TEACHING SPEAKING

BY USING COMMUNICATIVE APPROACH

(Correlational Study at The Fifth Grade Students of
Primary Student SDN 2 Pamoyanan)

A RESEARCH PAPER
Submitted into English Education Programme
in partial fulfillment of the requirements
for the Sarjana Pendidikan Degree
By:
________________________________

ENGLISH EDUCATION PROGRAMME

SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN

STKIP SUBANG
2009

TEACHING SPEAKING
BY USING COMMUNICATIVE APPROACH
(Correlational Study at The Fifth Grade Students of
Primary Student SDN 2 Pamoyanan)

By:
_______________________

Supervisor I

Supervisor II

_______________________

_______________________

Approved by:

Chief of
STKIP - Subang

Head of
English Education Study Programme

_______________________

_______________________

To my parent who taught me to be more patient

Being Careful In Judging An Opinion

Is A Sign Of Wisdom

PREFACE

Alhamdulillahi rabbil alamin, by the grace of Allah SWT who has given
his most generous motivation to the writer to complete this paper entitled
Teaching Speaking By Using Communicative Approach to the fifth grade
students of primary student SD Negeri 2 Pamoyanan.
In his study, the writer has tried to focus on using the communicative
approach, to help students easy to choose the dialy English expression correctly.
The aims of writing this paper are: firstly, to fulfill one of the requirements for the
Sarjana Pendidikan examination; secondly, to offer some of the possible teaching
techniques of teaching speaking.
The writer is aware of her weakness that paper is far from perfect,
therefore, she would greatly appreciate all comment, criticism and meaningful and
helpful suggestion.
Finally the writer hopes that her writing will be useful particularly to the
writer helpself and generally to the readers who are interested in this field of
study.

Purwakarta, March 2009

The Writer

ACKNOWLEDGEMENT
Alhamdulillah, I have succedded in finishing this study, which has been
greatly improved by comments, corrections, guidance and ideas of many peoples.
It is hard to even begin to acknowledge personally all those who have had an
impact on my life and study during the making of this paper. In this occasion, the
writer would like to express her sincerest thanks to the following person:
1. Her beloved father, mother and brother sister for their prayer, support
and encouragement to her to finish her study.
2. _______________________. Her supervisor who has given the writer
his valuable guidance, advice and help during the process of writing
this paper.
3. _______________________. Her supervisor who has given the writer
his valuable guidance, advice and help during the process of writing
this paper.
4. _______________________. Dean of STKIP Subang.
5. Head of the English Departement of STKIP Subang.
6. _______________________. Headmaster of SDN 2 Pamoyanan, for
allowing her to do the research there.
7. The fifth grade students of SDN 2 Pamoyanan.
8. My best friend, for attention and support.
All in all, her greatest and deepst debt is to Allah SWT, whose guidance
has enabled her to complete her study.
May Allah SWT bless you all. Amin yaa robbal alamin.

Purwakarta, March 2009

The Writer

ii

ABSTRACT
The title of the research is Teaching Speaking by Using Communicative
Approach.
The aims of the research is to know whether listening to the English
movies can improve students listening skill. The study is oriented towards: 1)To
identify the students problem s in speaking English, and 2)To discover whether
teaching speaking by using communicative approach is effective to overcome the
students problems in speaking.
In order to achieve the aim of research, the writer used Correlational
method. Correlational design are not really considered model experiments because
they do not account for extraneous variable which may have influenced the
results. In this study, the writer took the students of SD Negeri 2 Pamoyanan as
population. The samples would be the fifth grade students. There was one classes
and the writer took twenty students randomly from them as the sample by lottere.
The data needed was taken from a test. The test is used to identify the
students achievement. The test is objective test. In the term multiple-choice items
consist of 10 items. After observing the data, that is the score of pre-test and post
test. The writer calculating the mark of t-value and at least gives the interpretation
of the calculation.
Data
: The scores of pre-test and post test.
Analysing Data : The writer count the value of t, the formula used was:
M1 M2
t = Sd12 Sd22
(Burns, 1995:140)
+
N1
N2
The writer used two groups as the sample, each group consists of 20 and
17 students, and the degree of freedom (df) is 19 and 16 for each group. Since the
two groups were chosen as representative subjects. The total df {(Ne-1)+Nc-1)} is
35. The t-observation is 1.966. This t-observation greater than t-critical (1.966>
1.684). Consequently, it is quite safe to reject the null hypothesis. It means that
the two groups have different scores on the post-test, and the difference is
statistically significant. So, this fact support the claim that students who were
taught speaking by using Communicative approach get better scores than those
were taught conventionally. The experimental teaching program can improve the
students speaking skill effectively (24.37%) from that what they got in the pretest, while control group can improve the students speaking skill more than the
experimental group (154.56%).
The conclusion of this research is using communicative approach
contributes the improvement of students speaking skill, makes English lesson
live, make change from the of teacher and text book, helps the students feedback
has been very positive and they are enjoying the benefit of communicative
approach, so speaking practice becomes more effective. The writer would like
propose her suggestion that teachers should try to use communicative approach in
speaking lesson, because using communicative approach is one type of speaking
experience that is interesting.

iii

TABLE OF CONTENTS

PREFACE ...........................................................................................................

ACKNOWLEDGEMENT ..................................................................................

ii

ABSTRACT ........................................................................................................ iii

TABLE OF CONTENTS .................................................................................... iv
CHAPTER I

CHAPTER II

INTRODUCTION ................................................................

1.1

BACKGROUND ...........................................................

1.2

REASON FOR CHOOSING TOPIC ............................

1.3

LIMITATION OF THE STUDY ..................................

1.4

RESEARCH PROBLEM ..............................................

1.5

HYPOTHESIS ..............................................................

1.6

AIM OF THE STUDY ..................................................

1.7

POPULATION AND SAMPLES OF RESEARCH .....

1.8

METHOD AND PROCEDURE OF THE RESEARCH

1.9

ORGANIZATION OF THE PAPER ............................

1.10 CLARIFICATION OF TERMS ....................................

THEORETICAL FOUNDATION ......................................

2.1

DEFINITION OF TEACHING .....................................

