Thesis Group Work To Speaking

CHAPTER I
INTRODUCTION
A. Background of The Problem

Most of countries in the world use English as their daily
communication language, because languages have a big contribution in social
life. Without language people will not be able to have harmonious in social
interaction. Today, language, especially English in social interaction was very
useful to bridge our relationship with the other country. Many activities used
English as communication tool such as business activities, scholarship and
culture.
There are two types of communication that can be applied while
someone communication with other. In other word, communication can be
performed in oral and written. In general, however, in sharing information or
expressing the message to another people tends to use oral spoken language. It
means speaking is considered by the easiest way to communication.
In Indonesia English is a first foreign language that taught in
secondary school. English must be studied by the students at junior high
school, senior high school until university. As a foreign language English not
only for students academic aspect to get good mark but also for
communication tool in work world after school.
In learning English, there are four integrated skills that the student
learns, those are listening, speaking, reading and writing, and beside that the
students also learn the structure or grammar of English. According to Lado

(1961: 240) stated that speaking ability is describe as the ability to express
oneself in life situation or the ability to report acts or situation precise words,
or the ability to converse or to express a sequence of idea fluency.
In speaking activity students also feeling shy and lazy to speak because
they have low abilities and motivation in speaking. There are many reasons
why students feeling shy and lazy to speak in English class: the first, when the
learner tries to speak, they are afraid of making mistake in vocabulary and
grammar. The second, the students do not have motivation to speak, the
motivation come from teacher as motivator and from students itself. The third
is students opportunities in speaking, in actually when teaching teacher only
give attention to students with high ability so the middle and the low ability
have no opportunities to speak. Finally, they embarrassed to speak because
they environment or social life do not support them.
1
Based on the fact that the writer sees on the field, it is found out that
in teaching process. This problem happened in MTsN Model Padang. MTsN
Model Padang is the Islamic junior high school that is standard of the others
Islamic junior high school in Padang. This school use KTSP ( Kurikulum
Tingkat Satuan Pendidikan) as their curriculum.
The writer has done observation there. The problem is about students
ability in speaking, this issue happened because Most of teacher still teaching
in teacher centered even though the curriculum state that activity in class is
student centered. So, Most of junior high school students do not enthusiastic to
speak in English and they have no self confident to speak in English.

According to Widdowson (1984:56) speaking is active or productive skill and
peaking is also a tool of communication as orally.
In teaching speaking teacher should give more motivation to the
students and apply the other teaching method, such as oral approach, audio
lingual method, communicative language teaching, total physical response,
and natural approach.
According to preliminary observation, the speaking score of the
students are:
Table .1.1
Students Speaking Score (Preliminary Observation)
No
1
2
3
4
Name of student
Student A
Student B
Student C
Student D
P
59
57
56
50
V
49
42
53
52
G
49
48
46
50
F
55
50
57
64
U
58
59
55
68
Average
54
51.2
53.4
56.8
Notes: the standard of students ability is >65
Total score:
P : Pronunciation
V : Vocabulary
G : Grammar
F : Fluency
U : Understanding/ Comprehension
Based on the fact of the score, the writer can conclude that the
students abilities in speaking are still low. So, the teacher needs help in
teaching speaking. A strategy is important thing in teaching and learning
speaking activity. One strategy is group work. Group work does not only
encourage students to participate in speaking class but also increase students
confident when he speaks with his friends. When he needs some help, his
friends always are there for him. He will not be shy to ask something to his
friends. So, he can solve his problem.
Killen (1998:62) states that two or more of the students are working
together. In gave group work students have more opportunity to employ the
target language; they manage to perform equally successful in term of
pragmatically accuracy as when the teachers are leading discussion. In group
work students should have responsibility to do their task in group. According
to Can Dance Matthew (1994:xiv) student must take full responsibility for
carrying out the activity.
Group work is working together with friends but this does not mean
that students are left to their own device to learn whatever they like from
discussion. It means that teacher have to construct the learning environment so
that the students can interact productively under teachers indirect guidance.
Group work means all approaches to group wok have the distinguishing
feature that students are working together without direct intervention by the
teacher (for a least some of the time).
Killen (1998:62) the successful of group work often depend on many
of the factors that help to make a whole class discussion:
(1). A clear focus on student learning. (2). Preparation of (and by) the students.
(3). A clear set of guidelines for students. (4) .Management of learning
environment. (5). Direction, but not intrusion, by the teacher. (6). Willing
participation by all students. (7). Monitoring and feedback by the teacher. (8).
Careful time management by the teacher and the students. (9). A logical
conclusion.
In our religion Islam, Allah asks to people in Holy Quran to always
keep helping each other and discussion if we found some difficulties. It
appropriate in Asy Syuura 38

Meaning:
Those who hearken to their lord and establish regular prayer,

who (conduct) their affairs by mutual consultation; who
spend out of what we bestow on them for sustenance. (Ali.
1996:48)
This verse conveys us that we should always discuss our problem with
other people if we can not solve it. Group work strategy can help students to
practice their speaking and ask their friend if they find some difficulties
without feeling shy.
Based of the phenomenon, the writer is interested to use the group
work strategy in teaching speaking at MTsN Model Padang. The main
problem of this research is how to improve students speaking abilities through
group work. So, the writer does the research with title:
The Use of Group Work in Improving Students Abilities in Speaking at
Islamic Junior High School Model Padang .
B.
Identification of the Problem

This study is focused on students abilities in speaking activity. As far
as the writers know from the teacher and the interviews result, the writers
conclude that: The students are still having low motivation and they have lack
of skills to speak in English. There are some determinant factors constituting
students speaking skill when group work is applied namely: teacher and
students.
In this research there are two aspects that researcher want to know, the
two aspects such as students abilities and students motivation. The first
aspect is students abilities this aspect develop students speaking skills. In
speaking skills there are five components for example: pronunciation,
vocabulary, grammar, fluency, and comprehension o understanding.
According to Harris (1969:81) there are five components of language
that influence in speaking ability. They are as follow:
a. Pronunciation
When someone studies English, he has to learn how to pronounce the
words of English. This is very important because the sounds of Indonesian
language and English are different Pronunciation. Hornby (1995:908) state
that pronunciation is the way to speak a language and a way in which a
word is pronounced.
b. Vocabulary is the entire words that make up a language. Before someone
study about the English skill he should learn about vocabulary as the first
step.
c. Grammar or structure as the study of how to combine words into sentence

and the forms of words. In the other words mastering grammar someone
can master speaking of language.
d. Fluency
Harris (1969:81) states that fluency is the ease and speed or the flow of
speech.
e. Comprehension or understanding is also one of the components that
involves in speaking skill. When someone speaking to interlocutor, he
should pay attention to it because if the interlocutor does not comprehend
what the speakers says, the will be misunderstanding between them and
communication can not run well.
The second aspect is students motivation and teachers instructions.
Students motivation come from teachers as motivators in learning process and
come from themselves. Teachers instruction created by the teacher it self. The
instruction helps teacher in teaching and help students in understanding the
lesson that given by the teacher.
Based on the two aspects, students abilities and students motivation,
the researcher can identify the problem of the students with: the students are
still having low motivation and they have lack of skills to speak in English.
C. Limitation of the Problem
Generally there were many factors that gave influences in learning
process such as: environment, teaching instruction, motivation and time limit.
For example: In teaching speaking teacher should keep attention to students
environment in school, home or their society. Teaching instructions too, this is

having significant effect in speaking process, without instruction teacher will
find difficulties in teaching, because instruction make teacher still on the rules
in teaching. Time limit means, the reason why in course place students easier
to study English than in school, because in course place students have many
time to learn and practice.
Another factor is teachers competences; Arikunto (1993:239) says
there are three competences that the teacher must have:
1. Professional competences, it means: as a teacher she should have
the knowledge about the subject that she will teach.
2. Personal competence, it means: teacher should have good attitude
in teaching.
3. Social competence, it means: teacher must have ability to
communicate with her environment not only in school but also in
her society.
In determining students progress in speaking process there are many
ways. One of them is group work. Here, the problem of research will be
limited to the use of group work in improving the students abilities in
speaking. In speaking there are five components such as pronunciation,
vocabulary, grammar, fluency, and comprehension or understanding. In junior
high school there are only three skills, such as, pronunciation, vocabulary and
fluency. So the limitation is the use of group work in improving the students
abilities in speaking, especially in pronunciation, vocabulary and fluency, and

motivation students in learning English.
D. Formulation of the problem
Based on the above description, this thesis focused on process of
speaking activity. In General the problem is: Does group work improve
students speaking abilities and motivation? Specifically: Does the group work
improve the students: (1).Vocabulary. (2). Pronunciation. (3). Grammar (4).
Fluency. (5) Understanding and (6). Motivation in speaking?
E. Purpose of the Study
Generally, the objective of this research is to find out the effect of
group work to students speaking improvement. Specifically are: To find the
use of group work in improving: (1). Vocabulary. (2).
Pronunciation. (3).
Grammar. (4). Fluency. (5) Understanding and (6). Motivation in speaking.

F. Significant of the research
The researcher expects that this study could be useful for:
1. Researcher as a future teacher. It hoped that researcher can teach better
than before.
2. The teacher in that school. It is hoped that the teacher will know the
students ability in speaking because the uses of group work can be used to
determine the students progress in learning process of speaking.
3. In speaking students are expected to be more active, brave and creative to
express their idea, opinion and suggestion by using sentence in English.
G.
Definition of Key Term

To avoid miss understanding, it is necessary to define the term used in
this study:
1. Improving is become or make better (Hornby: 1993).
2. Speaking is one of the four language skill to tell the words that are doing
in communication and transmitting the message from the source to target
language. According to Widdowson (1984: 54) speaking is active and
productive skill.
3. Group work is one strategy that can make all students participates in
speaking class. According to Killen (1998:62) Group work is working
together with friends but this does not mean that students are left to their
own device to learn whatever they like from discussion
4. Students speaking Ability is the mental or physical capacity, power or skill
required to do something that should have by the students. The extent to
which the learner or speakers achieve instructional speaking objective or a
set of intended speaking outcomes obtained by conducting a speaking test .
5. Improving students speaking ability is to make the students have the
mental or physical capacity, power or skill required to do something.
It means that The Use of Group Work in Improving Students Abilities in
Speaking at Islamic Junior High School Model Padang enable the students to
express their idea as orally, together with their friends in learning process with
responsibility.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. THEORY
1. The Nature of Speaking
Naturally, speaking as means of communication is the process of
transmitting the message from the source to target language. By practice
speaking student at any level are able to ask some question in English. It
means that speaking is used to send information, news, ideas, or opinion.
According to Hammer (2001) the ability to speak English fluently
presupposes not only knowledge of the language features, but also the
ability to process information and language on the spot. The ability to
process the information is also closely related to knowledge and
Intelegancy. According to Widdowson (1984: 54) speaking is active and
productive skill. It means that speaking is a skill, and every skill needs a
practice. Without practicing the skill will become weak. Consequently, the
students will not be able to master the skill.
In addition, speaking is the complex skill, when some one is
speaking. It is not enough for him/her just to know the sound, structure
and vocabulary system of the language. As Finochirio (1987:109) state
that the speaker also needs to think the idea she/he whishes to express and
must be sensitive to any change in style necessitated by the persons whom
she/he is speaking too, on the situation in which the conversation is taking
place. Harris (1974: 81) emphasizes the speaking ability is divided into
five components. They are pronunciation, grammar, vocabulary, fluency

and comprehension.
On the other hand, for a language learner speaking is useful for
communication and interaction with other in the classroom or out side.
Speaking is natural means of communication to express human being
thought as well as social behavior. And also speaking is the active and
productive skill that needs practice. Based on description above, the writer
can conclude that speaking a natural means of communication to express
11
human beings though as a form of social behavior.
In junior high school, the students are hoped to enable the student
to express the meaning in short oral transactional conversation and
interpersonal to interact in their community on daily life. Based on KTSP,
Junior high school students in speaking should have ability in the
following respects:
a.
To show the transactional conversation meaning and oral interpersonal

as a simple to interact with nearly environment. (Ask some one to do
something, short message to some one, asking for explanation).
b. To show the oral functional meaning of the text and simple short
monolog descriptive and recount text to interact with nearly
environment. (Retell story about narrative and descriptive).
2. Some influential factors in speaking
In speaking there are the importance components of speaking.

