“ IMPROVING STUDENTS SPEAKING SKILLS BY USING ONE MINUTES TALK

TECHNIQUE”

Research Paper Proposal

Submitted to Fulfill Partial Fulfillment of the Requirement for Graduate

Degree in English Study Program

Created by:

Putri Malia

NIM : 208820300167

ENGLISH STUDY PROGRAM

TEACHERS TRAINING AND EDUCATION COLLAGE

OF SYEKH MANSHUR PANDEGLANG 2023

 TABLE OF CONTENTS

CHAPTER I .......................................................................................................... 1
A. Background of Problem ................................................................................ 1

B. Identification of The Problem ....................................................................... 2

C. Research Objectives....................................................................................... 3
D. The Objectif of Research ............................................................................... 3

E. The Uses of Research .................................................................................... 5

CHAPTER II .......................................................................................................... 7
A. Theoretical Review.......................................................................................... 7

1. The Concept of Speaking ............................................................................... 7

2. The Aspect of Speaking ………………............................................................ 8
3. The Strategies of Speaking ………….............................................................. 9

4. Student Learning Motivation ......................................................................... 11

5. Definition One Minutes Talk Technique ........................................................ 11
6. Concept One Minutes Talk Technique .......................................................... 12

7. The Advantages of One Minute Talk Technique .......................................... 13

8. The Application One Minute Talk Technique ................................................ 14
B. Relevant Resereach..........................................................................………... 14

C. Theoretical Framework .................................................................................. 16

D. Hypothesis ...................................................................................................... 17
CHAPTER III....................................................................................................... .. 18
A. Objective of The Resereach........................................................................... 18
B. Place and Time of Resereach........................................................................ 19

C. Resereach Method and Design..................................................................... 18

D. Population and Sampling.............................................................................. 21
E. Data Collecting Technique............................................................................. 22

F. Resereach Instrument..................................................................................... 22
G. Resereach Instrument Testing....................................................................... 23
H. Technique of data analysis............................................................................ 25
I. Statistic Hypotesys.......................................................................................... 27
REFERENCES .................................................................................................... 28

CHAPTER I

INTRODUCTION

A. Background Of Problem

Speaking English is an activity to explain someone in a certain situation or an

activity to report something. English is a language that is quite important to know

at this time, especially for students who are still at the lower level, but this lesson

will be more focused on junior high school students where there are already

lessons in grammar, analysis and others, making good English students must be

applied at school, especially for speaking, not only at school, speaking English is

often applied among all environments, junior high school students often consider

English very difficult, especially the learning that is applied is not effective which

makes it difficult for students to practice in everyday life, for this problem I want to

apply a method to develop English speaking skills in students to be more stable in

speaking English.

In this case, mastery of vocabulary is also very influential, Vocabulary itself is

a collection of words that are understood in a particular language. Vocabulary is a

vocabulary owned by a person or other entity, or is part of a particular language.

Vocabulary refers to all the words in a language that are understood by a particular

person or group of people. Vocabulary serves as a useful and fundamental tool

 for communication and acquiring knowledge. Vocabulary is very important in

speaking because it is the vocabulary used to convey messages effectively and

precisely. The more vocabulary one has, the easier it is to express ideas and

opinions fluently and easily understood by the listener. Vocabulary also helps in

writing sentences and understanding the meaning of words. Therefore, it is

important to increase vocabulary by reading books, articles, and news, as well as

practicing speaking with others to improve speaking skills. the addition of

vocabulary also often occurs every time in the language learning process. the

method applied is one minute talk technique, the goal is that students can get used

to expressing ideas in English, no longer nervous and fluent as learning is applied.

B. Identification of The Problem

The following is the formulation of the problem that will be analyzed in the

research.

1. Students are afraid to speak English because of lack of confidence.

2. Students have difficulty producing English sentences because they are not

used to using them in lessons and daily activities, which greatly affects their

performance when doing more extensive things.

3. Students are not interested in speaking English during English lessons or

outside of them. or outside of it.

4. Vocabulary is still narrow because there is no encouragement that should be

obtained in learning or from out-of-school experiences.