2.2

SPEAKING SKILL ....................................................... 10

2.3

COMMUNICATIVE APPROACH .............................. 11

2.4

CURRICULUM ............................................................ 15

CHAPTER III RESEARCH METHODOLOGY ........................................ 16

3.1

KIND OF RESEARCH ................................................. 16

iv

3.2

SUBJECT OF RESEARCH .......................................... 16

3.3

DATA COLLECTING INSTRUMENT ....................... 17

3.4

DATA PROCESSING .................................................. 17

3.5

RESEARCH PROCEDURE ......................................... 20

CHAPTER IV FINDINGS AND DISCUSSION .......................................... 21

4.1

STUDENTS SCORE OF TRYOUT ............................. 21

4.1.1 Reliability Analisys .............................................. 21
4.1.2 Validity Analisys ................................................. 22

CHAPTER V

4.2

STUDENTS SCORE OF PRE-TEST .......................... 22

4.3

STUDENTS SCORE OF POST-TEST ....................... 23

4.4

STUDENTS SCORE IMPROVEMENT ..................... 24

4.5

DISCUSSION ............................................................... 25

CONCLUSIONS AND SUGGESTIONS ............................ 29

5.1

SUMMARY .................................................................. 29

5.2

ANSWER OF THE RESEARCH QUESTIONS

AND HYPOTESIS ........................................................ 32

5.3

IMPLICATION AND SUGGESTION FOR

LANGUAGE TEACHER ............................................. 33

5.4

RECOMMENDATION FOR FURTHER

RESEARCHER ............................................................. 33

REFERENCES
APPENDICES
CURRICULUM VITAE

CHAPTER I
INTRODUCTION

1.1

BACKGROUND
Everybody has learned their language since they were children, especially

their mother tongue. The process occurs naturally and properly with a view to
communicate in society environment.
Communication is a part of humans daily activities. Through
communication by using language, we can share our ideas and thought with other
people. In that way, a smooth interaction between people can take place.
In line with the more sophisticated world, we are demanded to be able to
communicate not only by using our mother tongue but also by using a foreign
language, especially English which is obviously more difficult to do since we
have a limitation of knowledge about foreign language. On the other hand as an
international language, English is used to communicate information, chiefly in
science and technology.
Moreover, English is also very important for us, especially in the world of
education and working world we should use English to communicate with other
people, although we have limitation of knowledge about foreign language.
English has been the first foreign language taught formally in Indonesia
for years. With regard to the new curriculum, students of primary beginning from
the fourth class have an opportunity to learn English at school. Thus, English
becomes a compulsory subject, taught to the students from primary school to

university. School as formal institution not only has a role to expand academic
ability, but also other ability such as social skill and emotion.
English teaching learning process at school must be able to give
experience for students to have a chance to win a competitive competition. As we
all know that mostly Indonesian students have some difficulties to improve their
skills in English nevertheles as the demand of this competitive era, we have to be
able to speak, listen to, write, and to read English.
Speaking, as one of the linguistic skills, is often perceived to be a task that
comes naturally to an individual. Culture plays a very significant role in
determining how a language is spoken. In School Base Curriculum 2006, there are
some competention standards and basic competentions which have to be reached
by students in learning English.
In the competention standards of the fifth grade of elementary school, for
speaking skill, the students must be able to Mengungkapkan instruksi dan
informasi sangat sederhana dalam konteks sekolah.
The basic competention is Bercakap-cakap untuk menyertai tindakan
secara berterima yang melibatkan tindak tutur:

memberi contoh melakukan

sesuatu, memberi aba-aba, dan memberi petunjuk.

The main material for descriptive text is Giving Order. Here, students
must be able to give orders to a person or some persons who is or are near with
them, such as their friends, their teachers, or the other ones. Of course, they have
to use right expressions there.

The indicators of the learning process of these competention standards and

basic competency that the students are supposed to be able to:
1. show how to do something,
2. give orders, and
3. give instructions to do something.
In learning English sometimes the students are bored with certain teaching
atmosphere. There are various approaches and methods used for teaching
language skills: one of them is Communicative Approach.
Communicative Approach assumes that students are able to acquire
written or oral language when they are motivated and are not nervous.
Communicative Language Teaching (CLT) also known as Communicative
Language Teaching (CLT) or the communicative approach is an approach to the
teaching of second and foreign languages that emphasizes interaction as both the
means and the ultimate goal of learning a language.
This approach aims to enable student to read and appreciate foreign
language. The communicative method to the teaching of foreign languages
emphasizes learning a language through genuine communication. Learning a new
language is easier and more enjoyable when it is truly meaningful.
The communicative approach is a flexible method rather than a rigorously
defined set of teaching practices. It can best be defined with a list of general
principles.
The writer hopes by using this approach in teaching speaking can improve
students capability in their speaking skills.

1.2

REASONS FOR CHOOSING TOPIC

Teaching speaking is not easy, moreover if the students do not use English

in their daily as well. The students will not have a courage to speak without
enough knowledge and bravery. Besides, there are many aspects that discourage
the students to speak.
In this case the writer hopes, that the students can improve their ability to
master English, especially in speaking skill. The appropriate method in teaching
speaking to the students is really important especially for the fifth grade students
in SDN 2 Pamoyanan whose speaking skill still belong to the pre elementary
level.

So

that,

writer

takes

TEACHING

SPEAKING

BY

USING

COMMUNICATIVE APPROACH (Correlational Study on The Fifth Grade

Students of SDN 2 Pamoyanan) as the title of this paper.

1.3

LIMITATION OF THE STUDY

The writer has limited the paper to the teaching speaking by using

Communicative Approach to the Fifth Grade Students of SDN 2 Pamoyanan.

1.4

RESEARCH PROBLEM
The problems that the writer would like to observe in his study are:
1. What are the students problems in speaking English?
2. Is teaching speaking by using communicative approach effective to
overcome the students problems in speaking?

1.5

HYPOTHESIS
Assumption or basic of opinion is the heart of thinking that correlations

acceptance by investigator, in this research the writers assumptions are as

follows:
1. The students have some problems in speaking English
2. Teaching speaking by using communicative approach will be effective to
overcome the students problems in speaking

1.6

AIMS OF THE STUDY

Based on the formulation of problems above, the writer investigated this

study to meet the following purposes:

1. To identify the students problems in speaking English.
2. To discover whether teaching speaking by using communicative approach
is effective to overcome the students problems in speaking.