According to Harris (1969:81) there are five components of language that
influence the speaking ability. They are as follow:
a. Pronunciation
When someone studies English, he has to learn how to pronounce the
words of English. This is very important because the sounds of
Indonesian language and English are different Pronunciation. Hornby
(1995:908) state that pronunciation is the way to speak a language and
a way in which a word is pronounced.
b. Vocabulary is the entire words that make up a language. Before
someone study about the English skill he should learn about
vocabulary as the first step.
c. Grammar or structure as the study of how to combine words into
sentence and the forms of words. In the other words mastering
grammar someone can master speaking of language.
d. Fluency
Harris (1969:81) states that fluency is the ease and speed or the flow
of speech.
e. Comprehension or understanding is also one of the components that
involves in speaking skill. When someone speaking to interlocutor, he
should pay attention to it because if the interlocutor does not
comprehend what the speakers says, there will be misunderstanding
between them and communication can not run well.
3. Type of Speaking
In general there are two type of language: formal and informal
language. In speaking, people use formal speech with someone who has
higher status and in formal speech with family and friends.
According to Tillit and Bruder, (1993: vii) Formal and informal
speech can be differentiate in to two basics ways: by style and content,
informal speech is characterized stylistically by omission, elisions,
reductions and sometimes, a faster speaking rate. Formal speech is
characterized by building information into sentence and tendencies toward
more complete sentence as opposite to fragments.
Moreover, Posner (1982) categorize speaking into three types: a.
active dialogue, b. reactive dialogue, c. direct dialogue.
a) Active dialogue
In this type, all interlocutors have great freedom in selection of
a topic. It enables anyone to give a new turn for discussion without
interrupting the train of thought. It means that among interlocutors in a
conversation may produce indirect comment about the topic they talk
about. This dialogue usually occurs in daily conversation.
b) Reactive dialogue
In this type, the commentators only mention direct comment

there is no comment from another speaker on the commentator say. At
each moment of dialogue
c) Direct dialogue
Differently, all participants in this dialogue only use direct
comment in taking point of view. In this type, each interlocutor refers
to the main information contributed by predecessor. Therefore,
therefore, there is no collision of communicative interest in this
dialogue. And everyone is in the framework of point of view and
develops a common topic further.
In this research, the researcher uses active dialogue for teaching
speaking. Active dialogue encourages students speaking abilities
because all interlocutors have great freedom, enables anyone to give a
new turn for discussion without interrupting, speak in English without
feeling scared if made mistake. It means that between interlocutors in a
conversation may do conversation actively.
This dialogue usually occurs in daily conversation. In this
research researcher use active dialogue in conversation to make
students have the same opportunity in speaking so it will prepare
students to speak without scared to make mistake at the first time.
4. Function of Speaking
Brown and Yule (1980) state that transactional function is used to

speak the language tends to be clear and speak. Speaking ability occurs
when there are two students or more interact. Speaking ability aims in
maintaining social relationship among the students. Brown and Yule
(1980) conclude that the function of spoken language is to maintain of
social relationship, and most of people spend a great deal of primary
purpose to be nice to the person their live in chat when they talked. The
main purpose of the speaker in this function is to transfer their idea,
speaker and listener should have ability to encode and decode what the
speaker says.
In communication there are two ways, such as oral and written
communication. In this research, researcher will use oral communication.
In communicative skill teacher should invite students to be active in
speaking. In oral communication students are hoped to have ability to
show their ideas, discuss some topic, report their lesson, telling story,
argue some statement, debate, making decision and express some
expression.
Junior high school is the secondary school that learning English.
Students are taught with four skills; the skills are listening, speaking,
reading and writing. In teaching process teacher do not teach students by
focusing in one skill only, but teacher in teaching will combine between
listening and speaking, reading and writing. Second grade is students that
have learning English for at least one year, so, they are hoped to have
ability in speaking.
Based on KTSP, Junior high school students in speaking should
have ability in the following respects:
c.
To show the transactional conversation meaning and oral interpersonal

as a simple to interact with nearly environment. (Ask some one to do
something, short message to some one, asking for explanation).
d. To show the oral functional meaning of the text and simple short
monolog descriptive and recount text to interact with nearly
environment. (Retell story about narrative and descriptive).
5. The Importance of Speaking.
The objective of spoken language is shown by competence of the
learner in communication. According to Steven (2002) the goal of the
language learning is to enable students to use the language in
communication. In communication students hoped communicative with
other, in class room teacher are hoped tough students with communicative
language teaching (CLT). CLT is an approach to the teaching of second
language and foreign language that emphasized interaction as both the
means and the ultimate goal of learning a language. According to Richards
(1986:71) shows that, there are four of communicative competence:
1. Grammatical competence, it is domain of grammatical and lexical
capacity.
2. Sociolinguistic competence refers to understanding of social context in

which communication take place, including rule relationship, the
shared information of the participant, and the communicative purpose
of their interaction.
3. Discourse competence refers to the interpretation of individual
message elements in terms of their interconnectedness and of how
meaning is represented in relationship to the entire discourse.
4. Strategic
competence
refers
to
the
coping
strategies
that
communicators employ to initiate, terminate, maintain, repair, and

redirect communication.
6. Teaching speaking through group work
Speaking is one of the important skills that should be mastered by
people. Learner must also acquire the knowledge of how native speakers
use the language in the context of structured interpersonal exchange, in
which many factors interact. Therefore, it is difficult for foreign language
learners, especially adult, to speak the target language fluently and
appropriately. In this thesis the writer uses teaching speaking through
group work. This technique can make students participate in speaking
class.
Group work has benefits to increase the student opportunities to
perform with the foreign language. The purpose of group work is not only
to enable the students to speak in that language but also to develop their
thinking and improve the feeling of solidarity among of them in the class.
Group work also transforms the class into supportive learning teams; the
group keeps students energized, motivated and provides support to
complete complex tasks.
A lesson that involves Group Work might proceed as follow
(assuming that the planning described previously has all been done) killen
1998:68):
1) At the start of the lesson, inform students the objectives for the lesson
and remind them that they will be working in their previously arranged
groups. Remind students about the arrangements such as time
allocation and work space. It is very important for students why they
are working in group.
2) Under the teacher guidance, the students form into group, collect any
necessary materials and start to work. However, do not make too much
time over this or your students will start to lose interest and find other
ways to amuse them.
3) The first job of the groups will be electing their group leader, the
teacher will nominate them. The main task of the leaders is to provide
the directions necessary to get their groups working and to keep the
members on task.
4) You must circulate around the groups to maintain an appropriate
degree of order, attend to any difficulties that arise, gain feedback on
students progress, help the groups to keep on track, and encourage
students to think more deeply about the things they are learning.
5) One of the teacher important functions is to monitor the group work

and gather evaluative data about how your students are thinking and
acting during this process of learning.
6) As the end of the lesson approaches, it is important for teacher to bring
activities to definite conclusions. One of important decision teachers
will need to make is whether to have the groups report back at the
end of lesson.
In order to understand the organizing of group work in more detail,
the writer would like to divide into some reasons, Nurlita (2007) propose:
1. Grouping
Dividing a large class into small group can be done in many
ways, Schmuch (1971:17) state that students can be dividing into many
criteria; the most common are random sample, ability, friendship, and
mixed ability.
Random sample grouping is the technique grouping students
according in their seats, when the teacher divides the students into
group of four students, he could easily group those who sit in front of
the class into one or two groups up to the students who sit at the back
seats. This technique of grouping, make students self confidence that
they are able to be part of their group.
Ability grouping is the students are grouped according to their
ability levels, this grouping deal with regarding to difference of
individual students as interest and levels of ability. On this research,
grouping the students based on their abilities in English can overcome

the individual differences in a large class. In general, there are three
level is divided into small of four students.
Friendship grouping is a way of grouping students in which
they are free to their own groups; they will gather their friends who
have a close relation with them.
2. Choosing group leader
Group work require a group leader, this intended to get
someone who maybe responsible in their groups the responsibility of
group
leader as confirmed by Doty and Rosse (1973: 298) is as
following that keeping the discussion activities, making summaries, of

what has been accomplished for class presentation and leader their
friends to share opinion systematically.
3. The teachers role
a. Give clear instruction about when starts discussion, what doing and
when stop. Here the students are hoped to find out the usefulness
of time in order that the time is meaningless.
b. Give the clear define tasks of which do not continue for too long,
this means to facilities the students in discusses the speaking
materials in accordance in their abilities.
c. Set up routine, so that the students accept the idea of working in
group and know exactly what to do. The English teacher asks the
members of each group always work together in order to solve the

problem of speaking without depressing other members.
d. Present question or task in this case, the English teacher Ask the
students to show their homework to check.
e. Helps and encourage the students to use new language in a
communication
activity
is
to
make
free
and
easier
communication.
4. The students role
In this group discussion, each member of groups should know
their roles to make the work successful. The following are very
importance to be considered:
a. Initiating is when students in the group plan the speaking
discussion and arrange the form of speaking based on the topic
given.
b. Asking and giving information the group members may ask and
give to each other what feel misinformation that given by teacher
and group leader.
c. Asking and giving reaction, the group member are claimed to
develop the topic of speaking related which the time and schedule.
d. Summarizing the members of group are also claimed to make short
conclusion on speaking materials that have been already discussed.
e. Reporting groups work
In this strategy on speaking English skill, they need to report the

result o discussion is also important. The important of the report
comes fro the students themselves who really need to find out
what group said. Jacobs (1986:33) says that:
When learners have been having opinion or problem solving
discussion, it can be continued with the whole class. People will be
interested to hear what other group said, sometimes each group can
give a report about their discussion.
5. Correction and feedback
Correction and feedback are given at the end of the each
discussion session. The groups have been dismissed and students sit
ordinary arrangement. Now, the teacher is in the focus of the whole
class for correction and feedback, the teacher should have discreetly
monitored the activities of each group and members.
7. The Advantages of Using Group Work
According to Killen (1998:64) there are many advantages of using
group work not only for students but also for teacher:
a. Group work allows you to vary the learning task for different group of
student.
b. Group work encourage the students verbalize their ideas and feeling
and this can help them to understand the subject matter.
c. Group work give the opportunity to contribute idea and to try to master
the content in a non-threatening and environment.
d. Group work engages students actively in learning and this can enhance
their achievement and retention (Peterson, 1981; swing 1982).
e. Group work helps students to learn respect for one anothers strength
and weaknesses and to co-operate with another.
f. Group work teaches students to be less reliant to the teacher and more
reliant own ability to think and to seek information from other source.
g. Group work can increase the possibility the students will look at the
problem from several perspectives.
h. Group work allows students to experience the role as a leader, peers,
and subordinates a range of social contacts.
i. Group can be fun (and there for motivating) for students.
j. Group work is very useful way of activating students prior knowledge
and helping them to reconstruct their understanding of the subject
matter. (De grave. 1987)
k. Group work give you a chance to circulated and check the individual
students understanding, without placing the students a testing
situation.
l. Mixed ability grouping can encourage lower ability students to persist
at difficult tasks (Curry. 1997).
8. Stages in Teaching Speaking of group work