From some of these problems there must be things that must be done

by teachers and researchers, research is carried out so as not to be trapped

by data, therefore this research will be carried out subjectively so that the

results obtained are more concise and precise, the research will be conducted
 at mts nurul hidayah kp. Cilaja, the source of information will be obtained from

8th grade Mts students, eighth grade students usually already have a pretty

good foundation in speaking English, because they have learned some

material in grade 8, this makes the process go well when the research is carried

out. This research will focus on "improving students speaking skills by using

one minute talk technique" whose main object is high school students learning

to speak English using the one minutes talk method whatever is in their ideas,

each student must have their own views so this method does not limit, it will

just be a theme that is determined, so that the results obtained can be relevant.

C. Research Objectives

1. Introducing and practicing it right away.

2. So that students are no longer afraid to speak English.

3. Make it easier for students to full fill their needs in daily activities and get a

job.

4. Students can get into the habit of this technique which can improve over

time.

5. Increasing the use of vocabulary in students, this method gives the effect of

curiosity with that students will process more vocabulary and it is a good

thing in learning and daily activities that they live.

D. The Objective of Research

This study aims to evaluate and analyses the ability to speak English in

class VII students at MTs Tabiatul Islamiyah Nurul Hida, here are some points

related to the objectives of this study.

1. 1. Analysis, students are able to analyze an image and describe an image

that will be used as an intermediate medium in learning takes place, this

analysis ability will be very influential in learning because each student has

different analytical abilities. the advantage of learning analysis is that it

increases understanding: Through analysis, students can understand a

topic or data more clearly, making it easier for them to understand the

concepts taught, and as curriculum and learning media development:

Student needs analysis is important in curriculum and learning media

development, as it can help teachers identify potential barriers or

inequalities in learning. Thus, analysis has a very important role in helping

students understand, develop themselves, and adapt learning to their

individual needs.

2. Vocabulary development, Vocabulary itself is a collection of words

understood in a particular language. Vocabulary is the vocabulary

possessed by a person or other entity, or is part of a particular language.

Vocabulary refers to all the words in a language that are understood by a

particular person or group of people. Vocabulary serves as a useful and

fundamental tool for communication and acquiring knowledge. The addition

of vocabulary also happens all the time in the language learning process.

To describe something students must master some relevant vocabulary,

with this technique students will exchange ideas and channel ideas with

each other, not only for learning, expanding their own vocabulary is very

useful for everyday life, students who are already willing to memorize and

look for their own vocabulary for a grade then this method is already in the

category of learning techniques.

 3. Cooperation Group work is an activity carried out by a group of people to

achieve a common goal. In group work, each group member has their own

roles and responsibilities to achieve the set goals. Group work can be done

in various fields, such as in vocabulary development projects for children,

group discussions on English vocabulary, daily vocabulary in groups to

describe pictures, grouping English vocabulary that is mispronounced by

students. Group work has benefits, such as improving social skills,

communication skills, problem-solving skills and increasing knowledge.

This technique will give you the experience of speaking in English as a

group for one minute. For the teacher, it can be feedback on the success of

his/her teaching process. For the school, this kind of technique can improve

students' abilities which will support the quality of the school.

This technique will give you a one-minute experience of speaking in

English individually. For the teacher, it can be a feedback on the success of

his/her teaching process. For the school, this kind of technique can improve

students' abilities which will support the quality of the school.

E. The Uses of Research

1. Improve students' ability to speak English.

2. Making it easier for students to meet the needs of work, nowadays there are

many companies that require their employees to be proficient in English, it

does not rule out the possibility that this advantage can be applied

anywhere, at school it makes it easier to learn, in everyday life it makes it

easier in any case such as understanding instructions in English, and most

importantly for a job, this is an added value for someone who is proficient in

English.
3. Students can get used to the habit of this technique which can increase over

time, if students are already interested in something especially about useful

learning they will usually dig deeper, if this is applied then students will

improve in terms of speaking and additional vocabulary and broader

insights, making this technique able to encourage students to be more

active.

The purpose of this study is to improve the quality of students in

speaking and increase student vocabulary, especially now that in Indonesia

English has become a second language that must be known, why is that?

