THE EFFECT OF APPLYING SAVI MODEL ON STUDENTS SPEAKING ACHIEVEMENT IN ORAL DESCRIPTIVE TEXT.
ABSTRACT
Manja, Azrina. The Effect of Applying SAVI Model on Students’ Speaking
Achievement in Oral Descriptive Text. A Thesis: English Department, Faculty of
Languages and Arts, State University of Medan. 2015.
This study was conducted as an attempt to find out the effect of applying SAVI model on
Students’ students’ speaking Achievement in oral descriptive text. This study used the
experimental design. The population of this study was the students of MAN Kualuh Hulu.
The subject of this study was the 2013/2014 tenth grade students of MAN Kualuh Hulu. This
study was conducted with two randomized groups namely experimental group and control
group. The control group was taught by conventional method while experimental group was
taught by applying SAVI model. The instrument used in this study was an objective test. To
obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The
calculation shows that the reliability was 0.67 (reliabity). The data were analyzed by using ttest. The calculation shows that t-observed (5.36) is higher than t-table (1.996) at the level of
significance (α) 0.05 with the degree of freedom (df) 68. Therefore, null hypothesis (Ho) is
rejected and alternative hypothesis (Ha) is accepted. It means that SAVI Model significantly
affect the students’ speaking achievement in oral descriptive text.
Keywords : Speaking Achievement, Oral Descriptive Text
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty, Allah Subhanahu Wata’ala
for His blessings so the writer is able to accomplish her thesis as a partial fulfillment of the
requirement for the degree of Sarjana Pendidikan at the English and Literature Department,
Faculty of Languages and Arts (FBS), State University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot accomplish without
support from many people. The writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M. Si as the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M. Hum as the Dean of Faculty of Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M. Pd as the Head of English Department as well as the
writer’s Academic Advisor and Thesis Reviewer.
4. Dra. Meisuri, MA as the Secretary of English Department.
5. Dra. Masitowarni Siregar, M. Ed as the Head of Educational Program of English
Department.
6. Dr. Anni Holila Pulungan, M. Hum as the Writer’s Thesis Advisor who has
consciously guided her in the entire process of the thesis writing.
7. Prof. Dr. Lince Sihombing, M. Pd and Drs. Elia Masa Gintings, M. Hum as the
Writer’s Thesis Reviewers.
8. Beloved father, Zakaria, SE and lovely mother, Yusniar Simatupang, the deepest
gratitude for their greatest supports, carring and loves to the writer. Thanks to the
writer’sister and brother, Mayang Purnama, S. Pd and Alhafis Dirgantara.
9. The witer’s best friends, Siti Hamidah, Susiana, Efry, Yani, Guntar, Ika, Rahma,
Rina, Efry, Herera, Yani and the amazing class B – Reg Dik 09
10. Fauziah, S. Pd as the writer’s mentor in her Teaching Experience Program and the
Students of MAN Kualuh Hulu at the year of 2013/2014
11. Suwastati Sagala, S. AG as the Headmaster of MAN Kualuh Hulu.
Last but not least, the writer extends gratitude for those who cannot be mentioned
here, that give contribution on the writer’s life. The writer realizes that content of this thesis
is still far from perfect, but she warmly accept any constructive suggestions that will improve
the quality of this thesis. She hopes it would be useful for those who are interested in this
field of study.
Medan, January 2015
The Writer
Azrina Manja
NIM.2094
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION...................................................................
1
A The Background of the Study ..................................................................
1
B. The Problem of the Study .......................................................................
3
C. The Objective of the Study ........................................................... ..........
4
D. The Scope of the Study...........................................................................
4
E. The Significance of the Study ....................................................... ..........
4
CHAPTER II REVIEW OF LITERATURE ..............................................
A. Theoretical Framework ..........................................................................
1. Achievement ..................................................................................... ..
2. Speaking .............................................................................. ...............
3.Assessment of Speaking ......................................................................
4. Genre......................................................................................... ..........
5.Descriptive Text.......................................................................... .........
a. The Communicative Purpose ................................................... ......
b. Rhetorical Structure of Descriptive Text ...................................... .
c. The Language Feature ....................................................................
d. The Example of Descriptive.............................................................
6. Model .................................................................................................
7. SAVI Model .......................................................................................
a. The Procedure of SAVI......................................................
b. The Advantages and Disadvantages of SAVI ....................
