THE EFFECT OF USING PODCAST ON STUDENTS’ SPEAKING …repository.uinjambi.ac.id/2125/1/PUTRI PURNAMA SARI...Putri Purnama Sari TE.151609 ABSTRACT Name : Putri Purnama Sari Study Program

THE EFFECT OF USING PODCAST ON STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE OF STUDENTS' JUNIOR HIGH SCHOOL

THESIS

BY

PUTRI PURNAMA SARI TE 151609

ENGLISH EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI 2019

THE EFFECT OF USING PODCAST ON STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE OF STUDENTS' JUNIOR HIGH SCHOOL

THESIS

Submitted as Partial Fulfillment of Requirement to get undergraduate Degree (S.1) in English Education

BY

PUTRI PURNAMA SARI TE 151609

ENGLISH EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI 2019

DEDICATION

Ups and downs, jokes and laughter, sweet and bitter I have traveled in this life. But I

remain strong despite the many obstacles I had to face in order to achieve a noble goal.

In the name of Allah SWT for his blessing and merciful with deep thanks and proud,

I dedicate this thesis especially to My beloved parents, “Mr.Puteh and Mrs.Zainabon” Who

always has honesty, sincerity to grow me up, educate, accompany and pray for me at all until

I can accomplish this script.

To my beloved brother “Liswar” and my sisters “Elly Susanti and Nini Munasari” Thanks for

your love, support, pray, and advices on guiding me to finish this research.

To my beloved bestfriends “Meilisa Khairani and Mesy Lestari Apriliyani”

Who always kepp me happiness and being my good listener. Thanks for being my best

friend who never let me down and thanks for motivation and support.

To my beloved classmate in C class of English Education Program, I thank them for the

spirit, loves, togetherness and sweet memories in my life. And all of my friends in English

Education Program 2015.

For all people who keep supporting me wherever you are. May Allah SWT bless us. Aamiin

MOTTO

“O you who believe! guard your duty to Allah and speak the right word” (Al-Ahzab:70)

Artinya: “Wahai orang-orang yang beriman! Bertaqwalah kamu kepada Allah dan

ucapkanlah perkataan yang benar” (Al-Ahzab:70)

ACKNOWLEDGEMENTS

Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest gratefulness

for all the blessing and chances given so that I could finally finish this thesis as one of the

requirements to get undergraduate degree (S.1). Secondly, sholawat and salam always be

given to my prophet Muhammad SAW.

The researcher realizes that this thesis would have not been completed without the

help, advice and guidance from many people. Therefore, in this opportunity the researcher

would like to express thanks and gratitude the following paties and their contribution:

• Prof. Dr. H.Su’aidiAsy’ari, MA, Ph.D as the Rector of the State Islamic University of

Sulthan Thaha Saifuddin Jambi.

• Dr. Hj.Armida, M. Pd as the Dean of Faculty of Education and Teacher Training of the

State Islamic University of Sulthan Thaha Saifuddin Jambi.

• Dr. H.Lukman Hakim, M.Pd. as The Vice Dean of Academic Affair, Dr. Zawaqi Afdhal

Jamil, M. Pd.I as The Vice Dean of General Administration, and Dr. H. Kemas Imron

Rosadi, M. Pd.,as The Vice Dean of Students Affair Faculty of Education and Teacher

Training.

• Amalia Nurhasanah, M. Hum as the Chairwoman of English Education Program.

• Dr.Mahmud MY, S.Ag, M.Pd as my first advisor and WahyuniFitria, M.Pd as my second

advisor, thank you for your guidance.

• All lecturers at the Faculty of Education and Teacher Training of the State Islamic

University of Sulthan Thaha Saifuddin Jambi.

• All lecturers of the English Education Program for teaching precious knowledge, sharing

philosophy of live and giving wonderful experience.

It is expected that this thesis will give contribution to the Students of English

Education Program especially in learning process. Then, the researcher realized that this

thesis is still far from being perfect

For that reason, the researcher hopes constructive critics and suggestion from readers

for the perfection of this thesis. May Allah SWT always gives guidance and blessing to us.

Amin YaRabbalAlamin.

Jambi, Oktober2019

Researcher

Putri Purnama Sari

TE.151609

ABSTRACT

Name : Putri Purnama Sari

Study Program : English Education Program

Title : The Effect of Using Podcast on Students’ Speaking Skill at The

Second Grade of Students’ Junior High School

This research aimed to find out the effect of podcast on students' speaking skill at “Junior High School 30 Muaro Jambi”. This study used quasi experimental research. The population of this research was the students of the second grade of SMP 30 Muaro Jambi. The sample was 46 students of two classes. The sampling technique used in this study was purposive sampling. They were divided into two groups, 23 students for experimental group and 23 students for control group. It is given in pre-test and pos-test. After collecting the data, then the researcher analyzed the data by using t-test formula. The finding shown t-count t0 was 4.437, meanwhile, the t-table (tt) of df ( 44 ) in significant 5 % was 1.680. It means t-count was higher than t-table (tt), so the alternative hyphothesis (Ha) was accepted and the null hyphothesis (Ho) was rejected. It is proven that there was a significant effect of podcast towards students’ speaking skill of descriptive text. Based on the table the significant value 0.000 and the significant level 0.05, it means that the significant level is higher than significant value. The researcher concluded that H02 is rejected and Ha2 is accepted, because there was a significant differences of using podcast on students' speaking skills at the second grade of SMP 30 Muaro Jambi.

Keywords: Podcast, Speaking Skill, Descriptive Text

ABSTRAK Nama : Putri Purnama Sari

Jurusan : Pendidikan Bahasa Inggris

Judul :Pengaruh Menggunakan Podcast Pada Keterampilan Berbicara Siswa di

Kelas Dua SMP 30 Muaro Jambi.

Penelitian ini bertujuan untuk mengetahui pengaruh podcast terhadap pemahaman berbicara siswa di “Sekolah Menengah Pertama 30 Muaro Jambi”. Penelitian ini dilakukan dengan menggunakan penelitian quasi eksperimental. Populasi pada penelitian ini adalah siswa kelas VIII SMP 30 Muaro Jambi. Sampel dalam penelitian ini adalah 46 siswa dari dua kelas. Teknik sampel yang digunakan adalah purposive sampling. Mereka dibagi menjadi dua kelompok, 23 siswa dalam kelompok eksperimen dan 23 siswa dalam

kelompok kontrol. Setelah mengumpulkan data, maka peneliti menganalisis data dengan menggunakan rumus t-test. Temuan yang ditunjukkan t-count (tt) adalah 4,437; Sementara itu, t-tabel (tt) dari df (44) dalam signifikan 5% adalah 1,680. Maka, t-count (tt) lebih tinggi dari t tabel (tt), sehingga hipotesis alternatif (Ha) diterima dan hipotesis null (Ho) ditolak. Ini membuktikan bahwa ada pengaruh yang signifikan dalam menggunakan podcast pada pemahaman berbicara siswa tentang teks deskriptif. Berdasarkan table nilai signifikan 0.000 dan tingkat signifikan 0.05, itu berarti bahwa tingkat signifikansi lebih tinggi dari pada nilai signifikan. Peneliti menyimpulkan bahwa H02 ditolak dan Ha2 diterima, karena ada perbedaan yang signifikan dalam menggunakan podcast dalam kemampuan berbicara siswa di kelas dua SMP 30 Muaro Jambi.

