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THE EFFECT OF ENGLISH SENTENCES MEMORIZATION
ON STUDENTS’ SPEAKING OF DESCRIBING THINGS
(A Quasi-Experimental Study at the Tenth Grade of SMA Dua Mei in Academic
Year 2018/2019)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education
By:
Ersal Imami
11150140000023
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
i
THE EFFECT OF ENGLISH SENTENCES MEMORIZATION
ON STUDENTS’ SPEAKING OF DESCRIBING THINGS
(A Quasi-Experimental Study at the Tenth Grade of SMA Dua Mei in Academic
Year 2018/2019)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education
By:
Ersal Imami
11150140000023
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
iii
ABSTRACT
Ersal Imami (1115014000023). The Effect of English Sentences Memorization
on Students’ Speaking of Describing Things (A Quasi-Experimental Study at
the Tenth Grade of SMA Dua Mei in Academic Year 2018/2019). A skripsi of
Department of English Education, Faculty of Educational Sciences of Syarif
Hidayatullah State Islamic University Jakarta, 2019.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Keywords : Speaking, English Sentences Memorization
The aim of this study was to obtain the empirical evidence about the effect of
using English Sentences Memorization on students‘ speaking of describing things.
The method used in this study was quantitative through quasi-experimental
research. The population was the tenth grade students of SMA Dua Mei. The
sample was 70 students chosen through purposive sampling technique and
classified into two classes, experimental and controlled class. The instrument was
an oral test. The test was given at the beginning and the end of the treatment by
using English Sentences Memorization. The data of pre-test and post-test were
analyzed using the t-test. The result of the pre-test score from both classes showed
that the average score of the experimental class was a little bit higher than the
controlled class. Meanwhile, the result of the post-test score revealed that the
score of the experimental class was significantly higher than the controlled class.
The result showed that the sig 2 tailed was p (0.000). Meanwhile, the alpha (α)
was 0.05, which was 0,000< 0.05, and it was also supported by the result of the
effect size that was 1.5 at strong level (significance). Therefore, it can be
concluded that using English Sentences Memorization was effective to develop
the students‘ speaking of describing things at the tenth grade of SMA Dua Mei in
academic year 2018/2019.
iv
ABSTRAK
Ersal Imami (1115014000023). Pengaruh English Sentences Memorization
terhadap Berbicara Bahasa Inggris Siswa tentang Deskripsi Berbagai Hal
(Penelitian Eksperimen Semu pada Kelas Sepuluh SMA Dua Mei Tahun
Ajaran 2018/2019). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2019.
Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.
Dosen Pembimbing II : Zaharil Anasy, M.Hum.
Kata Kunci : Berbicara Bahasa Inggris, English Sentences
Memorization
Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh penggunaan
English Sentences Memorization terhadap prestasi berbicara bahasa Inggris siswa.
Metode yang digunakan dalam penelitian ini adalah kuantitatif melalui penelitian
quasi-experimental. Populasinya adalah siswa kelas X SMA Dua Mei. Sampelnya
berjumlah 70 siswa yang dipilih melalui teknik purposive sampling dan
diklasifikasikan menjadi dua kelas, yaitu kelas eksperimen dan kelas kontrol.
Instrumennya adalah tes berbicara. Tes diberikan pada awal dan akhir penerapan
English Sentences Memorization. Data pre-test dan post-test dianalisis
menggunakan t-test. Hasil skor pre-test dari kedua kelas menunjukkan bahwa skor
rata-rata dari kelas eksperimen sedikit lebih tinggi daripada kelas kontrol.
Sementara itu, hasil skor post-test mengungkapkan bahwa skor kelas eksperimen
secara signifikan lebih tinggi daripada kelas kontrol. Hasil penelitian
menunjukkan bahwa nilai signifikansi (sig 2 tailed) adalah 0,000, sedangkan
signifikan alpha (α) adalah 0,05 atau 0,000 < 0,05, dan signifikansi juga didukung
oleh hasil tes efektvititas yaitu 1,5 yang berarti pada level kuat. Oleh karena itu,
dapat disimpulkan bahwa pengaplikasian English Sentence Memorization efektif
terhadap prestasi berbicara bahasa Inggris siswa di kelas sepuluh SMA Dua Mei
tahun ajaran 2018/2019.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.
All praise be to Allah, the Lord of the world, who has been giving and
blessing until the researcher can finish this research entitled ―The Effect of
English Sentences Memorization on Students‘ Speaking of Describing Things (A
Quasi-Experimental Study at the Tenth Grade of SMA Dua Mei in Academic
Year 2018/2019)‖ Peace and salutation be upon to the Prophet Muhammad who
has brought human from the darkness into the lightness. The researcher would
like to express his deepest honour and gratitude to his beloved parents, Suhendar
and Titin Suhartini, who always support the researcher to finish this research and
give their love and patiently guide to give the best result. And then, thank is also
to his little sisters, Shafa Ashifa and Nalda Kamila, who always motivate him to
finish this research. The researcher realizes that he would never finish this
research without the help of some people around him. Therefore, he would like to
express his gratitude to the advisors and examiners, Dr, Ratna Sari Dewi, M.Pd.,
Zaharil Anasy, M.Hum., Dr. Alek, M.Pd., and Drs. Nasifuddin Jalil, M.Ag., for
the valuable advice, suggestion, guidance, comments, and support in completing
this research paper. Furthermore, the researcher would like to express his
gratitude appreciation to:
1. Prof. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, M.A.TESOL., Ph.D., as the Head of Department of
English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English
Education.
4. All lecturers especially those of in the Department of English Education for
the knowledge, motivation, and support for the researcher during his study.
5. Drs. H. Hendi Subarman, M.M., as the Headmaster of SMA Dua Mei for the
permission and help to conduct this research.
vi
6. Murni, S.Pd., as the English teacher at the tenth grade of SMA Dua Mei for
his guidance during this research.
7. The students of X IPA and X IPS 1 of SMA Dua Mei for the willingness to
be the participants in this research.
8. His big family who has supported her in finishing this research.
9. All beloved friends of the Department of English Education 2015 for the
friendship and support during this study.
10. All of beloved partners in HmI Distrik PBI for the powerful support during
completing this research.
11. All of beloved partners in Gamananta PBI 2015 for boostering the mood of
the researcher.
12. All the people whose names cannot be mentioned one by one for the
contribution in finishing this research.
Finally, the researcher realizes that this research still has some weakness
and mistakes. Therefore, the researcher would not mind accepting any
constructive suggestions and critics to make this research better.
Jakarta, July 22, 2019
Ersal Imami
vii
TABLE OF CONTENTS
APPROVAL .......................................................................................................... i
ENDORSEMENT SHEET .................................................................................. ii
ABSTRACT ......................................................................................................... iii
ABSTRAK ........................................................................................................... iv
ACKNOWLEDGEMENT ................................................................................... v
TABLE OF CONTENTS ................................................................................... vii
LIST OF TABLES .............................................................................................. ix
LIST OF APPENDICES ..................................................................................... x
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Research ........................................................................ 1
B. The Identification of Problem ...................................................................... 3
C. The Limitation of Problem ........................................................................... 4
D. The Formulation of Problem ........................................................................ 4
E. The Objective of the Research ..................................................................... 4
F. The Significance of the Research ................................................................. 4
CHAPTER II THEORETICAL FRAMEWORK ............................................. 5
A. Speaking ....................................................................................................... 5
1. The Definition of Speaking .................................................................... 5
2. Important of Speaking ............................................................................ 6
3. Purposes of Speaking ............................................................................. 6
4. The Elements of Speaking ...................................................................... 7
5. The Types of Speaking ......................................................................... 15
B. English Sentences Memorization ............................................................... 16
1. The Concept of English Sentences Memorization ............................... 16
2. The Procedure of English Sentences Memorization............................. 17
3. The Advantage of English Sentences Memorization ........................... 18
C. Previous Study ........................................................................................... 18
D. Thinking Framework .................................................................................. 20
viii
E. Research Hypothesis .................................................................................. 21
CHAPTER III RESEARCH METHODOLOGY ............................................ 22
A. Place and Time of Research ....................................................................... 22
B. Research Method and Design .................................................................... 22
C. Population and Sample ............................................................................... 23
D. Instrument .................................................................................................. 24
E. Validity and Reliability of the Instrument ................................................. 24
F. Data Collecting Techniques ....................................................................... 25
G. The Technique of Data Analysis ................................................................ 27
H. Formulation of the Effect Size ................................................................... 30
I. The Statistical Hypothesis .......................................................................... 30
CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 32
A. Research Finding ........................................................................................ 32
1. Description of Data ............................................................................... 32
2. Analysis of the Data ............................................................................. 36
B. Discussion .................................................................................................. 41
CHAPTER V CONCLUSION AND SUGGESTIONS .................................... 43
A. Conclusion ................................................................................................. 43
B. Suggestion .................................................................................................. 44
REFERENCES .................................................................................................... 45
APPENDICES ..................................................................................................... 48
ix
LIST OF TABLES
Table 3.1 Research Design .................................................................................... 23
Table 3.2 Scoring Rubrik of Speaking .................................................................. 25
Table 4.1 Score of Pre-test and Post-test (Experimental Class) ............................ 32
Table 4.2 Score of Pre-test and Post-test (Controlled Class) ................................ 34
Table 4.3 The Normality Test of Pre-test.............................................................. 36
Table 4.4 The Normality Test of Post-test ............................................................ 37
Table 4.5 The Homogeneity Test of Pre-test ........................................................ 38
Table 4.6 The Homogeneity Test of Post-test ....................................................... 38
Table 4.7 Group Statistics ..................................................................................... 39
Table 4.8 The Table of Independent Sample T-test .............................................. 40
x
LIST OF APPENDICES
Appendix 1 Lesson Plan .....................................................................................48
Appendix 2 The Instrument of Pre-test ...............................................................53
Appendix 3 The Instrument of Post-test .............................................................56
Appendix 4 The Pre-test Result of Experimental Class ......................................59
Appendix 5 The Post-test Result of Experimental Class ....................................60
Appendix 6 The Pre-test Result of Controlled Class ..........................................61
Appendix 7 The Post-test Result of Controlled Class .........................................62
Appendix 8 Transcript Text ................................................................................63
Appendix 9 Surat Bimbingan Skripsi .................................................................66
Appendix 10 Surat Izin Penelitian ......................................................................68
Appendix 11 Surat Keterangan Penelitian dari Sekolah .....................................69
Appendix 12 Uji Referensi .................................................................................70
Appendix 13 Pictures ..........................................................................................75
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Speaking fluently and appropriately plays a critical role in learning a
foreign language. A focus on speaking English as a Foreign or Second Language
(EFL/ESL) is a major goal for language learners and teachers all over the world.
