THE EFFECT OF MEDIA ON STUDENTS’ SPEAKING ACHIEVEMENT OF NARRATIVE TEXT.

THE EFFECT OF MEDIA ON STUDENTS’ SPEAKING
ACHIEVEMENT OF NARRATIVE TEXT

A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan

By:

MASDOHARNI
Reg. Number: 2112121020

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016

LEMBAR PENGESAHAN PANITIA UJIAN

Skripsi ini diajukan oleh: Masdoharni, NIM. 2112121020
Jurusan Bahasa dan Sastra Inggris

Program Studi Pendidikan Bahasa Inggris/ S-1
Fakultas Bahasa dan Seni
Universitas Negeri Medan

Dinyatakan telah memenuhi syarat
untuk memperoleh gelar Sarjana Pendidikan

Panitia Ujian

Medan,

Februari 2016

Ketua,

Dr. Isda Pramuniati, M.Hum
NIP. 19641207 199103 2 002

Sekretaris,

Prof. Dr. Hj. Sumarsih, M.Pd
NIP. 19581021 198303 2 002

ABSTRACT

Masdoharni.2112121020. The Effect of Media on Students’ Speaking
Achievement of Narrative Text. A Thesis. English Deparment. Faculty of
Languages and Arts, State University of Medan. 2015.
This study deals with the effect of media on students’ speaking achievement of
narrative texst. This study was conducted by using experimental research. The
population of the study was grade X students of SMA Swasta Cerdas Murni
Medan, which consisted of 80 students. The study was divided into two groups:
experimental and control group. The instrument used to collect the data was
retelling the story of the movie that the students watched orally. To obtain the
reliability of the test, the researcher applied Spearman Brown’s formula. The
result of the reliability was 0.03, and it was found that the test was reliable. The
data were analyzed by using t-test formula. The analysis showed that the scores
of the students in the experimental group were significantly higher than the
scores of the students in the control group at the level of significant μ = 0.05
with the degree of freedom (df) 78, t-observed value 3.317 > t-table value

1.990. The findings indicate that the students’ speaking achievement of
narrative text using movie was significantly higher than that using pictures.
Therefore, English teachers are suggested to use movie as media in order to
improve students’ speaking achievement.

Key words

: movie, speaking achievement

ACKNOWLEDGMENT
The researcher would like to express her deepest gratitude to Allah SWT, the
Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor, and Mercy
that has been given to the researcher so that she finally accomplished her thesis
entitled: “The Effect of Media on Students’ Speaking Achievement of Narrative
Text.”
This thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of the English Department, Faculty of Languages and Arts, State
University of Medan (UNIMED).
In completing this thesis, the researcher realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got a

lot of assistance and moral support from many people. Therefore, the resercher would
like to express her gratitude and special thanks to:
 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
 Dr. IsdaPramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and Nora Ronita Dewi,S.S.,M.Hum., the Head of English
Education Program, Faculty of Languages and Arts, State University of
Medan.

 Prof. Amrin Saragih, M.A., Ph.D., Dra. Sri Juriati Ownie, M.A., her
Thesis Advisors who have given

their valuable advices, suggestions,

guidance and spent their precious time in the process of completing this
thesis. Without their knowledgeable and excellent advice, the researcher
would never have been able to complete this thesis.

 Drs. Willem Saragih, Dipl.,Appl., M.Pd., her Academic Advisor and her
reviewer who has supported her through out the academic years.

 Prof. Dr. Busmin Gurning, M.Pd., Dr. Siti Aisah Ginting, M.Pd., her
reviewers and examiners who have given their precious time, guidance,
suggestions, and comments.

ii

 All Lecturers of English Department who has taught, guided, and advised
her throughout the academic years.

 Eis Sri Wahyuningsih M.Pd, and Pak Pantes, the administration staffs of
English Department, for their attention, assistance,and information in
completing this thesis.

 Ibrahim Arbi, S.Ag, S.Pd.I., the Headmaster of SMA Cerdas Murni
Medan, forhis permission and opportunities in allowing the researcher to do
observation and research to collect the data.

