IMPROVING STUDENTS’ SPEAKING SKILL BY USING WORD

SENTENCE QUESTION ANSWER (WSQA) TEACHING STRATEGY

TO THE ELEVENTH GRADE STUDENTS OF SMA N 16

PALEMBANG

NAME : JULI ARDIANSYAH

NIM : 08 25 0026

This Research Proposal Was Written To Fulfill One Of Requirement

For

Obtaining The Sarjana Degree At The English Education Study

Program

ENGLISH EDUCATION STUDY PROGRAM

TARBYAH FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES

RADEN FATAH PALEMBANG

2013
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CHAPTER I

INTRODUCTION

This chapter describes: (1) background, (2) the problem of the study, (3)

the objective of the study, (4) the significance of the study, and (5) hypothesis.

1.1 Background

English is a universal language. It is used as international

communication. In Indonesia, English has an important position. It should be

taught as the first foreign language to the students from elementary school up to

university. It has become a required subject that needs to be taught to all students.

In this way, the students need to speak English more in order to be able to speak

English well.

In English language teaching, there are four language skills, they are

listening, speaking, reading, and writing. Among the four language skills,

speaking is the real challenge to most students. Speaking needs to take effort to

use appropriate vocabulary orally, so the message is able to be understood by

others correctly. Speaking is one of the English skill branches which should be a

priority for second-language or foreign-language students (Richards, 2008).

Consequently, students often evaluate their success in language learning as well as

the effectiveness of their English course on the basis of how much they feel that

they have improved in their spoken language proficiency. Some people suppose
 2

that somebody masters English well if he or she has a good performance in

speaking.

The reason for teaching speaking to the students is because it belongs to

the basic language skills just as important as reading, listening, and writing in

English. Beside, speaking is an active use of the language express meaning which

expressed orally to communicate each other so that people can make sense of

them and the ability to express our ideas, feelings and thoughts. Because of that,

speaking is very important to be taught to the students.

In this study, the writer chose SMAN 16 Palembang as the population.

The reason for choosing SMAN 16 Palembang especially for the eleventh grade

students of this study is because the writer has done the observation and

interviewed to the English teacher of the eleventh grade students of SMAN 16

Palembang. The writer found that the students often get difficulties in speaking

for some reasons. Firstly, the students were very shy and afraid of making

mistakes in speaking English. It was because the students rarely practice speaking

English in daily activities and students were not accustomed to say anything in

English. Secondly, the teacher always prefers speaking Indonesia while teaching

so that it can make students unmotivated in practicing English. Fourthly, the

method that the English teachers used in teaching speaking was rather

monotonous for the students because the method used in teaching speaking was

still traditional method. The teacher just explain the materials but the students

seldom to be asked to practice speaking actively with their friends in front of the

class. The last, students often pronounce words incorrectly and their sentences
 3

arrangements often grammatically incorrect. Therefore, the students’ problems in

learning English as a foreign languages also often related to words choice where

they tend to get confused of what words should be used and lack of

comprehension would cause them difficulties to understand what other people

said. Less exposed to oral English or seldom practiced to speak more are the

causes of the problems mentioned.

Facing the reality, the writer need to think of some ways to improve

condition in speaking English. One of them is by applying an alternative and

applicable method in teaching speaking skill which do not make the students

bored and frustated, the writer found the strategy to make the students enjoy in

speaking skill however there are many kinds of speaking strategy to be applied

easily and actively, one teaching strategy that could help the students in speaking

activity is Word Sentence Question Answer (WSQA) strategy. This strategy helps

students become more active to speak up, make eye contact, be more confident,

state their opinions, and act independently. According to Sinaga (2010:12),

WSQA is one kind of communicative drills where in this activity the students are

practiced asking and answering questions by using the word provided by the

teacher so that the final goal is able to improve students’ speaking skill in daily

life conversation very well.

Therefore, to solve the problems, it is offered a solution that students

should be drilled and practiced if they are intended to bring about automatic

acuracy and performance by applying the principles of student active learning,

such as students involvement and participation where WSQA teaching strategy is

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one of strategy that can be used to improve students’ speaking skill. Therefore,

the writer choses the topic as his research entitled ‘‘Improving Students’

Speaking Skill by using Word Sentence Question Answer (WSQA)

Teaching Strategy to the Eleventh Grade Students of SMAN 16

Palembang’’

1.2 Problem of the study

The problem of the study is formulated in the following question :

Is there a significant difference on students’ speaking skill average

score taught using Word Sentence Question Answer (WSQA) strategy to the

eleventh grade students of SMA N 16 Palembang? ?

1.3 Objective of the study

Based on the problem above, the objective of this study is to:

find out whether or not there is a significant difference on students’

speaking skill average score taught using Word Sentence Question Answer

(WSQA) strategy to the eleventh grade students of SMA N 16 Palembang?

1.4 Significance of the study

The results of the study is hoped to be useful and worthy information for

teachers of English to modify their teaching strategies, especially in developing

and improving the students’ speaking skill and give an alternative way of teaching

speaking to their students. For the students, it is hoped that they can get more
 5

knowledge about learning speaking, encourage to speak verbally to their teachers

and their friends and motivate to improve their speaking skill so they can be more

active and enjoyable at the class. And for the writer himself, this study can

improve his English knowledge, give him some experience of conducting an

educational research and the writer is also able to know which one the best

strategy in teaching speaking that can be easy received to the students. This study

is also hoped to be useful for other researchers as a source of material in

conducting similar studies and future studies.

1.5 Hypotheses

According to Cresswell (2005:130), hypotheses means narrow focus of

study to one or more hypotheses that provide a prediction about the outcome of

the study. The writer proposes four hypotheses in this study; they are two null

hypotheses (Ho) and two alternative hypotheses (Ha). The hypotheses of this

study are stated as follows:

a. (Ho) : There is no significant difference on students’ speaking skill average

score taught using WSQA strategy to the eleventh grade students of

SMAN 16 Palembang.

(Ha) : There is a significant difference on students’ speaking skill average

score taught using Word Sentence Question Answer (WSQA)

strategy to the eleventh grade students of SMA N 16 Palembang.

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CHAPTER II

LITERATURE REVIEW

This chapter discusses (1) the concept of teaching (2) the concept of

speaking (3) the concept of teaching speaking (4) the concept of word sentence

question answer (WSQA) teaching strategy (5) the previous related studies, and

(6) the profile of SMA N 16 Palembang

2.1 The Concept of Teaching

According to Richards and Renandya (2002:6), teaching is viewed as

something that is constructed by individual teachers to integrate theory and

practice in teaching and learning process for the students. Based on Oxford

Advanced Learner’s Dictionary (2010), teaching is to give lessons to the students

in a school, college, university and to help somebody learn something by giving

information about it.

Teaching is a profession conducted by using a combination of art,

science, and skill (Richards, 2002:19). From those definitions the writer can

conclude that teaching means to help students develop communicative efficiency

in speaking, instructors or teachers can use a balanced activities approach that

combines language, structured, and communicative or combination both of them.

Teaching is also the process of transferring, guiding and sharing the knowledge

and skills between the teacher and students. The teacher must have method,

technique that related the material and suitable to the students of curriculum.
 7

2.2 The Concept of Speaking

In Oxford Advanced Learner’s Dictionary (2010), the definition of

speaking is to say word, to talk something, to have a conversation with somebody

and to express or communicate opinions, feelings, and ideas.

In traditional methodologies, speaking is usually meant repeating after

the teacher, memorizing a dialog, or responding to drills, all of which reflect the

sentence-based view of proficiency prevailing in the audiolingual and other drill-

based or repetition-based methodologies (Richards, 2008:2).

Speaking is also meant as oral skills which are not only critical for

communication in the ESL classroom, they necessary for communication in and

with the English-speaking world. As a result, all ESL or EFL teachers will want

to do whatever they can to promote the development of speaking very well

(Murcia, 2001:112).

According to Richards and Renandya (2002:201), speaking is one of the

central elements of communication and used for many different purposes; (1) it

can be used as a casual conversation, for example may be to make social contact

with people, to establish rapport, or to engage in the harmless chitchat that

occupies much of time with friends. (2) engage in discussion with someone like

may be to seek or express opinions, to persuade someone about something or to

clarify information. Moreover, speaking can be used to give instructions or to get

thing done, to describe things, to complain about people’s behavior, to make

polite requests, or to entertain people with joke and anecdotes. Each of these
 8

purposes for speaking implies knowledge of the rules that account for how spoken

language reflects the context or situation in which speech occurs.

According to Ratnasari (2012:123), speaking goals might be to develop

sufficient speaking skill to survive in a school language environment, to

comminicate occasionally with acquaintances who speak the target language, to

get a job requiring daily spoken communication in the language, to negotiate

foreign travel arrangements, and the like.

From the explanation above, it is clear that speaking is one of the

language skills that must be taught to the students in the process of teaching and

learning language especially in English. It is one of the skills that has to be

mastered by students in learning English. Speaking helps us in expressing our

ideas and feeling through speech to someone we meet and also speaking concerns

with the use of the language daily in which people need to communicate with

others.