Nunan argues that speaking is an essential aspect of language learning whether it
is as a second or a foreign language and the success is measured by the ability of
language learners to carry out a conversation in the language being learned.1 This
is in line with Richards‘ viewpoint that speaking is an important skill in language
learning that enables language learners to communicate not only in expressing
viewpoint but also in giving responses.2 It is also agreed that speaking as a
productive skill is related to the ability of language learners to process information
during the conversation (Harmer).3 It implies that speaking deals with the ability
to process messages so that utterances produced are appropriate with the context
of the conversation and hence, the produced utterances meet the purpose of the
conversation.
Improving the speaking achievement of students in English as a foreign
language (EFL) or second language (ESL) still becomes an issue. Based on the
researcher‘s experience speaking is a more difficult problem than the other skills
because the students cannot express their ideas orally, although they understand
the structure indeed. Moreover, according to Jeremy Harmer, the process to
produce language is how to make the speaker expresses the ideas not only
1Nunan, Language Teaching Methodology: A Textbook for Teacher. (New York: Phoenix
Ltd., 1995), pp. 39. 2J. C. Richards. Teaching Listening and Speaking: from Theory to Practice,(Cambridge:
Cambridge University Press, 2008). pp. 19. 3Jeremy Harmer, The Practice of English Language Teaching 4
th Edition, (Cambridge:
Pearson Longman, 2007), pp. 343.
2
comprehensible in form but also can convey the meanings correctly.4 It means
when they speak, they should exactly know what they need, what the purpose, and
how to produce the information for their speaking.
Indonesia is one of the countries that also has a problem with speaking
English as a Foreign Language. Most of the Indonesian people prefer to talk in
their primary language than in the English language because the English language
in Indonesia still becomes a second language. This case has been proved by
Broughton. Broughton said that there are 300 million people that use English as a
primary language which is scattered in 5 continents and there are 250 million
people that use English as a second language.5 Moreover, most of the Indonesian
people are included in that 250 million people. To overcome this problem, the
government has set a new curriculum called KURTILAS in schools where the
curriculum requires students to play an active role in learning. Therefore, the
problem related to speaking should be overcome.
However, in reality, there are still schools that have problems with
speaking; one of them is a school that has been observed by the researcher. Based
on the observation of the researcher, the problem of the school may occur due to
several things. First, the students in that school prefer to talk in their primary
language, Bahasa Indonesia than in English. It is like Broughton said above that
Indonesian people are included 250 million people who use English as a second
language, so that is why they prefer to talk in Bahasa Indonesia. Then, the lack of
opportunity for students to speak English also becomes the cause of students‘
speaking problem. In line with Lynne, the students have limited time to practice
speaking skills, and they use English only in the class and less frequent to speak
outside the class because the environment does not support them to speak English
frequently.6 Other reason why speaking becomes a problem is the students do not
think in English; they cannot talk in English because they cannot translate their
4Jeremy Harmer, The Practice of English Language Teaching 3
rd Edition, (New York:
Longman Publishing, 2001), pp. 269. 5G. Broughton, et al., Teaching English as a Foreign Language, (New York: Routledge,
1980), pp. 1. 6Lynne Cameron, Teaching Language to Young Learners, (New York): Cambridge
University Press, 2001), pp. 11.
3
primary language to English. It happens because they have lack of vocabularies
and sentence in English. According to Nakamura, Ma and Kelly; there are
supposed to be two methods for enhancing the English speaking skill: social
interaction and memorization.
In order to resolve the problems of students‘ speaking of describing
things, such as the school above, the researcher will use the method called English
Sentences Memorization to increase the students‘ speaking of describing things.
The main feature of this method consists of three steps: English sentence
memorization, the practice of pronunciation, and prompt oral translation.7 This
method has been tried in Japan. Even if the difference between the language of
Japan and English is so obvious, this method gives a good effect for students in
Japan. This method was proved to increase students‘ confidence to speak up. This
method also built up vocabulary, clause, and phrase. Then, this method also
improved students‘ pronunciation better than before. As a result, this method
gives the students‘ speaking improvement in Japan for nearly seventy-five
percent.
Considering the benefits of English Sentences Memorization method on
speaking skill, the researcher wants to conduct a research entitled “The Effect of
English Sentences Memorization on Students‘ Speaking of Describing Things (A
Quasi-Experimental Study at the Tenth Grade of SMA Dua Mei in Academic
Year 2018/2019).
B. The Identification of Problem
From the background of the research, the researcher makes identification
of why students' ability in speaking is low. So, here are the reasons:
1. Students have not put speaking skill as an essential thing to do;
2. The opportunity of the students to speak English is so limited;
3. The environment has not supported students to speak English frequently;
4. Students have not thought in English.
7Ikuo Kitagaki, Effect of English Short Sentences Memorization on the Speaking Skill and the
E-learning of English, 2013, pp. 103, (www.sciencedirect.com).
4
C. The Limitation of Problem
The researcher concerns and limits the problem on the effect of English
sentences memorization on STUDENTS‘ SPEAKING OF DESCRIBING
THINGS at the tenth grade of SMA Dua Mei.
D. The Formulation of Problem
From the research problems, the researcher poses two research questions:
―How does the teacher teach speaking using English sentences memorization?‖
and "Is there any significant difference between speaking of the students before
and after being taught using English sentences memorization?‖
E. The Objective of the Research
The objective of this research is to find out the effect of English
sentences memorization toward students' speaking achievement.
F. The Significance of the Research
By conducting this research, the researcher hopes to contribute to the
improvement of English language teaching in speaking skill. The researcher hopes
that this research can give benefit to the teachers, the students, and the researcher
himself.
1. For teachers
If there is a positive effect of English sentences memorization to students'
speaking skill, the teacher may use this method in the class to develop
students' skill.
2. For the students
The students who have a problem in speaking skill can try to use English
sentences memorization to encourage themselves to speak.
3. For the researcher
The researcher can expose himself to use English sentences memorization in
order to improve his speaking skill. The researcher may also use it in the class
where he teaches.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
1. The Definition of Speaking
Speaking is one of the language skills that focus on expressing ideas
orally. According to Chaney in Hayriye Kayi, speaking is defined as ―a process of
building and sharing meaning through the use of verbal and oral form‖1. Speaking
is a tool to enable someone to produce utterances and transfer information. When
in the process of natural communication, speaking is used as a tool to deliver the
message, and it has a purpose. The statements above show that speaking is a way
to express ideas, opinions, or feelings to others by using words and it has a
purpose; it can be to inform, to persuade, and to entertain.
Those statements are also supported by Nunan who defines speaking as
the productive skill that consists of verbal utterances to convey the meaning2. It
means there is the impact when the speaker expresses the idea to the listener or
there are sharing meaning process between listener and speaker.
Based on the explanation above, speaking is one of the skills in learning
English that focus on oral communication. On the other hand, learning speaking
does not only learn about how to speak but also involves other sub-skills which is
supported in speaking3. It means that speaking is an activity which involves
several sub-skills such as pronunciation, grammar, and vocabulary.
1Hayriye, Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language,
(New York: TESL Journal), pp. 1. Retrieved from (http:/itelsj.org/technique/kayi
teachingspeaking.html) 2David Nunan, Practical English Language Teaching, (New York: McGraw-Hill, 2003), pp.
48. 3Jeremy Harmer, The Practice of English Language Teaching 4
th Edition, (Cambridge:
Pearson Longman, 2007), pp. 343.
6
So that, based on all of the previous definitions, it can be concluded that
speaking is an ability to express ideas orally where speakers have the ability in
using their understanding to express every single sentence subconsciously.
Moreover, it is also useful in the communication process to deliver ideas and
information which is supported by the others of sub-skill in speaking such as
pronunciation, grammar, and vocabulary.
2. Important of Speaking
In learning English, speaking is important to support the ability to use the
language orally. Based on Jack C. Richard in his book that speaking skill becomes
a large percentage of the world where the students study English language to
develop their speaking ability1. It means that someone learns English in order to
develop speaking skill, and if someone has mastered the English language, it can
be seen when he speaks it.
Besides, as one of language skill, speaking has given an essential
contribution to social work and to get the job. Moreover, for many students, the
prime goal of learning a foreign language is to be able to speak it. Therefore, the
teacher should help English‘ students to achieve their goal to speak in English.2
Thus, speaking skill is vital as a tool of communication to express their ideas
orally.
3. Purposes of Speaking
In order to organize a good speech, it is crucial to know the purposes of
speaking. It is related to the reasons why people want to speak. In line with
Richard and Reynanda, they explain that speaking is used for many different
purposes. There are some purposes of speaking skills. First, it can be used in
casual conversation or social interaction, such as when people make social contact
with others or do chit-chat with their friends. Second, it can be used to discuss and
share the opinion with others, to persuade someone about something, or to clarify
1Richards and Reynanda (eds.), Methodology in Language Teaching: An Anthology of
Current Practice, (New York: Cambridge University Press, 2002), pp. 201. 2Grauberg Walter, The Elements of Foreign Language Teaching. (Clevedon: Multilingual
Matters, ltd, 1997), pp. 201.
7
the information. Then, in the particular situations, speaking is used to give
instruction or to get things done, to describe something, to complain about other
behaviors, to make polite requests, or to entertain other with jokes and anecdotes.3
On the other hand, Wrench summarizes that there are three purposes of
speaking as follow, to inform, to persuade, and to entertain.4
a. To Inform
To inform means that, people need information that they want to hear.
They are fully satisfied when they understand the information. In short, the
information is called informative speaking. The goal of informative speaking is to
make the listener understand the topic that the speaker deliver by helping others or
the listeners obtain information and use it to gain their understanding.
b. To Persuade
In this speaking is aimed to convince people. The speaker should give the
speech, which is designed to change or reinforce the audience's belief or actions.
It can be said as persuasive speaking that influences people attitude, behavior,
value, and beliefs. The speaker should have evidence to convince people to
change their point of views.
c. To Entertain
This speaking is aimed to entertain people who listen to the speaker. The
speaker focuses on the content of the message that entertains the listeners. In line
with that, the context of the speech requires the speaker to think about how to
make the listener enjoy during the speech.
4. The Elements of Speaking
There are some points of English elements that teachers need to pay more
attention and concern in teaching speaking skill. Harmer states on his book, if
learners want to be able to speak fluently in English, they need to be able to
3Richards and Reynanda. loc. cit.
