4.2.1 The Result of Documentation
Documentation in this research was conducted to get the secondary data. The data covered the total number of the population and the names of the research
respondents the experimental and the control groups. Further, it was also applied to get the information about the schedule especially of the eighth grade students
concerning the English subject , the eighth grade students’ speaking scores, the
syllabus and the curriculum used in teaching English at SMPN 4 Jember. The total number of the eighth grade students of SMPN 4 Jember in the
20142015 academic year was 250 students. They were distributed into seven parallel classes as presented in Table 4.4 below.
Table 4.4 The Total Number of the Eighth Grade Students of SMPN 4 Jember in the 20142015 Academic Year.
No Class
Male Female
Total 1.
2. 3.
4. 5.
6. 7.
VIII A VIII B
VIII C VIII D
VIII E VIII F
VIII G 27
22 25
26 21
26 26
9 14
11 10
13 10
10 36
36 36
36 34
36 36
TOTAL 250
Data resource: The Documentation of SMPN 4 Jember 2015
The total number of the research respondents was 72. The respondents of the experimental group VIII A were 36 students, while the respondents of the
control group VIII F were 36 students. The names of the research respondents can be seen on Appendix F.
4.2.2 The Result of the Interview
The interview was conducted with the English teacher of the eighth grade students of SMPN 4 Jember on February 6
th
, 2015. From the interview, it was
known that the school applied Institutional Based Curriculum KTSP 2006. The English teacher taught English twice a week and the handbook that the students
used was Bahasa Inggris untuk SMPMTs by Haryadi. It was published by Grafika Dua Tujuh. The English teacher used pictures, songs, and video as the media in
language teaching and learning process. Further, it was known that speaking was taught only once or twice in a month. The students’ speaking ability was
categorized moderate by the English teacher. In the way of teaching speaking, the English teacher taught speaking by asking the students to complete a missing
dialogue or to compose a dialogue with their partner based on the topic presented then performing it out.
Based on the English teacher’s explanation, it was also known that the students’ difficulties in learning speaking were as follows: 1 insuffiency of
vocabulary; 2 fear of making mistakes in grammar; 3 difficulty to pronounce English words well; and 4 unconfidence in delivering speech in front of their
friends.
4.3 The Result of the Homogeneity Analysis
Kategori