in conveying the meaning of the speaker. Therefore, speaking

skill should be taught more in some substances that related to communication.

Communication is really important in the daily activities. Without

communication people cannot get the information which they really want to

know. It is caused that communication is the way how people can express their

ideas. Absolutely, the purpose of communication is to persuade, inform and

entertain. Therefore, the status of communication can be done through the use of

language whether it is through oral or written form.

Language is the main aspect of human existence in doing communication,

because without language people may find difficulty to give their opinion about

many things to others. In other words language is as a tool for transferring the

ideas feeling and emotion. In learning English Language there are many parts that

must be learned such as in tenses part of speech, pronunciation, vocabulary,

semantics, and so on.

Considering the importance of English language, it is necessary for people

to learn English as a second language. Indonesia government had been putting

English as one subject to learn in junior as well as in senior high school. Students

are expected to be able to communicate orally and writtenly.

2

Speaking is one of communicative skills that should be mastered by the

students during learning English, especially students of senior high school.

Nevertheless, many students have difficulties in producing the utterances in the

speaking class. Some students still consider that English is a difficult lesson to be

learned at the school. In addition, most of students prefer to keep silent rather than

speaking when the teacher asked the student to practice in the class.

Sometimes, the student argues that the person who was master in

speaking, they also master in English subject. Because in speaking ability the

skills consist of some aspect that also should be concerned: vocabulary,

pronunciation, and grammar. In other hand, most of learners feel fearful, do not

have confident and lack of motivation to speak English in the class, especially in

English subject.

To help the students in solving their problem, the teacher should motivate

and create the effective way to stimulate students, then the students interested in

practicing their speaking. Moreover, the students not only have to learn more

about vocabulary building, grammar, and pronunciation but also have to

understand when, why, and in what ways to produce language. Self confidence is

the important thing in speaking ability, because utterance will not come if there is

not bravery and confidence in her/him self. As we know with the recent growth of

English as an international language of communication, there is clearly a need for

many learners to speak and interact in a multiplicity of situations through the

language such as: for foreign travel, business or other professional reasons.

It is obvious that speaking is one of the important skills in English to be

learned, especially the learner who will interact in business, travel and such as

tourism major in vocational school. Speaking ability will help students and make

them easy in giving and delivering information with their partner. According to

Paulette Dale and James C. Wolf “Any speech is an informative speech if it

3

presents information.1 Our speech would be informative if our partner can

understand and get the information from us.

Teacher can use some techniques or activities to help students active and

motivated in acquiring the speaking ability based on the instructional material

given. According to Brown ”Dialogues and conversations are the most obvious

and most often used speaking activities in language classrooms, a teacher can

select activities from a variety of tasks.2As an oral skill, speaking need much

practice to help student in mastering in speaking. Additionally teacher has to build

communicative activities in the class.Then, studentswill be more active in the

class. As Murcia stated in her book that Communicative activities are the

activities which oriented in performing: such as role play, drama scenes, debates

and interview.3Teachers also can use cooperative learning as their method in

teaching learning process.

Cooperative learning is a technique which transforms the classroom from a

collection of individual to a network groups. Cooperative environment are indeed

more beneficial than autocratic environments for advancing the child social and

intellectual majority.4 The method also expects the students to help each other in

mastering the current knowledge by arguing and discussions; they are expected to

exchange their knowledge.

In this study, the researcher analyzed the eleventh grade student in the

vocational school (SMK) with the tourism major. The tourism program has

connection with their speaking ability and the ability in giving the information or

opinion. Furthermore, speaking will be important in tourism major’s students for

preparing in guiding and handling the tourist. According to Anderson, Maclean

and Lynch that studying speaking has been written for people who need to speak

1Paulette Dale and James C.Wolf, Speech Communication: Third Edition, (New York:

PearsonEducation, 2006), p. 61. 2Brown, H.Douglas,Teaching by Principles: An Interactive Approach to Language

Pedagogy, (Englewood Cliffs, NJ: Prentice Hall Regents, 1994), p. 269. 3Marianne Celce Murcia, Teaching English as a Second or Foreign Language, Second

Edition, (Boston, Massachussett: Heinle and HeinlePublisher, 1991), p. 144. 4Bruce R. Joyce and BerjHarootunian,The Structure of Teaching,(Chicago: All Right

Reserved, 1967), p. 167.

4

English in connection with their academic work.5 It is appropriate with of tourism

major’s studentswhich related with their work.

In this study, the writer use Student Team Achievement Division (STAD)

as the technique. According to Sharan that main idea behind STAD is to motivate

students to encourage and help each other in mastering the skill presented by the

teacher. If students want their team to earn team rewards, they must help their

teammates to learn the materials.6 According to Armstrong, Scott and Jesse stated

In STAD technique students are assigned to four or five member teams reflecting

a heterogeneous grouping of high, average, and low achieving students of diverse

ethnic backgrounds and different genders.7 In this technique students can share

their problem or difficulties with their friends in group. So, group work will

limited their doubt, fearful and feeling shy to speak and to express their opinion.

Getting learners to speak in class is difficult, hopefully by using STAD can

improve students’ speaking ability. The group consist of different background,

included smart children. Therefore, each student will more confident to speak in

group than to speak in front of the entire friend. Based on the explanation above,

this study will be continued under the title of “The Effectiveness of Student Team

Achievement Division (STAD) towards Students Speaking Ability”

B. Identification of Problem

Based on the explanation above, the writer identifies some problems

teaching and learning speaking, they are:

1. Students are feeling shy,fearful and doubtful to speak in speaking class

because they are not accustoms to speak English in class.

5 Kenneth Anderson, Joan Maclean and Tony Lynch, Study Speaking: A Course in Spoken

English for Academic Process. Cambridge, (New York: The Press Syndicate of the University of

Cambridge, 2004), p. 5. 6SholomoSharan,Handbook of Cooperative Learning Methods.(Greenwood: Greenwood

Press, 1999), p. 4. 7Armstrong, Scott Palmer and Jesse, Journal Student Teams Achievement Divisions

(STAD) in a twelfth grade classroom: Effect on student achievement and attitude, Pro Quest LLC,

2014, p. 7.

5

2. Most of students lack of risk taking to participate actively in the class

because of the class crowded and make some of them lost their

concentration.

3. Most of students consider that speaking is a difficult material to be

learned.

4. The teacher less creative to choose any appropriate method.

C. Limitation of Problem

Based on the problem were related above, the problem of thisresearch was

limited on using Student Team Achievement Division (STAD)technique in

students speaking ability.

D. Research Question

Based on the problem above, the problem of this research was formulated

as follow “Was there any effect of students’ speaking ability before and after

applying Student Team Achievement Division (STAD) at the Eleventh Grade

Student at SMK PuspitaBangsa?”

E. Objectives of the Study

Based on the problem mentioned above, the objective of this research was

to know the effectiveness of students’ speaking ability before and after applying

Student Team Achievement Division (STAD) at the Eleventh Grade Student at

SMK PuspitaBangsa.”

F. Significance of the Study

The result of this research hopefully can give some significances, not only

theoretically but also practically, go to:

1. Student:

The result of the study will hopefully contribute to the improvement of the

speaking ability, especially in giving opinion on vocational school of tourism

major.

6

2. Teacher:

The result of the study hopefully will inform the teacher that STAD (Student

Team Achievement Division) is able as an interest technique to increase the

student’s ability in speaking.

3. Other Researcher:

The result of the study will hopefully contribute to the other researchers who

are interested in the use STAD (Student Team Achievement Division) in

speaking ability in giving opinion.

7

CHAPTER II

THEORETICAL FRAMEWORK

In conducting the research, researcher tried to collect some theory of

speking and STADfrom experts and other research which is in a same field. This

chapter will elaborate the variable of the research systematically. The variables

are Speaking and STAD (Student Team Achievement Division). Due to give some

explanation clearly, the researcher will explain from the definition of speaking,

aims of study speaking, assessing speaking, the definition of Cooperative learning,

definition of STAD and its purposes, component of STAD andImplementation of

STAD (Student Teams-Achievement Divisions) in teaching speaking skill.

A. Speaking

1. Definition of Speaking.

Speaking is a skill by using utterance and also one of a tool in

communication. As a social creature, human being is needed to communicate

between each other. As Brown said speaking is productive skill that can be

directly and empirically observed, those observations are invariably colored by the

accuracy and effectiveness of a test-takers listening skill. 1 Based on Richards and

Renandya say speaking is one of the central elements of communications. In EFL

teaching, it is an aspect that needs special attention and instruction.2According to

Nunan” Speaking is one of the most important aspects to be learned by students.”3

Speaking ability is important and needed, because as a human being we need to

interact and communicate with the other human being.

Brown in his book stated “Spoken language production, learning to talk in

the foreign language is often considered to be one of the most difficult

1 H. Douglas Brown,Language Assessment: Principles Classroom Practices, (San

FransiscoState University: Pearson Education, 2004), p. 140. 2Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 210. 3David Nunan, .Language Teaching Methodology: A Textbook for Teacher,(New York:

Prentice Hall Regent1991), p. 25.

8

aspectslearning for the teacher to help the student with.4 According to Anderson,

Maclean and Lynch stated that speaking is often the skill upon which a person is

judged „at face value‟. In other words, people may often form judgments about

our language competence from our speaking rather than from any of other

language skills.5In short speaking is one of skill that difficult to learn, because

there are many aspect and the ability that student have to concerned on it such as:

fluently, grammar, vocabulary and self confidence also. Therefore, sometimes

speaking stated as a difficult skill for learner. Teachers have to provide the

effective guidance in developing student speaking ability. Self confidence and

more practice are much needed in improving speaking ability. Based on Richards

and Renandya stated like any language speaking generally has to be learned and

practice. In practice, spoken language skill can be develop simply by assigning

student general topics to discuss or by getting them to talk on certain subject.6

Based on the previous definition above, Speaking is one of tools of

communication and the natural way to communicate and share information, idea,

and opinion to each other. Spoken language is a form of communication in which

people uses the mouth to create recognizable sounds. The teacher should train the

students to accustom them to speak in their target language, because to build

students‟ skill in speaking is not easy. The important one in speaking is practicing

the language. Then, the teacher can guide the student with some ways: such as

practicing the target language through oral practice, it can be done by guiding,

insistence, support the teacher.

2. The Goal of Studying Speaking.

There are many goals that must be reached by the learner in learning

English language. In this study, the writer focused on the goal of teaching speaking

skill. The goal of teaching speaking is to encourage students to develop ability to

4Gillian Brown and George Yule, Teaching the Spoken Language: An Approach Based on

the Analysis of Conversational English, (Cambridge: Press Syndicate of the University of

Cambridge, 1983), p. 27. 5JO Mc Donugh and Christopher Shaw, Material and Method in ELT: A Teacher’s Guide,

(British: Black Well Publishing, 2003), p. 133. 6Jack C. Richard and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 205.

9

communicate and interact with other, to develop fluency and natural in expression,

feeling and opinion to other people. Kenneth Anderson in his book, Study speaking

is designed to improve student‟s speaking skills English by using:

a. Activating and extending their linguistic competence

b. Increasing their confidence in using spoken English

c. Developing their ability to analyze and evaluate spoken performance

d. Sharpening their strategic competence in face to face interaction.7

So, studying speaking aims is to improve the quality of their speaking

skills as well as to increase the quantity of their knowledge of the language

system. According to Brown: the aims of study speaking are the student should be

able to „express himself‟ in the target language, to cope with basic interactive

skills like exchanging greetings and thanks and apologies, and to express his

„needs‟-request information, service and will prepare student to produce short

turns of transactional and interactional type.8 So, student can express their ideas,

feeling and emotion in learning speaking. Through expressing those conditions the

students can develop the language knowledge as the skill. It is caused they are

frequently, accustomed use and practice their target language.

3. Assessing Speaking

There are some ways how teacher assess student‟s speaking ability. The

purposeis to know whether student can communicate effectively in the spoken

language mode. Based on Brown and Yule stated communicate effectively is

clearly a feature of primarily intersectional speech.9 Assessing speaking is

challenging, however, because there are so many factors that influence our

impression of how well someone can speak a language, and because we expect

test scores to be accurate, just and appropriate for our purpose. According to

Harris there are five components are generally recognized in analysis of the

7 Kenneth Anderson, Joan Maclean and Tony Lynch, Study Speaking: A Course in

Spoken English for Academic Process, Cambridge, (New York: The Press Syndicate of the

University of Cambridge 2004), p. 5. 8Gillian Brown and George Yule, Teaching the Spoken Language: An Approach Based on

the Analysis of Conversational English,(Cambridge: Press Syndicate of the University of

Cambridge, 1983), p. 27 9Ibid., p.103.

