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CHAPTER I

INTRODUCTION

1.1 Background

Speaking is the one of productive skills that used to communicate with others.

In this skill, it is important to master fluency and accurancy, this either speaker or

listener or speaker will be more understand the essence of meaning. Richards

(2008:19) stated that “the mastery of speaking skills in English is a priority for

many second-language or foreign-language learners”. So that, the teacher must

prepare the students in speaking as possible to make communication in English

using second-languange or foreign languange.

Generally, teachning of speaking in classroom, use bilingual education. It was

taught to be more efficient to show up the student undestand. This can help the

students find some problem to make communication well. Based on the result of

obsevarvation there are several problems the students in speaking class. First of

all, students do not know how to express their idea in English, the students know

how to express their idea in English. Actually, they have an idea in their mind, but

they cannot say it because they do not know how to express their idea in English.

Second, students are the lack of self-confidence in speaking English. Mairi (2017)

said that “it is not meaning-focus tasks, this kind of task may lead them to lack of

self-confidence or anxiety and nervous”, the students are more confidence in

speaking English. Most of the students are not brave and confident and feel
inferior to her/his friends because she/he does not believe in her/his abilities.

Third, students embarrassed and scared when they speak, the students not

embarrassed and scared when they speak with each other. Most of the students

will feel awkward when they speak, especially in front of the public because they

do not have abilities to speak English when they communicate each other because

of the lack of vocabulary that make each other misunderstood. Fourth, students

bored with what is taught by the teacher in learning English. To solve these four

problems, there should be an appropriate technique used in teaching and learning

English as we know, there are a lot of factors that make students do not interested

in teaching and learning process because their teacher always uses the same

methods in the teaching and learning English that is a conventional method. One

of the techniques is Make a Match. So, there are some reasons why Make a Match

is chosen for teaching speaking.

In order to solve the problem, the teacher should give some problem solving

so that, the students can easily understand. The researcher give a solution that a

solution is that Make a Match Teachnique is one teachnique should apply in

teaching at SMPN 10 Konawe Selatan. The researcher believe the Make a Match

Teachnique help the students in speaking skill. As we know Make a Match

Teachnique is one of English teaching and developed by Lorna Curran and It has

been applied for almost twenty years. Suyanto (2009:72) stated that “the make a

match is a learning process where the teacher prepares the cards contain the

question and prepare the answer cards then the students look for the pair cards”.

Make a Match Teachnique suppresse the human being as a social creature. Thus,
Wahab (2007:59) make a match is the learning system that prioritizes the

cultivation of social skill especially the ability to work together, the ability to

interact in addition t0 the ability to think quickly through the game looking foa a

partner with assisted cards. So that, the researcher concluded that Make a Match

Teachnique is an effective way to ability speaking skill as second-languange or

foreign languange.

The application of Make a Match Teachnique in teaching speaking have not

carry out in SMPN 10 konawe Selatan. And, this Teachnique can help the

students ability their speaking skill. So decided to decide a study entitle “ The

Effect of Make a Match Teachnique on The Students Speaking Skill at Eight

Grade Students of SMPN 10 Konawe Selatan.

1.2 Research Question

Based on the background of this study, formulating of a reseacrh question is

as following is there any a significant effect of make a match teachnique on the

students speaking skill at eight grade students ?

1.3 The objective of the study

The objective of the study is to find out whether is a significant difference

effect in student’s speaking skill after use Match a Make Teachnique at Eight

Grade Students of SMPN 10 Konawe Selatan.

1.4 The Hypothesis


There are the interim answer for the research the researcher formulates the

hypothesis of this research as following :

1. H0: There is no significant effect of using Make a Match Teachnique on

student’s speaking skill

2. H1: There is significant effect of using Make a Match Teachnique on

student’s speaking skill

1.5 The Scope of the study

The scope of the study focuses in the finding out the effect Make a Match

Teachnique in ability of speaking skill students at eight grade students of SMPN

10 Konawe Selatan. In this case the students can given a cards, then students can

search for answer or questions from the card they have to speak with the other

students. In this case the teacher observe on terms of fluency and accuracy of the

students using the words in determine the answer or question of the card being in

search. The teacher give some time to students so they can speak up with others.

In this study, the researcher uses cards as the media.

