The Use of Direct Method in Teaching Speaking Descriptive

JETAFL (Journal of English Teaching as a Foreign Language)

ISSN: 2459-9506

JETAFL Publishing, December 2016 Page 73

The Use of Direct Method in Teaching Speaking Descriptive at the

Second Year of SMA Negeri 2 Pematangsiantar

Firinta Togatorop Murni Sadar Polytechnic Bisnis Indonesia, Pematangsiantar

Abstract: This research attempted to find out whether there is an effect of using direct method in

teaching speaking descriptive or not. The problem of this research is “Is there any ffect of using

direct method in teaching speaking descriptive at second year of SMA Negeri 2

Pematangsiantar?” To solve the problem of the research, the writer used some theories that can

support this research. The writer focused on the theories of Arikunto (2006), Baker and Westrup

(2000), Bambang (2006), Brown (1980), (1994), Harmer (2001), (1998), (2003), Johnson

(2001), Larsen (2008), Richards (1985), Siahaan (2008). This research applied quantitative

method giving pre-test and post-test in experimental and control group. The writer took 80

students as the samples which were divided into two classes, namely XI IPA1

(as the

experimental group) and XI IPA3

(as the control group). To analyze the data, the writer found

out the mean, standard deviation, validity and reliability of the test. After calculating them, the

writer used t-test formula to know whether there was an effect of using direct method or not. The

result of this research shows that the mean score of experimental group is 55.18, the standard

deviation is 5.19, the validity is 0.80 and the reliability is 0.89. While the mean of control group

is 53.55, the standard deviation is 5.30, the validity is 0.70 and the reliability is 0.80. After

getting the score above, the writer found out the t- test formula. Based on the calculation of

testing hypothesis the researcher got the critical value of Tobs is 8.6 in the degree of freedom 78.

While the Ttable in the df 78 at α 0.05 is 1.664. So, the result showed that Tobs is higher than Ttable,

(8.6 > 1.664). The hypothesis of this research was accepted because the t-observed was higher

than t-table (8.6 >1.664). From the result above there were 36 or 90% students in highest level

ability in experimental group while there were 30 or 75% students in highest ability in control

group. It meant that there was an effect of using direct method in teaching speaking descriptive

at the second year students of SMA N 2 Pematangsiantar. From the result of analysis, the writer

concluded that there was an effect of using direct method in teaching speaking descriptive. That

was why the teacher suggested direct method in teaching speaking descriptive in senior high

school.

Keywords: Direct method, speaking, descriptive

I. INTRODUCTION

In the structure of curriculum program in Senior High School, English is one of the most

important subjects for students in the tenth grade until twelfth grade by having five hours lesson

every week. English has been identified as the most important parameter in the curriculum

development that should be mastered by Indonesian students. It means that students in Senior

High School have three years opportunity to learn English and they are expected to master it. In

KTSP (Kurikulum Tingkat Satuan Pendidikan ) Education of Indonesia can be able to ensure

The Use of Direct Method in Teaching Speaking Descriptive at the Second Year of SMA Negeri 2 Pematangsiantar


equal educational opportunities, improving the quality and relevance and efficiency of education

management to meet the challenges in accordance with the demands of changes in local,

national, and global, to mobilize educational reform planned, directed, and continuing through

the creation of one of the best curriculum and made by the people themselves.

Speaking is the second of articulations or word to express state and give the idea and

feelings. Speaking is a mean for communicating ideas. This arranged and develops with the

learner‟s need (Webster 1980:23). Speaking is a complex skill; learners in the classroom may

need a lot of help to prepare for speaking. Practice of necessary vocabulary, time to organize

their ideas and what they want to say, practice in pronunciation new words and expressions,

practice in carryout a task, before they speak freely.

In speaking, the students should have an idea in their mind to begin the activity. The idea

can be equally mounting with the topic. The topic is what will be said or expressed. To express

something is easy if we had knowledge interpreted with competence. “Supposing that the

speaker has these abilities we may say that he is a fluent speaker who can build the success if

speaking, because fluency understanding the different profiles or ability considered these of an

ideal speaker” (Hymes, 1974:90).

Descriptive is a written English text in which the writer describes an object (Siahaan,

2011:44).It means that the object can be a concrete or abstract object. It can be a person, a tree,

house, animal, or camping. It can be another topic.