B. Relevant Studies............................................................................. ........
C. Conceptual Framework ...........................................................................
D. Hypothesis ..............................................................................................
6
6
7
7
8
13
13
14
14
14
15
16
16
17
18
20
21
22
CHAPTER III RESEARCH METHOD ......................................................
A. Research Design .....................................................................................
B. Population and Sample ...........................................................................
C. Data and Data Source .............................................................................
22
23
24
24
Pages
D. The Technique of Collecting Data .........................................................
1. Pre-test ................................................................................................
2. Treatment ............................................................................................
3. Post-test ..............................................................................................
E.Scoring of the Test ...................................................................................
F. Validity and Reability of the Test ...........................................................
1. Validity ...............................................................................................
2. Reability ..............................................................................................
G. The Technique of Analyzing Data..........................................................
25
25
26
29
29
30
30
31
32
CHAPTER IV THE DATA AND RESEARCH FINDINGS .....................
A. The Data ............................................................................................
B. Data Analysis ....................................................................................
1. Testing the Reliability of the Test .................................................
2. Pre-test and Post-test Score Analysis ............................................ .
3. Analyzing the Data Using T- test Formula ....................................
C. Testing the Hypothesis ......................................................................
D. Research Findings .............................................................................
33
33
34
34
34
36
36
37
CHAPTER V CONCLUSIONS AND SUGGESTIONS.............................
A. Conclusions ..........................................................................................
B. Suggestions ..........................................................................................
38
38
38
REFERENCES ...............................................................................................
APPENDIX .....................................................................................................
39
40
LIST OF TABLES
Pages
Table2.1Oral Proficiency Test Scoring Categories. .........................................
Table2.2The Procedure of SAVI model ..........................................................
Table 3.1Research Design ................................................................................
Table 3.2Oral Proficiency Test Scoring ...........................................................
Table 4.1 Descriptive Statistics of Pre-test ......................................................
Table 4.2 Descriptive Statistics of Post-test.....................................................
Table 4.3 The Results of the T- test Calcultion ...............................................
10
18
26
30
34
35
37
CHAPTER I
INTRODUCTION
A. The Background of the Study
Speaking as a communication tool is an important basic language skill,
which need to be mastered as a priority for the learners of English as a foreign and
second language. Speaking is crucial part of second language learning and
teaching. However today’s world requires that the goal of teaching speaking
should improve students’ communicative skill because students can express
themselves and learn how to use a language. According to Fulcher (2003:23)
speaking is the verbal use of language to communicate with others. People put
ideas into words, talking about perception or feelings that they want other people
to understand them. Then, The listener tries to reconstruct the perceptions that
they are meant to be understood.
Maxom (2009:183) states that speaking is the most important skill in
English language Teaching to be mastered in school. Through speaking, students
express their ideas, feelings and desires to others. In school, the students learn
how to speak English easier because there are teachers and friends who can be
their facilitators and pairs to practice English.
Based on wtiter’s interview to many students of different schools, most of
the students said that they were not able to speak in English because they have
some difficulties in using grammar, pronunciation and lack in vocabulary. Besides
that the students feel shy to talk in front of the other students and do not want to
show their weakness in speaking English.
Actually, the students’ lack of mastering English at the school is influenced
by the model of teaching. Teacher usually asks the students to read the dialogue
then memorize it before it is spoken in front of the class. Therefore the English
teaching learning process is not effective and passive.
Based on the researcher’s observation at MAN Kualuh Hulu especially on
grade X, there were many students who cannot speak English well. While,
Minimal Passing Criteria (Kriteria Ketuntatasan Minimal: KKM) for the English
subject is 70. It means, still many students could not passed their KKM. The
students did not have self-confidence to speak they were worry to make mistakes.
From this fact, it can be concluded that the process of teaching and learning has
not succeeded. That is why important to consider the use of model in learning so
that they can express their English freely and full of self-confidence.
In order to solve problem above, the researcher has motivation to do the
research by applying Cooperative Learning Models. Somatic, Auditory, Visual,
and Intellectual (SAVI) is one of Cooperative Learning models. It is a model of
teaching that uses all of students’ senses (Meier,2000). SAVI is short term
Somatic, Auditory, Visual, and Intellectual.
