THE APPLICATION OF EVERY ONE IS A TEACHER HERE

AS A LEARNING STRATEGY IN TEACHINGSPEAKING

TO THE TENTH YEAR STUDENTS OF MADRASAH ALIYAH
DDI TELLU LIMPOE SIDRAP

A Thesis
Submitted to the English Language Education Department,
Graduate Program of Universitas Muhammadiyah Parepare
In part of fulfillment of the requirements for the Degree
Of Magister Pendidikan (M.Pd)

by
NUR ASIZA
212 300 012

ENGLISH LANGUAGE EDUCATION DEPARTENT

GRADUATE PROGRAM
UNIVERSITAS MUHAMMADIYAH PAREPARE
2014

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APPROVAL FORM
As the supervisor, We have read thoroughly and critically commented on the
following thesis wtitten by Nur Asiza/212 300 012.

THE APPLICATION OF EVERYONE IS A TEACHER HERE AS A LEARNING

STRATEGY IN TEACHING SPEAKING AT THE TENTH YEAR STUDENTS OF
MADRASAH ALIYAH DDI TELLU LIMPOE SIDRAP.

Based on our evaluation, and to the best of our knowledge, we agree that this research
proposal is ready for Thesis Examination.

First Supervisor,

Second Supervisor,

Dr. H. Bahrun Amin, M. Hum

date:

Ammang Latifa, S.Pd, M. Hum

date:

Approved by
Director of PPs UMPAR

The head of ELE Program

Prof.Dr.H.Muhammad Siri Dangnga, M.S.

Siti Hajar,S,S., S.Pd., M.Hum

date:

date:

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DECLARATION
This thesis contains no material which has been accepted for the
award of any other degree or diploma in any other university and, to the best
of the candidates knowledge and belief, this thesis contains no material
previously published or written by another person, except where due
reference is made in the text of the thesis.
If the above-mentioned materials are found in this thesis, I agree that
the university can take legal action to cancel the conferment of my degree.

Parepare, 08 Agustus2014

(NUR ASIZA)

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ACKNOWLEDMENT

Alhamdulillahi Rabbil Alamin, the researcher would like to express her

highest gratitude to Allah SWT who has given the greatest guidance and
blessing to complete this thesis. Salam and sholawat always sent to our
prophet Muhammad SAW, who brought us from the darknes to the lightness.
The researcher realizes that this thesis would never be completed
without the guidance, assistance, and support from many people. Therefore,
the researcher would like to express her deepest gratitude to the following
individual:
1. This thesis is dedicated to the researchers beloved parents, H.
Syarifuddin and Rohani, her lovely husband and her son, Muhammad
Irwan, S.Pd.I., M.Pd.I., and Rayyaan,who have kept their care, support,
and pray until this time.
2. Her special thanks also goes to Muhammad Siri Dangnga,Prof.DR.M.S.
as the Director of Graduate Program of UMPAR, andH.A.M.Arafah
Madjid, Drs.,S.E.,M.Si., as the Vice Director of Graduate Program of
UMPAR for sharing their knowledge.
3. She also address her greatest thanks to Syarifuddin, DR., M.S. as Rektor
of UMPAR Parepare, SittiHajar,S.S.,S.Pd.,M.Hum as the head of ELE
Department of Post Graduate Program of UMPAR, and all the lecturers

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and staff of Post Graduate Program of UMPAR that She cant mention
one by one for their support.
4. Thank you to H. Bahrun, DR., M. Hum. as the first consultant and
Ammang Latifa, S. Pd, M. Hum as the second consultant, St. Rafiah Nur,
Dra., M.Hum, Irvan Al-Rajab S.Pd., M.Hum,Amaludddin, DR., Drs.,
M.Hum and Hakim Yassi, Prof. Dr., Tesol, MA, as examiner who have
given their time to give a lot of valuable advices and guidance to the
researcher in writing her thesis.
5. The researcher also expresses her deepest gratitude to Ali Rahim, DR.,
S. Ag., M.Ag. as a Headmaster, Farid Wajdi, S.Pd.I., as English Teacher
and to the tenth year students of Madrasah Aliyah DDI Tellu Limpoe who
allow her did this research.
6. The researcher would like to express her thank you to herFriends Bunda
Syamsiah, Wahyuni, Zakiah Syamsu, Indopatang, Sianna, Mbak Icha,
Effran, Haris, Yustina, Wahyuniar, Ummu Hani, Fatma, Rani, Sri
Mulianah, M.Pd., Ilhamah Felayati Rustan, S.Ps.I, Muhlis, S.Pd.I and Ali
Rahman M.Pd. Thank you for your support. Wish you lucked in the future
friends.
7. Huge Thanks to the researchers family: her mother in law Hj. Diana, her
father in law, H. Sulaiman, her brothers and sister in law, Yulianti
Sulaiman, Ilham, Kasma and Muhammad Abduh, S.E. Thank you for

iv

giving the researcher a great support. And big thanks to her lovely
brothers and sister Nur Jannah, A.Md. Keb, Misbah, Hasyim, and Fahri,
thank a lot who has given her a great support and pray in completing her
thesis.
Finally the researcher offers her deepest thanks and apologizes to all
the people thank you forpray, support, suggestion, and ideas in completing
this thesis.
Billahi Fisabililhaq Fastabiqul Khaerat.