According to Syakur (1987:1) Generally, there are at least four

components of speaking skill concerned with comprehension, grammar,

vocabulary, pronunciation, and fluency; (1) Comprehension, for oral

communication certainly requires a subject to respond to speech as well as to

initiate it. (2) Grammar, it is needed for students to arrange a correct sentence in

conversation. (3) Vocabulary, vocabulary means the appropriate choice which is

used in communication. (4) Pronunciation, pronunciation is the way for students’

to produce clearer language when they speak. (5) Fluency, fluency can be defined

as the ability to speak fluently and accurately. Fluency in speaking is the aim of
 9

many language learners. Signs of fluency include a reasonably fast speed of

speaking and only a small number of pauses.

According to Brown (2004:141-142), there are five basic types of

speaking; (1) Imitative. This type of speaking performance is the ability to imitate

a word or phrase or possibly a sentence. (2) Intensive. This second type of

speaking frequently employed in assessments context is in the production of short

stretches of oral language designed to demonstrate competence in a narrow band

of grammatical, phrasal, lexical or phonological relationships. (3) Responsive.

This type includes interaction and test comprehension but at the somewhat limited

level of very short conversations, standard greeting and small talk, simple request

and comments and the like. The stimulus is usually a spoken prompt in order to

preserve authenticity. (4) Interactive. Interaction can take the two forms of

transactional language, which has the purpose of exchanging specific information,

or interpersonal exchanges, which have the purpose of maintaining social

relationships. (5) Extensive. Extensive are oral production tasks including

speeches, oral presentations, and storytelling, during which the opportunity for

oral interaction from listeners is either highly limited or ruled out altogether.

From those statement above, the writer can conclude that in speaking

skill has four components and five basic types which should be considered by the

students and those are to help the accuracy and effectiveness of a test-takers

listening skill, which necessarily compromises the reliability and validity of an

oral production test.

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2.3 The Concept of Teaching Speaking

For many years, English language teachers have continued to teach

speaking just as a repetition of drills or memorization of dialogues. However,

today’s world requires that the goal of teaching speaking should improve

students’ communicative skills, because only in that way, students can express

themselves and learn how to follow the social and cultural rules appropriate in

each communicative circumstance.

Teaching speaking is a very important part of English learning. The

ability to communicate in English clearly and efficiently contributes to the success

of the learner in school and success later in every phase of life. According to

Nunan (2003) citied in Kayi (2006),

Teaching speaking is to teach English language learners

to: (1) Produce the English speech sounds and sound
patterns; (2) Use word and sentence stress, intonation
patterns and the rhythm of the second language; (3)
Select appropriate words and sentences according to the
proper social setting, audience, situation and subject
matter; (4) Organize their thoughts in a meaningful and
logical sequence; (5) Use language as a means of
expressing values and judgments; (6) Use the language
quickly and confidently with few unnatural pauses,
which is called as fluency.

According to Richards (2008:19) the mastery of speaking skills in

English is a priority for many second-language or foreign-language learners.

Consequently, learners often evaluate their success in language learning as well as

the effectiveness of their English course on the basis of how much they feel they

have improved in their spoken language proficiency. Therefore speaking is very

 11

important because it is used to express their ideas and to communicate to people

in the world.

For getting students’ speaking ability, teachers are allowed to

implement some activities in the classroom. It is addressed to make students more

interested and they will not be bored during the class. By having a fun activity

and being enjoyable, students are assumed to talk a great deal in class and they

can express it freely.

According to Harmer (2001:350-352), there are some activities to

promote speaking skill in the classroom: (1) Discussion, discussion happens when

one person face the another person to talk each about feeling, opinion or idea. (2)

Questionnaires, questionnaire is a collection of some question that aims to collect

the data from the amount of people. (3) Simulation and role-play, simulation and

role play are example of a set events that teacher is used to teach students how to

perfom something in a sequence.

Besides the explanation from Harmer above, there are another activities

to promote speaking in the classroom. According to Boarcas (2011:4) as follows,

(1) WSQA (word sentence question answer), it is one kind of communicative

drills where in this activity the students are practiced asking and answering

questions by using the word provided by the teacher and it can help students to

build fluency, accuracy and self-confidence in daily life conversation. (2) Short

role-play, for the activity of role play the teacher usually ask the students to ask

question about another student’s identity or character and his addition

information. Kayi (2001) also stated that Information-gap, Story telling, and
 12

interviews are activities which can promote and develop speaking or

communication skill.

From the explanation above, there are so many activities that can

promote speaking and it help the teacher to present the material easily. However,

the level of its success depends on teacher’s way in managing the classrooms’

activities. He or she should be able to organize the activity well, make the students

feel secure and enjoy the activities.

2.4 The Concept of Word Sentence Question Answer (WSQA) Teaching

Strategy

The term Word-Sentence-Question-Answer (WSQA) is one kind of

communicative drills. A comminicative drill is a drill in which the students can

apply the elements that have been learned in appropriate situations where the final

goal is to exchange ideas in real life conversation.

According to Sinaga (2010:12), WSQA is one kind of communicative

drills where in this activity the students are practiced asking and answering

questions by using the word provided by the teacher so that the final goal is able

to improve students’ speaking skill in daily life conversation very well. WSQA

is also a simple language game designed to give structured practice in recycling a

word in a self-generated sentence, question, and answer (Burgess,1994 citied in

Bourke, 2006). Young and Weiyuni (1998: 101), also stated that this starategy is

prototypical of the kind of paired utterences called adjacency pairs which deeply
 13

interrelated with the turn-taking system as a method of locally managing the

selection of a next speaker in conversation.

According to Larsen and Freeman (2000:47-49), there are some

technique drills in applying WSQA teaching strategy :

 Single-slot subsitution drill: the teacher says a line or word, usually from the

dialogue. Next, the teacher says a word or a phrase-called the cue. The

students repeat the word that provided by the teacher to be made into

sentence.

 Multiple-slot subsitution drill: this drill is similiar to the single-slot

subsitution drill. The difference is that the teacher give cue phrase, one at a

time, that fit into different slots in the dialogue line. The students must

recognize what part of speech each cue that should be used into sentence.

 Transformation drill: the teacher gives students a certain kind of sentence

pattern, an affirmative sentence for example. Students are asked to transform

their sentence into negative sentence.

 Expansion drill: the students practice expanding a sentence by adding a

word or an expression provided by the teacher

 Question and answer drill: this drill gives students practice with answering

question and making question.

In WSQA (word-sentence-question-answer) practice for example,

students are divided into pairs. Then, one of the pair (student A) makes a sentence

with a word provided by the teacher. The other pair (student B) then makes a

question based on the sentence made and finally, student A gives an appropriate
 14

answer (Burgess,1994: 28-31 citied in Saleh, 1997:55). The following class

activities describe how WSQA is applied with the topic, clothing for example:

Directions: Teacher might direct the students to work in pairs, so there

will be students A and B. Then the teacher says a word.

After that student A makes a sentence by using the word

said by the teacher. Then, student B asks a question about

the sentence and finally student A gives an appropriate

answer.

Example : Teacher : Shirt

Student A : I have a shirt.

Student B : What color is the shirt?

Student A : Oh, it’s pink.

There are some advantages of applying WSQA for teaching speaking

(Burges,1994 citied in Larsen and Freeman, 2000:50). First, it helps intermediate

learners to build accuracy and self-confidence, and even for advanced students to

develop communicative competence. Second, he also recommends the breaking

down of a class into smaller group to maximise individual student talking time.

Third, minimise the potential for student loss of face. The last, provide a situation

conducive to students correcting each other. He thinks through speaking by using

word sentence question answer, students become motivated and their time and

energy in class is well spent.

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2.5 The Previous Related Study

There are two previous studies which are related to the writer’s present

study at the library of Faculty of Teacher Training and Education, Sriwijaya

University. The first thesis is entitled ‘‘ Improving Speaking Skill of the Students

of Class IX/D of SMPN 51 Palembang by using the WSQA Teaching

Strategy’’ written by Tuasi Sinaga in 2010. The objective of the study is to find

out whether or not the speaking skill of the students of class IX.D of SMPN 51

Palembang could be improved by using the WSQA teaching strategy. The result

of the study showed that teaching strategy was effective to motivate the students

to be more active in getting involve with the teacher’s instruction.

The similarity between this study and the previous study is both of these

studies deal with teaching speaking and using WSQA teaching strategy. The

differences between this study and previous study are the previous study used an

action research in conducting research, while the writer of this study use

experimental research. The population of the previous related study is the Ninth

grade students of SMP N 51 Palembang, while population of this study is the

eleventh grade students of SMA N 16 Palembang.

The second thesis is entitled ‘‘Developing students’ speaking skill of the

Eighth grade students of SMP Negeri 2 Palembang using Dialogues’’ written

by Julensari Diga Putri in 2009. The objective of the study is to find out whether

or not there is any significant development in speaking skill between the sample

students who are taught using Dialogues and those who are not . The result of the
 16

study showed that teaching English using Dialogues could be more effective than

teaching English using Conventional method.