However, the realities indicate that the achievement of the students in the English lesson

in the semester test is still low as presented in the following table :

Table 1. English Semester Data of SMA N 2 Pematangsiantar

N

o Year of Study

The scores Average Mean KKM

Reading Writing Listening Speaking

1 2014/

2015

Semester

I 60,4 62,8 61,08 63,5 61,9 70

Semester

II 60,8 62,6 62,4 63,2 62,2 70

2 2015/

2016

Semester

I 60,03 63,7 62,5 65,01 62,8 70

(Source: Semester data of students result in SMA N 2 Pematangsiantar 2014/ 2015)

There are some factors which have been considered as the causes of the difference on the

students‟ assessment in speaking as Educational Testing Service says in Guidelines for the

Assessment of English Language Learners (2004:6) such as: different background of linguistics

(social), educational and cultural. It is not easy to solve these complicated problems. Based on

my observation in interviewing the teachers and lesson plan, it can be concluded that English

teachers still use the traditional methods such as Grammar Translation Method in teaching at

school particularly English is still regarded as foreign language in our state. The teachers always

use the ordinary ways of teaching like giving some questions, discussion and homework without



any challenges activities that will train their brain to think critically. And of course it will affect

much the students‟ achievement in speaking. The students become not interested in learning

English. So it is needed to find ways in order to overcome the students‟ low achievement of

reading.

That‟s why, the writer solves this problem by applying Direct method in teaching speaking

Descriptive. Teaching is a process of guiding, assisting and facilitating the leaner. In teaching

English, a teacher should have a preparation like the syllabus and teaching material. To drive a

maximal achievement in teaching-learning process there should be interaction between a teacher

and her students in learning-process, both of the teacher and the students must be active. If the

students just keep silent, how can be the teaching-process going on well. An English teacher

should be able to create interesting and enjoyable teaching learning activities. The purpose is to

give students an active and joyful learning, so they will have a motivation so stay focus on the

lesson.

The direct method, as its name suggests, is teaching the foreign language without the

interference of mother tongue. It is also called "natural method" because the students learn the

foreign language in the same way as they learn their mother tongue. The direct method also

means that give an object directly to attract the students in speaking English.To solve the

problems, the writer chooses one method from eight methods, namely direct method. Especially,

the direct method doesn‟t use for the beginner, but it uses to the students who have a background

knowledge in English. The direct method has a very basic rule: no translation is allowed. In fact,

the direct method receives its name from the fact that meaning is to be connected directly with

the target language without going through the process of translating into the students‟ native

language (Larsen, 2000:18). Based on the explanation above, the research is conducted to

investigate the use of direct method in teaching speaking descriptive at the Second Year of SMA

Negeri 2 Pematangsiantar.

II. THEORETICAL REVIEW

2.1 The Definition of Speaking

Speaking is a productive skill, like writing. It involves using speech to express meanings

to other people (Spratt, 2005: 34). Speaking is how to speak competently and creatively to

explore, develop and sustain ideas through talk. Among the four skills in English, speaking is the

most difficult subject. The learners need a lot of helping to prepare for speaking in the classroom.

Practice of necessary vocabulary, time to organize their ideas and what they want to say, practice

in pronouncing new words and expressions, practice in carrying out a task, before they can speak

English freely.

According to Rivers (1971:5), speaking also essentially interaction between persons,

comprehension plays roles as well as in expression”. This means that the people as the speaker

tend to comprehend the conversation that involves the again holding, yielding of terms,

negotiations of meaning and direction, shifting of topic and also the speaker tend to have skills to

express about what will be talked perceptions, feelings, interaction or ideas to hold the

conversation.

In speaking, the students should have an idea in their mind to begin the activity. The idea

can be equally mounting with the topic. The topic is what will be said or expressed. To express



something is easy if we had knowledge interpreted with competence. “Supposing that the

speaker has these abilities we may say that he is a fluent speaker who can build the success if

speaking, because fluency understanding the different profiles or ability considered these of an

ideal speaker” (Hymes, 1974:90).

2.1.1 The Indicator of Speaking

Here the writer emphasizes four components the indicator in assessing speaking skill. The

writer divides the score into four criteria which are the score of pronunciation, grammar,

vocabulary and fluency. Each criterion then is rated into four scale of rating scored based on

Haris (1969: 84).

1. Pronunciation

When a student of a foreign language hears to native speaker of English talk, he often

falls to understand what he has said. It is in order to speak. The degree to which student perfect

pronunciation seems to depend very much on they attitude ho to speak and how well they hear.

In this case attitude there are a number of psychological issues which may well effect how

foreigner‟s sound when they speak, because that a speaking has to have a standard, we can know

their pronunciation is true false.

Ability to speak in understood might be considered advantageous by some of those

whose home language is distantly local from speech. If their vocation requires to work in

districts remote locality, they would not be hampered by speaking in a manner differing

considerably from the speech of those around them. A standard pronunciation would also be

useful to the foreign learner of English.

Intonation is very important in speaking, in sentence when a student makes wrong

intonation so the sentence will have different meaning. Because the intonation is one of the

language aspects and change the meaning of the sentence in English even the sentence are the

same.

2. Grammar

Grammar is native speaker mental knowledge how to produce and interpret a sentence

when they use in their daily communication.

The grammar which is responsible for the process is called transformation. In order to

produce a grammatical and semantically correct sentence. The elaboration sentences must

involve three aspects, namely:

1. A deep structure of basic sentence in which each of headwords has a lexical entry

containing a set of lexical features. Which is congruent one each other.

