CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of human language which used as national language in some countries like America, England, Australia, and other great countries in the world. Because of many countries use and learn it today, English becomes international language for communication. In Indonesia, English is the first foreign language, which is very important to learn because Indonesia is the main destination of touring for tourist and also main destination for international business. It regards with many aspects of our life especially to interact with people from other countries and to develop science, technology, art and culture as provision to face globalization.
In Indonesia, government set English as main subject at school. It is taught and learnt from Elementary School until University. The objective of teaching English is, Students are intended to have ability in listening, speaking, reading, and writing. Among these skills, researcher focuses on speaking ability. Speaking is a crucial part of foreign language learning and teaching, because it can be used by students to express their ideas, thoughts, and feelings orally in foreign language.
Richards (2008) stated that the mastery of speaking in English is a priority for many second-language or foreign-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. Students need to practice their skill everyday to improve their speaking ability. Therefore, teacher should give students opportunity to practice their speaking by giving more examples, activities, methods, and also media that put them into real practice communication.
Speaking is necessary to practice continuously, but sometimes students find a problem when they practice speaking. They cannot devote their ideas orally well and their speech cannot be understood. It is also halting, slow, and fragmentary. This problem cannot be separated from technique, approach, method, and also media use in teaching English especially teaching speaking. Therefore, teacher is suggested to prepare these components especially media for teaching.
In teaching speaking, media has a crucial rule to support the process. Wijaya (2012) stated that a medium (media) is a channel of communication. It refers to anything that carries information between a source and a receiver; carry message with an instructional purpose. The purpose of media is to facilitate communication (instruction). (Sudrajat, as cite in Schramm, 1977) stated that media is tool which carry message and can be used as learning needed. Media is physical thing to carry learning material such as; book, film, video.
The theories explained that, tools which carry message, stimulate cognitive, feeling, and motivation of students are very important to support English learning process. Nowadays, there are many kinds of media to help learning process like graphic, chart, cartoon, radio, tape recorder, over head projector, television, and also things around us can be use as media such as real object (realia) for teaching and learning.
Realia are objects from real life that often found in our environment and will be used in classroom instruction to improve students’ speaking ability. Realia will be used to connect learners with the key focal point of a lesson by allowing multidimensional connection between learned material and the object of the lesson.
Based on the problem and statement of some theories above, present researcher is curious about the effect of realia on speaking ability, then, make a title below:
“The Effectiveness of Realia around School in Improving Students’ Speaking Ability for eighth Grade of MTs Yadinu Masbagik in the School Year 2013-2014.”
B. Scope of the Study
Present Researcher limits the study on subject and object.
1. The object of this study is limited on the effectiveness of realia around school in improving students’ speaking ability.
2. The subject of this study is limited at eighth grade of MTs Yadinu Masbagik in the school year 2013-2014.
C. Statement of the Study
Based on the description above, this study tries to find about:
1. There is realia around school effective in improving students’ speaking ability at eighth grade of MTs Yadinu Masbagik in the school year 2013-2014
2. To what extent the effectiveness of realia around school in improving students’ speaking ability at eighth grade of MTs Yadinu Masbagik in the school year 2013-2014
D. Purposes of the Study
In accordance to the statements of the study, the purposes are:
1. To find out whether any effectiveness of realia around school in improving students’ speaking ability at eigth grade of MTs Yadinu Masbagik in the school year 2013-2014.
2. To find out the extent of the effectiveness of realia around school in improving students’ speaking ability at seventh grade MTs Yadinu Masbagik in the school year 2013-2014.
E. Significances of the Study
The result of this study is expected to be useful for:
The teacher, this research is expected to be useful information and positive contributions, especially in teaching speaking, mainly for teachers and students’ at MTs Yadinu Masbagik. Teachers are expected to apply realia around school in teaching speaking. The research also can be used as the reference for those who wants to conduct a research in English teaching learning process especially about the use of media in teaching speaking.
The students, the application of relia will elicit students’ prior knowledge to go into real situation. It can facilitate students to enrich their vocabulary as the provision to improve their speaking ability, and also motivate them in learning English enjoyable.
The researcher, it will give large feedback of knowledge about learning and communication in applying or using realia, especially for teaching speaking.
This study is also expected to have a significant contribution to the development of language teaching theory, especially English teaching theory in the classroom through the use of realia as the instructional material to the public.
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Media in Teaching Speaking
In teaching English, media has a crucial role to support the process of teaching and learning, because it can carry information between a source and a receiver.