Kata kunci: Podcast, Pemahaman Berbicara, Teks Deskriptif

LIST OF CONTENT

PAGE TITLE .................................................................................... i OFFICIAL NOTE ............................................................................... iii THESIS APPROVAL .......................................................................... iv ORIGINALITY THESIS STATEMENT ........................................... v DEDICATION ..................................................................................... vi MOTTO ............................................................................................... vii ACKNOWLEDGMENTS ................................................................... viii ABSTRAK ........................................................................................... x ABSTRACT ......................................................................................... xi LIST OF CONTENT ........................................................................... xii LIST OF TABLES ............................................................................... xiv LIST OF APPENDICES ..................................................................... xv

LIST OF DIAGRAM…………………………………………………. Xvi CHAPTER I INTRODUCTION

A. The Background of the Study ................................................................. 1

B.The Identification of theStudy ................................................................. 3

C. The Limitation of the Study ................................................................... 3

D. The Formulation of the Study ................................................................. 3

E. The Objectives of the Study .................................................................... 4

F. The Significance of the Study ................................................................. 4

CHAPTER II LITERATURE REVIEW

A. Podcast ..................................................................................................... 5

B. Speaking ................................................................................................... 6

C. Aspect of Speaking .................................................................................. 6

D. Research Hypothesis ............................................................................... 8

E. Previous Related Study ............................................................................ 9

CHAPTER III RESEARCH METHODOLOGY

A. Setting and Subjectof the Research ....................................................... 11

B. Method of the Study ................................................................................ 11

C. Operational Definition ............................................................................. 11

D. Variables of the Research ....................................................................... 12

E. Population and Samples .......................................................................... 12

F. Techniques for Collectingthe Data ......................................................... 14

G. Validity of the Instrument ....................................................................... 16

CHAPTER IV FINDINGS AND INTERPRETASION

A. Finding of the Study ............................................................................... 21

B. Interpretasion ........................................................................................... 35

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................................. 37

B. Suggestions .............................................................................................. 38

REFERENCES

APPENDICES

CONSULTATION CARD

CURRICULUM VITAE

LIST OF TABLES

3.1 Table Total Population of The Study ....................................................... 13

4.1 Score Categoriez ..................................................................................... 21

4.2 Frequency Distribution of Pre-test Result Eksperimental Class ................ 22

4.3 Frequency Distribution of Post-test Result in Exsperiment Class

..................................................................................................................... 24

4.4Frequency Distribution of Pre-test Result in Control Class ....................... 25

4.5Frequency Distribution of Post-test Result in Control Class

..................................................................................................................... 27

4. 6 Descriptive Statistics..................................................................................28

4.7 Test in Experimental Class..........................................................................29

4.8 Test in Control Class...................................................................................30

4.9 Homogeneity of Post-Test..........................................................................31

4.10 Homogeneity of Pre-Test..........................................................................31

4.11Paired Samples Statistics...........................................................................32

4.12 Paired Samples Test..................................................................................33

4.13 Independent Samples Test........................................................................34

29

LIST OF APPENDICES

Appendix 1 Students Score in Control Class ........................................... 39 Appendix 2Students Score in Experimental Class ................................... 40 Appendix 3 The Result Reliability Test .................................................. 41 Appendix 4 Lesson Plan of Experimental Class ..................................... 42 Appendix 5 Lesson Plan of Control Class ............................................... 58 Appendix 6 Syllabus............................................................................... 65 Appendix 7 Speaking Test ...................................................................... 71 Appendix 8 Research Instrument ............................................................ 73 Appendix 9 Documentation .................................................................... 74

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List of Diagram

Diagram 4. 1 The percentages of pre-test on experimental class .................... 23

Diagram 4. 2 The percentages of post-test on experimental class................... 24

Diagram 4. 3 The percentages of pre-test on control class ............................. 26

Diagram 4.4 The percentages of pre-test on control class ............................. 27

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CHAPTER I

INTRODUCTION

A. The background of the study

Speaking is widely known as an ability to share thoughts, ideas, and

intentions to the other people by using a language in oral form. According to

Shiamaa (2006, p. 30), speaking represents an interactive process which involves

of producing and processing or receiving information to serve both interactional

and transactional. In addition, Nunan (2003, p. 48) mentions that speaking is a

productive skill which consists of systematic verbal utterances that carry out a

meaning. This means that speaking plays an important role in communication.

In most of non-native countries, for example China, Vietnam, and

Indonesia, most students may find speaking English in a good level of functional

is difficult. This is an evidence when the writer observed and interviewed teachers

at the Junior High School 30 MuaroJambi . Teachers at this school argue that the

students face some difficulties in expressing ideas, choosing correct structures,

lack of producing appropriate vocabulary and producing correct pronunciation.

These problems occured because the students have less exposure to speaking

activity.

What possibly could help students to perform appropriately in speaking is

by introducing an alternative media, the podcast. According to Jordan (2007), the

term podcast is a combination between the words pod (i.e., from the brand name

iPod) and broadcast. The podcast is an audio/video file that is uploaded to the

website where the website users can download it through the internet freely. This

can be listened on any devices that support MP3/MP4 files such as on a computer,

smartphone, and MP3 Player. The podcast gives chances for teachers to support

studentsin developing speaking skill. The idea of using podcast media is based on

some following statements from many experts in literature. Podcast is believed

not just accelerating listening skill but also it stimulates the other language area

for instances pronunciation, grammar, vocabulary, and learning activities.

21

Other researchers, Samad, Bustari, and Ahmad (2017) explain that

podcast gives good contribution in case of improving students’ speaking

achievement. This research article aims at finding out if there is a significant

improvement on students’ speaking skills by using this Podcast. The data from

these tests were then calculated by using statistical formulas. The result showed

that the post-test score was higher than the pre-test. The finding showed that there

was a significant improvement of the students’ speaking skills performance after

undertaking treatments. Thus, podcast media can be used as one of the alternative

media in teaching English especially speaking skill in EFL classes.

The podcast can be one of the alternatives and innovative tools that may

improve the students’ understanding and their accomplishment in speaking.

Moreover, this idea has been discussed by Dan Schmit, an instructional

technology expert in the College of Education at the University of Nebraska,

which is reflected in his statement as follows:“Educators are as starting points to

see how podcasting can help students’ vocabulary, writing, editing, public

speaking, and presentation skills. Students can also learn skills that will be

valuable in the working world, such as communication, time management and

problem-solving. In addition, by using the podcast, teachers have a new method of

teaching to stay connect with their students outside of the classroom and to

enhance learning beyond of the school schedule . These researchers believe that

Podcast supports studentsindeveloping speaking skill. Students can also play it on

their devices anywhere and at anytime as they pleased.

As described above, for the sake of making effective speaking skills, the

students are required to produce good fluency and appropriate pronunciation in

speaking. It would be the bases of using podcast media. The researchers expect

this study would contribute to filling the gap in the body of literature and also

teachers especially for those who teach English at junior high school. It also could

contribute to all students to improve their speaking ability, particularly

influencyand pronunciation.

22

The writer choose Junior High School 30 Muaro Jambi because the writer

saw that so many students use the smartphone just for play the game, use the

social media such us facebook, instagram, twitter and many more. They don’t

understand that smartphone has a big advantage for study. In this research, the

writer will use the smarphone (Podcast) to teach the students to improve their

speaking skill.

The writer does this research at the Junior High School 30 Muaro Jambi.

Based on the condition, the writer would carry out a research entitle “The Effect

of Using Podcast on Students’ Speaking Skill at the Second Grade of Junior High

School 30 Muaro Jambi”.

B. The Identification of the Study

Based on the background of the study above, there are many problems that

can be identified in this research such as:

1. Students’difficulties in expressing ideas, and choosing correct structures

2. Lack of producing appropriate vocabulary.

3. Lack producing correct pronunciation.

4. Less exposure to speaking activity.

C. The Limitation of the Study

The limitation of the problem in this research are Podcast and Students of

Speaking skill.

D. The Formulation of the Study

The limitation of the problem, the writer formulated into the following

question :

1. Is there any significant effect on students’ speaking skill by using podcast

media?

2. Is there any significant difference on those who are taught by using podcast

media?

23

E. The Objectives of The Study

According to the research questions above, the objectives of this study are:

1. To find out the significant effect on students’ speaking skill by using podcast

media?

2. To find out the significant difference on students’ speaking skill before and

after using podcast media?

F. The Significance of the study

The result of this research are expected to provide useful information and

suggestion for three people, they are :

1. For the Students

The result of this study will help and givean opportunity for students to get

motivation after get the result of this research and can improve their speaking

skill.

2. For Researcher

The researcher do this study To fulfill the graduation requirements to

obtain a bachelor's degree at Islamic States University SulthanThahaSaifuddin

Jambi.

3. Further Researcher

Finally, these finding of this study can be used other researcher who are

interested in English to get useful information.