10

speech process. They are: 1) Pronunciation,” including the segmental features-

vowels and consonants-and the stress and intonation patterns,” 2) Grammar, 3)

Vocabulary, 4) Fluency, “The ease and speed of the flow of speech,” 5)

Comprehension,” for oral communication certainly requires a subject to respond

to speech as well as to initiate it.10

According to Brown, there are three type of

speaking:

a. Imitative

At one end of continuum of type speaking performance is the ability to

simply parrot back (imitate) a word or phrase or possibly a sentence. The purpose

of imitative activities is obviously not focus on students‟ meaningful interaction

but for focusing on the element of language form.

b. Intensive

A second type of speaking frequently employed in assessment contexts is

the production of short stretches of oral language designed to demonstrate

competence in a narrow band of grammatical, phrasal, lexical, or phonological

relationship. This activity intended to practice some phonological or grammatical

aspect but it is one step beyond imitative activities. Intensive speaking can be

done through pair work activities.

c. Responsive

Responsive assessment task include interaction and test comprehension

but at the somewhat limited level of very short conversations, standard greetings

and small talk, simple requests and comments, and the like. In responsive

activities, the students focused on how to reply the question shortly. The reply is

usually sufficient and no need to be extended. As in example:

Teacher: How are you today?

Student: Pretty good, thanks, and you?

10

David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill Publishing

Company Ltd: 1977), p. 81.

11

d. Interactive

The difference between responsive and intensive, interactive speaking is

the length and complexity of the interaction, which sometimes includes multiple

exchanges and multiple participants.

e. Extensive (monologue)

Extensive oral production task include speeches, oral presentation, and

storytelling, during which opportunity for oral interaction from listener is either

highly limited or ruled out altogether. It is given for intermediate to advanced

students who can explore their ability in extending monologue in the form of oral

reports, summaries, or short speeches.

The student must use the target language to share their ideas, thought,

opinions, and solve their difficulty together also discussed it with their team.11

B. Cooperative Learning

1. Definition of Cooperative Learning.

Cooperative learning is a teaching technique that facilitates pupils to work

together in team to assist each other in experiencing learning activities.

Cooperative learning is a successful teaching technique in which small teams,

each with students of different levels of ability, use a variety of learning activities

to improve their understanding of a subject. According to CooperativeLearning is

one way of providing students with a well defined framework from which to learn

from each other.Students work towards fulfilling academic and social skill goals

that are clearly stated.12

Cooperative learning has been proposed as a framework for organizing and

maximizing authentic and purposeful classroom interaction among learners in a

11

H. Douglas Brown,Language Assessment: Principles Classroom Practices, (San

Fransisco State University: Pearson Education, 2004), p. 141. 12

Sunila Thomas and Sreevidya Nair, JournalEffect of Student‟s Team Achievement Division

(STAD) on the Enhancement of English Language Competency Among Students of Secondary, Level

Academic Achievement of Students..Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue

2, July 2013. P. 23.

12

supportive and stress-reduced environment, thereby increasing their achievement

in the cognitive, affective, and social domains of schooling.13

From explanation above we can conclude, Cooperative learning is a

teaching strategy in which small teams, each with students of different levels of

ability, use a variety of learning activities to improve their understanding of a

subject. Each member of a team is responsible not only for learning what is taught

but also for helping teammates learn, thus creating an atmosphere of achievement.

Students work through the assignment until all group members successfully

understand and complete it.

2. Method of Cooperative learning

According to Slavin there are some methods of cooperative learning.

Student Learning Teams (SLT), Student Teams-Achievement Divisions (STAD),

Teams-Games-Tournament (TGT) and Jigsaw.14

a. Student Learning Teams (SLT),

Team goals are achieved when each member achieves selected academic

objectives. This method emphasizes to the team reward, individual accountability,

and equal opportunities for success. The team rewards are earned when a team

achieves at or above a predetermined criterion level.

b. Student Teams-Achievement Divisions (STAD)

In this method varied group of four students are assigned to a team. So,

students work together to ensure all students has mastered the lesson after initial

teacher led instruction. Next, students take individual quizzes without peer

assistance. And the last, quiz scores are compared to past averages; points are

awarded based on progress from past performance.

c. Teams-Games-Tournament (TGT).

Team‟s games tournament is same procedures as STAD on initial

instruction and heterogeneous groups. But the quizzes are replaced with

13

Shaaban and Ghaith, The Theoretical Relevance and Efficacy of Using Cooperative

Learning in the ESL/EFL Classroom,Journal of TESL Reporter 38, 2, 2005, pp. 14--28 . 14

Robert E. SLavin, Cooperative Learning: Theory, Research and Practice, (London,

Allyman Bacon: 2005), p. 11.

13

weekly Team‟s games tournament is same procedures as STAD on initial

instruction and heterogeneous groups. But the quizzes are replaced with

weekly tournaments.

C. STAD (Student Team Achievement Division).

1. Definition of STAD

STAD is type of method teaching in cooperative learning. In cooperative

learning, students are divided into groups or teams which they carry out assigned

work. Sharan stated in his book Student Team Achievement Division (STAD) is a

generic method of organizing the class room rather than a comprehensive method

of teaching any particular subject teacher used their own lesson and other

materials. 15

In the STAD consist of 4 until 5 students which in each group have

different ethnic, performance level, and ect. In this method student will work with

their team or group and make sure that all members is understand about the

material. The next, their comprehension or ability will exercise by individual quiz

about the material. Students‟ scores will compare with their previous score which

not use STAD as a technique in that subject.

STAD can be used as the effective way because students can learn English

from their friends rather than asking the teacher because they are shy or afraid to

ask. In STAD, the group is heterogeneous means that the group consists of

students with different performance in speaking. Because they work in group,

student will help and motivate each other in the material by using STAD.

Moreover, the teacher has explained that scores will took from their team

cooperation and comprehension. Student will help their teammates to comprehend

the material, they try to solve every problem and discuss it with their teammates.

From the definition above it can be concluded that Student Teams-

Achievement Division Method (STAD) is one of popular cooperative learning

that combines students‟ active-participation and collaboration team including five

major components such as class presentations, teams, quizzes, individual

improvement scores, and team recognition

15

Shlomo Sharan. Handbook of Cooperative Learning Method (Greenwood, 1994), p. 5.

14

2. Component of STAD

According to Sharan, Student team achievement division (STAD) is

divided into five major components, they are: Class presentations, Team, quizzes,

Individual improvement scores, and Team recognition. 16

a. Class Presentation

Class presentation is one of the focuses on STAD, in STAD class

presentation is student release that they must pay careful attention during the class

presentation, because doing so will help them to do well on the quizzes, and their

quiz scores determine their team scores.

b. Team

The team is the most important feature of STAD. At every point, emphasis

is placed on teammembers doing its best for the team, and on the team doing its

best to help its member. The team provides the peer support for academic

performance that is important for effects on learning, but it also provides the

mutual concern and respect that are important for the effects on such out comes as

intergroup relations, self-esteem, and acceptance of mainstreamed students.

c. Quizzes

After one to two periods of teacher presentation and one to two periods of

team practice, the student take individual quizzes. Students are not permitted to

help one another during the quizzes. This makes sure that every student

individually responsible to know the material.

d. Individual Improvement Scores.

The reason of individual improvement scores is to give each student a

performance goal that the student can reach, but only if he or she work harder and

performs better than in the past. Any student can contribute maximum points to

his or her team in this scoring system, but no student can do so without showing

definite improvement over past performance. The student can earn points based

on how much their quiz scores exceed their base scores.

16

Shlomo Sharan. Handbook of Cooperative Learning Method (Greenwood, 1994), p. 7.

15

e. Team Recognition

Students‟ team scores may also be used to determine up to five bonus

points toward their grades. Certificates for teams that meet high standards of

performance, newsletter recognition, bulletin-board displays, special privileges,

small prizes, or rather than towards emphasize the idea that doing well as team is

important.

3. Implementation of STAD (Student Teams-Achievement Divisions) in

Teaching Speaking skill

Speaking is the subject or skill that need more practice and student have

to or suggested to be communicative in the teaching learning process. Based on

Richards and Renandya said that to speak the target language fluently and

appropriately is difficult, especially for adult.17

Brown stated‟ speaking is a

productive skill can be directly and empirically observed.18

Therefore, in teaching

speaking need the effective guidance in developing students‟ speaking ability and

to be able communicate in the target language. Thus, to develop students‟

speaking ability in L2 or foreign language is the learner opportunity given to

speak in the language-promoting interaction

Practice is very important in learning speaking, because it is to train

students‟ pronunciation and comprehension of student. The teacher can use

Student team achievement division (STAD) as a method in teaching learning

process of speaking. Students also can share their problem and left their doubt to

say something with their friend in group. So team work is very needed in create a

good team. Here, the students in every group work toward a goal in order all of

personal learners participated in create a good team work. Based on Richards and

Renandya the functions of spoken language are interactional and transactional.

19The results of the function of speaking from both statements are interaction as a

key to teaching language for communication and transactional is the way to give

17

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 204. 18

Brown H. Douglas, Language Assessment: Principles Classroom Practices, (San

Fransisco State University: Pearson education, 2004), p. 140. 19

Richards and Renandya, Op. cit., P. 208.

16

and take exchange the message that conveys their intentions in real life

communication.

To implement STAD is not easy. A teacher is demanded to prepare the

instrument and technique well to apply this method in learning. Here are some

procedures to apply STAD in the class:

a. Make a team summary that is given for students.

b. Arrange the students‟ achievement

c. Determine the members of the team

d. Divide the students into a team.

e. Suggest students to fill the paper of team summary.20

D. Procedures In Teaching Speaking Using STAD

Based on Slavin in his book stated the Implementation Guide and STAD

Steps as follows:21

1. Implementation Guide

a. Make the students enthusiastic to do the question

b. Ask students randomly. It will make the students to prepare their

answers every time.

c. Do not give the question that needs long time to do. They will be bored

and not be interested in the learning.

2. STAD (Student Teams-Achievement Divisions) Steps in Speaking Skill.

a. Teaching

This step is material delivery step (teaching) to transfer lesson to the

student before they learn in their team. A teacher must set the goal includes what

aspect will be achieved and state the general concept of the ongoing teaching and

learning in the meeting.

20

Shlomo Sharan. Handbook of Cooperative Learning Method, (Greenwood, 1994), p. 6. 21

Robert E. SLavin, Cooperative Learning: Theory, Research and Practice, (London,

Allyman Bacon: 2005), p. 154.

17

b. Team Study

Students work with the project paper of their team to master the material.

The obligation of the members of team is to master material that explained in the

class and to help other team members to master the material. The students get

activity sheet and answer sheet that is used to drill ability during teaching and to

score their own selves and classmates. In the first teamwork in STAD, A teacher

must explain to the students how important to do in a team and set the classroom

rules:

1) Students have responsibility to ensure that their team to learn their

material.

2) No one stops learning until their own entire team master the material.

3) Ask a help to all team members to help other team members before

asking to the teacher

4) Team member is allowed talking each other in a soft of voice.

A teacher can also motivate the students to make additional rules if it is

needed. Here are the rules:

1) Allow students move to their team.

2) Give time around 10 minutes to choose name of their team.

3) Share activity sheets

4) Instruct the students to work together in pair.

5) Suggest the students that they have not finished yet in learning until

they believe that their team mates get 100 to their quiz.

6) Ensure that the students understand the worksheet is to learn not to just

fill in the blank.

7) Remind the students if they have question they must ask their team

mates before they ask the teacher.

c. Test

1) Give the quiz and time to the students to finish the task.

18

2) Allow the students to exchange the worksheet with other teams or

collect the quiz to score after the class ends. The teacher has to calculate

the team score and quiz immediately.

d. Individual Development Score

The main concept of individual development score is to tell students the

purpose of performance that is reached if they strive diligently and give better

performance. Every student is given first score that got from the average of

student performance in doing the same quiz before. Then the students collect point

to their team based on their development level of quiz score is compared with the

first score. The students can give maximal point contribution to their team in this

scoring system if they can progress their first score.

e. Team Recognition

The teacher announces the best team in the meeting based on the level of

development in the test and gives certificate to the best team.