2. A transformation

3. An acceptable surface structure. As describing of speaking , there are some regulations

because different time, place and situation will be deferent in using sentence.

3. Mastery vocabulary

Before teaching speaking vocabulary must be mastered. If someone does not mastery

vocabulary, the students will not be able to explain the instruction and then for the students can

not describe a certain picture orally.



There are some meanings of vocabulary, namely:

a.) Language component which contains all or information about meaning and using word in

language.

b.) Total number of words, which passed by speakers a writer or language.

4. Fluency

The rate of speaking is giving information with audience usually to measure it. Though

public speaking from and presentation form, there are is fluency standard. The fluency is

influenced by the ability of the speaker and also the audience.

Standard fluency in speaking is the totally words or syllables that have been

pronunciation in certain time. The ideal rate fluency of speaking or oral presentation.

2.2 Descriptive

According to Siahaan (2011), there are twelve generic texts in English. One of them is

descriptive text. Descriptive is a written English text in which the writer describes an object

(Siahaan 2011:44). It means that the object can be a concrete or abstract object. It can be a

person, a tree, house, animal, or camping. It can be another topic. Descriptive is a text containing

two components: identification and description. The identification is to identify the object to

describe. The description is to describe parts, qualities, and characteristics of the parts of the

object.The social function of descriptive: to describe a particular person, place or thing. The

lexicogrammatical of descriptive are focus on specific persons, uses simple present and

adjectives.Descriptive is the simplest one among them. It uses a simple present which is easy for

the students to understand and to use it in their speaking.

2.3 Teaching Descriptive in Speaking Skill

In this chapter the writer wants discuss about speaking not writing. Teaching speaking

descriptive means how the teacher improves the students‟ speaking by using picture in

describing something as the description goal. The teacher takes a simple picture as an example;

then she/he describes the picture without writing or reading a text. So the teacher describes the

picture based on his/her point of view. Of course the teacher is able, because she sees the picture

directly. Then the teacher asks the students to describe that picture based on their point of view.

In teaching speaking descriptive, the teacher should give many of examples so that the students

more understand about descriptive.

In teaching speaking descriptive the teacher should be creative in choosing an interesting

picture, and also the color to attract the students‟ attention. The choosing of the appropriate

learning media will be very much helpful for the students‟s speaking to reach the aim of

learning. It means that not all of media can help the realization of the aim of learning, it will

happen when the media used by teacher is not appropriate with the need. Sometimes, teacher

needs media in teaching process but sometimes not. It depends on the material given. In this

case, in teaching speaking descriptive, media such as picture is very helpful to improve the

students‟ speaking.



2.4 Direct Method

Many learners are not able to speak English well because they seldom to practice it in

their days caused of nervous. They feel afraid to make some errors in speaking English so, they

decide to be quiet. They are afraid if their friends will mock them whether they make errors in

talking. In this case, there are many students of second senior high school that can‟t speak

English although they have many words in their head, but they can‟t express it. As the writer

experience, many learners chose to be quit in the class when having English subject. Actually the

learners know what does the teacher say and when the teacher ask them, they know the answer of

the teacher‟s questions, but they just silent because they can‟t speak it in English. So, many

students are passive and silent when having English subject. It caused, the students always speak

in native language.

To solve the problems, the writer chooses one method from eight methods, namely direct

method. Especially, the direct method doesn‟t use for the beginner, but it uses to the students

who have a background knowledge in English. The direct method has a very basic rule: no

translation is allowed. In fact, the direct method receives its name from the fact that meaning is

to be connected directly with the target language without going through the process of translating

into the students‟ native language (Larsen, 2000:18).

In using direct method in teaching speaking descriptive, the teacher gives the object

directly. For example: when the teacher wants to describe a beautiful girl, so the teacher should

prepare or bring the picture and show it directly to the students.

When the teacher describes that picture and there are some students who do not

understand about the teacher description or there are some words that the students do not

understand, the teacher must be able to make them understand without translating the word. For

example when the teacher said „straight hair and sharp nose‟, and the students do not understand

the meaning, so the teacher must give a picture of straight hair and a sharp nose. Or it can be by

showing a student who has a straight hair and a sharp nose in the class. So the students will be

understood what the teacher say.

2.4.1 The Principles of Direct Method

There are some principles of direct method, they are:

a. Reading in the target language should be taught from the beginning of language

instruction; however, the reading skill be developed through practice with speaking.

Language is primarily speech.

b. Object (e.g., picture) present in the immediate classroom environment should be used to

help the students understand the meaning.

c. The native language should not be used in the classroom

d. The teacher should demonstrate, not explain or translate. It is desirable that students

make direct association between the target language and meaning

e. The students should learn to think in the target language as soon as possible.

