Methodology of English Research (MOER)

THE IMPLEMENTATION OF PEER TUTORING STRATEGY

TO IMPROVE ENGLISH SPEAKING SKILL AT THE FIRST
GRADE OF VOCATIONAL HIGH SCHOOL 3 BARRU
Dosen Pengampuh: Amzah, Drs. M.pd.

By :
WULAN
Reg Num. 16.1300.116

ENGLISH PROGRAM
TARBIYAH DEPARTMENNT
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE
2019
 THE IMPLEMENTATION OF PEER TUTORING STRATEGY
TO IMPROVE ENGLISH SPEAKING SKILL AT THE FIRST
GRADE OF VOCATIONAL HIGH SCHOOL BARRU
1. INTRODUCTION

1.1 Background

People who learn a foreign language for example English, they must meet

four kinds or skills in the process of learning they are listening, reading, speaking and

writing. These are skill are required to be mastered in order to be able to

communicate both spoken and written discourses. English is one of the subjects for

student of vocational high school. As English is a compulsory subject, the Indonesian

government always develops this lesson. The purpose is to make easy the student to

learn and to practice it every day. They are expected to be able to communicate to

other people around the world. Hence they have to study English in their schools.

One of the skills which are very important to be taught is speaking skill

because it will help them to use their English to communicate and interact with other

people Norman W. Edmund states in Kaharuddin that the amount of knowledge in the

world wills double every seventy-three days. Therefore, people in their lives are in

need of communicating information and their knowledge more than ever for some
purposes such as to inform, to convince, to persuade, and to motivate others1.

Speaking is the active use of language to express meaning, and for young learners,

the spoken language is the medium through which a new language is encountered,

understood, practiced, and learnt. Rather than oral skills being simply one aspect of

learning language, the spoken form in the young learner’s classroom acts as the prime

1
Burhanuddin Arafah and A. Kaharuddin Bahar, The Art of Developing Speaking as
Performance (Yogyakarta Trust Media Publishing. 2015). P.3

1
 2

source of language learning. However, speaking problems can be major challenges to

effective foreign language learning and communication.

English as foreign language (EFL) learners, no matter how much they know

about the English language, still face many speaking difficulties. Many studies have

indicated that oral language development has largely been neglected in the classroom,

and most of the time, oral language in the classroom is used more by teachers than by

students. However, oral language, even as used by the teacher, hardly ever functions
as a means for students to gain knowledge and explore ideas. To develop the

knowledge to deal with oral communication problems in an EFL context, researchers

first need to know the real nature of those problems and the circumstances in which

‘problems’ are constructed.2

The researcher assumes that the situation in the classroom needs some

improvement to make the situation more interested and enjoyable in learning and

teaching English. It can be achieved through speaking by using peer tutoring strategy.

Speaking by using peer tutoring strategy is one of way to improve student speaking

skills and increase student confidence. Peer tutoring strategy is expect can be able to

make the student speaking more active in providing a wide range of feedback, create
a fun learning environment and provide positive role models and emotional support.

Peer tutoring is characterized by specific role talking at any point someone

has the job of tutor, whereas the other (or the others) is in role as a tutee (s). it has

high focus on curriculum content. Projects usually also outline quite specific

procedures for interaction, in which the participants are likely to have training that is

specific or generic, or both. In addition, their interaction may be further scaffolded by

2
Hosni, “Speaking Difficulties Encountered by Young EFL Learners.”
 3

the provision of structured materials, among which a greater or lesser degree of

student choice may be available.3

Confusion between tutoring and mentoring is evident in the literature, not

least because of the differences in language use between different workers in different

countries. In the United States, the terms are sometimes use as if synonymous but

according the book peer- assisted learning by Keith Topping and Stewart Ehly states

that tutoring is discussed a great deal.4

Based on the explanation above the researcher interest to find out whether the

peer tutoring strategy can be implementing to teach speaking.