1. Definition of Media
Media is a channel of communication. It refers to anything that carries information between a source and a receiver, carry message with an instructional purpose. (Sudrajat, as cite in Schramm, 1977) stated that media is tool which carry message and can be used as learning need. Media is physical thing to carry learning material such as; book, film, video, tape recorder.
The theories explained that, tools which carry message, stimulate cognitive, feeling, and motivation of students are called media, and it is very important to support English learning process. Nowadays, there are many kinds of media to help learning process like graphic, chart, cartoon, radio, tape recorder, over head projector, television, and also things around us can be use as media such as real object (realia) for teaching and learning English.
2. Function of Media
Within the instructional process, there are two important aspects of teaching which have a close relation. They are teaching method and teaching media. By determining the teaching method, consequently, we must consider about the media provided. Therefore, one of the main functions of the media is as a teaching aid that support and affect condition of the learning atmosphere created by the teacher.
Brown (1973) stated that media use can affect the effectiveness of learning. Hamalik (1986) claimed that the using of teaching media within the process of teaching activities encourages the students’ motivation to learn. He also assumed that media brings psychological effect to the student need. The use of teaching media at the level of instructional orientation considered can help the level of affectivity during the process of teaching and learning. Besides that, media can help student to increase their understanding, it also can propose data in attractive and reliable way, easy to interference data, and strengthen to information.
Levie and Letz (2000) concluded that there are four functions of media instruction. The functions are (1) Attentive function, (2) Affective function, (3) Cognitive function, (4) Competitive function.
Attentive function, media can make students focus and active on the learning process. They will give more attention to the material that teacher taught. Affective function, media can be shown from level of student enjoyment when they are taught with media. Media can impulse the students’ emotion and attitude. The cognitive function, media can encourage student to understand and comprehend the information implied on the object use as media. The competitive function, that media can motivate student who has low ability especially in speaking. It will make them remember easily. This function is particularly aimed at students who are poor in comprehending instructional contain proposed through verbal presentation.
3. Types of Media
Wijaya (2012) stated that types of media are: (1) Display Format : Chalk Board, White Board, Flip Chart, (2) Audio Media : Tape Recorder, Cassettes, CD, DVD, (3) Non Projected Visual : Realia, Still Pictures, Graphics, (4) Projected Visual: Overhead Projector, LCD.
Sudrajat (2008) stated that the types of media: (1) Media Visual: graphic, diagram, chart, poster, cartoon, comic (2) Media Audio: radio, tape recorder, language laboratory. (3) Projected still media: slide; over head projector (OHP), in focus. (4) Projected motion media: film, television, video (VCD, DVD, VTR), computer.
4. Criteria in Choosing Media
These are some criteria in choosing media:
1. Objective, media should be directly relevant to a specific teaching objective and should be identified by the lesson that it is to be use.
2. Effectiveness, the effectiveness of media is one of important criteria. Teacher must give more attention about what media is used. Wilkinson said that the use of variety media will increase academic achievement.
3. Students’ condition, Media will be effective to use depend on students’ condition. The use of media must be suitable with students to make them understand easily.
4. Availability, a media can not be used if the media is unavailable. Media is teaching and learning tool, and the tool must be available when it needed by teacher and student.
5. Cost, cost that used to have media must balance with the result.
5. Realia
Realia is a term for any real, concrete object used in or out the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge. It is used by teacher to demonstrate real life (particularly of peoples studied). Objects that are intrinsically interesting can provide a good starting point for a variety of language work and communication activities. Realia also make learning process more enjoyable. It gives students opportunity to use all of their sense to learn about a given subject, and it is appropriate for any grade or skill level.
Here are the reasons realia should be use in teaching and learning process:
1. Kinesthetic learning is the type of learning that students will most effectively acquire, mostly because they will have hands-on experience. The use of realia brings a welcome change in the class, a break from typical class activities.
2. The unexpectedness of having to suddenly interact with real objects will keep students on their toes. It will create excitement, and they’ll have fun.
3. Students have chance to practice real life situations like asking for directions in a foreign language, but with the guidance of someone who speaks fluently and will help them get it right.
4. Students will clearly understand the reason they are learning a particular ESL component. Instead of wondering when and where they might have use for a particular language element.
It can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word, with young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise.
6. The Advantage and Disadvantage of Using Realia
1. The Advantage
Budden (2011) sited that the main advantage of using realia into the classroom is to make the learning experience more memorable for the learner. To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word. This would appeal to a wider range of learner styles than a simple flashcard picture of the piece of fruit or vegetable. (With very young learners, classroom management can become trickier if you bring in real objects as excitement levels tend to rise).