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CHAPTER II

LITERATURE REVIEW

A. Podcast

Podcast is an episodic series of digital audio or video files that a user can

download in order to listen. Alternatively, the word podcast may refer to the

individual media file. Rashtchi (2001, as cited in Sze) mentions that podcast is the

innovative media which can meet the students’ and classroom needs. Edisitingha

(2007) found that by using podcast the students found it easier to access speaking

practice, and podcasts helped them to improve their oral presentation skill.In this

global era, being able to speakEnglish is essential for people to communicatewith

global community (Samad and Fitriani, 2016). To help non native speakers to

learn tospeak this language, there are many kinds oftechnologies

invented.According to Marshall(2002, p. 18), new opportunities can be gainedby

using technology. It offers users to connectwith people around the world and

gives a lot ofunique perspectives and experiences.

25

There are a technologies invented,and one of those which provides

material forlanguage learning is called the podcast. Thepodcast, an uploading

audio or video file to theinternet, has emerged as sources in theacademic field, and

it provides many kinds of material in learning. The podcast is a

recordedaudio/video file uploaded to a website, so thewebsite users can download

freely and listen toit later time. Kavaliauskiene (2008) states thatpodcasts have

given the language teachernumerous materials for teaching. Podcast is similar to a

public librarythat delivers any materials or resources neededstraight to users

devices. Users can download itfreely without any registration and no feesrequired.

They can choose a kind of discussiontopics that was provided when they want

toknow something.

In supporting this research, the idea ofusing podcast media is based on

some following statements from the experts, in orderto see the improvement of

students’ speaking skill. According to SZE (2006, p. 115), anumber researchers

have revealed the positivefruitions that podcasting can assist languageeducation.

Since the podcast isas one of the alternatives, the teacher can fairly easy to

provide an authentic material inteaching.

Podcast media affirmatively shows goodpoint for students in case of it

would bring the students closer to the target language, and it effects students’

attitude and motivation. By using podcastmedia, the teacher can support the

students inbuilding self-confidence and the learningsituation enjoyable. This self-

confidence maybe raising due to their ability to understand thehetoric of a

particular topic as a result oflistening repetion dan oral performance(Samad,

2016). This understanding makes themfind the learning process is enjoyable.

Thisstudy assumes that the podcast media givescontribution for the students in

improving their speaking performance.

B. Speaking skill

Speaking is a productive skill that issimilar to writing. It has its own genre

as it hasseveral stages to reach the goal using alanguage in an interactive way

(Martin & Rose : 2012). Speaking involvessound to express meanings to make

26

interactionoccur. This means that speaking is aninteractive process of

communication thatconnects ideas between speaker andinterlocutor with a certain

purpose. Speaking is theprocess of sharing and constructing the sense ofusing

oral/verbal in variety contexts. Speaking an act of making vocal sounds, helps to

assurethe listener in following messages, convincingmanner and

thoughtful.Harmer (2002, p. 78) mentions speakingis about generating words in

the correctsequence. Speaking needs not only vocal soundinvolved but also needs

to be aware of theaspects of speaking within which includes thegeneric structure

of the speaking event thatneed to be followed sequentially or it is calledgenre

(Samad and Adnan, 2017).

C. Aspects of Speaking

During speaking process occurred ininteraction, there are several features

ofspeaking involved. According to Duong (2014:86), commonly thought of the

mostimportant aspects of speaking is grammar,fluency, accuracy, vocabulary

andpronunciation.Firstly is vocabulary. Vocabulary is aword which has its

meaning in every function.A word expresses the content of ideas to

avoidconfusion in communication. It plays a usefulrole to define any objects,

actions, ideas aswell. According to Horby (1989:289), anacceptable language is

made up of the numberof vocabularies. Mastering vocabulary woulddefine

someone’s capability in understandinglanguage.

Secondly is Grammar. This is similar torigid rules in oral and written

form. Brown(2000, p. 36) mentions that, Grammar is asystem of rules governing

the conventionalarrangement and relationship of words in the sentence.

Moreover, Al-Mekhlafi andNagaratnam (2011, p. 71) write that grammar isa set

of rules that determines the structure of alanguage, and it could be the way to

combineunits of a language. Combining necessary unitsof language help a speaker

or a writer inexpanding any ideas in their mind, and it makesa person a lot easier

to build communication inexpressing messages in spoken or written.

Thirdly is Pronunciation. This is the process of pronouncing a particular

word in aproper manner. Where pronunciation should beacceptable is a necessary

aspect in speaking aswell. Referring to Nation and Newton (2009, p.76),

27

pronunciation is an individual sound whichinvolves good articulation, and it has

featuresof sound such as aspiration, voicing, voicesetting,intonation, and stress.

Pronunciationplays a great role in speaking, and it gives ahint toward what is

being said. The interlocutorwill misunderstand on catching the meaningwhether

the speaker pronounces wrongpronunciation. Therefore, pronunciation is howto

generate an acceptable and an unambiguouslexical word in language.

Fourthly is fluency. It means knowingabout how he/she expresses ideas

without usingfilling word (“um” and “ah”) while talking tothe other occurs.

Yingjie (2014, p. 58) mentions that fluency is the capability to speak ineffective

speed and to speak smoothly and toproduce the right word without thinking

toomuch. In this case, excellent fluency will createbetter confidence in expressing

ideas and itimproves communication skill as well. To beclassified as a fluent

speaker, we might wellfulfill this features as presented by Thornbury(2005, p. 8)

as follows, pauses may be long butnot often, and pauses allow at the

meaningfultransition point.

Fifth is accuracy. According to Kusnierek(2015, p. 78), accuracy refers to

anunderstanding word, right in structures, syntax,and better in catching the

meaning of messagesof language without part of mistakes, and itdoes not cause

hesitation in interaction.

Obviously, good accuracy creates impressiontoward how he/she delivers

the message to theother.In addition, Nunan (1989, p. 32) suggestthat to be

successful in speaking, theinvolvement of appropriate conversationalformula,

good ability to express phonologicalfeatures of a language, excellent of

masterystress and an acceptable degree of fluency arerequired. All of those

aspects should haveemerged for the duration of speaking, andfeatures of speaking

need to be constructedwell to avoid misunderstanding in speaking.

Brown (2004, p. 142-143) adds thatstudents also need to understand the

micro andmacro skills in speaking. The micro skill isproducing small chunks of

language forinstances, morphemes, phonemes, words,collections, and phrasal

units. This skill playsat sentence level which focuses on the form ofthe ability in

producing sentences. Meanwhile,macro skill refers to the person who speaks

28

thelanguage and it focuses on larger elements suchas function, fluency, style,

cohesion, discourse,non-verbal communication, and strategicoptions. Indeed, this

macro skill emphasizes thespeaker’s communicative functions during

thecommunication.

D. Research Hypothesis

The following hypothesis related to above formulation of the problem of

the study were :

Alternative Hypothesis (Ha.1) :There is significant effect on students’

speaking skill by using podcast media.

Null Hypothesis (Ho.1) : There is no significant effect on students’

speaking skill by using podcast media.

Alternative Hypothesis (Ha.2): There is significant difference on those who

are taught by using podcast media.

Null Hypothesis (Ho.2) : There is no significant difference on those

who are taught by using podcast media.

E. Previous Related Study

Previous study is very important to the researcher as guide in conducting

this study. There are three previous that related to the present study. The first

study conduct by Samad et al. (2017) entitled “The Use of Podcasts in Improving

Students’ Speaking Skill”. Podcast is a digital recording which contains a

recorded programs from television, radio, and interviews. Many researchers have

discussed about the podcast as an alternative teaching media to support students

developing their speaking skills. This research article aims at finding out if there

is a significant improvement on students’ speaking skill by using this podcast.

Class XI IS3 was chosen as the sample of this study with total 30 students. This

pre-experimental study employs pre-test and post-test. The finding showed that

there was a significant improvement of the students’ speaking skills performance

after undertaking treatments. The difference between this study and this previous

related study is the method that use to collecting the data. The previous related

study use the pre-experimental method and this study use quasi experimental.