1.2 Problem Statements

Regarding with the background above the researcher would like to formulate

the problem statement as follow:

1.2.1 Is the implementation of peer tutoring strategy able to improve speaking

skills?

1.2.2 How does the implementation of peer tutoring strategy can improve speaking

skills?

1.3 Objective of The Research

The objectives of research which is formulated are to know that lightening the

learning climate as follow:

3
Keith Topping and Stewart Ehly, Peer-Assisted Learning (New York, Lawrence
Erlbaum Associates, Inc, 2009). P 5
4
Keith Topping and Stewart Ehly, Peer-Assisted Learning (New York, Lawrence
Erlbaum Associates, Inc, 2009). P 6
 4

1.3.1 To know that the implementation of peer tutoring strategy is able to improve

speaking skills.

1.3.2 To find out that the way of implementation peer tutoring strategy improve

speaking skills.

1.4 Significance of The Research

The significances of the research are shown below:

1.4.1 To the teacher, this study is expected to give information and knowledge

about implementing the strategy of peer tutoring strategy to improve students’

speaking skills.

1.4.2 To the student, the student will feel new experience in learning English and

student can share one another.

1.4.3 To the researcher, it can inspire them to improve peer tutoring strategy and it

can be useful as a reference to conduct a similar research that deals with the

same strategy.

II REVIEW OF RELATED LITERATURE

2.1 Previous Related Research Findings

A couple of researchers have performed studies in accordance with the

researchers are as follow:

A research “a case study of peer tutoring program in higher education” by

Chen, Ching and Liu, Chang-Cheng, they found that peer tutoring program was

successfully implemented for university student at national Formosa University in

Taiwan during academic years 2007-2009. There were 12 tutors providing peer
 5

tutoring service, tough a teaching excellent project at the dormitory learning

resources center (LRC). For the past 3 years, the project has proven to be true

success; tutors now not only work closely with tutees, but they also assist the LRC

instructor during training and activity integrated and instruction session.

Peer tutoring with skilled and experienced instructors is one way to promote

extracurricular education service for university student. It is also a method for

improving educational effectiveness where by tutors work together to implement

strategy through a systematic process. The results clearly demonstrate that the

reciprocal peer tutoring program has been successful in regard to tutor and tutees’

achievement, motivation and attitudes.5

Nur afifah in her research concluded that using peer tutoring strategy in

learning mathematic on simple fraction subject can improve learning outcomes in

disabilities student of class IIIA kepatihan Surakarta elementary school academic

year 2010/2011.6

Based on the research finding above, the researcher can conclude that peer

tutoring strategy is favorable to be put as the strategy in learning. Based on the

explanation the researcher interest to find out whether the peer tutoring strategy can
be implemented to teach speaking in high school. The researcher decide to determine

the title of her research “the implementation of peer tutoring strategy to improve

English speaking skill at the first grade of vocational high school 3 Barru”

5
Chen, Ching And Liu, Chan-Cheng, “A Case Study Of Peer Tutoring Program In
Higher Education”. http://www.aabri.com/manuscripts/11757.pdf. (accessed on june 16th,
2019)
6
Nur Affifah, “Strategi Pembelajaran Tutor Sebaya Untuk Meningkatkan
Hasil Belajar Matematika Anak Berkesulitan Belajar Kelas IIIA SD Negeri
Kepatihan Surakarta Tahun Pelajaran 2010/2011.” (Skripsi; Teacher Training and
Education Faculty: Surakarta,2011), p. 35.
 6

2.2 Some Pertinent Ideas

This section discusses some relevant theories which are related to the study.

They are divided into two parts; they are concept of speaking and concept of peer

tutoring strategy.

2.2.1 Definition of speaking

There are several definition of speaking, one of them is speaking in particular

language is not an instant skill which can be possessed within one day process.