4Wrench, et. al., Public Speaking: Practice and Ethnics v. 1.0., a Creative Commons by-nc-
sa3.0, 2012, pp. 138 -- 139.
8
pronounce phonemes correctly, use appropriate stress and intonation patterns, and
speak in connected speech. However, more than that, the speaker of English –
especially where it is a second language – will have to be able to speak in a range
of conversational and conversational repair strategies. They will need to be able to
survive in typical functional exchanges, too.5 Learners also should have to achieve
these five elements: pronunciation, grammar, vocabulary, fluency, and
comprehension.
a. Pronunciation
Teaching pronunciation is to let the learners aware of different sounds
and sounds features, but more than that, the learners also need to improve their
speaking immeasurably. Concentrating on sounds showing where they are made
in the mouth, making learners aware of where words should be stressed. Those
give them more extensive information about spoken English and help them to
achieve the aim of improving their comprehension and intelligibility.6
Seidlhofer regarded that pronunciation is the production and perception
of the significant sound in order to achieve meaning in the context of language
use.7 Therefore, English pronunciation is considered in some aspects. First, it
relates to the speech organs and how the organs produce sounds. The flow of air
which comes from the lungs will have modification at the vocal cord, pharynx,
mouth, and nasal cavity. At vocal cord, the sound will be determined as unvoiced
sound or voicing sound. It happens as the open and close of the vocal cord. While,
at the upper part of speech organs like at pharynx, mouth, and nasal cavity, the air
will be modified into plosive, lateral, velar, nasal, bilabial, alveolar, dental, etc.8
Second is a phonetic symbol. People use the phonetic symbol to
represent the sound in order easy to reproduce and learn. It is caused by the fact
that English is not a phonetic language. It means that we cannot look at the written
5Jeremy Harmer, The Practice of English Language Teaching 4
th Edition, (Cambridge:
Pearson Longman, 2007), pp. 343. 6Ibid., pp. 248.
7Ronald Carter and David Nunan (eds.), The Cambridge Guide to Teaching English to
Speakers of Other Languages, (Cambridge: Cambridge University Press, 2001), pp. 56. 8Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2000),
pp. 4 -- 6.
9
word and know how to pronounce it or we hear a word, then know how to spell it.
Also, there are only 26 alphabets used in English writing while there are 24
sounds of consonants and 13 sounds of vowels. The phonetic symbol is based on
the widely understood pronunciation, which is generally described as Received
Pronunciation (RP).9
Furthermore, English sound is divided into two categories, segmental and
supra-segmental. Segmental aspect consists of phonemes whether vowel and
consonant. Meanwhile, the supra-segmental aspect consists of stress, rhythm, and
intonation. Those two aspects have an essential role in determining the meaning
of English sound.10
In addition, the goal of teaching pronunciation is comprehensible
pronunciation, not native-like pronunciation since comprehensible pronunciation
is an important aspect of communicative competence.11
As a result, in studying
pronunciation, students will be not only able to aware of various sound and the
features but also be able to improve their communicative competence. Therefore,
based on the excellent impact of pronunciation teaching, the teacher must be more
aware of some techniques in teaching pronunciation.
b. Grammar
Grammar is needed in order to arrange the correct language order in both
spoken and written. Penny Ur defines grammar as arranging words altogether to
create sentences correctly.12
Grammar deals with language structure. The grammar could generate
well-formed syntactic structures of a language and fail the wrong one. There are
two classifications in viewing grammar. Those are formal grammar and functional
grammar.13
The formal grammar tends to see grammar as the form or structure of
9Charles W. Kreidler,The Pronunciation of English: A Course Book, (UK: Blackwell
Publishing Ltd., 2004), pp. 11. 10
Gerald Kelly, op.cit., pp. 1 -- 3. 11
Joan Morley, The Pronunciation Component in Teaching English to Speakers of Other
Languages, TESOL Quarterly, Vol. 25, No. 3 (Autumn, 1991), pp. 488. 12
Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1996), pp. 75. 13
Ronald Carter and David Nunan (eds.), op. cit., pp. 34.
10
language and focus on a set of rules to build well-formed sentence or utterance.14
On the other hand, functional grammar tends to describe how a sentence, phrase,
or other linguistic forms of language is more appropriate to convey meaning in
communication.15
Furthermore, the English sentence can be divided into two parts, subject,
and predicate. This division can be broken into several parts of speech which are
classified based on the function, namely nouns, pronouns, verbs, adjectives,
adverbs, prepositions, and conjunctions.
The words that form the central core of the sentence—around which all
the other words ―cluster‖—are the parts of speech known as nouns (or pronouns)
and verbs; the words that modify the central core words are the parts of speech
called adjectives and adverbs; the words that show a particular kind of connecting
relationship between these four parts of speech are called prepositions and
conjunctions.16
Verb as one of the parts of speech is generally categorized into 12 types
of tenses. Those types are classified based on time and forms. The time in English
is divided into three categories, past, present, and future. The past tense is used for
telling events occurred in the past time, the present tense is used to show events in
daily activity, general truth, and habit, and the future tense is used to tell events
which will occur or do in future.17
The use of grammar in speaking is different from the use of grammar in
writing. In speaking, it is possible to use only one word to express our feeling. It
is also possible to tolerate the use of ellipsis in speaking. Therefore, grammar in
speaking is not as complicated and rigid as in writing.
Even though grammar in speaking is not as complicated and rigid as in
writing, but grammar in speaking still plays an important role. In teaching
14
James E. Purpura, Assessing Grammar, (Cambridge: Cambridge University Press, 2004),
pp. 6. 15
Ronald Carter and David Nunan (eds.). loc. cit. 16
Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Pentice-Hall,
Inc., 1972), pp. 1. 17
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd
Edition, (New
Jersey: Prentice Hall Regents, 1989), pp. 6 -- 7.
11
speaking, it is better to teach the grammar by context, for communication setting
purpose, in order to avoid the confusion while sometimes the learners are hard to
understand specific grammar rules.
c. Vocabulary
Language consists of words, and vocabulary means the collection of
words. Vocabulary is our basis in order to create the utterance. Therefore,
vocabulary tends to be seen like a dictionary or a set of words which has a
description of meaning associated with the words. However, vocabulary mastery
does not only know about the meaning(s) of the words. Harmer states that there
are several aspects of a word which need to understand for describing the term of
‗knowing a word‘. The aspects are the meaning of the word, the use of the word,
the information of the word, and the position of the word in grammar.18
Furthermore, there are some classifications of vocabulary. One of the
classifications categorizes vocabulary into two types, function and content
words.19
Function words belong to grammatical feature. For instance, articles,
prepositions, pronouns, conjunctions, and auxiliaries. In addition, the content
words are referred to words which have meanings. There are three classes of
words included in the type of content word. First is a noun, words for things,
ideas, or entitles. Second is the verb, words naming actions. And the last is
adjectives and adverbs, words which are used to describe the qualities of nouns
and verbs.
In addition, there are some ways of how English vocabulary is
developed. Some of the words are derived from other languages, such as Latin,
Germanic, or French. This is related to the historical background of English,
which has gradual interaction with the country from where the languages are.
Another way is by some process of word formation such as coinage, borrowing,
18
Jeremy Harmer, The Practice of English Language Teaching 4th
Edition, (Cambridge:
Pearson Longman, 2007), pp. 229. 19
Victoria Fromkin et. al., An Introduction to Language, (Los Angeles: Wadsworth, 2003),
pp. 500 -- 501.
12
compounding, blending, clipping, back formation, conversion, acronym, and
derivation.20
d. Fluency
In performing the speaking, it is excellent to hear or talk if the speakers
speak fluently. Fluency refers to speak easily and quickly as long as a speaking
activity. Brown added that fluency is the ability to speak spontaneously, flow
well, without having to stop and pause a lot to channel the speech on a more
purposeful course.21
It means that fluency does not only focus on the speed of
speaking, but it also focuses on how much the speakers do the ‗pause‘.
The pause can be an opportunity to take a breath or to formulate speaking
material. However, the long frequently pauses will be a different matter. It tends
to be a sign of not fluent speaking. Therefore, the use of pause needs to be
managed in order to produce natural and flowing speaking activity. There are four
features of pauses proposed by Thornbury22
followed as:
1) Pauses may be long but not frequent.
2) Pauses are usually filled.
3) Pauses occur at meaningful transition points.
4) There are long runs of syllables and words between pauses.
In addition, the ability to speak fluently is not enough because the
speaker needs to consider accuracy as well. Accuracy is related to the use of
appropriate grammar, vocabulary and pronunciation in speaking. Brown states
that both fluency and accuracy need to be achieved simultaneously. Fluency can
be an initial goal of speaking, and accuracy can be learned to some extent of
study, which allows students to focus on the aspect of grammar, pronunciation,
20
Yule, op. cit., pp. 52 -- 55. 21
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy 2nd
Edition, (New York: Pearson Education, 2001), pp. 269. 22
Scott Thornbury, How to Teach Speaking, (London: Longman, 2005), pp. 7.
13
phonology, etc.23
So, the activity of speaking runs naturally and there will not be
misunderstanding during communication.
e. Comprehension
The comprehension in speaking activity is needed to consider because
the objective of speaking is to deliver message or information. Hence, the
successful speaking is determined by the success in delivering the message so that
it can be received by interlocutor well.24
Consequently, the speaker needs to
produce speaking which is clear and acceptable for the interlocutor or people who
are intended to get the messages. Therefore, the combination of all speaking
elements previously mentioned above is playing an important part to achieve
comprehensive speaking.
On the other hand, to be said proficient in speak English, English
language learners need to know not only the linguistic language but also the
culturally acceptable ways of interacting with others in different situations and
relationships. Those abilities that underlying speaking proficiency is also called as
‗communicative competence‘, Canale and Swain propose that communicative
competencies include:
a. Grammatical Competence
Grammatical Competence is a competence that includes grammar
(morphology and syntax), vocabulary, and mechanics. In speaking, mechanics
refers to basic sounds of letters and syllables, the pronunciation of words,
intonation, and stress. In speaking, the learners must understand how words are
segmented into various sounds and how sentences are stressed in particular ways.
As Richard and Rodgers said that grammatical competence refers to linguistic
competence and formally possible because relates to grammatical and lexical
23
Brown. loc. cit. 24
Ibid., pp. 269.
14
capacity.25
Thus, grammatical competence enables speakers to use and understand
the English language structure accurately.26
b. Discourse Competence
Discourse Competence is concerned with intersentential relationship. In
discourse, whether formal or informal, the learner should make or arrange the
communication whether in spoken or written cohesively and coherently in order
to convey the conversation in a meaningful way.
