THE EFFECT OF APPLYING DEMONTRATION METHOD ON STUDENTS ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE.

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THE EFFECT OF APPLYING DEMONTRATION METHOD ON

STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE

THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

DESSY MERYANTI NAPITUPULU

Registration Number 209421009

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

First and foremost, the writer gives the greatest thanks to the almighty God, Jesus Christ, most merciful for the opportunity, health and blessing given to her that was enabled her to complete writer’s thesis in partial fulfillment of the requirements for the degree of Sarjana Pendidikan at English Department of Faculty of Languages and Arts, State University of Medan (UNIMED).

The writer got assistances and supported during completing her thesis. The writer would like to express her deepest gratitude and appreciation to:

Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.

Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.

Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Literature Department.

Dra. Meisuri, MA., the Secretary of English Department.

Dra. Masitowarni Siregar, M.Ed., the Head of Educational Program of English Department.

Dr. Anni Holila Pulungan, M.Pd., the writer’s great advisor, who has given so many supports, patience, guidance and advices during the process of accomplishing this thesis.

Dra. Tjut Ernidawaty, M.Pd., the writer’s Academic Advisor and all the lecturers of English Department.

Beloved father, G. Napitupulu, S.Pd. and lovely mother, R. Sitinjak, S.Pd. who have patiently given moral, their prayer, spiritual help, advises and financial support. Writer’s beloved brother and sister, Febri Andrian Juarez Napitupulu, Ruth Agnes Valensia Napitupulu and Anggi Rosa Amelia Napitupulu.

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Writer’s lovely man, Andri Marulitua Hutabarat, S.Pd., special motivator who gives me mental power, spirit, love, pray and motivation.

Writer’s special families in Medan, M.Hutabarat and S. Br. Pasaribu, beloved sisters and brothers Y.br. Hutabarat and Bripka A.K.Sinaga., M.Hutabarat and E.br.Pasaribu., Ronius Alexander Hutabarat and Rivaldi Fransiskus Hutabarat., who gives me mental power, spirit, love, pray and motivation.

Last but not least, the writer extends gratitude for those who cannot be

mentioned here, that give contribution on the writer’s life. May God be with them

all the time.

Medan, Februari 2015 The Writer

Dessy Meryanti Napitupulu

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ABSTRACT

Napitupulu, Meryanti Dessy. 209421009. The Effect of Applying Demonstration Method on Students’ Achievement in Speaking Skill at The Third Grade of SMK PAB 3 Medan Estate: English Department. Faculty of Languages and Arts, State University of Medan. 2015.

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 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 Kuder Richardson 21 formula. The result of the reliability was 0.7, 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 = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

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Writer’s lovely man, Andri Marulitua Hutabarat, S.Pd., special motivator who gives me mental power, spirit, love, pray and motivation.

Writer’s special families in Medan, M.Hutabarat and S. Br. Pasaribu,

beloved sisters and brothers Y.br. Hutabarat and Bripka A.K.Sinaga., M.Hutabarat and E.br.Pasaribu., Ronius Alexander Hutabarat and Rivaldi Fransiskus Hutabarat., who gives me mental power, spirit, love, pray and motivation.

Last but not least, the writer extends gratitude for those who cannot be mentioned here, that give contribution on the writer’s life. May God be with them all the time.

Medan, Februari 2015 The Writer

Dessy Meryanti Napitupulu

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURES ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

The Background of the Study ... 1

The Problem of the Study ... 3

The Objective of the Study ... 4

The Scope of the Study ... 4

The Significance of the Study ... 4

CHAPTER II: REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Achievement ... 6