Stephen Krashen states that a speaker of a certain language can use the language

(competence) for communicative purposes after the speaker goes through either

process of acquiring the language of process of learning the language. Acquiring a

language which is also known as language acquisition occurs in the speaker native

language. On the other hand, learning a language is complex process since it takes

much time, dedication and hard effort to gain both the knowledge of the language for

example grammar, structure, as well as comprehension and the skill of the language

production such us reading, writing, speaking and listening. 7 Besides that, speaking is

talk to someone about something by using your voice to express your opinion openly.
8
The researcher assumes that speaking is process of expressing ideas orally.
In addition, keith and morrow, speaking skill is an activity to produce

utterances in oral communication, this activity is involving two or more people, in

which the participants are both speaker and hearer have to react in what they hear and

make their contribution of high speed, so that each participant has an intention or a

7
A. Kaharuddin Bahar, Interactional Speaking (Yogyakarta: Trust Media
Publishing,2014), p.1
8
Oxford Learners’ Pocket Dictionary, (New York: New Edition Oxford University
Press 2003), p.414.
 7

set of intentions that he want.9 From keith and morrow explanation, the researcher

assumes that speaking is process of producing utterances orally between two or more

people like keith and morrow said speaking skill.

Accordance with some definition cited definitions above the researcher

concludes that speaking is process of transferring information orally also an action to

transfer idea, feeling, and information from person to another in oral communication

through the sequence of sound, vocabularies, phrase and sentence that contain
meaning.

2.2.2 The Elements of Speaking

There are some elements of speaking skill that the students should consider in

speaking: 1) Pronunciation, The way of speaking the language is called

pronunciation. Hornby explains that, “pronunciation is a way in which a language is

spoken, person’s way of speaking a language or words of a language”. 10 Whereas,

Longman Dictionary of Contemporary English states “pronunciation as the way in

which a particular language is pronounced, a particular person’s way of pronouncing

a language, the way in which a word is usually pronounced”. 11 The writer concluded

that pronunciation refers to the way of person in speaking a word that is pronounced,
2) Vocabulary, Vocabulary in this study covers the selection and the use of varied

words that used by students. In short, the writer concluded that vocabulary is a total

9
Keith, Morrow, “Influence of Simulation Game” http://mahmud09-
action.blogspot.com/2011/10/influence-of-simulation-game-towards.htm. Acced on June
17th, 2019
10
Hornby.Oxford Advanced Learners’ Dictionary, 1984

11
Longman Dictionary of Contemporary English.(New York: 2001). P1130
 8

number of words which has meaning in a particular language which is necessary for

students to use in speaking and writing, 3) Structure, Structure in this study covers the

appropriateness of using words correctly in sentences orally. The writer concluded

that grammar is the way of language works through words in speaking or writing so a

language will be understood clearly, 4) Fluency, fluency in speaking is the ability of

speaker in expressing or uttering ideas in terms of sentences with limited pause of

utterance, 5) Comprehension, comprehension is the students’ ability to understand a

task given by a teacher. Comprehension is how the students respond correctly and

appropriately toward the task given.12

2.2.3 Types of speaking

According to Nunan there are 2 types of oral communication, namely

monologue and dialogue. Monologue can be planned or unplanned monologue, while

dialogue consists of interpersonal and transactional. The interpersonal and

transactional can be unfamiliar and familiar. Planned monologues usually manifest

little redundancy and therefore are relatively difficult to comprehend. Unplanned

monologues exhibit more redundancy which makes for ease of comprehension.13

The Oxford English Dictionary defines dialogue as the conversation written for
and spoken by actors on a stage or a conversation carried on between two or more

persons. It is a verbal exchange of ideas between people, and as such fits the standard

vision of how dialogue would function in the classroom. Thus, the dialogue is an

information exchange by means of messages between two or more creatures. It is

12
Edward, Anthony. Approach, Method and Technique, English Language and
Teaching. (Cambridge University Press, 1963). P,76
13
David Nunan. Language Teaching Methodology: A Course Book for
Teachers (Prentice Hall International Group:New York, 1991) p. 20-21
 9