Vocabulary is acquired more naturally if the students use it in full sentences, rather than

memorizing words lists

f. The purpose of language learning is communication (therefore the students need to learn

how to ask questions as well as answer them).

g. Pronunciation should be worked on right from the beginning of language instruction.



h. Self-correction facilitates of language learning.

i. Lessons should contain some conversational activity, some opportunity for students to

use language in real contexts. The students should be encouraged to speak as much as

possible.

j. Grammar should be thought inductively. There may never be an explicit grammar rule

given.

k. Writing is an important skill, to be developed from the beginning of language

instruction.

l. The syllabus is based on situations or topic, not usually on linguistic structure.

m. Learning another language also involves learning how speakers of that language live.

2.4.2 The Techniques of Direct Method

a. Reading aloud

The students take turns reading section of a passage, play or dialogue out loud. At the

end of each student‟s turn, the teacher uses gesture, picture, examples, or other means to

make the meaning of the section clear.

b. Question and answer exercise

This exercise is conducted only in the target language. The students are asked questions

and answer in full sentences so that they practice with new words and grammatical

structure. They have opportunity to ask questions as well as answer them.

c. Getting students to self- correct

The teacher of this class has the students self-correct by asking them to make a choice

between what they said and an alternate answer he supplied. There are, however, other

ways of getting the students to self-correct. For example, a teacher might simply repeat

what a student has just said; using a questioning voice to signal to the student that

something was wrong with it. Another possibility is for the teacher to repeat what the

students said, stopping just before the error. The student knows that the next word was

wrong

d. Conversation practice

The teacher asks the students a number of questions in the target language, which the

students have to understand to be able to answer correctly. In the class observed, the

teacher asked individual students questions about themselves. The questions contained a

particular grammar structure. Later, the students were able to ask each other their own

questions using the same grammatical structure.

e. Fill in the blank exercise

Furthermore, no explicit grammar rule would be applied. The students would have

induced the grammar rule they need to fill in the blanks from examples and practice

with earlier parts of the lesson.

f. Dictation

The teacher reads the passage three times. The first time the teacher reads it at a normal

speed, while the students just listen. The second time, the teacher reads the passage

phrase by phrase, pausing long enough to allow the students to write down what they

have heard. The last time, the teacher reads the passage at normal speed, and the

students check their work.



g. Map drawing

The class included one example of a technique used to give the students listening

comprehension practice. The students were given a map with the geographical features

unnamed. Then the teacher gave the students directions such as the following, “find the

mountain range in the west. Write the words „rocky mountains‟ across the mountain

range”. The teacher gave the directions for the entire geographical feature of the United

States so that the students would have a completely labeled map if they followed his/her

instructions correctly. The students then instructed the teacher to do the same thing with

a map he/she had drawn on the blackboard. Each student could have a turn giving the

teacher instructions for finding and labeling one geographical feature

h. Paragraph writing

The teacher in this class asked the students to write a paragraph in their own words on

the major geographical features of the United States. They could have done this form

memory, or they could have used the reading passage in the lesson as model.

III. RESEARCH METHODOLOGY

3.1 Research Design

This research is conducted by using experimental design. In conducting the experimental

research, the sample is divided into two groups namely experimental and control group. The

design of the study is presented as follows:

Table 2. Research Design

Groups Pre-test Treatment Post-test

Experimental X Y

Control X X Y

Note:

X = Pre-test of experimental group and Pre-test of control group

Y = Post-test of experimental group and Post-test of control group

= Teaching speaking descriptive by using direct method

X = teaching speaking descriptive without using direct method

3.2 Population and Sample

Based on Arikunto (2006), population is the research subject. The population of this

study is the Second Grade students of SMA Negeri 2 Pematangsiantar in academic year

20014/2015, which consists of 10 parallel classes. Total numbers of students are 342 students

which consist of 141 male students and 201 female students.

According to Arikunto (2006), sample is the proposition of a population which will be

observed. The writer takes 2 of the 10 classes as the sample of this study. They are Class XI IPA

1 which consist of 40 students and XI IPA 3 which consist of 40 students. Total numbers of

sample are 80 students.



3.3 Instrument of Collecting Data

To collect the data, a speaking test was used. The instrument of collecting the data was an

oral test. This research gives pre-test and post-test to the experimental and control group with the

same test and same topic. The pre-test is given to measure the homogeneity of the students. The

post-test is given to find out the result of the teaching process in both groups. The researcher also

will use some instruments in collecting the data, such as: picture as media, camera and lesson

plan in teaching the students in applying such strategy, conventional method and direct method.

The instrument that are used to collect the data are how the two sets of test, namely pre-test,

to know the students‟ ability in speaking and preparation before using direct method and after

conducting the treatment, the writer gave and post-test and gave the score to the students of each

group. In value of the students work, the writer gave the maximum score is 100 and the

minimum score is 0. The score are: 0-30 (in very poor), 31-59 (poor), 60-69 (fair), 70-84 (good),

and 85-100 (very good).

To know the effect of teaching speaking descriptive by using direct method, the writer gives

oral test to the students. Because the test is oral test, the writer divided the score into four

criteria, which are the score of grammar, vocabulary, pronunciation, and fluency (Harris, 1996:

84).