2. Speaking ... 7

3. Speaking Achievement ... 9

4. Speaking Assessment ... 10

5. Speaking Test ... 10

6. Procedure Text ... 12

7. Teaching Methods ... 15

8. Demonstration Method ... 15

9. The Disadvantages of Demonstration Method ... 18

10. The Advantages of Demonstration Method ... 18

11. Types of Demonstration Method ... 19

12. Teaching English in Vocational School ... 19

13. Teaching Speaking of Procedure Text ... 20

using Demonstration Method 14. Media ... 21

15. Kinds of Media ... 22

B. Relevant Studies ... 23

C. Conceptual Framework ... 24

CHAPTER III: RESEARCH METHODOLOGY ... 26

A. Research Design ... 26

B. Population and Sample ... 27

1. The Population ... 27

2. The Sample ... 27

3. Instrument ... 28

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1. Pre Test ... 28

2. Treatment ... 29

3. Post Test ... 31

D. The Validity of the Test ... 31

1. The Validity of the Test ... 31

2. The Reliability of the Test ... 32

E. Measurement of Speaking ... 33

F. The Technique for Analysis Data ... 37

CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ... 38

A. Data ... 38

B. Data Analysis ... 39

1. Testing Reliability of the Test ... 39

2. Pre-test and Post-test Score Analysis ... 39

a. Pre-test Score Analysis ... 39

b. Post-test Score Analysis ... 40

3. Analyzing the Data using T-Test Formula ... 41

C. Testing Hypothesis ... 42

D. Research Finding ... 43

CHAPTER V: CONCLUSION AND SUGGESTION ... 44

A. Conclusion ... 44

B. Suggestion ... 44

REFERENCES ... 45

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LIST OF TABLES

Table Pages

1.1 The Last Semester Score of Standard Competences ... 2

In Speaking Ability Example of Descriptive Text 2.1 Category of Speaking Test ... 11

2.2 The Tips of Applying Demonstration Metod ... 16

3.1 Research Design ... 26

3.2 The Number of Population ... 27

3.3 Treatment in Experimental Group ... 29

3.4 Teaching Procedure in Control Group ... 31

3.5 Oral Proficiency Test Scoring ... 33

3.6 Oral Proficiency T Test Scoring Categories ... 34

4.1 Descriptive Statistic of Pre Test ... 40

4.2 Descriptive Statistic of Post Test ... 41

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LIST OF APPENDICES

Pages

APPENDIX A . The Score of Pre Test of Experimental Group ... 49

APPENDIX B. The Score of Post Test Experimental Group ... 51

APPENDIX C. The Score of Pre Test of Control Group ... 53

APPENDIX D. The Score of Post Test of Control Group ... 55

APPENDIX E. The Reliability of The Test ... 57

APPENDIX F. The Calculation of T-Test of Experimental Group ... 60

APPENDIX G. Percentage Points of The T-Distribution ... 66

APPENDIX H. Syllable ... 68

APPENDIX I. Lesson Plan I Experimental Group ... 69

APPENDIX J. Lesson Plan II Experimental Group ... 74

APPENDIX K. Lesson Plan I Control Group ... 78

APPENDIX L. Lesson Plan II Control Group ... 83

APPENDIX M. Work Sheet Pre Test ... 87

APPENDIX N. Work Sheet Post Test ... 88

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CHAPTER 1 INTRODUCTION

A. The Background of the Study

Since English is a foreign language in our country, most students especially Vocational High School (VHS) have long been considered having low achievement, weakness and motivation for learning English, (Gloria, 2012:71). This situation suggests that more attention needs to be paid to have a knowledge in English language. Relating to this, students who are learning English have desire to master the four language skills., reading,writing, speaking and listening. Among the four skills, speaking is the productive skill in the oral mode.

