THE EFFECT OF PROBLEM BASED LEARNING STRATEGY ON THE STUDENT`S SPEAKING ACHIEVEMENT.
THE EFFECT OF PROBLEM BASED LEARNING STRATEGY
ON THE STUDENTS SPEAKING ACHIEVEMENT
A THESIS
Submitted as Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
YUNI ANSARI RAMBE
Registration Number 2113321057
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT,
uncountable blessing, loves, opportunity and strength given to the writer during
her study and in completing this thesis which entitled: The effect of Problem
Based Learning Strategy on the Students Speaking Achievement. This thesis is
aimed to fulfill one of the requirements for the degree of SarjanaPendidikanof the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express hergratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department.
Nora Ronita Dewi ,S.Pd, S.S., M.Hum. the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed and Johannes Jefria Gultom, S.Pd.
M.Hum.,Writer’s Thesis Advisors, who have given their invaluable advice,
guidance and spent their precious time in the process of completing this
thesis.
Dra.Sri Juriati Ownie, M.A., her Academic Advisor, who has supported her
throughout the academic years also Reviewer and Examiner, who has given
her precious time, guidance, suggestions, and comments..
Juli Rachmadani Hasibuan, SS, M. Hum and Tiarnita Maria Sarjani
Siregar, M.Hum., her reviewer and examiner, who has given her precious
time, guidance, suggestions, and comments.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Mam Euis Sri Wahyuningsih and Pak Pantes, Administration staffs of
English Department, for their attention, assistance, and information in
completing it.
Leo Asnah Dalimuthe, S.Pd.i., the Headmaster of SMP Nusa Penida Medan,
for her permission and opportunities given in allowing the writer to do
observation and to collect data.
Beloved father, Kombes. H. Syahdan Rambe, and lovely mother, Hj. Siti
Roinah Hasibuan S.Pd the deepest gratitude for their greatest support,
carring and loves to the writer. Thanks to the writer’sister and brother
ii
Writer’s best friend, Widya Ulfa, Widya Astuti who have given motivation
in happiness and sadness, for always be there when she needed theirsupport
and motivation.
Writer’s spesial man, Ramsul Nababan SH, M.H special motivator who
gives me mental power, spirit, love , pray and motivation.
Last but not least, the witer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer‘s life. The writer realizes that
content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan, September 2015
The Writer
Yuni Ansari Rambe
NIM. 2113321057
iii
ABSTRACT
Rambe, Yuni Ansari. 2113321057. The Effect of Promblem Based Learning
Strategy on The Students Speaking Achievement A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2015.
This study was conducted as an attempt to discover the effect of
Promblem Based Learning Strategy on The Students Speaking Achievement. It
was an experimental reserch. The subject was students of Grade X111, Junior
Hight School of Nusa Penida. Which consisted of 40 students. The research was
divided into two groups: experimental and control groups. The instrument used to
collect the data was speaking test. To obtain the reliability of the test, the writer
applied inter-rater reliability formula. The result of the reliability was 0.86, and it
was found that the test was reliable. The data were analyzed by using t-test
formula. The analysis showed that the scores of the students in the experimental
group were significantly higher than the scores of the students in the control group
at the level of significant α=0.05 with the degree of freedom (df) 18, t-observed
value 6.68 > t- table value 2.101. The findings indicate that using Problem Based
Learning Strategy significantly affected the students achievement in speaking
skill. So, English teacher are suggested to use Problem Based Learning Strategy in
order to improve students achievement in speaking skill.
Keyword : Problem Based Learning Strategy, Speaking Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
i
ACKNOWLEDMENT .............................................................................
ii
TABLE OF CONTENTS..........................................................................
v
LIST OF TABLES ....................................................................................
vii
LIST OF APPENDICES ..........................................................................
viii
CHAPTER I. INTRODUCTION.............................................................
1
A. The Background of the Study..........................................................
B. The Problem of the Study................................................................
C. The Objective of the Study..............................................................
D. The Scope of the Study ...................................................................
E. The Significance of the Study .........................................................
CHAPTER II. REVIEW OF RELATED LITERATURE ....................
1
4
4
4
4
6
A. Theoretical Framework ...................................................................
1. Speaking .....................................................................................
2. Achievement ...............................................................................
a. Speaking Achievement .........................................................
b. Student’s Speaking Skill.......................................................
c. The purpose of speaking .......................................................
d. Component of speaking ........................................................
e. Type of speaking ..................................................................
3. Kinds of Genre ...........................................................................
a. Recount Text in Speaking Form ...........................................