The strategies to improve speaking ability should have the goals,
for instance; in this method the teacher divides the class into the small
group to work together. The good method approaching this problem is to

look at the writing process in term of three parts: pre speaking activity,
whilst speaking activity and post speaking activity.
a. Pre-speaking
1. In speaking teaching and learning process, the teacher is supposed
to be able to motivate, and support the students and make them
interested and concentrated in speaking.
2. Place students in appropriate group. It means, under the researcher
guidance the students are formed into group five or six, collect any
necessary materials and Use Assignments That Require Group
Interaction to start the work.
3. Then teacher inform the students of the objective of the lesson and
remind them that they will be working in their previously arranged
group.
4. Give explanation to the students about the rules of group work.
And State a time limit for the group work.
5. Elect the leaders; the task of the leaders is to provide the direction,
which is necessary, to get their group working and to keep the
member of the task.
The process of making the students interested can be indicated
from many aspects. Some of them are: preparation of an interesting
topic material, it will be used in teaching and learning process and the
method will be used.
b. Whilst-speaking
1. In this activity the students will sit with their group.
2. Then teacher give the material to them and ask them to do it
together. Based on the material students will work together to
finish their task and solve their problem if they find it. Teacher
should Explain The Assignment Clearly And Provide A Handout
3. The teacher will circulate around the group to maintain an
appropriate degree of order, attend to any difficulties that arise,
gain feedback on students progress, help the group to keep on the
track, and encourage students to think more deeply about the things
they are learning and sit in on group discussions to check on
students progress.
4. Monitor the work group and gather the evaluative data about how
your students are thinking and acting during this process of
learning. and at last remind students of the time remaining to
complete the task
c. Post-speaking
Post-speaking is the section applied after whilst-speaking. The
function of post-speaking is to evaluate:
1. Ask students to have group report in front of the class or if this way
takes extra time the teacher can check the group works when
teacher move around the classroom on discussion activity and
summarize the conclusion for the class.
B. CONCEPTUAL FRAME WORK

In teaching and learning process, teacher should be able to teach
appropriate strategy. This is applied in order to the students not to be bored
and understand the concepts what they have learned. One of the strategies that
help the students to be more active in learning is with group work. The use of
this strategy in teaching speaking is hoped to increase their ability in speaking
than students without using this strategy (conventional) after doing eight times
treatment. In teaching and learning process students are hope not only peaking
skills but also students motivation in speaking.
Teaching Speaking skill
Group work
Conventional
Speaking ability Students motivation
Result
Students motivation Speaking ability
Result
Compare
C. RELEVANCE STUDY
Group work has an important role in teaching and learning process
according Aman (2005) in his thesis with title the effect of small group
discussion and language learner strategies on English speaking skill, have the
result the effect of small group and LLS have better result on English speaking
skill at the firs years students of senior high school.
According to Besral (2006) lecturer of English at the faculty of
religious education IAIN Imam Bonjol Padang on his research about
developing students competence in writing through pair collaboration state
that in some cases pair collaboration and group work does not give significant
effect o develop students writing. But on the other case students success in
the product of persuasive and argumentative essay was mainly due to the
guidelines provided such as discussion and brain storming in the pre writing
activity.
According Nurtita (2007) on her thesis improving students motivation
and speaking skill thought small group. The conclusion of Her research is
small group can improve students motivation and speaking skill in English
lesson of the eight years students of SMPN2 Kecamatan Harau 50 Kota
regency.
Hidayat (2007) on his thesis with title teaching speaking by using
simultaneous pair work and group work technique. According to him this
technique can be effectively used in classes. This technique gives significant
effect to students in speaking activity not only in class room but also outside
of class room. It makes the class more interesting for the teacher and the
students.
D. Hypothesis
It is hypothesized that the use of group work in teaching and learning
process can improve students abilities and motivation in speaking.
CHAPTER III
RESEARCH METODOLOGY
A. RESEARCH DESIGN
This research was experimental research. In this research, the
researcher used the technique is independent variable and speaking activity is
dependent variable. Experimental group (EG) Receives treatment and Control
group (CG) was receiving no treatment. The two groups are taught by
different techniques. The experimental group taught by Group Work and
control group is taught without Group Work.
Before doing treatment researcher gives pre-test to both sample. Pretest is given to know the students ability in speaking before treatment. After
treatment eight times, writer gives post-test. Post test is done to know
students ability in speaking after treatment. The result will be known by
comparing the pretest and posttest.
The design of this research can be figure out by this formula (W.
Creswell: 1994:132)
Group A 0..x.0
Group B
0.0
A : Experimental group
B : Control group
0
: Pre test and Post test
X : Treatment (Teaching through Group Work)

B. Population and Sample
30
1. Population
Population on this research was the second years students of
MTsN Model Padang. Gay (1987:102) state that population is a group
which researcher would like the result of the study to be generalize. The
second years students are spread on twelve classes. There are 506
students. The students have the same qualification and academic
background before doing treatment. They are chosen as the population
based on the assumption that they have learnt English for at least one year.
The twelve classes will use SPSS (Statistical Product and Service
Solution) to know the normality and homogeneous data. To show the
sample is representative or not, so, the researcher did the next steps:
After know the normality homogenous test by using SPSS, the
writer found nine classes as a population and 378 students as population.
The classes were (VIII1, VIII2, VIII3, VIII4, VIII5, VIII6, VIII8, VIII10, and
VIII12). The nine classes had the significant of normality and homogeneous
more than 0.05. Based on the graphics Q-Q Plot, if the data around and
near with the line, it means, the data was normal (see appendix II).
After got the population, researcher will continuous the next step to
find he sample of this research. The population of this research shows on
the next table:
Table .III.1
The total student of MTsN Model Padang
Class
Male
Female
Total Students
VIII1
VIII2
VIII3
VIII4
VIII5
VIII6
VIII8
VIII10
VIII12
Total
14
13
20
23
25
23
26
20
16
180
22
23
22
22
20
21
17
23
28
198
36
36
42
45
45
44
43
43
44
378
2. Sample
Gay (1987: 101) states that sample is the individuals selected to
represent the larger group or population. The sample of this research used
cluster sampling. It is sampling in which group, not individuals, are
randomly selected. All the members of selected groups have similar
characteristics. Based on twelve classes in that school, In this case
researcher got nine classes (VIII1, VIII2, VIII3, VIII4, VIII5, VIII6, VIII8,
VIII10, and VIII12) from twelve classes. The nine classes got by using SPSS
(The normality and homogeneous data).
The researcher selected two homogeneous samples after using
SPSS. After that, the researcher used piece of paper in this case researcher
use nine pieces of paper to determine which one is experimental and
control group. Then the first paper as Experimental group VIII1 and the
second one is as control group VIII 2). To show the sample is representative
or not, so, the researcher did the next steps:
a. Collected the English MID score data from all second grade students
in first semester (see appendix I).
b. Test of normality
Normality test had an objective to know are the sample normal
or not. In this research, to do the normality test researcher used
Kolmogrov Smirnov and Shapiro Wilk. This test is SPSS test (see
appendix II). If the data was significant or more than 0.05 the class
was normal. Then, nine classes had a normal data (VIII 1, VIII2, VIII3,
VIII4, VIII5, VIII6, VIII8, VIII10, VIII12), but the other classes have not
normally data. Based on the graphics Q-Q Plot, if the data around and
near with the line, it means, the data was normal.
c. Test of homogeneous variances
After doing the normality test and got the normal data. Then
researcher did the homogeneous variation test. This test had an
objective as to know are the sample homogeny or not. This test used
SPSS with levene test, if the data significant or the data more than
0.05 it mean the data was homogeneous (See Appendix III).
d. After got the class that had no significant differences, then researcher
chooses two classes as experimental and control group. To get the
sample researcher use piece of paper. Class control was VIII 2 and
experimental class was VIII1.
Table .III.2
Sample of research
Class
Control group
Experimental group
Male
13
17
Female
23
19
Total
36
36
C. PLACE AND TIME

This research was carried out at MTsN Model Padang, the treatment
was conducted at the seconds years students at first semester. The experiment
was treatment from November 11th to December 11th 2008 (Eight times of
meeting). The treatment was carried out based on the teaching schedule of
MTsN Model Padang.
D. INSTRUMENT
This research used test as instrument. The first test was Oral test. This
test is organized based on the test given by teacher. This test was to know
the students speaking abilities in speaking for example: grammar,
pronunciation, fluency, vocabulary and comprehension. The writer asked
the students one by one to speak face to face with the teacher in the class
based on the same topic and the writer will recorded by tape recorder.
Then the write scored the test.
The second test was questioner, this test was to know the students
motivation to speak in English. In order to validate the instrument the
material of speaking test was based on curriculum and was consulted with
English teacher and supervisor. The last was observation. Observation is
used to know the teacher ability in learning process.
E. PROCEDURE DATA COLLECTION
1. Preparing
a. Determine the research time.

b. Preparing the lessons plan arranged by curriculum.
c. Explain to the students about the planning in learning process.
d. Preparing the final test.
2. Learning Process
a. Experimental group
1) Do the opening in learning process, apperception, and motivate the
students.
2) Divided them into group each members are six or five students,
divide them based on students abilities.
3) Explains to the students about the rules of study. Then give the
material ask them to work in group, and then make a deal how
many time that they need finish they work. Students work with
they group (in side or out side of the class) based on situation
4) All of group prepares their member to present the result of
discussion in front of the class.
5)
Teacher encourages the students to speak more active in group.

And other teacher observes the students performance.
b. Control Group
1) Do the opening in learning process, apperception, and motivate the
students.
2) Teacher explains the materials to the students.
3) Teacher asked students to do their work by themselves.

4) Teacher helped students to present their work in front of the class,
and teacher evaluate it.
3. Evaluation
After doing the learning process so the next step is the final test for
to group as a sample. The test is an oral test.
F. TECHNIQUE OF DATA COLLECTION
1. Test
The first test was the result of study test this test will be given to
the students to know the students ability in speaking English. This test will
be given in the first of meeting and the end of study after treatment. This
test is oral test. Teacher asks students to speak face of face with her. The
topic is my hobby and my activity.
1) Pre- test
Pre test was given to all samples to the second years students
of Islamic junior high school Model Padang that collected through the
following procedure:
a. All the students VIII1 and VIII2 were asked to express their ideas in
form of short talk with topic my activity, my hobbies, and my
personality.
b. The researcher evaluates sentence by sentence of the students short
talk and that gave the score for those aspect (structure,
pronunciation, fluency, and vocabulary).
c. The score of each component were determined by its own weight,

it was based on the five points of rating scale (Harris 1969: 84).
d. All of the score of five components were summed up.
2) Post- test
The score of the students post test were data in this research;
the data was collected through following procedures:
a. Both groups were asked to express their ideas in the form of short
talk to the topic, which was given about three minutes.
b. The researcher evaluated sentence by sentence of students short
talk and then gave the score for student (vocabulary, structure,
pronunciation and fluency).
c. The score of each component were determined by its own weight,
it was based on the five points of rating scale (Harris 1969: 84).
d.
All of the score of five components were summed up.
2. Questionnaires
The second test is questioner test. The use of this test is to know
the students motivation in speaking English. This test will be given the end
of study.
3. Observation
This observation will be done by observer. The Activities that will

be observed are:
a. Teaching process
b. Classroom condition
c. Teacher monitoring
d. Evaluation
4. Scoring.
The scoring of this research based on students abilities in speaking
such as; pronunciation, vocabulary, grammar, fluency and comprehension.
There are many scoring in speaking abilities according Hughes and Harris.
According to Harris (1969:84) scoring technique such as:
Pronunciation
1. Pronunciation problems to serve as to make speech virtually
intelligible.
2. Very hard to understand because of pronunciation problems must
frequently be asked to repeat.
3. Pronunciation problems necessitate concentrated listening and
occasionally lead to misunderstand
4. Always intelligible, though one is conscious of a definite accent.
5. Has few traces of foreign accent.
Grammar
1. Errors in grammatical and word order so serve as to make speech
virtually unintelligible.
2. Grammar and word orders errors make comprehension difficult must

often rephrase sentences and restrict him self to basic pattern.
3. Makes frequent errors of grammar and word order which occasionally
obscure meaning.
4. Occasionally makes grammatical or restrict him self to basic pattern.
5. Makes few noticeable errors of grammar or word order.
Vocabulary
1. Vocabulary limitations so extreme as to make conversation virtually
impossible.
2. Misuse of word and very limited vocabulary make comprehension
quite difficulties.
3. Frequently uses the wrong words: conversation somewhat limited
because of inadequate vocabulary.
4. Sometimes uses inappropriate term and must rephrase ideas because of
lexical inadequacies.
5. Use vocabulary and idioms is virtually that of native speaker
Fluency
1. Speech is as halting and fragmentary as to make conversation virtually
impossible.
2. Usually hesitant often forced into sillier by language limitation.
3. Speed and fluency are rather strongly affected by language problems.
4. Speed of speech seems to be slightly effected by language problems