Smith (2011) sited that the use of realia is only limited by your imagination. It is possible to use realia to teach almost any subject. Using realia stimulates the mind, and is one way of encouraging creativity by involving the senses. Realia saves time, as recognition of an object is immediate and so cuts out the need for lengthy explanations and drawing funny pictures on the board. Elicitation becomes much easier and holding up the object with a raised eyebrow will usually result in the desired word being spoken.
Realia breathes life into new vocabulary, and the chances of students remembering new words you have taught them increases. The probability of remembering it becomes much higher after experiencing the taste, touch and smell of the object. Realia does not have to be limited to food or drink. Time tables, tickets, newspapers, clothes. In fact any object you can think of can be used as a teaching aid.
2. The Disadvantage
(Jones, et al., 1994) stated that the disadvantage of realia are; 1). Real things are not always readily available 2). Realia are not always practical for use in the classroom (size a real object may be too large or too small) for classroom study 3). Potential hazards realia such as live animals, certain electrical and mechanical equipment can represent potential hazards for the learner and the teacher 4). Cost real objects often are expensive 5) Affective learning is unpredictable through realia 6). If left sitting around the classroom, realia can be a distraction 7). Storage and retrieval can create problems.
B. Students’ Speaking Ability
1. Concept of Speaking Ability
According to Oxford Advanced Learner’s Dictionary definition of ability is mental or physical capacity, power or skill required to do something, however speaking ability is skill or power to express ideas, opinions or message orally with correct sentence grammatically, and also to know when and where to use these sentences and to whom. The ability to communicate is related to the rules of language use and rule of grammar.
Brown (2004) stated that speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and fluency.
(Djiwandono, as cite in Munir, 2005) speaking is the activity to express thought and feeling orally. Tarigan (1990) stated that speaking the capability in pronouncing sound or word to express or convey though, idea, feeling, opinion and wish.
If both speaking and ability are combined, it means a capability to utter the articulation of sound to express or to deliver thought, opinion and wish to the other person.
2. Goal of Speaking Ability
These are learning goals of speaking ability:
1. The content or ideas of the subject being studied such as English literature and cross culture understanding.
2. Being able to meet the full range of language features like sounds, vocabulary, grammatical constructions, pronunciation, and fluency.
3. Being able to operate well in one kind of discourse, for example informal conversation, does not mean that a learner has the knowledge to operate well in another kind of discourse, for example formal speech, because each discourse type makes use of a different cluster of language features.
Having to operate in an unfamiliar discourse area is a demanding task for learners and may make them aware of gaps in their command of the language.
3. Element of Speaking Ability
It must be remembered that language and speech are meant for communication. Students are expected to produce speech in their daily communication. Learning language is about practicing and generating speech. Students need to express their meaning by doing much practice in speaking. In practicing English, elements of speaking are important to be paid attention.
Nurhadi (1987) stated that elements of speaking consist of utterance, grammar, vocabulary, fluency, and content. So, if students want to speak English, they have to pay attention to the aspect of speaking.
a. Utterance is one of the most important thing that make message is acceptable. If the speakers are not able to utter the word clearly, the misinterpretation will be occurred between the speakers and the listener.
b. Vocabulary is various kind of words, it is also important to be mastered developed. Vocabulary is an element that must be possessed by the speakers and the listeners in order the process of speaking running well.
c. Grammar, control of complex and simple construction
d. Fluency is being able to communicate your ideas without having to stop and think too much about you are saying.
e. Content, after talking about utterance, grammar, vocabulary, and fluency as the aspect of the speaking, there is an aspect is important namely content. If the content of the message conveyed unclearly, the listener will not understand what the speaker mean.
Cohen (1994) stated that the elements of speaking; 1). Fluency—smooth flow of speech with the use of rhetorical devices to mark discourse patterns 2).Grammar—control of complex and simple constructions 3). Pragmatic competence—use of conversation-management devices to get the message across and to compensate for gaps 4). Pronunciation—degree of influence of native-language phonological features 5). Sociolinguistic competence—use of appropriate social registers, cultural reference, and idioms 6). Vocabulary—breadth of vocabulary and knowledge of vocabulary in field of interest or expertise.