4. Definition of Problem Based Learning (PBL) ............................
a. Characteristic of PBL ..........................................................
b. Principle of PBL ..................................................................
c. The process in PBL approach ..............................................
d. The application of PBL .......................................................
e. The advantages and disvantages of PBL .............................
B. Relevant of Study ............................................................................
C. Conceptual Framework ...................................................................
D. Hypotheses .....................................................................................
v
6
6
7
8
9
10
10
10
11
12
13
15
15
17
18
21
22
22
24
CHAPTER III. THE RESEARCH OF METHODOLOGY .................
25
A. Research Design ..............................................................................
B. Population and Sample....................................................................
1. Population .................................................................................
2. Sample .......................................................................................
C. The Instrument of Collecting Data ..................................................
D. The Validity and Reliability of the Test ..........................................
1. The Validity of the Test ............................................................
2. The Reliability of the Test ........................................................
E. Scoring the Test...............................................................................
F. The Procedure of Teaching .............................................................
G. The Technique for Analyzing the Data ...........................................
25
26
26
26
26
27
27
27
29
33
38
CHAPTER IV THE DATA ANALYSIS .................................................
39
A. The Data .........................................................................................
B. The Data Analysis ..........................................................................
1. The Reliability of the Test .................................................
2. Analyzing the Data using t- test .........................................
3. Testing Hypothesis .............................................................
4. Research Findings ..............................................................
39
40
40
40
41
42
CHAPTER V CONCLUSION AND SUGGESTION ............................
43
A. Conclusion ....................................................................................
B. Suggestions ...................................................................................
43
43
REFERENCES ..........................................................................................
44
APPENDICES ...........................................................................................
46
vi
LIST OF TABLES
Pages
Table 1.1. Speaking Scores of English.........................................
Table 3.1.Research Design ............................................................
Table 3.2.FSI Weighing Scale ......................................................
Table 3.3. Teaching Procedures for Experimental Group.............
Table 3.4. Teaching Procedures for Control Group .....................
2
25
29
33
35
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the system of sound and word and langguage also the most
important thing for people as a mean of communication in this world. It holds an
important role in human’s life, since the language is a media to express the
thoughts, feeling, and experiences. According to the curriculum,students have to
master
four
language
skills
namely:
listening,
reaading,
writing
and
speaking.Speaking is the most important skills in learning besides Listening,
reading, and writing.But speaking is the most difficult skill for english learner
because speaking english is the foreign language in Indonesia.
According to Brown (2001:10), oral communication competence or
speaking skill is the goal of English learning in elementary schools. Speaking skill
is considered as an initial skill that leads learners to develop the other
communication competences. This is saying that speaking is the first step that
needs to be learned by Junior high school students before they can read and write
in English. However, it is assumed that developing speaking skill to students in
Indonesia is not easy because of the status of English as a foreign language in
which it is not used in national or social life.
To investigate eight graders’ proficiency in spoken English, the researcher
conducted a preliminary study of the seven graders at Smp Nusa Penida Medan.
The researcher found many of students have weakness in english especially in
speaking. Student often failed in speaking because they faced some difficulties
1
2
such as lack of vocabulary, grammar, literature and imformation.They din’t know
how to express their selfes and they are also did not comfidence, because they did
not mastering vocabulary. So The researcher proposed a teaching model that is
effective to improve students speaking , therefore,PBL (Problem based learning to
be one teaching model which might be able to solve speaking problem.
Based on the data wich I got by observasing and interviewing the teacher
at SMP NUSA PENIDA MEDAN, shows that the students speaking in English
Subject is low. It can be seen from Daftar Nilai Siswa of Englishin SMP Nusa
Penida Medan. The minimum Competence Critiria (KKM) is of 75. The students
speaking scores in second semester will be shown below in table 1.1
Table 1.1. Stusdent’s Speaking Scores of English Grade
Class
>75
≥75
V111-1
3 (14%)
5 (24%)
V111-11
6 (19%)
2 (9%)
t-table 6.68 > 2.101; df =
18, α=0,05
B. Suggestion
After presenting the conclusion of the research, some suggestion are
given :
1. English teacher to apply the problem Based Learning strategy (PBL) in
teaching speaking particulary in recount text
2. Student follow the steps on Problem Based Learninmg strategy (PBL) to
improve their achievement in speaking particularly in speaking recount
text.
3. Other researcher who may apply Problem Based Learning strategy (PBL)
for further research. It is suggested for them to manage the sufficient time
43
44
when applying the cooperative group in Problem Based Learning strategy
(PBL) as it needs more time to be managed.