Febriani (2012) SAVI is a model emphasizing shall exploit all appliances
sense owned by the student. Term SAVI is abbreviation of: Somatic: having a
meaning of body movement (hands-on, physical activity) where about learn by
experiencing and doing/conducting; Auditory: having a meaning of learning
through listening, correct reading, conversing, presentation, argument, opening
opinion and answering; Visual : having a meaning of leanrning use the sense eye
through perceive, drawing, demonstrating, reading, using media physic appliance;
and Intellectual : having a meaning of learning use the ability think the minds-on,
learning with the mind concentration and exercise to use it through having natural
investigating, identifying, finding, creating, constructing, solving problem, and
applying.
The researcher is interested in conducting this research in order to know that
using SAVI is really effective in teaching oral descriptive text. And the result of
this teaching analysis, the researcher expects that it will be useful for the teachers
and the students in teaching- learning.
B. The Problem of the Study
In line with the background of the study, the research problem can be
formulated as follows:
“Is there any significant effect of applying Somatic, Auditory, Visual,
Intellectual model on students’ speaking achievement in oral descriptive text?”
C. The Objective of the Study
This study is aimed to find out the effect of applying Somatic, Auditory,
Visual, Intellectual model on the students’ speaking achievement in oral
descriptive text.
D. The Scope of the Study
The scope of this study is limited to investigate the Grade X students of
MAN Kualuh Hulu for oral descriptive text by applying Somatic, Auditory,
Visual, Intellectual Model.
E. The Significance of the Study
There are some significances from the results of this study which are
expected to be useful and relevant to the theoretically and practically.
1. Theoretically, the results of this study are expected to be useful for:
a. To enrich the literature of teaching speaking by applying SAVI model.
b. To give a better understanding and alternative model in teaching
speaking by applying SAVI model.
c. Give some valuable contribution to other researchers.
2. Practically, the results of this study are expected to be useful for teachers,
students, and other researches. It is expected that it would give the
contribution to:
a.
English teacher, to improve the quality of English teaching in
learning process.
b. The students, to improve their knowledge on speaking and to interest
make them more active.
c. The readers, to apply SAVI model to improve speaking.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect of applying SAVI Model on senior high school students’
speaking achievement since the students’ speaking achievement in oral
descriptive text by applying SAVI Model is higher that taught without applying
SAVI Model. Therefore, the alternative hypothesis is accepted and null hypothesis
is rejected. It was proven statistically with t-observed > t-table 5.56 > 1.996; df =
68, α = 0.05
B. Suggestions
Based on the conclusions above, the results of the findings contribute some
valuable suggestions for those who are interested in teaching speaking in oral
descriptive text as follows:
1. For the students, to use SAVI model while speaking in the class so they can do
oral descriptive text easily.
2. For the teachers, to apply SAVI model so that they can improve their students’
achievement in oral descriptive text; and
3. For all the readers, may this research bring them into good understanding how
to improve the students’ speaking ability by applying SAVI model.
REFERENCES
Ary D., Jacobs, Lucy Cheser and Razavieh Asghar, R. 2002. Introduction to
Research in Education. 6th Ed. United Kingdom : Wadsworth Thomson
Learning.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
San Francisco: Longman.
Best, John W. and Kahn, James V. 2007. Research in Education 9th Edition. New
Delhi: Prentice Hall.
Brown, H. Douglas. 2001. Teaching by Principles:An Interactive Approach to
Language Pedagogy. White Plains, NY: Pearson Education.
Febriani, R.D. 2012. An Alternate Way To Teach Writing by Combining Three
Different Learning Styles: SAVI Model.Journal English Program.vol 1 (2)
Fulcher, G. 2003. Testing Second Language Speaking. New York: Longman.
Gobert, J. D., & Buckley, B. C. 2000. Introduction to Model-Based Teaching and
Learning in Science Education.International Journal of Science Education,
22(9), 891–894
Harmer, Jeremy. 2004. How to Teach Writing. Harlow : Longman.
Hughes, R. 2002. Teaching and Researching Speaking. Great Britain: Pearson
Education.
Hyland, K. 2003. Genre-based Pedagogies: A Social Response to Process. Journal
of Second LanguageWriting 12 (1): 17–29.
Ingham, A. M., & Gilbert, J. K. 1991. The Use of Analog Models by Students of
Chemistry at Higher Education Level.International Journal of Science
Education, 13, 193–202.