1.7

POPULATION AND SAMPLES OF RESEARCH

The samples of the research are twenty students which are choosen

randomly from thirty seven students at the fifth grade of primary students SD
Negeri 2 Pamoyanan in academic year 2008/2009.
This is appropriate with Suharsimi Arikuntos opinion (1996 : 190), that is
just for estimating so if the subject less than a hundred or more, much better we
take it all so the research make up population. Furthermore, if there are many
subjects, then the sample will be taken between 10-15% or 20-25% or more.

1.8

METHOD AND PROCEDURE OF THE RESEARCH

Methodology is absolutely needed in any research in order to find the

result of the research as accuretely, effectively and effeciently as possible. It will

guide us in the investigation, because it deals with the ways we conduct the
research.
Metode merupakan cara utama yang dipergunakan untuk mencapai suatu
tujuan dan dipergunakan setelah penyelidik mempertimbangkan kewajarannya
ditinjau dari tujuan penyelidikan serta dari situasi penyelidikan.
The writer conducted an observation at SDN 2 Pamoyanan and he chooses
descriptive method as it is commonly used to investigate problems that occur at
present time.
The procedure of the research are:
1. developing the research instrument
2. selecting the sample from the population
3. giving pre-test to the students
4. giving post-test to the students
5. calculating and analysing the test scores
6. Finding and discussing the result of the research.
7. Making the conclusion of the research.

1.9

ORGANIZATION OF THE PAPER

The primary contents of the paper are as follows:
Chapter I is introduction.

The writer has tried to introduce the problem as clearly as possible. It

consists of: Background of the problem, Reason for choosing topic, Limitation of
the study, Research problem, Hypotesis, Aim of the study, Population and
samples of research, Method and procedure of the research, Organization of the
paper, and Clarification of terms.
Chapter II is theoretical foundation.
In this part the writer has tried to review some related literatures and
theories proposed by some experts to support the research.
Chapter III is research methodology.
This chapter deals with Kind of research, Subject of research, Data
collecting instrument, and Data processing.
Chapter IV is data analysis.
This chapter deals with data analysis and interpretation.
Chapter V is conclusion and sugestion.
In this chapter the writer gives the conclusion and sugestion of the
research.

1.10 CLARIFICATION OF TERMS

To avoid misunderstanding and to make the discussions run appropriately,
there are several terms that need to clarify. Those are:
1. Teaching: To show somebody how to do something how so that they will
be able to do it themselves (A S Hornby, Oxford Advanced Learners
Dictionary).

2. Speaking: The language or Jargon or a particular group, organization or

subject (A S Hornby, Oxford Advanced Learners Dictionary).
3. Communicative: Read and willing to talk and give information (A S
Hornby, Oxford Advanced Learners Dictionary).

CHAPTER II
THEORETICAL FOUNDATION

2.1 DEFINITION OF TEACHING

Here are some definitions of teaching. Those are:
1. Teaching is one of the means by which education is often achieved (if it is)
and education is a common purpose of teaching. (Carr: 1996)
2. Teaching is telling, knowledge is fact, and learning is recall. (Christensen:
1992)
3. Teaching is supporting adults with little English and little formal education
in their efforts to understand and use English in its many forms, in a
variety of contexts (Wrigley and Guth: 1992)
4. A teacher is defined as a person whose proffesional activity involves the
transmission of knowledges, attitudes, and skills that are stipulated in a
formal curriculum to students enrolled in an educational programme.
(CERI: 2000)
5. A highly qualified teacher is defined as one who holds a bachelors degree,
has full state certification and has demonstrated subject area competence
in each subject taught. (Sanders: 2004)

10

2.2 SPEAKING SKILL

Speaking is the productive skill in the oral mode. It, like the other skills, is
more complicated than it seems at first and involves more than just pronouncing
words.
It is thinking of what one wishes to say, choosing the right words from our
vocabulary, putting the words in the proper grammatical framework,
communicating the feelings we have, and so on. speaking is producing
movements: movements of the rib cage, the vocal cords, and the mouth. (Smith,
Anne, 2009)
There are three kinds of speaking situations in which we find ourselves:
a. Interactive, include face-to-face conversations and telephone calls, in
which we are alternately speaking and speaking, and in which we have
a chance to ask for clarification, repetition, or slower speech from our
conversation partner.
b. Partially interactive, such as when giving a speech to a live audience,
where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the
expressions on their faces and body language whether or not he or she
is being understood.
c. Non-interactive, such as when recording a speech for a radio
broadcast.

11

Some of the micro-skills involved in speaking. The speaker has to:

a. pronounce the distinctive sounds of a language clearly enough so that
people can distinguish them. This includes making tonal distinctions.
b. use stress and rhythmic patterns, and intonation patterns of the
language clearly enough so that people can understand what is said.
c. use the correct forms of words. this may mean, for example, changes in
the tense, case, or gender.
d. put words together in correct word order.
e. use vocabulary appropriately.
f. use the register or language variety that is appropriate to the situation
and the relationship to the conversation partner.
g. make clear to the listener the main sentence constituents, such as
subject, verb, object, by whatever means the language uses.
h. make the main ideas stand out from supporting ideas or information.
i. make the discourse hang together so that people can follow what you
are saying.

2.3 COMMUNICATIVE APPROACH

The writer tries to teach speaking by using Communicative Approach. It
aims to enable student to read and appreciate foreign language. The
communicative method to the teaching of foreign languages also known as
Communicative Language Teaching (CLT) or the communicative approach

12

emphasizes learning a language through genuine communication. Learning a new

language is easier and more enjoyable when it is truly meaningful.
Communicative Language Teaching (CLT) is an approach to the teaching
of second and foreign languages that emphasizes interaction as both the means
and the ultimate goal of learning a language.
The communicative approach is a flexible method rather than a rigorously
defined set of teaching practices. It can best be defined with a list of general
principles. In Communicative Language Teaching expert Nunan (1991), lists
these five basic characteristics:
1. An emphasis on learning to communicate through interaction in the target
language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language
but also on the learning process itself.
4. An enhancement of the learners own personal experiences as important
contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities
outside the classroom.
There are some important cases in using Communicative Method:
1. Focuses on language as a medium of communication.
2. Communication embraces a whole spectrum of functions.
3. New syllabuses based on communicative method offered some
communicative ability from early stage.

