The Effectiveness of the Use of Direct Method in Improving Students’ Speaking Skill : A Quasi-Experimental Study of Tenth Grade Students in One of Vocational High Schools in Bandung.

Imelda Wahyuni Husein, 2014

The Effectiveness of the Use of Direct Method in Improving Students’ Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The Effectiveness of the Use of Direct Method in

Improving Students’ Speaking Skill

(A Quasi-Experimental Study of Tenth Grade Students in One of Vocational High Schools in Bandung)

A Research paper

Submitted to the English Education Department of the Faculty of Language and Arts Education of the Indonesian University of Education in Partial

Fulfillment of The Requirements for the Sarjana Pendidikan Degree

Imelda Wahyuni Husein 1005851

English Education Department

Faculty of Language and Arts Education

Indonesian University of Education

2014

Imelda Wahyuni Husein, 2014

The Effectiveness of the Use of Direct Method in Improving Students’ Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The Effectiveness of The Use of

Direct Method in Improving

Students’ Speaking Skill

By:

Imelda Wahyuni Husein

Submitted to the English Education Department of the Faculty of Language and Arts Education of the Indonesian University of Education in Partial Fulfillment of

The Requirements for the Sarjana Pendidikan Degree

© Imelda Wahyuni Husein 2014 Universitas Pendidikan Indonesia

Oktober 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL IMELDA WAHYUNI HUSEIN

(1005851)

THE EFFECTIVENESS OF THE USE OF DIRECT METHOD IN IMPROVING STUDENTS’ SPEAKING SKILL

(A QUASI-EXPERIMENTAL STUDY OF TENTH GRADE STUDENTS IN ONE OF VOCATIONAL HIGH SCHOOLS IN BANDUNG)

Approved by: First Supervisor

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

Second Supervisor

M. Handi Gunawan, S.Pd., M.Pd NIP. 197301132009121002

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ABSTRACT Title:

“The Effectiveness of the Use of Direct Method in Improving Students’ Speaking Skill”

(A Quasi-experimental Research on the Tenth Grade of Vocational High Students) This study entitled “The Effectiveness of the Use of Direct Mehod in Improving Students’ Speaking Skill” is aimed to examine the effectiveness of the use of direct method which is applied on tenth grade of vocational high school in Bandung especially in introducing. The effectiveness of the direct method is to measure whether there is a significant difference between two groups: experimental group (given the treatment of direct method) and control group (not given the treatment of direct method) and questionnaire is conducted to find out students’ responses toward the use of direct method. This quantitative research is conducted in two classes of tenth grader (X Ak and X TSM). The data were collected by conducting a role play as speaking test (pre-test and post-test) which aims to measure the effectiveness of the use of direct method and questionnaire as instrument to find out students’ responses toward the use of direct method. The findings show that the use of direct method is effective in improving students’ speaking skill. It can be seen from the significant value that does not exceed the level of significance (0.000<0.005) and there is significant difference between post-test means for experimental group (65.3) and control group (54.3). The computation of effect size shows “large” effect (0.81) for the use of direct method in one of vocational high school in Bandung. In addition, the result of questionnaire shows that the students give positive responses toward the use of direct method in their classroom. It can be concluded that direct method is effective in improving low achiever students’ speaking skill. Therefore, it is suggested that if it is neccesary, the teachers should implement the use of direct method in the classroom.

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TABLE OF CONTENTS

STATEMENT………...……… PREFACE………...……….. ACKNOWLEDGEMENTS………..…………... ABSTRACT………... TABLE OF CONTENTS………...

LIST OF TABLES………

LIST OF CHARTS...………

CHAPTER I INTRODUCTION………. 1.1 Background of the Study………...

1.2 The aim of the research………..

1.3 Scope of the study………..

1.4 Research questions….………..………..…………..

1.5 Hypothesis………...………..………...

1.6 Research method …...……….... 1.7 Significance of the study ……….. 1.8 Clarification of terms ...

1.9 Organization of the Paper………..

CHAPTER II THEORETICAL FOUNDATION………

i ii iii v vi x xi 1 1 3 4 4 4 5 5 5 6 7

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2.1 Speaking ...……….

2.1.1 Theories of a Good Speaker ...………...……….. 2.1.2 The Difficulties of Speaking..………...………. 2.1.3 Teaching Speaking...……….……… 2.1.4 Types of Classroom Speaking Performance....……….. 2.1.5 Principles for Designing Speaking Techniques...