The latest curriculum i.e. The Educational Unit Level Curriculum expects Vocational High School students be able to speak English in level intermediate. The writer has interviewed the English teacher in SMK PAB 3 Medan Estate that there are some problems faced by the students in speaking, especially in saying their aims, pouring their statements, and making response in teaching learning process. Students feel difficulties in using correct grammar, the limited vocabulary, the difficulties in arranging the sentences, and the difficulties in looking for the idea. After teacher apply demonstration method, students learn much easier. Below is their score in the latest semester,

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Table 1.1The Last Semester Score of Standard Competence in Speaking Ability at the third year of SMK PAB 3 Medan Estate

Academic Year Highest Score Lowest Score Average

2012/2013 9,0 5,0 7,25

(Source : Data of last score list in Speaking Ability SMK PAB 3 Medan Estate) According to Scrivener (2005:147), there seems some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, learners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting

things wrong they may want to avoid teacher’s comments or correction and so on.

It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say. This case brings a problem that make vocational school students have difficulties to communicate in English.In this observation, especially the writer use vocational schools as the scope of the study because she observes that vocational schoolsas trade or career schools,is required to be proficient in oralto great way for a variety of jobs.

Ogologo and Wagbara (2013:15) state the demonstration method is a process used to introduce some specific skills in the course of instruction. The teacher here is able to do some activities while the learners are watching. It could involve setting up some apparatus/equipment or showing how a reaction should be performed. The key ingredients of demonstration method and postulated that it should not be confused with design projects or case studies where the focus is

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predominantly on the application of existing knowledge and integration of what is already known, (Hadgraft and Prpict, 2009).Newbyet al. (1996) suggest that teacher should allow students to use several senses by allowing them to see, hear and possibly experience.

It is now being recognized that there are better ways to learn than through the traditional methods,(Wood and Gentile, 2003). Educators are beginning to show an increased awareness of the importance of the way students learn. Many of our standard methods of conveying knowledge have been shown to be relatively ineffective in the students’ ability to master and then retain important concepts. For this reason, English teacher should find appropriate and interesting ways of teaching speaking. It is assumed that students learn much easier when themselves are involved as the model directly. Students will gain a lot by doing the presentation and able to interpret what is being shown in the sheet given. Because of that, the researcher is determined to conduct a research by applying demonstration method to develop students’ speaking skill.

B. The Problem of the Study

There is a gap between the expectation and the reality. The expectation is the students should be able to speak in English well. But in reality, many students are lack of ability in speaking. In order to solve the problem, it is crucial to use demonstration as a method to improve students’ ability in speaking. In line with the background of the study, the problem is formulated as follows:

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“Does the students’ achievement in speaking skill significantly affected by demonstration method?”

C. The Objective of the Study

Based on the problem formulation above, the objective of the study is to investigate the effect of demonstration method significantly affects on the

students’ achievement in speaking skill.

D. The Scope of the Study

This study is limited on the use of demonstration in order to affect the students’ achievement in speaking skill mainly monologue using procedure text, especially at the third year students of SMK PAB 3 Medan Estate.

E. The Significance of the Study

This thesis is concerned with improving the students’ achievement in speaking skill through demonstration method at the third year vocational school of SMK PAB 3 Medan Estate, Findings of the study are expected to be useful and relevant theoretically and practically.

- Theoretically for other researcher, who interested for getting prior information to do further related study and can prove this strategy more with different participant.

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a. English teachers, who want to get source and information to enlarge their knowledge in teaching speaking and

b. Students, who want to improve their skill and stimulate them to improve their speaking ability.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

After analyzing the data, it was concluded that the using of demonstration method significantly affects the students’ achievement in speaking skill, since the t-test > t-table (8.9 >1.99; df=77, α=0,05). The applying of demonstration method in speaking skill can express their ideas based their own words and to deliver the information of their mind. It means the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted because there is significant effect of applying demonstration method on students’ speaking skill.

B.Suggestions

Based on the finding, it is suggested that:

1. English teachers should use demonstration method in teaching speaking skill because it enables the students in gathering the information of their mind about a job.

2. English teachers should be able to make some variations in teaching speaking skill which is appropriate with the achievement of the students so that they can explore their ideas totally and confidently.

3. Students are advised to have more practice in speaking and applying demonstration method so that they can be fluently and confidently.

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