13

4. Classroom activities maximise opportunities for learners to use target

language in a communicative way for meaningful activities.
5. Use of target language as normal medium for classroom management and
instruction - reflects naturalistic language acquisition.
6. Communicative approach is much more pupil-orientated, because dictated
by pupils' needs and interests.
7. Accent is on functional/usable language.
8. Classroom should provide opportunities for rehearsal of real-life situations
and provide opportunity for real communication.
9. More emphasis on active modes of learning, including pairwork and
group-work, often not exploited enough by teachers fearful of noisy class.
10. Primacy of oral work.
11. Errors are a natural part of learning language.
12. Communicative approach is not just limited to oral skills.
13. Grammar can still be taught, but less systematically.
14. Language analysis and grammar explanation may help some learners, but
extensive experience of target language helps everyone.
15. Communicative approach seeks to personalise and localise language and
adapt it to interests of pupils.
16. Use of idiomatic/everyday language.
17. Make use of topical items with which pupils are already familiar in their
own language.
18. Avoid age-old texts.

14

19. Language need not be laboriously monotonous and 'medium' orientated.

can be structured but also spontaneous and incidental.
20. Spontaneous and improvised practice helps to make minds more flexible
and inspire confidence in coping with unforeseen, unanticipated situations.
21. Communicative approach seeks to use authentic resources.
22. Important not to be restricted to textbook.
23. Use of visual stimuli.
The writer also may choose to try some of the techniques of the
Communicative Method from the review that follows:
1. Role Play
2. Interviews
3. Information Gap
4. Games
5. Language Exchanges
6. Surveys
7. Pair Work
8. Learning by teaching
The writer focuses to use games technique in this research. Most students
like games in their class.
However, not all courses that utilize the Communicative Language
approach will restrict their activities solely to these. Some courses will have the
students take occasional grammar quizzes, or prepare at home using noncommunicative drills, for instance.

15

2.4 CURRICULUM
Curriculum is defined as the study areas and their time commitments,
which can be prescribed at a school, local, or national level. Very often
curriculum is seen a list subject matters to be taught by the teacher and to be
learned by the student within certain period of time (a semester of a year).
Kurikulum adalah seperangkat rencana dan pengaturan mengenai
tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman
penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan
tertentu. (UU RI No. 20/2003 pasal 1 ayat 9)
The fact is not only the subject matter will be discussed during the course
that must be planned but first of all, the behavior one expect the students to show
after the completion of the course. Therefore, in the end the teacher must have a
set of ideas.
Syllabus is a description of contents of a course of instruction and the
order in which they are to be taught (Jack C.: 1992:368).
Language-teaching syllabus may be based on:
1. Grammatical items and vocabulary.
2. The language needed for different types of situations.
3. The meanings and communicative functions which the learner needs to
express in the target language.

CHAPTER III
RESEARCH METHODOLOGY

This chapter

deals with research method, subject of research, data

collecting instrument and research procedure.

3.1 RESEARCH METHOD

In order to achieve the aim of the research, the writer used Correlational
method. The writer choose Correlational method because he wanted to find out
wether there any correlation between teaching speaking by using communicative
approach or without using communicative approach.
The correlation is a way to measure how associated or related two
variables are. The researcher looks at things that already exist and determines if
and in what way those things are related to each other. The purpose of doing
correlations is to allow us to make a prediction about one variable based on what
we know about another variable.. (Lanthier: 2002)

3.2 RESEARCH SUBJECT

In this study, the writer took the students of SD Negeri 2 Pamoyanan as
population. The samples would be the fifth grade students. There were one class
and the writer took twenty students randomly from them as the sample by lottere.
It is related as Suahrsimi Arikunto (1999:120) that the sample was taken
25% of population or more.

16

17

3.3

DATA COLLECTING INSTRUMENT

The data needed was taken from a test. The test is used to identify the

students achievement. The test is objective tests in the term of mutiple choice
items consist of ten items.

3.4 DATA PROCESSING

The writer gave the students pre-test to find out their skill of speaking
without teaching and learning activities.
Post-test was given to the students to find out their ability of speaking after
teaching and learning activities.
Here are the pe-test and post test instrument which was given to the
students:
Choose the most suitable instruction for the pictures!
1.
a. Open the door, please!

c. Open the window, please!

b. Turn on the TV, please!

d. Turn on the lamp, please!

a.Close the window, please!

c. Close the door, please!

b.Turn off the lamp, please!

d. Turn off the TV, please!

a. Stand up!

c. Sit down!

b. Lay down!

d. Wake up!

a. Wake up!

c. Stand up!

b. Sit down!

d. Lay down!

2.

3.

4.

18

5.
a. Go straight!

c. Go left!

b. Go back!

d. Go right!

a. Go right!

c. Go straight!

b. Go left!

d. Go back!

a. Read the book, please!

c. Put them into your bag!

b. Use the pen, please!

d. Use your ruler!

a. Use your ruler!

c. Put them into your bag!

b.Use the pen, please!

d. Read the book, please!

a. Get me a glass of milk!

c. Get me a cup of coffee!

b. Get me a bowl of noodle!

d. Get me a plate of rice!

a. Get me a glass of milk!

c. Get me a bowl of noodle!

b. Get me a cup of coffee!

d. Get me a plate of rice!

6.

7.

8.

9.

10.

The data gathered from the experiment was analyzed using the t-test. The
steps of the data analysis process are as follows:
Find out the mean (M) of each group. According to Burns (1995:33) that
for the most common measure of central tendency in educational research is the
arithmatic mean, the mean (M) is simply the sum of all the scores (X) devided
by the number of scores (n), or:
M =

X
n

Where

(Burns, 1995:33)

19

M is the means of the sample

X is the total amount of all the individual observation
n is the samples

Find out standard deviation (Sd) of each group. According to Burns

(1995:39) that standard deviation reflects the amount of spread that the scores
exhibit around some central tendency measure, usually the mean. The standard
deviation is device from the variance.
The formula for obtaining the standard deviation is:
(X)2
X2 N
N1

Sd =

(Burns, 1995:39)

Where
Sd is standard deviation
X2 is the sum of the squared raw scores
(X)2 is the sum of the raw scores squared
N is number of the students

According to Burns (1995:140) that as with the standard error of the mean,
a critical ratio is formed to find the deviation in standard error unit teams of the
difference between the means. This ratio is called the ratio. In this research the
writer took the formula as follows:

t=

M1 M2
Sd12 Sd22
+
N1
N2

(Burns, 1995:140)

20

Where
M1 is mean of experimental group
M2 is mean of control group
Sd1 is standard deviation of experimental group
Sd2 is standard deviation of control group
N1 is number of students of experimental group
N2 is number of students of control group

3.5 RESEARCH PROCEDURE

The prosedures of the research are:
1. Developing the research instrument
2. Selecting the sample from the population
3. Giving pre test
4. Treatment
-

Pre-speaking

While speaking

Post-speaking

5. Giving post test

6. Calculating and analysing the test scores
7. The result of the test

CHAPTER IV
FINDINGS AND DISCUSSION

This chapter displays the analysis and interpretations of the data which has
been collected through direct observation in the experimental activities, and a
discussion of the findings.
Those analysis and interpretations relate to:
1) students scores of try out ; 2) students scores of pre-test; 3) students scores of
post-test; 4) students scores of improvement.