Because many jobs even when applying for a job must use English, even

any instructions already use English, therefore this research was conducted

in order to make it easier for students to get a job or other socialization. The

ultimate goal of this technique is that students are able to express ideas

within one minute without looking at the book as well as cooperation

between the students.

 CHAPTER II

RESEARCH MEYHODOLOGY

A. Theoretical review

1. Concept of Speaking Skills

Speaking is a daily activity in language where we communicate with

each other with a specific purpose where each other understands what

will be done, Mulgrave (Tarigan, 2008: 16) says that speaking is a tool to

communicate ideas that are arranged and developed according to the

needs of the listener or listener. Using the correct pattern is needed in

speaking to meet these needs we must hone our skills when speaking.

In the Big Indonesian Dictionary (Depdiknas, 2008: 196) it is written

that speaking is "saying, conversing, speaking or giving birth to opinions

(with words, writing, etc.) or conferring". To express a thought in a

discussion, of course speaking is used as a tool to tell others what we

think.

Similarly, according to Agus Setyonegoro (2013) speaking is an

activity of creative expression involving various limbs. In speaking, the

limbs spontaneously play a role in expressing and emphasizing the

meaning of the conversation. Making eye contact or signaling something

through the limbs is also an implied speech.

In this aspect vocabulary is very important, from this student can

express ideas and describe something well, vocabulary itself can be

obtained from any aspect, therefore this method is very helpful because it

is done in groups where students can get new information from each other

during learning, this can increase vocabulary for each student itself.
 The above statement shows that speaking is a diversity in

expressing something, speaking itself is very broad in expression and

meaning or meaning, speaking skills are obtained from any environment

family, school, workplace even when we are outside of it, to hone these

skills "one minute talk technique" is very influential in improving one's

skills.

2. Aspects of Speaking Skills

a. Pronunciations

Fraser (1999) states that pronunciation is a very important part of

teaching English. Because pronunciation has articulation where

that part is important in speaking so that speech is easy to

understand, this makes the basis after we know the meaning of a

word, pronunciation itself occurs naturally and is learned, making

pronunciation itself an important basis in speaking, clear and good

pronunciation is also a person's value in speaking.

b. Vocabulary

Vocabulary is an ingredient in building language and is a unit in the

meaning of language and plays a very important role in language

learning. (Cameroon in Alqahtani, 2015: 22) to build language, it is

necessary to study and memorize more actively in order to have

more vocabulary, because the more vocabulary we memorize the

easier it is to express ideas and more contrast, this way speaking

will be easier to do.

 c. Grammar

The grammar of a language is the set of rules that govern its

structure in a sentence. Grammar determines how words are

arranged to form meaningful units. Grammar is also often known

as a formula, where we can know what to use at a certain time,

grammar itself has 16 tenses to use depending on the discussion

and time.

From the discussion above, we can see that to deepen

speaking skills, there are several important aspects, namely

pronunciation, vocabulary and grammar. These aspects have

been learned from the beginning of learning, the initial level of

learning to collect new vocabulary in English, the word is spoken

where we must have good pronunciation skills, so that the word

is clear and easy to understand, for grammar itself, learned at an

advanced level because it requires simple analysis and others,

these aspects play a role in this discussion to make it easier for

someone to improve speaking skills.

3. Strategies in speaking

Good speaking skills require serious practice. According to sayid

Muhammad 2021, this statement is very related to this material, practice

must be done in learning, especially speaking English requires practice,

with a strategy in the plan it can facilitate learning to run smoothly, the

strategy itself must be based on a thoughtful way, where whether it will

affect or not, in the strategy itself there are ways and explanations that will
be done, the teacher is one of the components in the education system

whose role is very important.

Teachers can be said to be the driving force of the learning process,

especially those that occur within the scope of the school (Mariana Ulfah

Hoesny, Rita Darmayanti, 2020), in learning takes place researchers must

be active and provide encouragement, and explain what will be done so

that practice with this technique can be done clearly and smoothly, the

preparation of researchers is very influential, therefore, there must be prior

preparation before doing practice. Student activeness is one of the

indicators that is very influential in the learning process in the classroom.

Student activeness is the most important part of teaching and learning

activities (Sinar 2018).