29

The second research was conducted by Wulan (2018) entitled “The Effect

of Implementing Podcast in Enhancing Students’ Speaking Achievement in The

Fully Digital Era”. In the current century, the appropriation of technological

platforms which requires new approaches for education should be fostered to

today’s youth, often referred as digital natives, since they are growing up

surrounded and immersed in rapid technological development. The purpose of the

present study aims to investigate whether the implementation of technological

platforms in language teaching and learning, focused on the implementation of

podcast, helps the students to enhance their speaking achievement. This

experimental study was administered to the eleventh grade students of science

program in which they were assigned into experimental and control group

randomly. To assess the students’ speaking performances in the post-test, analytic

scoring rubric covering content, fluency, accuracy on pronunciation, grammar,

and spelling was involved. From the data analysis, the value of significance

column (2-tailed) was 0.025, which was lower than 0.05 (p

30

independent sample t-tests. The difference this previous related study and this

research is using of the skill. This previous related study is not only to improve

speaking skill but also listening skill and this research is just using speaking skill.

CHAPTER III

RESEARCH METHODOLOGY

A. Setting and Subject of the Research

This research will be taken at The Junior High School 30 Muaro Jambi

academic year 2018/2019. The Junior High School 30 Muaro Jambi is located on

JalanPematang Gajah, DesaMendaloDarat, Kecamatan Jambi Luar Kota,

KabupatenMuaro Jambi. The writer will choose the Second Grade of Junior High

School 30 Muaro Jambi. The Second Grade consists of three classes and total

number of the students are 69 Students.

B. Method of the Study

The method of the studyis Quantitative research. (Bryman, 2001, p20)

argue that quantitative research is the research that places empashis on numbers

and figures in the collection and analysis data. Imperatively, quantitative approach

can be seen as being scientific in nature. The use of statistical data for the research

description and analysis reduces the time and effort which the researcher would

have invested in describing the result.

In this research, the researcher uses one of the three types of experimental

research designs which is appropriate for the research, namely quasiexperimental

research design. Quasi-experimental research design is usually used to discover a

31

causal relationship between two variables. In this case, quasiexperimental research

design is used to find out the effect of using podcast as the variable one, on the

students’ speaking skill as the variable two.

C. Operational Definition

In order to avoid misunderstanding, the writer tries to explain the terms

that relate to this study.

1. Podcast

Podcast is Program that available in the internet. Podcast usually is real

recorder, audio or video but it also recording of television program or radio

program, college, another event.

2. Speaking Skill

Speaking is a one of skill we use in English. Speaking The change of

knowledge, information, idea, opinion, feeling that should be a concept and

following from what they want to say.

D. Variables of the Study

Variable is a characteristic or attribute of an individual or an organization

that researchers can measure or observe and varies among individuals or

organizations studied. Measurement means that the researcher records information

from individuals by asking them to answer questions. And when variables vary, it

means that scores will assume different values depending on the type of variable

being measured (Creswell, 2012:112). In this research, there are two variables,

they are:

1. Independent Variable

Independent variable is an attribute or characteristic that influences or

affects an outcome or dependent variable (Creswell, 2012:116). Independent

variable is the cause of other variable. Based on the definition above, the

independent variable of this research is The effect of using Podcast.

2. Dependent Variable

32

Dependent variable is an attribute or characteristic that is dependent on or

influenced by the independent variable (Creswell, 2012:115). This is the effect of

independent variable. This variable is not manipulated by the researcher, but it is

affected by the independent variable. The dependent variable of this research is

the students’ speaking skill.

E. Population and Samples

To get data of the study, the research need a subject. The subject of the

study will be the students of Junior High School 30 Muaro Jambi.

1. Population

The next step of research process is to decide the subjects or students of

the school to be included as the population and sample. According to Ary (2010:

148), population is defined as all members of any well-defined class people,

events, or objects.Population is general area that obtain object or subject who have

quality and specific characteristic, because of limited research is taken from the

population of Junior High School 30 MuaroJambi.The population of this research

will be all of students in Junior High School 30 MuaroJambi.In this research

target population will be the Second Grade of Junior High School 30 Muaro

Jambi of with total number 63 students.

Table 3.1

Total Population of the Study

No Classes Number of students’

1

2

3

VIII A

VIII B

VIII C

23

23

23

Total 69

(Source : English Teacher at Junior High School 30 Muaro Jambi)

2. Samples

33

The small group that is observed is called a sample. According to Ary

(2010:148),sample is a portion of a population. The representative sample is

sample that has choosen based on characteristic of the population..For the

technique of sampling, the writer uses purposive sampling. It is a sampling

technique which provides the researcher an opportunity to select and choose the

sample from the members of population as her judgment. Therefore, the judgment

of the researcher plays an important part in this sampling design. In this case, the

sample which is chosen purposively by the researcher is two classes of eighth

grade of SMPN 30 Muaro Jambi. Then, those two classes are classified into

experimental class and controlled class. The first class is B with 23 students as the

experimental class and the second class is C with also 23 students as the

controlled class. The writer choose B and C class because these two class are

more active than Class A, so it’s easier to collect the data in this 2 class.

F. Techniques for Collecting the Data

In this research, the techniques which are used by the researcher to collect

the data are the pre-test and the post-test. The first is pre-test. It is a test which is

given to the students in the beginning of the course. This test is given to both

experimental class and controlled class before any treatment is given to

experimental class. The purpose of this test is to know the students’ achievement

in students speaking skill.

The second is post-test. It is a test which is given to the students in the end

of the course. This test is also given to both experimental class and controlled

class. But this test is given to the students after the treatment is given to

experimental class. The purpose of this test is to assess their progress and to get

the information of students’ achievement in speaking skill after being given the

treatments. Furthermore, this research is conducted in 9 meetings. The first

meeting is for the pre-test; the second until the sixth meeting is for the treatment;

and the eighth meeting isfor the post-test. For the first meeting in the experimental

class, the researcher ask the students to do a pre-test. In the pre-test, the students

were asked to listen to the audio podcast after the pre-test was done, the researcher

34

and the students discussed the test done and she also taught briefly about simple

past tense which became a part of descriptive text characteristics. Next, In the

second meeting until the sixth meeting, the researcher taught the students by using

podcast. She allowed the students to listen to the audio podcast about descriptive

text. After that, she reexplained what had been said by the audio and she informed

the students about the descriptive text parts such as, definition, generic structure,

characteristic, and other things relating to descriptive text. Furthermore, the

researcher allowed them to jot down every detail information as an outline. After

that, five minutes were free for them to prepare the material for them to prepare

the material for their speaking. Then, the researchers called them one by one to

retell the podcast talk which was based on the topic given. For the last meeting,

the researcher asked the students to do the post-test which also involved the

podcast. On the other hand, the controlled class was also given the same pre-test

and post-test, but for the treatment, they are taught the descriptive text by using a

traditional technique namely, lecturing.

Bellow is the table rubric speaking assessment :

Aspect Of

Speaking

Rating of

Scales

Description

Pronunciation

5 Speech is fluent and effortless as that native speaker

4 Always intelligible though one is conscious of a definite accent.

3 Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding.

2 Very hard to understand because of pronunciation problem most Frequently asked to repeat.

1 Pronunciation problem so severe as to make speech unintelligible.

Vocabulary

5 Use of vocabulary and idiom virtually that is of native speaker.

4 Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary.

3 Frequently use the wrong word, conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult.

1 Vocabulary limitations so extreme as to make

35

conversation virtually impossible.

Fluency

5 Speech is fluent and effortless as that of native speaker.

4 Speed of speech seems rather strongly affected by language problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant often forced into silence by language problems.

1 Speech is so halting and fragmentary as to make conversation virtually impossible.

Comprehension

5 Appear to understand everything without difficulty.

4 Understand nearly everything at normal speed although occasionally repetition may be necessary.

3 Understand most of what is said at slower than normal speed with repetition.

2 Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with frequent repetition.

1 Cannot be said to understand even simple conversation in English.

Grammar

5 Grammar almost entirely in accurate phrases.

4 Constant errors control of very few major patterns and frequently preventing communication.

3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

2 Few errors, with no patterns of failure.

1 No more than two errors during the dialogue.

Harris (1974:84).

G. Validity of the Instrument

The test is valid to extent that it measures what it claims to be measured.

In accordance to the statement, it can be concluded that a test can be said valid if

what is going to be measured the students’ performance, such as their mastering

of one material that has been given by their teacher in the classroom. In order to

get validity of the test , content validity would be used. Content validity may be

defined as the extent to which a test measures a representative sample of domain

of task under consideration. According to Djali and Pujimulyono (2008:50),

36

Validity is based on the logical analysis, It is not Validity koefisien that count by

statatiska.