carried out in connected mode, with a connection phase, a conversation phase and a

disconnection phase.14

2.2.2.1 Definition of Peer Tutoring Strategy

According to Ellinogermanik Peer tutoring is the process between two or

more students in a group where one of the students acts as a tutor for the other group-

mate(s). Peer tutoring can be applied among students of the same age or students
belonging to different age groups. Encouragement of peer tutoring is a useful strategy

that can be applied effectively by teachers in many cases in both monograde and

multigrade schools.15

A peer tutor is anyone who is of a similar status as the person being tutored.

In an undergraduate institution this would usually be other undergraduates, as distinct

from the graduate students who may be teaching the writing classes; in and Senior

Secondary school this is usually a student from the same grade or higher.16

Peer tutoring is a method of instruction that involves students teaching other

students, a system of instruction in which learners help each other and learn by

14 Hornby, Oxford Advanced Learners’ Dictionary of Current English

Oxford: (AS. Oxford University Press, 1974)
15
Ellinogermanik Peer Tutoring Training Module. Multigrade School
Education. (2009) Available at: http://www.Ellinogermanik.gr/ep/muse. (Accessed
on juny 25,2019) p 35.
16
Outhred, T, & Chester, A. The Experience of Class Tutors in a Peer
Tutoring Programme: A Novel Theoretical Framework, (2010). Australasian Journal
of Peer Learning,.Available at: http://ro.uow.edu.au/ajpl/vol3/iss1/3 (acessed on juny
25,2019), p. 12-23
 10

teaching. Paul defined peer tutoring as an instructional strategy that partners students

to help one another learn material, reinforce skills or practice a learned task.17

By paying attention on several definition above, the researcher simply infer

that peer tutoring strategy is one of the good strategies of student centered learning

which can be applied across many academic subject include English.

2.2.2.2 Types/ Approaches of Peer Tutoring

According to Ellinogermanik there are two types of peer tutoring: (a)

incidental and (b) structured peer tutoring. It further explained the types as thus:

 Incidental peer tutoring often takes place, either at school or while students

are playing after school or when they are socializing. Whenever children are

cooperating, playing or studying and one guides the others, it may be stated

that we have a kind of incidental peer tutoring. For example when a student

asks his/her classmate to help him/her in Maths or asks for tips on how to

improve his/her performance while playing a new video game, we have cases

of incidental peer tutoring.

 Structured peer tutoring refers to peer tutoring implemented in specific cases

and for specific subjects, following a well-structured plan prepared by the

teacher. Structured peer tutoring is spontaneously used by experienced

teachers who are able to plan well in advance and are familiar on how to

17
Paul, G. Lisa, F. And Vanesa T. Effects of Peer Tutoring Attitude and
Personality on Academic Performance of First Year Introductory Programming
Students,. (San Diego: Frontiers in Education Conference, 2006), p. 12
 11

combine tutors and tutees appropriately in order to have good results.18

Approaches to Peer-tutoring include the followings:

1) Reciprocal Peer Tutoring (RPT)

Reciprocal Peer Tutoring is an intervention strategy combining self-

management methods, group interdependent reward contingencies, and reciprocal

peer teaching to promote academic and social competency.19

RPT is a collaborative learning strategy in which students alternate between

the role of tutor and tutee. Unlike the previous peer tutoring strategies discussed, RPT

may involve more than a one-to-one relationship. Students alternate roles while in

pairs or groups. Peer tutoring is one collaborative approach where pairs of students

interact to assist each other’s academic achievement by one student adopting the role

of tutor and the other the role of tutee. Peer tutoring has been well validated for

promoting the development of low-level skills, such as spelling, math, and reading ).

This approach also has been used with college students to develop higher-order skills

such as reading comprehension and understanding of statistical concepts.

Interestingly, students who provide the assistance seem to experience greater gains

than those who receive the tutorial help.