The pre-test had been given before the treatment was given. Moreover, the post-test was

given after the writer had given the treatment to the class. This following table will shows the

result of the test

Table 3. Scoring of Speaking

No Category Guide

1

Grammar

25 points

(24-25) Excellent : Few errors; communication of idea is clear.

(22-23) Very Good : one or two errors, but communication is mostly

clear.

(20-21) Good : several errors in syntax, but main ideas are mostly

clear.

(18-19) Fair : noticeable errors that occasionally confuse meaning.

(12-17) Weak : language is marked by errors. Meaning is often

unclear or broken.

(0-11) Unacceptable : communication is impeded. Too many errors

unclear in this task for a student at this level.

2 Vocabulary

20 points

(20) Excellent : correct selection of words and idioms. Variety of

vocabulary.

(18-19) Very good : correct selection of words and idiom. Some

variety of vocabulary.

(16-17) Good : mostly correct choice of vocabulary. Meaning is clear.

(14-15) Fair : noticeable vocabulary errors that occasionally confuse

meaning.

(12-13) Weak : many vocabulary errors. Meaning is often unclear or

broken.

(0-11) Unacceptable : too many errors in this task for a students at this



No Category Guide

level. Communication is impeded.

3 Pronunciation

25 points

(24-25) Excellent : few errors; native-like pronunciation.

(22-23) Very good :one or two errors, but communication is mostly

clear.

(20-21) Good : several pronunciation errors, but main idea are

understood without problem.

(14-15) Fair : noticeable pronunciation errors that occasionally

confuse meaning.

(12-13) Weak : language is marked by pronunciation errors. Meaning

is often unclear.

(0-11) Unacceptable : too many errors in this task for a students at

this level. Communication is impeded.

4 Fluency

30 Points

(29-30) Excellent : no hesitation at all.

(27-28) Very good : hesitation in one or two places but immediately

continued.

(24-28) Good : occasional hesitation but recovered well.

(21-23) Fair : noticeable gaps that catch listeners‟ attention usually

followed by recovery .

(12-20) Weak : several short periods of silence.

(0-11) Unacceptable : period of silence. Gaps without good recovery

3.4 Validity and Reliability of the Test

It is important to measure the validity and reliability of the test of the students‟ achievement

in speaking and gaining the consistency of the scores from one test to another that are given to

the students. A test is good if it is valid and reliable. The two aspects are essential qualities in

developing and using a test. To ensure that the test is good, the validity and reliability should be

established.

3.4.1 Validity of the Test

Arikunto (2006:168) defines that the validity of the test is that the quality of the data

gathering instrument or procedure that enables it measure what is intended to measure. Validity

of the test is the extent to which the test measures what is supposed to measure. In general, a test

is valid to the extent that it measured what it claimed to measure. This study applies content

validity to the test. Content validity is a matter of determining whether the sample is

representative of the larger universe and it is supposed to represent. Based on the quotation

above, the writer think that the test is valid for the purposes of the test became is sufficient

evidence that is related with the ability to be tested. In order to know the validity of the test, the

researcher will use some formulas to count the mean, the variance and the tvalue as the following:

Here the writer uses the formula of Pearson called product moment formula by Arikunto

(2006: 170). Formula 1 with basic numeral:



Note:

= The sum of students in the sample

= The sum of the X scores

= The sum of the Y scores

= The sum of the squares of X scores

= The sum of the Y scores

= The sum of the products of X and Y scores for each student.

The level of validity of the test:

0. 800 – 1, 00 : High

0, 600 - 0, 800 : High enough

0, 400 – 0, 600 : Fair

0, 200 – 0, 400 : Low

0, 000 – 0, 200 : Very low

3.4.2 Reliability of the Test

The reliability of the test is define as the quality of the test scores, and pertains to extent

to which the scores are free from measurement error. Arikunto (2006: 178) say that reliability

refers to the consistency of the test when it is administrated to different students in different

class. To measure the reliability of test, the researcher uses the formula from Spearman Brown in

Arikunto:

r11 =

21.2

11

21.2

1.2

r

r

Note:

r11 = Coefficient reliability

R½ ½ = Coefficient between the two test

The value of reliability is as the following:

0.1 – 0.40 = The reliability is low

0.41 – 0.70 = The reliability is significant

0.71 – 0.90 = The reliability is good

0.91 – 1.00 = The reliability is very good

3.5 Technique for Analyzing Data

There are two groups of data, those are the experimental and control group. To analyze the

data, this research will use the test formula:



Note:

= Total score

= The mean of group A

= The mean of group B

dx = The standard deviation of score A

dy = The standard of score B

= The total sample of A

= The total sample of B

To get the Mean the formula is as follow:

Note:

= the means

= the sum of all the scores

= number of the scores

And the formula to get the standard deviation is:

S = Sudjana (2005:94)

Note:

S = standard deviation

= number of sample in X1 or X2

= the sum of the score X

IV. FINDINGS AND DISCUSSION

4.1 Findings

After analyzing the data, the problem statement mentioned in the previous chapter were

successfully testified. The findings of research are:

1. Based on the calculation, the result proved that there is an effect of using direct method in

teaching speaking descriptive. It is proven based on the means of experiment class is higher

than control class and also the t-test score is higher than t-table.