45
REFERENCES
Arikanto,
S.2006.
Prosedur
Penelitian
:
Suatu
Pendekatan
Praktek
Jakarta:Rineka Cipta
Algarabel, saluador, Dasi,carmen 2001. The Defenition of Achievement and The
Construction of Tests For It Measurement : A review of main trents
psiclogica 2001.2243.66
Bachman, L.F. 1990. Fundamental Consideration In Language Testing
:Hongkong : OxfordUniversity Press
Best, J.W and Kahn, V.James 2002. Research In Education
Brown,D. 2001. Teaching By Principles An Interactive Approach To Langguage
Padagogy(2nd Ed). New York: Lonngman
Finocchiaro, M and Sako, S.1983. Foreign Language Testing: A Practical
Approach ToLanguage Pedagogy. San Fransisco: Prentice Hall
Fulcher, G. And Davidson, F. 2007. Checking For Understanding (Formative
AssesmentTechniques For Your Classroom) Virginia : Association For
Supervision And Curriculum Development
Grf, erik.de.2003.Characteristic Problem Based Learning . English education 657
662.retrived at http: // eprints.uthm.edu my/4660/ zulida abdul kadir pdf
(accessed 3/4/12)
Khotimah, Siti.2014. Journal of English Language Teaching , the use of problem
basedlearning to improve students speaking ability, english department,
faculy of language anf Arts. State university semarang, lndonesia. ISSN 2252.
6706
Kopriva, R.2008. Improving Testing For English Language Learners. New York :
Routledge
Lohman , Margaret C. Finkelstein, Michael 2002. Designing casesin problembasedlearningto fostel peoblem-solving skill dental education 121-127
retrived at http://www.personal psu.edv/wxh139/pbl,htm(accessed 3/4/12)
Luoma, S. 2009. Assesing Speaking . Edinburgh: Cambridge Univ Press
Pradiyono. 2009. Teaching Genre Based Speaking. Yogyakarta: Andi Offset
46
Rohim, Abdur. 2014. Improving students speaking through problem based
learning strategy.State University Fkip Unisma, jp3, volume, 3 no .8.
Agustus| 2014
Susanti, Y .2010. The Effect Of Using Simulation On The Students Speaking
Achievement.Medan: State University of Medan
Wells,G.1987. Learning Through Interaction The Study Of Language
DevelopmentNewYork: Combridge University Press
ON THE STUDENTS SPEAKING ACHIEVEMENT
A THESIS
Submitted as Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
YUNI ANSARI RAMBE
Registration Number 2113321057
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT,
uncountable blessing, loves, opportunity and strength given to the writer during
her study and in completing this thesis which entitled: The effect of Problem
Based Learning Strategy on the Students Speaking Achievement. This thesis is
aimed to fulfill one of the requirements for the degree of SarjanaPendidikanof the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express hergratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department.
Nora Ronita Dewi ,S.Pd, S.S., M.Hum. the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed and Johannes Jefria Gultom, S.Pd.
M.Hum.,Writer’s Thesis Advisors, who have given their invaluable advice,
guidance and spent their precious time in the process of completing this
thesis.
Dra.Sri Juriati Ownie, M.A., her Academic Advisor, who has supported her
throughout the academic years also Reviewer and Examiner, who has given
her precious time, guidance, suggestions, and comments..
Juli Rachmadani Hasibuan, SS, M. Hum and Tiarnita Maria Sarjani
Siregar, M.Hum., her reviewer and examiner, who has given her precious
time, guidance, suggestions, and comments.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Mam Euis Sri Wahyuningsih and Pak Pantes, Administration staffs of
English Department, for their attention, assistance, and information in
completing it.
Leo Asnah Dalimuthe, S.Pd.i., the Headmaster of SMP Nusa Penida Medan,
for her permission and opportunities given in allowing the writer to do
observation and to collect data.
Beloved father, Kombes. H. Syahdan Rambe, and lovely mother, Hj. Siti
Roinah Hasibuan S.Pd the deepest gratitude for their greatest support,
carring and loves to the writer. Thanks to the writer’sister and brother
ii
Writer’s best friend, Widya Ulfa, Widya Astuti who have given motivation
in happiness and sadness, for always be there when she needed theirsupport
and motivation.
Writer’s spesial man, Ramsul Nababan SH, M.H special motivator who
gives me mental power, spirit, love , pray and motivation.