4. Assessing Speaking Ability
The assessment of speaking language has evolved dramatically over the last several decades from test of oral grammar and pronunciation to interviews and, more recently, to multiple tasks, often collect over time. The present researcher will start by considering standard interviews task, consider semi-direct tests, and finally refer to other multiple measures, with our focus and role play aim at assessing the ability to perform the speech acts and other language function. Present researcher will use three elements of speaking as the point of measurement. They are utterance, vocabulary and grammar.
a. The Interview
There are by now numerous structure interview measure available, all intended for assessing second language speaking among adults, yet only recently have these instruments begun to be rigorously scrutinized as to the nature of their task, the data produced, and the quality of the rating. For example, Cohen in Perret (1994) argues that despite the oral interview’s high face validity as an elicitation device for communicative language assessment, the range of linguistic phenomena that the interview can elicit is limited.
b. Semi-Direct Interviews
In order to obtain a valid overall picture of oral proficiency, it is necessary to use a combination of assessment method. Oral interviews are making increasing strides in this direction, especially in some of the semi-direct test of speaking which comprise different types of tasks.
c. Multiple Measure of Speaking Ability
It is importance of using more than one measure of speaking. The following are some of the possibilities: a. Giving a verbal essay (speaking for three minutes on a specified topic) b. Giving oral presentation or lecture. c. Reporting the contents of an article read in the native language. d. Participating in group discussion on a common a possibly controversial theme. e. Taking part in role play (Andrew D. Cohen. 1994, p. 262-278)
C. Teaching Speaking Using Realia
Using realia in the EFL classroom serves to foster a more creative and active teaching-learning environment and promotes cultural understanding. Realia refers to the practice of using real, tangible things in the classroom to help students connect with English on a different level. It is extremely useful to help students grasp the cultural differences or learn practical skills if they are planning to travel or are already living in an English-speaking country. Many teachers are leery of using realia, but here are some easy and helpful ideas for using it in ESL lessons.
Actually, realia is appropriate for any level of students, for beginner until advanced. Guariento & Morley (2001) claimed that at post-intermediate level, the use of authentic material (relia) is available for use in classroom. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. According to the findings of the survey carried out by Chavez (1998), learners enjoy dealing with authentic materials since they enable them to interact with the real language and its use. Also they do not consider authentic situations or materials innately difficult. However, learners state that they need pedagogical support.
Here some examples the use of realia in teaching and learning process:
1. To illustrate and teach young learners vocabulary for animals, clothing, and fruit for example, I use actual objects or facsimiles there of (pieces of clothing, toy animals, and plastic fruit). For transition period, it’s a very useful tool in making the abstract concrete.
2. Bring in a number of objects from everyday life, such as fruit, utensils or articles of clothing. Sitting in a circle, pass one of the objects to the student on your left, saying the name of the object (for example: "tomato" or "sock") and then have the student pass on the object to the next one, speaking the word as well. Have your students keep passing on the object, repeating its name, until it comes full circle back to you. You may use photos of the objects instead of the actual objects themselves.
3. Use an object, such as a ball, to teach prepositions of place like “on, under, above.” Place the ball on the table, and ask where it is. Elicit the reply “It’s on the table.”
From the examples above, researcher concludes that the implementation of realia is useful for students, it makes them enjoy to learn. Realia is one of media that can use to teach students in any topic of lesson. It can be used to teach vocabulary, grammar like preposition and imperative sentence and realia also can use to teach speaking ability.
(Thoyyibah, as cite in Wrigth 1989) stated that there are 5 criteria that provide for making realia in activity, there are:
1. Easy to prepare, when teachers want to use a media, they have to decide whether it is difficult to prepare or not. Realia is a simple media that can be brought to classroom and easy in preparing.
2. Easy to organize, the teacher have to decide whether the organizing a more complicated activity worth while. The teachers can use realia because it is easy organizing.
3. Interesting, before applying realia in the activity, teacher have to justify the students’ interest toward it. Bringing realia (authentic objects from culture), or manipulating to the classroom helps teacher in providing comprehensible input in a second language.
4. Meaningful and authentic, students are going to gain more if the language use is vital to the situation or if they use the language appropriately.
5. Sufficient amount of language, the activity should give rise to a sufficient amount of language in order to justify its conclusion in the language lesson.
D. Relevant Study
This research is similar to a classroom action research that was conducted by Erni Rokhmawati in 2011. The researcher investigated the use of realia to improve students’ speaking ability in procedure text in the school year 2010-2011. In this study, the researcher focused on the investigation of the improvement of students’ speaking ability by using realia for ninth grade of MTs. Mathalibul Huda Mlonggo Jepara. The purpose of the study were to know the extent of realia improves students’ speaking ability in procedure text for ninth grade of MTs. Mathalibul Huda Mlonggo Jepara in the school year 2010-2011.