E. Previous Related Studies

In conducting the study of using STAD as a technique in teaching

speaking skill of the Eleventh grade students of SMK Puspita Bangsa, the writer

relates this study from any sources. The first one is the research from Zaenul Wafa

from State Institute of Islamic Studies (STAIN) Salatiga university, entitles

“The Use of Student Teams-Achievement Divisions Method (STAD) to Improve

Listening Comprehension of the Second Grade Students of SMAN 2 Salatiga in

the Academic Year 2012/2013.”In his research he used STAD in improving

students‟ listening comprehension. In fact, he can give a proved that STAD is an

effective method to improve students‟ listening comprehension skill in teaching

listening comprehension. Inusing STADthe students were not only enthusiastic

about teaching and learning process but also happy to follow the procedure of

STAD; teaching, teaming, quiz, individual score development and team

recognition. Nevertheless in this research the writer tries to use STAD in students‟

speaking ability. So, there is difference purpose between the purpose of Zaenul

Wafa research and this research.

19

In the second study is the journal has written by Istirocha Murtanti

Cahyani from FKIP UNISMA, entitled The Effectiveness of Student-Team

Achievement Division (STAD) on Students’ Reading Comprehension Ability. Inher

journal she mentions that reading comprehension using STAD can make students

work together in achieving the material by upholding the norms of the group. It

means,if their groups want to get point, each group should help the member to learn

more about the lesson. But in quiz, the students should work individually. In this

journal was intended in the using STAD of students‟ reading comprehension. In

the other hand, in this study the writer intended in using STAD of the Eleventh

grade students of SMK Puspita Bangsa.

F. Conceptual Framework.

Speaking skill is the language skill that needs oral communication. Speaking

is one of way to communicate between human being. Speaking is one of language

skills in learning English. In getting a good communication of English, there are

some important elements should be concerned such as grammar, vocabulary,

pronunciation and the fluency. There are many things that can influence the

quality of students in speaking English. The facilities of the school and the

process of teaching and learning English in the class are part of the important

point in learning speaking for student.

STAD (Student Team Achievement Division) is a cooperative-learning

technique in which small groups of learners with different levels of ability work

together to accomplish a shared learning goal. The purpose of this study is to

explore the effects of Student Teams Achievement Divisions as a cooperative

learning experience in relation to direct instruction on student achievement,

attitude and motivation in economics education.

Most of students are not familiar to speak English, although in English class.

Most of students are less frequent in using English inside or outside the class.

Actually, students‟ have limited time to learn English in class, and they still do not

have enough encouragement to practice English outside the class in order to get

familiar with English. This case brings a problem that make senior high school in

20

vocational school students have difficulties to communicate in English. Whereas,

students are need mastering in communication with second language in their job.

Every problem can be solved, likewise the problem to speak English fluently that

vocational school students have. Teacher can apply some technique to improve

student ability in speaking; one of them is using STAD technique. They can have

an English conversation group that consists of their own classmates. They can

share and talk about anything in English during that time. In this club, they can

learn together. Students can correct each other without feeling embarrassed.

G. Theoretical Hypothesis

Based on the theories which are elucidated above, it can be proposed a

theoretical hypothesis as follow:

Ha : There is a significant effect of using STAD (Student Team Achievement

Division) techniquein teaching speaking at the students‟ eleventh grade at

SMK Puspita Bangsa.

Ho: There is no significant effect of using STAD (Student Team Achievement

Division) technique in teaching speaking at the students‟ eleventh grade at

SMK Puspita Bangsa.

21

CHAPTER III

RESEARCH METHODOLOGY

In order to determine the effectiveness of STAD (Student Team

Achievement Division) towards students’ speaking ability, the researcher deemed

the Eleventh grade of senior high school to be studied. This chapter outlines this

research, including the place and time of the research, research design, the

population and sample, the instrument of study, the data collection, and data

analysis.

A. Place and Time of the Research

1. Place of the Study.

The writer conducted the research at Vocational School at SMK Puspita

Bangsa in academic year 2014/2015. The school was located at Jl. Aria Putra No

9 Ciputat-Tangerang Selatan. This study used quasi experimental research design.

2. Time of the Study

The research conducted on September 15th

until November5th

, 2015.To get

the data for this study students givenpre-test,treatment and post-test.

B. Research Method and Design

1. Research Method

This research used a quantitative method. This method was used as the

research deal with statistical data.The method of this study was experimental

research.

2. Research Design

The design of this research was experimental research. In this experimental

research, the writer wanted to know the effectiveness of independent and

dependent variable from the treatments given to the sample.

Quasi-experimental design involves selecting groups, upon which a

variable is tested, without any random pre-selection processes. Based on Paul D.

Leedy and Jeannne Ellis Ormord in the true experimental research, the researcher

manipulates the independent variable and examines its effect on another,

22

dependent variable.1 In this research, the researcher used quasi experimental

design; There were experimental and control groups. Quasi-experimental studies

encompass a broad range of nonrandomized intervention studies.

The researcher uses the quasi-experimental research because in this study

the researcher uses all of subject in group to get a treatment. In this study, there

were two groups: experimental and control groups. The researcher gave different

treatments to experimental and control groups. In experimental group, the

researcher gave treatment using STAD, but in control group conventional teaching

was used.

C. Population and Sample

1. Population

The researcher took based on the objective of the study, it was to see the

effectiveness of using Student Team Achievement Division (STAD) towards

students’ speaking ability of the Eleventh Grade Students of SMK Puspita

Bangsa.

The population of this research was all students of eleventh grade in

tourism major at vocational school (SMK).

2. Sample and Sampling Technique

In this research the researcher usednon-probability sampling. The

researcher usedpurposive samplingas the sampling technique. The researcher

select participant for the sample so that any individual has an equal probability of

being selected from the population.2In purposive sampling, the researcher

handpick the case to be included in the sample on the basis of their judgment of

their typically.3In additionally, the researcher needs a list of members in the target

population and a number must be assigned to each individual. However, the

researcher also considered it based on the recommendation from the English

teacher on this school.

1Paul D. Leedy and Jeanne Ellis Ormord, Practical Research Planning and Designed,

Tenth Edition, (United State of America: Pearson Education, 2014). p. 240. 2Ibid.,.p. 143.

3Louis Cohen, Lawrence Manion and Keith Morrison, sResearch Methods in Education:

Fifth Edition, (USA, Canada: Taylor and Francis e-Library, 2005). p. 103.

23

In this research the researcher took two classes for the sample. The

subjects of sample werethe member of tourism major’s students at XI-I as the

experiment class and XI-3 as the controlled class. XI-Iconsist of 35 students and

at XI-3 consist of 37 students.

D. The Instrument Of The Study

Speaking is an activity which enactive several skills such as knowledge of

vocabulary pronunciation and grammatical features to encode and express an oral

idea for accomplishing a purpose. The ability to deliver the information, then, the

listener clearly understands what is being said is called speaking skill.

To know the effect of STAD method in teaching students’ speaking skill,

the writer gave pre-test and post test. The oral test was divided into pre-test and

post-test. The writer did a pre-test and post-test and took two classes. The pre-test

gives in the first meeting which is administered to assess the participants of

experiment before they receive a treatment. While, the post test give in the last

meeting which administered to assess the participants of experiment after they

receive a treatment.

The control class will be given the treatment as usual-memorizing texts; in

other hand the experiment class will be given a treatment of STAD (student team

achievement division) method. The pre-test and post-test instruments were given

in the oral test form by giving some situation of travelers (relevant with tourism

program). The writer divided students into 4 or 5, and then each of them may

choose one of situations and act it out in the class. Because the test is oral test, the

writer divided the score into five criteria. The scoring rubric to assessment the

students’ performance in speaking skill that adapted from David P. Harris, which

are the scores are from pronunciation, grammar, vocabulary, fluency, and

comprehension.4 Below are the table of test distribution and the rubric of the

scoring.

4David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill

Publishing Company Ltd, 1977), p. 84.

24

Table 3.1

Intrument of the Research

Instrument for Pre-Test

Choose one of these situations, and then

make a short dialogue based on the following

situations and practice in front of the class.

A. Handling guest

1. You are a receptionist in the hotel and

there is a guest who wants to check in.

2. You are a waiter/waitress in the

restaurant and there are one or two guests

who want to have a lunch.

B. The roles:

1. Please find your partner or make small

group that consists of 3 students which

suitable with the theme.

2. Maximum time for one dialogue is 5

minutes.

3. Choose one theme only.

Instrument for Post-Test

Making a short dialogue based on the

following situations and practice in front of

the class with your partner.

A. Handling guest in the hotel

1. The name of hotel is Syahid Hotel.

2. You are a receptionist in the hotel and

your partner is a guest that wants to

check in.

B. Handling guest in the restaurant.

1. You are a waiter/waitress in the

restaurant and your partner is a guest

that wants to have a lunch or dinner.

C. The roles:

1. Maximum time for one dialogue is 5

minutes.

25

Table 3.2

Rubric for Assessing Speaking

Component for

Assessing

Description

Pronunciation 5 Has view traces of foreign accent.

4 Always intelligible, though one is conscious of definite

accent.

3 Pronunciation problems necessitate concentrated

listening and occasionally lead to misunderstanding.

2 Very hard to understand because of pronunciation

problems. Must frequently be asked to repeat.

1 Pronunciation problems to severe as to make speech

virtually unintelligible.

Grammar 5 Makes few (if any) noticeable errors of grammar or

word order.

4 Occasionally makes grammatical; and/or word order

errors which do not, however, obscure meaning.

3 Makes frequent errors of grammar and word order

which occasionally obscure meaning.

2

Grammar and word order error make comprehension

difficult. Must often rephrase sentences and/or restrict

him to basic patterns.

1 Errors in grammar and word order to severe as to make

speech virtually unintelligible.

Vocabulary 5 Use vocabulary and idioms is virtually that of a native

speaker.

4 Sometimes use inappropriate terms and must rephrase

ideas because of lexical inadequacies

3 Frequently uses the wrong words; conversation

somewhat limited because of inadequate vocabulary.

26

Component for

Assessing Description

2 Misuse of words and very limited vocabulary make

comprehension quite difficult.

1 Vocabulary limitations so extreme as to make

conversation virtually impossible.

Fluency 5 Speech as fluent and effortless as that of native

speaker.

4 Speech of speech seems to be slightly affected by

language problems.

3 Speed and fluency are rather than strongly affected by

language problems

2 Usually hesitant; often forced into silence by language

limitations.

1 Speech is so halting and fragmentary as to make

conversation virtually impossible.

Comprehension 5 Appears to understand everything without difficulty.

4 Understand nearly everything at normal speed,

although occasional repetition maybe necessary.

3 Understand most of what is said at slower-than-normal

speed with repetition.

2 Has great difficulty following what is said. Can

comprehend only ‘social conversation” spoken slowly

and with frequent repetition.

1 Cannot be said to understand even simple

conversational English.

Maximum score: 25

Total score:

𝑆𝑡𝑢𝑑𝑒𝑛𝑡 ′𝑠 𝑠𝑐𝑜𝑟𝑒 𝑋 100

Maximum score

27

The Data Validity

Nunan in his book stated.”Validity has to do with the extent to which a

piece of research actually investigates.” While Reliability refers to the consistency

of the results obtained from a piece of research.”5 Difficulty index test tends to be

used to know whether the question or item test is easy, medium or difficult.

Meanwhile, Discriminating Power is the capability of test item to differentiate

between students who gave high competence and student who have low

competence.

Validity is an essential criterion for evaluating the quality and acceptably

of the research. In this study the writer uses content validity. Content validity is a

kind validity that depends on the analysis of the language which is being tested

and the course objective.6Content validity relates to whether the instrument takes

all of the content into consideration. For example, an articulation test that only

included two sounds would not cover the entire domain of articulation. The

judgment of content validity is generally made by someone who is an expert in the

field and has knowledge of the content domain.The instrument of this research has

to be appropriate with the objective of learning speaking skill which is tested to

students and the objective of teaching learning speaking skill can be achieved.

E. Technique of Data Collection

In this research the researcher used a set of test as instrument research to

collect the data. The speaking test items were taken from the students’ handbook.

The researcher chose that test under the consideration of the level of students in

Vocational school Puspita Bangsa. In order to measure the capability of the

students, the researcher used the score of pre-test and post-test as research

instrument for both the experimental and control groups.

5Dale T. Griffee, An Introduction Second Language: Research Methods Design and Data,

(United State of America: TESL-EL publication, 2012), p. 91. 6 L.R. Gay, Educational Research: Competencies for Analysis and Application, Third

Edition, (Columbus, Ohio: Merrill Publishing Company, 1987), p. 101.