1.6 The significant of the study

For the result of this research, the researcher expected that it can usefull for :

1. The Teacher

It can be one of inspiration to the teacher that make a match in cooperative

learning strategy appropriate to teach junior hight school to ability speaking skill.
The teacher teach the material by cards. So it interesting and pleasant learning in

classroom.

2. The Next Researcher

It can a reference to the next researcher that conduct research, especially in

teaching speaking. The next researcher can development this teachnique by using

this research as reference

1.7 Definition of Key term

The researcher defines some terms as follow:

1. Cooperative Learning

Cooperative learning is a method a sharing idea in which students work

together to learn about something and resposible for their team-mates

learning as well as their own (Slavin,1990) in Jacobs (1996:26). It mean

that the cooperative learning the students taks is not to do something as a

team but to learn something as a team when they can work together.

2. Speaking is an interactive process of constructing meaning which is

comprised of producing and receiving information (Brown, 1994; Burns &

Joyce, 1997). In the case speaking is a to be by done the students

undertand speaking's process to pass on information, getting information

via verbal

3. Make a Match Teachnique is one of the teaching techniques which can be

used in cooperative learning Arifah and Kusumarasdyati (2013: 10).


Make a Match is a teachnique when the students have to find the partner.

This teachnique using a card as media.


CHAPTER II
LITERATURE REVIEW

2.1 Definition of speaking

Wilson (1983:5) stated that “speaking as development of the relationship

between speaker and listener . speaking is a activity where communication is

needed so that speaker and listener can understand what is mean and the listener

can get the point and understanding the meaning of the speech”. Wallace

(1978:98) argues that oral practice (speaking) becomes meaningful to students

when they have to pay attention what they are said. So that the student must

understand what to say and how to say it in other words students should pay

attention to fluency and accurancy in the use of words. Freeman in Risnadedi

(2001:56-57) stated that speaking more complex and difficult that people assume,

and speaking study like study other cases in study of languange, naturalize many

case to languange teacher.

2.2 Teaching of speaking

For many years, teacher agree on the students to learn in the second

language contexts which appropriate in communication. Communication language

teaching is based on real life situation that require communication by using Make

a Match Teachnique, the students will have the opportunity of communication

with each other in the speaking skill. In brief the teacher should create a

classroom enviroment, authentic activity,and meaningful words.


Kayi (2006) said that teaching speaking is not like Listening, Writing, and

Reading, it need habit information because it is real communication and speaking

is a productive skill so it need more practice as often as possible. So that the

students should be more practice in classroom and brave for speak up. Speaking is

an interactive process of contructing meaning that involved producing and

receiving and processing information ( Brown 1994:Burns & Joyce, 1997) in

other word its form and meaning are dependent on the context in which in occurs,

including the participants themselves, their collective experiences, the physical

enviroment, and purposes for speaking.

2.3 Principle of teaching speaking

In the communication model of languange teaching, the teachers help the

students in real life communication. The teacher help their students to develop the

speaking ability. According to Nunan (2003), there are some principle for

teaching speaking namely :

1. Give students practice whit both fluency and accurancy

The student must be given opportunities to improve their fluency as well

as accurancy. Accurancy means using the target language correctly and fluency is

using language quickly and confidently. The teacher should not emphasize on any

one aspect of speaking. So that the Students must be getting practice on both

accuracy and fluency.

2. Use group work or pair work


To improve students speaking. They should be given enough opportunities

to speak in class. In case the teacher talk time should be less and students talk

time should be more. Nunan (2003) said that “pair work and group work can be

used to increase the amount of time that learner get to speak in the target language

durring lesson”. So that the student can be sharring information and can help the

students improve the speaking skill. To improve the students speaking skill,

teacher must understand the procedure intercept about the activities in speaking.

2.4 Problem With Speeaking Actvities

Ur (1996:121) said that there are problem of the speaking ability of the students

follow that :

1 Inhibition

Unlike reading, writing,and listening activity, speaking requires some degree of

real time exposure to an audience learners are often inhibition about trying to say

things in a foreign language in the classroom, worried about making mistakes,

fearful of criticism of losing faces, or simply shy of the attention that their speech

attracts.

2 Nothing to say

Even they are not inhibition, you often hear learners, complain that they cannot

think of anything to say, they have no motive to express themselves beyond the

guilty feeling that they should be speaking.