In this research, the previous researcher used two steps in collecting data. Firstly, the previous researcher conducted observation to the students. Secondly, the previous researcher gave speaking test to know students’ ability. She focused on three elements of speaking; fluency, pronunciation and grammar.
Therefore, the previous researcher and present researcher research the use of realia on speaking ability. The previous researcher researched the use realia to improve students’ speaking ability in procedure text but the present researcher research the effect of realia on students’ speaking ability.
E. Theoretical Framework
Based on the relevant study above, it can be concluded that realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge. It is used by teacher to demonstrate real life (particularly of peoples studied). Speaking ability is skill or power to express ideas, opinions or message orally with correct sentence grammatically, and also to know when and where to use these sentences and to whom. It is an important aspect and beneficial skill in learning language. It is a part of the goal in learning English.
In this research, the researcher uses multiple measure of speaking ability as the basic instrument in assessing speaking ability. Specifically, researcher uses oral report to test student speaking ability. Media is used to help the language test. In this case, realia is the object of observation for students to present the oral report. By doing this activity, students will make students active and enjoy the teaching and learning process, and also understand the material.
F. Hypothesis
In this study, the researcher would like to elaborate the hypothesis of the study. According to Sugiono (2012, p. 214) the hypothesis sets forth for the recent study is a tentative answer of the research problem. In addition, Arikunto (1997, p. 64) notes that, hypothesis is the formulation of row answer toward a case of the research problem, and it is truth is still needed to analyze empirically.
Based on the definitions of hypothesis, the present researcher concludes that hypothesis is the raw answer which was not proved its truth yet, so the hypothesis must be done based on the basic thinking which arranged from theories.
This research is about the effectiveness of realia around school in improving students’ speaking ability for eighth grade of MTs Yadinu Masbagik in the school year 2013/2014. The present researcher stimulates hypothesis of this research that “Realia around school is significant effective in improving students’ speaking ability for eigth grade of MTs Yadinu Masbagik in the school year 2013/2014.”
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research conducts a preexperimental design, where researcher uses one-group pretest–posttest design. Ary, Jacobs, and Sorensen (2010) explain that one group pretest-posttest design usually involves three steps: (1) administering a pretest which measuring the dependent variable; (2) applying the experimental treatment to the subjects; and (3) administering a posttest, again measuring the dependent variable. Differences attributed in application of the experimental treatment are evaluated by comparing the pretest and post test scores.
In this research design, there is no control group. The researcher observes the possibility of causal-effect of relia on students’ speaking ability. The researcher gives pretest to student, then, gives them treatment. After treatment is given, researcher gives students posttest.
Table 01
One-Group Pretest–Posttest Design
| Pretest | Independent | Posttest |
| Y1 | X | Y2 |
Notes:
Y1 : Pre-test.
X : Independent variable (Realia)
Y2 : Post-test.
B. Setting of the Study
This research will be conducted in seventh grade of MTs Yadinu Masbagik which is located in Masbagik Utara East Lombok Nusa Tenggara Barat.
C. Population and Sample
1. Population
Frankle and Wallen in Riyanto (2007) Population is a group of people or students as object to be generalized by researcher as result of the research. Furthermore, Arikunto (1998) defined population as all subjects of a research. A population is a set (or collection) of all elements possessing one or more attributes of interest.
In this study, the population is eighth grade of MTs Yadinu Masbagik in the school year 2013-2014 which is consist of one class. The population is presented in the table below.
Table 3.2. Population of the study
| Class | Students | ||
| Men | Women | Total | |
| VII | 14 | 11 | 25 |
2. Samples
Arikunto (2006) stated that sample is part of population which becomes the subjects of research. The sample is taking from the subjects or individuals in area of the research. In this research, all individuals in the population get the same chance to be selected to become the member of sample.
All of students in eighth class are the students which being stayed in MTs Yadinu Masbagik dormitory. In this dormitory they have learnt English. Researcher takes eighth grade as the sample of this study because there is only one class in this grade, and also they are suitable with the research topic.
D. Data Collection
1. Identification of Variable
There are two variables in this research, namely independent variable and dependent variable. The independent variable is Relia around School and the dependent variable is Students’ Speaking Ability.
2. Definition of Variable
Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge. It is used by teacher to demonstrate real life (particularly of peoples studied).