Here are some related aspects:

1) Discussion

This strategy is the beginning of a practice, students can discuss

with fellow students or researchers to discuss how learning is done,

besides that in the discussion students can ask questions and give

opinions, this way is very good to do because it can add insight from

exchanging ideas in learning, which is a good influence and improve

speaking skills which is our goal.

2) Storytelling

This method is very related to this technique, storytelling can be

through experience or essay, storytelling releases a lot of words which

is good for this material, as will be done in this technique, students will
 be asked to tell a topic that will be given, the topic must be relevant

and not deviate from the topic.

4. Student Learning Motivation

According to Ainurrahman (2012) student learning activities that

are driven by learning motivation are a sign that students already have an

awareness within themselves to learn seriously, for this encouragement

as a researcher must provide a good statement or view so that students

want to learn, the encouragement can be in the form of experiences that

are told and the benefits that will be obtained, to get encouragement

requires learning that is interesting and easy to do, so that students want

to learn and are interested because it is considered useful for everyday

life.

5. Definition of One Minute Talk Technique

One minute talk technique is a technique used to develop a

person's speaking, this technique has been widely used by several people

so that the ability to speak becomes increased, in this technique students

will come forward then the researcher will provide a topic and the student

will define the topic using English without looking at any notes. According

to Gayathri (2016), using one-minute talks can help students to develop

confidence by challenging them to speak fluently and confidently. If there

is already a determination then the student will have good potential in

English proficiency, if it has instilled this sense students are usually curious

and continue to repeat to get better at speaking English, encouragement

in this technique needs to be applied, besides being easy to do it is also

fun, like a game wrapped into useful learning.

6. Concept of One Minute Talk Technique

One minute talk can be used by teachers in lessons, this technique

is used so that students want and get used to speaking English, why is

that, because there are some students who are actually good at English,

it's just that they hesitate to express it, this technique encourages students

to be more confident and more courageous, using this technique is very

easy, the researcher will provide a topic and then students explain or

describe the topic, students will express their ideas without a note, and

will be given one minute to express it, in that one minute students are

prohibited from repeating, because the short time is very inefficient if there

is repetition, choosing this short time also has a meaning, where students

can practice again because this is light learning, with feelings like that will

make students get used to and proficient in English.

This technique is the same as a game because there are

challenges and fun, this challenge is also good for students to continue to

get the vocabulary that has been learned, so that it can improve students

in speaking English. This concept is also carried out by a BBC radio station

Just Minute (JAM), namely "one minute talk" this concept is used by the

radio with the content where the speaker answers questions, games and

expresses opinions with only one minute, this technique also gives the

impression that the answer is more natural and clear, if this is applied in

learning it is very helpful for students to hone their skills more deeply, in

order to speak clearly, because only a little time is given, then the student

must issue ideas that are directly to the point, or related to the topic, as

this technique is done in learning.

7. The Advantages of One Minutes Talk

In this technique has several advantages that will be obtained

1. Improving English speaking

With this technique can improve the speaking ability of students where

there is encouragement to want to express their ideas, students who

are willing to try will usually repeat this if they feel interested, this

simple technique is deliberately used so as not to burden students too

much for learning to take place.

2. Developing ideas

Because it contains a challenge where it is forbidden to use repetitive

words, so students inevitably think to find new vocabulary, this action

is very good for students in addition to getting a lot of new vocabulary

can also improve speaking in English, this itself is a good value for

students, and will be useful in the future.

3. Increases self-confidence

If you are used to simple techniques, students will feel more

comfortable because it does not burden the lesson. Students will

usually feel left out if they immediately accept a difficult challenge,

something that is difficult to do can affect a person's confidence, so

simple techniques are done so that students are still willing and able

to carry it out.
 8. The application of one minute talk in English teaching at school

1. Setting

The researcher will divide groups of three students each to come

forward, although in groups this technique will be carried out together

with the concept of cooperation / collaboration.

2. Preparing the topic

This topic can be anything that has been prepared by the researcher

and given to students, the topic is asked to be described by students,

namely cats, nature, and heroes.

3. Media preparation

The media used is in the form of images, images as visuals that will

be applied as intermediaries in learning, the following are images or

which will be the topic to be explained.