According to Arikunto (2008:67), content validity is if the specific

familiar with the material have to study based on curriculum. For making sure that

the test is valid, the items of the test are taken from what they have been learned

before in speaking class.

H. Reliability of the Instrument

Reliability is the consistency of measurement. According to Ary et al

(2010:237) states that reliability is concerned with the effect of errors

measurement on the consistency of scores. A test said reliable if the test is

consistent and dependable. It means that whenever the test is administered, it

would show the similar or even the same result in any situation of test. The

researcher used inter-rater reliability. Gay (1992) State that Inter-rater reliability

can be obtained by having two or more judges independently score the test and

then compare the score of each judge to each test taker. The score of judge 1 can

be correlated to judge 2. The higher the correlation is the higher the interjudge

reliability will be.In this research, the researcher used inter- rater reliability

because the researcher had two raters in order to score the students’ ability in

writing ability.

I. Technique of Data Analysis

1. Descriptive Analysis

In Descriptive analysis, number of sample, the score of minimal, maximal,

mean, and standart deviation. Descriptiveanalysis are obtained from students’ Pre-

test and Post-test score. After the pre-test and post.-test score are obtained from

scoring result. Then will be calculated of N-gain.

2. Statistical Analysis

a. Normality Test

This test will carried out in order to check wheter or not the data is normal.

Data can be classified in to normal when the P-output is higher than 0,05. In

measuring normality test, one sample Kolmogronov Smrinov is used. If the data is

37

normal, the parametric test will used. On the other hand, if the data is not normal,

the nonparametric test will used.

b. Homogeneity test

Homogeneity test is conducted to know whether the data represented the

homogenous or not. In conducting the homogeneity test, the researcher used

Levene Statistic on IBM SPSS Statistics 20 with the significance degree or alpha

(𝑎 = 0.05).

c. T-test

In this case, the data would be analyzed by sample t-test. They are two

kinds of sample t-test. They were independent sample t-test and paired sample t-

test. Paired test is used to see wheter or not there is significant improvement of

students’ speaking achievement before and after the treatment.

To analyze the data obtained from pre-test and post-test of controlled and

experimental class, the researcher used the Independent t-test on IBM SPSS

Statistics 20 after normality and homogeneity were analyzed. After getting the

result of data analyzed by using the Independent t-test, then the data result were

calculated by using Cohen’s d formula to prove whether the effect size of the

technique is strong or not. It is because Cohen’s d is the exact effect size for the

comparison between two means. Its formula as follow:

D =(mean of group A−mean of group B)Pooled Standard Deviatio𝑛

Pooled SD =(standard deviation of group 1+standard deviation of group 2)

2

The criteria of the Cohen’s d effect size measurement are:

NO Effect Size Level of Effect

1 0-0.20 Weak

2 0.21-0.50 Modest

3 0.51-1.00 Moderate

4 1.00 > Strong

38

After the data obtained from the experimental and the controlled class were calculated by using the Independent t-test formula and measured by using Cohen’s d effect size, the hypotheses can be proven with these below assumptions:

Ha.1 = 𝒕𝒐>𝒕𝒕 Ho.1 = 𝒕𝒐 ≤ 𝒕t Ha.2 =to >tt Ho.2 =to≤tt

Notes:

Ha = alternative hypotheses.

H0 = null hypotheses.

𝑡𝑜 = Speaking ability score of the students who taught by using podcast.

𝑡𝑡 = Speaking ability score of the students who taught without using podcast.

Ha.1 = There is a significant effect of using podcast on students’ speaking skill.

H0.1 = There is no a significant effect of using podcast on students’ speaking skill.

Ha.2 =There is significant difference on those who are taught by using podcast media.

H0.2 = There is no significant difference on those who are taught by using podcast media.

The criteria for the hypothesis as follow: 1. If t0 0.05, H0.1 was accepted and Ha.1 was rejected. It means that using of podcast has no effect on students’ speaking skill.

2. If t0>ttable or the significance is < 0.05, H0.1 was rejected and Ha.1 was accepted. It means that using of podcast gave significant effect on students’ speaking skill.

3. If t0 0.05, H0.2 was accepted and Ha.2 was rejected. It means that using of podcast has no difference on those who are taught with it.

4. If t0

39

J. Schedule of the Research

No Activities Month 2019

February March April May July August

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Proposal

Arrangement √ √

2 Consultation

of proposal √ √ √ √

3 Acc Seminar √

4 Seminar √

5 Research

Improvement √

6 Collecting

the data √ √ √ √

7 Writing

thesis √ √ √ √

√ √

8 Thesis

Examination

√

40

CHAPTER IV

FINDINGS AND INTERPRETASION

A. Findings of The Study

In this study, the researcher got the data from the students’ post test score of the experimental and control classes. After the researcher got the data, the resercher analyzed the data by using t-test in using statistical Product and service Solution (SPSS).There are two kinds of T-test, they are Independent Sample T-test and Paired Sample T-test.

1. Descriptive Analysis

In this section, the researcher explain the frequencies, percentages and means score of the test based on the result of the test before and after the treatment in both experimental and controlclass. The score categorize used in the result can be seen in the table 4.1

Table 4.1

Score Categorize

Score Category

86-100 Very good

76-85 Good

56-75 Fair

36-55 Poor

0-35 Very poor

Source :Arikunto, (2010

22

a. The Result of Pre-Test and Post-Test in Experimental

Class

Table 4.2 Frequency Distribution of Pre-test Result Eksperimental Class

Frequency Percent Valid Percent Cumulative Percent

Valid 30 1 4.3 4.3 4.3

35 1 4.3 4.3 8.7

40 2 8.7 8.7 17.4

45 3 13.0 13.0 30.4

50 6 26.1 26.1 56.5

55 3 13.0 13.0 69.6

60 5 21.7 21.7 91.3

65 1 4.3 4.3 95.7

70 1 4.3 4.3 100.0

Total 23 100.0 100.0

23

Diagram 4.1

The percentage score of Pre-test on Experimental Class

As can be seen from Table 4.2, 1 student (4,3%) got 30 and it is categorized as very poor, 2 students (8,7%) got 40 and it is cotegorized as poor, 3 students (13%) got 45 and it is categorized as poor, 6 students (26,1%) got 50 and it is categorized as poor, 3 student (13%) got 55 and it is categorized as poor, 5 students (21,7%) got 60 and it is categorized as fair, 1 students (4,3%) got 65 and it is categorized as fair, and 1 student (4,3,%) got 70 and it is categorized as fair.From diagram 4.1 above, it can be seen the most frequent score is 50 which was got by 6 students. The second frequent score was 60 which was got by 5 students. The less frequent score was 30,35, 65 and 70 which is got only by 1 student. The highest score is 70 which was got by 1 student. Furthermore, the result from post-test score in experimental class of this research is presented in a table of frequency distribution below:

0

1

2

3

4

5

6

7

30 35 40 45 50 55 60 65 70

24

Table 4.3

Frequency Distribution of Post-test Result in Exsperiment Class

Frequency Percent Valid Percent Cumulative Percent

Valid 40 1 4.3 4.3 4.3

60 4 17.4 17.4 21.7

65 1 4.3 4.3 26.1

70 1 4.3 4.3 30.4

75 4 17.4 17.4 47.8

80 5 21.7 21.7 69.6

85 4 17.4 17.4 87.0

90 3 13.0 13.0 100.0

Total 23 100.0 100.0

Diagram 4.2

The Percentage Score of Post-test on Experimental Classs

0

1

2

3

4

5

6

40 60 65 70 75 80 85 90

25

After employing Podcast strategy, the students showed good improvement in this class. As can be seen from the Table 4.3 student (4,3%) got 40 and it is categorized as poor, 4 students (17,4%) got 60 and it is categorized as fair, 1 students (4,3%) got 65 and it is categorized as fair, 1 students (4, 3%) got 70 and it is categorized as fair, 4students (17,4%) got 75 and it is categorized as fair, 5 students (21,7%) got 80 and it is categorized as good, 4 students (17,4%) got 85 and it is categorized as good, and 3 students (13,00%) got 90 and it is categorized as very good.From the diagram 4.2 of post-test of experimental class above, it can be seen the most frequent score is 80 which was got by 5 students. The second frequent score is 60,75, and 85 which was got by 4 students. The less frequent score is 40, 65 and 70 which was got only by 1 student.The highest score is 90 which was got by 3 students.

