Df = 30 + 30
–
2 Df = 60
–
2 Df = 58
The value of df degree of freedom is 58. The value of 70 in the table “t”
score at significant level of 5 = 2.00 10. The comparison between t-observation and t-table:
2.00 3
C. The Hypothesis Testing
After obtaining the data by using t-test formula, it is used to prove the result of the hypothesis as follows. Based on the description of the data calculation, it
shows that: 1. The value of t-observation is 3
2. The degree of freedom df is 58, so the value of t-table in significance level of 5 = 2
Because the value of t-observation t-table, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there was
significant different between the studen
ts’
score in speaking before and after using storytelling technique at the eleventh grade students of MAN 1 Bekasi.
D. Interpretation
From table 4.1 and 4.2, it can be concluded that the mean score of pre-test in experimental class was 73.96666667, and the mean score of pre-test in control
group was 74.03333333. And from the scores of both classes, it means that there
was a difference between the students’ achievement of scores in pre
-test experimental class and control group, the control group class got the higher
mean score than the experimental class. Meanwhile, the table 4.3 and 4.4 showed that the mean score of post-test in experimental class was 78.3 and the mean score
of post-test in control group was 74.9. It means that there was a significant score of experimental class and control group in post-test, control class was increased in
post-test session than in pre-test. But, for this session, the experimental class got the higher score than the control group.
Moreover, the table 4.5 also showed that the minimum gained score of experimental class was -5 and the minimum score of control group was -8. The
highest score of experimental class was 14 and control group was 8. The average gained score of experimental class was 4.13333333 and for control group was
0.866666667. It proves that using storytelling technique is effective to enhance
students’
speaking skill. Based on the calculation of t-test, it is known that the result of t-observation is
3 and the degree of freedom df is used in the significance level of 5 = 2.00. By comparing the value of t-observation and t-table, it can be known that the result of
calculation of t-observation is higher than t-table, so the null hypothesis is rejected and the alternative hypothesis is accepted. Thus, there is significant different
between the students’
score in speaking test that using storytelling technique and
the students’
score in speaking test without using storytelling technique at the eleventh grade students of MAN 1 Bekasi. It means that the use of storytelling is
effective to enhance
students’
speaking skill at the eleventh grade students of MAN 1 Bekasi.
42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
This study had quasi-experimental design which was intended to get empirical evidence of the effectiveness of using storytelling technique to enhance
students’ speaking skill at the eleventh grade of MAN 1 Bekasi.
Based on the statistical analysis, the scores of experimental class in pre- test were lower than
the control group. The data showed that the mean score of pre test in experimental class was 73.96666667, while the mean score of pre-test in control group was
74.03333333. From the scores of both classes, it means that there was a difference
between the students’ achievement of scores in pre
-test experimental class and control group.
Moreover, there is also a significant difference between the experimental class and control group scores in post-test. Meanwhile, the mean score of post-test
in experimental class was 78.3, and the mean score of post-test in control group was 74.9. It means that, in the post-test session, the experimental class got the
higher score than the pre-test, and also higher than the control group. The statistical analysis showed that the minimum gained score of experimental class
was -5 and the minimum gained score of control group was -8. While, the highest gained score of experimental class was 14 and control group was 8. The average
gained score of experimental class was 4.133333333, and for control group was 0.866666667.
The technique is effective to be applied in teaching speaking skill. It can develop confidence, vocabulary, grammar, and comprehension. It can be
concluded that the
students’
speaking skill in experimental class that were given by the treatment through storytelling technique were enhanced more effectively
than the control group.
B. Suggestion
There are two internal threats to the findings of the study. First, is about the time management. The writer had to manage her time to keep consistence in study
and she also had to take a sample of research to complete the research. These things surely made her a bit confused. But, finally the writer had successfully
finished all her works by making a schedule and estimating the time. Based on the findings, several suggestions can be made:
1. The students who need improvement in their speaking skill may try to practice with storytelling technique. The writer thinks that the using of storytelling
technique in teaching and learning speaking can give the students a lot of opportunities to be creative and brave in their speaking performance.
2. The teacher should try to put the storytelling technique in speaking class. It can help the students enjoy, bacause the writer suggests that the storytelling
technique in teaching speaking, can make the classroom more attractive.
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