2.2 Role Play.…....………..

2.2.1 The Definition of Role Play…………...………. 2.2.2 The Purpose of Role Play...………

2.2.3 Types and Procedure of The Role Play...…. 2.3 Proces of Learning Second Language ...……….. 2.4 The Direct Method...………...

2.4.1 Definition of The Direct Method... 2.4.2 History of The Direct Method...

2.5 Related Studies……….

CHAPTER III RESEARCH METHODOLOGY………... 3.1 Statement of the Research Problem……….

3.2 Research Design………..

3.3 Variables………...

3.4 Population and Sample………..

7 7 8 10 13 14 16 16 17 18 21 23 24 25 26 28 28 28 28 30

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3.5 Research Instrument…..………

3.6 Data Collection………..

3.6.1 Time Allocation………....

3.6.2 Procedures of the Research………. 3.6.2.1 Administering Pre-Test………. 3.6.2.2 Conducting the Treatments ………. 3.6.2.3 Administering Post-Test………

3.6.2.4 Questionnaire ………...

3.7 Data Analysis……….………

3.7.1 Scoring Technique……... 3.7.2 Data Analysis on Pretest ………... 3.7.2.1 Normality of Distribution………... 3.7.2.2 Homogeneity of Variance………... 3.7.2.3 The Independent t-test………

3.7.3 Data Analysis on Post-test………

3.7.4 Effect Size………

3.7.5 Data Analysis on Questionnaire………... CHAPTER IV FINDINGS AND DISSCUSSIONS……..………. 4.1 Findings………...……...………..

4.1.1 The Pretest Scores Analysis ………...…………...

31 31 32 32 33 33 33 33 34 35 35 36 37 37 38 38 38 39 41 41

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4.1.1.1 Normality Distribution Test………... 4.1.1.2. Variance Homogeneity Test………... 4.1.1.3 T-test Computation on Pretest..……….. 4.1.2 The Post-test Scores Analysis……… 4.1.2.1 Normality Distribution Test………... 4.1.2.2 Variance Homogeneity Test……….……….. 4.1.2.3 T-test Computation on Post-test………. 4.1.2.4 Paired t-test on Experimental Group………..

4.1.2.5 Effect Size ……….

4.1.3 Analysis of the Result of Questionnaire………. 4.1.4.1 Students’ Responses toward the Use of Direct Method in

Classroom... 4.1.4.2 Students’ Responses toward the Use of Direct Method can give

motivationin Speaking... 4.1.4.3 Students’ responses toward the Use of Direct Method can

failitate students in sepeaking English...

4.2 Discussions………

CHAPTER V CONCLUSIONS ………

5.1 Conclusions………...

5.2 Suggestions………....

42 43 44 44 45 46 47 47 48 49 49 50 52 54 55 62 59

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REFERENCES...………. APPENDIX A(TABLES, CHARTS, FORMULA)

APPENDIX B (INSTRUMENTS AND LESSON PLAN) APPENDIX C (TRANSCRIPT AND EVALUATION) APPENDIX D (QUESTIONNAIRES OFFICIAL LETTER)

60

LIST OF TABLES

Table 3.1 Research Design……….……..29

Table 3.2 Scoring Rubric...……….… 36

Table 3.3 The Effect Size Scale ……….… 39

Table 4.1 Students’ pre-test scores ………..42

Table 4.2 Students’ Post-test Scores ………46

Table 4.3 The Result of Questionnaire aspect I………50

Table 4.4 The Result of Questionnaire aspect II………..……….52

Table 4.5 The Result of Questionnaire aspect III………...54

Table 4.6 The Detail Score of Experimental Group....………..56

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LIST OF CHARTS

Chart 4.1 Students’ responses toward the use of direct method in the classroom...51 Chart 4.2 The use of direct method can give motivation...…………...53 Chart 4.3 The use of direct method can facilitate students in speaking

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CHAPTER 1 INTRODUCTION

This chapter contains the research foundation. It includes background of the study, research questions of the study, the scope of the study, aims of the study, significance of the study, research methodology, and organization of the paper. The keys of this research are provided in this chapter.