The similarity between this study and the previous study is both of these

studies using experimental studies and deal with teaching speaking. The

differences between this study and previous study are the previous study related

study using Dialogues to develop students’ speaking skill, while the writer of this

study use Word Sentence Question Answer (WSQA) to improve students’

speaking skill. The population of the previous related study is the Eighth grade

students of SMP Negeri 2 Palembang, while population of this study is the

eleventh grade students of SMA N 16 Palembang.

2. 6 The Profile of SMA N 16 Palembang and Curriculum

SMA N 16 is one of state senior high school in Kelurahan Sako,

Kecamatan Sako Palembang. It was built in 1997 which located at Jl. Lebak

Murni Sako Palembang South Sumatra Province.

The headmaster of SMA N 16 Palembang is Dra. Sri Asmunia and

helped by 50 teachers as well as staff. The number of the students in class of

X is 200 students, class of XI is 200 students and also class of XII is 200

students, so the total of the students in this school are 600 students. The teaching

learning process in this school is facilitated by with 15 classrooms, and 12 other

rooms. Having surveyed , the writer got some datas about the number of teachers,

students and facilitations of the school. There are five tables that explains them.
 17

The first table, in this school of SMAN 16 Palembang has a headmaster

and four staffs with different gender and education degree. Dra. Sri Asmunia is as

a headmaster of SMAN 16 Palembang and she is S.1 education degree. Then,

M. Amri, S.Pd is as a curriculum staff, Sopian,S.Pd is as a students staff,

Drs. Anwar Arsyad is as a public relation staff with all of male gender and

Lismeriah,S.Pd is as a facilitation staff. They are all S.1 education qualification.

This table shows the headmaster and staffs of SMAN 16 Palembang:

Table 1
Headmaster and Staffs

No Name Position M F Education

degree
1 Dra. Sri Asmunia Headmaster F S.1
2 M. Amri, S.Pd Curriculum Staff M S.1
3 Sopian, S.Pd Students Staff M S.1
4 Drs. Anwar Arsyad Public Relation M S.1
Staff
5 Lismeriah, S.Pd Facilitation Staff F S.1
Source: Administration of SMAN 16 Palembang

The second table, shows the number of education qualification, status,

gender. There are three person of S.2 degree and 20 person of S.1. They are

male and civil servant status. Then, 24 person of S.1 are female and also civil

servant status. Education degree of D.3 is 1 person with female and civil servant

status. Next, 2 person of SMA education qualification with female non-civil

servant status. See the following table:

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Table 2
Qualification of Education, Status, Gender, and Total

Number and Teacher Status

Civil Servant Non-Civil
No Education Degree Total
Servant
M F M F
1 S.2 3 3
2 S.1 20 24 44
3 D.3 1 1
4 SMA 2 2
Total 50 25 2 50
Source: Administration of SMAN 16 Palembang

The third table is the number of teacher in teaching at the appropriate

teachers’ education background. There are 3 civics teachers, 2 religion teachers, 3

indonesian teachers, 3 history teachers, 2 english teachers, 1 sport teacher, 3

chemistry teachers, 3 economics teachers, 2 sociology teachers, 2 geography

teachers, 1 art teachers, 4 mulok teachers, 6 math teachers, 1 physics teacher, 1

biology teacher, 1 computer teacher, 2 arabic teachers and 4 BK teachers. All of

them are S.1 education qualification. Besides that, there are 3 teachers with S.2

education qualification. They are indonesian teacher, english teacher and physics

teacher. Next, there is 1 sport teacher, 1 computer teacher with SMA education

qualification and 1 biology teacher with D.3 education qualification. The total of

them are 50 teachers. See the following table:

 19

Table 3
The Number of Teacher in Teaching at the Appropriate Teachers’
Education Background (Skill)

The number of the teachers at

the appropriate education
No Teacher background in teaching skill Total
SMA D.3 S.1 S.2
1 Civics 3 3
2 Religion 2 2
3 Indonesian 3 1 4
4 History 3 3
5 English 2 1 3
6 Sport 1 1 2
7 Chemistry 3 3
8 Economics 3 3
9 Sociology 2 2
10 Geography 2 2
11 Art 1 1
12 Mulok 4 4
13 Math 6 6
14 Physics 1 1 2
15 Biology 1 1 2
16 Computer 1 1 2
17 Arabic 2 2
18 BK 4 4

Total 2 1 44 3 50
Source: Administration of SMAN 16 Palembang

The fourth table is the total of students in 2012/2013 period are 600

students consisting of 200 tenth grade students with the total 100 of male students

and the same total for the female students. 200 students for eleventh grade

students with the total 95 of male students and 105 of female sttudents. Then also,

200 students for twelfth grade students with the total 107 of male students and 93

of female students. See the following table:

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Table 4
The Data of the Students 2012/2013

Number of Students
No Class M F Total
1 X 100 100 200
2 XI 95 105 200
3 XII 107 93 200
Total 302 298 600
Source: Administration of SMAN 16 Palembang

The last table is the total number of the rooms. There are 27 rooms

consisting of 5 classrooms for tenth grade students, 5 classrooms for eleventh

grade students, 5 classrooms for twelfth grade students with the total number are

15 classrooms. Then, there are 12 other rooms consisting a headmaster room, a

teachers’ room, a library room, a biology laboratory, a physics laboratory, a

chemistry laboratory, TU room, 2 toilets, an UKS room, a BK room and a

mushola. See the following table:

Table 5
The Data of the Other Rooms

No Type of the rooms Total

1 Class room 15
2 Headmaster room 1
3 Teachers’ room 1
4 Library 1
5 Biology laboratory 1
6 Physics laboratory 1
7 Chemistry laboratory 1
8 TU 1
9 Toilet 2
10 UKS 1
11 BK 1
12 Mushola 1
Source: Administration of SMAN 16 Palembang
 21

Nowdays, curriculum that used in educational institution is School

Based Curriculum (KTSP). The purpose is to increase the quality of teaching,

especially teaching English at senior high school.

Table 6
School Based Curriculum (KTSP)

Standard of Competence Basic Competence/ Material

Listening Understanding expressions of asking
Understanding meaning in formal and giving opinion, expressions of
and sustained, transactional and satisfaction, dissatisfaction, giving
warning, giving advice, making request,
interpersonal conversation in the
expression of feelings (relief, pain and
form of reports, narratives, and pleasure), expression of love, sadness,
analytical expositions in the embrassement, anger, annoyance
context of daily life.
Speaking Expressing opinions (asking and giving
Expressing meaning in formal and opinion), Expressing satisfaction,
interpersonal conversations in the Expressing dissatisfaction, Giving
warning, Giving advice, Making
form of reports, narratives, and
request, Expression feelings (relief,
analytical expositions in the pain and pleasure), Expressing love
context daily life. Expressing sadness, Expressing
embrassement, Expressing anger,
Expressing annoyance
Reading Understand how ideas are arranged:
Understanding meaning in short, cause-effect paragraph
fuctional texts and essays in the
form of reports, narratives, and
analytical expositions in the
context of daily life.
Writing Writing cause-effect paragraph
Expressing meaning in essays in
the form of reports, narratives, and
analytical expositions in the
context of daily life.

From the four skills above, the writer focused on teaching speaking

skill as a research in accordance with the writer’s title.

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CHAPTER III

METHODS AND PROCEDURES

This chapter discusses (1) method of the study, (2) variable of the

study, (3) operational definition, (4) population and sample, (5) technique for

collecting data, (6) validity and reliability of the test, and (7) technique for

analyzing data.

3.1 Method of the Study

In this research, an experimental method was applied to find out the

effectiveness of Word Sentence Question Answer (WSQA) strategy in teaching

speaking. The design selected for this study was quasi-experimental research

design. Quasi-experimental design was an experimental design did not meets all

the requirements necessary for controlling the influences of extraneous variables.

Quasi-experimental design that was chosen includes assignment, that

was, the matching only pretest-post-test control group design (Fraenkel and

Wallen, 1990:243) as citied in (Holandyah, 2013:50). The writer gave pretest and

posttest to the experimental and control groups. Besides, both of the groups were

given a treatment. The design was as follows:

O1 M x2 O3

O4 M x5 O6
 23

Where:

O1 : Pre-test of experimental

X2 : Treatment for experimental group by using WSQA

O3 : Post-test of experimental

O4 : Pre-test of control group

X5 : Treatment for control group by using traditional (lecture) method

O6 : Post-test of control group

M : Matched the subjects of pre-test

In this research, the writer conducted an experiment by doing an actual

teaching to the samples. First, there were experimental group and control group.

The experimental group was taught by using Word Sentence Question Answer

strategy to develop their ability in speaking English, while the control group was

taught by using a traditional strategy.

Before the treatment, a pretest was administrated to both groups. They

were to be assigned to practice a conversation spontaneously in pairs with a topic,

based on their knowledge before and after the treatment in each group.

The treatment was given using Word Sentence Question Answer

teaching strategy. If in one week the students had two meetings, so there awere

14 meetings with 2x40 minutes learning duration, included pre-test and post-test.