5. Speech as fluent and effortless as that native speaker.
According to Hughes (1996: 111-112) scoring technique such as:
Accent
1. Pronunciation frequently unintelligible.
2. Frequent gross error and a very heavy accent make understanding
difficult, require frequent repetition.
3. Foreign accent requires concentrated listening, and mispronunciation
lead to occasional misunderstanding and apparent error in grammar or
vocabulary.
4. Marked foreign accent and occasional mispronunciation which do not
interfere with understanding.
5. No conspicuous miss pronunciation but would not be taken for native
speaker.
6. Native pronunciation with no trace of foreign accent.
Grammar
1. Grammar almost entirety inaccurate phrases.
2. Constant errors in showing control of very few major Pattern and
frequently preventing communication.
3. Frequent errors showing some major pattern uncontrolled and causing
occasional irritation and misunderstanding.
4. Occasional errors showing imperfect control of some pattern but no
weakness that causes misunderstanding.
5. Few errors with no pattern of failure.

6. No more than two errors during the interview.
Vocabulary
1. Vocabulary inadequate for even the simplest conversation.
2. Vocabulary limited to basic personal and survival areas (time, food,
transportation, family, etc)
3. Choices of words sometimes inaccurate, limitation of vocabulary
prevent discussion of some common professional and social topics.
4. Professional vocabulary adequate to discuss special interest: general
vocabulary permits discussion of any non-teaching subject with some
circumlocutions.
5. Professional vocabulary broad and precise: general vocabulary
adequate to cope with complex practical problems and varied social
situation.
6. Vocabulary apparently as accurate and extensive as that of an educated
native speaker.
Fluency
1. Speech is so halting and fragmentary that conversation is virtually
impossible
2. Speech is slow and uneven expect for short or routine sentence.
3. Speech is frequently hesitant and jerky, sentence maybe left
uncompleted
4. Speech is effortless and smooth but perceptibly non native in speech

and evenness.
5. Speech is effortless and smooth but perceptibly non native in speech
and evenness.
6. Speech on all professional and general topics as effortless and smooth
as a native speaker.
Comprehension
1. Understands too little for simplest type of conversation.
2. Understands only slow, very simple speech on common social and
touristy topics: require constant repetition and rephrasing.
3. Understand careful, somewhat simplified speech when engage in
dialogue but may require considerable repetition and rephrasing.
4. Understanding quite well normal educated speech when engage in a
dialogue but requires occasional repetition or rephrasing.
5. Understands everything in normal educated conversation except for
very colloquial or low frequently items or exceptionally rapid or
slurred speech.
6. Understand everything in both formal and colloquial speech to be
expected of an educated native speaker.
In this research to score the students speaking skills, the writer
use scoring technique on Harris.
E. THE TECHNIQUE OF DATA ANALYSIS
The technique of data analysis used the statistical procedure. In this

research researcher used two statistical procedures to analyze the data.
1. T-test means a statistical procedure used to determine whether there is any
significant different between the means of the two sets of scores or
between post test and pre test. The purpose is to see difference of speaking
ability between control group and experimental groups. In analyzing data,
the researcher use T- test.
The formula of T- test is as follow Sudjana (2002: 255)
x x
n n
T-test: t =
With
S
2
(n
1) s1 (n2 1) s 2
n n
1
Where:
x = Mean score of experimental group

1
= Mean score of control group

=Standard deviation of experimental group
= Standard deviation of control group
n = Number of subject in experimental group

1
= Number of subject in control group
The T table was employed to see whether there was significant

difference between the mean score of both experimental and control group.
The value of obtained was consulted with the value of t table at the degree
of freedom (n1-1) + (n2-n2) and the level of confidence of 95%= 0, 05
If the value of obtained is less than the value of t table, the null
hypotheses was accepted. On the contrary, if the value of t- obtained is
equal or bigger than the value of t table, the alternative one is not accepted.
2. To know the students motivation and teacher competence, researcher will

analyze the data base on qualitative data.
CHAPTER IV
FINDING AND DISCUSSION
A. FINDING
In this chapter the researcher described about the result of research at

Islamic junior high school model Padang for eight meeting with title: The
use of group work in improving students abilities in speaking at Islamic
junior high school Model Padang. This research had objectives to know
students ability and motivation in speaking. The students ability in speaking
was shoed in data analysis of students speaking ability and motivation was
showed in the analysis of questionnaires.
1.
Data presentation
a. Students speaking ability score
The data of this research was based on students scores in post
test. Post test was given for both of this group experimental group and
control group. In the first time researcher chose VIII 1 and VIII2 as
sample based n the average score of MID test by using SPSS as
analyzed the data. Using SPSS the researcher conclude that the two
classes had no different in ability.
Then, the researcher gave pre test to all students as a sample in
class VIII1 and VIII2 (See Appendix I). The classes were having no
different mean score significantly too. In manual test VIII1 had mean
49, 58 and VIII2 is 43, 39 in pre test (See Appendix IX). After using
piece of paper, it was found that class VIII 1 belonged to experimental
class and VIII2 was a control class.
The data were obtained
45 by giving post test to the experimental
and control groups. The speaking test consists of two topics that had
been given in pre test before (my hobby and my activity). The
speaking result was evaluated based on the four components in
speaking: structure, vocabulary, fluency and pronunciation (see
appendix XI). And each component had its score.
The total score in post test for both groups were different. The
statistic shows:
Experimental group
Total score
2700
Highest score
90
Lowest score
50
Average
75
Table .IV.1
The total score in post test
Control group
Total score
Highest score
Lowest score
Average
2070
80
40
57
The total score of post test of both groups was significantly

different. The total score of experimental group was 2700, highest score is
90 and the lowest score is 50. On contrary the total score in control group
2070, the highest score is 80 and the lowest score is 40. The average score
of experimental group (75) is higher than control group (57). The result of
post test of both groups is shown in appendix (XIV and XV).
The average score of students speaking ability before using group
work strategy was 9, 91(Structure 2.5, Vocabulary 2.2, Pronunciation 2.6
and fluency 2.5) and after using group work strategy the students ability
was increase. The students score was 15.1 (Structure 3.6, Vocabulary 3.9,
Pronunciation 3.7 and Fluency 3.6). Based on the data, there are only two
students that have no increase in speaking ability or only 1.8% from the all
students and 34 students can increase their ability in speaking or 98.2%. It
means that the use of group work in speaking activity can improve
students ability and motivation in speaking significantly.
b. Data of Observation
The data of this activity based on the observation result. This
observation was done by observer on observation sheet. The observers
were English teacher and English department students of faculty of
education IAIN Imam Bonjol Padang. The percentage of the data based on
the teacher activity score divide by total teacher activity score then will
times by 100%. This activity was focused on sis aspect on 24 items (see
appendix V), this data can be seeing on the next table:
Table IV.2
Frequency of observation
No
1
2
3
4
5
6
Aspects
Meeting
2
63.7%
65.0%
75.0%
68.7%
72.5%
75.0%
= 69.9%
1
52.5%
51.3%
60.0%
52.5%
65.0%
65.0%
= 57.7%
Pre activity
Whilst activity
Post activity
Class condition
Teacher monitoring
Evaluation
Total
3
65.0%
68.0%
67.5%
72.5%
77.5%
75.0%
= 82.5%
c. Data of Questionnaires
This data on the questionnaires was based on students activity to
fill the questioner. The questioner was given in the end of activity. The
questionnaires have 20 items. The data can be seeing on the next table:
No
Items
Items
1 Attitude Toward learning
English
2 Feeling toward learning
SA
DA
SD
F
10
%
27,2
F
24
%
66,6*
F
1
%
2,7
F
0
%
-
19,4
13
36,1
25
16,6
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
English
Speaking English toward
learning English
Feeling Toward Teacher
Dividing Group Work
Learning English through
Group Work
Opportunity to speak
through Group Work
Sharing idea through
group work
Increase Vocabulary
Though Group Work
Understand the learning
through Group Work
Active in learning through
Group Work
Interaction in learning
through Group Work
Self confidence through
Group Work
Un participated in learning
through Group Work
Feeling shy if not sharing
idea in discussion
Responding the other
through Group Work
Improving group Work in
school
Difficulty to concentration
through Group Work
Difficulty to understand
through Group Work
Teacher monitoring
through Group Work
Teacher evaluation through
Group Work
SA
: Strongly agree
: Agree
DA
: Disagree
SD
: Strongly Disagree
22,2
26
72,2*
2,7
17
47,2
14
38,8
8,3
2,7
16
44,4
15
41,6
8,3
2,7
11
30,5
18
50
13,8
2,7
13
36,1
20
55,5
8,3
15
41,6
17
47,2
8,3
12
33,3
18
50
11,1
2,7
12
33,3
18
50
11,1
2,7
10
27,7
17
47,2
19,4
2,7
30,5
22
61,5*
13,8
5,5
5,5
13,8
28
77,7*
12
33,3
10
27,7
22,2
13,8
14
38,8
18
50
5,5
2,7
15
41,6
17
47,2
8,3
16,6
12
33,3
17
47,2
13,8
19
52,7
11
30,5
12
33,3
17
47,2
13,8
2,7
16,6
23
63,8*
11,1
10
27,7
: Indicate that the items are significant
2. Data Analysis
a. data analysis of students speaking test
To see the effectiveness of using group work, the data observed
of this research is analyzed by using t- test formula. To get t- observed
the standard deviation of experimental and control group should be
found in first. Form data it was found that the standard deviation is 75
(see appendix XV).
The result of t- test showed that the value of t observed is 6,56
while the criteria value of t table at degree of freedom 70 and the level
of significance 0,05 is 2,00. In conclusion, the value of t observed is
bigger that the value of t table see appendix XVI.
The average score of students speaking ability before using
group work strategy was 9, 91(Structure 2.5, Vocabulary 2.2,
Pronunciation 2.6 and fluency 2.5) and after using group work strategy
the students ability was increase. The students score was 15.1
(Structure 3.6, Vocabulary 3.9, Pronunciation 3.7 and Fluency 3.6).
Based on the data, there are only two students that have no increase in
speaking ability or only 1.8% from the all students.
b. analysis of observation sheet
This observation consists of 24 aspects to observe teachers
ability in teaching through group work (See Appendix V). Based on
the data can we see that the teacher activity was improving from the
firs meeting until the third meeting, as will be pointed in the following
analysis:
a)
Pre Activity
In this activity there were four items such as greeting,
apperception,
students
motivation
and
asking
for
students
preparation. In the pre activity on the firs meeting the teachers score
activity is 52.5%, in second meeting 63.7% and the last meeting 65.0%
which mean teacher had progress in teaching process. Based on the
three meeting it concluded, the teacher still has weaknesses on
apperception.
b) Whilst Activity
In this activity there were eleven items such as write the topic
on the white board, explained the topic, explained the process of study,
explained the rules, explained the materials, gave the opportunity to he
students to asking the question, helped the students to use group work
strategy, help students in discussion, monitored the discussion. In the
whilst activity on the firs meeting the teachers score activity is 51.3%,
in second meeting 65.0% and the last meeting 68.0%which mean
teacher had progress in teaching process. Based on the three meeting it
concluded, the teacher still has weaknesses on helped the students to
use group work.
c)
Post Activity
In this activity there were three items such as helps students

on presentation, gave the scoring, and help the presentation. In the post
activity on the firs meeting the teachers score activity is 60%, in
second meeting 75.0% and the last meeting 67.5% which mean teacher
had progress in teaching process. Based on the three meeting it
concluded, the teacher still has weaknesses on gave the scoring.
d)
Class Condition
In this activity there were four items such as teacher ability in
class decoration, save the class, commend the class, realize the
strategy. In the class condition on the firs meeting the teachers score
activity is 52.5%, in second meeting 68.7% and the last meeting
72.5%which mean teacher had progress in teaching process.
e) Teacher Monitoring
In this activity there were two items such as teacher
monitoring in discussion and in presentation. In the pre activity on the
firs meeting the teachers score activity is 65.0%, in second meeting
72.7% and the last meeting 77.5% which mean teacher had progress in
teaching process.
f)
Evaluation
In this activity there were two items such as evaluate the
students in present their work as individual and group. In the pre
activity on the firs meeting the teachers score activity is 65.0%, in

second meeting 75.0% and the last meeting 75.0% which mean teacher
had progress in teaching process. Based on the three meeting it
concluded, the teacher has no problem in teaching.
c. Analysis of the questionnaires