Last but not least, the witer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer‘s life. The writer realizes that
content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan, September 2015
The Writer
Yuni Ansari Rambe
NIM. 2113321057
iii
ABSTRACT
Rambe, Yuni Ansari. 2113321057. The Effect of Promblem Based Learning
Strategy on The Students Speaking Achievement A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2015.
This study was conducted as an attempt to discover the effect of
Promblem Based Learning Strategy on The Students Speaking Achievement. It
was an experimental reserch. The subject was students of Grade X111, Junior
Hight School of Nusa Penida. Which consisted of 40 students. The research was
divided into two groups: experimental and control groups. The instrument used to
collect the data was speaking test. To obtain the reliability of the test, the writer
applied inter-rater reliability formula. The result of the reliability was 0.86, and it
was found that the test was reliable. The data were analyzed by using t-test
formula. The analysis showed that the scores of the students in the experimental
group were significantly higher than the scores of the students in the control group
at the level of significant α=0.05 with the degree of freedom (df) 18, t-observed
value 6.68 > t- table value 2.101. The findings indicate that using Problem Based
Learning Strategy significantly affected the students achievement in speaking
skill. So, English teacher are suggested to use Problem Based Learning Strategy in
order to improve students achievement in speaking skill.
Keyword : Problem Based Learning Strategy, Speaking Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
i
ACKNOWLEDMENT .............................................................................
ii
TABLE OF CONTENTS..........................................................................
v
LIST OF TABLES ....................................................................................
vii
LIST OF APPENDICES ..........................................................................
viii
CHAPTER I. INTRODUCTION.............................................................
1
A. The Background of the Study..........................................................
B. The Problem of the Study................................................................
C. The Objective of the Study..............................................................
D. The Scope of the Study ...................................................................
E. The Significance of the Study .........................................................
CHAPTER II. REVIEW OF RELATED LITERATURE ....................
1
4
4
4
4
6
A. Theoretical Framework ...................................................................
1. Speaking .....................................................................................
2. Achievement ...............................................................................
a. Speaking Achievement .........................................................
b. Student’s Speaking Skill.......................................................
c. The purpose of speaking .......................................................
d. Component of speaking ........................................................
e. Type of speaking ..................................................................
3. Kinds of Genre ...........................................................................
a. Recount Text in Speaking Form ...........................................
4. Definition of Problem Based Learning (PBL) ............................
a. Characteristic of PBL ..........................................................
b. Principle of PBL ..................................................................
c. The process in PBL approach ..............................................
d. The application of PBL .......................................................
e. The advantages and disvantages of PBL .............................
B. Relevant of Study ............................................................................
C. Conceptual Framework ...................................................................
D. Hypotheses .....................................................................................
v
6
6
7
8
9
10
10
10
11
12
13
15
15
17
18
21
22
22
24
CHAPTER III. THE RESEARCH OF METHODOLOGY .................
25
A. Research Design ..............................................................................
B. Population and Sample....................................................................
1. Population .................................................................................
2. Sample .......................................................................................
C. The Instrument of Collecting Data ..................................................
D. The Validity and Reliability of the Test ..........................................
1. The Validity of the Test ............................................................
2. The Reliability of the Test ........................................................
E. Scoring the Test...............................................................................
F. The Procedure of Teaching .............................................................
G. The Technique for Analyzing the Data ...........................................
25
26
26
26
26
27
27
27
29
33
38
CHAPTER IV THE DATA ANALYSIS .................................................
39
A. The Data .........................................................................................
B. The Data Analysis ..........................................................................
1. The Reliability of the Test .................................................
2. Analyzing the Data using t- test .........................................
3. Testing Hypothesis .............................................................
4. Research Findings ..............................................................
39
40
40
40
41
42
CHAPTER V CONCLUSION AND SUGGESTION ............................
43
A. Conclusion ....................................................................................
B. Suggestions ...................................................................................
43
43
REFERENCES ..........................................................................................
44
APPENDICES ...........................................................................................
46
vi
LIST OF TABLES
Pages
Table 1.1. Speaking Scores of English.........................................
Table 3.1.Research Design ............................................................
Table 3.2.FSI Weighing Scale ......................................................
Table 3.3. Teaching Procedures for Experimental Group.............
Table 3.4. Teaching Procedures for Control Group .....................
2
25
29
33
35
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the system of sound and word and langguage also the most
important thing for people as a mean of communication in this world. It holds an
important role in human’s life, since the language is a media to express the
thoughts, feeling, and experiences. According to the curriculum,students have to
master
four
language
skills
namely:
listening,
reaading,
writing
and
speaking.Speaking is the most important skills in learning besides Listening,
reading, and writing.But speaking is the most difficult skill for english learner
because speaking english is the foreign language in Indonesia.