Parepare, 8 Agustus 2014

The researcher,

Nur Asiza
NIM. 212300012

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ABSTRACT
NUR ASIZA. The Application Of Everyone Is A Teacher Here As A
Learning Strategy In Teaching Speaking to The Tenth Year Students Of
Madrasah Aliyah DDI Tellu Limpoe Sidrap, supervised by Bahrun Amin and
Ammang Latifa.
This research aimed to gain the information about the students
speaking of Madrasah Aliyah DDI Tellu Limpoe Sidrap before and after
applicate everyone is a teacher here strategy.
This research was carried out at the tenth year students of Madrasah
Aliyah DDI Tellu Limpoe Sidrap. The researcher applied quasi-experimental
design, with two group pre-test and post-test class. The sample was using
saturation sampling. The data were analyzed into percentage to find the
average of the presence of the speaking test; the result of speaking test was
tabulated and analyzed.
Based on the data analysis showed that : 1)The students speaking
ability before using everyone is a teacher here strategy was still low, it could
be seen by the mean score was 3.17 of experimental class; 2)The students
speaking ability after using everyone is a teacher here strategy improved
significantly, it could be seen by the mean score was 4.52 of experimental
class; 3) After analyzing the data by using the test formula, the result of t-test
value in post-test was s and t-table value was. It means that the t-test value
(4.683) was higher than t-table value (2.021). Those indicate that H1 was
accepted and H0 was rejected and the students who were taught through
application of everyone is a teacher here are better than the students who
were taught through the power of two strategy.
Keywords: Everyone Is A Teacher Here Strategy, Speaking, Students.

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ABSTRAK
NUR ASIZA. PengaplikasianSetiap Orang adalah Guru di Sinisebagai
Salah Satu Strategi Belajar dalam Pengajaran Berbicara Bahasa Inggris di
Kelas Sepuluh Madrasah Aliyah DDI Tellu Limpoe Sidrap, dibimbing oleh
Bahrun Amin dan Ammang Latifa.
Penelitian ini bertujuan untuk mengetahui kemampuan berbicara
Bahasa Inggris siswa Madrasah Aliyah DDI Tellu Limpoe Sidrap sebelum dan
sesudah pengaplikasian strategi setiap orang adalah guru di sini.
Penelitian ini dilaksanakan di kelas sepuluh di Madrasah aliyah DDI
tellu Limpoe Sidrap, dengan rancangan penelitian quasi-experiment yang
terdiri dari dua kelas pre dan post-test. Sampel yang digunakan adalah
sampel jenuh. Data dianalisa dalam bentuk persentase untuk memperoleh
nilai rata-rata dari tes lisan; hasil tes ditabulasikan dan dianalisa.
Berdasarkan analisis data ditemukan bahwa : 1) Kemampuan
berbicara siswa sebelum menggunakan strategi setiap orang adalah guru di
sini masih rendah, ini bisa dilihat dari rata-rata 3.17 pada kelas experiment; 2)
Kemampuan berbicara siswa setelah menggunakan strategi setiap orang
adalah guru di sini mengalami peningkatan dengan rata-rata 4.52; 3) Setelah
menggunakan teknik analisis data dengan uji-t. Hasil penelitian menunjukkan
kemampuan berbicara Bahasa Inggris siswa yang menggunakan strategi
setiap orang adalah gurudi sini dengan nilai 4.683 lebih tinggi daripada nilai ttable yaitu 2.021. ini menunjukkan bahwa alternative hypothesis (H1) diterima
dan (H0) ditolakdan siswa yang diajar dengan menggunakan strategi setiap
orang adalah guru di sini lebih baik daripada siswa yang diajar menggunakan
strategi kekuatan berdua.

Kata kunci: StrategiSetiap Orang Adalah Guru Di Sini, Berbicara, Siswa.

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List of Tables

Page

Table 3.1. The Students Speaking Scoring .................................................. 43

Table 3.2. Scoring classification of speaking test...46
Table 4.1. The Students Speaking ability on Pre-test Before Using Everyone
is a Teacher Here Strategy of the Experimental Group ...................... 49
Table 4.2. The Students Speaking ability on Pre-test Before Using the Power
of Two Strategy of the Control Group ................................................ 52
Table 4.3. The Students Speaking ability on Post-test After Using Everyone
is a Teacher Here Strategy of the Experimental Group ...................... 54
Table 4.4. The Students Speaking ability on Post-test After Using the Power
of Two Strategy of the Control Group ................................................. 56
Table 4.5. Students Speaking Ability on Accuracy ........................................ 58
Table 4.6. Students Speaking Ability onFluency ........................................... 60
Table 4.7. Students Speaking Ability onComprehensibility.. ......................... 63
Table 4.8. The Mean Score of Pre-test Students .......................................... 65
Table 4.9. The Mean Score of Post-test Students......................................... 65
Table 4.10. The Standard Deviation of the Students Pre-test and Post-test . 66
Table 4.11. The of T-test of the Students Pre-test........................................ 67
Table 4.12. The of T-test of the Students Post-test ...................................... 68