3 Low or Uneven Participantion


Only one participant can talk at a time if she or he is to be heard, and in a large

group this is means that each one will have only very little talking time. This

problems is compounded by the tendency of some learners to dominated, while

others speak very little or not all.

4 Mother Tongue use

In clases where all, of number of the learners share the same mother tongue they

may tend to use it because it feels an natural to speak to one another a foreign

language and because they fell less exposed if they are speaking in their mother

tongue. If they are talking in small groups it caan be quite difficult to get some

classes particularly the less disciplines or motivated ones to keep to the target

language.

2.5 Definition of cooperative learning

Freeman (2000:164) states that cooperative or collaborative learning

essentially involves students learning from each other in groups. The importance

thing of cooperative learning is student and teacher work together. In this this

strategy, teacher teaches students cooperatively or social skill so that students can

work together more effectively. cooperative learning is learning strategy when

students learn and work in small groups collaboratively that consist of 2 to 5

students with heterogeneous group structures (Komalasari 2010:62). In case the

cooperative learning thestudents will be easy to understand the material that is

discussed because basically students prefer small work than the individual.
Cooperative learning can also help the students more effective in solving existing

problems.

Baharudin and Wahyuni (2012:128) stated that cooperative learning is

strategy that used in learning process, where students will be easier finding

difficulty concept comprehensively if they discuss with their partner in certain

problem. So that in this strategy students learn in pair work to solve given by the

teacher. Lie (2002:29) states that cooperative learning is not only learn in group

working, there are some basic substances that differ from dividing group

generally. According to Suprijono (2009:48) Cooperative learning also an

extensive concept includes all kinds of group working headed by teacher. It means

that implementing cooperative learning in classroom can construct many groups

working where teacher guides the teaching and learning process.

2.6 Elements of cooperative learning

The teacher hasto know and apply some elements of cooperative learning. Lie

(2002:31-37) divided the elements into five, there are : interdependence, personal

responsibility, face to face, interpersonal skill, group processing. Suprijono

(2009:52) explains these elements as follow :

1. Positive Interdependence

To establish effective group working, teacher should be arrange material

one effective, so each members of each group has to finish their work and the

others can achieve the goal. So, in this element there are two group

responsibilities. First, learn about the material given by teacher in group. Second,
make sure that all of member in a group learn that material. In constructing

positive interdependence, there are several ways can be done. These are growth

your students’ feeling that he or she integrate in group and students can achieve

learning goal if all of member achieve the goal, make sure that all of member get

same reward if they can achieve the goal, students have to piece together their

work, so they can finish their work, every student given interconnects and

interrelated work in a group.

2. Personal Responsibility

In this elements is almost the same as the firsh elements. Rresponsibility students

will appears when teacher measures how success a group is. Personal

responsibility is a key to guarantee all member powered by cooperative learning

activity. Several ways to develop this element are. These are group working not

too big, doing assessment to every student, giving assignment for students, for

presenting the assignment in front of the class teacher can choose randomly,

observing every group and recording students’ frequency in helping group, asking

a student to contribute as investigator in her/his group, asking a student to teach

her/his friend.

3. Face to Face

Every group is given chance to meet up and discussion. These activities have

many characteristics such as work together effectively and efficiently, reciprocate

needed information and tools, processing information together effectively and

efficiently, inter impressing, helping in formulating and developing argument and


also increase solving problem ability, belief one another, giving motivation to

achieve success together.

4. Interpersonal Skill

In this case, students are given many interpersonal skills for

communication. It needs long time to make students as expert communicator. In

organizing students’ activity for achieving the goal, students have to distinguish

and belief one another, be able to communicate accurately, receiving and

supporting one another, be able to solve problem constructively.

5. Group Processing

Group processing means assess. Teachers need to make special schedule

to evaluate group working process and result of group working so they can work

in group more effective. Teachers do this want to know whether students are

helpful or not in a group working. There are many kinds of evaluation form. It

depends on education level of students. The time of evaluation can be done after

three times or more of implementing cooperative learning. It can be done in small

group and whole classroom.

2.7 Teachnique in cooperative learning

Komalasari (2010:56) said that ttechnique in teaching and learning process

means manner done by teacher in implementing method specifically. In

cooperative learning, there are some techniques that can be used by teacher in

classroom. Suprijono (2009:74-84) mentions eleven kinds of techniques in


cooperative learning, these are Jigsaw, Think Pair Share, Numbered Head

Together, Group Investigation, Two Stay Two Stray, Make a Match, Listening

Team, Inside Outside Circle, Bamboo Dancing, Point Counter Point, The Power

of Two.