2) Peer Assisted Learning Strategies (PALS)

PALS enable teachers to integrate more strategic instruction during tutoring

sessions because teachers can meet the individual needs of students with peer

18
Ellinogermanik Peer Tutoring Training Module. Multigrade School
Education. (2009) Available at: http://www.Ellinogermanik.gr/ep/muse. (Accessed
on juny 25,2019) p 28.
19
Fantuzzo, J.W., King, J.A., & Heller, L.R. Effects of reciprocal peer-
tutoring on mathematics and school adjustment: A component analysis. Journal
of Educational Psychology,1992), p.331-339.
 12

tutoring. PALS utilizes the inherent ability differences of students in various skill

levels within the classroom setting. “An important advantage is that various groups of

children in the same classroom can operate on different levels. Teachers, in effect,

can implement many ‘lessons’ simultaneously and can address the needs of many

students with learning disabilities”. PALS learning strategy not only strengthens

students’ academic skills, it gives many students the opportunity to practice their

social skills with peers in a natural setting Teachers can create and simultaneously
implement different lessons to address a greater range of learning needs. 20

3) Cross-Age Tutoring

Cross-Age Tutoring is a peer tutoring approach that joins students of different

ages, with older students assuming the role of tutor and younger students assuming

the role of tutee. Student pairings may include a variety of combinations such as

elementary students with high school students or older students with disabilities with

younger students with disabilities. There are no stringent tutoring procedures

established for Cross-Age Tutoring, however most tutors do engage in some type of

training. These training sessions vary in range; some are scripted, others have few

pre-set guidelines. Training sessions tend to include a discussion of goals, problem

solving strategies (academically and behaviourally), and appropriate feedback and

reinforcement. Tutors become models of appropriate behaviour, organizing work,

asking questions, demonstrating self-management, encouraging social interaction,

and facilitating better study habits.

20
Fuchs, L.S., Fuchs, D., & Karns, K. Enhancing kindergartners’
mathematical development: Effects of peer-assisted learning strategies. (Journal of
Applied Behaviour Analysis, 2001), p 100-120.
 13

2.2.2.3 The Benefits of Peer Tutoring Strategy

Peer tutoring strategy is a system of using students to tutor other students.

These program can operate during normal class time as group activities or outside of

class. Peer tutoring offers significantly more potential advantages than disadvantages,

provided the tutors are well-prepared and monitored by the school.

Through an action research plan, Mesler paired a third-grade student who had
been retained with a classmate. The retained student became a tutor for the struggling

peer. He and his tutee had both seen significant gain in their test scores by the end of

the study. Mesler found that this increased the retained student's confidence and that

with the extra math practice he showed improvement.21

2.2.2.4 Peer tutoring and Teaching Strategy

A study conducted by Ajuba found that peers are more sensitive than adult

readers to picking up on non-verbal cues, students being tutored may give to reveal

that they may not understand what a tutor is trying to communicate. In peer tutoring

class each student gets more attention from the tutor and more time to speak while

others listen. This allows the students take active part in constructing their

knowledge.22
The results from both Beasley and Royal suggest an intriguing combination of

social and academic activity happening outside the traditional classroom

21
Mesler, L. Making retention count: The power of becoming a peer tutor.
(Teachers College Record, 2009), p.111
22
Ajuba, B. Impact of Peer Tutoring on the Academic Achievement on Science
Among Secondary School Students within Bauchi Metropolis.(Unpublished Bachelor
Project. Abubakar Tafawa. University, Bauchi, 2011), P.46
 14

environment.23 Another aspect of these findings is that students accessing tutoring are

interacting with peers who they may not have associated with otherwise. Specifically,

these programs gave students a place to interact outside their typical social networks,

thereby extending the social networks of both the tutors and the tutees. The positive

reciprocal relationship that seems to have been created between tutors and tutees may

have served to generate social capital for both groups. Additionally, these tutoring

environments seem to be a part of the curricular structure that could influence the
conversion of social capital.24