Questionnaires had been given to the students in experimental
group. It had purpose to know the students motivation in speaking
after using group work strategy. The questionnaires had 20 items 17
items is positive statement and 3 items is negative statement (13, 17,
18), (See appendix VI), it consist of students motivation in speaking.
There are four alternative answer that given to the students SA
(strongly agree), A (agree), DA (disagree), SD (strongly disagree).The
data of this questionnaire were collected from students in the end of
study after treatment.
Based on the data from the twenty items in Questionnaires, the
researcher can conclude that most of students in experimental group
like to study with group work strategy. More of 50% students in this
class answer strongly agree and agree to the positive statements. In
negative statement students actually answer Disagree and strongly
disagree.
2.
Hypothesis testing.
T- Observed or t- calculated is bigger than the value f t- table. Tcalculated is 6,566 and t table is 2.00, at the degree of freedom (36+36-2) =
70 and the level of significant is 0, 05, the hypothesis is accepted. It means
that the hypothesis that teaching speaking by using group work is more
effective to improve students speaking ability than without using group work
is statically accepted.
B. DISCUSSION
Group work was more effective showed in appendix XVI, the result
of t observed (6, 56) is more than t table (2, 00). In indicate that the students
were interested in speaking activity. It can be found in students it self. Based
on student score in speaking and based on the result on questionnaires. The
students were active than before. They have the high motivation to speak in
English. It gave them opportunity to speak and be more active in speaking
in teaching and learning process.
In conclusion, these factors might cause the fact that the group work
have a greater contribution and more significant. They can increase students
ability n speaking not only speaking skills but also students motivation in
speaking.
CHAPTER V
CONCLUSIONS AND SUGESTIONS
A. CONCLUSIONS
Technique, strategy and materials can improve students speaking in

English. The important thing is students can speak as communicatively. This
research has discussed how to group work in improving students abilities in
speaking at Islamic junior high school model Padang. Group work gives
opportunities to use English as communication tool inside or outside the
classroom.
Based on the finding of this research, it can be conclude that:
1. Teaching speaking by using group work gave significant effect to students
speaking abilities. In fact, the analyzing of data showed that the students
ability in speaking are increase. This indicated that the hypothesis was
accepted.
2. The students in experimental group have high motivation in learning
English. In fact, most students in experimental group were like to speak in
English after teacher used group work. It can prove by the data on
questionnaires. It is clear that group work is a good strategy in improving
students speaking ability.
3. The average score of experimental group are higher than control group. it
means that the group work strategy that used as a treatment in
experimental class it give effect significantly
4. In group work, one student shared the information or material with the
other friends. The objective is to make
54 all of the students communicative
in learning process.
5. Group work increase students motivation in speaking. Group work can

also increase students ability in speaking (vocabulary, grammar,
pronunciation, fluency and comprehension/understanding).
6. This strategy create students have self confidence to speak in English,
without feeling shy and afraid to making mistake.
7. This strategy brings students to repair their social relationship, because
group work prosecutes students to share with their friends, these activity
are effective because everybody in classroom has opportunities to speak in
English.
B. SUGESTIONS
Based on the conclusion above,
1. Teacher in teaching and learning process are hoped to create good
atmosphere in classroom. To make teaching speaking more
effective, interesting and meaningful to the students.
2. It is suggested for teacher to choose interesting material and
appropriate strategy and technique. And group work is one of them.
Teacher can use this strategy in classroom or out side of the
classroom.
Appendix I
The English MID Test Score of Second Years of MTsN Model Padang
N0
1
VIII1
65
VIII2
83
VIII3
50
VIII4
40
VIII5
73
VIII6
58
VIII7
45
VIII8
73
VIII9
58
VIII10
55
VIII11
40
VIII12
58
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
70
88
80
80
65
63
78
80
78
78
88
73
73
63
88
65
75
88
88
78
90
80
83
70
73
63
78
80
78
85
75
70
53
83
83
83
83
83
83
70
80
68
80
83
75
70
73
75
55
65
78
73
73
93
88
65
80
70
63
93
78
83
70
70
78
75
63
65
63
40
58
45
80
65
53
60
68
55
53
53
60
60
73
48
50
68
58
48
48
48
55
68
75
63
75
43
53
63
58
35
58
65
50
48
55
55
35
48
50
70
43
40
45
55
55
58
55
53
50
53
53
44
38
65
58
53
48
60
60
73
55
63
35
48
23
28
50
48
48
48
68
63
48
43
55
55
43
75
65
48
45
73
73
65
53
65
48
53
53
60
58
48
50
48
55
48
33
28
73
40
48
35
43
50
45
45
70
43
58
50
33
53
45
53
68
68
48
68
53
53
63
55
58
48
40
65
63
50
48
63
58
50
55
53
55
55
60
45
45
65
50
55
55
50
40
58
63
73
53
60
68
63
65
55
63
63
65
80
80
63
55
45
40
48
63
58
68
68
50
45
53
53
63
60
50
55
53
40
50
50
55
53
53
58
70
75
65
68
55
58
50
45
58
75
58
58
63
58
58
65
73
63
60
55
45
48
53
53
53
55
53
73
Appendix II
Test of Normality
1. Tests of Normality VIII1
68
68
63
68
75
55
70
58
60
48
50
43
45
65
35
53
48
48
48
48
43
43
55
50
50
43
38
43
55
53
60
58
53
53
55
53
73
60
55
58
60
65
60
50
65
48
45
43
45
70
48
50
50
53
55
45
85
63
55
40
58
48
55
50
58
63
53
28
55
53
53
40
58
58
73
33
53
73
53
45
43
58
55
58
58
50
45
70
60
60
40
50
48
43
58
53
55
70
43
40
43
65
55
53
68
55
55
48
53
50
53
55
53
60
55
43
43
38
45
45
48
40
35
43
45
40
50
33
39
36
39
42
59
52
45
39
59
39
45
80
36
59
52
52
68
49
58
55
58
39
49
71
80
65
45
58
30
39
45
71
65
45
55
42
45
49
33
49
71
55
58
49
52
55
58
55
68
71
68
36
52
68
65
55
55
52
49
55
52
42
45
55
58
49
59
45
59
52
45
68
42
52
42
30
45
42
45
36
42
62
39
55
Kolmogorov-Smirnov
Statistic df
,118 36
VIII.1
Shapiro-Wilk
Sig.
,200
Statistic
,944
df
36
Sig.
,067
* This is a lower bound of the true significance.

a Lilliefors Significance Correction

Kolmogorov-Smirnov
Statistic
Shapiro-Wilk
df
Sig.
Statistic
df
Sig.
VIII.2
,118 36 ,200
,944
Normal Q-Q Plot of VIII.2

2
Expected Normal
-1
-2
50
60
70
80
90
100
Observed Value

Kolmogorov-Smirnov
Shapiro-Wilk
36
,067
Statistic
df Sig.
VIII.3
,099 42 ,200
Statistic
,977

3
Expected Normal
-1
-2
30
40
50
Observed Value
60
70
80
90
df
42
Sig.
,551
KolmogorovShapiroSmirnov
Wilk
Statistic
df
Sig. Statistic
VIII.4
,111
45
,200
,977

3
Expected Normal
-1
-2
-3
20
30
40
Observed Value
5.
Tests of Normality VIII5
50
60
70
80
df Sig.
45 ,495
Kolmogorov-Smirnov
Statistic
VIII.5
,117
Shapiro-Wilk
df Sig.
45 ,140
Statistic
,972

2
Expected Normal
-1
-2
-3
20
30
40
Observed Value
50
60
70
80
df Sig.
45 ,344
Kolmogorov-Smirnov
Shapiro-Wilk
Statistic
Df
Sig.
VIII.6
,107
44
,200
Statistic df
,971 44

2
Expected Normal
-1
-2
30
40
50
Observed Value
60
70
80
90
Sig.
,316
Kolmogorov-Smirnov
Shapiro-Wilk
Statistic df
Sig.
VIII.8
,105 43
,200
Statistic
,975

3
Expected Normal
-1
-2
-3
30
40
Observed Value
8. Test of normality VIII10
50
60
70
80
df Sig.
43 ,479
Kolmogorov-Smirnov
Shapiro-Wilk
Statistic
VIII.10
,118
Df
43
Sig.
,147
Statistic
,957

2
Expected Normal
-1
-2
-3
30
40
50
Observed Value
9. Test Of Normality VIII12
60
70
80
df Sig.
43 ,111
Kolmogorov-Smirnov
Shapiro-Wilk
Statistic
df Sig.
VIII.12
,107
44 ,200
Statistic
,974

3
Expected Normal
-1
-2
-3
30
40
Observed Value
Appendix III
50
60
70
80
df Sig.
44 ,404
Test of Homogeneity of variances Population

Test of Homogeneity of Variances
NILAI
Levene
df1
df2
Statistic
,364
8
369
Sig.
,939
ANOVA
NILAI
Sum of Squares
Between
Groups
Within
Groups
Total
df
25844,139
37409,080
369
63253,220
377
Mean Square
Sig.
3230,517 31,866
,000
101,380
80
70
Mean of NILAI
60
50
40
viii.1
viii.2
KELAS
Appendix IV
viii.3
viii.4
viii.5
viii.6
viii.8
viii.10 viii.12
Experimental group
LESSON PLAN (RPP)
School
MTsN Model Padang
Subject
English
Class/ Semester
VIII/ 1
Standard of competence
Expressing The Meaning In Short Oral

Transactional
Conversation
and
Interpersonal to Interact with Daily Life

Context
Basic of competence
To express the meaning in transactional

and interpersonal conversation with using
orally accurate, fluently to interact with
daily life contact.
Indicator
Use
the
transactional
conversation
involving (giving and responding the

instruction,
offering
something,
and
requesting something)
Kinds of text
Aspect/ skill
Speaking
Time
3 x 40 minutes
Purpose of the study:

In the ends of study the students are hoped:
a. Respond orally when someone gives and respond the instruction.
b. Offer something when someone uses expressing of instruction.
c. Create the dialogue using the expression of giving and responding the
instruction, offering something and requesting something.
d. Role plays the dialogue.
Topic
:
a.
The expression of giving and responding the

instruction.
b.
The expression of offering something and

requesting something.
Giving and responding the instruction:

Well, let me check you up first
Take a deep breath, will you?
I will write a prescription
Take a medicine regularly
Drink plenty of water
Have a good sleep
Yup, I can do that
Sure, doctor, I will give it a try
Offering something
Anything I can do for you
Anything I can do to help
Let me know if you need any help
Anything else
Can I get something for you?
Hmmm. would you like some water
Requesting something
Sure, get me some water, please
Can I get a bite of this cake?
Can you get me an aspirin, please?
Certainly
No problem
O.K. right away
Learning Method
: Three Phase Technique
Instructional Steps
1. Preperation
a. greeting
b. check the students attendance
c. start the lesson with read al Quran
d. apperceptions
2. Core activity
a. Pre Activity
1)
Ask students whether they have gone to doctor.
2) Invite them to tell about everything that related with doctor,

healthy and hospital.
3) Teacher divided them in to group.
b. Whilst Activity
1) Teacher show the picture in front of the class.
2) Teacher asks them about the picture.
3) They discussed and answer the teachers question.
4) Students discuss about the expression of giving and
responding instruction, offering and requesting.
5) Teacher asks students to create a dialogue based on
expression.
6) Students work in group.
c. Post activity
1) Teacher invites students to present their dialogue in front of
the class.
2) Teacher invites the other students to response, and give
some questions to performer.
3. End of activity
a. Ask the students about their problem in study
b. Ask the students opinion about the learning strategy

Learning Resources
books: Lets talk, Bachtiar Bima M, Cicik Kurniawati, Pakar Karya

Pustaka, 2005, page 100.
Evaluation
- Technique:
:
Oral test (performance) creates the dialogue based on the
situation given (in group) and role plays it.
Padang , 15 November 2008

Researcher
MELLA HUTRIANI
404 408
Teacher
ERNA YANEL S. Pd
150 293 282
Control group
LESSON PLAN (RPP)
School
MTsN Model Padang
Subject
English
Class/ Semester
VIII/ 1
Standard of competence
Expressing The Meaning In Short Oral

Transactional
Conversation
and
Interpersonal to Interact with Daily Life

Context
Basic of competence
To express the meaning in transactional

and interpersonal conversation with using
orally accurate, fluently to interact with
daily life contact.
Indicator
Use
the
transactional
conversation
involving (giving and responding the

instruction,
offering
something,
requesting something)
Kinds of text
Aspect/ skill
Speaking
Time
2 x 40 minutes
Purpose of the study:

In the ends of study the students are hoped:
e. Respond orally when someone gives and respond the instruction.
f. Offer something when someone uses expressing of instruction.
and
g. Create the dialogue using the expression of giving and responding the
instruction, offering something and requesting something.
h. Role plays the dialogue.
Topic
:
a.
The expression of giving and responding the

instruction.
b.
The expression of offering something and

requesting something.
Giving and responding the instruction:

Well, let me check you up first
Take a deep breath, will you?
I will write a prescription
Take a medicine regularly
Drink plenty of water
Have a good sleep
Yup, I can do that
Sure, doctor, I will give it a try
Offering something
Anything I can do for you
Anything I can do to help
Let me know if you need any help
Anything else
Can I get something for you?
Hmmm. would you like some water
Requesting something
Sure, get me some water, please
Can I get a bite of this cake?
Can you get me an aspirin, please?
Certainly
No problem
O.K. right away
Learning Method
: Three Phase Technique
Instructional Steps
1. Preparation
a. greeting
b. check the students attendance
c. start the lesson with read al-Quran
d. apperceptions
2. Core activity
a. Pre Activity
1) Ask students are they ever go to doctor.
2) Invite them to tell about everything that has correlation
with doctor, healthy and hospital.
b. Whilst Activity
1) Teacher show the picture in front of the class.
2) Teacher asks them about the picture.
3) They discussed and answer the teacher question.
4) Students discuss about the expression of giving and
responding instruction, offering and requesting.
5) Teacher asks students to create a dialogue based on
expression.
c. Post activity
1) Teacher invites students to present their dialogue in front of
the class.
2) Teacher invites the other students to response, and give

some question to performer.
3. End of activity
a. Ask the students about their problem in study
b. Ask the students opinion about the learning strategy
Learning Resources
books: Lets talk, Bachtiar Bima M, Cicik Kurniawati, Pakar Karya

Pustaka, 2005, page 100.
Evaluation
-
:
Technique: Oral test (performance) creates the dialogue based on
the situation given (in group) and role plays it.
Padang , 15 November 2008

Researcher
MELLA HUTRIANI
404 408
Teacher
ERNA YANEL S. Pd
150 293 282
Appendix V
OBSERVATION FORMAT
OBSERVER
DAY/DATE
CLASS/ SMTR
: VIII/ 1
BASIC COMPETANCE
: SPEAKING
TOPIC
OBSERVATION
NO
1
ASPECT
Proses pengajaran
a. Kegiatan awal
1. Pembukaan ( salam, mengecek kehadiran
siswa, memperhatikan keadaan kelas)
2. Mengaitkan pelajaran yang lalu dengan
pelajaran sekarang
3. Memotivasi siswa
4. Menanyakan kesiapan siswa dalam belajar
b. Kegiatan inti
1. Guru menuliskan topic di papan tulis
2. Guru menjelaskan tentang topic hari ini
3. Guru menjelaskan tentang proses
pembelajaran hari ini.
4.Guru menjelaskan tentang peraturan dalam
penggunaan strategi group work
5. Guru menjelaskan tentang materi pelajaran
6. Guru memberikan kesempatan kepada
siswa untuk bertanya
7. Guru membantu siswa dalam
menggunakan startegi group work
8. Guru memberi kesempatan siswa untuk
menggunakan strategi group work
9. Guru memandu siswa dalam berdiskusi
10. Guru memonitor siswa dalam berdiskusi
c. Kegiatan Penutup
1. Memandu siswa dalam
SKOR
2
3
mempresentasekan hasil diskusi

mereka
2. Memberikan peniaian terhadap hasil
kerja siswa
3. Memandu jalannya presentase
Kondisi Kelas
1. Kemampuan guru menata kelas
2. Kemampuan guru mengamankan kelas
3. Kemampuan guru menguasai kelas
4. Kemampuan guru merealisasikan strategi
Pengawasan Guru
1. Guru memonitor siswa dalam
berdiskusi
2. Guru memonitor siswa dalam
mempresentasekan hasil diskusi
kelompok
Evaluasi
1. Guru menilai siswa dalam
mempresentasekan hasil diskusinya

2. Guru menilai hasil presentasi siswa.
NOTES:
1
= POOR
00
4, 00
= FAIR
4, 01
6, 00
= GOOD
6, 01
8, 00
= EXELLENT
8, 01
10,00
Padang, November 2008
Observer,
Appendix VI
QUATONAIRES
ANGKET
Introduction:
1. Angket ini bertujuan untuk mengetahui motivasi siswa dalam
berbicara dengan menggunakan Bahasa inggris.
2. Kepada anda di minta untuk memberikn informasi yang sejujurjujurnya berkenaan dengan pembelajaran Bahasa inggris.
3. Semua informasi yang anda berikan akan di jaga kerahasiaannya.
4. Terima kasih atas bantuan dan partisipasi.
Instruksi: Pilihlah salah satu jawaban yang di berikan untuk semua pernyataan di
bawah ini sesuai dengan keadaan yang sesungguhnya, SS (Sangat
Setuju), S (Setuju), TS (Tidak Setuju), STS (Sangat Tidak Setuju)
Contoh:
No
1
NO
Pernyataan
SS
Saya senang dengan Bahasa Inggris
Pernyataan
Sekarang saya senang belajar Bahasa Inggris
Saya tidak malu lagi berbicara dalam

Bahasa Inggris
Saya suka berbahasa Inggris
Saya suka dengan cara guru membagi

kelompok dalam Bahasa Inggris
TS
STS
TS
STS
SS
Saya suka belajar Bahasa Inggris dengan

menggunakan strategi Group Work.
Strategi group work membuat saya memiliki

kesempatan yang banyak untuk berbicara
Dengan Group Work saya bisa berbagi ide

dengan teman
Dengan Group Work kosa kata saya

bertambah
Strategi Group Work membuat saya lebih

mengerti belajar Bahasa Inggris
10

aktif dalam berbahasa Inggris.
11

interaktif
12
Strategi Group Work membuat say lebih

percaya diri dalam berbahasa Inggris
13
Saya tidak pernah berpartisipasi dalam

kelompok kecuali mengandalkan teman saja
14
Saya merasa malu jika tidak menyampaikan

dan mengeluarkan pendapat dalam diskusi.
15
Saya sangat tertarik memberi respon ketika

teman saya berbicara dalam Bahasa Inggris.
16
Strategi Group Work perlu di kembangkan

di sekolah
17
Saya sulit konsentrasi belajar dengan

menggunakan strategi Group Work.
18
Saya sulit memahami pelajaran jika bekerja

dalam kelompok
19
Saya sangat senang dengan cara guru

memonitor dalam Group Work
20
Saya sangat senang dengan cara guru

mengevalusai dalam Group Work.
THE STUDENTS SCORE IN SPEAKING ABILITY (PROCESS)