28

Pre-test provides a measure on some attribute or characteristic that the

writer assesses for participants in an experiment before they receive a treatment.7

Then, the test is conduct before givingthe treatment in both experimental and

control group in the research. The result of this test was the first data to be

analyzed in this research. The purpose of doing pre-test was to know the ability

andcomprehension of students in speaking and how much mistakes that they did

inpractice dialogue. In the other hand, it was to know the students’ problem

inspeaking. In scoring speaking skill, the researcher used scoring rubric to get the

data. The result of every student was counted by formula and then the final score

of students also used to divide the groups based on achievement and found the

high score of the students to help their friends in the groups.

After that, the researcher conducted the post test for both experimental and

control group. Post-test is a measure on some attribute or characteristic that is

assessed for participants in an experiment after a treatment.8 The test is

administered after giving treatment for both experimental and control groups.

The scores of pre-test and post-test are the most consideration whether the

treatment of the experimental group gives positive effect or not to the first year

students in students’ speaking ability.

F. Technique of Data Analysis

1. Normality Test

Normality test is used to know whether the data come from the normal

distribution or not. In this study, the researcher tends to use SPSS 18 to find out

the normality of the data by followed these steps:

a. Open SPSS Program

b. Input the data to the data view by first fill the variable view with write down

Score as score of pre-test or post-test score and Class as the kind of class

c. Click Analyze >> Descriptive Statistics >> Explore

7Jhon W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, Fourth Edition, (Boylston street, Boston: Pearson

Education, 2002). p. 297. 8Ibid., p. 297.

29

d. Drag the Score to the Dependent List and Class to the Factor list

e. Click Plot >>checklist Normality plots with test >> ok

The criteria of determining the normality of the data was:

a. If Lvalue was smaller than Ltable (Lvalue<Ltable), it means that the data were

distributed normally

b. If Lvalue greater than Ltable (Lalue>Ltable), it means that the data were not

distributed normally.

2. Homogeneity Test

Homogeneity test is used to know whether the data come from the

homogeneous variance or not. To calculate the data, the researcher use SPSS

version 18 as follows:

a. Open the SPSS program

b. Input the data to the data view by first fill the variable view with write down

Score as score of pre-test or post-test score and Class as the kind of class

c. Click Analyze >> Compare means >> One-way ANOVA

d. Drag the Score the Dependent List and Class to the Factor list

e. Click Option >>checklist Homogeneity of Variance Test >> Ok

Hypothesis:

Ho: The condition of experiment class is not different from controlled class.

H1: The sample of experiment class is different from controlled class.

If F < F1/2α (n1-1)(n2-2), Ho is accepted

If F ≥ F1/2α(v1,v2), Ho is rejected

3. Hypothesis testing

The result from the test and the student scores use to know how far the

STAD method was effective to the students’ speaking ability. When analyzing the

data the researcher will carried out with pre-tests, treatment and post-tests.

In this part, the writer calculated the data using t-test formula. Two classes

were compared the experiment class and the control class.

30

Hypothesis testing is tested by using t-test formula, as follows:9

To= 𝑀𝑥−𝑀𝑦

𝑆𝐸 𝑀𝑥−𝑀𝑦

Where:

M1 = The mean of group 1 (experimental class)

M2 = The mean of group 2 (controlled class)

SEM1 = The standard error of group 1(experimental class)

SEM2 = The standard error of group 2 (controlled class).

So, the calculation goes to several processes as follows:

a. Determining Mean of Variable X

Mx= Σ𝑥

𝑁1

b. Determining mean of variable Y

My= Σ𝑦

𝑁2

c. Determining Standard of Deviation Score of Variable X

SDx= Σ𝑥2

𝑁1

d. Determining Standard of Deviation Score of Variable Y

SDy= Σ𝑦2

𝑁2

e. Determining Standard Error Of Mean Of Variable X

SEx=𝑆𝐷𝑥

𝑁1−1

f. Determining Standard Error Of Mean Of Variable Y

SEy=𝑆𝐷𝑦

𝑁2−1

g. Determining Standard Error Of Difference of Mean of Variable X and Y

SEMX-MY= 𝑆𝐸𝑀𝑥2 + 𝑆𝐸𝑀𝑦2

9Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 1987),

p. 347.

31

h. Determining T0

T0 = 𝑀𝑥−𝑀𝑦

𝑆𝐸 𝑀𝑥−𝑀𝑦

i. Determining Ttable in significance level 5%, with df (degree of freedom).

df=(N1+N2)-2.10

G. Statistical Hypothesis

This research was designed to find out influence of using STAD (Student

Team Achievement Division) to students’ speaking ability, whether using STAD

gives more positive influence or effect toward students’ speaking skill or not. To

know the answer of that hypothesis, the writer process alternative hypothesis (Ha)

and null hypothesis (H0) as the following:

H0 = X1 < X2

Ha = X1 > X2

H0: There is no significance difference toward students’ speaking skill between

those who taught speaking by using STAD and conventional technique.

Ha: There is significance difference toward students’ speaking skill between those

who taught using STAD and conventional technique.

In which:

Ha : Alternative Hypothesis

H0 : Null Hypothesis

X1 : Students’ speaking achievement using conventional technique.

X2 : Students’ speaking achievement using STAD technique.

The criteria will used as follows:

1. If t0 >t table:

The alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is

rejected. It means that there is significant difference between the results after

teaching speaking using STAD.

10

Sudijono, Op.Cit., p. 348.

32

2. If t0 <ttable:

The alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is

accepted. It means that there is no significant difference between the results

after teaching speaking using STAD (Student Team Achievement Division)

33

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This research of finding chapter consists of the data description, the data

analysis and the data interpretation.

A. Research Finding

1. Data Description

This chapter describes general description of data gained by the writer

during the research. The data were collected from the result of pre-test and post-

test from both experiment class and the control class. The Table 4.1 showed

students’ score and achievement in experiment class and the Table 4.2 showed the

students score and achievement in experiment class.

In the previous chapter, to collect the data the writer used a test which is

given to the samples of the research. The test was oral test form. The students

were asked to work in group to make a dialogue, comprehend and present the

dialogue in pair in front of the class.

The experimental class and controlled class were taught with different

technique in teaching speaking. The experimental class was taught using STAD

(student Team Achievement Division). In other hand the controlled class used

conventional technique. In the experimental class, after the teacher divided into

group of 4 or 5 of heterogeneous students and giving the presentation about the

material, the writer asked every student to discuss the task and solved their

difficulty together which was given by the teacher. Then, the oral test score can be

seen in the tables for data analysis as follow:

2. The Result Data of Experimental Class

Based on the data gained from pre-test and post-test on the experiment

class, it can be presented in the following Table 4.1, go to:

34

Table 4.1

Score of the Experimental Class (X)

Student

Number Pre-Test Post-Test Gain Score

1 60 76 16

2 44 60 16

3 48 64 16

4 56 76 20

5 56 72 16

6 52 72 20

7 56 72 16

8 40 68 28

9 60 76 16

10 44 68 24

11 36 60 24

12 52 76 24

13 56 72 16

14 56 72 16

15 64 76 20

16 68 84 16

17 40 64 24

18 44 72 28

19 48 68 20

20 60 72 12

= 1040 = 1420 x = 388

M= 52 M=71

35

Based on the Table 4.1,the table presented the result of pre-test, post-test

and gained score in experiment class. It wasshowed the result before and after

conducted the treatment, whether or not students speaking skill of the

experimental class could be improved through STAD. It can be seen that the

highest score in experimental class was 84 obtained by one student whereas the

lowest score in experimental class was 60 obtained by two students. Then, from

the Table 4.1 above, it can be clarified that the mean score of pre-test in

experiment class is 52 while the mean score of post-test was 71. The total gained

score 388. Overall, it can be known that there was significant influence in

teaching speaking using Student Team Achievement Division (STAD).

3. The Result Data of Controlled class

In the controlled class the writer also gave the same test as the

experimental class. The results of the test as follow:

Table 4.2

Score of the Controlled Class

Student

Number Pre-Test Post-Test Gain Score

1 64 72 8

2 52 68 16

3 40 52 12

4 48 68 20

5 52 52 0

6 44 60 16

7 36 56 20

8 44 60 16

9 64 76 12

10 56 60 4

36

Student

Number Pre-Test Post-Test Gain Score

11 40 56 16

12 44 64 20

13 52 68 16

14 56 68 12

15 60 72 12

16 44 64 20

17 52 68 16

18 64 72 8

19 36 48 12

20 68 76 8

= 1016 = 1280 𝑌 = 264

M=50 M=64

Based on Table 4.2 above, it also presents the result of pre-test, post-test

and gained score. It showed that the mean score of pre-test in control class is 50,

while the mean score of post test here is 64. Whereas, the total gained score is

264.

From the table presented above (Table 4.1 and 4.2) the writer can explain

the experiment class (learning speaking by using STAD) was far higher score than

the control class (without STAD). It can be concluded that there was a positive

influence of using STAD (Student Team Achievement Division) technique

towards students’ speaking ability.

37

4. Analysis of the Data

1) Normality of the Data

The writer analyzed the normality of the data before analyzing the

hypothesis. This analysis was used to see whether the data of the research had

been normally distributed or not. The writer used SPSS 2software, in which used

Lilliefors Significance Correction. The result of normality can be seen by

comparing the value of Lvalue and Ltable

The criteria of the hypothesis are:

Ho: Lvalue<Ltable

H1: Lvalue≥ Ltable

1) Normality of Pre-test

Hypothesis

Ho: The data is normally distributed

H1: The data is not normally distributed

The result of calculation pre-test normality in both experiment class and

control class could be seen from the table as follows:

Table 4.3

The Result of Normality Pre –Test

Kelas Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Pretest Experimental .177 20 .101 .962 20 .590

Controlled .156 20 .200* .945 20 .296

From the Table 4.3 above, it can be seen that the Lvaluein significance

columns was 0, 101 in experimental and 0.200 in control class.

Criteria of the test:

In the significant degree of 0.05, the value in the table of Kolmogorov-

Sminorv shows L(0.05) = 0.294

Ho: Lvalue<0.294

H1: Lvalue≥ 0.294

38

The result showed that Lvalue<Ltable(0.101<0.294)

Lvalue<Ltable(0.200 <0.294)

Conclusion: in the significant degree of 0.05, Ho is accepted. It means that

the data is normally distributed.

2) Normality of Post-test

Hypothesis

Ho: The data is normally distributed

H1: The data is not normally distributed

The result of calculation post-test normality in both experiment class and

control class could be seen from the table as follows:

Table 4.4

The Result of Normality Post –Test

Kelas Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Posttest

experimental .217 20 .014 .928 20 .142

controlled .187 20 .065 .946 20 .310

Criteria of the test:

In the significant degree of 0.05, the value in the Table 4.4 of

Kolmogorov-Sminorv shows L(0.05) = 0.294

Ho: Lvalue< 0.294

H1: Lvalue≥ 0.294

The result showed that Lvalue<Ltable(0.014 and 0.065<0.294)

Conclusion: in the significant degree of 0.05, Ho is accepted. It means that

the data is normally distributed.

b. Homogeneity of the Data

In the calculation of normality, it can be seen that the result of all data in

pre-test and post-test of both experiment class and control class have been

distributed normally. The next step of the calculation was finding the

39

homogeneity of the data. The purpose of this calculation was to see whether the

data/sample in both classes was homogeny or heterogeneous.

1) Homogeneity of Pre-Test

Hypothesis:

Ho: the data/sample of experiment class is not different from control class

H1: the data/sample of experiment class is different from control class

The criteria of the test:

α = 0.05

Ho: F < F1/2α (n1-1)(n2-2), Ho is accepted

H1 :F ≥ F1/2α(v1,v2). Ho is rejected

The writer used SPSS 22 to test the homogeneity of the data, in which

the test used One-Way ANOVA test. The result of the test was shown in the table

as follows:

Table 4.5

The Result of Homogeneity Pre -Test

Test of Homogeneity of Variances

Pretest

Levene Statistic df1 df2 Sig.

.353 1 38 .556

F0.05(n1-1, n2-1)= 2.12 . v1,v2; 20,20 is mentioned in the table distribution f0.05

(v1, v2) and found the result 2.12

From the table, it can be seen that F < F1/2α (n1-1)(n2-2). Based on the criteria,

it can be concluded that Ho is accepted. It means that the sample of pre-test in

experiment class and control class were homogenous.