4.1 STUDENTS SCORE OF TRY OUT

In order to measure the reliability and validity of the test instrument, the
instrument was tried out to another class before enrolling the program and pretest.
The class consisted of 17 students.
4.1.1 Reliability Analysis
The result of the calculation of the test instrument reliability is as
follows:
Subject
N

Judge 1
X

Judge 2
Y

X2

Y2

XY

17

88

43

45

127

141

The data above were computed through the Pearsons Product

Moment fomula to get the correlation coefficient, and the figure 0.943 was
obtained. Then this result calculated by using Spearman-Brown formula to
find its coefficient reliability. The coefficient reliability (r11) is 0.971.

21

22

The t-table value for 17 with error standard 5% according to Product

Moment R Value Table is 0.482. So t-count is higher than t-table. However, it
can be summarized that the reliability of the test is reliable enough.
4.1.2. Validity Analysis
Since the test was designed to measure students achievement, content
validity analysis was chosen.
Before constructing the test, the particular test had been made based
on the KTSP English curriculum for Elementary School.
According to the result of the try out, this instrument is reasonable to
be used in measuring students speaking skill.

4.2 STUDENTS SCORES OF PRE-TEST

Students Speaking level at the beginning of the research is one of possible
intervening variables. It is very crucial as a starting point to ensure that the
experimental group and the control group have an equal level in speaking. The
result of pre-test data analysis can be seen in table below.
Students Score of Pre-test

Group E

N
20

M
5.950

S
1.099

S(Xe-Xc)

Df

pt-critical
level (t-table)

Group C

17

2.588

2.717

0.703

35

0.05

1.684

t-obs.
(t-value)
4.782

The table shows that there is a difference in means (M) or standard

deviation (S). The t-test, however, describes that the two groups are similar in the
terms of subjects knowledge background. Moreover, t-obs of pretest is more than
t-critical (4.782<1.684). It means that the null hypothesis of no different is

23

rejected. Therefore, it indicates that both groups have no similarity in speaking

level.

4.3 STUDENTS SCORES OF POST-TEST

The post-test was carried out to both groups at the end of the program to
find out whether there are any differences between the experimental group and the
control groups achievement. Table below presents the results of post-test.
Students Score of Post-test

Group E

N
20

Group C

17

M
7.4

S
1.188

6.588 2.029

S(Xe-Xc)

Df

pt-critical
level (t-table)

0.552

35

0.05

1.684

t-obs.
(t-value)
1.966

This table indicates that the standard error of difference between means is
low Hence, the t-value can be determined.
The writer used two groups as the sample, each group consists of 20 and
17 students, and the degree of freedom (df) is 19 and 16 for each group. Since the
two groups were chosen as representative subjects. The total df {(Ne-1)+(Nc-1)}
is 35. The t-observation is 1.966. This t-observation greater than t-critical (1.966>
1.684). Consequently, it is quite safe to reject the null hypothesis. It means that
the two groups have different scores on the post-test, and the difference is
statistically significant. So, this fact support the claim that students who were
taught speaking by using communicative approach get better scores than those
were taught conventionally.

24

4.4 STUDENTS SCORES IMPROVEMENT

To gain students scores improvement, the students scores of post-test
were subtracted into the students score of pretest. The result of computation is as
follow:

Pre-test mean

Group E
5.95

Group C
2.588

Post-test mean
Improvement mean
Total improvement (%)

7.4
1.45
24.37

6.588
4
154.56

The table above shows that the experimental group improvement is lower
than the control group. It indicates that teaching speaking by using communicative
approach is unable to improve the students speaking skill.
The experimental teaching program can improve the students speaking
skill effectively (24.37%) from that what they got in the pre-test, while control
group can improve the students speaking skill more than the experimental group
(154.56%).
Students Score Improvement
Improvement

Group E

1.45

24.37

Group C

154.56

Differences

2.55

130.19

For the data above, it presents that the total mean difference of students
speaking skill of the experimental group and the control group is 2.55. This table

25

shows that the differences between the experimental group and the control group
is 130.19%.
It can be concluded that the experimental teaching makes the students
speaking skill is not better than the control group. It means that it doesnt support
the hypothesis of this research, that teaching speaking by using communicative
approach facilitates the students to improve their speaking skill.

4.5 DISCUSSION
The experimental and the control groups, at the beginning of the research,
had similar background, and this was considered as a potential intervening
variable.
The experimental and the control groups were analyzed differently. The
experimental group was observed directly by the writer to know their progress in
the program. The students score of post-test and pre-test were compared to gain
the students achievement on the speaking skill. The calculation of improvement
shows that the experimental group is lower than the control group. It means that
the experimental group couldnt improve their speaking skill better than the
control group.
After carrying out the program and calculating the result of test, the result
of the investigation answer the research question stated in chapter I. The
conclusions are as follow:
1. The use of communicative approach as media can increase students
understanding of English.