The writer prepared 12 lesson plans with different materials during in research.
 24

At the end of whole meeting, the students were given a posttest to

determine the effect of the treatment and to see the progress the students had made

upon the completion of the treatment.

3.2 Variables of the Study

Arikunto (2010:161) says that ‘‘Variable is the object of the research or

something which is being focused on the research’’. There are two kinds of

variables in this study: independent and dependent variables. The independent

variable is the treatment or the intervention, while the dependent variable is the

outcome or the result that is important to the users, developers or researchers. The

independent variable in this study is the use of Word Sentence Question Answer

(WSQA), and dependent variable of this study is improving speaking skill.

3.3 Operational Definitions

This study is related to improving students’ speaking skill by using

WSQA teaching strategy. Therefore, to avoid misunderstanding, it is necessary to

define some terms they are ; improving, speaking skill, WSQA teaching strategy.

Improving is derived from the world to improve which means to make or

become better. Speaking skill means language skills mainly in speaking. The term

speaking skill in this study is focused on pronunciation, grammar, vocabulary,

fluency, and comprehension. Word-Sentence-Question-Answer (WSQA) teaching

strategy is one kind of communicative drills where in this activity the students are

practiced asking and answering question by using the word provided by the

teacher.
 25

3.4 Population and Sample

3.4.1 Population

According to Arikunto (2010:173), population is all of investigated

subject. If someone wants to investigate all of the elements in a research area, his

research is population research. Meanwhile, a population is all the individuals or

units of interest, typically, there is not available data for almost all individuals in

apopulation. The population of this study will be all the eleventh grade students

of SMA N 16 Palembang. The total number of the population is 200 students.

Table 7
The population of the study

NO CLASS TOTAL OF
STUDENTS
1 XI IPA 1 40
2 XI IPA 2 40
3 XI IPS 1 40
4 XI IPS 2 40
5 XI IPS 3 40
TOTAL 200
(Source: SMA N 16 Palembang in academic year 2012/2013)

3.4.2 Sample
 26

Fraenkel and Wallen (2006:107) said that the term of sampling is used

in research, refers to the process of selecting the individuals who will participate

in a research study or any part of a population of individuals on whom

information is obtained.

In this study, the writer used a cluster random sampling . Creswell

(2005:148) states that cluster random sample is also refer to taking a number of

independent observations from the some probability distribution, without

involving any real population. Here, the writer decided XI IPS 3 and IPA 2 as

the sample with the number of each classes were 40 students.

The sample of 80 students before being taught speaking skill using

WSQA teaching strategy or given treatment, the students were given a pretest that

made them being matched. After paired matching scores, the writer got the

number of the students were 60 students. Then they were divided into two

groups, XI IPS 3 as experimental group and XI IPA 2 as control group. So there

were 30 students in each classes. The sample of the student was described in

table 8.

Table 8
The sample of the study

NO CLASS TOTAL
1 XI. IPS 3 (experimental group) 30
2 XI. IPA 2 (control group) 30
TOTAL 60
(Source: SMA N 16 Palembang in academic year 2012/2013)
 27

There were 80 students that given a pretest and the writer got the

students’ scores before matching their scores. The students’ scores were

described in table 9.

Table 9
Students’ Score Before Matching

NO STUDENTS' NAME STUDENTS' SCORE

  XI IPS 3 XI IPA 2 XI IPS 3 XI IPA 2
1 Yuni P.S Fajar K 75 80
2 Mayang Sari Rahmat F 75 75
3 Sri Apriliani A Arian Saputra 60 75
4 Maria Jumika Rio Saputra 52,5 72,5
5 M. Ari Eko Leonard Begin 60 80
6 M. Alfat Tri Sutrisno 60 77,5
7 Abdi Tama RM. Isnul Adham A 52,5 72,5
8 M. Ridho Rino Dwi Putra 57,5 72,5
9 Anjari Rahmanto Ahmad Junaidi 72,5 70
10 M. Alif Tazmi Kemas Ahlun Nazar 62,5 72,5
11 Kustilawati Rizka Rahmawati 65 72,5
12 Ayu Anggraini Ari Wijaya 65 70
13 Aprianti Fadhli Rahman W. 70 70
14 Titi Dipa N Febbi Fitri Yani 70 52,5
15 Rinka Agustina Rismawati S. 62,5 80
16 Bambang Guntoro Meri Anggraini 70 70
17 Shafira Gumay Almi Ayu Anggraini 47,5 67,5
18 Mazida Rizka Zulaikha 47,5 60
19 M. Ady Ramadhan Suwarni Husaimah 62,5 60
20 M. Yogi Yofitsen Nur Amalia 62,5 65
21 Dwi Arjelina Saleha Wulan Safitri 57,5 70
22 Puspivitha Maharani Sasrin Juniarti 50 60
23 Ignatius Steven Endang Novitasari 67,5 47,5
24 M. Andrew ZA Tri Fitri Saputri 70 60
25 Miske Widya Wati Dina Afrianti 65 47,5
26 Septi Anggi Pratiwi Mutiara Novia 57,5 70
27 Meli Oktariani Melati Prestia T. 65 70
 28

28 Tina Febriyanti Ayu Wulan Sari 57,5 65

29 Indah Agustin Rani Fitria K 70 65
30 Endang Kusmadewi Yusriyani 70 52,5
31 Devi Susanti Awiyahikawati 70 70
32 Mawaddah A. Nyimas Maryama 67,5 67,5
33 Rizky Tri Astuti Sheila Veronica 70 65
34 Marini Alma 70 70
35 M. Sangkut Reny Pramita 60 60
36 Hendriwidianto Eka Widayana 60 60
37 Eliany Nurhasana 50 50
38 Laily Hafsari Rani 55 55
39 Dinawati Yuni 70 70
40 Mileri Setiawati Sriania 70 47,5

When the writer got the students’ scores by giving a pretest. Then the

writer matched their scores. So there were 60 students that had paired matching

scores. The matched students’ scores were described in table 10.

Table 10
Paired Matching Variables (Scores)

NO STUDENTS' NAME PAIRED

  XI IPS 3 XI IPA 2 MATCHING
1 Yuni P.S Rahmat F 75
2 Mayang Sari Arian Saputra 75
3 Sri Apriliani Rizkha Zulaikha 60
4 Maria Jumika Febbi Fitriyani 52,5
5 M. Ari Eko Suwarni Husaimah 60
6 M. Alfat Sasrin Juniarti 60
7 Abdi Tama Yusriyani 52,5
8 Anjari Rahmanto Rio Saputra 72,5
9 Kustilawati Nur Amalia 65
10 Ayu Anggraini Ayu Wulan Sari 65
11 Aprianti Ahmad Junaidi 70
 29

12 Titi Dipa N Ari Wijaya 70

13 Bambang Guntoro Fadhli Rahman W 70
14 Shafira Gumay Endang Novitasari 47,5
15 Mazida Dina Afrianti 47,5
16 Ignatius Steven Almi Ayu A 67,5
17 M. Andrew ZA Meri Anggraini 70
18 Miske Widya Wati Rani Fitria K 65
19 Meli Oktariani Sheila Veronica 65
20 Indah Agustin Wulan Safitri 70
21 Endang Kusmadewi Mutiara Novia 70
22 Devi Susanti Melati Prestia T 70
23 Mawaddah A Nyimas Maryama 67,5
24 Rizky Tri Susanti Awiyahikawati 70
25 Marini Alma 70
26 M. Sangkut Reny Pramita 60
27 Hendri Widianto Eka Widayati 60
28 Eliany Nurhasana 50
29 Laily Hafsari Rani 55
30 Dina Wati Yuni 70

Based on the table above, from the 60 students that the writer got the

paired matching variables (scores), the writer divided them become two groups.

30 students of XI IPS 3 as experimental group and 30 students of XI IPA 2 as

control group. From each the groups would be given treatments and posttest.

Experimental group was taught using WSQA teaching strategy and control group

using conventional strategy.

3.5 Technique for Collecting the Data

 30

To obtain the data needed for the study, the writer collected them by

giving a test or an exercise. According to Nieminen, Thomas and Burke

(2009:28), a test is the means by which educators evaluate students’ knowledge or

skills by their performance on a particular instrument or task. The test is

administered twice as the pre-test and post-test. The pre-test is administered to

find out the difference between experimental and control group in students’

speaking ability before the treatment. In pre-test and post-test, the writer used oral

test by asking the students to practice conversation in pairs which was mean to get

the information about the students’ speaking skill involving pronunciation,

grammar, vocabulary, fluency, and comprehension.

3.6 Research Instruments

3.6.1 Validity of the test

According to Fraenkel and Wallen (2006:148), validity is the most

important idea to consider when preparing or selecting an instrument for use.

Nieminen, Thomas and Burke (2009:17) support that validity means degree

which the evidence clearly relates to and measures what it is that we are trying to

assess. The writer measures the content of validity. Content Validity is based on

the extent to which a measurement reflects the specific intended domain of

content. Content validity concerns the extent to which a measure adequately

represents all fecets of a concept. To provide the content validity of the test, the

writer should check to the curriculum and syllabus. The result analysis in content

validity is described in table of specification test. In the table of specification test,

 31

it includes: objectives of the test, material title, test indicators, type of test,

number of item and the total number.