Jigsaw is introduced by Aronson (1978) in Lie (2009:69), in this

technoques teacher divides students into some groups that a group consists of four

students. Every member in a group has to be responsible with the topic given by

teacher. Then person by person make a new group consist of two or three students

and share what they have learnt to other students in that new group (Lie, 2002:69).

Jigsaw teachnique can be applied in listening, speaking, reading or writing.

Lyman develops Think Pair Share technique. In this technique, there are

three step of discussion. First, think, teacher gives question to the students and

students have to answer the question. Second, pair, in this step teacher asks the

student to discuss the answer deeply in pairs. Third, share, in this last step student

discuss the answer in whole of class.

Numbered Head Together is technique introduced by Kagan (1992) in Lie

(2009:59). In this technique every students in a group given number by teacher

and teacher will call one by one to do task from teacher. Group Investigation is

developed by Sharan (1992). In this technique students can choose topic what

they want and develop problems from that topic. After choosing and developing

problems, teacher and students determine research method to solve the problems.
Two Stay Two Stray is also introduced by Kagan (1992) in Lie (2009:61).

Students are given problems by teacher and they have to solve the problems in

group working that consist of four students. After discussion finish, two students

from each group go to other group for sharing information. Two other students

receive guest from other group and present their group working result.

Next technique is Make a Match. It is introduced by Lorna Curran. In this

technique, teacher has to provide cards. Teacher writes some questions in that

cards and the answer in the different card. Then, teacher gives the cards to the

students and students who bring question card have to find partner with the

correct answer in certain time determined by teacher. In listening team, teacher

has to explain material to the students first. Then, teacher divides students into

some groups. First group asks question, second group answer the question and

third group as rater.

Inside Outside Circle is technique developed by Kagan. In this technique,

students are given chance for sharing information in the similar time. Bamboo

Dancing is modification of Inside Outside Circle. It has same concept with Inside

Outside Circle. Point Counter Point is used to encourage students thinking in

many perspectives. The last is The Power of Two. In beginning, teacher ask

question to students. In this technique, students are demanded for critical thinking.

In answering question can be done in pair work.

2.8 Definition of Make a Match Teachnique


Make a Match is technique in cooperative learning that developed by Lorna

Curran (1994). When implementing this technique, teacher has to provide some

cards that consist of question complete with the answer and questioner. Suprijono,

(2009:78) said that bbefore giving these cards the teacher has to divide students

into three groups, ffirst group is students who bring the question cards, second

group is the students who bring the answers card, and third group is students as

rater. Then, the students look for their pair that appropriate with their card

quickly. Students who can find the appropriate card with their card have to show

their card to the rater. Then, rater read their card whether appropriate or not.

Teacher also determines the time. teacher can teach students in pleasing condition

because students will find their suitable card with their card in crowded situation.

It will make students enjoy in mastering material in the textbook and they never

feel bored. This technique also make students be active in the class, don’t like

when the teacher just explain and explain material will make students be passive

because only hear what the teacher said.

According to Huda (2011) using make a match has some advantages there

are: giving motivation students to help each other in teaching and learning

process, growing responsibility toward group of study in doing the best,

increasing social skill which needed in effectively working, giving opportunity to

students for using their asking skill and discussing a problem and developing

leadership talent and teaching discussion skill. Different huda, Lie (2002:55) said

that the advantages of Make a Match are, excitement condition will grow in

teaching and learning process in the classroom, cooperation between students


dynamically, there is dynamic mutual cooperation inter students and students look

for their partner while study about concept or topic in pleasing condition.

However Chianda (2013), the advantages of Make a Match are, students directly

involve in answering questions from teacher through card, increasing students

learning creativity, avoiding students feel bored in teaching and learning process,

learning more pleasing because of involving teaching media made by teacher and

making cooperation between students dynamically.

2.9 Make a Match in Teaching Speaking

When talking speaking in indonesia of course, we need to see the curriculum.

Many school use curriculum 2013 but any other use school based curriculum. In

indonesia. In teaching english there are four skills in English such as speaking,

listening, reading and writing. When teaching speaking, teacher can integrate it

into one of these English skills. Because it is integrated in English skills, so

speaking is taught simplicitly.