2.3 conceptual frameworks

The conceptual framework underlying this research is presented in the

following:

23
Beasley, C. J. Students as Teachers: The Benefits of Peer Tutoring. (Paper
presented at the 6th Annual Teaching Learning Forum, Murdoch University, 1997),
p. 24
24
Royal, K. D. Results of the Study Assessment. (University of Kentucky,
2007). Unpublished report.
 15

The First Grade Students of Vocational High

School 3 barru

Teaching speaking
material

My My Social
My School
Hometown Bestfriend Media

speaking through peer

tutoring

Teaching speaking through peer tutoring strategy

 The student are divided into some groups, each group consisting of 10 members

in each group. There are 1-2 students who became tutor to explain about the

material.

 Held discussions to discuss the material into the problem.

 Assertions and additional material by the teacher to the problem unsolved.

 Teacher and members conclude the study.

The main components above are described as follow:

2.3.1 Input

Input refers to the students that are divided into some groups, each group there

are 1-2 students who became a tutor who will explain to their friends about the
material they have not understood. The students are divided into some group, each
 16

group consisting of 10 members in each group there are 1-2 students who became

tutor who will explain the material to their friends about the material they have not

understood.

2.3.2 Process

Process refers to the applying of peer tutoring strategy by sharing ideas

through asking and responding question.

2.3.3 Output

Output refers to the improvement of students; speaking skills.

2.4 Hypothesis

Hypothesis is a statement and provisional answer toward the research

problem, the hypothesis formulation is based on theatrical investigated and the

conceptual framework that the researcher did, moreover the hypothesis need the

research process to examine the data.25

Based on the previous related literature and the problem statement above, the

researcher puts forward hypothesis as follow:

2.4.1 Null Hypothesis (H0)1

Peer tutoring strategy is not able to improve speaking skills at the first grade of
Vocational High School 3 Barru.

2.4.2 Alternative Hypothesis (Ha)1

Peer tutoring strategy is able to improve speaking skills at the first grade

of Vocational High School 3 Barru.

25
Sugiono, Metode Penelitian Pendidikan Kuantitatif Kualitatif (cet.22; Bandung:
Alfabeta 2015), p. 91.)
 17

2.5 Variable and Operational Definition of the Research

2.5.1 Variable of the research

Variable can defined as any aspect of theory that can vary or change as part of

the interaction within the theory. In other words, variable are anything can effect or

change the results of a study. Every study has variables as these are needed in order to

understand differences.26 This study has two variables; they are independent variable
and dependent variable. These variables involved in this research are going to discuss

below:

2.5.1.1 The dependent variable is students’ speaking skill.

2.5.1.2 The independent variable is the implementing of peer tutoring strategy.

2.5.2 Operational Definition

2.5.2.1 Speaking is communication tool to express feelings, ideas, and thoughts as

well as to the other people in many different situations and it includes sender

message receiver.

2.5.2.2 peer tutoring is the learning strategy with a group system, in which a class can

quickly realize a relaxed informal learning climate by asking students use the
creations of instructional material that was taught.

III METHOD OF THE RESEARCH

The methodology of the research is very important in every research as a

guideline to attain the objective of the study. Chapter three provides information

about methodology of the research that the researcher applies in this study. They are

26
Christoper L. Heffner, defining variable
“allpsych.com/researchmethods/difiningvariables/” (Accessed on Juny, 29th 2019).
 18

research design, location and duration of research, population and sample, instrument

of the research, procedure of collecting data and technique of data analysis.

3.1 Research Design

This research design, the researcher collects; process: analysis the data to get

conclusion of the research. This research is called quantitative research because it use

numbers or statistics. The method applied in this research is pre-experimental design

with one-group pre-test post-test design. The design is described as follow:

Pre-experimental design with one group pre-test and post-test design.