2. Based on the statistical hypothesis, Tobs> Ttable, (8.6 > 1.664) and µX >µY (55.18 > 53.55),

the researcher concluded that H0 (there is no effect on students‟ speakingby using direct

method in teaching speaking descriptive) is rejected.

3. Based on the testing hypothesis, Tobs> Ttable, (8.6 > 1.6643) and µX >µY (55.18>53.55), the

researcher concluded that Ha (there is an effect on students‟ speaking by using direct method

in teaching speaking descriptive)is accepted in this research. It shows that direct method

affects the students‟ achievement in speaking descriptive

4.1.1 The Data Descriptions

4.1.1.2 The Level of the Students’ Ability

In order to find out the level of ability of the students, the writer should find out the mean

and standard deviation firstly. Mean is computed by adding a list scores and dividing by the

number of the scores. Standard deviation is a measure of the spread of the score.

Table 4. The Result of Pre Test and Post Test (Experimental Group)

No. Name Class Pre –Test

Score (X)

Post-Test

Score (Y) X

2 Y

2 XY

1 Ad XI IPA 1 50 70 2500 4900 3500

2 An XI IPA 1 55 75 3025 5625 4125

3 Ann XI IPA 1 60 70 3600 4900 4200

4 Ap XI IPA 1 56 76 3136 5776 4256

5 Apr XI IPA 1 50 62 2500 3844 3100

6 Bas XI IPA 1 50 60 2500 3600 3000

7 Bet XI IPA 1 50 67 2500 4489 3350

8 Din XI IPA 1 50 70 2500 4900 3500

9 Eli XI IPA1 60 75 3600 5625 4500

10 Fah XI IPA 1 50 75 2500 5625 3750

11 Feb XI IPA 1 55 75 3025 5625 4125

12 Febr XI IPA 1 65 80 4225 6400 5200

13 Febry XI IPA 1 54 60 2916 3600 3240




Score (X)

Post-Test

Score (Y) X

2 Y

2 XY

14 Ge XI IPA 1 60 80 3600 6400 4800

15 Ind XI IPA 1 65 85 4225 7225 5525

16 Jau XI IPA 1 50 65 2500 4225 3250

17 Je XI IPA 1 55 75 3025 5625 4125

18 Jer XI IPA 1 50 65 2500 4225 3250

19 Lis XI IPA 1 55 70 3025 4900 3850

20 Lism XI IPA 1 50 75 2500 5625 3750

21 Luis XI IPA 1 53 73 2809 5329 3869

22 Lyd XI IPA 1 57 72 3249 5184 4104

23 Mel XI IPA 1 55 75 3025 5625 4125

24 Trio XI IPA 1 55 75 3025 5625 4125

25 Nel XI IPA 1 50 60 2500 3600 3000

26 Nov XI IPA 1 55 70 3025 4900 3850

27 Nur XI IPA 1 55 75 3025 5625 4125

28 Put XI IPA 1 50 70 2500 4900 3500

29 Ram XI IPA 1 55 75 3025 5625 4125

30 Rum XI IPA 1 61 81 3721 6561 4941

31 Sha XI IPA 1 50 60 2500 3600 3000

32 Shi XI IPA 1 54 70 2916 4900 3780

33 Sus XI IPA 1 70 90 4900 8100 6300

34 Sya XI IPA 1 55 70 3025 4900 3850

35 Ul XI IPA 1 50 75 2500 5625 3750




Score (X)

Post-Test

Score (Y) X

2 Y

2 XY

36 Ver XI IPA 1 60 80 3600 6400 4800

37 Wi XI IPA 1 57 82 3249 6724 4674

38 Des XI IPA 1 50 75 2500 5625 3750

39 Apr XI IPA 1 60 75 3600 5625 4500

40 Uc XI IPA 1 65 98 4225 9604 6370

TOTAL ∑ X=

2207

∑ Y=

2931

∑X2=

122821

∑Y2=

217211

∑XY=

162934

After listing the name and the score, the researcher calculated the sum of all pre-test and

post-test scores. The result showed that the sum of the pre-test (∑X) is 2207while the sum of

post-test (∑Y) is 2931. After getting the sum of pre-test and post-test then researcher squaring the

score of pre-test and post test that shown in rows of X2 and Y

2. Then the result showed that the

sum of X2 (∑X

2) is 122821and sum of Y

2 (∑Y

2) is 217211. While, the sum of multiplication of X

and Y (∑XY) is 162934. The data showed that the ability of the students in post-test is more

increase than in pre-test.