No
1
2
IN
AR
AK
Meeting
S
1
1
1
Aspect
V
P
2
3
2
2
F
2
1
S
2
2
2
Aspect
V
P
3
2
2
2
F
1
1
S
2
2
3
Aspect
V
P
4
1
3
1
F
2
2
S
2
2
4
Aspect
V
P
2
2
2
2
F
2
2
S
2
2
5
Aspect
V
P
3
2
3
2
F
4
3
S
3
3
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
AH
AN
AR
DS
DH
DF
FH
FS
FSH
HY
HK
HH
IH
KS
MF
MH
MS
NM
NK
NA
PA
RM
RB
RS
RA
RN
RP
SJ
SF
SW
TF
YS
ZN
ZU
Total
Average
3
2
2
2
1
2
2
1
2
3
1
2
1
2
1
1
3
2
1
2
2
1
1
1
1
2
2
1
2
1
1
2
2
1
61
1.6
Notes:
IN
S
V
P
F
Tot
Ave
2
3
2
1
2
2
2
2
3
4
1
2
2
2
1
2
2
2
2
3
2
2
1
2
2
1
2
2
2
2
2
1
3
2
75
2.0
2
3
1
1
1
2
3
2
2
3
1
1
1
2
2
2
2
2
2
2
2
2
1
2
2
2
3
2
2
2
1
3
2
2
70
1.9
2
3
1
1
1
2
1
1
3
2
2
2
2
3
1
1
2
2
1
3
2
1
2
1
2
2
2
2
1
2
2
2
3
2
65
1.8
3
3
2
3
2
2
3
2
2
2
3
2
3
4
2
3
3
2
2
2
2
2
3
2
2
2
3
3
4
2
2
4
2
3
89
2.4
2
3
2
2
3
2
3
2
2
2
3
3
2
2
1
2
2
3
2
4
3
2
3
3
2
3
4
2
4
3
3
4
5
4
97
2.6
3
2
2
2
3
2
3
2
3
3
3
2
3
2
3
2
3
2
3
2
2
3
2
3
2
2
1
3
1
2
1
3
1
3
83
2.3
2
1
1
2
2
1
2
1
2
5
2
3
2
3
3
2
3
2
3
3
2
2
2
3
2
2
2
3
2
4
2
4
4
2
87
2.4
3
2
2
2
3
2
2
3
3
2
3
2
3
3
2
2
2
4
3
2
1
1
1
2
2
1
3
2
4
2
4
2
4
1
85
2.3
3
3
2
1
2
3
2
2
2
4
3
2
2
2
2
2
3
3
2
3
2
1
1
1
1
1
2
1
2
1
2
2
3
1
77
2.1
3
2
3
1
2
2
2
2
2
2
2
3
2
3
1
1
2
2
2
4
2
2
2
2
2
2
2
3
2
1
2
1
2
2
73
2.0
4
3
2
2
3
3
3
3
3
3
3
2
3
4
3
2
4
3
3
3
2
3
3
3
3
3
3
3
3
2
3
2
3
3
99
2.7
3
2
3
1
2
3
2
2
2
4
2
4
2
3
2
3
3
4
2
2
3
2
2
3
4
2
3
2
4
3
2
3
4
2
94
2.6
4
3
2
2
2
3
4
4
3
3
4
4
2
3
4
2
2
3
4
3
3
4
2
3
2
1
3
3
3
2
3
4
3
3
102
2.8
3
2
3
2
2
4
2
2
2
4
2
3
3
3
3
3
3
2
3
4
2
1
2
2
3
3
2
2
2
3
2
3
4
3
93
2.5
3
3
3
2
3
2
3
3
3
3
4
4
2
4
3
2
3
3
2
3
3
2
3
3
2
3
3
3
2
2
4
3
3
4
102
2.8
3
2
3
3
3
3
3
3
2
2
3
3
3
3
3
3
4
4
3
5
4
3
2
2
4
2
2
4
2
3
3
4
3
3
106
2.9
: Initial
: Structure
: Vocabulary
: Pronunciation
: Fluency
: Total
: Average
Appendix VIII
Raw Score of Pre- Test of Control Group in Term of Using Vocabulary,
Pronunciation, Fluency and Structure
Students Initial
Aspect
Total
Average
3
3
2
2
2
2
3
3
3
3
2
3
3
3
3
4
3
2
4
2
2
2
4
3
3
3
2
3
3
2
2
2
4
3
97
2.6
4
3
3
3
3
2
2
2
4
4
3
4
2
4
3
3
2
3
2
3
4
1
3
3
2
2
2
4
4
3
3
3
3
4
103
2.8
4
3
2
2
3
3
3
3
3
4
2
5
3
3
2
2
4
4
3
3
3
3
2
3
3
3
2
3
3
2
4
4
4
2
110
3.0
4
3
3
2
2
3
2
2
2
5
2
3
3
3
4
4
3
4
2
4
4
2
3
2
3
2
2
2
4
3
3
3
4
3
107
2.8
Stru
Voc
Pro
Flu
20
6.0
1-5
1-5
1-5
1-5
1
WY
1
2
1
1
5
2.5
2
DA
1
2
2
1
6
3.0
3
HU
1
2
2
1
6
3.0
4
TS
1
2
1
2
6
3.0
5
SA
2
2
2
1
7
3.5
6
NH
1
2
2
2
7
3.5
7
SF
2
2
1
2
7
3.5
8
IG
2
2
2
1
7
3.5
9
ES
2
2
2
2
8
4.0
10
RD
2
2
2
2
8
4.0
11
RF
2
2
2
2
8
4.0
12
MK
2
2
2
2
8
4.0
13
FO
2
2
2
2
8
4.0
14
DP
2
2
2
2
8
4.0
15
KI
2
2
3
2
9
4.5
16
IW
2
3
2
2
9
4.5
17
FT
2
2
3
2
9
4.5
18
SD
2
2
3
2
9
4.5
19
HF
2
2
3
2
9
4.5
20
FP
2
3
2
2
9
4.5
21
SH
2
2
3
2
9
4.5
22
NA
2
2
3
2
9
4.5
23
IF
2
3
2
3
10
5.0
24
FM
3
2
3
2
10
5.0
25
FE
2
2
3
3
10
5.0
26
RS
2
3
2
3
10
5.0
27
RD
3
2
3
2
10
5.0
28
AR
2
3
2
3
10
5.0
29
AN
3
2
3
2
10
5.0
30
AB
3
2
3
2
10
5.0
31
AD
2
3
2
3
10
5.0
32
AA
3
2
3
2
10
5.0
33
MA
3
2
3
2
10
5.0
34
MZ
3
3
3
2
11
5.5
35
NA
3
3
3
3
12
6.0
36
LN
3
3
3
3
12
6.0
Total
75
81
85
74
315
Average
2.08
2.25
2.36
2,05
8.75
Raw Score of Pre- Test of experimental Group in Term of Using Vocabulary,
Students Initial
Aspect
Total Average
Struck
Voc
Pro
Flu
20
6.0
1-5
1-5
1-5
1-5
1
YS
1
2
2
3
7
3.5
2
IH
1
2
2
2
7
3.5
3
DH
1
2
2
2
7
3.5
4
RA
2
2
2
2
8
4.0
5
DS
2
2
2
3
9
4.5
6
AR
3
2
2
2
9
4.5
7
TF
3
2
2
2
9
4.5
8
RB
3
2
2
2
9
4.5
9
AK
3
2
2
2
9
4.5
10
RS
2
2
3
2
9
4.5
11
RN
2
2
3
2
9
4.5.
12
HK
3
2
2
3
10
5.0
13
MH
2
2
3
3
10
5.0
14
SW
3
2
3
2
10
5.0
15
MF
3
3
2
2
10
5.0
16
SJ
2
2
3
3
10
5.0
17
HH
2
2
3
3
10
5.0
18
NK
3
2
3
2
10
5.0
19
FS
2
3
2
3
10
5.0
20
FSH
3
2
2
3
10
5.0
21
DF
3
2
3
2
10
5.0
22
RP
2
3
3
2
10
5.0
23
PA
3
3
2
2
10
5.0
24
FH
2
3
3
2
10
5.0
25
AR
3
2
3
3
11
5.5
26
AN
3
2
3
3
11
5.5
27
ZU
3
2
3
3
11
5.5
28
ZN
3
2
3
3
11
5.5
29
RNS
3
2
3
3
11
5.5
30
SF
3
3
3
2
11
5.5
31
NM
3
2
3
3
11
5.5
32
MS
3
2
3
3
11
5.5
33
KS
3
2
3
3
11
5.5
34
HY
2
3
3
3
11
5.5
35
AH
3
3
4
2
12
6.0
36
NA
3
3
3
4
13
6.5
Total
91
81
95
91
357
Average
2.5
2.2
2.6
2.5
9.9
Raw Score of Post- Test of control Group in Term of Using Vocabulary,
Students Initial
Aspect
Total Average6.
Struc
Voc
Pro
Flu
20
0
1-5
1-5
1-5
1-5
1
NH
2
1
2
3
8
4.0
2
SF
2
2
2
2
8
4.0
3
IG
3
2
2
2
9
4.5
4
ES
2
2
3
2
9
4.5
5
WY
3
2
2
2
9
4.5
6
DA
2
2
2
3
9
4.5
7
HU
3
2
2
2
9
4.5
8
TS
3
2
2
2
9
4.5
9
SA
3
2
2
3
10
5.0
10
RD
3
2
2
3
10
5.0
11
RF
3
2
3
2
10
5.0
12
MK
3
3
2
2
10
5.0
13
FO
3
3
2
2
10
5.0
14
DP
3
2
3
3
11
5.5
15
HF
4
3
2
2
11
5.5
16
IF
3
2
3
3
11
5.5
17
FM
4
3
2
2
11
5.5
18
FE
4
2
2
3
11
5.5
19
RS
3
3
3
2
11
5.5
20
RD
3
2
4
3
12
6.0
21
FP
3
2
3
4
12
6.0
22
SH
4
1
3
3
12
6.0
23
NA
3
4
3
2
12
6.0
24
KI
3
2
3
3
12
6.0
25
IW
3
3
4
3
13
6.5
26
FT
3
2
4
4
13
6.5
27
SD
4
3
3
3
13
6.5
28
AB
3
3
4
3
13
6.5
29
AN
3
3
4
3
13
6.5
30
AR
4
4
2
3
13
6.5
31
AD
3
2
4
5
14
7.0
32
AA
4
2
4
4
14
7.0
33
NA
4
3
4
4
15
7.5
34
MZ
5
3
5
3
16
8.0
35
LN
5
3
3
5
16
8.0
36
MA
4
4
4
4
16
8.0
Total
117
88
104
104
333
Average
3.2
2.4
2.8
2.8
9.25
Raw Score of Post- Test of experimental Group in Term of Using Vocabulary,
students
Initial
Aspect
Total
Average
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
RB
RA
DH
IH
DS
NK
TF
RN
AK
RS
YS
HK
RP
SW
MF
AR
HH
SJ
FS
FSH
DF
MH
RNS
FH
ZU
AN
AR
ZN
PA
SF
NM
MS
AH
NA
KS
HY
Total
Average
Appendix IX
Stru
1-5
3
2
3
2
4
3
4
3
4
3
3
4
3
3
4
4
4
3
4
4
4
3
4
4
4
4
4
4
4
4
4
5
4
4
4
4
135
3.6
Voc
1-5
2
3
3
3
3
4
3
4
4
3
4
4
4
4
4
4
4
4
3
4
4
5
4
3
4
4
4
5
5
5
4
4
4
5
5
5
141
3.9
Pro
1-5
3
2
3
3
2
3
3
3
3
4
4
3
4
4
4
3
4
4
4
4
4
4
5
4
4
5
4
4
4
4
4
4
5
4
5
4
135
3.7
Flu
1-5
2
3
3
4
3
3
3
3
3
4
3
3
3
4
3
4
3
4
4
3
4
4
3
5
4
3
5
4
4
4
5
4
5
5
4
5
133
3.6
20
6.0
10
10
12
12
12
13
13
13
14
14
14
14
14
15
15
15
15
15
15
15
16
16
16
16
16
16
17
17
17
17
17
17
18
18
18
18
544
15.1
5.0
5.0
6.0
6.0
6.0
6.5
6.5
6.5
7.0
7.0
7.0
7.0
7.0
7.5
7.5
7.5
7.5
7.5
7.5
7.5
8.0
8.0
8.0
8.0
8.0
8.0
8.5
8.5
8.5
8.5
8.5
8.5
9.0
9.0
9.0
9.0
Score of Pre- Test of Control Group and Experimental Group
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Control Group
WY
DA
HU
TS
SA
NH
SF
IG
ES
RD
RF
MK
FO
DP
KI
IW
FT
SD
HF
FP
SH
NA
IF
FM
FE
RS
RD
AR
AN
AB
AD
AA
MZ
MZ
NA
LN
25
30
30
30
35
35
37
35
40
40
40
40
40
40
45
45
45
45
45
45
45
45
50
50
50
50
50
50
50
50
50
50
50
55
60
60
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Experimental Group
YS
35
IH
35
DH
35
RA
40
DS
45
AR
45
TF
45
RB
45
AK
45
RS
45
RN
45
HK
50
MH
50
SW
50
MF
50
SJ
50
HH
50
NK
50
FS
50
FSH
50
DF
50
RP
50
PA
50
FH
50
AR
55
AN
55
ZU
55
ZN
55
RNS
55
SF
55
NM
55
MS
55
KS
55
HY
55
AH
60
NA
65
Appendix X
Calculation Process of Mean and Standard Deviation of Pre Test in
Experimental Group and Control Group
Experimental Group
X1
35
40
45
50
55
60
65
X1
F1
3
1
7
13
10
1
1
F1= 36
F X
F
1
( F 1X 1 ) 2
S
2
X12
1225
1600
2025
2500
3025
3600
4225
X12=18200
F1X1
105
40
315
650
550
60
65
F1X1= 1785
FIX12
3675
1600
14175
32500
30250
3600
4225
F1X12=90025
X22
625
900
F2X2
25
90
F2X22
625
2700
1785
36 = 40, 58
= (1785)2 = 3.186.225
n1 F1 X 12 F1 X 1
n1 n1 1
= 36. 90.025- 3.186225