In communication, both the production and comprehension of a language
require one‘s ability to perceive and process stretches of discourse, and to
formulate representations of meaning from a reference in both previous sentences
and following sentences. With discourse competence, learners can manage turn-
taking in conversation.27
c. Sociolinguistic Competence
Sociolinguistics Competence is the competence which involves
knowledge about what is expected socially and culturally by users of the target
language.28
In learning to speak, the learners should understand the social context
in which communication takes place or situation of speaker and interlocutor. As
Richard and Rodgers say ―Sociolinguistic competence refers to an understanding
of the social context in which communication takes place, including roles
relationship, the shared information of the participants, and the communicative
purpose for their interaction‖.29
d. Strategic Competence
Strategic Competence refers to the ability to know when and how to
begin a conversation, how to take the floor, how to keep the conversation going,
25
Jack C. Richards and Theodore S. Rodgers, 2nd
Edition, Approaches and Methods in
Language Teaching, (New York: Cambridge University Press, 1986), pp. 71. 26
Richards and Reynanda, op. cit., pp. 207. 27
Richards and Reynanda, loc. cit. 28
Ibid., pp. 207. 29
Richards and Rodgers, loc. cit.
15
how to end the conversation, and how to solve comprehension problems in a
conversation.30
The four competencies explained above are essential for English learners
to be mastered in order to perform English speaking skill effectively. The
components which underlying speaking proficiency are linguistic competences
and the knowledge of how native speakers use the language in context. The
linguistic competences are grammatical competence, discourse competence, and
strategic competence, while sociolinguistic competence is the competence relates
to the learners‘ understanding of how native speakers use language in context.
5. The Types of Speaking
Speaking is an activity which enables the speaker to share information,
idea and feeling orally. According to Brown, there are two types of speaking; they
are monolog speaking and dialog speaking.31
a. Monolog
In monolog type, the speaker uses spoken language for any length of
time, such as lectures, speeches, news broadcasts, etc. In this type, the listeners
must process the information given in the presentation without interruption.
There are two kinds of monolog speaking such as planned and unplanned
monologs. Planned monologs (speech and pre-written material) are quite
challenging to be understood since they manifest little redundancy. Meanwhile,
unplanned (long stories and lectures) are more comfortable to be understood
because it showed more redundancy.
b. Dialogue
Dialogue consists of two speakers, and it can be classified into the
interpersonal and transactional conversation. The interpersonal conversation is
purposed to maintain the social relationship among the participants, and
transactional conversation is aimed to share factual information. If the participants
30
Ibid. 31
Brown, op. cit., pp. 251.
16
know each other, so it is easy to create assumptions and meanings to understand
the conversation. However, if the participants do not know each other, they have
to explain explicitly to make sure there is no misunderstanding during the
conversation.
B. English Sentences Memorization
1. The Concept of English Sentences Memorization
There are many perspectives of memorization on language speaking skill.
Some argue that there is a direct correlation between the memorization of English
sentences and speaking skill (Kitagawa). Others argue that speaking skill ought to
include the ability to interact with others on top of pure linguistic skills
(Nakamura). This research discussed here is closer to Kitagawa‘s because the
researcher regards memorization of English sentences as a method of improving
one‘s speaking skills. It is also similar to the perspective of Pawley et al. that
states that memorizing numerous clauses and phrases will lead to fluency.
English Sentences Memorization is a simple and advantageous method.
According to Kitagaki, English Sentences Memorization is a method aimed for
the enhancement of the speaking skill. The main feature of this method consists of
three steps: English short sentence memorization, the practice of pronunciation,
and prompt oral translation.
In this method, the students will be given ten sentences of Indonesian
language every meeting, and those will be shown on the screen display one by
one. The sentences will be made by Microsoft PowerPoint. After that, each of the
students will be ordered randomly to translate each sentence to English orally.
When they finish their oral translation, the teacher will give them the correct
answer on display, and he will inform them how to pronounce it. Thus, the
students can memorize the sentence and its pronunciation.
Based on the explanation above, this method supports the students to
memorize some clauses and phrases like Pawley said. Therefore, English
Sentence Memorization can be an excellent solution to solve the problem of
speaking.
17
2. The Procedure of English Sentences Memorization
Kitagaki described in their journal that there are several steps in applying
English Sentences Memorization.32
However, in this research, the researcher
wants to make a little bit of modification in applying English Sentences
Memorization. Based on Kitagaki‘s research, the researcher will make some
changes in the procedure of English Sentences Memorization, as follow as:
a. Indonesian language short sentence will be displayed on the computer as a
learning task
In this first step, the researcher wants to use a projector and its screen as
sentence displayer for student‘s learning task. The researcher thinks that the
projector and its screen are easier to be discovered in common schools because
many schools in Indonesia have used a projector and its screen as a media. Thus,
the researcher will use the projector and its screen as a media in this research.
On the other hand, the researcher also wants to modify the computer
system used to translate the language. If the previous research from Kitagaki used
a particular computer system to translate the language, in this case, the researcher
would use Microsoft PowerPoint to replace the computer system. The researcher
thinks that Microsoft PowerPoint is more comfortable to be used and operated.
b. The students have to translate it into English orally
This step will involve the students in the class. In this step, the students
are ordered to translate the Indonesian language appeared on the screen to English
orally. The teacher will point on someone randomly to do a translation. There will
be ten Indonesian sentences that should be translated by the students every
meeting.
c. The computer will appear the correct answer
After the students are ordered to translate the sentences, the teacher will
inform them of the right translation and the way to pronounce it. It is important to
teach the students how to pronounce the words. Because according to Harmer,
32
Ikuo Kitagaki. loc. cit.
18
‗Pronunciation‘ is one of the crucial elements in speaking which helps students to
improve their comprehension.33
Thus, it is important to give ‗Pronunciation‘
lesson in this section.
d. The students have to memorize it
In the last step, the students are ordered to memorize every sentence that
they have translated. This memorization is very beneficial for the students. It will
help them to remember the words and sentence when they want to speak English.
Those four steps above are the procedure of English Sentences
Memorization that has been modified by the researcher. The researcher modifies
in order to adapt to the Indonesian school‘s culture and facility. Those four steps
above must be repeated. Those will make the students easier to memorize; the
more sentences they memorize, the more fluently they speak.
3. The Advantage of English Sentences Memorization
There are several advantages from the use of English Sentences
Memorization in teaching English, which can be listed as follows:
a. It is able to increase students‘ confidence to speak up in English since they
are ordered by the teacher to translate the sentence to English.
b. It is able to build up students‘ vocabulary, clause, and phrase since they are
asked to memorize the sentence.
c. It is able to improve students‘ pronunciation since they are informed by the
teacher how to pronounce the sentence.
From several advantages above, the researcher hopes that English
sentences memorization will give effect on students‘ speaking of describing
things.
C. Previous Study
There are two relevant types of research for this study. Those researches
are conducted by Ikuo Kitagaki. Kitagaki did those researches in Japan; in order
to discover an appropriate method to improve English speaking skill in Japan.
33
Harmer, op. cit., pp. 248.
19
The first research conducted by Kitagaki is entitled ―E-learning for
English Speaking Skill and the Experiment‖. This research proposes the E-
learning system. The procedure of the system follows as:
1. The computer shows a short sentence in Japanese. In this section, the students
will be ordered to read and listen to a short sentence in Japanese which is
displayed by the computer;
2. The students have to translate a Japanese sentence into English orally;
3. The computer will appear the correct answer;
4. The students have to memorize the correct answer.
The task material used for memorization and the pre/post test in this
research is ‗International Conference venue‘. Kitagaki used three levels for the
task, from Level 1 as the relatively easy task to Level 3 as the relatively difficult
task. The sample of this research is seven university students whose TOEIC score
are between 500 and 600.
The secondary research of Kitagaki‘s is entitled ―Effect of English Short
Sentences Memorization on the Speaking Skill and the E-learning of English‖.
This research has a similarity with the first research. The similarity is in the
procedure, but it has several differences in the task and the sample. In this
research, Kitagaki has prepared two kinds of the task set A and task set B for each
of level 1 and 2. The only task set A served as the object of memorization. On the
other hand, task set B served as the pre/post-test, which means that the tasks for
pre-test are the same as the one for post-test. Task set A for each of level 1, and
level 2 includes sixty-five tasks and fifty-five tasks, respectively, and task set B
for each of level 1 and 2 includes ten tasks, where level 1 is easier than level 2.
Here shows the example of the short sentence.
Level 1: This house is designed solid. It will hold up well against earthquakes.
Level 2: Smoke not only disrupts your vision, it can prevent you from normal
breathing. In case of fire, you must escape promptly without getting
caught up in smoke.
20
Seven students served as the sample. Six students among them practiced
the task set A for level 1 and 2. One student practiced the task set for level 1 only.
In the pre-test administration, Kitagaki presented each task in Japanese to them
one by one and let them orally translate it into English. All the answers were
recorded in the digital. In the practice of memorization, thirty minutes were used
in a day. He set the accumulative learning time to 300 minutes, which took nearly
two weeks. The procedure in the post-test administration is the same as in the pre-
test. As a result, he obtained seven ten-responses for level 1 and six ten-responses
for level 2 in the total.
The difference between two types of research above to the researcher‘s
research is in the procedure, sample, and task. In the procedure, the researcher
makes a little bit of modification in applying English Sentences Memorization.
The researcher uses Microsoft PowerPoint as a media to show Indonesian
sentence that will be translated by students. Then, the sample chosen by the
researcher is the student from Senior High School. Moreover, in the task, the
researcher prepares sixty tasks for each of Experimental and Controlled class.
There will be six meetings for each class where the first meeting is for pre-test,
and the sixth meeting is for post-test. Thus, each of experimental and controlled
class will be given ten tasks per meeting.
D. Thinking Framework
Speaking is one of the skills in English learning that focuses on oral
communication. One of importance in learning speaking is measuring language
learners whether they are successful in learning a language or not. Therefore, this
becomes one of an important subject that teacher should be given because it can
explore the students who need to study English in order to communicate.
Indonesian students have not put speaking skill as an essential thing to do
because most Indonesia students use English only in the class and less frequent to
speak outside of the class because the environment does not support students to
speak English frequently. Thus, the opportunity of the students to speak English is
limited.
21
It also happens to the students in SMA Dua Mei. In comprehend
speaking ability, most of the students of SMA Dua Mei find that speaking in
English is difficult. On the other hand, students also do not have opportunities to
speak so that they never practice to improve their speaking ability. Moreover, the
lack of variation in teaching speaking skill also makes it quite difficult for the
teacher to motivate students to speak English in the classroom.