.

b. The Result of Pre-Test and Post-Test in Control Class

Table 4.4

Frequency Distribution of Pre-test Result in Control Class

Frequency Percent

Valid Percent

Cumulative Percent

Valid 30 2 8.7 8.7 8.7

40 3 13.0 13.0 21.7

50 5 21.7 21.7 43.5

55 5 21.7 21.7 65.2

60 5 21.7 21.7 87.0

65 2 8.7 8.7 95.7

80 1 4.3 4.3 100.0

Total 23 100.0 100.0

26

Diagram 4.3

The Percentage Score of Pre-test on Control Class

As can be seen from the Table 4.4. 2 students (8.7%) got 30 and it is categorized as very poor, 3 students (13%) got 40 and it is categorized as poor,5 students (21.7 %) got 50 and it is categorized as fair, 5 students (21,7%) got 55 and it is categorized as fair, 5 students (21.7%) got 60 and it is categorized as fair, 2 students (8.7%) got 65 and it is categorized as fair, and 1 student (4.3%) got 80 and it is categorized as good. From Diagram 4.3 above, it showed the most frequent score is 50, 55 and 60 which was got by 5 students. The second frequent score is 40 which was got by 3 students. The less frequent score was 80 which is got only by 1 student.

0

1

2

3

4

5

6

30 40 50 55 60 65 80

27

Table 4.5

Frequency Distribution of Post-test Result in Control Class

Frequency Percent Valid Percent

Cumulative Percent

Valid 40 1 4.3 4.3 4.3

50 3 13.0 13.0 17.4

55 3 13.0 13.0 30.4

60 6 26.1 26.1 56.5

65 5 21.7 21.7 78.3

70 4 17.4 17.4 95.7

80 1 4.3 4.3 100.0

Total 23 100.0 100.0

Diagram 4.4

The Percentage Score of Post-Test on Control Class

This class with podcast strategy and result can be seen from Table 4,5. 1 student (4.3%) got 40 and it is categorized as poor, 3 student (13,0%) got

0

1

2

3

4

5

6

7

40 50 55 60 65 70 80

28

50and it is categorized as poor, 3 students (13.0%) got 50 and it is categorized as poor, 3 student (13,0%) got 55 and it is categorized as poor, 6 students (26.1%) got 60 and it is categorized as fair, 5 students (21.7%) got 65 and it is categorized as a fair, 4 students (17.4%) got 70 and it is categorized as fair, and 1 student (4.3%) got 80 and it is categorized as very good.From the diagram of post-test in control class above, it can be seen the most frequent score is 60 which was gotten by 6 students. The second frequent score is 65 which were gotten by 4 students. The less frequent score is 40 and 80 which was gotten only by 1 student. The highest score is 80 which was got by 1 student. From result of pre-test and post-test score in control class above showed that there is difference on students’ speaking skill achievement between pre-test and post-test achievement although as not significant as post-test in experimental class.

After scoring the frequency and percentage of score from pre-test and post-test, the means, the standard deviations, the minimum and the maximum of the speakingpre-test and post-test scores of the sample were calculated respectively by using IBM SPSS. Table 4.6 represented the result :

Table 4.6

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre Test Exsperiment 23 30 70 51.30 9.679

Post Test Exsperiment 23 40 90 75.00 12.523

Pre Test Control 23 30 80 52.83 11.464

Post Test Control 23 40 80 60.87 8.745

Valid N (listwise) 23

As Table 4.6 showed, the mean of post-test score of experimental class (75.00). It indicated that on average, the use of podcast has caused the improvement of students’ score, but it is important to know that such a conclusion is only a descriptive conclusion. It should be tested about being meaningful this progress.

29

2. Statistical Analysis of students’ Speaking Skill

a. Assesing Normality

Before analyzing the hypothesis, the researcher had to analyze the normality of the data. This analysis is to measure that the data got in the research was normally distributed or not.This test is scored by using SPSS Statistic 22. The normality test can be seen as follow:

Chi Square Test in Experimental Class

Table 4.7

Chi-Square Tests

Value Df Asymp. Sig.

(2-sided)

Pearson Chi-

Square 7.458a 9 .590

Likelihood Ratio 9.795 9 .367

Linear-by-Linear

Association .241 1 .624

N of Valid Cases 46

The normality test here was done by using Chi Square In the test, the level of significance was set up at 0.05 as presented in table 4.7 , the asymp sig of pre was 0.590 (0,05), or 0,590> 0.05 and It can be said that the data pre test experimental class is normally distributed

30

Chi Square Test in Control Class

Table 4.8

Chi-Square Tests

Value Df Asymp. Sig.

(2-sided)

Pearson Chi-Square 9.377a 7 .227

Likelihood Ratio 11.794 7 .108

Linear-by-Linear Association 6.296 1 .012

N of Valid Cases 46

The normality test here was done by using Chi Square . In the test, the level of significance was set up at 0.05 as presented in table 4.8, the asympsig of post test values was 0.227, the post test of the data is higher than the level of significance (0.05), or 0.227> 0.05and It can be said that the data and post test in control class are normally distributed.

b. Assessing Homogenity

To know the homogenity, the researcher used test of homogenity of variance with SPSS by the value of significance (α) = 0,05. The result can be seen below:

31

Test of Homogeneity of Variance Post-Test

Table 4.9

Levene Statistic df1 df2 Sig.

students learning outcomes

Based on Mean 2.155 1 44 .149

Based on Median 1.477 1 44 .231

Based on Median and with adjusted df 1.477 1 35.967 .232

Based on trimmed mean 2.039 1 44 .160

Table 4.9 showed that the significance of post-test score between experimental class and control class 0.149. Therefore, it can be concluded that the post-test data of both classes were homogenous since 0.149 is higher than 0.05.

Test of Homogeneity of Variance Pre-Test

Table 4.10

Levene Statistic df1 df2 Sig.

students learning outcome

Based on Mean .250 1 44 .620

Based on Median .168 1 44 .684

Based on Median and with adjusted df .168 1 41.251 .684

Based on trimmed mean .251 1 44 .619

Table 4.10 showed that the significance of pret-test score between experimental class and control class 0.620. Therefore, it can be concluded that the post-test data of both classes were homogenous since 0.620 is higher than 0.05.

32

c. Testing Hyphothesis

a. Paired Sample Test

There are two kinds of t-test, paired sample test and independent sample t-test. Paired t-test used to see the different between pre-test and post-test of a group. While the independent t-test to see the different between experimental group and control group. The result of paired sample statistic and sample t-test can be seen below :

Table 4.11

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre-TestExperiment 51.30 23 9.679 2.018

Post-TestExperiment 75.00 23 12.523 2.611

The data that presented above was the performance scores of the group of students taken as sample, before and after taught by using podcast as the treatment. The mean scores of pre-test was 51.30, while the mean scores of post-test was 75.00. The number of students (N) both in pre-test and post-test were 23 students. The standard deviation of pre-test was 9.679 and the error mean was 2.018. On the post-test, the standard deviation was 12.523 and the error mean was 2.611. Based on the result of mean, it can be concluded that the mean score of pre-test was different from the mean score of post-test.

33

Table 4.12 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

PreTestEks–PostTestEks 23.696 12.811 2.671 29.236 18.156 8.870 22 .000

Based on the table 4.12 the experimental group students’ scores on post-test were better in which the mean 75.00 than their scores on pre-test the mean 51,30. In addition, the two tailed value of was 0.000 which was lower than 0,05.

The calculation was carried out in order to know how well the treatment worked, We can see that the value of t was 8.870. the way to test whether null hypothesis could be rejected by comparing the result of tcountandttable. If the result of tcountis higher than ttable at the level of significance 0.05, then the null hypothesis can be rejected. In consulting to ttable, the researcher needed to find out the degree of freedom, as can be seen in Table 4.12 that the Degree of Freedom is 22, the researcher consulted to the ttable, at the level of significance 0.05, the value of ttable is 1.717 Comparing to the value of tcountandttable (8.870>1.717). Thus, the null hyphothesis was rejected ( Ho1) and alternative hypothesis is not rejected (Ha1) because there was a significant effect between pre-test and post-test in experimental class. It means that the treatment worked very well.