1.1Background of the Study

English is the most important language in the world. It has been known as the international language. In the process of formal teaching of four basic language skills (listening, speaking, reading and writing) in school, speaking is considered as the most important skill to master. As what Pinter (2006) states that speaking fluently and accurately is the hardest thing to do by the students because they should think and speak at the same time. This skill is important as a sender of message to other people orally. Conversation which occurs among two people (the speaker and interlocutor) will occur if they have the capability in speaking skill.

For some students, they have difficulties in speaking because they do not know what to say. There are many students who think that speaking is the most difficult skill to master. According to Brown (2001), there are 8 things which make speaking difficult such as clustering, redundancy, reduced forms, performance variables, colloquial variables, rate of delivery, stress, rhythm, intonation, and interaction. He also said that there are six of oral productions in which students are expected to carry out in the classroom, such as imitative, intensive, responsive, transactional, interpersonal, and extensive.

Those types of oral production in which students are expected to carry out in the classroom is used indirectly when a teacher uses the direct method in the classroom. By looking at the problems which are faced by students, variations in

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teaching speaking are needed. The teacher needs more methods and media in explaining the meaning to students in order to improve students‟ speaking skills and also to encourage students to speak.

Brown (2001) states that the essence of direct method is meaning. According to Richard and Rodgers (1986), Direct Method was conducted exclusively in classroom instruction using the target language. Only everyday vocabulary which is used in conducting direct method. Direct method happens when grammar was taught inductively, pronunciation was corrected, grammar were emphasize, and oral vocabulary skills were built up. The Direct Method class focuses on meaning, not form or structure of the language.

Not only those techniques, but also according to Lake (2013), there are five parts of the direct method such as Show (for example: the using of gesture), Say (teacher says it correctly), Try (students try to repeat the teacher), Mold (correcting the students), and Repeat (students‟ repetition).

Based on Zainuddin (2011), the teachers employ the objects, visual, and realia to make comprehensible and the instructions should be in the specific topic. So, the teacher should „bring‟ the realia to the class such as flash card of pictures, gestures to explain verbs.

According to Nunan ( as cited in Brown, 2001), direct method can be called as the natural approach in which this method focuses on meaning not form and this method is designed to give beginners and intermediate learners basic communicative skills.

The aims of the direct method are also stated by Sharma (2011), in which the direct method aims to make pupil think in English, to enable the pupil express his thoughts and feelings directly by means of English with the intervention of his mother tongue and to enable the pupil that instinctive unerring language sense which we all possess in varying degrees in the mother tongue.

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Based on the history, the direct method came up as a response to Grammar Translation Method (GTM) which teaches grammar and vocabulary from the native language of students‟ native language. The direct method differs from grammar translation method. According to Purwarno (2006), direct method avoids the use of mother tounge while GTM maintains the use of mother tongue and direct method teaches the language by „use‟ and not by „rule‟ while GTM teaches by „rule‟ and or by „use‟.

According to Lubis (1988), directing conversation between students and the teacher will help the students move from pseudo-communication. But, before the teacher conducts the conversation, the teacher should make sure that the students are familiar with some grammar patterns and vocabulary words.

Some teachers do not use English in a classroom. It can be the reason why students are not able to speak even though they are good in other skills. Some teachers say that they are too afraid if students do not understand what the teacher says considering the students are low achiever students.

Considering the explanation above, the researcher is interested in conducting a research dealing with the use of the Direct Method in impoving students‟ speaking ability. The use of The Direct Method is expected to help students acquire the language easily. It is hoped that this study can be one of references for an English teacher to teach English using The Direct Method.

1.2The Aim of the Research

This research is aimed to find out these matters:

a. A significant difference in term of speaking scores between experimental group in which the treatment is given (direct method) and the control group in which the treatment is not given in delivering materials.

b. Students‟ responses toward the application of direct method in their classroom.

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1.3Scope of Study

This study focuses on the effectiveness of the usage of direct method in English students. Beside the effectiveness of the usage, this research focuses on the development of students‟ progress

This research takes place in a vocational high school in Bandung. The participants who are involved in this study are two classes of tenth in which the experimental group consists of 30 students and the control group consists of 30 students.

1.4Research Questions

This study is conducted to figure out these following questions:

a. Is there a significant difference in term of speaking scores between experimental group in which the treatment (direct method) is given and the control group in which the treatment is not given in delivering the materials?

b. What are students‟ responses toward the application of direct method in their classroom?