Those explanations above, as the reason why the researcher needs to
conduct this study. The researcher thinks that English sentence memorization can
be an alternative method and solution that can be offered to solve those problems.
So, the teacher can encourage the students to speak in English and enhance their
speaking ability.
E. Theoretical Hypothesis
Regarding the theories, discussion of the previous studies, and the
explanation of the thinking framework above, the researcher proposed the
hypothesis that English Sentences Memorization has an effect on students‘
speaking of describing things.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research
This research took place at SMA Dua Mei in the tenth grade during the
second semester. It was started on April 15, 2019. The researcher conducted this
research in six meetings. It was started on April 15, until May 3, 2019. In the first
meeting, the researcher conducted the pre-test. After that, in the second, until the
fifth meeting, the researcher gave the treatment. The last meeting was for
conducting the post-test.
B. Research Method and Design
In this research, the researcher applied a quantitative method with a
quasi-experimental research design. A quantitative method is a mean for testing
objective theories by examining the relationship among variables.1 These
variables, in turn, can be measured, typically on instruments, so that the numbered
data can be analyzed using statistical procedures. On the other hand, the quasi-
experimental study is a type of evaluation which aims to determine whether a
program or intervention has the intended effect on a study of participants. Quasi-
experimental is the research that does not permit the researcher to control the
assignment. This category of design is most frequently used when it is not feasible
for the researcher to use random assignment.2
In this research, English sentences memorization was the independent
variable which might cause/influence students' speaking achievement as the
dependent variable. Then, the researcher used the control class as a comparison of
the experimental class. The researcher wanted to find out if there was a significant
effect of English sentences memorization toward students' speaking achievement.
1Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study in Education;
Seventh Edition, (New York: McGraw Hill, 2009), pp. 99. 2John W. Creswell, Educational Research: Planning, Conducting, and Evaluating,
Quantitative and Qualitative Research, (Boston: Pearson Education, 2012), pp. 309.
23
Table 3.1
The Research Design
This research involves two classes, the first class as an experimental class
and the second class as the controlled class. The experimental class means that the
students were given the treatment by using English Sentences Memorization.
However, the control group means that students were not given the treatment by
using English Sentences Memorization.
C. Population and Sample
A population is a group of individuals who have the same characteristics,
while a sample is a subgroup of the target population that the researcher plans to
study to generalize the target population1.
The population of this research was all tenth grade students at SMA Dua
Mei. The total numbers of tenth grade students were 108 students divided into
three classes, one class for X IPA and two classes for X IPS. The researcher chose
this population because the students were expected to have adequate speaking
basic and the material matched with the research topic, which focused on
descriptive text material.
1Creswell, op. cit., pp. 142.
Intact Groups Measurement
Application of
Independent
Variable*
Measurement
Experimental
Group
Pre-test Experimental
treatment (Using
English Sentences
Memorization)
Post Test
Control Group Pre-test Without experimental
treatment (Using
lecturing presentation)
Post Test
24
The researcher used purposive sampling technique for choosing the
sample of this research. There were two classes taken, X IPA as an experimental
class and X IPS 1 as a controlled class. The researcher used that sampling
technique because of the urge of an English teacher who wanted to improve the
speaking achievement of those classes. Furthermore, the sample of X IPA
consisted of 35 students and X IPS 1 consisted of 35 students. Thus, the total
sample of this research was 70 students.
D. Research Instrument
In quantitative research, an instrument is a tool to measure the variable in
the research and to measure the quantitative data. The data that collected was for
answering the research formulation. The instrument for this research was an oral
test. The test was given twice, pre-test and post-test. The pre-test was intended to
know the initial speaking skill of the sample, and the post-test was intended to
check whether the English Sentences Memorization gave an effect or not toward
students‘ speaking of describing things. The topics of pre-test and post-test were
same. It would talk about describing things.
The implementation of the instrument was adapted from Douglas
Brown‘s theory. Brown stated that several criteria should be noticed in assessing
speaking tests such as Grammar, Vocabulary, Comprehension, Fluency, and
Pronunciation.2 Thus, in implementing the instrument, the researcher used those
five criteria to assess students‘ speaking of describing things.
E. Validity and Reliability of the Instrument
To know the validity of the instrument, the researcher used content
validity. According to Hughes, he stated that a test is said to be valid if it
accurately measures what is intended to measure.3 The researcher used descriptive
text which is suitable with the syllabus.
2Ibid., pp. 172 -- 173.
3Arthur Hughes, Testing for Language Teachers Second Edition, (United Kingdom:
Cambridge University Press, 2000), pp. 26.
25
Meanwhile, reliability was used in assessing students speaking both in
pre-test and post-test. According to Frankel and Wallen, the reliability refers to
the consistency of the scores achieved.4 In order to attain the reliability of the
instrument, some aspects need to be considered as follows: grammar, fluency,
vocabulary, comprehension, and pronunciation.
F. Data Collecting Techniques
The data of this research was collected by giving a speaking test to the
students. The test is given to measure the students' competence and to achieve the
objective. The test consists of pre-test and post-test. Those tests were given to the
experimental class and control class. The pre-test was given at the beginning of
the meeting, meanwhile the post-test was given at the end of the meeting after
four times treatment. The pre-test was conducted in order to know students‘
beginning in comprehending the lesson; however, post-test was conducted in
order to know students speaking skill after having a test. Furthermore, the scores
of experimental class and control class in pre-test and post-test were compared.
Afterward, the scores were used as numerical data to measure students‘ speaking
skill. In order to determine students‘ speaking score in the pre-test and post-test,
the researcher used a rating scale by Brown5 in Table 3.2
Table 3.2
Scoring Rubric of Speaking
4Jack R. Frankel et. al., How to Design and Evaluate Research in Education; Eighth Edition
(New York: McGraw-Hill, 2009), pp. 9. 5Brown, loc. cit.
Categories Score Criteria
Grammar 5 The students are able to use grammar very well in speaking
4 The students are able to use grammar well in speaking,
and students' errors are quite rare
26
Categories Score Criteria
Grammar 3 The students have good grammar, and they are able to
speak with sufficient structure
2 The students‘ grammar structure is quite accurate but they
do not have confidence control
1 The students have many errors in grammar and word
order, but they understand the content
Vocabulary 5 The students have a breadth of vocabulary and idioms
4 The students have a satisfactory vocabulary
3 The students have sufficient vocabulary
2 The students have a definite vocabulary
1 The students have a very definite vocabulary
Comprehension 5 The students understand the instruction and the content
clearly
4 The students understand the instruction although there is
repeating in a certain part
3 The students understand the instruction but there are some
repetition
2 The students understand enough about the instruction but
they difficult to give feedback to the teacher
1 The students can understand the instruction with very
limited language
27
(*The Scale of assessing speaking test was adapted from Brown, 2004, pp. 172)
G. The Technique of Data Analysis
The data in this study were analyzed by using statistical analysis; then,
the researcher compared the score of pre-test and post-test in experimental class
and control class. In analyzing the data, the t-test formula was used to know the
effect of English sentence memorization on students‘ speaking of describing
things. Before analyzing the data by using a t-test, the normality and homogeneity
must be measured first.
Categories Score Criteria
Fluency 5 The students are able to speak without too much hesitation
4 The students‘ fluency is having a little disruption by the
language problem
3 The students make so much mistake in language problem
2 The students often doubt and stop because of limited
language
1 The students often break off and stop while conveying the
answer
Pronunciation 5 The students are able to pronounce the words very well
4 The students are able to pronounce the words well
3 The students are able to pronounce the words good enough
2 The students are able to pronounce the words but
continually incomprehensible
1 The students are able to pronounce the words badly
28
1. Preliminary Test
Preliminary analysis was the first step that should be done after collecting
all of the data of the research. It was useful to know whether the data were
qualified or not. In this step, the normality test and the homogeneity test were
analyzed.
a. Normality Test
Normality test was one of the important requirements that might be
followed in analyzing the data of the research. It was done to examine if the
distribution of data collected was normal or not. The analysis of normality test in
this research used Kolmogorov Smirnov by using SPSS version 24 software.
Then, if the normality score was more than 0.05, it could be said that the data
distribution was normal. On the contrary, if the score of the normality test showed
less than 0.05, it could be said that the data distributions were not normal. The
steps to check the normality test as follows:
1) Open SPSS version 24 software program
2) Click variable view and complete these columns :
a) Name: write class in the first row. This is to indicate and differentiate
between the experimental class and the controlled class. Write score in the
second row
b) Type column is numeric
c) Width column is filled with 8
d) Decimal is changed from 2 to 0
e) Label column is left blank
f) Value column is none
g) Missing column is none
h) Column is filled with 8
i) Align column is right
j) Measure column is unknown
k) Role column is filled with input
29
3) Click data view, in score column, compute ‖1‖ as representing experimental
class and ―2‖ representing the controlled class.
4) In score column, compute the score of each class
5) Click analyze>> Descriptive Statistics >> Explore
6) Fill in the dependent list with pre-test score and then fill in the factor list of
class.
7) Click plots >> checklist normality plot with test, histograms, power estimation
>> Continue
b. Homogeneity Test
Homogeneity test was used to test whether the data from the two groups
had the same variant. Like the normality test, this kind of test also used SPSS
version 24 software. This research used Kolmogorov Smirnov with α= 0.05. The
data can be said homogenous if the homogeneity score was more than 0.05. The
steps are:
1) Open the SPSS file of the entered data.
2) Click Analyse >> Descriptive Statistics >> Explore on the top menu.
3) In the Explore dialogue box, fill in the dependent list with the variable tobe
tested for normality (pre-test score, post-test score) by either drag-and-
dropping or using the button.
4) Then, fill in the factor list with the sample groups (control, experimental) to
see if it is normally distributed in each group or class by either drag-and-
dropping or using the button.
5) Click plots, then checklist >> normality plot with test, histograms and power
estimation. Click Continue and OK to see the normality test result.
2. T-test
As mentioned before, t-test was used to know the effect of three-step
interview technique on students‘ speaking skill. The researcher used the t-test to
determine whether the null hypothesis or alternative hypothesis, is accepted or
rejected. The t-test used in this research specifically is independent-sample T-test
30
with a two-tailed test of significance. If the result indicates p-value or sig (2-
tailed) higher than the significance level of sig α= 0.05 (5 %), then the null
hypothesis is accepted. On the contrary, if the p-value is lower than sig α= 0.05 (5
%), then the alternative hypothesis is accepted. t-test analyzed by using SPSS
version 24 software. It can simply be done by Click analyze >> compare means>>
Independent sample t-test. Then, fill in the test variable with post-test score, fill in
the group variable with group, and define the group. After that, Click on the
define group, enter 1 into group 1 as the experimental class and enter 2 into group
2 as the controlled class. Finally, Click the continue button, and then final step
clicks OK.
