problem with their pair group. The procedure of teaching speaking through problem solving technique as follows:
a. Pre Activities b. While Activities
c. Post Activities
5. Administering Post-test
The post-test was conducted after the treatment. The post-test was used to know the progress of speaking ability after using problem solving
technique. Based on the research design that is time series design, the post-tests was conducted in three times, after three meetings
treatments. The reseacher used a subjective test in oral test. Futhermore, the researcher gave different topics in every test. The
researcher gave a problem for the students to be solved. In giving their solutions, the students were asked to speak clearly since the students’
voice would be recorded. Moreover, the researcher and the English teacher “Miss Liza” judged the students’ performance.
6. Analyzing Data
After conducting the final test, the reseacher analyzed the data. After collecting the data, the students’ score were analyzed subjectively by
both reseacher and teacher. Then, the reseacher analyzed the mean of every test by comparing from the two raters based on the test. The
mean of the pre-tests and the post-tests were used to know the increase of students’ speaking ability through problem solving. Meanwhile, the
mean of treatment also uses to know which one is the most effective for teaching speaking.
3.5 Instruments of the Research
There are some instrument used in research. The reseacher used two kinds of test as the instrument of the research; pretest which was given to the students before
the writer gave the treatment, and posttest which was given after the students got the treatment.
3.6 Validity and Reliability
Setiyadi 2006: 29 mentions that in order to make research valid and reliable, quantitative research is focused on the collected data. Therefore, because the
researcher used quantitative research, some considerations were also going to be taken as follows:
a. Validity of the Test Validity refers to the appropriateness, meaningfulness, and useful of the
interences a researcher makes Fraenkel and Wallen, 1990:126. It means that validity refers to the extent to which an instrument will give us the information
that we want. Meanwhile, Setiyadi 2006: 24 mentions that the test should reflect all the areas to be assessed in suitable proportions and represent a balanced
sample.
Other source says that validity is a matter of relevance; it means that the test measures what is claimed to measure. To measure whether the test has good