26

2. Communicative approach can improve the students mastery of

English vocabularies.
3. Using Communicative approach in improving students speaking skill
is not significant.
As was mentioned before that communicative approach is one of the
English teaching approach where it is the most effective in use. Because by using
communicative approach we can know and understand about the message from
the text directly. Picture can be used to explain the meaning of vocabulary items.
English is a language that is hard to learn. To find out that problem the
writer interviewed students, there are some problem that students faced in learning
English:
1. In speaking
2. In treasury of vocabulary
3. In the meaning of English word
Some factors that make some words more difficult than others are:
Pronunciation the word that is difficult to pronounce are more difficult to learn.
Spelling spelling mismatches are likely to be the cause of errors, either of
pronunciation or spelling, and can contribute to a words difficult. Meaning
when two words overlap in meaning, learners are likely confuse them.
Unfamiliar concepts many make a word difficult to learn.
In introducing vocabulary on the names of animal, that familiarize students
with vocabularies related to animals. Moreover, students expected to be able to

27

memorize and pronounce and write each vocabulary correctly, and try to perform
a word to the picture that seen by the teacher.
Teaching speaking by using communicative approach, especially for
children can be the one way to help them in learning process. Young children,
especially those up to age of nine or ten, learn differently from older children in
the following ways:
a. They response the meaning even if they do not understand individual
word.
b. They often learn indirectly rather than directly-that is-they take-in
information from all side, learning from everything around them rather
then only focusing on the precise topic they are being thought.
c. They generally display an enthusiasm for learning and a curiosity about
the world around them.
d. They learn to talk about themselves, and response well to learning that
uses themselves and their own lives as main topics in the classroom.
e. They have a limited attention, unless activities are extremely engaging,
they can easily get bored, losing interest after ten minutes or so.
In the light of these activities, it can be concluded that good teacher at this
level used to provide a rich diet of learning experiences which encourage their
students to get information from a variety of sources. They need to work with
their students individually and in group developing relationship. They need to
arrange of activities for a given period, and the flexible enough to move on to the
next exercise when they see their students getting bored.

28

In fact, learning is human activity which is least needs manipulation by

other. Most learning is not the result of instruction. It is rather the result of
unhampered participation in a meaningful setting.
Based on the findings, especially in learning at secondary it is a big
challenge, because in their ages, they still difficult to understand the meaning of
English words. There needs teachers patiently in learning process, teacher must
translating word by word until could be understood by students. Moreover, when
they face compound word, when they need to produce language try to find the
right word to fit the intended meaning is frustating when the teachers stored of
words is limited, and when words get confused with each other.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

This chapter presents 1) the summary of the research, 2) answer to

research questions and hypothesis, 3) implication and suggestion, and 4)
recommendation for further research.

5.1 SUMMARY
As we all know, communication is a part of humans daily activities.
Through communication by using language, we can share our ideas and througt
with other people. In that way, a smooth interaction between people can take
place.
As the foreign language in our country, English is widely taught for the
first time at elementary school. The teaching at the level aims to give knowledge
of the basic English to students and it will be developed when they are in the
junior and senior high school.
Teaching speaking is one of the duties that has to be conducted by teachers
of English to improve the students speaking ability in English. It is also necessary
to mention that speaking is one of the items on some language tests is reasonable
enough to be taught beside the enjoyable activities a learner may indulge in the
target language demand that the learner exercise this skill.

29

30

Rost (1991:4) says, successful speaking involves an integration of these

component skills. In this some, speaking is a coordination of the component skills,
not the individual skills themselves. This integration of the component skills, not
the individual skills themselves. This integration of these perception skills,
analysis skills and synthesis skills is what we will call a persons speaking ability.
Successful speaking requires making effective real time decisions about
these questions. In this sense, speaking is primarily a thinking process-thingking
about meaning as they speak. The way in which the speaker makes these decisions
is what we will call a speaking strategy.
Teaching method is something designed to give help in teaching
principally, in teaching and learning process, the important component in the
Instructional Design or Lesson planning. We believe that these will be helpful for
both the teachers and students in the teaching and learning process to achieve the
instructional objectives.
Methods are thing that help. Teaching methods is something designed to
do in teaching. The techniques used in teaching speaking by using communicative
approach are expressions discrimination test.
In order to achieve the aim of research, the writer used Correlational
method. Correlational design is not really considered model experiments because
they do not account for extraneous variable which may have influenced the
results. In this study, the writer took the students of SDN 2 Pamoyanan as
population. The samples would be the fifth grade students. There was one class
and the writer took twenty students randomly from them as the sample by lottere.

31

The data needed was taken from a test. The test is used to identify the
students achievement. The test is objective test. In the term multiple-choice items
consist of 10 items. After observing the data, that is the score of pre-test and post
test. The writer calculating the mark of t-value and at least gives the interpretation
of the calculation.
The writer used two groups as the sample, each group consists of 20 and
17 students, and the degree of freedom (df) is 19 and 16 for each group. Since the
two groups were chosen as representative subjects. The total df {(Ne-1)+Nc-1)} is
35. The t-observation is 1.966. This t-observation greater than t-critical (1.966>
1.684). Consequently, it is quite safe to reject the null hypothesis. It means that
the two groups have different scores on the post-test, and the difference is
statistically significant. So, this fact support the claim that students who were
taught speaking by using Communicative approach get better scores than those
were taught conventionally.
The experimental teaching program can improve the students speaking
skill effectively (24.37%) from that what they got in the pre-test, while control
group can improve the students speaking skill more than the experimental group
(154.56%).
The conclusion of this research is teaching by communicative approach
contributes the improvement of students speaking skill, makes English lesson
live, make change from the of teacher and text book, helps the students feedback
has been very positive and they are enjoying the benefit of communicative
approach, so speaking practice becomes more effective. The writer would like

32

propose her suggestion that teachers should try to use communicative approach in
speaking lesson, because watching communicative approach is one type of
speaking experience that is interesting.

5.2 ANSWER TO THE RESEARCH QUESTIONS AND HYPOTESIS

After carrying out the program and calculating the result of test, the result
of the investigation answer the research question as follow:
1. The use of communicative approach as media can increase students
understanding of English.
2. Communicative approach can improve the students mastery of
English vocabularies.
3. Using Communicative approach in improving students speaking skill
is not significant.
Relating to Hatch and Fahradi in research and statistic design for applied
liguistics, hypotesis is a tentative statement about the outcome of research.
Based on the problem stated the writer puts forward the hypothesis is
watching Communicative approach can improve the students speaking skill.
And after carrying out the program and calculating the result of test, the
writer gets that the hypotesis is accepted.

33

5.3 IMPLICATION AND SUGGETION FOR LANGUAGE TEACHER

From the finding, the writer would like propose her suggestion as follows:
1. Teachers should try to use communicative approach in speaking
lesson, because using communicative approach is one types of
speaking experience that is interesting.
2. Nowadays, the use of approaches in the teaching of language such as
communicative approach is likely to increase not diminish. So, the
writer thinks now is the time for teachers and students to learn using
them.
3. Teachers also should be smart and creative in using communicative
approach in the classroom because successful language learning
depends on the teachers technique to use the communicative
approach, since the teacher is the fundamental classroom aid to
language learning.