Speaking ability is the ability to communicate orally. It is not only to apply correct sentence grammatically, but also to know when and where to use these sentences and to whom
3. Instrument
Suharsimi, (2002) stated that research methods are a manner that is used to collect data, and instrument is the tool to collect it. Instrument has relation with evaluation. Instrument is very important in research activity. It is the tool or facilitation used by the researcher to collect data and to make their work easily.
The instrument will be used to collect data in this research is an oral test, in this case the researcher use oral reporting as the task to measure the students’ speaking ability. In this speaking test, the subjects will be asked to observe real objects (realia) around school at least three objects (students, teachers, things) for fifteen minutes. After the students did the instruction, the researcher instructs students to describe the objects, where, researcher marked the scheme of students’ score, which consist of pronunciation accuracy, lexical accuracy, grammatical accuracy, fluency, and intelligibility. The test is evaluated as the following description.
Adapted from Moedjito (2009, p.164).
| Word pronunciation accuracy | Sound accuracy refers to the ability to produce individual sounds (consonants and vowels) | ||||
| 1 | 2 | 3 | 4 | 5 | |
| A great number of mispronunciations are present. | Many mispronuncia-tions are present. | Some mispronuncia-tions are present. | Few mispronuncia-tions are present. | Almost no mispronuncia-tions are present. | |
| Lexical accuracy | Lexical accuracy refers to the ability to use vocabulary properly. | ||||
| 1 | 2 | 3 | 4 | 5 | |
| A great number of lexical errors are present. | Many lexical errors are present. | Some lexical errors are present. | Few lexical errors are present. | Almost no lexical errors are present. | |
| Grammatical accuracy | Grammatical accuracy refers to the ability to use grammatical structures properly | ||||
| 1 | 2 | 3 | 4 | 5 | |
| A great number of grammatical errors are present. | Many grammatical errors are present. | Some grammatical errors are present. | Few grammatical errors are present. | Almost no grammatical errors are present . | |
| Fluency | Fluency refers to the property of a person that delivers information smoothly and effortlessly | ||||
| 1 | 2 | 3 | 4 | 5 | |
| A great number of pauses and corrections occur | Many pauses and corrections occur | Some pauses and corrections occur | Few pauses and corrections occur | Almost no pauses and corrections occur | |
| Intelligibility | Intelligibility refers to the property of a speaker which can be understood with little or no conscious effort on the part of listeners | ||||
| 1 | 2 | 3 | 4 | 5 | |
| Not intelligible at all; great listener effort is required. | Little intelligible; much listener effort is required. | Reasonably intelligible; some listener effort is required. | Largely intelligible; little listener effort is required. | Fully intelligible; no listener effort is required. | |
4. Technique of Data Collection
In collecting data, present researcher takes data from pretest and posttest. Pretest is administered to the subject before applying Realia in teaching Speaking. Meanwhile posttest is administered after applying Realia in teaching speaking.
Pretest and posttest contain the same test items. They are just different in time allocation. These pretest and posttest are taken by giving oral test. Students will be giving five minutes to present or describe real objects orally. Then, the present researcher uses these items as the pretest and posttest which use three steps. Those are pretest, treatment, and posttest.
1. Pretest
The pretest is administered before the present researcher using Relia in teaching speaking. It is aimed to know students’ ability in speaking.
2. Treatment
The present researcher as a teacher treats the students by applying Relia Around School in teaching speaking
3. Posttest
Posttest is administered after applying treatment. The posttest items are same with pretest items. Pretest and posttest also have some application when they are conducted in a classroom. The purpose of this posttest is to know students’ ability in speaking.
E. Data Analysis
1. Descriptive Statistics
Before testing the hypothesis, the present researcher calculated the mean scores and standard deviation for each set of data. Furthermore, to know mean score of data, the present researcher uses this formula:
Where:
: Mean score of data
X : Total number of students’ scoreN : Number of subject
2. Testing Hypothesis
To test hypothesis of this research, researcher uses r-test formula:
Where:
rtest : r-test
N : total of sample
y1 : pretest
y2 : posttest
(Suharsimi, 2010)
1. If the value of post test is higher than pretest, Ha (Alternative Hypothesis) is accepted. It means that realia around school is significant effective in improving students’ speaking ability at eighth grade of MTs Yadinu Masbagik in the school year 2013-2014.
2. If the value of posttest is lower than pretest, Ha (Alternative Hypothesis) is rejected. It means that realia around school is not effective in improving students’ speaking ability at eighth grade of MTs Yadinu Masbagik in the school year 2013-2014.
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