Table 11
Test of Specification Table

Objective Material Indicator Type Number Total

of Test of Item Number
- Expressing The students are
relief able :
- Expressing
love - to identify the
meaning of the
- Expressing
expressions
sadness,
- to apply
- Expressing
conversation
embarssement,
by using the
- Expressing
expressions
anger
- to respon
The students - Expressing
are able to conversation
annoyance
respon the using the Oral 1 1
- Asking and
oral meaning expressions test
giving opinion
of - Expressing
expressions.
satisfaction
- Expressing
dissatisfaction
- Giving advice
- Giving
warning
- Fulfilling
request
 32

3.6.2 Reliability of the test

To test a reliability of speaking test and to avoid the bias test, writer

used test retest method. Test retest is a method to measure the stability of the test

scores over time which involves administering the same instrument twice to the

same group of individuals after a certain time interval has elapsed (Fraenkel and

Wallen, 1990:139).

Before giving pretest to the experimental and control groups, the writer

did try out the instrument using ‘‘Test Retest’’ method at the same school,

class, instrument and students, but it was done at different time for a week.

The school was SMA Muhammadiyah 1 of the eleventh grade students

Palembang. The purpose of taking the school was to show the heterogeneous of

the students’ speaking ability. The test instrument was tried out to 38 of the

eleventh grade students as the sample to find out reliability of the test. After that,

scores that given by the raters to be calculated by using the rank order

correlation formula to find the differences between the two sets of rankings.

The rank 2 order correlation formula is suggested by (Hatch and

6(  d )
R 1 
Lazaration,1991:453),
2 as belows:
n(n  1)
 33

Where:

R : Ranking Method

∑d2 : Different Scores

n : The number of the students

There was a school that the data taken for reliability test, it was

SMA Muhammadiyah 1 Palembang and the scores of students’ speaking test

was calculated by two raters, Waliyani, S.Pd and Rahmad Dani, S.Pd. Before

the raters gave scores for the students, the istrument of scores earlier was given

to the raters based on Hughes’s book in scoring speaking.

According to Hughes (1992:111), in assessing scoring of speaking

(oral) skill. There are five different scores and components. First, pronunciation

with score (2–15). Second, grammar (5-25). Third, vocabulary (3-20). Fourth,

fluency (3-20). Finally, comprehension (3-20). The total of component scores

are 100. The table of assessing oral (speaking) content is described in

(appendix D) completely.

The result of scoring speaking reliability test was tried out twice to

38 of the eleventh grade students of SMA Muhammadiyah 1 Palembang.

It can be seen in Table 12, as follows:

Table 12
The Distribution of Students' Speaking Score in Reliability of the Test
(Try Out)

TEST 1 TEST 2 (RETEST)

NO STUDENTS' NAME Rater Rater AVG Rater Rater AVG D d2
  1 2 Tot:2 1 2 Tot:2    
 34

1 Oka Ayasi H 65 60 62,5 75 75 75 6 36

2 Andre Renaldi 70 65 67,5 75 75 75 4 16
3 Adini Astri 55 60 57,5 65 60 62,5 3 9
4 Herita Agustini 60 60 60 70 70 70 5 25
5 Oktorio Bagaskara 80 75 77,5 80 80 80 2 4
6 Alvin Ghali Anugra 80 70 75 80 80 80 3 9
7 Mitra Akhri Mally 85 80 82,5 85 75 80 0 0
8 Aprilus Akbar.Z 80 75 77,5 80 85 82,5 3 9
9 Abdurrahman Yasir 60 55 57,5 65 65 65 4 16
10 Aan Apriansyah 60 55 57,5 75 70 72,5 7 49
11 M. Ismail 50 60 55 75 70 72,5 8 64
12 Erick Jumarliansyah 60 65 62,5 70 75 72,5 5 25
13 M. Faisal Nugraha 65 75 70 70 70 70 1 1
14 Niko Arif Santoso 65 70 67,5 80 80 80 6 36
15 M. Hafiro Ananda 40 65 52,5 75 70 72,5 9 81
16 Megi Ariandi 40 65 52,5 60 60 60 4 16
17 Indah Tika Sari 70 70 70 70 75 72,5 2 4
18 Triyana Lestari 40 60 50 70 75 72,5 10 100
19 Ade Resmana Putri 45 55 50 70 70 70 9 81
20 Siti Mutia Tuzahra 45 50 47,5 70 70 70 10 100
21 Rachma Megawati 75 70 72,5 70 70 70 0 0
22 Hidayatun Nisa 75 70 72,5 75 75 75 2 4
23 Rizky Amella 55 55 55 65 60 62,5 4 16
24 Muzdalifah 45 50 47,5 60 65 62,5 7 49
25 Rida Maulini 85 85 85 80 75 77,5 -2 4
26 Amirah Allyah 75 80 77,5 80 75 77,5 1 1
27 Fatiah Qonita 80 80 80 80 85 82,5 2 4
28 Herty Intan 80 80 80 80 80 80 1 1
29 Puteri Malita.H 65 60 62,5 65 65 65 2 4
30 Fitri Indriyani 60 60 60 70 65 67,5 4 16
31 Oom Kartika 60 60 60 65 70 67,5 4 16
32 Intan Sari 60 60 60 65 70 67,5 4 16
33 Salsabilah 70 75 72,5 75 75 75 2 4
34 Ayu Nadia FS 80 75 77,5 75 75 75 0 0
35 Karimah 80 70 75 70 80 75 1 1
36 Anggi Meindha S 70 70 70 70 75 72,5 2 4
37 Andre Rezal R 75 75 75 75 80 77,5 2 4
38 Putri Marisah 60 70 65 70 75 72,5 4 16
        2465 2535 2500 2750 2765 2758   841
        64,87 66,71 65,79 72,368 72,8 72,57   22,132
 35

The rank order correlation was calculated to find the differences

between the two sets of rankings, using the formula:

=>

Wallen and Fraenkel (1993:133) citied in Holandyah (2013:6) argue

that, for research purpose, a rule of thumb is that reliability should at least 0.70

and preferably higher.

From the result of rank order correlation above (0.90), it was stated

the score was higher than 0.70. It means that the assessment results was very

reliable.

3.7. Techniques for Analyzing the Data

This part describes the methods of data analyses employed in the present

study. Data obtained from the quasi-experimental study was submited using

statiscal analysis by using the Statistical Package for the Social Science (SPSS)

version 16.0 software. The writer analyzed the data from the test (pre-test and

post-test) between two groups (control and experimental groups).

 36

In analyzing the data, the writer used and described some techniques,

as follows:

3.7.1 Data Descriptions

Before analyzing the data, distribution of the data was used to see

distribution of frequency data and descriptive statistics. The procedure in

distribution of the data was described, as follows:

3.7.1.1 Distribution of Frequency Data

In distributions of frequency data, the students’ score interval,

frequency, percentage were achieved. The distributions of frequency data were

got from students’ pretest score in control group, students’ posttest score in

control group, the students’ pretest score in experimental group, and students’

posttest score in experimental group. Then, the distribution of frequency data was

displayed in a table analysis.

3.7.1.2 Descriptive Statistics

In descriptive statistics, number of sample, the score of minimal,

maximal, mean, standard deviation, and standard error of mean are obtained.

Descriptive statistics were got from students’ pretest score in control group,

students’ posttest score in control group, students’ pretest score in experimental

group, and students’ posttest score in control group.

 37

3.7.2 Pre-requisite Analysis

Before analyzing the data, pre-requisite analysis was done to see whether

the data obtained was normal and homogen. The procedure in pre-requisite

analysis was described, as follows:

3.7.2.1 Normality Test

Normality test was used to measure whether the obtained data normal or

not. The data could be classfied into normal when the p-output was higher than

mean significant deifference at 0.025 level (Basrowi, 2007:85) citied in

(Holandyah, 2013:70). In measuring normality test, One sample Kolmogov

Smrinov was used. The normality test was used to measure students’ pretest score

in control and experimental group, and students’ posttest score in control and

experimental group.

3.7.2.2 Homogeneity Test

Homogeneity test was used to measure the scores obtained whether it

was homogen or not. Basrowi (2007:106) as citied in Holandyah (2013:70) stated

that the score was categorized homogen when the p-output was higher than mean

significant difference at 0.05 level. In measuring homogeneity test, Levene

 38

Statistics found in SPSS was used. The homogeneity test was used to measure

students’ pretest score in control and experimental group, and students’ posttest

score in control and experimental group.

3.7.3 Hypothesis Testing

a. Measuring Significant Difference on Students’ Speaking Skill

Average Score Taught using WSQA Strategy

A significant difference is found from testing students’ pretest to

posttest scores in experimental group using independent sample t-test.

A significant difference is found whenever the p-output was lower than a

significant difference at 0.05 level.

 39

CHAPTER IV

FINDINGS AND INTERPRETATION

This chapter presents (1) findings, (2) Interpretation

4.1 Findings

The findings of the study were to find out; (1) data descriptions (2)

prerequisite analysis, and (3) results of hypothesis testing.