5.4 RECOMMENDATION FOR FURTHER RESEARCHER

Honesty, there are still many questions come to the writers mind which
may valuable to be answered among other are as follow:
1. Will the same result be obtained by replication this research at other
school or other grade?
2. Will the method appropriate to be used at the higher level?
3. Are there any advantages that can be found out by using this method?
4. Will the instrument still be suitable used at higher level?

REFERENCES

Arikunto, Suharsimi. 1997. Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta: Rineka Cipta.
Harmer, Jeremy, (2002), The Practise of English Language Teaching, Harlow:
Longman
Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic
Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.
Hayes, David. Native Speaker Rule of Speaking and Foreign Language Learning.
Jean Brewster and Gail Allis, (2003), The Primary English Teachers Guide,
Harlow: Penguin English
Majid, Zainal Abdul Loga Mahesa Baskara. 1995. Rules of Speaking. Malaysia:
Pelanduk Publications.
Richards, Jack C. 2001. Curriculum Development in Language Teaching. New
York: Cambridge University Press.
Tillit, Bruce and Mary N. Bruder. 1993. Speaking Naturally. New York:
Cambridge University Press.
Tim Penyusun Kamus Pusat Pembinaan dan Pengembangan Bahasa (1988),
Kamus Besar Bahasa Indonesia; Jakarta: Depdikbud: Balai Pustaka.
Yanto, Elih S., (2008), Dasar-Dasar Metodologi Penelitian Pengajaran Bahasa
Inggris, Subang: STKIP Subang.
Yarhamnia, Erly. 2002. Educational Uses of On-line Chat. Unpublished Sarjana
paper. Bandung: UPI.

APPENDICES

Rencana Pelaksanaan Pembelajaran (RPP)

(Penelitian Skripsi)
Sekolah
Mata Pelajaran
Kelas / Semester
Alokasi Waktu
Tema
Aspek/Skill

: SD NEGERI 2 PAMOYANAN
: Bahasa Inggris
:V/2
: 4 x 40 menit

: My School
: Speaking (Berbicara)

1. Standar Kompetensi
Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks
sekolah.
2. Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan
tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan
memberi petunjuk.
3. Indikator
Siswa dapat bercakap-cakap dengan tindak tutur:
Memberi contoh melakukan sesuatu
Memberi aba-aba
Memberi petunjuk
4. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyampaikan dan mencontohkan sifat-sifat manusia/benda: I am tall ... ,
etc.
Memberikan aba-aba yang berhubungan dengan kegiatan sehari-hari:
Clean up the classroom, please! etc.
Menyampaikan petunjuk tentang keadaan seseorang/sesuatu: One of my
pen is blue, ...etc.
5. Materi Pembelajaran
My School
I am tall
Clean up our classroom!
One of ...
6. Metode/teknik
Communicative Approach

7. Langkah-langkah Kegiatan
Kegiatan Pendahuluan (2 x 10 menit)
Percakapan pembuka
Memeriksa kehadiran siswa
Prolog dan membahas tujuan pembelajaran
Kegiatan Inti (2 x 60 menit)
Membahas kosakata dan struktur terkait dengan materi
Menghapal kosakata terkait
Latihan mengucapkan ungkapan-ungkapan terkait
Latihan percakapan dalam bentuk dialog
Simulasi penggunaan ungkapan terkait
Kegiatan Penutup (2 x 10 menit)
Menyimpulkan materi
Penugasan
8. Sumber Belajar
Buku teks yang relevan
Bahan rekaman
9. Penilaian
Teknik
Bentuk
Instrument

: Lisan
: Dialog dua arah
:

Choose the most suitable instruction for the pictures!

11.
b.

Open the door, please!

c. Open the window, please!

b. Turn on the TV, please!

d. Turn on the lamp, please!

c.Close the window, please!

c. Close the door, please!

d.Turn off the lamp, please!

d. Turn off the TV, please!

b.

Stand up!

c. Sit down!

b. Lay down!

d. Wake up!

b.

c. Stand up!

12.

13.

14.
Wake up!

b. Sit down!

d. Lay down!

15.
b.

Go straight!

c. Go left!

b. Go back!

d. Go right!

a. Go right!

c. Go straight!

b. Go left!

d. Go back!

c. Read the book, please!

c. Put them into your bag!

d. Use the pen, please!

d. Use your ruler!

c. Use your ruler!

c. Put them into your bag!

d.Use the pen, please!

d. Read the book, please!

c. Get me a glass of milk!

c. Get me a cup of coffee!

d. Get me a bowl of noodle!

d. Get me a plate of rice!

c. Get me a glass of milk!

c. Get me a bowl of noodle!

d. Get me a cup of coffee!

d. Get me a plate of rice!

16.

17.

18.

19.

20.

Answer:
1-d
2-c
3-a
4-b
5-a

6-b
7-d
8-b
9-b
10- a

Mengetahui,
Kepala SD Negeri 2 Pamoyanan

Purwakarta, Maret 2009

Peneliti

Endang Zaenal Aripin, S.Pd., M.Pd.

NIP. 1963 1214 10 1001

Fahmi Nurhakim
NIM: 0518210058

Validity Analisys

Num
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Jumlah

Items Number (x)

Students' Name

Adi Saputra
Atu
Cucu Khotimah
Dewi
Didah Nurhasanah
Eni
Hilman
Iis
Ipah A.
Ipah B.
Linda
Mamad
Nopi
Rini Irnia
Tia
Ujang Suryana
Wiwi

Score
(y)

Items Number (x2)

Items Number (xy)

y2

10

10

10

25

25

49

49

16

16

16

25

25

36

25

16

25

25

36

25

36

88

470

46

50

48

48

43

49

42

45

49

50

rXY =

N. XY-( X).( Y)
N X2-( X)2.N Y2-( Y)2

r-count = rXY n-2

1-n2
Items
Number

xy

x2

y2

Nxy

Nx2

Ny2

xy

(x)2

(y)2

N(xy)(x)(y)

(Nx2-(x)2)
(Ny2-(y)2)