4. Rules

Students will get one topic each, after getting a topic that is randomly

obtained, students will describe the picture, the time provided is one

minute and it is forbidden to use repetition as a challenge, within one

minute student can freely express it as long as it does not go out of

topic.

B. Relevant Research

1. IMPROVING STUDENTS SPEAKING SKILLS BY USING ONE MINUTE

TALK TECHNIQUE (A Classroom Action Research at the Eight Grade

Student of SMP Negeri 1 Ngabang In Academic Year 2022/2023) This

research uses the one minute talk technique method using quantitative,
 this research explains that the technique used is very helpful in improving

students' speaking skills, because students show progress in each cycle.

2. 2. THE IMPLEMENTATION OF ONE MINUTE TALK TECHNIQUE TO

IMPROVE SPEAKING SKILL IN DESCRIPTIVE TEXT AT 7TH GRADE IN

SMP 1 JUWANA English Teaching, Literature, and Linguistics (ETERNAL)

Conference ISSN: 2828-7193Universitas PGRI Semarang, Faculty of

Language and Arts Education, English Education Study ProgramMarch 18,

2023 This study used one talk minute as the inspiration for the method,

and the inspiration was obtained through a radio, this quantitative research

found that this technique was effective enough to improve student

speaking. With the final data, the speaking ability of descriptive text of

students taught with and without One Minute Talk approach was

equivalent. After comparing the t-test score with the t-table score, the

researcher found that 11.24 > 2.042, which means that the t-test is valid.
C. Theoretical Framework

Subyek
1. Menggunakan Teknik yang sudah
MTs Tabiatul dilakukan oleh peneliti terdahulu.
Nurul Hida 2. Melatih berbicara siswa melalui media
yang di sediakan.
3. Melatih ingatan dalam mengumpulkan
Permasalahan kata berupa Bahasa inggris (vocabulary).
4. Pembelajaran yang seru karena berupa
Keterampilan tantangan.
berbicara 5. Siswa mendeskripsikan sebuah gambar
siswa yang dengan satu menit.
lemah

Produk

Metode Media gambar

One minute talk
technique

Outcome

1. Siswa memiliki keterampilan berbicara

a. Aspek kebahasaan
• Mengeluarkan ide tanpa melihat buku
• Kosa kata yang meningkat
• Mengingat yang meningkat
• cepat dalam mengeluarkan ide
• meningkatkan kosa kata
b. Aspek non kebahasaan
• Meningkatkan kepercayaan diri
• Keberanian saat mengeluarkan pendapat
• Penyampaian yang dilakukan didepan siswa
lain
• Memiliki tantangan tersendiri saat
pembelajaran.
D. Research Hypothesis

1. What is the preliminary study to develop one minute talk as a classroom

learning method?

2. What is the feasibility of developing one minute talk as a student learning

media according to materials and learning practitioners?

3. What is the efficiency of one minute talk technique in improving students'

learning skills?
 CHAPTER III

A. Objectives of The Research

This research was conducted none other than to find out the students'

English speaking skills and improve, to improve these skills there will be a

method that will be used, namely the one minute talk technique, this technique

has been widely used, there is even social media that uses this technique as a

content filler, this learning is certainly very good to do as research material and

to improve these abilities this research is carried out to find out whether there

is a change or not, whether it is valid or not will be seen when conducting

research.

For the sample taken, using students with level eight is very suitable in

education to receive English language learning at an early level. According to

Dwi Yunita (2017) Education is essentially an effort to develop all student

potential through the development of talents, interests and engineering

conducive learning environment conditions, therefore MTs students are usually

excited when trying something new, because for students of that age,

experience is a very fun thing and must be tried.

B. Place and Time of The Research

This research was conducted at MTs Tabiatul Islamiyah Nurul Hida

located in kp. Cilaja kec. Majasari kab. Pandeglang, for the intended class is

eighth grade students, the school is very suitable for conducting research,

because it is in an area that still rarely uses English in daily communication,

even so MTs usually pay attention to foreign languages, namely Arabic and

English, the school has more than one subject for foreign languages, this is
 very good in conducting research, because students already understand

English.