34

Table 4.13

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

Result Equal variances assumed

2.155 .149 4.437 44 .000 14.130 3.185 7.712 20.549

Equal variances not assumed

4.437 39.3

36 .000 14.130 3.185 7.690 20.571

Based on the output SPSS above (Table. 4.13), Independent Sample Test shows Levene’s Test for variance in this hypothesis examination:

H0 : Variance Population Identical

Ha : Variance Population not accepted

This statement based on the probability gate:

If Probability>0.05, Ho is accepted

If Probability 1,680. Based on the table the significant value 0.000 and the significant level 0.05, it means that the significant level is higher than significant value. The researcher concluded that H02is rejected and Ha2 is accepted. Because there was a significant differences of using podcast on students’ Speaking Skill at the Second Grade of SMP 30 muarojambi.

35

B. Interpretasion

The aims of this study were to find out whether or not there was a significant effect and different score of the second grade students’ achievement in speaking skill of descriptive text. The result showed that there was a significant effect of group who are taught by using podcast and those who are not. This can be seen from the result of pre-test and post-test in both of groups. The mean score of pre-test in experimental class was 51.30 and the mean score of post-test was 75.00. Meanwhile, the mean score of pre-test of control groups was 52.83 and the mean score of post-test was 60.87

Then result of this study also indicated that there was a significant different after and before taught by using podcast. Its known from students’ score in post-test in experimental class and control class. The mean of post test in experimental class was 75.00 and the mean of post-test in control class was 60.87. it means that there are significant differences between control class and experimental class, after treatment with podcast in experimental class.

From the result of calculation, it was obtained the tcount was 4.437 ; meanwhile, the ttable (tt) of df ( 44 ) in significant 5 % was 1,680. It means tcountwas higher than ttable (tt), so the alternative hyphothesis (Ha2) was accepted and the null hyphothesis (Ho2) was rejected.

In Table 4.12 that the Degree of Freedom is 22, the researcher consulted to the ttable, at the level of significance 0.05, the value of t table is 1.717 Comparing to the value of tcountandttable (8.870>1.717). Thus, the null hyphothesis was rejected ( Ho1) and alternative hypothesis is not rejected (Ha1) because there was a significant effect between pre-test and post-test in experimental class. It means that the treatment worked very well.

Moreover, another research which has same strategy in another research from Wulan(2018) with her research entitled“The Effect of Implementing Podcast in Enhancing Students’ Speaking Achievement in The Fully Digital Era”. The result showed that the t-count> t-table (0,025 > 0,05). It means that the hypothesis alternative (Ha) is accepted, which shows that podcast significantly effects the students’ speaking skill.

Samad et al (2017) entitled “The Use of Podcasts in Improving Students’ Speaking Skill”. The result showed that (df) was N-1=30-1=29, where the t-table is 2.045. Indeed, as has been noted above t-score was higher than t-table(t-score=8.21>t-table=2.045). It can be concluded that alternative hypothesis (Ha) is accepted, and null hypothesis (Ho) is rejected.

36

Fitria et al (2015) entitled “Using Podcast to Improve Students’ Listening and Speaking Achievements”. The result showed thatthe post-test mean difference of the students’ speaking achievement between the experimental and control groups was 16.667 and the mean differences of the students’ speaking aspects; accuracy was 5.367, fluency was 5.4, and comprehension was 5.433 with speaking and its aspect p-value of independent sample t-test was 0.000. It was lower than 0.05. The second null hypothesis (Ho2) was rejected and the second research hypothesis (Ha2) was accepted.

Then resultof the study also indicated that there was a significant different after and before taught by using podcast. This result showed that the students are more interested to speak and find new idea by using podcast. The finding indicates that the use podcast is proven effective to increase the students’ speaking skill. Studying with podcast, students can find more interesting ways of learning in speaking skill especially in descriptive and the understanding of the students is better.

60

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The result of the study indicated that using podcast in teaching podcast has a significant effect and significant differences in speaking skill. Significance effect means that when the researcher taught speaking skill of descriptive text by using podcast the students were to be easier to learn. Based on the data from quasi experimental at second grade of SMP 30 MuaroJambi :

1. Significant effect of using podcast at second grade of SMP 30 Muaro Jambi. In line with it, the researcher consulted to the ttable, at the level of significance 0.05, the value of ttable is 2.074. Comparing to the value of tcountandttable (8.870 >1.717). Thus, the null hyphothesis was rejected ( Ho1) and alternative hypothesis is not rejected (Ha1) because there was a significant effect between pre-test and post-test in experimental class.

2. Significant differences in speaking skill between those who are taught by podcast and those who are not of second grade students of SMP 30 Muaro Jambi.The tcount is compared to ttable either at 0.05 At the level statistic of 0.05 ttable is 1,680. Based on the ttable, it can be analysed that tcount is higher than ttable, at the level of 0.05, In other words, we can read 4.437> 1,680. Thus, the researcher concluded that H02 is rejected and Ha2 is accepted.It means that there is significant differences of using podcast at second grade SMP 30 Muaro Jambi.

Podcast gives positive impact towards students’ speaking skill achievement.There a significant effect and differences of students’ speaking skillafter being taught through Podcast

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B. Suggestion

1. English teachers should consider the time allocation for the treatments.

There must be a good preparation of the materials before, because the

material should be delivered and explained to the students completely and

systematically.

2. The students should realize that they have main role in learning activity

especially in Kurikulum 2013 which uses student-center approach. It means

that the successful of teaching and learning activity is based on them.

3. Further researchers who are interested in doing similar study should

understand the problems deeply in order get better research result and also

should use the media or technique that make students interested in the

material and understand easily.

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REFERENCES

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Ary, Donald.Et al. (2010). Introduction to Research in Education. Eight Edition. Nelson Education. Canada. Nelson Education.

Arikunto, Suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT Rineka Cipta

Brown, H. Douglas. (2004). Language Assessment: Principles and classroom practices. White Plains, NY: Pearson Education

Bryman, A. (2001). Social Research Methods. Oxford University Press, Oxford.

Bustari, A., Samad, I.A., & Achmad, D. (2017). The Use of Podcasts in Improving Students’ Speaking Skill. JELE (Journal of English Language and Education), 3(2), 97-111.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative Research (4th ed). Boston, MA: Pearson.

Djali, Puji Mulyono dan Ramli. (2000). Pengukuran dalam Bandung Pendidikan. Jakarta: UNJ

Duong, T. M. (2014). An Investigation Into Effects of Role-Play in an EFL Speaking Course. Global Journal of Foreign Language Teaching, 4(2), 81-91.

Harmer, J. (2002). The Practice of English Language Teaching. 3rdedition. Malaysia: Longman.

Horby, S. (1989). The Practice of English Language Teaching. London: Longman Press.

Jordan, M. (2007). What a podcast is and everything you need to know about podcasting. Technology in Education.

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Kavaliauskiene, G. (2008). Podcasting: A Tool for Improving Listening Skills, Teaching English with Technology, 8(4). Linse, Caroline T. (2006). Practical English Language Teaching: Young Learners, Singapore: The McGraw Hill Company.

Martin, J. R., & Rose, D. (2012). Genres and texts: Living in the real world. Indonesian Journal of SFL, 1(1), 1-21.

Nation, I. S. P., & Newton, L. (2009). Teaching ESL/EFL. New York: Routledge

Nunan, David. (2003). Practical English Language Teaching. Singapore: McGrawhill Company.

Samad, I.A & Fitriani, S.S (2016). English proficiency: A challenge and an opportunity in facing ASEAN Economic Community: Proceeding of Annual International Conference. Syiah Kuala University. 5-6 October. Banda Aceh: University Press.

Shiamaa. (2006). The effectiveness of a task-based instruction program in developing the English Speaking Skills of Secondary Stage Students, Ain Shams University.

SZE, P. (2006). Developing Students’ Listening and Speaking Skills through ELT Podcasts. Educational Journal, 34(2), 115-134.

Yingjie, Y. (2014). The Development of Speaking Fluency: the 4/3/2 Technique for the EFL Learners in Chine. International Journal of Research Studies in Language Learning, 3(4), 55-70.

