also be interpreted that the students did not have any problems to speak up and express their ideas in the speaking class. For, they have positive self-concept in
the speaking class. It adds more conviction to this research that the students have positive responses in the speaking class.
From the students’ responses on the eight items above, it can be concluded that the students have positive responses on 7 items, 1 item has a negative
responses. It could be interpreted that the students do not only agree that the model is a new model for them, but they also agree that they have made positive
responses in the speaking class activities. It indicates that the students have good perceptions on the organization and situation of the stimuli which in the research
is the organization and situation of the use of the model as a teaching technique.
b. The Use of the Model in the Speaking Class
In relation to the use of audio recording as a model in the speaking class, the researcher provided 11 items. It included the students’ feeling about the model
and the usefulness of the modelling to be applied in the speaking class.
Table 4.2 Table of Data on Students’ Responses on the Use of the Model in the Speaking Class
N X1
X2 X3
X4 X1
X2 X3
X4
є
M 9 0 3 18 10
0 9.6774 58.0645 32.2581 100 3.225806 10 0 3 21 7
0 9.6774 67.7419 22.5806 97 3.129032 11 0 4 17 10
0 12.9032 54.8387 32.2581 99 3.193548 12 0 5 18 8
0 16.129 58.0645 25.8065 96 3.096774 13 0 6 16 9
0 19.3548 51.6129 29.0323 96 3.096774 14 0 5 17 9
0 16.129 54.8387 29.0323 97 3.129032 15 0 8 17 6
0 25.8065 54.8387 19.3548 91 2.935484 16 0 4 24 3
0 12.9032 77.4194 9.6774 92 2.967742
Table 4.2 Continued
X1 X2
X3 X4
X1 X2
X3 X4
є
M 17 0 3 25 3
0 9.6774 80.6452 9.6774 93 3
18 0 3 18 10 0 9.6774 58.0645 32.2581 100 3.225806
19 0 5 23 3 0 16.129 74.1935 9.6774 91 2.935484
Statement number 9 concerned with the students’ responses on the use of the model in their Speaking V class. From the students’ responses to the statement,
the researcher could find out whether the speaking class was more interesting with the model or not. There were 58.06 students who agreed and 25.81 of them
strongly agreed that the speaking class was more interesting with the model. Meanwhile, no student strongly disagreed and 16.13 of them disagreed with the
statement. The average was 3.10. It means that most students agree that the model is interesting. Therefore, it could be concluded that the students’ responses toward
the modelling are positive. The table showed that no student strongly disagreed that the student
himselfherself felt more enthusiastic in learning speaking with the model. 6.45 students disagreed with the statement. Besides, 64.52 of them agreed and
29.03 of them strongly agreed with the statement. The average was 3.23. It means that the modelling in the speaking class could encourage the students to be
more enthusiastic in learning speaking. Here, the researcher was more convinced that the students have positive responses toward the model in the speaking class.
The result of the students’ responses on statement number 11 showed that 54.84 students agreed. The students agreed that they could feel comfortable,
relaxed, and not threatened with the modelling. Further, 32.26 of them strongly
agreed with the statement. Besides, 12.90 of them disagreed and no student strongly disagreed with the statement. Here, the average was 3.19. It could be
interpreted that the modelling was useful for the students in creating a good atmosphere in the speaking class it was important to the students to have a good
atmosphere in learning. In this case, the students’ responses toward the modelling are positive.
Item 12 was directly related to the model in helping the students to better understand the topic which was discussed in the speaking class. It is important to
find out since the goal of teachinglearning activities is for the students to be able to understand the material given. Here, 58.06 students agreed that the model
was useful in making the students understand better about the topic which was discussed in the speaking class. Moreover, 25.81 of them strongly agreed with
the statement. On the other hand, no student strongly disagreed and 16.13 of them disagreed with the statement. The average was 3.10. It means that the
students have positive responses toward the model. Statement number 13 was directly related to the model in giving a clear
description about the topic to be discussed. The result showed that 51.61 students agreed with the statement. Moreover, 29.03 of them strongly agreed
with the statement. Besides, it was found that 19.36 of them disagreed and no student strongly disagreed with the statement. The average was 3.10. It can be
concluded that the students’ responses toward the model are positive.
Statement number 14 was concerned with the students’ responses on the model in helping the students gain more vocabulary items before a topic was
chosen in the speaking class. The result showed that 54.84 students agreed that the sentence constructions in the model could help them to improve their
vocabulary items. Furthermore, 29.03 of them strongly agreed with the statement. Besides, 16.13 students disagreed and no student strongly disagreed
with the statement. The average was 3.13. Therefore, it could be interpreted that the students’ responses toward the model were positive since they agreed that the
model was useful in helping them to improve their vocabulary items. The use of audio recording as a model in the Speaking V class also aimed to
give the model of correct pronunciations to the students. The table showed that there were 54.84 students agreed that the model was useful in improving their
pronunciation ability. Moreover, 19.36 of them strongly agreed with the statement. On the other hand, 25.81 of them disagreed and no student strongly
disagreed that the model was useful to improve their pronunciation. The average was 2.87. It means that the students’ responses on the model are positive.
The table showed that 77.42 students agreed and 9.68 of them strongly agreed that the sentence constructions in the model were useful to improve the
students’ grammar. Moreover, 12.90 of them disagreed and no student strongly disagreed with the statement. The average was 2.97. It means that the students’
responses to the model are positive in that the model could help the students to improve their abilities in grammar.
Statement number 17 was related to the model in terms of the model helping the students to learn diction. The result showed that 80.65 students agreed that
the model was useful to make the students understand the right diction. Furthermore, 9.68 of them strongly agreed with the statement. Meanwhile,
9.68 of them disagreed and no student strongly disagreed with the statement. The average was 3. It means that the students have positive responses toward the
model. Through the students’ responses to statement number 18, the researcher
wanted to find out whether the students felt helped in understanding more about the right expression by the model or not. The result showed that 58.06 students
agreed and 32.26 of them strongly agreed with statement 18. Meanwhile, 9.68 students disagreed and no student strongly disagreed with the statement. The
average was 3.23. Therefore, it could be summarized that the students had positive responses to the model.
In speaking, the speaker should be aware of the context when heshe is speaking so that the speaker can speak in the right context when heshe is
speaking. Statement 19 concerned with the students’ responses on the usefulness of the model in helping them understand the right context. The result showed that
74.19 students agreed with the statement number 19. Furthermore, 9.68 of them strongly agreed with the statement. The average was 2.94. Since 16.13
students disagreed and no student strongly disagreed with the statement, it could be concluded that the students’ responses on the model in case that the model can
help them learn the right context were positive.
From the students’ responses on the 11 items in relation to the use of the model above, the researcher could find out whether the students felt that the
model was useful for them or not. From the students’ responses on those items, the researcher found that most students agreed that the model was useful. It could
be summarized that the model was useful for the students in helping them to learn speaking. In this case, the students’ responses on the use of the model in their
speaking class were positive. Hence, the students have good perceptions on the stimulus which in the research is the use of the model.
c. Progress after Using the Model in the Speaking Class.
