There were two tests in this study, pre-test and post-test. Furthermore, I gave the same type of the test for both tests, but different topics in order to know
the achievement of students after the treatment. The topic of pre- test was spoken monologue descriptive text about a cat and in the post-test was about a rabbit. In
conducting this pre-experimental study, I used pre-test, post-test, and questionnaires. To complement the interpretation of the data, I added an
observation checklist.
3.5.1 Pre-Test
Pre-test was conducted in the beginning of the research. The purpose of the pre- test was
to measure the students‟ skill in spoken monologue descriptive text whether they could produce spoken text. During this session, the students
described a person, a thing or an animal orally. I gave them a spoken monologue descriptive text and five minutes to prepare. After that, they described it orally.
Then, I collected the score and recorded their performance as the data for the
research. For the detail of the instrument, see Appendix 3. 3.5.2
Post-Test
Post-test was conducted after the treatments. It was given after conducting all the activities. I gave the same type of the test for both tests, but different topics in
order to know the achievement of students after the treatment. The topic of pre- test was spoken monologue descriptive text about a cat and in the post-test was
about a rabbit. Post-test is used to measure the students‟ ability after the
treatments. For the detail of the instrument, see Appendix 4.
3.5.3 Questionnaire
A questionnaire is used by researchers to convert into data the information directly given by a person Tuckman, 1978. There are two kinds of questionnaire,
close-ended question and open-ended question Setiyadi, 2006: 54. In this study, I used close-ended questions that were arranged based on Likert Scales. It was
given to the students after they finished doing the post-test. For the detail of the
instrument, see Appendix 5. There were five questions used to discover the
students‟ interest, advantage of using the combination of Quartet and Dart games, students‟ achievement, relevancy, and difficulty in learning process by using the
combination Quartet and Dart games.
There were five multiple choice items, each of which had three options namely a, b, and c. Each option was given a score that had a point based on the
criteria based on Likert scales. To make scoring in the speaking test, I used the rating scales that were adopted from Likert scales quoted from Setiyadi,
2006:59:
Options Score
A 1
B 2
C 3
Table 3.2 The Score Range Likert scales quoted from Setiyadi, 2006:59:
The result of the questionnaire data analysis of each question could be classified into a range of mean adopted from Likert Scales based on the objective
each question. In which:
Table 3.3 The Classification of Graded Score Likert scales quoted from Setiyadi, 2006:59
3.5.4 Observation checklist