According to Brown (2001:10), oral communication competence or
speaking skill is the goal of English learning in elementary schools. Speaking skill
is considered as an initial skill that leads learners to develop the other
communication competences. This is saying that speaking is the first step that
needs to be learned by Junior high school students before they can read and write
in English. However, it is assumed that developing speaking skill to students in
Indonesia is not easy because of the status of English as a foreign language in
which it is not used in national or social life.
To investigate eight graders’ proficiency in spoken English, the researcher
conducted a preliminary study of the seven graders at Smp Nusa Penida Medan.
The researcher found many of students have weakness in english especially in
speaking. Student often failed in speaking because they faced some difficulties
1
2
such as lack of vocabulary, grammar, literature and imformation.They din’t know
how to express their selfes and they are also did not comfidence, because they did
not mastering vocabulary. So The researcher proposed a teaching model that is
effective to improve students speaking , therefore,PBL (Problem based learning to
be one teaching model which might be able to solve speaking problem.
Based on the data wich I got by observasing and interviewing the teacher
at SMP NUSA PENIDA MEDAN, shows that the students speaking in English
Subject is low. It can be seen from Daftar Nilai Siswa of Englishin SMP Nusa
Penida Medan. The minimum Competence Critiria (KKM) is of 75. The students
speaking scores in second semester will be shown below in table 1.1
Table 1.1. Stusdent’s Speaking Scores of English Grade
Class
>75
≥75
V111-1
3 (14%)
5 (24%)
V111-11
6 (19%)
2 (9%)
t-table 6.68 > 2.101; df =
18, α=0,05
B. Suggestion
After presenting the conclusion of the research, some suggestion are
given :
1. English teacher to apply the problem Based Learning strategy (PBL) in
teaching speaking particulary in recount text
2. Student follow the steps on Problem Based Learninmg strategy (PBL) to
improve their achievement in speaking particularly in speaking recount
text.
3. Other researcher who may apply Problem Based Learning strategy (PBL)
for further research. It is suggested for them to manage the sufficient time
43
44
when applying the cooperative group in Problem Based Learning strategy
(PBL) as it needs more time to be managed.
45
REFERENCES
Arikanto,
S.2006.
Prosedur
Penelitian
:
Suatu
Pendekatan
Praktek
Jakarta:Rineka Cipta
Algarabel, saluador, Dasi,carmen 2001. The Defenition of Achievement and The
Construction of Tests For It Measurement : A review of main trents
psiclogica 2001.2243.66
Bachman, L.F. 1990. Fundamental Consideration In Language Testing
:Hongkong : OxfordUniversity Press
Best, J.W and Kahn, V.James 2002. Research In Education
Brown,D. 2001. Teaching By Principles An Interactive Approach To Langguage
Padagogy(2nd Ed). New York: Lonngman
Finocchiaro, M and Sako, S.1983. Foreign Language Testing: A Practical
Approach ToLanguage Pedagogy. San Fransisco: Prentice Hall
Fulcher, G. And Davidson, F. 2007. Checking For Understanding (Formative
AssesmentTechniques For Your Classroom) Virginia : Association For
Supervision And Curriculum Development
Grf, erik.de.2003.Characteristic Problem Based Learning . English education 657
662.retrived at http: // eprints.uthm.edu my/4660/ zulida abdul kadir pdf
(accessed 3/4/12)
Khotimah, Siti.2014. Journal of English Language Teaching , the use of problem
basedlearning to improve students speaking ability, english department,
faculy of language anf Arts. State university semarang, lndonesia. ISSN 2252.
6706
Kopriva, R.2008. Improving Testing For English Language Learners. New York :
Routledge
Lohman , Margaret C. Finkelstein, Michael 2002. Designing casesin problembasedlearningto fostel peoblem-solving skill dental education 121-127
retrived at http://www.personal psu.edv/wxh139/pbl,htm(accessed 3/4/12)
Luoma, S. 2009. Assesing Speaking . Edinburgh: Cambridge Univ Press
Pradiyono. 2009. Teaching Genre Based Speaking. Yogyakarta: Andi Offset
46
Rohim, Abdur. 2014. Improving students speaking through problem based
learning strategy.State University Fkip Unisma, jp3, volume, 3 no .8.
Agustus| 2014
Susanti, Y .2010. The Effect Of Using Simulation On The Students Speaking
Achievement.Medan: State University of Medan
Wells,G.1987. Learning Through Interaction The Study Of Language
DevelopmentNewYork: Combridge University Press