In this research, teaching speaking is integrated in speaking skill, First of

all, researcher provides some cards there are two kinds of cards. First cards

consist of some questions and second cards consist of some answers from the

question in the first card where the question is based on the material. In beginning

of instruction, teacher gives some clue to the students. The teacher invites students

to make three groups. First group will get question card, second group will get

answers card, and third group as a rater.


First and second group have to find the correct answer which appropriate

with their card Students whose can find their match, then go to the rater in pair

After that rater reads their cards whether correct or not. Of course, there is limited

time determined by teacher. It means that students have to find their match

quickly. and students who cannot find their match until the time is over will get

punishment. The punishment is agreement from teacher and students before

implementing this technique.

Steps in Implementation Make a Match in Instructional.In implementing Make a

Match technique, researcher use the Lie (2002:55) models’ steps in

implementation Make a Match technique as follow:

1 Teacher prepares some cards contain some concepts or topic that

suitable for review session, some cards are the question and some

others are answer

2 Every student gets one card

3 Every student thinks the question or answer from the card they

held

4 Every student looks for their partner who has the appropriate card

with his/her card (question/answer)

5 Every student who can compare to the suitable card before the time

over will get point

6 After one period, cards are shaken again so that every student get

different card from previous

7 And so on
8 Conclusion/closing.

2.10 The advantages and disadvantanges of Make a Match

Teachnique

The researcher find some of the advantages of this teachnique expert from

hhtp://make-match-teachnique-for-teaching-young.htm.niputuindahpertiwi (2013)

said that :

1. The corporation each students will happen dynamically and the

dynamically of students corporation happen in all of the students

2. It can created it is joyful learning because it is like a game

3. It can increated students motivation in learning and students

comprehesion about the material

4. The students are directly involved in answering questions

submitted to him through the cards

5. Avoid saturation of the students in the following teaching and

learning activities

6. Learning more fun because it involves learning media created by

the teacher.

The researcher find some of the disadvantages of this teachnique expert from

hhtp://make-match-teachnique-for-teaching-young.htm.niputuindahpertiwi (2013)

said that :
1. When the class is big class (more than 30 students) must be careful,

because when the teacher is not wise enough, noisy situation will

happen. This condition will distrub the other class.

2. Difficult for teacher to prepare the cards well and good in accordance

with the material.

3. Difficult to set the rhythm of the course of the learning process

4. Difficult to make students concentrate.

2.11 The Use of Visual Media

According to Van Els et al. (1984) in yuni Amrin (2014) state that “ media are all

aids which may be used by teacher and learners to attain certain educational

objectional”. In the generall there are three kinds of instructional media. They are

audio, visual, and audio visual. Audio visual are media that can be listened to

while visual media are media that can be seen. Media has gain for teacher and

students in teaching speaking on of them is by using visual media. Which

function to stimulate students can speak up in front class Levis in Junaidy (2004)

stated that there are four function of teaching media, especially visual media

nemely : (a) attentive function ; (b) aaffective function; (c) cognitif function; and

(d) compensatory function. Levia elaborates these function as follow :

a) Affective function of visual media can be seen from the degree of student

interest which their learning test with have picture.

b) Cognitif function of visual mediacan be seen from the result of the

research that expressed that visual of picture can accelerate to goal


achnievement to understand and memorize information of meaning which

contain in the picture.

c) compensatory function of visual media can be seen from the result of

research which express that visual media which give context for

understand text can help the poor students to organize information in the

text and remember it again.

2.12 Cards as Media in Teaching Speaking

Media are often expelled in very a predictable way in the classroom. Usually as

starting point for teaching speaking and one of media in teaching speaking is

cards, this concept cards can help the student learning words. The are similiar to

flash cards, but the result in students learning process that just definition. Concept

cards encourge students to look at words in concept, study the connection of

words and used the word in their own sentences. Than nasional education (2002-

2013) mention how to use concept cards :

1 Identify words for concept cards. This can be done in a number of

ways, teacher may choose to identify words from a text for which

students will make concept cards. Students can identify new words

as they read for which they will make concept cards. The teacher

can choose some words that be of she feels are particulary

important and then allow students to identify some of their own as

they read.