Table 5. The Result of Pre-Test and Post-Test (Control Group)

No. Name Class Pre-Test

Score (X)

Post- Test

Score (Y) X

2 Y

2 XY

1 Ang XI IPA 3 50 70 2500 4900 3500

2 Art XI IPA 3 50 75 2500 5625 3750

3 Danl XI IPA 3 45 50 2025 2500 2250

4 Ef XI IPA 3 56 76 3136 5776 4256

5 Ern XI IPA 3 50 55 2500 3025 2750

6 Faj XI IPA 3 50 60 2500 3600 3000

7 Git XI IPA 3 50 55 2500 3025 2750




Score (X)

Post- Test

Score (Y) X

2 Y

2 XY

8 Her XI IPA 3 50 70 2500 4900 3500

9 Ind XI IPA 3 60 75 3600 5625 4500

10 Jont XI IPA 3 50 50 2500 2500 2500

11 Jo XI IPA 3 55 75 3025 5625 4125

12 Ju XI IPA 3 65 80 4225 6400 5200

13 Kev XI IPA 3 65 90 4225 8100 5850

14 Kha XI IPA 3 60 80 3600 6400 4800

15 Lel XI IPA 3 63 85 3969 7225 5355

16 Li XI IPA 3 52 55 2704 3025 2860

17 Mar XI IPA 3 55 75 3025 5625 4125

18 Mic XI IPA 3 50 50 2500 2500 2500

19 Muh XI IPA 3 55 70 3025 4900 3850

20 Nat XI IPA 3 50 75 2500 5625 3750

21 Nic XI IPA 3 55 60 3025 3600 3300

22 No XI IPA 3 57 72 3249 5184 4104

23 Raj XI IPA 3 50 75 2500 5625 3750

24 Raju XI IPA 3 50 75 2500 5625 3750




Score (X)

Post- Test

Score (Y) X

2 Y

2 XY

25 Rek XI IPA 3 50 60 2500 3600 3000

26 Rez XI IPA 3 55 70 3025 4900 3850

27 Mar XI IPA 3 55 73 3025 5329 4015

28 Sa XI IPA 3 50 50 2500 2500 2500

29 Sus XI IPA 3 50 62 2500 3844 3100

30 Ver XI IPA 3 56 81 3136 6561 4536

31 Yen XI IPA 3 52 60 2704 3600 3120

32 Yog XI IPA 3 52 70 2704 4900 3640

33 Yoh XI IPA 3 70 90 4900 8100 6300

34 Yoha XI IPA 3 54 72 2916 5184 3888

35 Dwi XI IPA 3 45 50 2025 2500 2250

36 Eks XI IPA 3 53 78 2809 6084 4134

37 Vin XI IPA 3 50 50 2500 2500 2500

38 Lis XI IPA 3 54 75 2916 5625 4050

39 Des XI IPA 3 50 50 2500 2500 2500

40 Hen XI IPA 3 53 62 2809 3844 3286

TOTAL ∑X=

2142 ∑Y= 2706

∑X2=

115802

∑Y2=

188506

∑XY=

146744



After listing the name and the score, the researcher calculated the sum of all pre-test and

post-test scores‟. The result showed that the sum of the pre-test (∑X) is 2142while the sum of

post-test (∑Y) is 2706. After getting the sum of pre-test and post-test then researcher squaring the

score of pre-test and post test that shown in rows of X2 and Y

2. Then the result showed that the

sum of X2 (∑X

2) is 115802 and sum of Y

2 (∑Y

2) is 188506. While, the sum of multiplication of

X and Y (∑XY) is 146744. The data showed that the ability of the students in post-test is more

increase than in pre-test.

Mean and Standard Deviation of Experimental Group

n= 40

∑X = 2207

a. Mean

=

= 55.18

b. Standard Deviation

S =

=

=

=

=

= 5.19

So, the criteria level of students‟ ability in experimental group is:

Mean = 55.18 Standard Deviation (S) = 5.19

Level Ability The Criteria

High 55.18+5.19

60.37

Medium ↔

55.18 – 5.19 ↔ 55.18 + 5.19

49.99 ↔ 60.37




Low 55.18 – 5.19

49.99

The classification of level ability of the students in experimental group

Level Ability The criteria Frequency

number of the

students

Percentage

Highest

Medium

Lowest

More than 60.37

Between 49.99 -60.37

Less than 49.99

36

4

-

90%

10%

-

Total 40 100%

From the data above it can be seen that the ability of the students is in highest level in which

the students who get more than 60.37 are 36 students. The students who are at medium level with

score between 49.99 – 60.37 are 4 students and none of them in lowest level.