1.5Hypothesis

Sugiyono (2012) states that there are two hypotheses in a research such as research hypothesis and statistic hyothesis. This research started from null hypothesis in which there is no different result in the mean of speaking scores in the experimental group (a group which receives the treatment of direct method) and control group (a group which does not receive the treatment at all). It can be symbolized as follow:

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Or

Hₒ :

1.6Research Method

There are two classes which are involved in which they are divided into experimental group and control group. Experimental group is treated and control group is not given any treatment (in this case is direct method). There are some instruments that are used to collect the data related to the research: pre-test and post-test of speaking skill. Pre-test of speaking skill is given to measure the students‟ current quality and the percentage of questionnaire is spreaded in order to make it more reliable. The data are analyzed quantitatively by using dependent T-test and percentage of questionnaire.

1.7Significance of study

This study is expected to give contribution to teachers, students, and further researchers. For the teachers, this hopefully can make them aware of the importance of using English in the classroom. Whereas, for the students, the technique and the method used hopefully can make them feel confidence speaking in English. For the other researchers, this study is expected to be used as an additional source especially for those who conduct a research on increasing low achiever students‟ speaking ability.

1.8Clarification of Terms

In this research, there some terms which need to be clarified in order to avoid misunderstanding and misinterpretation of terms used in this research. There are several terms as follows:

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a. Harvey (as cited in Kusuma, 2004), effectiveness is “an output of specific

review or analyses that determines the accomplishment of specific educational objective, or the degree to which higher education is expected to accomplish specific reqirements”.

b. According to Brown (2001), direct method is a method of second language learning like first language learning—lots of oral interaction, spontaneous use of the language, no translation and no analysis of grammatical rules.

1.9Organization of the Paper

There are five chapters in this paper as follows: Chapter I - Introduction

Chapter one contains introduction to this study, this chapter provides the background of the study, limitation of the study, research questions, the aims of the study, significance of the study, research methodology, and organization of paper.

Chapter II – Literature Review

Chapter 2 covers theoretical foundation, which provides the theories of teaching speaking skill especially English as Foreign Language in Indonesia, and history and definition of the Direct Method.

Chapter III – Research Methodology

Chapter three is be dealt with research methodology which describes the research methodology that has been briefly introduced in chapter 1. In this chapter, there would be research design, samples, data collection, data instrument, and data analysis.

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This chapter describes the result of analysis. The research question meets the answers in this chapter. To make it clearer for the readers, the researcher conveys the discussion of the findings.

Chapter V – Conclusion and Suggestion

The last chapter is conclusion which describes the result of the study and suggestion for further better study

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology of the research. This chapter consists of statement of the research problem, the explanation of the research design, population and sample, data collection, instrument, time allocation, procedure of research, procedure of data analysis.

3.1 Statement of the Research Problem

This study is conducted to figure out these following questions:

a. Is there a significant difference in term of speaking scores between experimental group which the treatment (direct method) is given and the control group in which the treatment is not given in delivering the materials?

b. What are students’ responses toward the application of direct method in their classroom?

3.2 Research Design

This study was conducted to find out whether the use of direct method was effective to improve students’ speaking skill or not in terms of pronunciation, stress, intonation, and expression and to identify students’ perception toward the use of direct method. This study was conducted through a quantitative research. There are many types of quantitative research design such as pre-experimental, quasi experimental, ex post facto and factorial design. According to Sugiyono (2008), quasi experimental design means that the researcher does not have maximum control in doing the experiment. The design which is used in this research

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is quasi-experimental design which uses experimental and control groups. Experimental group receives a treatment, while control group does not receive any treatment (Fraenkel, 2011).

According to Hatch and Farhady (1982), nonequivalent control group design means that there are two groups in the study; experimental group and control group, in which both of the groups are the same level of knowledge but used different treatment or maybe there will be no treatment used. Furthermore, Introduction was used as the material in teaching learning process. Each group was taught how to introduce family and someone else. The experimental group is given some treatments (direct method) to find out the answers of research questions, while the control group did not get any treatment (direct method). The control group may use translation and grammar was taught directly while the experimental group did not.