2 Write the word and sentence from the text that introduction the

word on the same side of an index cards. The students do this as


they read.when they encounter a word for which they will make a

concept cards, they stop, write down the word and sentence on an

index cards, and then continue read.

after students have finished read, they add the following information to the front

on the concept card (where the have written the word and sentence from the text).

Then Tamaraa Jones (2005) divedes two possiblities when the teacher use cards as

a way to turn lesson into games they are:

possibility One:

1 Material needed : One set of the same of matching cards

2 Give each students in the class one cards

3 Students must walk around giving hints about their card, either, verbal of

non-verbal until they find their match.

Possibility Two:

1 Material needed: Multiple sets of the same of matching cards

2 Divide students intro group of 2-3 and give each a set of a maching

cards

3 Students race to match each card with it’s pair

4 This game can be used:

 To warm up

 To get students into pairs or partners

 To review vocabulary or idioms


 To practice minimal pairs

2.13 Previous study

1. Research entitle The Effectiveness of Make a Match Teachnique

Toward Students Vocabulary Achievement at Firsh Grade of MTS

Al Ma’Arif Tulungagung in Academic Year 2015/2016. Make a

Match Teachnique is one of teachnique can assist students in

improving the vocabulary mastery of students it that case can be

seen from the score obtained by students. This score can be seen as

follows : The result of analyzing showed that T-test score was

3.315 while the T-table was 2.021. It means that T-test score was

higher than T-table. In other words, Make a Match technique was

effective to be used in teaching vocabulary for first grade of junior

high school.
CHAPTER III

METHODOLOGY OF THE STUDY

3.1 Design of the study

The design of the study is pre experimental design (One group pre-tesy and post

test). One group is given pre-test before treatment and then post-test after

treatment.

Table 3.1. The design of the study as follows:

Y1 X Y2

Ary et al. Introduction to Research in Education (2010,2006: 303-304)

Where:

- Y1 : Pre-test

- Y2 : Post-test

-X : Treatment

3.2 Variable of the study

The variable of the study were :

1. Make a Match Teachnique is called indepent variable , and

2. Speaking skill is called dependent variable

3.3 Population and sample of the study

3.3.1 Population

The population of the students in the eight grade of SMPN 10 Konawe Selatan

who register in academic year of 2018 / 2019. The total number of students at the
nineth grade of SMPN 10 Konawe Selatan are 139 students from 5 classes. They

are class VIIIA, VIIIB, VIIIC, VIIID, VIIIE. Population of this study can be looked

in table 3.2

Table 3.2. The population of the study as follows:

No Class Number of Students

1 VIII A 28

2 VIII B 29

3 VIII C 27

4 VIII D 28

5 VIII E 27

Total 139

3.3.2 sample

The sample class is eight grade student consist of one classes. In the taking the

sample the researcher applies non-purposive quota sampling. The researcher use

this technique because in that school the English teacher just given the reseacher

one of class.

3.4 Interument of the study

The instrument of the study is oral test. The firsh meeting and the last meeting

will be used to determine the students speaking skill in fluency and accurancy

after teach by using Make a match teachnique. The researcher will used the
cards as media and the researcher will take a video of students performance in

their front other students.

3.5 Marking Scheme

The reseacher will use scale of Penny Ur (1996) for fluency and accuracy.

Table 3.3. The Scale of oral testing criteria for fluency

No Fluency

1 Little or no communication 1

2 Very hesitant and brief utterance sometimes difficult 2

to understand

3 Get idea across, but hesitantly and briefly 3

4 Effective communication in short terms 4

5 Easy and effective communication use long terms 5

Total of score 5

Table 3.4. Table 3.4The Band Score of Speaking Accuracy

No Accuracy

1 Little or no language produced 1

2 Poor vocabulary, mistakes in basic grammar, may 2

have very strong foreign accent

3 Adequate but not rich vocabulary, makes obvious 3

grammar mistakes, slight foreign accent


4 Good range of vocabulary, occasional grammar slips, 4

slight foreign accent

5 Wide vocabulary appropriately used, virtually no 5

grammar mistakes, native-like or slight foreign accent

Total of score 5

(Penny Ur 1996)

The criteria of students speaking skill are as follow:

5 = Very good

4 = Good

3 = Moderate

2 = Poor

1 = Very poor

(Penny Ur 1996)

The score above are applied by rather for meansuring the speaking skill of

students. Score of both raters are then calculated to find out the final score. The

formula is below:

Final score: score of rater 1 + score of rater 2


2
(Universitas of Combridge Internasional Examnitions 2011)
3.6 Pilot study

The researher will conduct the pilot study in class. In the study resercher will

conduct using the same test that will be held in pre-test and post-test. The pilot of

the study is to know how long it took the time during the process. When

conducting, the pilot study, the researcher controlled the time allocation.