Islamiyah, Suaibatul. 2007. Teaching Speaking through VCD for the Second Year
Students of SMPN 1 Labuan Haji in the School Year 2006/2007. STKIP
Hamzanwadi Selong. Unpublished Thesis
Knapp, Petter. And Megan Watkins. 2005. Genre, Text and Grammar. Sidney:
University of New South Wales.
Maxom, M. 2009. Teaching English as a Foreign Language for Dummies. West
Sussex : John Willeyv.
Meier, Dave. 2000. The Accelerated Learning Handbook. Bandung : Kaifa
Pardiyono. 2007. Pasti Bisa. Yogyakarta : ANDI
Rambe, Nurhayani. 2013. Improving Students’ Achievement in Writing
Descriptive Text by Applying Somatic, Auditory, Visual, intellectual
(SAVI) Model. Unpublished Thesis. Medan: Language and Art Faculty,
State University of Medan.
Rakhmawati, S. A. 2010. The Effect of SAVI (Somatic, Auditory, Visualization,
Intellectually) Learning Model toward Students' English Achievement at
Elementary School, an Experimental Study on the Sixth Grade Students in
the Second Semester of SDN Tegalsari 5 Tegal in Academic Year
2009/2010. Unpublished Thesis. Tegal: Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Pancasakti Tegal.
Siahaan, Sanggam and Shinoda, Kisno. 2008 : Generic Text Structure. 1st Ed.
Yogyakarta: Graha Ilmu.
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta : Pustaka Belajar.
Manja, Azrina. The Effect of Applying SAVI Model on Students’ Speaking
Achievement in Oral Descriptive Text. A Thesis: English Department, Faculty of
Languages and Arts, State University of Medan. 2015.
This study was conducted as an attempt to find out the effect of applying SAVI model on
Students’ students’ speaking Achievement in oral descriptive text. This study used the
experimental design. The population of this study was the students of MAN Kualuh Hulu.
The subject of this study was the 2013/2014 tenth grade students of MAN Kualuh Hulu. This
study was conducted with two randomized groups namely experimental group and control
group. The control group was taught by conventional method while experimental group was
taught by applying SAVI model. The instrument used in this study was an objective test. To
obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The
calculation shows that the reliability was 0.67 (reliabity). The data were analyzed by using ttest. The calculation shows that t-observed (5.36) is higher than t-table (1.996) at the level of
significance (α) 0.05 with the degree of freedom (df) 68. Therefore, null hypothesis (Ho) is
rejected and alternative hypothesis (Ha) is accepted. It means that SAVI Model significantly
affect the students’ speaking achievement in oral descriptive text.
Keywords : Speaking Achievement, Oral Descriptive Text
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty, Allah Subhanahu Wata’ala
for His blessings so the writer is able to accomplish her thesis as a partial fulfillment of the
requirement for the degree of Sarjana Pendidikan at the English and Literature Department,
Faculty of Languages and Arts (FBS), State University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot accomplish without
support from many people. The writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M. Si as the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M. Hum as the Dean of Faculty of Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M. Pd as the Head of English Department as well as the
writer’s Academic Advisor and Thesis Reviewer.
4. Dra. Meisuri, MA as the Secretary of English Department.
5. Dra. Masitowarni Siregar, M. Ed as the Head of Educational Program of English
Department.
6. Dr. Anni Holila Pulungan, M. Hum as the Writer’s Thesis Advisor who has
consciously guided her in the entire process of the thesis writing.
7. Prof. Dr. Lince Sihombing, M. Pd and Drs. Elia Masa Gintings, M. Hum as the
Writer’s Thesis Reviewers.
8. Beloved father, Zakaria, SE and lovely mother, Yusniar Simatupang, the deepest
gratitude for their greatest supports, carring and loves to the writer. Thanks to the
writer’sister and brother, Mayang Purnama, S. Pd and Alhafis Dirgantara.
9. The witer’s best friends, Siti Hamidah, Susiana, Efry, Yani, Guntar, Ika, Rahma,
Rina, Efry, Herera, Yani and the amazing class B – Reg Dik 09
10. Fauziah, S. Pd as the writer’s mentor in her Teaching Experience Program and the
Students of MAN Kualuh Hulu at the year of 2013/2014
11. Suwastati Sagala, S. AG as the Headmaster of MAN Kualuh Hulu.
Last but not least, the writer extends gratitude for those who cannot be mentioned
here, that give contribution on the writer’s life. The writer realizes that content of this thesis
is still far from perfect, but she warmly accept any constructive suggestions that will improve
the quality of this thesis. She hopes it would be useful for those who are interested in this
field of study.