H. Formulation of the Effect Size
In order to measure whether the effect size of the media or the technique
were strong, therefore, the writer adopted Cohen‘s formulation as follows:
d = (mean of group A − mean of group B)
Pooled Standard Deviation
Pooled Standard Deviation =
(standard deviation of group 1 + standard deviation of group 2)
2
After obtaining the results, then they can be interpreted based on the criteria:
0 - 0.2 = weak effect;
0.21 - 0.5 = modest effect;
0.51 – 1.00 = moderate effect size; and
>1.00 = strong effect.
I. The Statistical Hypothesis
This research was intended to know if there was effect of using English
Sentences Memorization on students‘ speaking of describing things. Furthermore,
the researcher stated the hypothesis as follows:
31
Null hypothesis (Ho) : there was no significant effect of using English
Sentences Memorization on students‘ speaking of
describing things.
Alternative hypothesis (Ha) : there was significant effect of using English
Memorization on students' speaking of describing
things.
32
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Description of Data
This chapter focuses on the result of the test given to the sample, the
students of SMA Dua Mei. The result was used to get empirical evidence about
the effect of English Sentences Memorization on students‘ speaking of describing
things at tenth grade of SMA Dua Mei in 2018/2019 academic year. The result of
the research is presented as the data description based on the result of the test. The
result of the data analysis obtained through the speaking test.
a. The Data of Experimental Class
Table 4.1
The Score of Pre-test and Post-test (Experimental Class)
No. Students'
Code
Score of
Pre-test
Score of
Post-test Gained
1 S1 32 52 20
2 S2 48 56 8
3 S3 68 92 24
4 S4 52 56 4
5 S5 64 72 8
6 S6 28 72 44
7 S7 48 56 8
8 S8 48 80 32
9 S9 44 60 16
10 S10 40 68 28
11 S11 40 76 36
12 S12 48 64 16
13 S13 32 76 44
33
No. Students'
Code
Score of
Pre-test
Score of
Post-test Gained
14 S14 48 56 8
15 S15 52 68 16
16 S16 52 68 16
17 S17 48 64 16
18 S18 28 52 24
19 S19 52 76 24
20 S20 52 68 16
21 S21 32 52 20
22 S22 48 72 24
23 S23 36 60 24
24 S24 40 60 20
25 S25 44 64 20
26 S26 48 72 24
27 S27 44 64 20
28 S28 32 60 28
29 S29 36 64 28
30 S30 44 64 20
31 S31 60 84 24
32 S32 44 60 16
33 S33 56 68 12
34 S34 56 68 12
35 S35 56 60 4
∑ 1600 2304 704
Average 45.71 65.83 20.12
The data in the Table 4.1 shows the pre-test score of 35 students as the
experimental class of X IPA SMA Dua Mei. The sum of the pre-test score is
34
1600, with the average score is 45.71. However, the lowest score is 28, while the
highest score is 68 for the pre-test.
The data also shows the post-test score of 35 students of the experimental
class of X IPA SMA Dua Mei after having the treatments using English Sentence
Memorization. The sum of the post-test score is 2304, with the average score is
65.83. The lowest score in this group is 52, and the highest score is 92 for the
post-test. It means that there is a significant effect on students‘ speaking of
describing things in the experimental class.
b. The Data of Controlled Class
Table 4.2
The Score of Pre-test and Post-test (Controlled Class)
No. Students' Score of Score of
Gained Code Pre-test Post-test
1 S1 32 56 24
2 S2 52 52 0
3 S3 44 60 16
4 S4 52 52 0
5 S5 48 56 8
6 S6 48 52 4
7 S7 36 56 20
8 S8 56 60 4
9 S9 60 68 8
10 S10 36 60 24
11 S11 44 52 8
12 S12 48 52 4
13 S13 28 40 12
14 S14 52 64 12
15 S15 28 40 12
16 S16 40 36 -4
17 S17 56 72 16
35
No. Students'
Code
Score of
Pre-test
Score of
Post-test Gained
18 S18 44 56 12
19 S19 36 48 12
20 S20 44 56 12
21 S21 32 48 16
22 S22 32 48 16
23 S23 40 40 0
24 S24 40 44 4
25 S25 40 44 4
26 S26 44 48 4
27 S27 40 44 4
28 S28 40 44 4
29 S29 28 44 16
30 S30 56 64 8
31 S31 36 48 12
32 S32 48 52 4
33 S33 48 52 4
34 S34 44 48 4
35 S35 64 72 8
∑ 1516 1828 312
Average 43.31 52.23 8.92
The data in the Table 4.2 shows the pre-test score of 35 students as the
controlled class of X IPS 1 of SMA Dua Mei. The sum of the pre-test score is
1516, with the average score is 43.31. The lowest score in this group is 28, and the
highest score is 64. The data also shows the post-test score of 35 students of the
controlled class of X IPS 1 of SMA Dua Mei. The sum of the post-test score is
1828, with the average score is 52.23. The lowest score in this group is 36, and the
36
highest score is 72. Thus, it can be described that there is a lower effect on
students‘ speaking of describing things in the controlled class.
2. Analysis of the Data
a. The Normality Test
The normality test is a test which is done to check whether a group of
data comes from a population having normal distribution or shapes normal curve.
The researcher conducted the normality test before calculating the t-test. It
purposed to know whether the data from the two classes has been normally
distributed or not. The researcher used Kolmogorov-Smirnov and Shapiro-Wilk to
do the normality test. SPSS was used to analyze the data. The result can be seen as
follow:
1) Pre-test
Table 4.3
The Normality Test of Pre-test
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Pre-test Experiment .135 35 .107 .967 35 .356
Control .099 35 .200* .971 35 .462
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the data in Table 4.3, the test shows the significance of the
experimental class was 0.107 and the controlled class was 0.2. If the data is more
than or equal to a significance α = 0.05 the data was normally distributed. Thus, it
can be concluded that the data is normally distributed because both classes‘
significances are more than 0.05.
37
2) Post-test
Table 4.4
The Normality Test of Post-test
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Post-test Experiment .121 35 .200* .951 35 .124
Control .139 35 .086 .959 35 .219
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the data in Table 4.4, the test shows the significance of the
experimental class was 0.2, and the control class was 0.86. If the data is higher in
a significance α = 0.05, the data was normally distributed. It can be concluded that
the data is normally distributed because both classes‘ significances are above
0.05.
b. The Homogeneity Test
Homogeneity test is used to test the similarity of the sample, which is
taken from the homogenous population. After the researcher did the normality
test, the researcher did the homogeneity test in order to test the similarity of the
sample in both classes. The researcher used the Levene statistic test to calculate
the homogeneity test and took the significance data based on the mean to
determine whether the sample is homogenous or not. The results are presented as
follows:
38
1) Pre-test
Table 4.5
The Homogeneity Test of Pre-test
The result of the data in Table 4.5 shows that the significance of pre-test
between experimental class and control class was 0.787. Therefore, the data of
pre-test was homogenous because it was higher than 0.05.
2) Post-test
Table 4.6
The Homogeneity Test of Post-test
Levene
Statistic df1 df2 Sig.
Post-test Based on Mean .060 1 68 .807
Based on Median .027 1 68 .871
Based on Median and with adjusted df .027 1 67.611 .871
Based on trimmed mean .061 1 68 .805
The result of the data in Table 4.6 shows that the significance of post-test
between experimental class and control class was 0.807. Therefore, the data of
post-test was homogenous because it was higher than 0.05.
c. The Hypothesis Test
The test of data hypothesis in this research is required to see whether
there was a significant difference in the result from pre-test and post-test after the
treatment was given to the sample. Therefore to test the hypothesis of this
research, the software SPSS 24 was used. However, to measure and calculate the
data, the mean score of pre-test and post-test were input. The significance value or
Levene
Statistic df1 df2 Sig.
Pre-test Based on Mean .073 1 68 .787
Based on Median .025 1 68 .875
Based on Median and with adjusted df .025 1 66.095 .875
Based on trimmed mean .072 1 68 .789
39
alpha (α) was determined from the formula that is 0.05 or 5%. Then, the result of
the t-test is previewed in the table below.
Table 4.7
Group Statistics
Class N Mean Std. Deviation
Std. Error
Mean
Post-test Experiment 35 65.83 9.22 1.559
Control 35 52.23 8.94 1.511
The Table 4.7 defines the statistical result of the experimental and control
classes. The column N means the total of the sample, which was 35 from the
experimental class and 35 for the control class. From the table above, it also can
be seen that the mean score of the experimental class and the control class is quite
significant. The mean score that obtained by the experimental class was 65.83
while the mean score that obtained by the control class was 52.23.
Then, the last step to analyze the data after normality and the
homogeneity test was done is Independent sample t-test. Independent sample t-
test is used to compare the means or averages of the two independent samples (the
experiment and the control class) in order to determine whether there was
statistical evidence which proved that the means were significantly different. The
researcher uses the t-test to find out the differences score of students‘ achievement
in speaking English with and without English Sentences Memorization.
Moreover, the researcher used IBM Statistics SPSS 24 software to do the
calculation or the test. The result of the calculation as follows:
40
Table 4.8
The Table of Independent Sample T-test
Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. T Df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post-
test
Equal
variances
assumed
.060 .807 6.264 68 .000 13.600 2.171 9.268 17.932
Equal
variances
not assumed
6.264 67.936 .000 13.600 2.171 9.268 17.932
Based on the data in the Table 4.8, the independent sample test resulted
in p-value or sig (2-tailed) = 0.000. From the result, it proved that the null
hypothesis was rejected and the alternative hypothesis was accepted because the
p-value (0.000) was lower than sig α = 0.05 (5 %). It also means that there was a
significant difference statistically between the experimental and control class in
the results of post-test. In other words, there was a significant effect of English
sentences memorization on students‘ speaking of describing things.
d. Test of Effect Size
This formulation was adopted in order to see the effect size level of this
research. The formula below was utilized:
Pooled standard deviation = (std. deviation group A + std. deviation group B)
2
d = (mean score of group A – mean score of group B)
Pooled standard deviation
Mean score of group A (experimental class) = 65.83
Mean score of group B (control class) = 52.23
41
Standard deviation of group A = 9.22
Standard deviation of group B = 8.94
Pooled standard deviation = (9.22 + 8.94) = 9.08
2
d = (65.83–52.23) = 1.5
9.08
According to Cohen, there are several criteria of the effect size level as
follow as:
0 - 0.2 = weak effect
0.21 - 0.5 = modest effect
0.51 – 1.00 = moderate effect
>1.00 = strong effect.