E : O1 × O2

Where:

E = Experimental Class

O1 = Pre-test

X = Treatment

O2 = Post-test27

3.2 Location and Duration of Research

During this study process, the location of this research will take a place at

Vocational High School 3 Barru, Bojo Baru Mallusettasi, and South Sulawesi. The
duration, then, of this study will spend one month for collecting data.

3.3 Location and Sample

3.3.1 Population

Population is group of objects, events or indicators that became targets of the

research. The population of this research is the first grade students of Vocational

27
Syamsuddin AR, Vismaia S. Damaianti, Metode Penelitian Pendidikan Bahasa
(Bandung Gre Publishing, 2009), p. 157.
 19

High School 3 Barru academic year 2019/2020. There are six classes, X TKJ 1, X

TKJ 2, X AP 1, X AP 2, X TKB 1, X TKB 2. The totals of population are 177

students.

Table 3.1 Number of Sample

Class Total

X TKJ 1 32

X TKJ 2 32

X AP 1 30

X AP 2 29

X TKB 1 27

X TKB 2 27

Total Students 177

3.3.2 Sample

Stating the number of population, the researcher will use cluster sampling

technique. The researcher will use this technique because it will make the researcher

easier to find sample from many classes. Only by cluster, all classes at the first grade

and take one of the classes as the sample, the class X TKJ 1 which consists of 32

students as the sample in this research.

3.4 Instrument of the Research

The instrument within this research, the researcher will give a speaking test.

This test will be used to gain data of the students’ speaking skill before and after

treatment. There are two tests of this research, they are pre-test and post-test. Pre-test
will be given before the treatment to find out the students’ prior knowledge and post-
 20

test will be given after treatment to find out the students’ speaking skill based on the

strategy which will be given and the researcher will use recorder as the aid of these

activities.

3.5 Procedure of Collecting Data

In collecting data process of this study, the researcher will collect the data

with the following procedure:

3.5.1 Pre-test

Before continuing giving treatment, the researcher will give the students pre-

test as an activity in the first meeting. Its purpose is to know how far the students’

speaking skill up to now. The test is delivered by the researcher dealing with the

given materials.

The following is the procedure of pre-test: 1) the researcher will explain what

the students are going to do. 2) the researcher will call the students one by one. 3) the

researcher will test the students and will record their voice. 4) the researcher will use

mobile phone to record it. 5) the students’ speech scores in their rating skill scale

sheet by the researchers.

3.5.2 Treatment

After conducting the pre-test at the first meeting, the member will be treated

by an application of peer tutoring strategy. The strategy are: 1) the researcher will

divide students into some groups. 2) the researcher will choose the tutor for each

group purposively. 3) the researcher will conduct regular meeting twice in a week, 4)

the researcher will distribute the material. 5) the given material will be descriptive

text and the topic are: my best friend, my family, social media, and my hometown. 6)
 21

the researcher will give hand out of listed expression to facilitate the members in

asking and responding the questions relating the material for each treatment. 7) the

researcher will let the tutor for each group explain the material by their own way and

communicatively and then the researcher comes to ensure the tutors’ role on the right

way. 8) after fifteen to twenty minutes the tutor will stop the peer tutoring process

and the researcher will open the next session. 9) the next session is making a

discussion by sharing their ideas within asking and responding the given material on
descriptive text. 10) the researcher will make sure that all the members on the group

are engaged fully. 11) member of each group are required to speak naturally about the

topic based on the given question. 12) the tutors are expected to lead and to guide the

running process of peer tutoring. 13) after twenty minutes the peer tutoring strategy in

the calss is stopped and the tutors will conclude the given topic with their students.