1. Data Descriptions

In data descriptions, it deals with distribution of frequency data and

descriptive statistics.

1.1 Distribution of Frequency Data

In distribution of frequency data, the students’ scores of frequency,

and percentage of students’ pretest and posttest scores in experimental and

control groups were presented.

a. Students’ Pretest Scores in Experimental Group

 40

Based on the result of students’ pretest scores in the experimental

group, there were 6.7 % or 2 students got score 47.5, 3.3 % or 1 student got

score 50, 6.7 % or 2 students got score 52.5, 3.3 % or 1 students got score 55,

16.7 % or 5 students got score 60, 13.3 % or 4 students got score 65, 6.7 % or 2

students got score 67.5, 33.3 % or 10 students got score 70, 3.3 % or 1 student got

score 72.5, 6.7 % or 2 students got score 75. The frequency data of students’

scores in experimental group was shown in table 13.

Table 13
Distributing the Frequency Data of Students’ Pretest
Scores in Experimental Group

Score Frequency Percentage %

47.5 2 6.7
50 1 3.3
52.5 2 6.7
55 1 3.3
60 5 16.7
65 4 13.3
67.5 2 6.7
70 10 33.3
72.5 1 3.3
75 2 6.7
Total 30 100.0

From the result analysis of frequency data of students’ pretest scores

in experimental group, it was found that in the pretest experimental group there

were 2 students who got the lowest score 47.5 (6.7 %) and 2 students were the

highest score 75 (6.7 %).

b. Students’ Posttest Scores in Experimental Group

 41

Based on the result of students’ posttest scores in the experimental

group, it showed that there were 20.0 % or 6 students got score 60, 6.7 % or 2

student got score 62.5, 10.0 % or 3 students got score 65, 6.7 % or 2 students got

score 67.5, 13.3 % or 4 students got score 70, 16.7 % or 5 students got score 72.5,

16.7 % or 5 students got score 75, 10.0 % or 3 students got score 77.5. The

frequency data of students’ posttest scores in experimental group was shown in

table 14.

Table 14
Distributing the Frequency Data of Students’ Posttest
Scores in Experimental Group

Score Frequency Percentage %

60 6 20.0
62.5 2 6.7
65 3 10.0
67.5 2 6.7
70 4 13.3
72.5 5 16.7
75 5 16.7
77.5 3 10.0
Total 30 100.0

From the result analysis of frequency data of students’ posttest scores

in experimental group, it was found that in the posttest experimental group there

were 6 students who got the lowest score 60 (20.0 %) and 3 students were the

highest score 77.5 (10.0 %).

c. Students’ Prettest Scores in Control Group

Based on the result of students’ pretest scores in the control group,

there were 6.7 % or 2 students got score 47.5, 3.3 % or 1 student got score 50,
 42

6.7 % or 2 students got score 52.5, 3.3 % or 1 students got score 55, 16.7 % or 5

students got score 60, 13.3 % or 4 students got score 65, 6.7 % or 2 students got

score 67.5, 33.3 % or 10 students got score 70, 3.3 % or 1 student got score 72.5,

6.7 % or 2 students got score 75. The frequency data of students’ pretest scores in

control group was shown in table 15.

Table 15
Distributing the Frequency Data of Students’ Pretest
Scores in Control Group

Score Frequency Percentage %

47.5 2 6.7
50 1 3.3
52.5 2 6.7
55 1 3.3
60 5 16.7
65 4 13.3
67.5 2 6.7
70 10 33.3
72.5 1 3.3
75 2 6.7
Total 30 100.0

From the result analysis of frequency data of students’ pretest scores

in control group, it was found that in the pretest control group there were 2

students who got the lowest score 47.5 (6.7 %) and 2 students were the highest

score 75 (6.7 %).

d. Students’ Postttest Scores in Control Group

Based on the result of students’ posttest scores in the control group,

there were 3.3 % or 1 students got score 55, 26.7 % or 8 student got score 60,

10.0 % or 3 students got score 62.5, 16.7 % or 5 students got score 65, 10.0 % or
 43

3 students got score 67.5, 13.3 % or 4 students got score 70, 13.3 % or 4 students

got score 72.5, 6.7 % or 2 students got score 75. The frequency data of students’

posttest scores in control group was shown in table 16

Table 16
Distributing the Frequency Data of Students’ Posttest
Scores in Control Group

Score Frequency Percentage %

55 1 3.3
60 8 26.7
62.5 3 10.0
65 5 16.7
67.5 3 10.0
70 4 13.3
72.5 4 13.3
75 2 6.7
Total 30 100.0

From the result analysis of frequency data of students’ posttest scores

in control group, it was found that in the posttest control group there was 1

students who got the lowest score 55 (3.3 %) and 2 students were the highest

score 75 (6.7 %).

1.2 Descriptive Statistics

In descriptive statistics, the sample, the score of minimal, maximal,

mean, and standard deviation of students’ pretest and posttest scores in

experimental and control groups were presented:

 44

a. Students’ Pretest Scores in Experimental Group

The result analysis of descriptive statistics from students’ pretest

scores in experimental group found that there were 30 students who were in

experimental group. The lowest score was 47.5, the highest score was 75, mean

score was 64.0833, and standard deviation was 8.02698. The descriptive statistics

of students’ pretest scores in experimental group was shown in table 17

Table 17
Descriptive Statistics of Students’ Pretest Scores in Experimental Group

Pretest Score in N Minimum Maximum Mean Std. D

Experimental Group 30 47.50 75.00 64.0833 8.02698

b. Students’ Posttest Scores in Experimental Group

The result analysis of descriptive statistics from students’ posttest

scores in experimental group found that there were 30 students who were in

experimental group. The lowest score was 60, the highest score was 77.5, mean

score was 68.8333, and standard deviation was 6.11433. The descriptive statistics

of students’ posttest scores in experimental group was shown in table 18

Table 18
Descriptive Statistics of Students’ Posttest Scores in Experimental Group

Posttest Score in N Minimum Maximum Mean Std. D

Experimental Group 30 60.00 77.50 68.8333 6.11433

c. Students’ Prettest Scores in Control Group

The result analysis of descriptive statistics from students’ pretest

scores in control group found that there were 30 students who were in control
 45

group. The lowest score was 47.5, the highest score was 75, mean score was

64.0833, and standard deviation was 8.02698. The descriptive statistics of

students’ pretest scores in control group was shown in table 19.

Table 19
Descriptive Statistics of Students’ Pretest Scores in Control Group

Pretest Score in N Minimum Maximum Mean Std. D

Control Group 30 47.50 75.00 64.0833 8.02698

d. Students’ Postttest Scores in Control Group

The result analysis of descriptive statistics from students’ posttest

scores in control group found that there were 30 students who were in control

group. The lowest score was 55, the highest score was 75, mean score was

65.6667, and standard deviation was 5.41125. The descriptive statistics of

students’ posttest scores in control group was shown in table 20.

Table 20
Descriptive Statistics of Students’ Posttest Scores in Control Group

Posttest Score in N Minimum Maximum Mean Std. D

Control Group 30 55.00 75.00 65.6667 5.41125

2. Prerequisite Analysis

In prerequisite analysis, it deals with normality and homogeneity tests

to see whether the obtained data was normal and homogen.

2.1 Normality Test

 46

Normality test is used to measure wheter the obtained data normal or

not. The data can be classified into normal when the p-output is higher than mean

significant difference at 0.05 level. In measuring normality test, One sample

Kolmogronov Smrinov is used. The normality test is used to measure students’

pretest scores in experimental and control groups, and students’ posttest scores in

experimental and control groups.

2.1.1 Students’ Pretest Scores in Experimental and Control Groups

Based on result analysis using One-Sample Kolmogronov Smrinov

Test, it was found that the p-output from students’ pretest scores in experimental

and control groups were 0.169 and 0.169. From the two scores, it can be stated

that the students’ pretest scores in experimental and control groups considered

normal since it was higher than 0.05. The result analysis measuring normality test

of students’ pretest scores in experimental and control groups was shown in

table 21.

Table 21
Normality Test of Students’ Pretest Scores
in Experimental and Control Groups

Kolmogronov
No Students’ Pretest N Smrinov Z Sig Result

1 Experimental Group 30 1.111 0.169 Normal

2 Control Group 30 1.111 0.169 Normal

2.1.2 Students’ Posttest Scores in Experimental and Control Groups

 47

Based on result analysis using One-Sample Kolmogronov Smrinov

Test, it was found that the p-output from students’ posttest in experimental and

control groups were 0.835 and 0.488. From the two scores, it can be stated that

the students’ posttest scores in experimental and control groups considered normal

since it was higher than 0.05. The result of analysis measuring normality test of

posttest in experimental and control groups was shown in table 22.

Table 22
Normality Test of Students’ Posttest Scores
in Experimental and Control Groups

Kolmogronov
No Students’ Posttest N Smrinov Z Sig Result

1 Experimental Group 30 0.871 0.434 Normal

2 Control Group 30 0.835 0.488 Normal

2.2 Homogeneity Test

In measuring homogeneity test, Levene Statisrics found in SPSS is

used. The homogeneity test is used to measure students’ pretest and posttest

scores in experimental and control groups.