2) Homogeneity of Post-Test

Hypothesis:

Ho: the data/sample of experiment class is not different from control class

40

H1: the data/sample of experiment class is different from control class

The criteria of the test:

α = 0.05

Ho: F < F1/2α (n1-1)(n2-2), Ho is accepted

H1 : F ≥ F1/2α(v1,v2). Ho is rejected

The writer used SPSS 22 to test the homogeneity of the data, in which

the test used One-Way Annova test. The result of the test was shown in the table

as follows:

Table 4.6

The Result of Homogeneity Post -Test

Test of Homogeneity of Variances

Nilai

Levene Statistic df1 df2 Sig.

3.252 1 38 .079

F0.05(n1-1, n2-1)= 2.12 . v1,v2; 20,20 is mentioned in the Table Distribution

f0.05 (v1, v2) and found the result 2.12

From the table, it can be seen that F < F1/2α (n1-1)(n2-2).Based on the criteria,

it can be concluded that Ho is accepted. It means that the sample of post-test in

experiment class and control class were homogenous.

Then, since the data were from the normal distribution and the

homogeneous variance, so the next calculation was using statistical parametric

test. Statistical parametric test was a method of test with particular requirement

about the parameter of the population of the study.1 The requirements were the

data were in normal distribution and also have homogeneous variance. The further

test was used t-test Students.

1 Edi Riadi, Metode Statistika Parametrik and Nonparametrik, (Tangerang: PT Pustaka

Mandiri, 2014), Second Edition, p. 93.

41

5. Hypothesis Testing

After presenting the both pre-test and post-test from experimental and

controlled class, the writer found the difference between the gains score of

experimental class and controlled class. It can be seen from the Table 4.1 and 4.2

show how the gain score between the experimental class and controlled class were

different. Subsequently, the writer makes a comparison. Below is the result of

comparison of the experiment class and controlled class:

Table 4.7

The Result of comparison of the Experimental Class and Controlled

Class Test

NO

Experimental

Class

(X)

Controlled

Class

(Y)

x

(X-MX )

y

(Y-MY) x

2 y2

1 16 8 -3.4 -5.2 11.56

27.04

2 16 16 -3.4 2.8 11.56

7.84

3 16 12 -3.4 -1.2 11.56

1.44

4 20 20 0.6 6.8 16.8

46.24

5 16 0 -3.4 -13.2 11.56

174.24

6 20 16 0.6 2.8 0.36

7.84

7 16 20 -3.4 6.8 11.56

46.24

8 28 16 8.6 2.8 73.96

7.84

9 16 12 -3.4 -1.2 11.56

1.44

10 24 4 4.6 -9.2 21.16

84.64

11 24 16 4.6 2.8 21.16

7.84

12 24 20 4.6 6.8 21.16

46.24

13 16 16 -3.4 2.8 11.56

7.84

14 16 12 -3.4 -1.2 11.56

1.44

15 20 12 0.6 -1.2 0.36

1.44

16 16 20 -3.4 6.8 11.56

46.24

17 24 16 4.6 2.8 21.16

7.84

18 28 8 8.6 -5.2 73.96

27.04

42

NO

Experimental

Class

(X)

Controlled

Class

(Y)

x

(X-MX )

y

(Y-MY) x

2 y2

19 20 12 0.6 -1.2 0.36

1.44

20 12 8 -7.4 -5.2 54.76

27.04

X = 388 Y

= 264 x = 0 y = 0

x𝟐

= 409.24

y𝟐

= 579.2

This Table reveals that the lowest gained from experiment class (X) is 12

and from the controlled class (Y) is 0, and the highest gained from (X) is 28 and

from (Y) is 12. While the sum of gained score (Y) is 388 and Y is 264. The sum

of squared gained score (X) is 409.24 and (Y) is 579.2

The procedures of calculation as follow:

a. Determining Mean of Variable X

Mx= Σ𝑥

𝑁1

Mx= 388

20

Mx= 19.4

b. Determining mean of variable Y

My = Σ𝑦

𝑁2

My = 264

20

My = 13.2

c. Determining Standard of Deviation Score of Variable X

SDx= Σ𝑥2

𝑁1

SDx= 409.24

20

SDx= 20.46

SDx= 4.52

43

d. Determining Standard of Deviation Score of Variable Y

SDy= Σ𝑦2

𝑁2

SDy= 579.2

20

SDy= 28.96

SDy= 5.38

e. Determining Standard Error Of Mean Of Variable X

SE Mx=𝑆𝐷𝑥

𝑁1−1

SE Mx= 4.52

20−1

SE Mx= 4.52

19

SE Mx=4.52

4.35

SE Mx= 1.03

f. Determining Standard Error Of Mean Of Variable Y

SE My= 𝑆𝐷𝑦

𝑁2−1

SE My = 5.38

20−1

SE My= 5.38

19

SE My =5.38

4.35

SE My = 1.23

g. Determining Standard Error Of Difference of Mean of Variable X and Y

SEMX-MY= 𝑆𝐸𝑀𝑥2 + 𝑆𝐸𝑀𝑦2

= 1.032 + 1.232

= 1.06 + 1.51

= 2.57

= 1.60

h. Determining T0 with the formula:

44

T0 = t0=𝑀𝑥 − 𝑀𝑦

𝑆𝐸𝑀𝑥−𝑀𝑦

T0 =19.4−13.2

1.60

T0 = 6.2

1.60

T0 = 3.87

i. Determining Ttable in significance 5%, with df (degree of freedom= N1+N2)-2.2

Df= (N1+N2)-2

Df= (20+20)-2

Df= 40-2

Df= 38

Testing hypothesis uses criteria of degree of freedom=n1+n2-1with

significance degree 0.05. The conclusion is gained as follows:

If Tvalue<Ttable, the Ho is accepted

IfTvalue>Ttable, the Ho is rejected

Criteria of the test:

In the significant degree of 0.05, the value in the table of t student T(0.05)

and df(20+20) – 2= 1.686

Ho: Tvalue<1.686

H1: Tvalue>1.686

The result showed that Tvalue>Ttable (3.87>1.686)

From the statistic above, it was found that the value of the t0 was 3.87 with

degree of freedom (df) was 38. In this research the writer used the degree of

significance 0.05. It can be seen that the df and the degree 0.05 = 1.686

By comparing the value of t0 =3.87 ant t-table on degree significance

1.686 the writer sump up that that t0 is accepted and the null hypotheses (H0) is

rejected. It means that there is significant effect in teaching speaking using STAD

(Student Team Achievement Division) toward students’ speaking ability at

Eleventh grade of SMK Puspita Bangsa students.

2Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 1987),

p. 348.

45

6. Result of Data Analysis

Based on the result above, the assumption of this hypothesis as follow:

If t0 > table, the null hypothesis (H0) is rejected and alternative hypothesis

(Ha) is accepted. It means there is a significant difference of students’ speaking

ability achievement between student s who are taught by STAD technique and

students who are taught without STAD technique.

If t0 <table, the null hypothesis (H0) is accepted and alternative hypothesis

(Ha) is rejected. There is no significant difference of students’ speaking ability

achievement between students who are taught by STAD technique and students

who are taught without STAD technique.

Based on the data description of data calculation, it can be inferred that:

a. The value of t0 is 3.87.

b. The degree of freedom (df) is 38 is 1.686The result showed that

Tvalue>Ttable (3.87>1.686)

It shows that t0>ttable, it means that the Null Hypothesis (H0) is rejected and

the Alternative Hypothesis (Ha) is accepted.

B. Interpretation

STAD (Student Team Achievement Division) is a teaching technique that

assigns students into groups that consist of four or five heterogeneous members in

each group. It is considered could effective to improve students’ speaking ability

and minimize the imbalance between students upper and lower level, because as

Slavin points out, studying in group motivate students to encourage and help each

other master skill presented by the teacher.3 However there is no guarantee that

the upper ability students will actually help the lower ability in the group. So that

it is important to investigate the used of STAD in teaching speaking ability.

3Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (London:

Allymand Bacon, 2005). p. 8

46

In this research, there were 20 students in experimental group and also 20

students in control group. Therefore, the degree freedom (df) is 20+20 = 38, it

was found that the value of the t0 was 3.87 with degree of freedom (df) was 38. In

this research the writer used the degree of significance 0.05. It can be seen that the

df and the degree 0.05 = 1.686. The result showed that Tvalue>Ttable (3.87>1.686).

Therefore, there was significance difference between students achievement

who were taught using STAD and those who were taught without using STAD. It

means that STAD gives positive influence on students speaking ability at the

eleventh grade (XI parawisata) of SMK Puspita Bangsa Ciputat-Tangrang Selatan

in academic year of 2015/2016. The Use of Student Team Achievement Division

(STAD) is not only in teaching learning Speaking, but also in other skill such as

listening or reading. Based on the previous study, According to ZAinul Wafa in

histhesis, the used of STAD in teaching learning Listening had positive

development in classroom participation and in the individual and team score as

well in every meeting of the research.4 The used of STAD can apply in teaching

learning speaking, listening, reading and writing. It was because can learn

English from their friends rather than asking the teacher because they are shy or

afraid to ask. In STAD, the group is heterogeneous means that the group consists

of students with different performance in speaking. Because they work in group,

student will help and motivate each other in the material by using STAD.

Based on the result of the data analysis, it can be interpreted that teaching

speaking trough STAD was better and it was effective to the students and they

more interesting to learn speaking in the communicative way and can solve their

problem each other in their group. They also can be more active and braver to

speak English, because STAD gives students an opportunity to work in group with

other students and each student can help each other in teaching learning process in

mastering the subject material. Even though there is an improvement of students’

achievement in both class; experiment and controlled class, It can be said that the

students, but the experiment class which taught with STAD technique shows the

4Zsinul Wafa, The Use of Student Team Achievement Division (STAD) to Improve

Listening-Comprehension of the Second Grade Students of SMAN 2 Salatiga in the academic year

of 2012/2013, Salatiga, State Institute of Islamic Studies, August 26th

2013.

47

higher improvement than the controlled class. It could be seen from the Mean of

Students’ post-test in experiment class higher than in controlled class. It can be

said that the use of STAD in teaching learning speaking is effective to improve

student speaking achievement.

48

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter will be presented the conclusion of the research and several

suggestions for the readers, the teachers and the further researchers.

A. Conclusion

As mentioned previously, the purpose of this study was to know the

effectiveness of students’ speaking ability after applying STAD (student Team

Achievement Division) technique at XI grade student at SMK Puspita Bangsa.”

Especially the students could improve their speaking in expressing handling guest

practically through role play.

From the result of this study, the writer concluded that the using of STAD

(student Team Achievement Division) was effective in students’ speaking ability.

The result of this study showed that that the value of the t0 was 3.87 with degree

of freedom (df) was 38 and this research the writer used the degree of significance

0.05. By comparing the result of t0 =3.87 and t-table on degree significance

0.05=1.686 the writer sump up that t0 is accepted and the null hypotheses (H0) is

rejected. Therefore, based on the description above it can be answered the

question that was mentioned in Chapter I. the answer is, there is a significant

difference between the results of teaching speaking ability using STAD technique

than teaching speaking without using STAD. It can be said that the use of STAD

in teaching speaking is effective to improve students’ speaking ability

achievement.

B. Suggestions

Based on the conclusion above, it can be delivered some suggestion go to:

1. Students:

a) The students were expected be able more active and practice in speaking

class. Then, they can share their difficulty or problem each other, also in

solving their problem to build and keep a good teamwork as taught in

49

STAD. As a facilitator, the teacher should help students in solving their

difficulties or problem.

b) The student should ask the teacher for some difficulties that may be faced in

every activity and also more practice their speaking ability in their daily life.

2. Teachers:

a) Based on the result of the study, it is good for the teacher to make the

student more active in the class by applying STAD (Student Team

Achievement Division) as a technique in teaching speaking. Beside it will

give the motivation to students to help each other on material itself, student

can also share and solve their problem in learning speaking and support with

another in comprehending the materials for makinga good team work.

b) It is good way, if the teacher supports the material with any media such as

handout or power point to make student more interest and help them in

comprehend the material. Giving reward to some student which has a high

score is also can help the teacher in motivating the other student and also as

a symbol of teacher appreciation.

3. Further Researcher

a) Since STAD has been applied by researcher, the researcher hopes that

theother researchers followed her to apply this technique not only for

speakingskill but also try to apply to the other skill in teaching English of

vocationalschool or perhaps apply this technique in senior high school.

