CHAPTER III

RESEARCH METHOD

A. Method of the Research

1. Research Type

In this research, the researcher will apply a pre-experimental method. It aims to know

the effectiveness of teaching reading speaking skill through picture series.

2. Research Design

Design of this research will involve one class of students with pre-test, treatment and

post-test design. This design of research can be described as follows:

Pre-test Treatment Post-test

X1 T X2

Where: X1 = Pre-test

T = Treatment

X2 = Post-test1

The observation before treatment called pre-test (X1) and the observation after

treatment called post-test (X2).

B. Variable of the Research

In this research, the researcher will determine two categories of variables. They are

dependent variable and independent variable. The independent variable in this research

picture series and dependent variable is students achievement in speaking skill.

1
Hatch and Lazaration. The Research Manual (USA; Newbury House 1991), p. 7.

17
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C. Population and Sample

1. Population

The population of this research is all of the second semester of English students of

IAIN Palopo. The number of population are 130 students from four classes.

2. Sample

Sample is a part of population that can represent all of population. In this case, the

researcher will apply purposive sampling technique and select the class C. The number of

sample are 20 students. The researcher select this class because the students of this class are

still low in speaking skill.

D. Instrument of the Research

1. Test/ Guided Interview

The researcher will use speaking test, which consist of pre-test and post-test, pretest

will be given before the treatment is conducted, it aims to know the students ability in

speaking skill. Post-test will be given after the treatment is conducted, it aims to know the

significance of students ability before and after treatment.

2. Questionnaire

The second instrument that will be used in this research are the sheets of questionnaire

which contains of some questions about picture series to know the students perception

toward English speaking class. There are five choices of the questionnaire, namely strongly

agree, agree, neutral, disagree, and strongly disagree.

3. Recording

The researcher will use the recorder to record the students performance.

E. Procedure of Collecting Data

In collecting data, the researcher will conduct some procedures, such as:
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1. Giving Pre-test

The researcher will give pre-test to the students first to know students speaking skill

before giving treatment. In this case, the researcher will identify the students ability in

speaking. The researcher will ask the students to tell about their daily activities.

2. Giving Treatment

The researcher will give treatments in the classroom after pre-test. The researcher will

conduct the treatment for six meeting, the steps are follows:

a. The researcher will give motivation to the students so that the students will not be shy to

speak in front of the class.

b. The researcher will explain the material about picture series.

c. The researcher will explain how to connect the picture series ( from one picture to the

other pictures) by using the correct or suitable conjunctions.

d. The researcher will give some picture series to the students and ask them to explain and

connect the pictures into a good story.

3. Giving Post-test

The researcher will give test as the post-test to the students. It aims to know how the

effectiveness in teaching speaking skill at the second semester of English students of IAIN

Palopo through picture series.

F. Technique of Data Analysis

In this research, the researcher will analyze the data that is collected from the sample

by using following techniques:

1. Scoring Classification

In analyzing the data which have been collected, the researcher has to determine the

scoring classification which includes of accuracy, fluency and comprehensibility. Those

assessment criteria is explained as follows:

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Table 3.1

The assessment of Speaking

a. Accuracy

Classification Score Criteria

Pronunciation is only very slightly influenced
Excelent 6 but the mother-tongue. Two or three minor
grammatical and lexical errors.
Pronunciation is slightly influenced by the
Very Good 5 mother-tongue. A few minor grammatical and
lexical errors but most utterances are correct.
Pronunciation is still moderately influenced by
the mother-tongue but no serious phonological
Good 4 errors. A few grammatical and lexical errors but
only one or two major errors causing confusion.
Pronunciation is influenced by the mother-
tongue but only a few serious phonological
Average 3
errors. Several grammatical and lexical errors,
some of which cause confusion.
Pronunciation seriously influenced by the
mother-tongue with errors causing a breakdown
Poor 2
in communication many basic grammatical
and lexical errors.
Serious pronunciation errors as well as many
basic grammatical and lexical errors. No
Very Poor 1
evidence of having mastered any of the language
skills and areas practiced in the course.
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b. Fluency

Classification Score Criteria

Speak without too great an effort with a fairly
6 wide range of expression. Searches for words
Excelent
occasionally but only one or two unnatural
pauses.
Has to make an effort at times to search for
Very Good 5 words. Nevertheless, smooth delivery on the
whole and only a few unnatural pauses.
Although he has to make an effort and search for
words, there are not too many unnatural pauses.
Fairly smooth delivery mostly. Occasionally
Good 4
fragmentary but succeeds in conveying the
general meaning. Fair range of expression.
Has to make an effort for much of the time.
Often has to search for the desired meaning.
Average 3
Rather halting delivery and fragmentary. Range
of expression often limited.
Long pauses while he searches for the desired
meaning. Frequently fragmentary and halting
Poor 2
delivery. Almost gives up making the effort at
times. Limited range of expression.
Full of long and unnatural pauses. Very halting
and fragmentary delivery. At times gives up
Very Poor 1
making the effort. Very limited range of
expression.
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c. Comprehensibility

Classification Score Criteria

Easy for the listener to understand the speakers
Excelent 6 intention and general meaning. Very few
interruptions or clarifications required.
The speakers intention and general meaning are
Very Good 5 fairly clear. A few interruptions by the listener
for the sake of clarification are necessary.
Most of what the speaker says is easy to follow.
His intention is always clear but several
Good 4 interruptions are necessary to help him to convey
the message or to seek clarification.
The listener can understand a lot of what is said,
but he must constantly seek clarification Cannot
Average 3
understand many of the speakers more complex
or longer sentences.
Only small bits (usually short sentences and
phrases) can be understood-and then with
Poor 2
considerable effort by someone who is used to
listening to the speaker.
Hardly anything of what is said can be
understood. Even when the listener makes a
Very Poor 1
great effort or interrupts, the speaker is unable to
clarify anything he seems to have said.2

2. In determining the mean score, standard deviation, test of significance and standard

significance. The researcher will calculate it by using SPSS 21 and use table distribution to

choose the score of tcount (t0).

3. To see the students perception toward the use of picture series in teaching

speaking skill, the researcher will use questionnaire. Every statement in the questionnaire
2
J.B. Heaton, Writing English Language Tests (UK England: Longman Group, 1991), p. 100.
 23

offers five scales. The scales namely strongly agree: 5 points, agree: 4 points, neutral: 3

points, disagree: 2 points ans strongly disagree: 1 point.

4. Calculating the rate percentage of students in questionnaire assessment by using

the formula below:

F
P= X 100%
N

Where: P = Percentage

F = the cumulative frequency of subjects

N = total number of subjects3

G. Hypothesis Acceptability

In addition, to know whether the pre-test and post-test are significantly different and

also to know acceptability of hypothesis, the researcher will use the criteria of hypothesis

acceptability, which is:

If: t0 tt = Reject null hypothesis

If: t0 < tt = Received null hypothesis.4

3
L.R.Gay, Educational Research, (USA, 1981), p. 225

4
M. Subana, et.al.,Statistik pendidikan. (Cet. 1; Bandung: CV PustakaSetia, 2000), p. 172