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Post activities INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING AT THE FIRST GRADE OF SMAN 1 SIMPANG PEMATANG

2.6 Theoretical Assumption

English teaching is regarded to increase the students’ ability in using English as a means of communication. According to school based curriculum for the first grade of SMA, the students are expected to increase their language skills such as listening, speaking, reading, and writing skills. One of the ways to increase students speaking skills is by asking them to practice speaking more often. The reason to recommend problem solving in teaching speaking is that the problem solving teacher assumes a responsibility for determing and responding to learner language needs. From the literature review above, the reseacher assumes that problem solving technique can increase the students’ speaking ability.

2.7 Hypothesis

Regarding the theories and assumption above, the reseacher would like to formulate hypothesis as follows: H 1 : There is a significant difference of students’ speaking ability after being taught through problem solving. H : There is no significant difference of students’ speaking ability after being taught through problem solving. III.RESEARCH METHOD This chapter describes the design of the research, how to collect the data from the sample of the research and how to analyze the data. This chapter also describes the research procedure, validity, and reliability of the instrument, data treatment and hypothesis testing.

3.1 Research Design

In this research the reseacher used quantitative research. Quantitative research is used to examine the research question that can from the answered by collecting statistically analyzing data that are in numerical form Crowl, 1991:10. This quantitative research intends to find out whether there is any significant difference of students’ speaking ability after being taught through problem solving. In conducting the research, the researcher used time series design by giving different topics for each treatment and every test. The researcher used one class where the students were given three times pre-test, three times treatment, and three times post-test. The research design is described as follows: T1 T2 T3 X T4 T5 T6 Note: T1 T2 T3 :Pre-test X :Treatment

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