50

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53

Appendix 1

List of Members Controlled Class

School : SMK Puspita Bangsa

Class : The Eleventh Grade-I (XI-1) of Tourism Major

Academic Year: 2015/2016

NO STUDENTS

1 Allesandro Ridhociwara

2 Boy Septian

3 Doni Airlangga R

4 Ekarizki Mukti

5 FahriAmri

6 Fazra Azahra Adefa

7 Fike Ardila Nur

8 Hegi Yustika Saputra

9 Jihan Choiriyah

10 M. Dion Putra

11 M. Raju

12 Meishelia Alfatihah

13 Medi Medita

14 Noviani Safitri

15 Nur Afifah

16 Nurul Ardhiah

17 Redo Efendi

18 Rizky Kurniawan

19 Tria Agustina

20 Yusa Novi Saputri

54

Appendix 2

List of Members Experiment Class

School : SMK PuspitaBangsa

Class : The Eleventh Grade-3 (XI-3) of Tourism Major

Academic Year: 2015/2016

NO STUDENTS

1 Abdul Rahman

2 Adelia NurAprilia

3 Ahmad Rizal Sahputra

4 Amri Vili Saputra

5 Asti Ciwangi

6 Citra Dara Fakhira

7 Dinda Lestari

8 Fauzan Sugara Wijaya

9 Hafizo

10 Indra Nurcahya

11 Jihan Eka Safira

12 M. acmal Triad R

13 M. Elsa Nugroho

14 M.Tedi

15 M. Zulfikri L

16 Mayang Jubaedah

17 Nabila Marwan

18 Nofita Astuti

19 Nungky Nurizkya

20 Rifa Mutiara

55

Appendix 3A

The Instrument for Pre-Test

Role play

Choose one of these situations, and then make a short dialogue based on

the following situations and practice in front of the class.

A. Handling guest

1. You are a receptionist in the hotel and there is a guest who wants to

check in.

2. You are a waiter/waitress in the restaurant and there are one or two

guests who want to have a lunch.

The roles:

Please find your partner or make small group that consists of 3 students

which suitable with the theme.

Maximum time for one dialogue is 5 minutes.

Choose one theme only.

56

Appendix 3B

The Instrument for Post-Test

Role play

Making a short dialogue based on the following situations and practice in

front of the class with your partner.

A. Handling guest in the hotel

1. The name of hotel is Syahid Hotel.

2. You are a receptionist in the hotel and your partner is a guest that wants to

check in.

B. Handling guest in the restaurant.

1. You are a waiter/waitress in the restaurant and your partner is a guest that

wants to have a lunch or dinner.

C. The roles:

1. Maximum time for one dialogue is 5 minutes.

57

Appendix 4A

LESSON PLAN 1

(Pre-Test Experiment Class)

School : SMK PUSPITA BANGSA

Subject : English

Department : Hotel Academy

Grade/term : XI/

Time : 2 x 45 minutes

Meeting : 1-2

A. STANDARD COMPETENCE:

Communicating in English the same as Level Elementary

B. BASIC COMPETENCE:

2.1 Comprehend a simple daily conversation in professional and personal

context with non-native speaker.

C. INDICATOR:

The students are able to express handling guest correctly.

D. EXPECTED CHARACTERS

Honesty

Discipline

Hard work

Creative

Friendly/Communicative

Be autonomous

Curiosity

Responsibility

E. LEARNING OBJECTIVE:

By the end of the course, the students will be able to: Practice the

expressions of handling guest in the hotel and respond it correctly by using role

play.

58

F. MATERIAL

1 Handling Guest in the hotel

The expressions often used in handling guests of general condition.

a. In a hotel (in check in)

1) Greeting the guest:

Good morning/afternoon/ etc, Welcome to (the name of the hotel)/our

hotel.

2) Optional phrases/giving service:

May I help you, Sir/Madam?

How may I help you, Sir/Madam?

3) Caking the guest profile:

May I have your surname/last name, Sir/Madam?

Can you spell your last name, please?

4) Asking the reservation:

Do you have a reservation?

How long will you be staying?

How many people is the reservation for?

Would you like a room with…. (Suit, double, twins bed..etc)?

How will you pay your bill? (Usually the guest will say by money or

credit card).

Please check your bill, Sir/Madam.

5) To close the reservation

Here is the room key, hope you enjoy with your stay in this hotel,

Have a nice rest, Sir/Madam.

G. SKILL:

Speaking

H. TECHNIQUE:

Student Team Achievement Division (STAD)

TEACHING LEARNING PROCEDURE:

1. Opening

59

a. Greeting

b. Checking the students attending (the students answer when their name

called)

c. Apperception: teacher gives brain storming about the job of receptionist in

the hotel by using some questions. 10 minutes

2. EEC (Exploration, Elaboration, Confirmation)

Exploration

a. Teacher tells the purpose of learning the material “handling guest in the

hotel” and gives motivation, (Students hear the explanation of the teacher).

5 minutes

b. Teacher explains the material “handling guest in the hotel,” (Students give a

question if they don’t understand). 10 minutes

Elaboration

a. Teacher divides the students to be some groups that consist with 4-5

students based on achievement of students (heterogeneous grouping) and the

students do it quickly. 5minutes

b. Teacher gives the task to discussion then be a facilitator and motivator when

students do it in the group, (students do it in group).15 minutes

c. Teacher asked everygroup to answer it andone or more of thegroups to

practice infront of the class, (students answer it and tryto practice in front of

the class with a partner). 15 minutes

d. Teacher gives some questions to evaluation the comprehension of the

Students, (students that pointed by teacher must answer it). 20 minutes

Confirmation

a. Teacher summarizes the material (students hear the teacher). 5 minutes

3. Post Activities

a. Teacher asked for all students to prepare the dialogue about handling guest

in the hotel with their partner and practice it next meeting, (students hear

and write it in a note).

b. Saying thank you and Good bye. 5 minutes

60

4. Test1 (next meeting)

a. Teacher asked every partner to come in front of the class in practicing

dialogue about handling guest in the hotel and scores their performance,

(students practice in front of the class).40 minutes

5. Teacher counts the score of students based on their groups to find the best

group, (students wait it without noisy in the class). 3 minutes

6. Teacher notices the best group and gives the appreciation.

a. Saying good bye and thank you (students hear it and give applause for the

best group).2 minutes

I. LEARNING RESOURCES

Books:

a. Modul bahasa inggris untuk smk kelas XI semester ganjil

b. Basic English and general hotel knowledge for internal use only

J. ASSESMEN

Indicators : The students are able to express handle the guest correctly.

Technique : Spoken/oral

Form : Performance test

K. INSTRUMENTS

1. Task 1

Please complete this dialogue based on your own and try to practice in

front of the class.

You are a receptionist in star hotel and your friend is a guest that wants to

stay in the hotel for two nights.

Receptionist : Good morning, welcome to Syahid hotel. …………?

The guest : I’d like to reserve a room, please.

Receptionist : …………………..

The guest : Yes, of course. I’m…..(the last name).

Receptionist : …………….be staying?

The guest : ………………..

61

Receptionist : ……………….

The guest : I’d like to have ……….room and if possible

nearwith………...

Receptionist : Great. ……………….your bill?

The guest : By………….. How much …………..?

Receptionist : the rate is ……………per night.

The guest : Does it include breakfast?

Receptionist : …………

The guest : OK………..

Receptionist : Here is your room key,...........445. …………………

The guest : ………….

Receptionist …………..

2. Test 1

Role play

Making a short dialogue based on the following situations and

practice

in front of the class with your partner.

How to handle the guest in the hotel.

a. The name of hotel is Syahid Hotel.

b. You are a receptionist in the hotel and your partner is a guest that wants

to check in.

The roles:

a. Maximum time for one dialogue is 5 minutes.

62

L. ASSESSMENT RUBRIC

Name : …..

No : …..

NO Students’

performance

Scoring

1 2 3 4 5

1

2

3

4

5

Total

Total Scoring

Description:

1. Very bad and much mistakes and very difficult to understand

2. Very bad but there are some mistakes but it can be understood

3. Good but there are a little mistakes and it still can be understood

4. Good and the mistakes are less and indiscernible/ no conspicuous

5. Very good and the mistakes no conspicuous or almost perfect

Note: all of these levels in scoring are concluded from the scoring rubric.

Ciputat, 28 September 2015

English Teacher

63

Appendix 4B

LESSON PLAN 2

(Post-Test Experiment Class)

School : SMK PUSPITA BANGSA

Subject : English

Department : Hotel Academy

Grade/term : XI/

Time : 2 x 45 minutes

Meeting : 3-4

A. STANDARD COMPETENCE:

Communicating in English the same as Level Elementary

B. BASIC COMPETENCE:

2.1 Comprehend a simple daily conversation in professional and personal

context with non native speaker.

C. INDICATOR:

The students are able to express handling guest correctly.

D. EXPECTED CHARACTERS

Honesty

Discipline

Hard work

Creative

Friendly/Communicative

Be autonomous

Curiosity

Responsibility

E. LEARNING OBJECTIVE:

By the end of the course, the students will be able to:

Practice the expressions of handling guest in the restaurant and respond it

correctly by using role play.

64

F. MATERIAL

Handling Guest in the restaurant

The expressions often used in handling guests of general condition.

In a restaurant

a. Greeting:

Good morning,..etc, Welcome to our restaurant, may I help you?

b. Taking order:

May I take your order, please?

Would you like a starter/ anything to drink?

What would you like for….(the kind of food: maincourse/dessert)?

May I bring you anything else?

c. After setting the table:

Hope you enjoy the food.

G. SKILL:

Speaking

H. TECHNIQUE:

Student Team Achievement Division (STAD)

TEACHING LEARNING PROCEDURE:

1. Opening

a. Greeting

b. Checking the students attending (the students answer when their name

called)

c. Apperception: teacher gives brain storming about the job of receptionist in

the hotel by using some questions. 10 minutes

2 EEC (Exploration, Elaboration, Confirmation)

Exploration

a. Teacher tells the purpose of learning the material “handling guest in the

hotel” and gives motivation, (Students hear the explanation of the teacher).

5 minutes

b. Teacher explains the material “handling guest in the hotel,” (Students give a

question if they don’t understand). 10 minutes

65

Elaboration

a. Teacher divides the students to be some groups that consist with 4-5

students based on achievement of students (heterogeneous grouping) and the

students do it quickly. 5minutes

b. Teacher gives the task to discussion then be a facilitator and motivator when

students do it in the group, (students do it in group).15 minutes

c. Teacher asked every group to answer it and one or more of the groups to

practice in front of the class, (students answer it and try to practice in front

of the class with a partner). 15 minutes

d. Teacher gives some questions to evaluation the comprehension of the

Students, (students that pointed by teacher must answer it). 20 minutes

Confirmation

a. Teacher summarizes the material (students hear the teacher). 5 minutes

3. Post Activities

b. Teacher asked for all students to prepare the dialogue about handling guest

in the hotel with their partner and practice it next meeting, (students hear

and write it in a note).

c. Saying thank you and Good bye. 5 minutes

4. Test2

a. Teacher asked every partner to come in front of the class in practicing

dialogue about handling guest in the restaurant and scores their

performance, (students practice in front of the class). 40 minutes

b. Teacher counts the score of students based on their groups to find the best

group, (students wait it without noisy in the class). 3 minutes

c. Teacher notices the best group and gives the appreciation.

d. Saying good bye and thank you, (students hear it and give applause for the

best group). 2 minutes

I. LEARNING RESOURCES

Books:

66

a. Modul bahasa inggris untuk smk kelas XI semester ganjil

b. Basic English and general hotel knowledge for internal use only

J. ASSESMEN

Indicators : The students are able to express handle the guest correctly.

Technique : Spoken/oral

Form : Performance test

K. INSTRUMENTS

Task 2

Please complete this dialogue based on your own and try to practice in

front of the class with your partner.

You are a waiter/waitress in the Sederhana restaurant and your friend is a

guest that wants to have a lunch in your restaurant.

Waiter/waitress: good afternoon,…………,……………..?

The guest : yes, I’d like to …………..

Waiter/waitress: ………………..a starter?

The guest : yes,…………………, please.

Waiter/waitress: and …………………….for main course?

The guest : …………………

Waiter/waitress: …………………..to drink?

The guest : yes, I’d like …………….

Waiter/waitress: ………………………….. (after setting table) After the

guest has a lunch.

Waiter/waitress: ……………….anything else?

The guest : No, thanks. ……………

Waiter/waitress: it’s 105.000 rupiah.

