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ACKNOWLEDGEMENT

As the accomplishment of this thesis to fulfill the graduation of strata one, the writer
would like to express gratitude as below:

1. Allah SWT who has given the writer the greatest blessings and chances for writers
in finishing the thesis.

2. My beloved parents, Mr. Abdul Muntholib and Mrs. Sulasini for their support, love,
help, patience and pray.

3. My beloved sisters, Mrs. Dewi Asna and My beloved brother, Mr. Ali Mansur for
their support, patience and pray.

4. My first and second advisors; Dr. Khoirul Anwar, M.Pd. and Candra Hadi Asmara,
M.Pd. for their guidance and suggestions.

5. The headmaster of SMAN 1 Bangorejo Banyuwangi; Mr. Dwianto Budhiono, M.Pd


and the English teacher of eleventh grade social student Mrs. Muslikah, S.Pd for
giving the permission to take the data and do the research in the class.

6. All of my lecturers who had taught for three years. Thank you very much for the
dedication.

7. My beloved friend, Eviana Fitri for support and helping my thesis and My beloved
friend, Zully Zulaikho Puspita for helping my thesis.

8. All of my friends in English Department who have been part of the writer’s life for
three years in studying that there were many things happened for all this time.

Finally, the writer can finish this thesis, may Allah SWT replay all the people who had
helped the writer to finish this thesis.

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ABSTRACT

Jamil, I. 2018. The Effect of Using Dice-Story Completion Technique in Teaching Speaking at
SMAN 1 Bangorejo Banyuwangi. Thesis. English Language Education Department,
Faculty of Teacher Training and Education, University of Muhammadiyah Gresik.
Advisor: (I) Dr. Khoirul Anwar, M.Pd., (II) Candra Hadi Asmara, M.Pd.
Keywords: Speaking Skill, Dice-Story Completion.
Speaking is the basic function of language. There are some problems in learning
speaking encountered by the students of Senior High School. For instance, the students feel
shy and not confidence to speak in public and also lack opportunity to speak English. Therefore,
many students fail to reach the goal of English teaching and they still do not able to
communicate with the language either orally or written form although they have learnt English
for many years. To solve the problems, interesting activities for students are needed to invite
them in teaching learning process. The researcher considered dice-story completion teachnique
as the strategy for teaching speaking.
This study was to investigate the significanct effect of using dice-story completion
technique on student’s speaking skill. The researcher chooses eleventh grade of social studies
at SMAN 1 Bangorejo Banyuwangi to conduct this study. The researcher used cluster sampling
because the researcher did not have authority to set the class using random sampling. The
researcher decided to use XI IPS 1 as the experimental group and XI IPS 2 as the control group.
Both of the class consisted of 25 students. So, the numbers of the participant of this study 50
students.
The research finding showed that there was a significant difference between
experimental group who were taught by using dice-story completion technique and control
group who were taught by three phase technique. It is proven by the result of sig. (2-tailed) is
0.028. The sig. (2-tailed) is lower than 0.05 (0.028 < 0.05). So, null hypothesis (Ho) can be
rejected. It means that dice story completion technique significantly effects on students'
speaking ability. The researcher concluded that dice-story completion technique gave positive
effect on student speaking ability. Students were more confident in learning speaking.
Therefore, researcher suggests to the English teacher for implementing of dice-story
completion technique as an alternative method in English teaching learning process. For a
further researcher, the researcher hopes that can use dice-story completion technique in other
skills, aspects and level to make different with the previous study.

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TABLE OF CONTENTS

ACKNOWLEDGEMENT i
ABSTRACT ii
TABLE OF CONTENTS iii

CHAPTER I INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study 5
1.4 Significance of the Study 5
1.5 Scope and Limitation 6
1.6 Hypotheses 7
1.7 Definition of Key Terms 7

CHAPTER II REVIEW OF RELATED LITERATURE


2.1 Definition of Speaking 8
2.1.1 The Elements of Speaking 8
2.1.2 Speaking Ability 10
2.1.3 Teaching Speaking 11
2.1.4 Principle of Teaching Speaking 11
2.1.5 Problem in Teaching and Learning Speaking 12
2.1.6 Assessing Speaking 13

2.2 Story Completion Technique 15


2.2.1 Story Completion Technique in Teaching Speaking 15
2.2.2 The Procedure of Dice-Story CompletionTechnique 16
2.2.3 Advantages and Disadvantages of Using Story Completion Technique 16

2.3 Review of Related Study 17

CHAPTER III Research Design


3.1 Research Design 21
3.2 Population and Sample 22
3.3 Data Collection 22
3.3.1 Research Instrument 23

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3.3.2 Validity 24
3.3.3 Reliability 24
3.3.4 Procedure of Collecting Data 25
3.3.5 Scoring Guide 25

3.4 Data Analysis 27


3.4.1 Normality Distribution Test 28
3.4.2 Homogeneity Test of Variance 28
3.4.3 Hypothesis Testing 28

CHAPTER IV RESEARCH FINDING AND DISCUSSION


4.1 Pre-experiment 30
4.2 Normality Testing 30
4.3 Homogeneity Testing 31
4.4 The Implementation 32
4.4.1 First Meeting 33
4.4.2 Second Meeting 35
4.4.3 Third Meeting 37
4.4.4 Fourth Meeting 40

4.5 Post Experiment 41


4.5.1 Scoring for Post-test 41

4.6 Hypothesis Testing 42


4.7 Research Finding 43
4.8 Discussion 44

CHAPTER V CONCLUSION AND SUGGESTION


5.1 Conclusion 47
5.2 Suggestion 48
5.2.1 Suggestion for English Teacher 48
5.2.2 Suggestion for Students 48
5.2.3 Suggestion for Future Researcher 49

REFERENCE 50
APPENDIXES 53

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