 Drs. Amrin., the English teacher of SMA Cerdas Murni Medan, for the
assistance, guidance, suggestions and commentsin the process of completing
this thesis.And all the teachers and students at the school for the good
cooperation.

 Her beloved parents Alm Ahmad Sohimi Hasibuan and Hasna Jernih
Siregar, Her lovely brothers Ahmad Rifai and Zainal Abidin and all her
sisters Nelmi Hayati, Khodijah, and Alda Nur Baiti for their endless love,
pray inspiration, motivation, and everything that they gave her the freedom
and time to learn and to explore.

 Her great classmates Reguler C’ 2011 especially for Junpita Sinaga, for
the love and togetherness throughout four years.

 All her friends in KAMMI se-UNIMED for their support, motivation, and
togetherness.
The researcher realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments, and advices that will improve the quality of
this thesis. She hopes that this thesis iii
would be useful for those who read and interest

in the field of this study.
Medan, Desember 2015
The researcher,

Masdoharni
Reg.No.211212102

iv

TABLE OF CONTENTS

DECLARATION.............................................................................................
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS............................................................................... v
LIST OF TABLES ........................................................................................ vii
LIST OF APPENDICES
........................................................................ viii

CHAPTER I INTRODUCTION...................................................................

A.
B.
C.
D.
E.

1

Background of the Study .....................................................................
Problem of the Study ...........................................................................
Objective of the Study .........................................................................
Scope of the Study ...............................................................................
Significance of the Study ....................................................................

1
6
6
6
6

CHAPTER II. REVIEW LITERATURE ....................................................

8

A. Theoretical Framework .......................................................................
1. Students’ Achievement ....................................................................
2. Speaking ..........................................................................................
3. Media ...............................................................................................
a. Overview of Media.................................................................... .
b. The Role of Media in Teaching Learning Process.................... .
4. Movie ..............................................................................................
a. Overview of Movie .....................................................................
b. The Implementation of Media ....................................................
5. Advantages and Disadvantages of Movie .......................................
a. Advantages .................................................................................
b. Disadvantages .......................................................................... ..
6. Pictures ...........................................................................................
7. Narrative Text ..................................................................................
c. Kinds of Narrative Text............................................................. .
d. Social Function of Narrative Text............................................. .

e. Generic Structure of Narrative Text.......................................... .
f. Languages Features of Narrative Text...................................... .

8
8
9
11
11
15
16
16
17
18
18
20
20
21
21
22
23

26

g. Example of Narrative Text....................................................... ..
B. Relevant Studies ..................................................................................
C. Conceptual Framework .......................................................................
D. Hypothesis ...........................................................................................

27
29
30
31

CHAPTER III. RESEARCH METHODOLOGY .....................................

32

v
A. Research Design ..................................................................................
B. Population and Sample ........................................................................
1. Population .......................................................................................
2. Sample ............................................................................................
C. The Procedure of Research ..................................................................
1. Pre-test ............................................................................................
2. Treatment ........................................................................................
3. Post-test ..........................................................................................
D. Assessment of Speaking .......................................................................
E. Validity and the Reliability of the Test ...............................................
1. Validity ..........................................................................................
2. Reliability ......................................................................................
3. Technique of Analyzing Data .......................................................

32
32
32
33
33
33
34
35
36
37
37
38
38

CHAPTER IV: DATA AND DATA ANALYSIS .......................................

40

A. Data .....................................................................................................
B. Data Analysis ......................................................................................
1. Analyzing the Data by Using t-test ................................................
C. Reliability .............................................................................................
D. Testing Hypothesis ...............................................................................
E. Research Finding ..................................................................................

40
40
40
41
42
42

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...........................

43

A. Conclusions ..........................................................................................
B. Suggestions...........................................................................................

43
43

REFERENCES ..............................................................................................

44

APPENDICES ...............................................................................................