C. Research Method and Design

1. Plan

This stage is the first step in a research, according to the KBBI a plan is

something that is still unclear or a framework for something that will be done,

a plan is also where the researcher considers what will be done, this plan

requires an understanding and can be made into writings, lists things to be

done, list: the researcher is present in the eighth grade at the MTs Tabiatul

Islamiyah Nurul school, the presence of these two parties must be there for

the smooth running of the research, if the initial stages have been fulfilled,

the researcher brings the lesson plan and teaching materials, such as the

media that will be used and so on, research take place according to student

class hours to make it more comfortable, learning is carried out using the

one minute talk technique as this research was made, record the results

according to relevant methods and assessments according to experts.

2. Acting

Parts or Steps in implementing the learning, this research was carried

out twice, the researcher entered the room at 08.00-09.30 according to the

class schedule, the researcher took attendance of the students present,

then the researcher explained the material, namely the descriptive text,

briefly first because the researcher would ask the students about this.

whether there is anything they know about the material or not, if they already

understand the material, the researcher will divide into groups, each group
 consisting of 3 students, the researcher will apply the material using the one

minutes talk technique.

The researcher gives an example of how to use this technique, namely

students will be given a picture that will be described, to convey this

description students are prohibited from using any text and the time given

is one minute, it is prohibited to use repetitive words when speaking, when

giving examples the researcher must provide a correct attitude. enthusiasm

so that learning takes place more lively, this is also good group collaboration

between students.

3. Observation

At the first meeting the researcher collaborated with the teacher, using

class material with techniques that we will use during learning, the teacher

introduced the researcher to the students and explained the reasons and

objectives for using this class, then the researcher introduced himself and

provided some information about himself, as well as the reasons and why

he came, the researcher explains the material and its sub-subs, not

forgetting the techniques that will be applied, at the next meeting the

researcher will calculate and get the results of the research.

a. Student performance

Students pay attention to the researcher when explaining the

material. When learning takes place, students enthusiastically

participate in learning enthusiastically because the learning style is

somewhat different from usual, this method is also part of games, where

if it is related to games students will be more enthusiastic, students who

have paid attention to the material and methods what kind of group work,
 students will practice according to instructions and their respective

groups, mutual cooperation between students in this technique is very

good for building characteristics and cooperation.

The researcher will provide random pictures and then each group

describes the picture in turn, with existing rules, students work together

to find relevant words or sentences, are prohibited from using repeated

words and are not allowed to use notes, student reflections will emerge

naturally from what he knows, this makes it a good method to improve

student reflection.

b. Researcher performance

If the researcher has provided material and examples, he will make

observations and collect values to be processed into data and the data

will be calculated to find out whether the final results meet the objectives

or not.

4. Reflection

The research was carried out in 2 cycles, where the first cycle was applied

as a start to find out the extent of students' understanding of the material

and techniques, the 2nd or final cycle was to find out the final results, in the

first cycle some students had not improved in their speaking skills, so cycle

2 provided time for researchers to plan, act, observe and reflect, regarding

this problem it can be concluded by teachers and researchers that there are

several points that must be reviewed, namely in cycle 2.

D. Population and Sampling

The subjects of this research were eighth grade students at MTs Tabiatul

Islamiyah Nurul Hida for the 2023/2024 academic year. Based on the
 observations of one of the students, there were several students who were not

good at expressing their feelings, or those who understood English but had

difficulty pronouncing it. This problem made children afraid to express their

feelings. idea, not only that, some students are also embarrassed to speak in

front of the class, because it is relevant to the technique that will be presented,

even though being in a group will help little by little to grow students' courage.

From this problem the selection of eighth grade students was selected as a

sample, the class consisted of 31 students.

1 Man 14

2 Women 17

Total 31

E. Data Collecting Technique

Data collection techniques are used using experimental quantitative

techniques, observations are carried out during learning using the one minute

talk technique, the data taken from the test is from the spoken vocabulary, there

will be several clues and these clues have value as an assessment taken

F. Research Instrument

1. Vocabulary mastery (x): is the dependent variable that measures the extent

to which students know and remember words and how students convey

them spontaneously after learning the one minutes talk technique.