3.7 Raters and Inter rater Agreement

In evaluating students’ speaking score, the researcher uses two raters to get

accurate data. The raters are the researcher as the first raters and the English

teacher as the second rater. Both of them use fluency and accuracy in speaking

band score. Before both raters give score for students’ performance in both pre-

test and post-test session, both raters discussed first about how to give score for

each criteria based on band score proposed by Ur (1996).

Inter rater agremeent before conducting the real activity to reach same

perception during the assesment. Both raters have similar perspective in assessing

students’ speaking skill. The researcher carry out the following procedures :

1) Both independent raters meet to discuss how to evaluate the student’s

speaking performance in video.

2) Five students’ video are taken randomly as representative of student’s

speaking performance and are checked.

3) two raters will assess students’ score independently by using criteria as

proposed by Ur (1996).
4) The result of the scoring by the two raters are discussed in order to find

out the inter rater agreement. If, there is no agreement between the two

raters, then they have to take another five speaking video to be assessed.

To see the students speaking score, the formula is a follow :

Where:

rxy = the coefficient correlation of two inter rater

X = the students score from the firsh rater

Y = the students score from the second rater

N = numbet of students

The interpretation of r values after it is counted as follow:

1. If rxy > r table, there is a significant correlation of inter-rater agreement. In

that, Ho is rejected.

2. If rxy ≤ r table, there is not a significant correlation of inter-rater agreement.

In that, Ho is accepted.

Table 3.5. The Interpretation Of r Values

r ( positive ) r ( negative ) Interpretation

0 0 No correlation

0,01-0,20 (-0,01)-(-0,20) Very low

0,21-0,40 (-0,21)-(-0,40) Low

0,41-0,60 (-0,41)-(-0,60) Narrow low

0,61-0,80 (-0,61)-(-0,80) Enough


0,81- 0,99 (-0,81)- (-0,99) High

1 -1 Very High

(Riduwan 2008)

3.8 Prosedur of teaching by using make a match teachnique

Istarani (2012:64) formulated the steps in learning Make a Match is as

follows :

1. Teacher prepared some cards that contain several concept or topics are

appropriate for review session, one about the question and other part of

the answer cards.

2. Each group gets a cards

3. Each students holds answer and question cards

4. Each students matched the cards with their parther (answer and question

cards)

5. Any students is able to match the cards before the deadline will be given

point

6. After one round of cards shuffle again so that each students gets a

different cards from the previous

7. The students also able to gather with 3 students who hold suibtable cards

8. Teacher and students make the conclution together

3.9 Teachnique collecting data

In collecting the data, the researcher used the following procedure :

a) Giving Pre-test
Pre-test was aimed to know the student speaking skill before being giving the

treatment.

b) Giving Treatment

Giving treatment means that teaching and learning process under Make a

Match Teachnique. The treatnent wa conducted for four meeting by the research

herself directly. In this study, the writer us acted as a teacher. The treatment will

conduct for three meeting in each class and as can be seen in the following table:

NO Meeting Topic

1 Treatment 1 Greeting card:


congratulation card

2 Treatment 2 Greeting card: brithday


Card

3 Treatment 2 Greeting card: wedding


card

c) Giving Post-test

It is aimed to know the students speaking skill after the treatment of make a

Match Teachnique.

3.10 Teachiques of data analysis

In analysis the data, the researcher will use descriptive and inferential statistic.

Descriptive statistic is used to describe the maximum and minimum scores, mean,

and deviation standard.The inferential statistic is used to test the hypothesis.

Before the hypothesis test is done, it will conduct the homogeneity test and

normality test of the data as the condition for testing the hypothesis.
The researcher use the criteria as follows :

1) If t test ≥ t table, the hypothesis is accepted. It means that there is an

significant effect of students speaking skill by using Make a Match

Teachnique at the Eight grade students of

2) If t test ≤ t table, the hypothesis is rejected. It means that there is no an

significant effect of students speaking skill by using Make a Match

Teachnique at the Eight grade students of