In this research, both of the groups were given pre-test which was conducted in the beginning of the study. The pre-test was conducted in order to diagnose students’ current ability in introducing someone else before the treatment applied. Then, post-test was given in the end of the study in order to find out the effectiveness of the treatment. The effectiveness is measured by the significance different of their speaking scores. The result of pre-test and post-test was used to investigate whether or not there was any difference between the experimental group and control groups. The quasi experimental design which is used could be represented in this following chart:

Table 3.1

Quasi Experimental Design

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Experimental Group

X0A T X1A

Control Group X0B - X1B

X0A : Experimental group students’ score on oral pre-test X0B : Control group students’ score on oral pre-test T : Treatment using direct method

X1A : Experimental group students’ score on oral post-test X1B : Control group students’ score on oral post-test

Based on the design above, the treatments were only given to the experimental group. Then, questionnaires were distributed to the experimental group to find out students’ perception toward the treatment (direct method).

This study started with the null hypothesis (H0) that the experimental and

control groups were similar as follows:

H0:

µ

experimental =

µ

control or

Hₒ : = 0 Or Hₒ :

3.3. Variables

According to Hatch and Farhady (1982), variable is “an attribute of a person or an object which varied from person to person or from object to object”.

There were two kinds of variables which involved in this study, namely, an independent variable and a dependent variable. The independent variable was a

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variable which influences the results of the dependent variable (Sugiyono, 2008). It means that the use of direct method was the independent variable and became the major variable to be investigated, while the dependent variable was the students’ speaking ability.

3.4. Population and Sample

According to Fraenkel (2011), a sample is the group which is involved. While population is the larger group or it can be said as the whole member of the group. The population in this study is the students of private vocational high school di Bandung and two classes have been chosen as a sample. The classes are divided into experimental and control group. Experimental group consists of 30 students, while control group consists of 30 students. The total member of sample is 60 students.

3.5. Research Instruments

According to Martin (2008), “data refers to the kind of information researchers obtain on the subjects of their research”. In collecting the data, there

were two kinds of instruments were used: a speaking test and questionnaires. Role-play of introducing family and someone else was used as the form of a pre-test and a post-pre-test. The pre-pre-test and post-pre-test were administered to both of the groups. Furthermore, the questionnaire was used to know students’ perspective toward the treatment (direct method) given. Martin (2008) also adds that the questionnaire helps the researcher to get the information from a large amount of subject research in the same time.

According to Fraenkel (2011), pre-test is used in order to measure or observed the students before treatment given. While post-test is used to assess the effect of the treatment given. In the pre-test, the students were asked to do the role play of introducing myself and my family. Then, the post-test was administered

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for students in the control and experimental groups by asking them to do the role play of introducing family and someone else after the treatment was conducted to experimental group. The treatment which was given to experimental group is no translating the words or dialogue and no grammar taught and the control group was taught by using translation and grammar taught directly. The result of pre-test and post-test applied in Appendix A.

In addition, questionnaire is a form of data collection in order to survey a research based on the participants’ view. According to Ruddell (2005), the aim of questionnaire is to give an overview of students’ point of view about the material. The questionnaire in this study involves 10 questions and it can be seen in Appendix C.

The lesson plan was designed based on the curriculum 2013 and the syllabus of the school. The teaching material was appropriate material for students in the tenth grade of private vocational high school in Bandung.

3.6 Data collection

The data are collected from the sample through questionnaire, pre-test, and post-test. The questionnaire is distributed in order to find out the challenge that students encounter while speaking in English. The pre-test and post-test is used to find out the effectiveness of Direct Method in improving low achiever students’ speaking skill.

3.6.1 Time allocation

The study was conducted in four weeks. Both the experimental and control groups were taught once a week. The treatment (direct method) was only given to the experimental group. Meanwhile, the control group got no any treatment (direct method). In addition, pre-test was given to both of the groups in the first meeting of the research. Moreover,

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treatments were applied in second to fifth meeting. Then, post-test was conducted in both of the experimental and control groups in the last meeting.

3.6.2 Procedure of the research

Procedure of this research consisted of some steps. First, pilot test was required to analyze the validity, reliability and practicality of the test. The result was determined whether or not the test could be used in the study. Furthermore, pre-test, post-test and questionnaire were conducted to answer research questions. In addition, some treatments were done to the experimental group after doing pre-test.

3.6.2.1 Administering Pre-test

In the pre-test, students are asked to do the role play. According to Hughes (2007), one of appropriate techniques in assessing students’ oral ability is role play in which the students are asked to assume a role in a particular situations. In this pre-test, the students are asked to introducing yourself and their friends.