Mean and Standard Deviation of Control Group

n= 40

∑X = 2142

a. Mean

=

= 53.55

b. Standard Deviation

S =

=

=

=

=

= 5.30



So, the criteria level of students’ ability in control group

Mean = 53.55 Standard Deviation (S) = 5.30


High 53.55+5.30

58.85

Medium ↔

53.55 – 5.30 ↔ 53.55+5.30

48.25 ↔ 58.85

Low 53.55-5.30

48.25

The classification of level ability of the students in control group

Level Ability The criteria Frequency

number of the

students

Percentage

Highest

Medium

Lowest

More than 58.85

Between 48.25-58.85

Less than 48.25

30

10

-

75%

25%

-

Total 40 100%

From the data above it can be seen that the ability of the students is in highest level in

which the students who get more than 58.85 are 30 students. The students who are at medium

level with score between 48.25-58.85 are 10 students and none of them in lowest level.

T-test

In order to know whether there is any effect of using direct method in teaching speaking

descriptive, the difference of mean scores on experimental group and control groups are

calculated by using t test. The formula is as follows:

t=

=



=

=

=

=

= 8.6

From the calculation above, it was obtained that critical value of tobs was 8.6.

Then, to complete the result of the study, the writer finds out the degree of freedom (df) with the

formula:

df = Nx+Ny-2

= 80 – 2

= 78 (see table ofthe Product Moment α= 0.05 and n= 78)

The researcher has got the ttable in the df 78 andthe ProductMoment α 0.05 was 1.664.

Based on the calculating above, the result shows that tobs was higher than ttable, it could be seen as

follows:

tobs > ttable or 8.6 > 1.664

Based on the result, tobs was higher than ttable. So, the researcher concludes that there is an

effect of using direct method in teaching speaking descriptive.

4.2 Discussion

To analyze the data, the writer uses the theories of Arikunto (2006). From analysis of the

data, the writer found the score of the students, the mean, standard deviation, validity and the

reliability of the test given to students.

The mean of pre-test in experimental group is 55.18 while the mean of pre-test in control

group is 53.55. The standard deviation (SD) in experimental group is 5.19 while the standard

deviation (SD) in control group is 5.30. The validity of experimental group is 0.80 while the

validity of control group is 0.70. The reliability of experimental group is 0.89 while the

reliability in control group is 0.80. The result of the test shows that there is an effect of using

direct method in teaching speaking descriptive at the second year students of SMA N 1

Pematangsiantar.

Arikunto (2010) stated that the characteristic of a good test if a test has validity, reliability,

objectivities, practice and economies. From the test that the writer has given to the students, the

writer can conclude that the test is a good test for the senior high school. Arikunto (1990) stated

that if there are 85% students in the highest level ability, the class can be said successful. From

the result of the test in experimental group, there are 36 or 90% students in the highest level

ability, 4 or 10% students in medium and no one in the lowest. Braker and Westrap (2000:5)

stated that direct method aim to help the students use English in everyday situation rather than

learning about grammar and vocabulary to translate texts. Direct method strongly emphasizes the

skill of speaking. In the classroom, the teacher and the students try to speak English all the time.

Translation is discouraged. So, the writer can conclude that the class is successful.



After analyzing the data, the writer has known the use of direct method in teaching

speaking descriptive at the second year of SMA N 2 Pematangsiantar. The students improve their

language skills by practicing responses to the teacher‟s prompts or cues. The direct method is

excellent for helping students to speak English well.

But the problem that they faced mostly was lack of confidence and lack of vocabulary. In

the early stages of direct method, the students were uncomfortable and uncertain but fortunately

it can be solved by showing some pictures to make them interest and understand more about the

description. Finally, the students are satisfied when they are able to speak out what is in their

mind and it makes the learning process become active.

V. CONCLUSION

Based on the data analysis and research findings at the previous chapter, it is concluded

that there is an effect on the students‟ achievement in speaking descriptive when they are taught

by using direct method at the second year students of SMA N 2 Pematangsiantar. The effect can

be seen from the increasing students‟ score from experimental group and control group. After

conducting and analyzing the data at the second year of SMA N 2 Pematangsiantar, the writer

gets some conclusions thatthe use of direct method makes teaching and learning process more

enjoyable and interesting. It‟s because of using direct method that helps the students to be more

active to speak.The direct method can be implemented with various pictures to make the students

interesting and understand about the material easily.The use of direct method makes the students

more motivated in speaking.

ACKNOWLEDGEMENT

The writer would like to thank to her colleague, Herman ([email protected]),

who help to provide assistance and to edit some minor errors in this article, so this research can

be resolved.

REFERENCES

[1] Arikunto, S. (2010). Prosedur penelitian. Jakarta: Rineka.

[2] Baker, J. and Westrup, H. (2000). The English language teacher’s hand book. New York:

Continuum

[3] Brown, H. D. (1994). Principle of language learning and teaching. New Jersey: Prentice-

Hall

[4] Hammer, J. (1998). How to teach English. England: London

[5] Harris, D. (1996). Testing English as a second language. USA: Mc Graw Hill

[6] Johnson, K. (2001). An introduction to foreign language learning and teaching. England:

Longman, 2001

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The Use of Direct Method in Teaching Speaking Descriptive