36 (36-1)
= 3.240.900- 3.186.225
36 (35)
= 54675 = 43.392
1260
S12= 43,392
Control group
X2
25
30
F2
1
3
35
40
45
50
55
60
X1
4
6
8
11
1
2
F2=36
F X
F
2
( F 1X 1 ) 2
S
2
1225
1600
2025
2500
3025
3600
X22= 15500
1580
36 = 43,88
= (1580)2 = 2496400
n1 F1 X 12 F1 X 1
n1 n1 1
= 36 (71750) (2496400)
36 (36-1)
= 258300- 249640
36 (35)
= 258300- 249640
1260
= 86600 = 68. 730
1260
S22 = 68. 730
S
2
(n
1) s1 (n2 1) s 2
n n
1
= (36-1) 43.392 + (36-1) 68.730

36+36-2
= (35) 43.392 +(35) 68.730
70
= 1518.72 + 2405.55
140
240
360
550
55
120
F2X2= 1580
4900
9600
16200
27500
3025
7200
F2X22= 71750
70
= 3924.27
70
S2= 56.06
S= 56.06
S= 7.48
= 56.06
Appendix XI
x x
n n
= 49.58 43.88
1
1
36 36
7.48
5 .7
=
7.48
1
1
36 36
5 .7
=
7.48
2
36
5 .7
= 7.48 0.05
5.7
= 7.48 x0.235
5 .7
= 1.75
= 3.25
= 0.05
df= (n1+n2-2)
= (36 +36 -2)
= (36 +34)
=70
T table= t (1- ) df
= t (1- 0.05 ) 70
= t (0.95) 70
=2.00
t- Table
t- Calculate
= 2.00
> t table
3.25
> 2.00
Appendix XII
Score of Post- Test of Control Group and Experimental Group
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Control Group
NH
SF
IG
ES
WY
DA
HU
TS
SA
RD
RF
MK
FO
DP
AR
IF
FM
FE
RS
RD
FP
SH
NA
KI
IW
FT
SD
AB
AN
AR
AD
AA
NA
MZ
LN
MA
40
40
45
45
45
45
45
45
50
50
50
50
50
55
55
55
55
55
55
60
60
60
60
60
65
65
65
65
65
65
70
70
70
80
80
80
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Experimental Group
RB
RH
DH
IH
DS
NK
TF
RN
AK
RS
YS
HK
RP
SW
MF
AR
HH
SJ
FS
FSH
DF
MH
RNS
FH
ZU
AN
AR
ZN
PA
SF
NM
MS
AH
NA
KS
HY
50
50
60
60
60
65
65
65
70
70
70
70
70
75
75
75
75
75
75
75
80
80
80
80
80
80
85
85
85
85
85
85
90
90
90
90
Appendix XIII
Test of Normality Score of Sample Class
Experimental Class
Tests of Normality
Kolmogor
ovSmirnov
Statistic
Df
VIII.1
,134
36
ShapiroWilk
Sig. Statistic
,102
,959

2
Expected Normal
-1
-2
40
50
60
Observed Value
70
80
90
100
df
36
Sig.
,193
Control Group
Tests of Normality
Kolmogorov-Smirnov
Shapiro-Wilk
Statistic
df
VIII.2
,121
36
Sig.
,200

2,0
1,5
1,0
,5
Expected Normal
0,0
-,5
-1,0
-1,5
-2,0
30
40
50
Observed Value
60
70
80
90
Statistic
,945
df Sig.
36 ,074
Appendix XIV
Test of Homogeneity of Variances Sample Class
Test of Homogeneity of Variances
NILAI
Levene Statistic
df1
11,059
df2
Sig.
70
,001
Bases on the normality and homogeneous test that done. In fact, the
data was normal but not homogeneous. So that, the researcher do t- test
with the next steps:
t'
X1 X 2
s12 s 22
n1 n 2
75 57.5
114 .28 141.42
36
36
=
17.5
=
3.17 3.92
17.5
= 2.66
= 6.57
114 .28
3.17
w1 = 36
141.42
3.92
w2 = 36
t1 = 6.56
t2 = 2.02
So that:
w1t1 w2 t 2 (3.17)(6.56) (3.92)(2.02)
4.05
w1 w2
3.17 3.92
The criteria test is accepted H0 if 02 < t < 2.02 and refuse H0 in the
other side. From the test above can we see that t = 6.56 because 6.56
> 4.05, so in this case H0 was refuse so that can we conclude that the
two class had the differences average.
Appendix XV
Calculation Process of Mean and Standard Deviation of Post Test in
Experimental and Control group
Experimental group
F1
X12
2
2500
3
3600
3
4225
5
4900
7
5625
6
6400
6
7225
4
8100
2
FI=36
X1 = 42575
F1 X 1 2700
X1
F1
36
75
X1
50
60
65
70
75
80
85
90
( F 1X 1 ) 2
S
2
= (2700)2 = 7290000
n1 F1 X 12 F1 X 1
n1 n1 1
= 36 (206500) 7290000
36 (36-1)
= 7434000- 720000
36 (35)
= 144000 = 114.28
F1X1
100
180
195
350
525
480
510
360
F1X1=2700
F1X12
5000
10800
12675
24500
39375
38400
43350
32400
2
F1X1 = 206500
1260
S22 = 114.28
Control group
X2
40
45
50
55
60
65
70
75
80
X1
F X
F
1
( F 1X 1 ) 2
S
2
X22
1600
2025
2500
3025
3600
4225
4900
5625
6400
X22=
F2
2
6
5
6
5
6
2
1
3
F2=36
1
2070
36 = 57.
= (2070)2 = 4284900
n1 F1 X 12 F1 X 1
n1 n1 1
= 36 (123974)- 4284900
36 (35)
= 4463100- 42 84900
1260
= 178200
1260
= 141.42
F2X2
80
270
250
330
300
390
150
75
240
F2X2=2070
F2X22
3200
12150
12500
18150
18000
25350
9800
5625
19200
F2X22=123974
S22= 141.42
S
2
(n
1) s1 (n2 1) s 2
n n
1
= (36-1) 114.28+ (36-1)141.42

36+36-2
= (35) 114.28 + (35)141.42
70
= 3999,97+ 4949.98
70
= 8949.95
70
= 127.85
S2 = 127.85
S= 11.30
Appendix XVI
x x
n n
= 75. 57.5
1
1
36 36
11.307
17.5
=
11.307
1
1
36 36
17.5
=
11.307
2
72
17.5
= 11.307 0.05
17.5
= 11.307 x0.235
17.5
= 2.66
= 6.56
= 0.05
df= (n1+n2-2)
= (36 +36 -2)
= (36 +34)
=70
T table= t (1- ) df
= t (1- 0.05 ) 70
= t (0.95) 70
=2.00
t- Table = 2.00
t- Calculate > t table
6.56
> 2.00
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THE USE OF GROUP WORK IN IMPROVING STUDENTS ABILITIES

IN SPEAKING AT ISLAMIC JUNIOR HIGH SCHOOL
MODEL PADANG
Thesis
Submitted in partial fulfillment as one of the requirements

For the strata one (SI) degree
Written by:
MELLA HUTRIANI
404 408
ENGLISH TADRIS DEPARTMENT FACULTY OF EDUCATION

STATE INSTITUTE OF ISLAMIC STUDIES
IMAM BONJOL PADANG
1430 H/ 2009 M
TABLE OF CONTENTS
Abstract................................................................................................................ i
Acknowledgement................................................................................................ ii
Table of contents.................................................................................................. iv
Table list................................................................................................................ vi
Appendix list........................................................................................................ vii
I. CHAPTER I ............................................................................................... 1
Introduction.................................................................................................. 1
A. Background of the study...................................................................... 1
B. Identification of the problem............................................................... 6
C. Limitation of the problem.................................................................... 7
D. Formulation of the problem................................................................. 9
E. Purpose of the study............................................................................ 9
F. Significant of the study........................................................................ 9
G. Definition of the key term................................................................... 10
II. CHAPTER II.............................................................................................. 11
Review of Related Literature........................................................................... 11
A. Theory.................................................................................................. 11
1. The Nature of Speaking.................................................................... 11

2. Some Influential Factor In Speaking................................................ 12
3. Type Of Speaking............................................................................. 14
4. Function Of Speaking...................................................................... 15
5. The Importance Of Speaking............................................................ 17
6. Teaching Speaking Through Group Work........................................ 18
7. The Advantages Of Using Group Work............................................ 23
8. Stage In Teaching Speaking Of Group Work................................... 24
B. Conceptual Frame Work...................................................................... 27
C. Relevance Study.................................................................................. 27
D. Hypothesis........................................................................................... 29
III. CHAPTER III............................................................................................. 30
Research Methodology................................................................................. 30
A. Research Design..................................................................................... 30
B. Population And Sample.......................................................................... 31
1. Population......................................................................................... 31
2. Sample.............................................................................................. 32
C. Time And Place...................................................................................... 34
D. Instruments............................................................................................. 34
E. Procedure of Data Collection................................................................. 35
F. Technique of Data Collection................................................................. 36
G. Technique of Data Analysis.................................................................... 43
IV. CHAPTER IV............................................................................................. 45
FINDING AND DISCUSSION................................................................. 45
A. Finding................................................................................................. 45
B. Discussion............................................................................................ 53
V.................................................................................................. CHAPTER V
........................................................................................................................54
CONCLUSION AND SUGGESTION........................................................... 54
A. Conclusion........................................................................................... 54
B. Suggestion........................................................................................... 55
BIBLIOGRAPHY
APPENDIX

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CHAPTER I

A. Background of The Problem

students also learn the structure or grammar of English. According to Lado

speak in English and they have no self confident to speak in English.

Notes: the standard of students ability is >65

Those who hearken to their lord and establish regular prayer,

Identification of the Problem

c. Grammar or structure as the study of how to combine words into sentence

environment in school, home or their society. Teaching instructions too, this is

abilities in speaking, especially in pronunciation, vocabulary and fluency, and

Grammar. (4). Fluency. (5) Understanding and (6). Motivation in speaking.

Definition of Key Term

five components. They are pronunciation, grammar, vocabulary, fluency

To show the transactional conversation meaning and oral interpersonal

2. Some influential factors in speaking

In speaking there are the importance components of speaking.

In this type, the commentators only mention direct comment

Brown and Yule (1980) state that transactional function is used to

To show the transactional conversation meaning and oral interpersonal

2. Sociolinguistic competence refers to understanding of social context in

communicators employ to initiate, terminate, maintain, repair, and

5) One of the teacher important functions is to monitor the group work

grouping the students based on their abilities in English can overcome

leader as confirmed by Doty and Rosse (1973: 298) is as

following that keeping the discussion activities, making summaries, of

members of each group always work together in order to solve the

In this strategy on speaking English skill, they need to report the

8. Stages in Teaching Speaking of group work

group to work together. The good method approaching this problem is to

B. CONCEPTUAL FRAME WORK

Speaking ability Students motivation

Students motivation Speaking ability

: Pre test and Post test

X : Treatment (Teaching through Group Work)

C. PLACE AND TIME

a. Determine the research time.

Teacher encourages the students to speak more active in group.

3) Teacher asked students to do their work by themselves.

c. The score of each component were determined by its own weight,

All of the score of five components were summed up.

This observation will be done by observer. The Activities that will

2. Grammar and word orders errors make comprehension difficult must

4. Speed of speech seems to be slightly effected by language problems

5. Few errors with no pattern of failure.

4. Speech is effortless and smooth but perceptibly non native in speech

The technique of data analysis used the statistical procedure. In this

x = Mean score of experimental group

= Mean score of control group

n = Number of subject in experimental group

= Number of subject in control group

The T table was employed to see whether there was significant

2. To know the students motivation and teacher competence, researcher will

In this chapter the researcher described about the result of research at

The total score of post test of both groups was significantly

: Indicate that the items are significant

In this activity there were three items such as helps students

students in present their work as individual and group. In the pre

activity on the firs meeting the teachers score activity is 65.0%, in

c. Analysis of the questionnaires

Technique, strategy and materials can improve students speaking in

5. Group work increase students motivation in speaking. Group work can

* This is a lower bound of the true significance.

2. Tests of Normality VIII2