Medan, January 2015
The Writer
Azrina Manja
NIM.2094
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION...................................................................
1
A The Background of the Study ..................................................................
1
B. The Problem of the Study .......................................................................
3
C. The Objective of the Study ........................................................... ..........
4
D. The Scope of the Study...........................................................................
4
E. The Significance of the Study ....................................................... ..........
4
CHAPTER II REVIEW OF LITERATURE ..............................................
A. Theoretical Framework ..........................................................................
1. Achievement ..................................................................................... ..
2. Speaking .............................................................................. ...............
3.Assessment of Speaking ......................................................................
4. Genre......................................................................................... ..........
5.Descriptive Text.......................................................................... .........
a. The Communicative Purpose ................................................... ......
b. Rhetorical Structure of Descriptive Text ...................................... .
c. The Language Feature ....................................................................
d. The Example of Descriptive.............................................................
6. Model .................................................................................................
7. SAVI Model .......................................................................................
a. The Procedure of SAVI......................................................
b. The Advantages and Disadvantages of SAVI ....................
B. Relevant Studies............................................................................. ........
C. Conceptual Framework ...........................................................................
D. Hypothesis ..............................................................................................
6
6
7
7
8
13
13
14
14
14
15
16
16
17
18
20
21
22
CHAPTER III RESEARCH METHOD ......................................................
A. Research Design .....................................................................................
B. Population and Sample ...........................................................................
C. Data and Data Source .............................................................................
22
23
24
24
Pages
D. The Technique of Collecting Data .........................................................
1. Pre-test ................................................................................................
2. Treatment ............................................................................................
3. Post-test ..............................................................................................
E.Scoring of the Test ...................................................................................
F. Validity and Reability of the Test ...........................................................
1. Validity ...............................................................................................
2. Reability ..............................................................................................
G. The Technique of Analyzing Data..........................................................
25
25
26
29
29
30
30
31
32
CHAPTER IV THE DATA AND RESEARCH FINDINGS .....................
A. The Data ............................................................................................
B. Data Analysis ....................................................................................
1. Testing the Reliability of the Test .................................................
2. Pre-test and Post-test Score Analysis ............................................ .
3. Analyzing the Data Using T- test Formula ....................................
C. Testing the Hypothesis ......................................................................
D. Research Findings .............................................................................
33
33
34
34
34
36
36
37
CHAPTER V CONCLUSIONS AND SUGGESTIONS.............................
A. Conclusions ..........................................................................................
B. Suggestions ..........................................................................................
38
38
38
REFERENCES ...............................................................................................
APPENDIX .....................................................................................................
39
40
LIST OF TABLES
Pages
Table2.1Oral Proficiency Test Scoring Categories. .........................................
Table2.2The Procedure of SAVI model ..........................................................
Table 3.1Research Design ................................................................................
Table 3.2Oral Proficiency Test Scoring ...........................................................
Table 4.1 Descriptive Statistics of Pre-test ......................................................
Table 4.2 Descriptive Statistics of Post-test.....................................................
Table 4.3 The Results of the T- test Calcultion ...............................................
10
18
26
30
34
35
37
CHAPTER I
INTRODUCTION
A. The Background of the Study
Speaking as a communication tool is an important basic language skill,
which need to be mastered as a priority for the learners of English as a foreign and
second language. Speaking is crucial part of second language learning and
teaching. However today’s world requires that the goal of teaching speaking
should improve students’ communicative skill because students can express
themselves and learn how to use a language. According to Fulcher (2003:23)
speaking is the verbal use of language to communicate with others. People put
ideas into words, talking about perception or feelings that they want other people
to understand them. Then, The listener tries to reconstruct the perceptions that
they are meant to be understood.
Maxom (2009:183) states that speaking is the most important skill in
English language Teaching to be mastered in school. Through speaking, students
express their ideas, feelings and desires to others. In school, the students learn
how to speak English easier because there are teachers and friends who can be
their facilitators and pairs to practice English.
Based on wtiter’s interview to many students of different schools, most of
the students said that they were not able to speak in English because they have
some difficulties in using grammar, pronunciation and lack in vocabulary. Besides
that the students feel shy to talk in front of the other students and do not want to
show their weakness in speaking English.