 2. One Minute talk Technique (Y): Is an independent variable that represents

a learning method based on periodic repetition and recall to improve

students' speaking and vocabulary mastery.

Applying the one minutes technique (Y) will have a positive influence on

vocabulary mastery (X)

• Hypothesis: students who consistently apply the one minutes talk

technique will experience a significant increase in vocabulary

mastery and become more fluent in speaking

Supporting Factors

1. Student Motivation (Z): This factor can affect the extent to which

students apply the one minutes talk technique, students who

have high intrinsic motivation tend to be more active and

consistent in learning.

2. Consistent Application (W): is a variable that reflects the extent

to which students perform the one minute talk technique regularly

and in accordance with the guidelines given, this consistency can

affect the effectiveness of this technique in the long run.

G. Research Instruments Testing

1.
 Describe the image

1. Animals

2. Cats

3. Funny

4. Hairy

5. Carnivorous

2.

Describe the image

1. Hero

2. Female

3. Educate

4. Struggle

5. Brave

3.
 Describe the image

1. Natural

2. Views

3. Mountains

4. River

5. Beautiful

Based on the explanation above, it has been explained that each picture

contains several clues as an assessment, clues consisting of 5 where each

point is given a value of 2.

H. Technique of Data Analysis

1. Descriptive analysis

• Descriptive statistics: this method is used to summarize and describe

data obtained from respondents related to mastery of English vocabulary

before and after using one minute talk technique.

• Data center metering: this measurement takes into account the mean,

median and mode values of the Data set.

• Measurement of data distribution, through quartile standard deviations

and value ranges to understand data distribution.

2. Hypothesis Test

• Independent Samples T-test: Assesses the significant difference

between the average mastery of English vocabulary before and after the

application of the ones minute talk technique.

 • Correlation Test: Analyzing whether there is a relationship between the

frequency of application of the ones minute talk technique and the

improvement of mastery of English vocabulary.

3. Regression Analysis

• Simple Linear Regression: Measuring how much influence the

independent variable (the use of one minute talk technique) has on the

dependent variable (mastery of English vocabulary).

• Multiple Regression: If relevant, can consider the influence of other

variables such as study time, motivation, or other factors on language

acquisition outcomes.

4. Qualitative Analysis (If required)

Content Analysis: If there is data from interviews or observations,

content analysis can be used to extract emerging patterns related to

students' experiences with the one minutes talk technique.

5. Data Processing

Statistical Software: Using statistical programs such as SPSS, R, or

Excel to manage data, calculate descriptive statistics, and perform

hypothesis testing or regression analysis

6. Interpretation of Results

Relating Results to Research Objectives: Interpreting the results of the

analysis with respect to the research objectives and relating them to the

findings that have been expressed in the relevant literature.

 7. Conclusions and Recommendations

• Conclusions: Summarizes the findings based on the data analysis against

the research questions.

• Recommendations: Provide suggestions or recommendations based on the

findings for the development of one minute talk technique in English

language learning.

I. Statistic Hypothesis

Obviously, a statistical hypothesis is a conjecture or prediction that wants to be

tested in research. In this context, to test the effect of using one speaking ability

and minute talk technique of mastering English vocabulary of grade VIII

students in MTs Tabiatul Islamiyah Nurul Hida, statistical hypotheses that can

be proposed are:

1. Null Hypothesis (H0)

There was no significant effect between the use of one minute talk technique

about the ability to speak and master English vocabulary of grade VIII

students at MTs Tabiatul Islamiyah Nurul Hida.

2. Alternative Hypothesis (H1)

There is a significant influence between the use of one minute talk technique

on speaking skills and mastery of English vocabulary of grade X students in

MTs Tabiatul Islamiyah Nurul Hida.

In statistical analysis, the null hypothesis (H0) usually states that there are

no effect or no significant difference between the variables tested,

while the alternative hypothesis (H1) states that there are significant

differences or effects that the study wants to prove. In this context, the study
will aim to test whether the use of one minute talk technique has a significant

impact on the mastery of English vocabulary of grade VII students

in MTs Tabiatul Islamiyah Nurul Hida.