Iman Hilmansyah, 2013 The Use of Video in Teaching Speaking
Universitas Pendidikan Indonesia
|
repository.upi.edu
Kranzler and Moursund 1999 proposed that the meaning of null hypothesis is there is no difference between experimental and control classes in
the mean adjustment level. So that the null hypothesis in this research is there is no difference between the two groups, experimental and control classes, in
students’ speaking ability.
3.2 Data Collection 3.2.1 Population and Sample
The population in this research was one of senior high school in Bandung. The total population of first grade students in that school was 168 students which
were divided into six classes.
The sample used two classes; each class consisted of 25 students. The first was class X-C that was taken as the experimental group and the second was class
X-A that was taken as the control group. 25 students from X-C class gave video as a treatment and 25 students from X-A class gave audio tape as a treatment. So the
fix number of the sample was 50 students.
3.2.2 Research Instrument
In the research, the instruments used to collect data were tests and administering questionnaire.
Iman Hilmansyah, 2013 The Use of Video in Teaching Speaking
Universitas Pendidikan Indonesia
|
repository.upi.edu
3.2.2.1 Test
Oral performance test was used to collect the data of students’ speaking scores. The most important thing in speaking class is that students are able to
communicate with other in oral form Jespersen cited in Murcia, 1979: 83. In line with that, oral performance test was chosen as the best way to test speaking
ability. In the tests, students have to retell story that was told by the teacher. To get students’ speaking scores, a scoring paper was developed based on the scoring
guides proposed by Georgiou Pavlou 2003. The adopted scoring paper consisted of three important aspects which are fluency, pronunciation, and
discourse management. The research existed in table 3.1.
Table 3.1 Speaking scoring Paper
Focus Level
√ Score Comments
Fluency Frequent and long pauses cause difficulties in
communicating. 15
Communicates even though there are some long pauses.
20 Communicates effectively without long pauses.
30
Pronunciation Pronunciaion andor inaccurate intonation makes
comprehensio difficult. 15
Acceptable, easily comprehensible pronunciation and intonation.
20 Very good pronnciation and intonation.
30 Discourse
Management Structure not correct and there are not connection
from each structure 20
Struture correct and there are not connection from each structure
30 Struture correct and there are connection from each
structure 40
Overall comments : Action Suggested :
Teacher’s signature Adapted from : Georgiou Pavlou, 2003, AssessingYoung Learners, China, Oxford University Press
Iman Hilmansyah, 2013 The Use of Video in Teaching Speaking
Universitas Pendidikan Indonesia
|
repository.upi.edu
3.2.2.2 Questionnaire
To find out the students’ responses of using video in teaching speaking,
the questionnaire was used. The questionnaire consisted of several questions related to the students’ feeling about learning speaking, their responses of using
video in learning speaking, and students’ view about the use of video. The questionnaire was managed to the experimental group after the post-test. The
questions were about students’ responses to the use of video in teaching speaking.
3.3 Research Procedures