(Nx2-(x)2)
(Ny2-(y)2)

rxy

17

88

46

470

782

153

7990

792

81

7744

10

17712

133,086

0,075

17

88

50

470

850

153

7990

792

81

7744

58

17712

133,086

0,436

17

88

48

470

816

153

7990

792

81

7744

24

17712

133,086

0,180

17

88

48

470

816

153

7990

792

81

7744

24

17712

133,086

0,180

17

88

43

470

731

136

7990

704

64

7744

27

17712

133,086

0,203

17

88

49

470

833

153

7990

792

81

7744

41

17712

133,086

0,308

17

88

42

470

714

136

7990

704

64

7744

10

17712

133,086

0,075

17

88

45

470

765

153

7990

792

81

7744

-27

17712

133,086

0,203

17

88

49

470

833

153

7990

792

81

7744

41

17712

133,086

0,308

10

17

88

50

470

850

153

7990

792

81

7744

58

17712

133,086

0,436

Number

N-2

N-2

r2

1-r2

1-r2

r-count

r-table

Validity

17

15

3,873

0,075

0,006

0,994

0,997

0,292

0,482

Invalid

17

15

3,873

0,436

0,190

0,810

0,900

1,875

0,482

Valid

17

15

3,873

0,180

0,033

0,967

0,984

0,710

0,482

Valid

17

15

3,873

0,180

0,033

0,967

0,984

0,710

0,482

Valid

17

15

3,873

0,203

0,041

0,959

0,979

0,802

0,482

Valid

17

15

3,873

0,308

0,095

0,905

0,951

1,254

0,482

Valid

17

15

3,873

0,075

0,006

0,994

0,997

0,292

0,482

Invalid

17

15

3,873

0,203

0,041

0,959

0,979

0,802

0,482

Invalid

17

15

3,873

0,308

0,095

0,905

0,951

1,254

0,482

Valid

10

17

15

3,873

0,436

0,190

0,810

0,900

1,875

0,482

Valid

Reliability Analisys
Nu
m
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Students' Name

Adi Saputra
Atu
Cucu Khotimah
Dewi
Didah Nurhasanah
Eni
Hilman
Iis
Ipah A.
Ipah B.
Linda
Mamad
Nopi
Rini Irnia
Tia
Ujang Suryana
Wiwi

Items

X2

Y2

X
Y

10

16

12

25

10

16

16

16

25

88

43

45

127

141

N. XY-( X).( Y)
N X2-( X)2.N Y2-( Y)2

17.141-88.43
17.45-882.17.127-432

2397-3784
765-7744.2159-1849

= 1387
6979.310
= 1387
2163490
= 1387
1470.881
= 0.943

Jumlah

rXY =

Score

t-count = 2rXY
1+rXY
= 1.886
1.943
= 0.971
tcount > ttable
0.971 > 0,514

So tcount is reliable

Mean of Pre-Test of Experimental Group

M1 =

X
n

= 119
20
= 5.95
Standard Deviation of Pre-Test of Experimental Group

Sd1 =

(X)2
X2 N
N1
1192
20
20 1

731 -

14161
731 20
19

731 708.05
19

22.95
19

1.208

= 1.099

Mean of Post-Test of Experimental Group

M1 =

Y
n

= 148
20
= 7.4

Standard Deviation of Post-Test of Experimental Group

Sd1 =

(Y)2
Y2 N
N1

1482
1122 20
20 1

21904
1122 20
19

= 1122 1095.2
19
=

26.8
19

1.411

= 1.188

Mean of Pre-Test of Control Group

M 2=

X
n

= 44
17
= 2.588

Standard Deviation of Pre-Test of Control Group

Sd2 =

(X)2
X2 N
N1
442
17
17 1

232 -

1936
232 17
16

= 232 113.882
16
= 118.118
16
=

7.382

2.717

Mean of Post-Test of Control Group

M1 =

Y
n

= 112
17
= 6.588

Standard Deviation of Post-Test of Control Group

Sd1 =

(Y)2
N
N1

Y2 -

1122
17
17 1

672 -

12544
17
16

672 -

= 672 737.882
16
= 65.882
16
=

4.118

= 2.029

t Value of Pre-Test

t=

M 1 M2
Sd12 Sd22
+
N1
N2

5.950 2.588
1.0992 2.7172
+
20
17

3.362
1.208
7.382
+
20
17

3.362
0.060 + 0.434

3.362
0.494

3.362
= 0.703
= 4.782

t Value of Post-Test

t=

M 1 M2
Sd12 Sd22
+
N1
N2

7.400 6.588
1.1882 2.0292
+
20
17

0.812
1.411
4.117
+
20
17

0.812
0.071 + 0.242
0.812

0.171

0.812
= 0.413
= 1.966

Data Gathered from The Experiment

Experimental Group
M of pre-test 5.95
M of post-test 7.4
Sd of pre-test 1.099
Sd of post-test 1.188
Control Group
M of pre-test 2.588
M of post-test 6.588
Sd of pre-test 2.717
Sd of post-test 2.029
Calculate the t
t of pre-test 4.782
t of post-test 1.966

Degree of freedom (df)

= (N1 + N2) 2
= (20 + 17) 2
= 37 2

= 35
P = 0.05
tt = 1.684
Pre-test

to = 0.431

Post-test to = 5.894
tt = 1.684

Standard Error
Pre-Test
S(Xe-Xc) =

Se 2 +
Ne

Sc
Nc

= 0.060 + 0.434

1.0992
20

2.7172
17

2.0292
17

= 0.703

Post-Test
S(Xe-Xc) =

Se 2 +
Ne

Sc
Nc

= 0.063 + 0.242

1.1182
20

= 0.552

CURRICULUM VITAE

Name

: FAHMI NURHAKIM

Place, Date of Birth : Purwakarta, February 24th 1984

Gender

: Male

Religion

: Islam

Address

: Kp. Krajan RT. 02/01 Desa Cibogohilir

Kecamatan Plered Kabupaten Purwakarta 41162
West Java

Fathers Name

: U. Sobana

Mothers Name

: Yayah Juariah

Profession

: Teacher of Elementary School

(SD Negeri 2 Pamoyanan - Plered)

Graduation

: 1. SDN Cibogohilir I in 1997

2. SLTPN 2 Darangdan in 2000
3. SMU Al-Muthohhar in 2003
4. Continued to English Education Study Program of
STKIP Subang

Writer

FAHMI NURHAKIM
0518210058