Actually, the students’ lack of mastering English at the school is influenced
by the model of teaching. Teacher usually asks the students to read the dialogue
then memorize it before it is spoken in front of the class. Therefore the English
teaching learning process is not effective and passive.
Based on the researcher’s observation at MAN Kualuh Hulu especially on
grade X, there were many students who cannot speak English well. While,
Minimal Passing Criteria (Kriteria Ketuntatasan Minimal: KKM) for the English
subject is 70. It means, still many students could not passed their KKM. The
students did not have self-confidence to speak they were worry to make mistakes.
From this fact, it can be concluded that the process of teaching and learning has
not succeeded. That is why important to consider the use of model in learning so
that they can express their English freely and full of self-confidence.
In order to solve problem above, the researcher has motivation to do the
research by applying Cooperative Learning Models. Somatic, Auditory, Visual,
and Intellectual (SAVI) is one of Cooperative Learning models. It is a model of
teaching that uses all of students’ senses (Meier,2000). SAVI is short term
Somatic, Auditory, Visual, and Intellectual.
Febriani (2012) SAVI is a model emphasizing shall exploit all appliances
sense owned by the student. Term SAVI is abbreviation of: Somatic: having a
meaning of body movement (hands-on, physical activity) where about learn by
experiencing and doing/conducting; Auditory: having a meaning of learning
through listening, correct reading, conversing, presentation, argument, opening
opinion and answering; Visual : having a meaning of leanrning use the sense eye
through perceive, drawing, demonstrating, reading, using media physic appliance;
and Intellectual : having a meaning of learning use the ability think the minds-on,
learning with the mind concentration and exercise to use it through having natural
investigating, identifying, finding, creating, constructing, solving problem, and
applying.
The researcher is interested in conducting this research in order to know that
using SAVI is really effective in teaching oral descriptive text. And the result of
this teaching analysis, the researcher expects that it will be useful for the teachers
and the students in teaching- learning.
B. The Problem of the Study
In line with the background of the study, the research problem can be
formulated as follows:
“Is there any significant effect of applying Somatic, Auditory, Visual,
Intellectual model on students’ speaking achievement in oral descriptive text?”
C. The Objective of the Study
This study is aimed to find out the effect of applying Somatic, Auditory,
Visual, Intellectual model on the students’ speaking achievement in oral
descriptive text.
D. The Scope of the Study
The scope of this study is limited to investigate the Grade X students of
MAN Kualuh Hulu for oral descriptive text by applying Somatic, Auditory,
Visual, Intellectual Model.
E. The Significance of the Study
There are some significances from the results of this study which are
expected to be useful and relevant to the theoretically and practically.
1. Theoretically, the results of this study are expected to be useful for:
a. To enrich the literature of teaching speaking by applying SAVI model.
b. To give a better understanding and alternative model in teaching
speaking by applying SAVI model.
c. Give some valuable contribution to other researchers.
2. Practically, the results of this study are expected to be useful for teachers,
students, and other researches. It is expected that it would give the
contribution to:
a.
English teacher, to improve the quality of English teaching in
learning process.
b. The students, to improve their knowledge on speaking and to interest
make them more active.
c. The readers, to apply SAVI model to improve speaking.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect of applying SAVI Model on senior high school students’
speaking achievement since the students’ speaking achievement in oral
descriptive text by applying SAVI Model is higher that taught without applying
SAVI Model. Therefore, the alternative hypothesis is accepted and null hypothesis
is rejected. It was proven statistically with t-observed > t-table 5.56 > 1.996; df =
68, α = 0.05
B. Suggestions
Based on the conclusions above, the results of the findings contribute some
valuable suggestions for those who are interested in teaching speaking in oral
descriptive text as follows:
1. For the students, to use SAVI model while speaking in the class so they can do
oral descriptive text easily.
2. For the teachers, to apply SAVI model so that they can improve their students’
achievement in oral descriptive text; and
3. For all the readers, may this research bring them into good understanding how
to improve the students’ speaking ability by applying SAVI model.
REFERENCES
Ary D., Jacobs, Lucy Cheser and Razavieh Asghar, R. 2002. Introduction to
Research in Education. 6th Ed. United Kingdom : Wadsworth Thomson
Learning.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
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