46

LIST OF TABLES

Table 1.1

The Percentage of the Tenth Grade Score in Speaking................. 3

Table 2.1

Social Function of Narrative Text.................................................23

Table 3.1

Research Design............................................................................32

Table 3.2

Scenario for Experimental Group.................................................34

Table 3.3

Scenario for Control Group...........................................................35

Table 3.4

Assessment of Speaking................................................................36

Table 3.5

The Students’ Score......................................................................37

LIST OF APPENDICES

Appendix A

Lesson Plan..............................................................................46

Appendix B

The Pre-test Result of Experimental Group.............................72

Appendix C

The Pre-test Result of Control Group......................................75

Appendix D

Experimental Group.................................................................78

Appendix E

The Calculation of Reliability.................................................84

Appendix F

Percentage Points of the Distribution.......................................86

Appendix G

Example of Pre-test Transcript in Experimental Group...........87

Appendix H

Example of Post-test Transcript in Experimental Group.........89

Appendix I

Example of Pre-test Transcript in Control Group....................91

Appendix J

Example of Post-test Transcript in Control Group....................92

CHAPTER I
INTRODUCTION

A. Background of the Study
Language has an important role for human life. By using language the
people can express their ideas, emotions, and desires. This globalization era is an
era which full of challenges and competitions. English has been the most
important language in international communication. People all over the world
speak in English when they meet one another in every international meeting,
workshop, or conference. All countries in the world have set the language as one
of the compulsory subject studied at school.
Indonesia as one of the developing countries has also set its educational
curriculum to include English as a foreign language which is studied from
Elementary school up to the university level. The evidence of its importance is to
put English as one of the subjects to be tested in the national examination (UN).
The objective of teaching and learning English at schools is to bring up student to
better understanding and ability of the language. However students are required to
achieve certain score in order to pass. Not only grammatical aspect are important
but also are communicative ones.
In teaching English there are four skills should be well mastered by the
students namely listening, speaking, writing and reading. In this study is mainly
focus on speaking skill.
Speaking is an oral communication which is used more by people in their
social community. Through speaking people can express their thoughts, ideas, and

1

feelings to others. Clark (1997) says that speaking is fundamentally an
instrument act for communication. The aim of speakers to do speaking is in
order to have some effects of their listeners. Speaking is very crucial for people
in sharing their ideas, opinions, or feelings to others. The speakers try to use the
effective way to do speaking. So that the listeners can understand what they
mean. To create a successful communication or interaction, the listener also has
to pay more attention and listen carefully in order to be able to understand what
the speaker say.
Speaking is important for students to practice their capability and their
understanding, how to send idea, and how to spell word well. Speaking is one
of the way to express, to tell and to convey the information, ideas and desires to
someone. Meanwhile Morris (1980) states that speaking is a natural means of
communication which is used by people to interact in their community. They
have the same kind of language to build understanding each other. Not so
different from other opinions, Morris concludes that with language people can
express their thoughts as a form of social behavior. Speaking delivers message
through oral production. Moreover, he adds that speaking skill has very closed
relationship with other elements such as pronunciation, grammar, vocabulary,
comprehension and fluency. The achievement of good speaking activity is
when the people who interact can understand each other. One obvious example

of speaking activity is any interaction between teacher and student. In the
interaction, the teacher should have a good speaking competence because he
has to bring all of his students to understand the material through his speech.
Based on the observation result of SMA Swasta Cerdas Murni Medan in
teaching and learning process students said that speaking is very difficult to
practice. When the teacher asked the students to convey their opinions orally,
most of them were afraid and ashamed to do it. Therefore this reason made the
students become lazy to take part in speaking. In fact they knew what they
wanted to say in their mind by using mother tongue or Indonesian but they did
not know how to say the word or sentence in English. But when they were
asked to explain something in English they started to be silent and have no
confidence to speak. They become too aware of the grammatical rules of their
sentences and their friends’ or teacher’s comments on their speaking ability.
Furthermore, the researcher found that the data which showed the
students could not reach the minimum completeness criteria (KKM) which was
about 65. Below are the recapitulation of students’ score in speaking, in the
tenth grade of SMA Swasta Cerdas Murni Medan.
Table 1.1
The Percentage of the Tenth Grade Score in Speaking
2nd Semester
>65
≥65