Based on the criteria above, it can be concluded that the study had a
strong effect. It can be seen from the test result of effect size that reached 1.5.
Thus, it means that the effect of English sentences memorization on students‘
speaking of describing things was quietly significant.
B. Discussion
The purpose of this study is to find out the effect of English sentences
memorization on students‘ speaking of describing things at the tenth grade
students of SMA Dua Mei. Based on the test of equality of two average post-test
was known that the students‘ speaking of describing things shows the differences
in both the experimental class and the control class. In the description of the data
which was taken from 35 students of the experimental class, Table 4.1 shows the
description of the experimental class score has the average score of pre-test 45.71
before English sentences memorization was implemented. After the teacher
implemented the English sentences memorization in the experimental class, the
average score of post-test is 65.83. Meanwhile, Table 4.2 shows the description of
the control class score, which has the average score of pre-test 43.31 and the
average score of post-test is 52.23. It means that both classes have increased in the
42
post-test score. The experimental class got a higher score than the control class.
Based on the statistical analysis, the increasing point of the experimental class is
20.12 points; from 45.71 to 65.83. As for the control class, it increased 8.92
points; from 43.31 to 52.23. It means that the experimental class had more
significantly increasing points rather than the control class.
Additionally, based on the calculation of t-test by using the independent
sample test resulted in p-value or sig (2-tailed) = 0.000. From the result, it proved
that the null hypothesis was rejected and the alternative hypothesis was accepted
because the p-value (0.000) was lower than sig α = 0.05 (5 %). In other words,
there was a significant effect of applying English Sentences Memorization on
students‘ speaking of describing things. It also supported by the previous research
that English Sentences Memorization was helpful and effective to enhance
students‘ speaking of describing things.
Furthermore, the researcher also analyzed the size effect of applying
English sentences memorization on students‘ speaking of describing things. By
using Cohen‘s d formula, the researcher found that the use of English sentences
memorization on students speaking achievement was in the strong level with the
size effect value 1.5. It proved that English Sentences Memorization gave strong
effect to enhance students‘ speaking of describing things.
43
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The study had a quasi-experimental design which is intended to obtain
empirical evidence of the effect of English sentences memorization on students‘
speaking of describing things at the tenth grade students of SMA Dua Mei
academic year 2018/2019. In the beginning, the researcher conducted the pre-test
to find the initial competence of the students. Both students statistically in
experimental and control class was not quite different, but after the research was
conducted and the treatments were given to the experimental class, the post-test
and the gained score of the experimental class was higher than the score of the
controlled class.
Discussing the research, it reveals a positive result on the students‘
speaking of describing things taught by using English sentences memorization and
those who are not taught by using English sentences memorization. Based on the
finding result in chapter IV, it can be seen from the statistical data of students‘
pre-test and post-test after having treatment by using English sentences
memorization. In the statistical hypothesis, Ha (Alternative Hypothesis) would be
accepted, and Ho (Null Hypothesis) would be rejected if the sig 2 tailed was lower
than alpha (α) or p< (α). Then, the statistical data described in the finding chapter
showed that the sig 2 tailed was p (0.000). Meanwhile the alpha (α) was 0.05, or
0,000< 0.05. Thus, it proved that Ha (Alternative Hypothesis) was accepted and
Ho (Null Hypothesis) was rejected.
Furthermore, it was also supported by the result of the effect size that
reached 1.5. From the calculation of the effect size, it is showed that the effect
size of this study is on strong criteria. It can be concluded that English Sentences
Memorization was effective toward students‘ speaking of describing things at the
tenth grade of SMA Dua Mei in academic year 2018/2019.
44
B. Suggestion
Based on the findings and discussions stated in the previous chapter,
some suggestions are given to the participants who are closely related to this
study. They are presented as follows:
1. For English Teachers
English teachers should consider the students‘ needs before designing
speaking materials. The teachers should know the ability of their students in order
to know their needs. English Sentences Memorization is helpful to teach students
that is lack of vocabulary, pronunciation, and grammar. On the other hand, the
teacher should modify some steps in applying this method in order to make
students enjoy and happy during the class.
2. For Students
By using English Sentences Memorization in the class, the students have
the opportunity to speak English confidently and fluently in sharing the idea. It
also improves students‘ speaking of describing things in their pronunciation.
3. For Other Researchers
Lastly, the result of this research can be used as necessary information or
reference for English Sentences Memorization in teaching speaking. The
imperfection found in this research can be covered through the innovation of the
use of English Sentences Memorization in another skill or another level of
participants.
45
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Gronlund, Norman E. Measurement and Assessment in Teaching. New Jersey:
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Richards, J. C. Teaching Listening and Speaking: from Theory to Practice.
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Thornbury, Scott. How to Teach Speaking. London: Longman, 2005.
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May 25, 2019.
48
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA Dua Mei
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X.MIPA
Materi Pokok : Teks Deskriptif
Alokasi Waktu : 12 x 45 menit (6x pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan mengahayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerjasama, toleran, damai), santun,
responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar.
APPENDIX 1 Lesson Plan
49
Kompetensi Dasar Indikator Pencapaian Kompetensi
2.2. Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
3.4. Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis dengan
memberi dan meminta informasi
terkait teks deskriptif sederhana,
sesuai dengan konteks
penggunaannya.
3.4.1. Siswa mampu menyebutkan
struktur teks pada teks
deskriptif yaitu Identification,
dan Description.
3.4.2. Siswa mampu menjelaskan
bagian-bagian struktur teks
pada teks deskriptif.
3.4.3. Siswa mampu menguraikan
kalimat Simple Present Tense
pada teks deskriptif.
3.4.4. Siswa mampu menggunakan
kalimat Simple Present Tense
pada teks deskriptif mereka.
4.4. Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks deskriptif.
4.4.1. Siswa mampu menjawab
pertanyaan terkait teks
deskriptif.
4.4.2. Siswa mampu
mendeskripsikan objek yang
ditentukan guru.
4.4.3. Siswa mampu menggunakan
Simple Present Tense pada
teks deskriptif yang mereka
buat
4.4.4. Siswa mampu memposisikan
bagian-bagian struktur teks
pada teks deskriptif seperti
Identification dan
Description sesuai
paragrafnya.
50
C. Tujuan Pembelajaran
1. Siswa diharapkan dapat menyeimbangkan antara sikap, pengetahuan, dan
keterampilan dalam pembelajaran.
2. Siswa diharapkan dapat mengetahui fungsi sosial, struktur teks, dan
unsur kebahasaan pada teks deskriptif.
3. Siswa diharapkan mampu mengidentifikasi kata dan kalimat Simple
Present Tense yang ada pada teks deskriptif.
4. Siswa diharapkan dapat meningkatkan kemampuannya dalam lisan atau
tulisan dalam membuat dan menceritakan teks deskriptif.
D. Materi Pokok
1. Pre-Test : Descriptive Text
2. Treatment I : Simple Present Tense
3. Treatment II : Adjectives
4. Treatment III : To Be
5. Treatment IV : Possesive Adjectives
6. Post-Test : Descriptive Text
E. Pendekatan/ Metode Pembelajaran
English Sentences Memorization
F. Sumber Belajar
1. Teks dari guru
G. Media Pembelajaran
1. Proyektor
2. Slide
51
H. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi waktu
Pendahuluan Guru mengucapkan salam dengan ramah
kepada siswa ketika memasuki ruang kelas
(nilai yang ditanamkan: santun dan peduli).
Menanyakan kabar, waktu, dan cuaca pada
hari itu.
Guru mengecek kehadiran siswa (nilai yang
ditanamkan: disiplin dan rajin.)
Mereview pelajaran yang sudah dipelajari
minggu lalu.
10 menit
Inti Eksplorasi
Guru menampilkan video berisi cara baca
(Pronunciation) beberapa kata dalam bahasa
Inggris.
English Sentence Memorization
Guru memberikan 10 kalimat bahasa
Indonesia yang akan ditampilkan satu
persatu melalui slide. (The first step of
English Sentence Memorization)
Lalu, guru meminta murid secara acak untuk
mengartikannya dalam bahasa Inggris
secara oral.
Setelah itu, guru memberikan jawaban
kalimat bahasa Inggris yang benar dan
mencontohkan cara bacanya
(Pronunciation).
Selanjutnya, guru meminta murid untuk
meniru cara baca (Pronunciation) yang
diajarkan guru.
Hal itu terus diulang sampai 10 kalimat
tersebut selesai ditampilkan
Terakhir, guru meminta murid untuk
mencatat kalimat bahasa Indonesia beserta
Translation nya dalam bahasa Inggris yang
telah ditampilkan di slide ke buku catatan.
65 menit
52
Kegiatan Deskripsi Kegiatan Alokasi waktu
Penutup Memuat kegiatan
Peserta didik beserta Guru membuat
simpulan kegiatan yang baru saja dilakukan.
Peserta didik melakukan refleksi terhadap
kegiatan yang sudah dilaksanakan.
Peserta didik mencatat tugas yang harus
dilakukan di rumah (PR); yakni mencatat
minimal 10 kata yang sukar untuk
ditemukan maknanya sesuai konteks
kemudian menghafalnya.
15 menit
53
Pre-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
APPENDIX 2 The Instrument of Pre-test
54
Pre-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
55
Pre-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
56
Post-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
APPENDIX 3 The Instrument of Post-test
57
Post-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
58
Post-test
Instruction:
1. Tell your name and class.
2. Look at the picture given.
3. Describe the appearance of the person in the picture orally.
4. Your time to speak is about 3 – 5 minutes.
5. The total sentences you should express is about 5 – 10 sentences.
6. The score obtained will not affect your Mid-test and Final-test of English
course.