14) the researcher will make sure the positively reinforce the work of tutor. 15) the

researcher will evaluate the material in general class. 16) the researcher and the

members will conclude the study at the meeting. 17) this activity will run in the

second meeting with one topic. Because the given materials are three the researcher

will take two other meetings for the next two topics have been mentioned before.
3.5.3 post-test

As the last day of the class or the sixth meeting, the researcher will conduct

the post-test for the students. It aims to measure the students’ development in

building up their speaking skill by applying peer tutoring strategy: 1) the researcher

will explain what the members are going to do. 2) the researcher will call the

members one by one. 3) the researcher will test the members and will record their
 22

voice. 4) the researcher will use mobile phone to record it. 5) the students’ speech

scores in their rating skill scale sheet by the researcher.

3.6 Technique of Data Analysis

The data will be collected through the test have been analyzed by using

quantitative analysis. The following are the steps which undertaken in quantitative

analyze.

3.6.1 Scoring classification

To find out the students’ speaking skill, it was viewed from the four

components, and they were: fluency, accuracy, content, and pronunciation.

Table 3.2: scoring speaking rubric for fluency activities

Rating Demonstrated competence

 Uses a variety of vocabulary and expressions

 Uses a variety of structures with only occasional grammatical

errors
4
 Speak smoothly, with little hesitation that does not interfere

with communication

 Pronunciation and intonation are almost very clear/accurate

3  Uses a variety of vocabulary and expression, but makes some

errors in word choice

 Uses a variety of grammar structures, but makes some errors

 Speak with some hesitation, but it does not usually interfere

with communication

 Stays on task most of the time and communicates effectively,

generally responds appropriately and keeps trying to develops
 23

the interaction

 Pronunciation and intonation are usually clear/accurate with a

few problem areas

2  Uses limited vocabulary and expressions

 Uses a variety of structures with frequent errors, or uses basic

structures with only occasional errors

 Speaks with some hesitation, which often interferes with

communication

 Tries to communicate, but sometimes does not respond

appropriately or clearly

 Pronunciation and intonation errors sometimes make it

difficult to understand the student

1  Uses only basic vocabulary and expressions

 Uses basic structures, makes frequent errors

 Hesitates too often when speaking, which often interferes

with communication

 Purpose is not clear, needs a lot of help communicating:

usually does not respond appropriately or clearly28

3.6.2 Scoring the students’ speaking of Pre-test and Post-Test

𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 ′ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑆𝑐𝑜𝑟𝑒 = 𝑋 100
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

28
J. Michael O'malley and lorraine Valdez Pierce. Authentic Assessment for English
Language Learners (United State: Pearson Longman, 2005), p.3
 24

3.6.3 Classified the students’ classification, as follows:

Table classified the students’ score in this scoring classification

Score Classification

80 – 100 Very Good

66 – 79 Good

56 – 65 Fair

40 – 55 Poor

<39 Very Poor29

(Source: Suharsimi Arikunto, 2009;245)

3.6.4 Percentage of the students score using the following formula:

F
P= X 100
N

Where:

P : Percentage

F : Frequency

N : the total number of the student

3.6.5 To find out the mean score by using the following formula:

29
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Edisi revisi; (Jakarta:
Bumi Aksara, 2009), p. 245
 25

∑𝑥
𝑋 =
𝑁

Where :

X : Mean Score

∑x : The sum of the all score

N : Total Number of Sample

3.6.6 To calculate standard deviation by using the following formula:

2
(∑ 𝑥)
√∑ 𝑥 − 𝑛 − 1
𝑆𝐷 =
𝑁 −1
Where:

SD : Standard Deviation

∑x : The sum of the all score

N : Total Number of Sample

(∑x)2 : The sum square of the sum of square

2.6.6 Finding Significant difference between the mean sccore of the pre-test and post

test by calculating the value of the test using the following formula:

𝐷
𝑡 =
2
Where : t : Test of significance (∑ 𝐷)
√∑ 𝐷 − 𝑛 − 1
D : the total score differences 𝑁 (𝑁 − 1)

∑D : the sum of total differences

∑D2 : the square of the sum score of differences

N : the total sample.30

30
L.R. Gay, EducationResearch Competencies For Analysis and Application, p. 331
 26

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