2.2.1 Students’ Pretest Scores in Experimental and Control Groups

Based on result analysis measuring test of homogeneity using Levene

Statisrics test found the p-output 0.000. From the p-output, it can be stated that the

students’ pretest scores in experimental and control groups considered homogen

since it was higher than 0.05. The result of analysis measuring homogeneity test
 48

of students’ pretest scores in experimental and control groups was shown in

table 23.

Table 23
Homogeneity Test of Students’ Pretest Scores
in Experimental and Control Groups

Levene
No Students’ Pretest N Statistics Sig Result

1 Experimental Group 30
0.000 1.000 Homogen
2 Control Group 30

2.2.2 Students’ Posttest Scores in Experimental and Control Groups

Based on result analysis measuring homogeneity test using Levene

Statisrics test found the p-output 1.036. From the the p-output, it can be stated that

the students’ posttest scores in experimental and control groups considered

homogen since it was higher than 0.05. The result of analysis measuring

homogeneity test of students’ posttest scores in experimental and control groups

was shown in table 24.

Table 24
Homogeneity Test of Students’ Posttest Scores
in Experimental and Control Groups

Levene
No Students’ Posttest N Statistics Sig Result

1 Experimental Group 30
 49

1.036 0.313 Homogen

2 Control Group 30

3. Results of Hypothesis Testing

a. Measuring Significant Difference on Students’ Speaking Skill
Average Score Taught using WSQA Strategy

A significant difference is found from testing students’ pretest to

posttest scores in experimental group using independent sample t-test. A

significant difference is found whenever the p-output was lower than a significant

difference at 0.05 level.

The result analysis measuring using independent sample t-test found

the p-output 0.038. It can be stated that there was a significant difference on

students’ speaking skill average scores taught using WSQA teaching strategy

since the p-output was lower than 0.05. The result analysis in measuring a

significant difference on students’ speaking skill taught using WSQA strategy was

figured out in table 25.

Table 25
Hypothesis Testing in Measuring Significant Difference
from Students’ Pretest to Posttest Scores in Experimental Group

Independent Sample T-Test

 50

T Df Sig. (2-tailed) Ho

WSQA teaching
2.124 29 0.038 Rejected
strategy

4.2 Interpretation

Based on the findings, some interpretations were made as follows.

First, result of normality test of students’ pretest and posttest scores in

experimental and control groups were higher than 0.05 (Basrowi, 2007:85 citied

in Holandyah, 2013:70). It can be interpretated that the students’ pretest and

posttest scores in experimental and control groups were categorized normal. Then,

result of homogeneity test of students’ pretest and posttest scores in experimental

and control groups were higher than 0.05 (Basrowi, 2007:85 citied in Holandyah,

2013:70). It can be interpretated that the students’ pretest and posttest scores in

experimental and control groups were categorized homogen.

Second, result of hypothesis testing using independent sample t-test

measuring a significant difference was found the p-output (0.038) lower than

(0.05). So that it can be interpretated, there was a significant difference from

students’ pretest to posttest scores in experimental group taught using WSQA

teaching strategy.

From the statement, it can be stated that WSQA teaching strategy could

increase the students’ improvement in speaking skill. It showed the use of

WSQA teaching strategy in speaking skill was very helpful for the students. It is
 51

relevant to Burges, in Larsen and Freeman, (2000:50) said that there are some

advantages of WSQA teaching strategy that can be applied in teaching speaking.

Those advantages are: (a) it helps intermediate learners to build accuracy and self-

confidence, and even for advanced students to develop communicative

competence. (b) he also recommends the breaking down of a class into smaller

group to maximise individual student talking time. (c) minimise the potential for

student loss of face. (d) speaking by using word sentence question answer, it can

makes students become motivated, their time and energy in class is well spent.
 52

BAB V

CONCLUSION AND SUGGESTIONS

In this chapter, it presents (1) conclusion, and (2) suggestions

5.1 Conclusion

Based on the findings and interpretation in previous chapter from two

hypothesis testings as follows.

First, result of hypothesis testing using independent sample t-test

measuring a significant difference was found the p-output (0.038) lower than

(0.05). So that it can be stated that there was a significant difference from

students’ pretest to posttest scores in experimental group taught using WSQA

teaching strategy. So, it can be concluded that Null Hypothesis (Ho) was rejected

and Alternative Hypothesis (Ha) was accepted.

5.2 Suggestions

Based on the study that has been done, the writer would like to give

some suggestions to the teachers of English, students and researcher.

 53

For the teachers of English and especially teachers of English at

SMAN 16 Palembang, it is expected to be more creative by using WSQA teaching

strategy. Besides, teachers of English is also expected to use various teaching

strategy in order to improve students’ speaking ability. It’s much better to apply

WSQA teaching strategy in teaching and learning process especially in teaching

speaking improvement.

For the students and especially the eleventh grade students of SMAN

16 Palembang, it is expected to do more practice their speaking skill, not only in

the school or classroom but also outside of the school or classroom. They also

should improve their knowledge how to speak English fluently and correctly,

especially vocabulary, pronunciation and fluency also all of the aspects in

speaking.

For the next researcher, this study can improve his English

knowledge, give him some experience of conducting an educational research and

the writer is also able to know which one the best strategy in teaching speaking

that can be easy received to the students. This study is also hoped to be useful and

helpful for other researchers as a source of material in conducting similar studies

and future studies.

 54

REFERENCES

Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktek.

Jakarta: PT Rineka Cipta.

Boarcas, Camelia. (2011). Developing Communication Skill in ESP through

WSQA. Buceresti: University of Constanta.
Retrieved from:
http://limbimoderne.ase.ro/publicatii/youth-on-the-move/pdf/01%20Boarc
as%20Camelia.pdf, Accessed on January, 14, 2013.

Brown, H.D. (2004). Language Assesment: Principles and Classroom Practice.

San Fransisco: Pearson Longman.

Bourke, James M. (2006). Designing a topic-based syllabus for young learner.

New York: Oxford University Press.

Creswell, John W. (2005). Educational Research. Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. New Jarsey Columbus:
Pearson Merrill Prentice Hall.

Fraenkel, Jack R and Norman E. Wallen. (2006). How to Design and Evaluate
Research in Education. New York: Mc Graw Hill.

Holandyah, Muhammad. (2013). How to Design a Quantitative Research for

Student of English Study Program. Palembang: Noer Fikri

Hermer, Jeremy. (2001) The Practice of English Language Teaching. New York:
Pearson Longman.

Hughes, Arthur. (1992). Testing for Language Teachers. New York: Cambridge
University Press.

Hatch, Evelyn and Anne Lazaraton. (1991). The Research Manual. Design and
Statistics for Applied Linguistics. Los Angeles: University of California.
 55

Kayi, Hayriye. (2001). Activities to Promote Speaking in a Second Laguage.

Retrieved from: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html,
Accessed on January, 4, 2013

Larsen, Diane and Freeman. (2000). Techniques and Principles in Language

Teaching. Oxford New York: Oxford University. Press. Retrieved from:
http://books.google.co.id/books?
id=iJ3Y_wkkwa8C&pg=PA49&dq=WORD+SENTENCE+QUESTION+
ANSWER+practice+books+in+DIALOGUE&hl=id#v=onepage&q=WOR
D%20SENTENCE%20QUESTION%20ANSWER%20practice%20books
%20in%20DIALOGUE&f=false. Accessed on February, 12, 2013

Murcia, Mariance Celce. (2001). Teaching English as a Second or Foreign

Language. Heinle and Heinle. Boston: Thomson Learning.

Nieminen, Gayla. et al. (2009). Foundation of Meaningful Educational

Assessment. New York: McGraw-Hill Higher Education

Manser, Martin H. (2010). Oxford Advanced Learner’s Dictionary. New York:

Oxford University Press.

Putri, Julensari Diga. (2009). Developing Speaking Skill of the Eighth Grade
Students of SMP Negeri 2 Palembang using Dialogues. Undergraduate
Thesis. Faculty of Teacher Training and Education. Sriwijaya University
Palembang.

Richards, Jack C. (2008). Teaching Listening and Speaking from Theory to

Practice. New York: Cambridge University Press.

Richards, Jack C and Renandya A Will. (2002). Methodology in Language

Teaching. New York: Cambridge University Press.

Ratnasari, Dwi. (2012). English Learning Strategies. Englisah Eduacation Study

Program Language Education Departement, Faculty of Teacher Training
and Eduaction, University of PGRI Palembang.

Sinaga, Tuasi. (2010). Improving Speaking Skill of the Students of Class IX/D
SMPN 51 by using the WSQA Teaching Strategy Palembang.
Undergraduate Thesis. Faculty of Teacher Training and Education.
Sriwijaya University Palembang.

Syakur. (1987). The Component of Speaking Ability.

Retrieved from: http://beddebah-haterulez.blogspot.com/2012/08/the-
components-of-speaking-ability.html
Accessed on February, 8, 2013.
 56

Saleh, Yuslizal. (1997). Methodology of TEFL in the Indonesian Context Book 1.

