Components of Speaking
Rating Scores
Indicators
C ompre
he n
sibi ty
6 80
–100 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or
clarification required 5
70-79 The speaker’s intention and general meaning are fairly
clear. A few interruptions by the listener for the sake of clarification are necessary
4 60
–69 Most of what the speaker says is easy to follow. His
intention is always clear but several interruptions are necessary to help him to convey the message or to seek
clarification 3
50 –59
The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand
many of the speaker’s more complex or longer sentence 2
40 –49
Only small bits usually short sentences and phrases can be understood-and then with considerable effort by
someone who is used to listening to the speaker 1
Below 40
Hardly anything of what is said can be understood. Even when the listener makes a great effort or interrupts, the
speaker is unable to clarity anything he seems to have said
Components of Speaking
Rating Scores
Indicators
Gr amm
ati ca
ly 6
80 –100 No more than two errors during the interview.
5 70
–79 Few errors, with no patterns of failure.
4 60
–69 Occasional errors showing imperfect control of some
patterns but no weakness that causes misunderstanding. 3
50 –59
Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
2 40
–49 Constant errors showing control of very few major patterns
and frequently preventing communication. 1
Below 40
Grammar almost entirely inaccurate phrases.
Voc abular
y 6
80 –100 Vocabulary apparently as accurate and extensive as that of
an educated native speaker. 5
70 –79
Professional vocabulary,general vocabulary adequate to cope with complex practical problems.
4 60
–69 Professional vocabulary adequate to discuss special
interest. 3
50 –59
Choice of words sometimes inaccurate, limitations of vocabulary
prevent discussion
of some
common professional and social topics.
2 40
–49 Vocabulary limited to basic personal and survival areas.
1 Below
40 Vocabulary
inadequate for
even the
simplest conversation.
E. Technique of Data Collection
In this study, the researcher took two classes. One class was for experiment and the other was for control. The experimental class was treated
by using jigsaw technique, while the control class was treated by conventional method.
Before teaching activity, the researcher gave pre-test toward both experimental and control class. In this study, the material was telling narative
story. In this test, the researcher provides narative text which is presented by story telling in the class. the story telling is held for get the achievment of oral
test with 5 criteria grammar, comprehensibility, fluency, vocabulary, accuracy. Moreover, after teaching process, the researcher gave post-test by using oral
test. It was similar test like pre-test. It aim to find out whether the students’
speaking ability was significant after using jigsaw technique. Finally, the result of the individual scores between pre-test and post-test scores was
administered as data of research.
F. Technique of Data Analysis
The data that the writer was gotten in this research were analyzed using statistical calculation. The writer did the test twice that are pre-test before
treatment and post-test after treatment. The data were compared from the growth of the score from pre-test and post-test and from the growth score in
both experiment and controlled class. Next, the writer used independent T-test formula to calculate the data. It
was because the writer wanted to find out the degree of significant different between the growth of pre-test and post-test from both classes also between the
achievement in experiment class and control class. The purpose of this calculation was to find out whether jigsaw technique was effective or not to
improve students’ speaking ability. Two classes were compared, the
experiment class was X variable and the controlled class was Y variable. The formula of t-test was expressed as follows:
The t-test formula is stated as follows:
M 1 : Mean of the Difference of Experiment Class
M 2 : Mean of the Difference of Control Class
SE M 1 : Standard Error of Experiment Class
SE M 2 : Standard Error of Control Class
The Procedure of calculation are as follows: 1. Determine mean of variable
with formula: =
2. Determine mean of variable Y with formula: =
3. Determine Standard deviation variable X with formula: SDx or SD
1 =
√ 4. Determine Standard deviation of variable Y with formula:
SDy or SD
2 =
√ 5. Determine Standard error of variable X with formula:
SE M
x = √
6. Determine standard error of variable Y with formula: SE M
y = √
7. Determine standard error means of differences mean of variable X and variable Y, with formula:
SE
Mx-My =
√ 8. Determining t
with formula:
9. Determining t-table in significance level 5 with Degree of Freedom df:
df = N1+N2 – 2
G. Statistical Hypothesis
The statistical hypothesis of this research can be seen as:
1. If t-test t
o
t-table t
t
in significant degree of 0.05, Ho null hypothesis is rejected. It means that the rates of mean score of the experimental group are
higher than the controlled group. There is effect in teaching speaking by using jigsaw technique.
2. If t-test t
o
t-table t
t
in significant degree of 0.05, Ho the null hypothesis is accepted. It means that the rates of the means score of the
experimental group are same as or lower than the controlled group. There is no effect in teaching speaking by using jigsaw technique.
33
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
This chapter presents findings of the study. The findings describe into the data description, the data analysis, and the interpretation. The data were collected from the
result of pre-test and post-test from both experimental class and control class. The data were depicted into two tables. The Table 4.1 showed the stud
ents’ score in experiment class and the T
able 4.2 showed the students’ score in control class. The researcher gave a treatment to the experiemental class by giving some materials. In
this research, the materials given to the students are based on the syllabus that are actually similar with materials. The materials are consisted of Telling story about
descriptive, narative, and recount, describing advertisement. The researcher gave motions topic to students to discuss. In practicing to speak, the students directly
used the materials that have bee n covered in a speakers’ handout given by the
researcher. The validity and reliability instrument test was conducted before she administered the test to both classes.
A. Research Findings
1. The Data Description
This part shows the general description of students’ scores in both the
experimental class and the control class. The description is divided into some sections: the pre-test scores, the post-test scores, and the gained scores.
a. The Pre-test Scores
Table 4.1 reports the students’ pre-test scores of the experimental class and the control class. There are 30 students in both the experimental class and the controlled
class.