3.6.2.2 Conducting the Treatments

During the experiment, the researcher met the experimental and control group once a week in each. The experimental group was given a treatment (direct method) while the control group was not given any treatment. This treatment was used in the second meeting until sixth meeting before post-test. The treatment in this study was direct method and asking students to do the role-play. The treatment was conducted in the experimental group. The design of the lesson plan was based on Curriculum 2013.

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3.6.2.3 Administering Post-test

Post-test is carried out to assess the effect of the treatment (direct method) to the students’ speaking skills. The oral test ability which was used was role play and the particular situation in the role play was introducing my family and someone else.

A post-test was also administered to both of the groups after the treatments given. The purpose of the test was to find out whether there are any significant differences between the experimental group and control group score. The post-test was the same as the pre-test by asking students to do the role-play. The scores of post-test were used to measure whether the implementation of direct method influences the experimental group or not.

3.6.2.4 Questionnaire

Questionnaires are distributed after post-test in order to know what on their mind about direct method was and how they can learn. According to Sugiyono (2008), questionnaire is used to collect the data when the researcher wants to know the perception of the students toward the use of direct method deeply. Questionnaire was distributed to the experimental group in order to investigate students’ perspective toward the use of direct method in improving students’ speaking ability in introducing someone. The questionnaire was only given to the experimental group because this group was only a group who received the treatment. The questionnaire was created by using English. The questions of the questionnaire consisted of 7 questions with close-ended questionnaire form. The research question was divided into 3 aspects as follows:

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1. Students’ responses toward the use of direct method in classroom.

2. Students’ responses toward direct method can give motivation in speaking.

3. Students’ responses toward direct method as a facility.

3.7 Data Analysis

The data analysis is conducted after collecting pre-test, post-test, and questionnaire. In order to analyze the effectiveness of the use of direct method in improving low achiever students’ speaking skill, Microsoft Excel 2010 and SPSS 16 are used in this study.

3.7.1 Scoring Technique

After the pre-test and post-test have been administrated to control and experimental group, the scoring rubric was used in this study in order to analyze the data of pre-test and post-test. The scoring rubric was used because it was one of forms in spoken test document. The criteria of scoring rubric were taken from O’Malley (1996). The aim of using the scoring rubric was to measure the result of pre-test and post-test.

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Table 3.2 Scoring Rubric

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3.7.2 Data Analysis on Pre-test

The pre-test was given to both of the groups in the same procedures. The pre-test was done in the beginning of the study. The result of the pre-test was aimed to investigate the students’ initial ability in speaking and was analyzed by the independent t-test. A hypothesis used

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the alpha level at 0.05. According to Hatch and Farhady (1982) there are three assumptions which underlie the t-test as follows:

1) The subject was given to one group in experiment;

2) The variances’ scores were equal and normally distributed; 3) The scores on the independent variable were continuous.

Based on the statement above, it can be concluded that the normal distribution test and homogeneity of variance test were calculated before the t-test by comparing the level of significance.

3.7.2.1 Normality of Distribution

The aim of testing the normality of the distribution is to find out whether the sample is normally distributed or not. In this research, the Kolmogorov-Smirnov Sample Test in SPSS version 16.0 was used to analyze the normal of distribution.

3.7.2.2 Homogeneity of variance

After conducting normality of distribution and the result was found, the researcher also need to test the homogeneity of the variance in order to get to know if there is any difference between the control and experimental group because after this test, Levene

test formula in SPSS was used to analyze the homogeneity of variance. Then, the independent t-test applied in order to discover the null hypothesis (H0).

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3.7.2.3 The independent T-test

According to Kranzler (1999), t-test is used to determine whether the means of two groups are different to significant degree. The independent T-test is calculated by SPSS program. The result of this test was analyzed by comparing the significance value with the level of significance to the null hypothesis. If the degree of probability (p) <0,05, the null hypothesis is accepted. If the null hypothesis is rejected, then the hypothesis moves to find out which group is better.

3.7.3 Data Analysis on Post-test

After the treatments are given to experimental group, the post-test was conducted to both of the group in order to find out whether there is significant difference between students after the treatment was conducted to the experimental group. In analyzing the date of post-test, The procedures were also similar to the procedures of analyzing data of pre-test and also the independent t-pre-test was conducted in analyzing the post-test result of experimental and control groups.