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List of Charts

Page

Chart 4.1. The Students Speaking ability on Pre-test Before Using Everyone
is a Teacher Here Strategy of the Experimental Group ...................... 51
Chart 4.2. The Students Speaking ability on Pre-test Before Using the Power
of Two Strategy of the Control Group ................................................ 53
Chart 4.3. The Students Speaking ability on Post-test After Using Everyone
is a Teacher Here Strategy of the Experimental Group ...................... 55
Chart 4.4. The Students Speaking ability on Post-test After Using the Power
of Two Strategy of the Control Group ................................................. 56
Chart 4.5. Students Speaking Ability on Accuracy ........................................ 59
Chart 4.6. Students Speaking Ability onFluency ........................................... 61
Chart 4.7. Students Speaking Ability onComprehensibility.. .......................... 64

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List of Figure

Page

Figure 1. The Conceptual Framework ........................................................... 34

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List of Appendices

Page
Appendix 1. Lesson Plan for Experimental Class.......................................... 86
Appendix 2. Lesson Plan for Control Class ................................................... 91
Appendix 3. Speaking Test for Experimental Class ...................................... 96
Appendix 4. Speaking Test for Control Class ................................................ 97
Appendix 5. Pre-test Score of Experimental Class ........................................ 98
Appendix 6. Post-test Score of Experimental Class ...................................... 99
Appendix 7. Pre-test Score of Control Class ............................................... 100
Appendix 8. Post-test Score of Control Class ............................................. 101
Appendix 9. The Name of the Students of Experimental Class ................... 102
Appendix 10. The Name of the Students of Control Class .......................... 103
Appendix 11. Script the Students Voice on Pre-test of
Control Group .................................................................................. 104
Appendix 12. Script the Students Voice on Post-test of
Control Group .................................................................................. 113
Appendix 13. Script the Students Voice on Pre-test of
Experimental Group ......................................................................... 122
Appendix 14. Script the Students Voice on Post-test of
Experimental Group ......................................................................... 134
Appendix 15. Descriptive Statistics SPSS................................................... 146

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List of Contents

Page

HALAMAN SAMPUL........................................................................................ i
HALAMAN PENGAJUAN ............................................................................... ii
THESIS APPROVAL ..................................................................................... iii
DECLARATION ............................................................................................. iv
ACKNOWLEDGEMENT ................................................................................. v
ABSTRACT .................................................................................................. vii
ABSTRAK.................................................................................................... viii
LIST OF TABLES .......................................................................................... ix
LIST OF FIGURES ........................................................................................ xi
LIST OF APPENDICES ................................................................................ xii
LIST OF CONTENTS .................................................................................. xiii
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background ............................................................................................ 1
B. Problem of Statement ............................................................................ 6
C. Objective of the Research ...................................................................... 6
D. Significances of the Research ................................................................ 7
E. Scope of the Research ........................................................................... 8
CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 9
A. Previous Research Finding ................................................................. 9
B. Some Pertinent Ideas ......................................................................... 10
1. Speaking ....................................................................................... 10
2. The Concept of Learning Strategies ............................................... 22
3. The Concept of Everyone is A Teacher Here ................................. 25
4. The Concept of The Power of Two Strategy ................................... 29
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C. Conceptual Framework...................................................................... 33
D. Hypothesis.......................................................................................... 35
CHAPTER III RESEARCH METHOD ........................................................... 36
A. Research Design .............................................................................. 36
1. Research Variable and Operational Definition ................................. 37
2. Population and Sample ................................................................... 38
3. Instrument of the Research ............................................................. 39
4. Procedure of Collecting Data ........................................................... 40
5. Technique of Data Analysis ............................................................. 43
6. Criteria of Testing Hypothesis .......................................................... 46
CHAPTER IV FINDING AND DISCUSSION ................................................. 48
A. Finding .............................................................................................. 49
1. The Students Speaking Ability of Madrasah Aliyah DDI Tellu
Limpoe Before Using Everyone is A Teacher Here in Teaching
Speaking ......................................................................................... 49
2. The Students Speaking Ability of Madrasah Aliyah DDI Tellu
Limpoe After Using Everyone is A Teacher Here in Teaching
Speaking ......................................................................................... 53
3. The Students Speaking Ability of Madrasah Aliyah DDI Tellu
Limpoe to Application of Everyone is A Teacher Here in Teaching
Speaking ......................................................................................... 58
B. Discussion ........................................................................................ 68
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 80
A. Conclusion.....................80
B. Suggestion..........81
BIBLIOGRAPHY .......................................................................................... 82
APPENDICES .............................................................................................. 86

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