The guest : here you are. Thank you very much.

Waiter/waitress: ………………..

67

Test 2

Role play

Making a short dialogue based on the following situations and

practice in front of the class with your partner.

Theme: Handling guest in the restaurant.

a. The name of restaurant is Sederhana restaurant.

b. You are a waiter/waitress in the restaurant and your partner is a guest that

wants to have a lunch or dinner.

The roles:

Maximum time for one dialogue is 5 minutes

L. ASSESSMENT RUBRIC

Name : …..

No : …..

NO Students’

performance

Scoring

1 2 3 4 5

1

2

3

4

5

Total

Total Scoring

Description:

1. Very bad and much mistakes and very difficult to understand

2. Very bad but there are some mistakes but it can be understood

3. Good but there are a little mistakes and it still can be understood

68

4. Good and the mistakes are less and indiscernible/ no conspicuous

5. Very good and the mistakes no conspicuous or almost perfect

Note: the explain of scoring is same as like lesson plan 1 and all of these

levels in

scoring are concluded from the scoring rubric.

Ciputat, 28 September 2015

English Teacher

69

Appendix 5A

LESSON PLAN 1

(Pre-Test Controlled Class)

School : SMK PUSPITA BANGSA

Subject : English

Department : Hotel Academy

Grade/term : XI/

Time : 2 x 45 minutes

Meeting : 1-2

B. STANDARD COMPETENCE:

Communicating in English the same as Level Elementary

B. BASIC COMPETENCE:

2.1 Comprehend a simple daily conversation in professional and personal

context with non-native speaker.

C. INDICATOR:

The students are able to express handling guest correctly.

D. EXPECTED CHARACTERS

Honesty

Discipline

Hard work

Creative

Friendly/Communicative

Be autonomous

Curiosity

Responsibility

E. LEARNING OBJECTIVE:

By the end of the course, the students will be able to: Practice the

expressions of handling guest in the hotel and respond it correctly by using role

play.

70

F. MATERIAL

3 Handling Guest in the hotel

The expressions often used in handling guests of general condition.

b. In a hotel (in check in)

6) Greeting the guest:

Good morning/afternoon/ etc, Welcome to (the name of the

hotel)/ourhotel.

7) Optional phrases/giving service:

May I help you, Sir/Madam?

How may I help you, Sir/Madam?

8) Caking the guest profile:

May I have your surname/last name, Sir/Madam?

Can you spell your last name, please?

9) Asking the reservation:

Do you have a reservation?

How long will you be staying?

How many people is the reservation for?

Would you like a room with…. (Suit, double, twins bed..etc)?

How will you pay your bill? (usually the guest will say by money or

credit card).

Please check your bill, Sir/Madam.

10) To close the reservation

Here is the room key, hope you enjoy with your stay in this hotel,

Have a nice rest, Sir/Madam.

G. SKILL:

Speaking

H. TECHNIQUE:

1. Practice

2. Discussion

3. Modeling

71

TEACHING LEARNING PROCEDURE:

7. Opening

a. Greeting

b. Checking the students attending (the students answer when their name

called)

c. Apperception: teacher gives brain storming about the job of receptionist in

the hotel by using some questions. 10 minutes

8. EEC (Exploration, Elaboration, Confirmation)

Exploration

c. Teacher tells the purpose of learning the material “handling guest in the

hotel” and gives motivation, (Students hear the explanation of the teacher).

5 minutes

d. Teacher explains the material “handling guest in the hotel,” (Students give a

question if they don’t understand). 10 minutes

Elaboration

e. Teacher asked student to find the partner or make small group that consists

of 3 students which suitable with the theme and the students do it quickly.

5minutes

f. Teacher gives the task to discussion with their partner.15 minutes

g. Teacher asked every pair of student to answer it and some of them to

practice infront of the class, (students answer it and tryto practice in front of

the class with a partner). 15 minutes

h. Teacher gives some questions to evaluation the comprehension of the

Students, (students that pointed by teacher must answer it). 20 minutes

Confirmation

b. Teacher summarizes the material (students hear the teacher). 5 minutes

9. Post Activities

c. Teacher asked for all students to prepare the dialogue about handling guest

in the hotel with their partner and practice it next meeting, (students hear

and write it in a note).

72

d. Saying thank you and Good bye. 5 minutes

10. Test1 (next meeting)

b. Teacher asked every partner to come in front of the class in practicing

dialogue about handling guest in the hotel with their partner.40 minutes

a. Teacher summarizes and gives the evaluation about the material and the

activity that students have done. 5 minutes

b. Saying good bye and thank you (students hear it and give applause for the

best group).2 minutes

II. LEARNING RESOURCES

Books:

c. Modul bahasa inggris untuk smk kelas XI semester ganjil

d. Basic English and general hotel knowledge for internal use only

J. ASSESMEN

Indicators : The students are able to express handle the guest correctly.

Technique : Spoken/oral

Form : Performance test

K. INSTRUMENTS

5. Task 1

Please complete this dialogue based on your own and try to practice in

front of the class.

You are a receptionist in star hotel and your friend is a guest that wants to

stay in the hotel for two nights.

Receptionist : Good morning, welcome to Syahid hotel. …………?

The guest : I’d like to reserve a room, please.

Receptionist : …………………..

The guest : Yes, of course. I’m…..(the last name).

Receptionist : …………….be staying?

The guest : ………………..

Receptionist : ……………….

73

The guest : I’d like to have ……….room and if possible

nearwith………...

Receptionist : Great. ……………….your bill?

The guest : By………….. How much …………..?

Receptionist : the rate is ……………per night.

The guest : Does it include breakfast?

Receptionist : …………

The guest : OK………..

Receptionist : Here is your room key,...........445. …………………

The guest : ………….

Receptionist …………..

6. Test 1

Role play

Making a short dialogue based on the following situations and

practice

in front of the class with your partner.

How to handle the guest in the hotel.

c. The name of hotel is Syahid Hotel.

d. You are a receptionist in the hotel and your partner is a guest that wants

to check in.

The roles:

b. Maximum time for one dialogue is 5 minutes.

74

L. ASSESSMENT RUBRIC

Name : …..

No : …..

NO Students’

performance

Scoring

1 2 3 4 5

1

2

3

4

5

Total

Total Scoring

Description:

1. Very bad and much mistakes and very difficult to understand

2. Very bad but there are some mistakes but it can be understood

3. Good but there are a little mistakes and it still can be understood

4. Good and the mistakes are less and indiscernible/ no conspicuous

5. Very good and the mistakes no conspicuous or almost perfect

Note: all of these levels in scoring are concluded from the scoring rubric.

Ciputat, 28 September 2015

English Teacher

75

Appendix 5B

LESSON PLAN 2

(Post-Test Controlled Class)

School : SMK PUSPITA BANGSA

Subject : English

Department : Hotel Academy

Grade/term : XI/

Time : 2 x 45 minutes

Meeting : 3-4

B. STANDARD COMPETENCE:

Communicating in English the same as Level Elementary

B. BASIC COMPETENCE:

2.1 Comprehend a simple daily conversation in professional and personal

context with non native speaker.

C. INDICATOR:

The students are able to express handling guest correctly.

D. EXPECTED CHARACTERS

Honesty

Discipline

Hard work

Creative

Friendly/Communicative

Be autonomous

Curiosity

Responsibility

E. LEARNING OBJECTIVE:

By the end of the course, the students will be able to:

Practice the expressions of handling guest in the restaurant and respond it

correctly by using role play.

76

F. MATERIAL

Handling Guest in the restaurant

The expressions often used in handling guests of general condition.

In a restaurant

d. Greeting:

Good morning,..etc, Welcome to our restaurant, may I help you?

e. Taking order:

May I take your order, please?

Would you like a starter/ anything to drink?

What would you like for….(the kind of food: maincourse/dessert)?

May I bring you anything else?

f. After setting the table:

Hope you enjoy the food.

G. SKILL:

Speaking

H. TECHNIQUE:

1. Practice

2. Discussion

3. Modeling.

TEACHING LEARNING PROCEDURE:

1. Opening

a. Greeting

b. Checking the students attending (the students answer when their name

called)

c. Apperception: teacher gives brain storming about the job of

receptionist in the hotel by using some questions. 10 minutes

2. EEC (Exploration, Elaboration, Confirmation)

Exploration

a. Teacher tells the purpose of learning the material “handling guest in the

hotel” and gives motivation, (Students hear the explanation of the

teacher). 5 minutes

77

b.Teacher explains the material “handling guest in the hotel,” (Students give a

question if they don’t understand). 10 minutes

Elaboration

a. Teacher asked student to find the partner or make small group that

consists of 3 students which suitable with the theme and the students do it

quickly. 5minutes

b. Teacher gives the task to discussion with their partner then be a

facilitator. 15 minutes

c. Teacher asked every pair of student to answer it and some of them to

practice in front of the class. 15 minutes

d. Teacher gives some questions to evaluation the comprehension of the

Students. 20 minutes

Confirmation

a. Teacher summarizes the material (students hear the teacher). 5 minutes

3. Post Activities

a. Teacher asked for all students to prepare the dialogue about handling guest

in the hotel with their partner and practice it next meeting, (students hear

and write it in a note).

b. Saying thank you and Good bye. 5 minutes

4. Test1 (next meeting)

a. Teacher asked every partner to come in front of the class in practicing

dialogue about handling guest in the restaurant.40 minutes

b. Teacher summarizes and gives the evaluation about the material and the

activity that students have done. 5 minutes

c. Saying good bye and thank you (students hear it and give applause for the

best group).2 minutes

I. LEARNING RESOURCES

Books:

c. Modul bahasa inggris untuk smk kelas XI semester ganjil

d. Basic English and general hotel knowledge for internal use only

78

i. ASSESMEN

Indicators : The students are able to express handle the guest correctly.

Technique : Spoken/oral

Form : Performance test

ii. INSTRUMENTS

Task 2

Please complete this dialogue based on your own and try to practice in

front of the class with your partner.

You are a waiter/waitress in the Sedehana restaurant and your friend is a

guest that wants to have a lunch in your restaurant.

Waiter/waitress: good afternoon,…………,……………..?

The guest : yes, I’d like to …………..

Waiter/waitress: ………………..a starter?

The guest : yes,…………………, please.

Waiter/waitress: and …………………….for main course?

The guest : …………………

Waiter/waitress: …………………..to drink?

The guest : yes, I’d like …………….

Waiter/waitress: ………………………….. (after setting table) After the

guest has a lunch.

Waiter/waitress: ……………….anything else?

The guest : No, thanks. ……………

Waiter/waitress: it’s 105.000 rupiah.

The guest : here you are. Thank you very much.

Waiter/waitress: ………………..

79

Test 2

Role play

Making a short dialogue based on the following situations and

practice in front of the class with your partner.

Theme: Handling guest in the restaurant.

c. The name of restaurant is Sederhana restaurant.

d. You are a waiter/waitress in the restaurant and your partner is a guest that

wants to have a lunch or dinner.

The roles:

Maximum time for one dialogue is 5 minutes

iii. ASSESSMENT RUBRIC

Name : …..

No : …..

NO Students’

performance

Scoring

1 2 3 4 5

1

2

3

4

5

Total

Total Scoring

Description:

1. Very bad and much mistakes and very difficult to understand

2. Very bad but there are some mistakes but it can be understood

3. Good but there are a little mistakes and it still can be understood

4. Good and the mistakes are less and indiscernible/ no conspicuous

80

5. Very good and the mistakes no conspicuous or almost perfect

Note: the explain of scoring is same as like lesson plan 1 and all of these

levels in

scoring are concluded from the scoring rubric.

Ciputat, 28 September 2015

English Teacher

81

Appendix 6A

The Result of Pre-Test Experiment Class

S PROOUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION TOTAL

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

S1

60

S2

44

S3

48

S4

56

S5

56

S6

52

S7

56

S8

40

S9

60

S10

44

S11

36

S12

52

S13

56

S14

56

S15

64

S16

68

S17

40

S18

44

S19

48

S20

60

82

Appendix 6B

The Result of Post-Test Experiment Class

S PROOUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION

TOTAL 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

S1 76

S2 60

S3 64

S4

76

S5 72

S6 72

S7 72

S8

68

S9 76

S10

68

S11 60

S12 76

S13 72

S14 72

S15 76

S16

84

S17 64

S18 72

S19

68

S20 72

83

Appendix 7A

The Result of Pre-Test Controlled Class

S PROOUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION

TOTAL 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

S1 64

S2

52

S3

40

S4

48

S5

52

S6

44

S7

36

S8

44

S9 64

S10

56

S11

40

S12

44

S13

52

S14

56

S15

60

S16

44

S17

52

S18 64

S19

36

S20

68

84

Appendix 7B

The Result of Post-Test Controlled Class

S PROOUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION

TOTAL 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

S1 72

S2 68

S3

52

S4

68

S5

52

S6

60

S7

56

S8

60

S9 76

S10

60

S11

56

S12 64

S13

68

S14

68

S15 72

S16 64

S17

68

S18 72

S19 48

S20 76

85

85

Appendix 8A

The Transcripts of Pre-Test

Experiment Class (XI.3)

Group 1:

A : E………… May I help you?