59
PRE-TEST
Experimental Class
No. Name
Aspect of Assessment Value
Gram Voc Comp Flue Pron Total N.Total x 100
25
1 S1 1 1 2 2 2 8 32
2 S2 2 2 2 3 3 12 48
3 S3 4 3 3 4 3 17 68
4 S4 3 3 2 2 3 13 52
5 S5 4 3 3 3 3 16 64
6 S6 1 1 2 1 2 7 28
7 S7 2 2 2 3 3 12 48
8 S8 2 2 3 2 3 12 48
9 S9 2 2 2 2 3 11 44
10 S10 1 2 2 2 3 10 40
11 S11 2 2 2 2 2 10 40
12 S12 2 2 3 2 3 12 48
13 S13 1 2 2 1 2 8 32
14 S14 2 3 2 2 3 12 48
15 S15 3 2 3 2 3 13 52
16 S16 3 2 3 2 3 13 52
17 S17 3 2 3 2 2 12 48
18 S18 1 1 2 1 2 7 28
19 S19 3 3 2 2 3 13 52
20 S20 3 3 3 2 2 13 52
21 S21 2 1 2 1 2 8 32
22 S22 3 2 2 3 2 12 48
23 S23 1 2 2 2 2 9 36
24 S24 2 2 2 2 2 10 40
25 S25 2 2 3 2 2 11 44
26 S26 3 3 2 2 2 12 48
27 S27 2 2 3 2 2 11 44
28 S28 1 1 2 2 2 8 32
29 S29 1 2 3 1 2 9 36
30 S30 3 2 2 2 2 11 44
31 S31 3 3 3 3 3 15 60
32 S32 2 2 3 2 2 11 44
33 S33 3 3 3 2 3 14 56
34 S34 3 3 3 2 3 14 56
35 S35 3 3 3 2 3 14 56
Mean 45,71
Max. Score 68
Min. Score 28
APPENDIX 4
60
POST-TEST
Experimental Class
No. Nama
Aspect of Assessment Value
Gram Voc Comp Flue Pron Total N.Total x 100
25
1 S1 3 2 3 2 3 13 52
2 S2 3 2 3 3 3 14 56
3 S3 5 4 5 4 5 23 92
4 S4 3 3 2 3 3 14 56
5 S5 4 3 4 4 3 18 72
6 S6 4 3 4 3 4 18 72
7 S7 3 3 3 2 3 14 56
8 S8 4 4 4 4 4 20 80
9 S9 3 3 3 3 3 15 60
10 S10 3 3 4 4 3 17 68
11 S11 3 4 4 4 4 19 76
12 S12 3 3 4 3 3 16 64
13 S13 4 4 4 3 4 19 76
14 S14 3 3 3 2 3 14 56
15 S15 4 3 4 3 3 17 68
16 S16 4 3 4 3 3 17 68
17 S17 3 3 4 3 3 16 64
18 S18 3 2 3 2 3 13 52
19 S19 4 3 4 4 4 19 76
20 S20 4 3 4 3 3 17 68
21 S21 3 3 3 2 2 13 52
22 S22 4 3 4 3 4 18 72
23 S23 3 3 3 3 3 15 60
24 S24 3 3 3 3 3 15 60
25 S25 3 3 4 3 3 16 64
26 S26 4 3 4 3 4 18 72
27 S27 4 3 3 3 3 16 64
28 S28 4 3 3 2 3 15 60
29 S29 4 3 3 3 3 16 64
30 S30 3 3 4 3 3 16 64
31 S31 5 4 4 4 4 21 84
32 S32 4 3 3 2 3 15 60
33 S33 4 3 4 3 3 17 68
34 S34 4 3 4 3 3 17 68
35 S35 3 3 3 3 3 15 60
Mean 65,83
Max. Score 92
Min. Score 52
APPENDIX 5
61
PRE-TEST
Controlled Class
No. Nama
Aspect of Assessment Value
Gram Voc Comp Flue Pron Total N.Total x 100
25
1 S1 1 1 2 2 2 8 32
2 S2 3 2 3 2 3 13 52
3 S3 2 2 3 2 2 11 44
4 S4 3 2 3 2 3 13 52
5 S5 3 2 3 2 2 12 48
6 S6 2 2 3 2 3 12 48
7 S7 2 2 2 1 2 9 36
8 S8 3 3 3 2 3 14 56
9 S9 3 3 3 3 3 15 60
10 S10 1 2 2 2 2 9 36
11 S11 3 2 2 2 2 11 44
12 S12 2 2 3 2 3 12 48
13 S13 1 2 2 1 1 7 28
14 S14 2 2 3 3 3 13 52
15 S15 1 1 2 1 2 7 28
16 S16 2 1 2 2 3 10 40
17 S17 3 3 3 2 3 14 56
18 S18 2 2 3 2 2 11 44
19 S19 1 2 2 2 2 9 36
20 S20 3 2 2 2 2 11 44
21 S21 1 1 2 2 2 8 32
22 S22 1 2 2 1 2 8 32
23 S23 2 2 2 2 2 10 40
24 S24 1 2 2 2 3 10 40
25 S25 2 2 2 1 3 10 40
26 S26 2 2 3 2 2 11 44
27 S27 1 2 2 2 3 10 40
28 S28 2 2 2 2 2 10 40
29 S29 1 1 2 1 2 7 28
30 S30 3 3 3 2 3 14 56
31 S31 1 2 2 2 2 9 36
32 S32 2 2 3 2 3 12 48
33 S33 3 2 2 2 3 12 48
34 S34 2 2 2 2 3 11 44
35 S35 3 4 3 3 3 16 64
Mean 43,31
Max. Score 64
Min. Score 28
APPENDIX 6
62
POST-TEST
Controlled Class
No. Nama
Aspect of Assessment Value
Gram Voc Comp Flue Pron Total N.Total x 100
25
1 S1 3 2 4 2 3 14 56
2 S2 3 2 3 2 3 13 52
3 S3 3 3 3 3 3 15 60
4 S4 3 3 3 2 2 13 52
5 S5 3 3 4 2 2 14 56
6 S6 3 2 3 2 3 13 52
7 S7 3 3 3 3 2 14 56
8 S8 4 3 3 2 3 15 60
9 S9 4 3 4 3 3 17 68
10 S10 3 3 3 3 3 15 60
11 S11 3 3 3 2 2 13 52
12 S12 3 2 3 2 3 13 52
13 S13 2 2 2 2 2 10 40
14 S14 4 3 3 3 3 16 64
15 S15 2 2 3 1 2 10 40
16 S16 1 2 2 2 2 9 36
17 S17 4 3 3 4 4 18 72
18 S18 3 3 3 2 3 14 56
19 S19 3 2 3 2 2 12 48
20 S20 3 3 3 2 3 14 56
21 S21 3 2 3 2 2 12 48
22 S22 3 2 2 2 3 12 48
23 S23 2 2 2 2 2 10 40
24 S24 2 2 2 2 3 11 44
25 S25 3 2 2 1 3 11 44
26 S26 3 2 3 2 2 12 48
27 S27 2 2 2 2 3 11 44
28 S28 3 2 2 2 2 11 44
29 S29 2 2 3 2 2 11 44
30 S30 4 3 3 3 3 16 64
31 S31 3 2 3 2 2 12 48
32 S32 3 2 3 2 3 13 52
33 S33 3 2 3 2 3 13 52
34 S34 3 2 2 2 3 12 48
35 S35 4 3 4 4 3 18 72
Mean 52,23
Max. Score 72
Min. Score 36
APPENDIX 7
63
TRANSCRIPT TEXT
Name: Aisyah Nadila
Class: X IPA 1 (Experimental Class)
Pre-test
She has long ... wavy black hair, white skin, beautiful eyes, pointed nose, and she
has a bright smile.
Post-test
She is Isyana Sarasvati. She has beautiful oval face. She has long wavy black
hairs. She has round black eyes, black eyebrow, and pointed nose. She also
has...thin red lips. She wears a purple jacket that is inscribed with ―EVERLAST‖
on her jacket. She also wears black T-shirt inside her jacket and jeans trouser.
Name: Annaya Ghassani
Class : X IPA 1 (Experimental Class)
Pre-test
Her name is Selena Gomez. She has short black hair, beautiful eyes, pointed nose,
and beautiful smile. And ... she has white skin
Post-test
She has beautiful oval face. She has long wavy black hairs. She has round black
eyes, black eyebrow, pointed nose. She has pink lips. She has fair skin and she
has... she wears like a pink T-shirt.
Name: Alif Syahrul
Class: X IPA 1 (Experimental Class)
Pre-test
His name is Justin Bieber. He has blonde hair. He has a thick eyebrow, a beautiful
eyes, and he.... has... a pointed nose.
Post-test
He is Vino G. Bastian. He has oval face with fair skin. He has long black wavy
hairs. He has round black eyes, black eyebrow, and a big pointed nose. He has...
APPENDIX 8
64
he has thin lips and a bit moustache. He wears blackn jacket with undershirt...
black undershirt inside. He also wears jeans trouser.
Name: Fauzan Fadlurahman
Class: X IPS 1 (Controlled Class)
Pre-test
She has hair.... hmmm... she has beautiful eyebrow and beautiful eyes. She has
thin lips.
Post-test
She is Isyana Sarasvati. She has beautiful oval face. She has long wavy black
hairs. She has round black... black eyes, black eyebrow, and pointed nose. She has
hmm.... sorry she also has thin red lips. Isyana wears a purple jacket, that is
inscribed with ―EVERLAST‖ on her jacket. She also wears black T-shirt inside
her jacket and jeans trouser.
Name: M. Haekal Dzaki
Class : X IPS 1 (Controlled Class)
Pre-test
Hmm she has narrow eye.... narrow eyes I‘m sorry. Hmm she has pointed nose.
And she has red lips. And she has hmm black hair. And she has thick eyebrow.
She has earing in her ear.
Post-test
She is Raisa. She has beautiful oval face. She has long wavy black hairs. She has
round black eyes, black eyebrow, and pointed nose. She has red lips. She has fair
skin and she wears like a pink T-shirt.
Name : Tania Adinda
Class: X IPS 1 (Controlled Class)
Pre-test
He is handsome guy. He has pointed nose. He has red lips. He has brown
eyebrow. And he has earing in the ear.
65
Post-test
He is Vino G. Bastian. He has oval face with fair skin. He has long wavy black
hairs. He has round black eye, black eyebrow, and big pointed nose. He has thin
lips and a bit moustache. He wears black tweed jacket with black undershirt
inside. And last, he also wears jeans trouser.
66
APPENDIX 9
of Describing Things
67
of Describing Things
68
APPENDIX 10
of Describing Things
69
APPENDIX 11
OF DESCRIBING THINGS”
APPENDIX 11
70
LEMBAR UJI REFERENSI
NAMA : ERSAL IMAMI
NIM : 11150140000023
JURUSAN : PENDIDIKAN BAHASA INGGRIS
JUDUL SKRIPSI : THE EFFECT OF ENGLISH SENTENCES
MEMORIZATION ON STUDENTS‘ SPEAKING OF
DESCRIBING THINGS (A Quasi-Experimental Study at
the Tenth Grade of SMA Dua Mei in Academic Year
2018/2019)
APPENDIX 12
71
72
73
74
75
PICTURES
Pre-test
Treatment
APPENDIX 13
76
Post-test