Palembang: Faculty of Teacher Training and Education Sriwijaya
University.

Young, Richard and Agnes Weiyun He. (1998). Talking and Testing. Discourse
Approaches to the Assessment of Oral Proficiency. Amsterdam:
University of Wisconsin-Madison
EXAMPLE OF DIALOGUE MATERIALS

1. Practice and complete the dialog using expression of relief.

A : You told me yesterday that you will have an English test.

B : Yes, That’s what makes me so nerveous
A : English is an easy subject, isn’t it? Why are you so nervous?
B : ...................................................
A : Let me lend you my note book.
B : ...................................................(expressing relief)
A : That’s ok.

2. Practice and complete the dialog using expression of embarrassment

A : Today is my bad day
B : Why? What’s wrong?
A : .................................................
B : Really? Are you ok?
A : I am fine, but I feel so .................. (expressing embarrassment)
because they laugh me loudly.
B : I think. It’s never mind. They just want to laugh you.

3. Practice and complete the dialog using expression of sadness

A : Yesterday, I had the English test in famous school.
B : What about your score then?
A : .............................(expressing sadness) because my score is still very lower
B : Don’t be sad. You have to keep on spirit and spirit.
 57

A : ...........................................

4. Practice and complete the dialog using expression of love

A : I heard you’re going out with Tony?
B : Yes, To be frank, I really ......................(expressing love) to death
A : You’re so lucky!
B : Why do you say that?

A : Why? Are you kidding me? A guy like him is hard to find. Few boys are
so caring, so patient, and, did I mention, he’s a hottie?
B : You rally think so?
A : Totally! I’m saying it from the bottom of my heart! And it’s obvious that
he’s head over heels in love with you, too.
B : ...............................!

5. Practice and complete the dialog using expression of anger

A : Why do you look emotional today?
B : Yeah, .............................................(expressing anger)
A : Why?
B : Well, my brother has already broken down my favorite vase.
A : I think, ..................................................

6. Practice and complete the dialog using expression of annoyance

A : Hi, bro, what are you doing?
B : I’m playing computer.
A : Playing what?
B : I’m playing Futera Football online.
A : Is it interesting?
 58

B : Yes.
A : How do you play it?
B : You make me sick with your question!
A : ............................................! I just ask you how to play it.
B : Not right now!
A : Please, I want to paly it too!
B : Oh my God! ..................................! (expressing annoyance)
A : Ok. I won’t ask you anymore.
B : That’s good. Get away from my nose!

7. Practice and complete the dialog using asking and giving opinion
A : I saw , you went to the market justnow.
Did you buy T-shirt that you ever said me?
B : Yes, I bought it. ................................................? (asking opinion)
A : Ou.............that’s your T-shirt.
.................................................................................(giving opinion)
B : You’re right. and it’s cheaper too.

8. Practice and complete the dialog using expression of satisfaction

A : I bring a newspaper that you want. ..............................................?
B : ..........................................(expressing satisfaction)
A : Why are you so happy? Was the newspaper one not suitable for you?
B : Yes, I prefer this newspaper. The information is more update and useable
for my study. Thank’s very much!

9. Practice and complete the dialog using expression of dissatisfaction

A : Guy, try you read the magazines. I got them from my friend.
B : ...................................! ............................(expressing dissatisfaction)
A : ........? ............................................?
B : No guy, because my teacher wants ten magazines, after that he will receive
it.
 59

10. Practice and complete the dialog using giving advice

A : Hi, bro!. Actually I want to go to the concert with you.
B : So..........................................................?
A : It’s not the concert problem, but I’m afraid I can’t. I have to stay at home
to babysit my little brother!
B : So, what shall we do?
A : ..................................................................(giving advice)
B : Ok, I don’t mind. I love all games anyway. I’ll be there at 8 O’clock.
See you!

11. Practice and complete the dialog using giving warning

A : We have to meet Mr.Rudi now to discuss our problem.
B : I’m sorry, I can’t. Can we meet him tomorrow?
A : Em........it’s ok, we meet him tomorrow.
B : ...............................................................! (giving warning)
A : Why?
B : I almost forget. He doesn’t want to be met tomorrow because he’s busy
with his study. What abot next week?
A : .........................

12. Practice and complete the dialog using fulfilling request

A : I heard justnow, you will go to the swimming pool today. Is it right, son?
B : ...........................................?
A : ................................................(fulfilling request)
B : Why, mom?
A : Because your sister asks you to be accompanied her to book store.
 60

B : Ok, mom.

ANSWER KEY

1. Practice and complete the dialog using expression of relief.

A : You told me yesterday that you will have an English test.

B : Yes, That’s what makes me so nerveous
A : English is an easy subject, isn’t it? Why are you so nervous?
B : Yes, but I missed some of the English classes
A : Let me lend you my note book.
B : I’m very relieved to hear that (expressing relief)
A : That’s ok.

2. Practice and complete the dialog using expression of embarrassment

A : Today is my bad day
B : Why? What’s wrong?
A : I fell down from motorcycle in front of Campus.
B : Really? Are you ok?
A : I am fine, but I feel so embarrassed (expressing embarrassment) because
they laugh me
B : I think. It’s never mind. They just want to laugh you.

3. Practice and complete the dialog using expression of sadness

A : Yesterday, I had the English test in famous school.
B : What about your score then?
A : I’m very sad (expressing sadness) because my score is still very lower.
B : Don’t be sad. You have to keep on spirit and spirit.
A : Yeah, Guy!
 61

4. Practice and complete the dialog using expression of love

A : I heard you’re going out with Tony?
B : Yes, To be frank, I really love him (expressing love) to death
A : You’re so lucky!
B : Why do you say that?
A : Why? Are you kidding me? A guy like him is hard to find. Few boys are
so caring, so patient, and, did I mention, he’s a hottie?
B : You rally think so?
A : Totally! I’m saying it from the bottom of my heart! And it’s obvious that
he’s head over heels in love with you, too.
B : Sure hope so!

5. Practice and complete the dialog using expression of anger

A : Why do you look emotional today?
B : Yeah, I am very angry to my brother (expressing anger)
A : Why?
B : Well, my brother has already broken down my favorite vase.
A : I think, it’s never mind you can buy or change it with the new vase.

6. Practice and complete the dialog using expression of annoyance

A : Hi, bro, what are you doing?
B : I’m playing computer.
A : Playing what?
B : I’m playing Futera Football online.
A : Is it interesting?
B : Yes.
A : How do you play it?
B : You make me sick with your question!
A : Calm down brother! I just ask you how to play it.
B : Not right now!
 62

A : Please, I want to paly it too!

B : Oh my God! You make me sad! (expressing annoyance)
A : Ok. I won’t ask you anymore.
B : That’s good. Get away from my nose!

7. Practice and complete the dialog using asking and giving opinion
A : I saw , you went to the market justnow.
Did you bought T-shirt that you ever said me?
B : Yes, I bought it. What do you think about my T- shirt which I wear now?
(asking opinion).
A : Ou.............that’s your T-shirt.
I think, it’s too classy. This cotton one is lighter and more attractive
(giving opinion).
B : You’re right. and it’s cheaper too.

8. Practice and complete the dialog using expression of satisfaction

A : I bring a newspaper that you want. What’s your feeling about it?
B : I’m so happy about it (expressing satisfaction).
A : Why are you so happy? Was the newspaper one not suitable for you?
B : Yes, I prefer this newspaper. The information is more update and useable
for my study. Thank’s very much!

9. Practice and complete the dialog using expression of dissatisfaction

A : Guy, try you read the magazines. I got them from my friend.
B : These magazines are not enough! I’m not satisfied yet
(expressing dissatisfaction).
A : Why? Aren’t four magazines better for you?
B : No guy, because my teacher wants ten magazines, after that he will receive
it.

10. Practice and complete the dialog using giving advice

 63

A : Hi, bro!. Actually I want to go to the concert with you.

B : So.....what’s wrong with yourself and the concert?
A : It’s not the concert problem, but I’m afraid I can’t. I have to stay at home
to babysit my little brother!
B : So, what shall we do?
A : Why don’t you come here and we can play video games
(giving advice).
B : Ok, I don’t mind. I love all games anyway. I’ll be there at 8 O’clock.
See you!

11. Practice and complete the dialog using giving warning

A : We have to meet Mr.Rudi now to discuss our problem.
B : I’m sorry, I can’t. Can we meet him tomorrow?
A : Em........it’s ok, we meet him tomorrow.
B : Oh, my God. Don’t meet him tomorrow (giving warning)!
A : Why?
B : I almost forget. He doesn’t want to be met tomorrow because he’s busy
with his study. What abot next week?
A : Ok, no problem.

12. Practice and complete the dialog using fulfilling request

A : I heard justnow, you will go to the swimming pool today. Is it right, son?
B : Yes, mom. May I go to there ?
A : Yes, of course, but don’t too long (fulfilling request).
B : Why, mom?
A : Because your sister asks you to be accompanied her to book store.
B : Ok, mom.