B : Morning, morning e… we want to book a room please

A : Pardon, how long for?

B : Tiga hari..

A : O..tiga hari. Ok, sebentar saya cek dulu. Ok, saya cek ada kamar yang

kosong. A..mungkin ibu mau memesan yang single atau suit double?

B : Suit.

A : A…. sebentar saya panggil bell boy. A.. a.. Fegi, Fegi..please come.

C : Yes

A : Tolong antar ibu ini kekamarnya, untuk kamar no 9

B : Thank you.

Group 2:

A : Good morning, what do you want order? May I help you?

B : Good morning I want to book please…

A : Where you comes to?

B : Yes, booking I will will stay for 3 night and double room

A : (Apalagi)… hahahahahaha ..yaaahhh

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B : how much per night?

A : 500.000 ribu per malam.

B : That’s fine.

A : Udah yah, thank you.

Group 3:

A : Ntar dulu yah… morning sir. Can I help you ?

B : I will booking a room

A : Yes, A…. how night?

B : Ehehe 3 night. Emmmm apa ya with 2 bed

A : Please, heeeeeeee wait ya

B : How much apa bu? The charge?

A : 2 thousand year ahahaha

B : Aplagi gua lupa.

A : haha udah yah bu.

Group 4:

A : Good morning, we want to book a room please..

B : Yang double apa tuin?

A : Aaaaa… yang double please yah

B : How much the charge?

A : One hundred

B : E… fine

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A : thank you

Group 5:

A : A… ngomong apaan?

B : Ga pa pa pake bahasa Indonesia?

A : Good morning miss, Syahid Hotel

B : I want book a room please!

A : How long?

B : I will for 3 night and

A : Oke miss saya akan mengecek terlebih dahulu. Kamarnya ada miss..

B : Berapa per malamnya?

A : Its may 300.000 ribu $

B : itu tadi ngomong apa lagi?

Group 6:

B : Good morning.. We want a book please?

A : certainly,

B : 3 night and double suit, I just

A : We have, we have

B : Berapaan kamarnya?

A : Yah… Yah… 7 hundred thousand

B : Yes, I am fine..

A : Yes..

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B : Thank you.

Group 7:

A : Good morning sir, mmmmm

B : A.. a.. a.. Ai ai I want.. I want to buy a room please.

A : Mmm.. Mmm.. All I have your identity

B : Mmm.. Yes, yes my ID card

A : Mmmmm hahahahaberapa lama??

B : 2 hari.

Group 8:

A : Syahid hotel, may I help you?

B : We want book a hotel.

A : Untuk kapan ya bu?

B :Untuk 23 September. We will stay a for3 night.

A : Yaaa 3 malam.

B :Mmm.. suit double ama single room

A : Bentar ya bu saya mau cek dulu. Ada ibu..

B : Berapa harga permalam?

A : 1 juta ibu. Ke kasir

B : that’s fine.

Group 9:

A : Good morning mom, Syahid hotel, can I help you?

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B : We want to book a room please.

A : Berapa malam ya bu?

B : Untuktanggal 23 September. We will stay a..stay a.. for a.. for a.. 3 night.

A : A.. Yeah, A.. ya 3 malam, mmm tipe suit single apa double?

B : Suit ya bu.

A : Sebentar saya cari dulu ada ibu.

B : berapa harganya permalam?

A : 1 juta.

Group 10:

A : A… good morning miss. Aaa Syahid hotel, can I help you?

B : A… good morning, A…. want to aa to book a room please.

A : Recently, when for miss?

B : I want stay for 3 night

A : What is your name?

B : My name is Pria

A :A..a..a..a.. Tany aaapa? A…a…a… Oh ia miss mau pilih suit apa single?

B : Saya mau kamar suit yah

A : Saya mau ceak dulu yah

B : Berapa harganya permalam?

A : Permalam 2 juta.

B : Ok..

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A : Miss mau bayar cash apa credit?

B : Cash.

A : Langsung ke kasir.

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Appendix 8B

The Transcripts of Pre-Test

controlled Class (XI.1)

Group 1:

A : Good morning, Syahid Hotel, what can I do for you?

B : Grood morning, Saya ingin memesan kamar

A : Permalamnya 1 juta.

B : Baik saya ambil.

A : Ok, Could I have your identity card?

Ok, this is your key room.

B : Thank you.

A : You are welcome

Group 2:

A : Good morning, may I help you?

B : Morrning.. Jawabnya apah, jawabnya apaan. Morning I..I..

A : May I help you?

B : Yes, haha Saya mau pesan kamar

A : When for Sir?

B : Dua malem, buat 2 malam.

A : Ok, sebentar

B : A.. a.. berapa harganya?

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A : Two night, Dua ratus ribu rupiah

B : 2 night, Dua malam 1 juta

A : Bill.. Bill

Group 3:

A : Good morning, can I help you?

B : Morning, we want to book room please!

A : Certainly, when for Mom?

B : For last September, 3 malam.

A : Five hundred per night.

B : Ok, that’s fine.

A :A.. could I have your identity card?

B : Ini kartu identitas saya

A : Thank you

B : You are welcome

Group 4:

A : Good morning, can I do for you?

B : Saya ingin pesan kamar

A : Untuk berapa malam?

B : 2 malam

A : Ok, jenis kamar apa yang anda pesan?

B : Suit and double

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A : Ok..a…

B : A..berapa per malam.

A : 1 juta.

B : Thank you.

A : You are welcome.

Group 5

A : Good morning, Syahid Hotel, May I help you?

B : Morning, Saya ingin pesan kamar. Suit room untuk 3 malam.

A : Permalamnya 1 juta. Could I have your identitas

B : Yes, ini my identitas

A : Thank you

B : You are welcome

Group 6:

A : Good morning, welcome to Syahid hotel. Ada yang bisa saya bantu?

B : Good morning, Yes I want book a room please!

A : when to book a room?

B : Last of September tanggal 23 four night.

A : Harganya 500 ribu permalam.

B : Yes, that’s fine.

A : Ok, fine teman saya akan mengantarkan anda.

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Group 7:

A : Good morning, Syahid Hotel, may I help you?

B : Morning, saya mau sewa kamar untuk 2 kamar 2 malam.

A : 200 ribu permalam haha

B : How much the cost?

A : Permalamam 200 ribu

B : Ok, that’s fine thank you .

A : You are welcome

Group 8:

A : Syahid Hotel, May I help you?

B : I will book kamar.

A : Ok, I will check that we have available room.

Ok Mom the room is available. May I have your identity card please?

B : This is my identitas card.

A : Ok, My bell boy will show your room.

B : Thank you.

A : You are welcome.

Group 9:

A : Good morning, good morning, a… Hotel Syahid, May I help you?

B : I want book room.

A : Untuk berapa kamar?

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B : Untuk 3 night, berapaharga 1 malam?

A : 1 juta, kamarapa?

B : Suit room

A : Ok

Group 10:

A : Good morning, what can I do for you?

B : Good morning, I want memesan kamar, berapa harganya?

A :500 ribu perbulan, eh per malam

B : Ok, Thank you

A : You are welcome.

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Appendix 8C

The Transcripts of Post-Test

Experiment Class (XI.3)

Group 1:

A : Good afternoon, welcome to our restaurant, what can I do for you?

B : Yes, I’d like to order some food.

A : What do you like for a starter?

B : Yes, I’d like to order pudding first.

A : what do you like to order for main course?

B : Yes, I like to order spaghetti for main course.

A : What you like to order for drink?

B : I’d like to order mango float.

A : Hope you enjoy the food. Can I bring you anything else?

B : How much… How much the cosy?

A :Seratus lima ribu rupiah.

B : Thank you .

A : You are welcome.

Group 2:

A : Good morning, welcome to our restaurant.. May I help you?

B : Yes, I like to order some food.

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A : And what you like to starter?

B : Yes, I like to order..order pudding please.

A : What you like to order to main course?

B : I like toooooo.. I want tooooo.. I want to, I want to order steak..

A : What you like to drink?

B : Yes, I like order orange juice please.

A : Ok sir, wait a minute. May I bring you anything else.

B : No, thanks. How much the price?

A : Satujuta lima ratus( 1.500.000,00) rupiah

B : Here you are, thank you.

A : You are welcome.

Group 3:

A : Good afternoon, welcome to our restaurant, may I help you?

B : Yes, I’d like to order.

A : What you like order to?

B : Yes, I like to order pudding for a starter please!

A : good, and would you like to appetizer?

B : Yes, pudding.

A : Would you like to order for drink?

B : A… a… Yes, I like to order green tea.

A : A… a… hope you enjoy.

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B : May I bring you anything else?

A : No, thanks. How much the cost?

B : One hundred and five thousand rupiah.

A : Thank you.

Group 4:

A : Good afternoon, welcome to our restaurant, may I help you?

B : Yes, I’d like to order.

A : Would you like to order to start?

B : I’d like order salad please!

A : Would you want to order for main course?

B : Ok.

A : What you like for drink?

B : Yes, I like to order drink.

A : May I bring anything else?

B : No, thanks. How much the cost?

A : One and twenty thousand rupiah.

B : Thank you.

A : You are welcome.

Group 5

A : Good afternoon, welcome to our restaurant, may I help you?

B : Yes, I’d like to order for main course.

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A : Would you like to start?

B : Yes I’d like to salad please!

A : And would you like to order for main course?

B : Steak.

A : Would you like to order drink?

B : Orange juice.

A : Hopes..hope you enjoy the food. May, may I bring you anything else?

B : Now how much the cost?

A : Its seratus lima puluhribu rupiah..

Group 6

A : Welcome to our restaurant, May I help you?

B : I would like to take order.

A : Would you like for a starter?

B : Yes, I want to order fried potato

A : Would you like for a main course?

B : Yes, I want to order orange juice.

A : Eh Main course?

B : Oh yasteak..Steak.

A : Would you like for drink?

B : I want to order orange juice for drink.

A : may I bring you anything else?

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B : No, thanks.

A : Cost, cost?

B : Here you are thank you.

A : you are welcome.

Group 7

A : A…Welcome, a… welcome to a restaurant, may I help you?

B : Yes I’d like to order main course.

A : Would you like for a starter?

B : Yes, I’d like to order salad please.

A : Would you like to order for drink?

B : I like..lupa.. lupa.. nanya apa? Yes, a.. lupa ibuuu

A : Hope enjoy the food, may I bring you anything else?

B : Yes, thank you.

A : (Nanya berapa duit)

B :Berapa money?

A : I05 thousand rupiah. Thanks

Group 8

A : Welcome to our restaurant, May I help you?

B : Yes, I want to take order

A : And would you like to order firstly?

B : Yes, I want to order foto, poto..

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A : POTATO.

B : Yes, potato.

A : And would you like to order for main course?

B : I like to order fried rice for main course.

A :And would you like to order drink?

B : Yes, I’d like to order Kopi

A : May I bring anything else?

B : No.

A : Thank you.

Group 9

A : Welcome to our restaurant, May I help you?

B : Yes, I do like to take order

A :Aa… would you like to a starter?

B : Starter? Yes, I like to order fried potatoes.

A : And would you like to drink?

B : I do like to order soft drink.

A : Would you like to order main course?

B : Yes, I do like to order mush potatoes and steak.

A : May I bring you anything else?

B : No thanks. How much the price?

A : 700 thousand rupiah.

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Group 10

A : Good afternoon, welcome to our restaurant, May I help you?

B :I want to take order.

A : Would you like to a starter?

B : Yes, I like to order meat for a starter.

A :Would you like to order for a starter?

B : Yes, I’d like to order avocado juice.

A :What..ahahahah… hahhahahaha ???? may I bring you anything else?

B : No, thanks. How much the bill?

A : 600 thousand rupiah.

B : Thank you.

A : you are welcome.