In order to investigate whether there is significant difference between the two groups, a paired t-test was used in this study. In analyzing paired t-test, the researcher compared the scores of experimental group’s pre-test and post-test.

3.7.4. Effect Size

In order to check the level of the treatment effect, an effect size was conducted in this study. This test was administrated after the t-test was calculated. By using t obtained from the independent t-test of post-test, the effect size was calculated. The effect size was used to determine

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the effect of the treatment which was given to experimental group. The formula used manually based on the formula from Coolidge (2000) as follows:

Where: r = effect size

t = or from the calculation of independent t-test (post-test score) df = degree of freedom

In order to interpret the result, the scale from Coolidge (2000) was addapted as follows:

Table 3.3 The Effect Size Scale Effect size r value

Small .100

Medium .243

Large .371

3.7.5. Data Analysis on Questionnaire

The questionnaire was conducted in order to answer the second research questions in this study. According to Ningrat (as cited in Kusuma

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2004), the questionnaire is analyzed quantitatively by using the formula of percentage with some categories and criteria of percentage. The formula of percentage of this study is described as follows:

P = Percentage F= Frequency N= Response

There some categories of this percentage as follow: 1%-25% = A small number of students 26%-49% = Nearly a half of students

50% = Half of students

51%-75% = More than half of students 76%-99% = Almost all of students

100% = All of students

Questionnaire was distributed in the experimental group after some treatments given to them in order to get closer and information from the students based on the treatments given and to reveal students’ perspective toward the use of direct method. The questionnaire consisted of 7 questions of close-ended form.

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CHAPTER V CONCLUSIONS

This chapter presents the conclusions and suggestions of the research. The conclusions are explained based on the analysis of the research findings. Meanwhile, the suggestions provide further direction for the future researchers and English teachers.

5.1 Conclusions

The first major finding in this research is the use of direct method is effective in impoving students’ speaking skill in terms of intonation, pronunciation, communicative, grammar, and expressions

.

First of all, role play was used as pre test to both of the group, the result was not significant different, this result is proved statistically by Independent-Sample t-test SPSS 16.0 for windows calculation in pre-test scores, which proves that the significant value exceed the 0.05 level of significance and it means that the null hypothesis is accepted. Then, the treatment (direct method) was given in the second to fifth meeting to the experimental group, while control group was not given any treatment (direct method). In the sixth meeting, role play was used again as post test to both of the group in order to see whether there is a significant different after conducting the treatment. Based on the research findings, the researcher found that students have improved their speaking skill especially in intorducing after receiving the treatment (direct method). This result is proved statistically by Independent-Sample t-test SPSS 16.0 for windows calculation in post-test scores, which proves that the significant value does not exceed the 0.05 level of significance and it means that the null hypothesis is not accepted. In addition, there is a significant difference between experimental group and control group post test means. Furthermore, based on the transcript, the students’ speaking ability of the experimental group significantly improves than the control group.

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The second major finding shows that almost all of the students give positive response to the implementation of direct method in improving speaking skill. The result also proves that the use of direct method gives many advantages in improving students’ speaking skill. Moreover, the students are more motivated to be involved in the teaching and learning process because they feel more confident and have more chances to try to speak. In conclusion, the use of direct method is effective in improving students’ speaking skill and can be used as an alternative in teaching speaking especially in introducing.

5.2 Suggestions

There are several suggestions in implementing the use of direct method in speaking classroom especially in introducing. First, in using direct method in the classroom, there must be students who are confused and do not know what to say. This problem can be solved with using a gesture and simple or dialy words and also help students to try to speak English correctly. It is also suggested that the teacher should not force students to speak English correctly at least they try until they feel confident. So, the students can enjoy the materials. Second, future researchers are suggested that they should conduct their studies on the effectiveness of using direct method in teaching other language skills or specific purposes. Third, English teachers are suggested to use English in the classroom because if the teachers do not talk English all the time in the classroom, the students will never learn how speak English well.

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PRE TEST SCORE ANALYSIS

Table Test of Normality

One-Sample Kolmogorov-Smirnov Test

control Experiment

N 30 30

Normal Parametersa Mean 53.1667 52.0000

Std. Deviation 6.49713 8.36660

Most Extreme Differences Absolute .187 .161

Positive .187 .161

Negative -.154 -.131

Kolmogorov-Smirnov Z 1.024 .883

Asymp. Sig. (2-tailed) .245 .417

a. Test distribution is Normal.