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APPENDIX 1

STUDENTS SCORE IN CONTROL CLASS

NO NAME OF STUDENTS

KIND OF TEST GAIN

SCORE PRE TEST POST TEST

1 STUDENT 1 30 50 10

2 STUDENT 2 55 60 5

3 STUDENT 3 40 50 10

4 STUDENT 4 55 60 5

5 STUDENT 5 50 60 10

6 STUDENT 6 55 65 10

7 STUDENT 7 30 40 10

8 STUDENT 8 50 55 5

9 STUDENT 9 60 70 10

10 STUDENT 10 40 50 10

11 STUDENT 11 60 70 10

12 STUDENT 12 55 65 10

13 STUDENT 13 65 70 5

14 STUDENT 14 50 55 5

15 STUDENT 15 60 65 5

16 STUDENT 16 65 70 5

17 STUDENT 17 50 55 5

18 STUDENT 18 60 65 5

19 STUDENT 19 50 60 10

20 STUDENT 20 80 80 0

21 STUDENT 21 60 65 5

22 STUDENT 22 40 60 5

23 STUDENT 23 55 60 5

TOTAL 1215 1400 160

AVERAGE 52.83 60.87 6.96

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APPENDIX 2

STUDENTS SCORE IN EXPERIMENTAL CLASS

N0 NAMA

KIND OF TEST

GAIN PRE TEST

POST TEST

1 STUDENT 1 40 60 10

2 STUDENT 2 45 75 30

3 STUDENT 3 30 40 10

4 STUDENT 4 60 65 5

5 STUDENT 5 40 75 35

6 STUDENT 6 60 85 5

7 STUDENT 7 45 80 35

8 STUDENT 8 50 80 30

9 STUDENT 9 50 80 30

10 STUDENT 10 50 90 40

11 STUDENT 11 60 75 15

12 STUDENT 12 60 85 25

13 STUDENT 13 50 85 35

14 STUDENT 14 70 90 20

15 STUDENT 15 65 70 5

16 STUDENT 16 60 80 20

17 STUDENT 17 55 85 15

18 STUDENT 18 45 60 15

19 STUDENT 19 50 80 30

20 STUDENT 20 55 60 5

21 STUDENT 21 50 75 35

22 STUDENT 22 55 60 5

23 STUDENT 23 35 90 35

TOTAL 1180 1725 490

AVERAGE 51.30 75,00 21.30

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APPENDIX 3

THE RESULT RELIABILITY TEST

N %

Cases Valid 23 100.0

Excludeda 0 .0

Total 23 100.0

Reliability Statistics

Cronbach's

Alpha N of Items

.927 20

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APPENDIX 4

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP 30 Muaro Jambi

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII/2

Materi Pokok : Descriptive text

Alokasi Waktu : 2x45 menit

Pertemuan : 7 Pertemuan (Experimental Class)

A. Standar Kompetensi

Berbicara

Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek

sederhana berbentuk descriptive, dan narrative untuk berinteraksi dengan

lingkungan sekitar.

B. Kompetensi Dasar

Mengungkap kan makna dalam monolog pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

descriptive dan narrative.

C. Indikator Pencapaian Kompetensi

1. Mengungkapkan secara lisan teks monolog berbentuk descriptive.

2. Merespon unsur kebahasaan dalam teks descriptive dalam bentuk

simple present.

D. Tujuan Pembelajaran

1. Siswa mampu mengungkapkan secara lisan teks monolog berbentuk

descriptive.

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2. Siswa mampu merespon unsur kebahasaan dalam teks descriptive

dalam bentuk simple present.

E. Materi Pembelajaran

Descriptive text yaitu teks yang menjelaskan gambaran seseorang atau

benda.Tujuannya adalah untuk menggambarkan atau mengungkapkan

orang, tempat atau benda tertentu. Bisa dikatakan juga bahwa Descriptive

text adalah teks yang menjelaskan tentang seperti apakah orang atau benda

yang dideskripsikan, baik bentuknya,sifat-sifatnya, jumlahnya dan lain-

lain.

Struktur Descriptive Text (generic structure) adalah :

1. Identification (identifikasi) adalah pendahuluan , berupa gambaran

umum tentang suatu topik.

2.Description(deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda,

tempat, atau orang yang dideskripsikan.

Ciri-ciri Descriptive Text :

- Menggunakan simple present tense

- Menggunakan attribute verb, seperti be (am, is, are)

- Hanya fokus pada satu objek tersebut.

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Berikut adalah Contoh Descriptive Text :

Prambanan is the largest Hindu temple compound in Central Java in

Indonesia, located approximately 18 km east of Yogyakarta. It is characterised by

its tall and pointed architecture, typical of Hindu temple architecture, and by the

47 m high central building inside a large complex of individual temples. It was

built around 850 CE by either Rakai Pikatan, king of the second Mataram

Dynasty, or Balitung Maha Sambu, during the Sanjaya Dynasty. Not long after its

construction, the temple was abandoned and began to deteriorate. Reconstruction

of the compound began in 1918. The main building was completed in around

1953.

F. Metode Pembelajaran

Story Completion Technique

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G. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1

Kegiatan Rincian Kegiatan Waktu

Pendahuluan Guru memberikan salam.

Guru menanyakan kabar siswa.

Guru mengecek kehadiran siswa.

Guru memberikan pertanyaan mengenai

materi pelajaran yang telah dipelajari

sebelumnya dan materi yang akan

dipelajari.

Guru menjelaskan materi yang akan

diajarkan dengan cara memberi gambaran

umum mengenai materi yang akan

diajarkan.

Guru menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai tentang

materi yang akan diajarkan.

15

menit

Kegiatan Inti

Guru Menjelaskan materi tentang

descriptive text

Siswa mengidentifikasi fungsi sosial,

struktur teks, dan language feature di dalam

teks descriptive yang diberikan

Guru Memberikan materi tentang

descriptive text

Siswa mengamati materi yang diberikan

oleh guru.

Siswa dipersilahkan memberi beberapa

pertanyaan mengenai descriptive text yang

telah di pelajari.

Guru memberikan penguatan tentang fungsi

sosial, struktur teks dan unsur kebahasaan

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menit

60

yang dipelajari.

Guru membagikan siswa berkelompok

Guru menjelaskan teknik podcast

Guru menjelaskan cara melakukan teknik

podcast

Guru memberikan topik cerita berjudul “My

Best Friend”

Siswa membuat cerita dengan menggunakan

teknik podcast

Penutup Siswa diberikan kesempatan jika ada hal

yang ingin ditanyakan mengenai

pembelajaran hari ini.

Guru dan siswa bersama-sama

menyimpulkan pembelajaran.

Guru memberikan arahan tentang

pembelajaran yang akan dilaksanakan pada

pertemuan berikutnya.

Guru mengakhiri pembelajaran dan

memberi salam.

15

menit

Pertemuan 2








dipelajari.

Guru menjelaskan materi yang

15

menit

60

akandiajarkan dengan cara memberi

gambaran umum mengenai materi yang

akan diajarkan.




Kegiatan Inti


descriptive text





descriptive text


oleh guru.



telah di pelajari.



yang dipelajari.




podcast

Guru memberikan topik berjudul “My

Mother”


teknik podcast.

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menit

Penutup Siswa diberikan kesempatan jika ada hal 15

60









memberi salam.

menit

Pertemuan 3








dipelajari.




diajarkan.




15

menit

Kegiatan Inti


descriptive text



60

menit

60



descriptive text


oleh guru.



telah di pelajari.



yang dipelajari.




podcast

Guru memberikan topik cerita berjudul

“Elephant”


teknik podcast.










memberi salam.

15

menit

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Pertemuan 4 Kegiatan Rincian Kegiatan Waktu







dipelajari.




diajarkan.




15

menit

Kegiatan Inti


descriptive text





descriptive text


oleh guru.



telah di pelajari.



60

menit

60

yang dipelajari.




podcast

Guru memberikan topik cerita berjudul “My

Cat”


teknik podcast.




Guru dan siswa bersam

Documents

THE EFFECT OF USING PODCAST ON STUDENTS’ SPEAKING …repository.uinjambi.ac.id/2125/1/PUTRI PURNAMA SARI...Putri Purnama Sari TE.151609 ABSTRACT Name : Putri Purnama Sari Study Program