Descriptive Statistics

N Mean Std. Deviation Minimum Maximum

Control 30 53.1667 6.49713 40.00 65.00

Experimental 30 52.0000 8.36660 40.00 70.00

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

.676 5 23 .646

Sum of Squares df Mean Square F Sig.

Between Groups 252.083 6 42.014 .994 .453

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Sig 0.65 > 0.05

Independent t-test result

Total 1224.167 29

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Control Experimental

1 30 53.1667 6.49713 1.18621

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POST TEST SCORE ANALYSIS

Table Test of Normality

Descriptive Statistics

N Mean Std. Deviation Minimum Maximum

independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the

Difference

Lower Upper

Equal variances

assumed _{1.976 .165 .603 58 .549 1.16667 1.93402 -2.70469 5.03802}

Equal variances

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control 30 54.3333 6.66092 40.00 65.00

Experiment 30 65.3333 6.68675 50.00 80.00

One-Sample Kolmogorov-Smirnov Test

control experiment

N 30 30

Normal Parametersa Mean 54.3333 65.3333

Std. Deviation 6.66092 6.68675

Most Extreme Differences Absolute .209 .187

Positive .209 .187

Negative -.203 -.146

Kolmogorov-Smirnov Z 1.145 1.022

Asymp. Sig. (2-tailed) .145 .247

a. Test distribution is Normal.

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

.192 3 23 .901

Sum of Squares Df Mean Square F Sig.

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(0.90 > 0.05)

Independent t-test result

Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. T df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the

Difference

Lower Upper

Equal variances

assumed .381 .539 -6.384 58 .000 -11.00000 1.72318 -14.44932 -7.55068

Equal variances

not assumed -6.384 57.999 .000 -11.00000 1.72318 -14.44932 -7.55068

Within Groups 1138.750 23 49.511

Total 1286.667 29

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Control Experiment

1 30 54.3333 6.66092 1.21611

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Dependent t-test of experimental group

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Control 54.3333 30 6.66092 1.21611

Experimental 65.3333 30 6.68675 1.22083

Paired Samples Correlations

N Correlation Sig.

Control & Experimental 30 .218 .247

Paired Samples Test

Paired Differences

t df

Sig. (2-tailed) Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pair 1 Control -

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Sig 0.65 > 0.05

Independent t-test result

Total 1224.167 29

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Control Experimental

1 30 53.1667 6.49713 1.18621

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POST TEST SCORE ANALYSIS

Table Test of Normality

Descriptive Statistics

N Mean Std. Deviation Minimum Maximum

independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the

Difference

Lower Upper

Equal variances

assumed _{1.976 .165 .603 58 .549 1.16667 1.93402 -2.70469 5.03802}

Equal variances

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control 30 54.3333 6.66092 40.00 65.00

Experiment 30 65.3333 6.68675 50.00 80.00

One-Sample Kolmogorov-Smirnov Test

control experiment

N 30 30

Normal Parametersa Mean 54.3333 65.3333

Std. Deviation 6.66092 6.68675

Most Extreme Differences Absolute .209 .187

Positive .209 .187

Negative -.203 -.146

Kolmogorov-Smirnov Z 1.145 1.022

Asymp. Sig. (2-tailed) .145 .247

a. Test distribution is Normal.

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

.192 3 23 .901

Sum of Squares Df Mean Square F Sig.

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(0.90 > 0.05)

Independent t-test result

Independent Samples Test Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. T df

Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the

Difference

Lower Upper

Equal variances

assumed .381 .539 -6.384 58 .000 -11.00000 1.72318 -14.44932 -7.55068

Equal variances

not assumed -6.384 57.999 .000 -11.00000 1.72318 -14.44932 -7.55068

Within Groups 1138.750 23 49.511

Total 1286.667 29

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Control Experiment

1 30 54.3333 6.66092 1.21611

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Dependent t-test of experimental group

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Control 54.3333 30 6.66092 1.21611

Experimental 65.3333 30 6.68675 1.22083

Paired Samples Correlations

N Correlation Sig.

Control & Experimental 30 .218 .247

Paired Samples Test Paired Differences

t df

Sig. (2-tailed) Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pair 1 Control -

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