CHAPTER IV THE DATA ANALYSIS

1.1

Description of the Data The data are taken from the test score of the two classes which are

chosen as samples of the research. The data obtained from the experiment about the effect of teaching speaking through TAI (team assisted individualization) on student speaking skill achievement at class VIII A (Experimental class) and teaching speaking using story telling at class VIII B (Control class)

1.2

Data Analysis Before analyzing the data using t test formula, the writer wants to

calculate the mean and standard deviation of each group to get the minimum criterion writer.
1.2.1 The Mean of Experimental Group and Control Group a. The Mean of Experimental Group

Me =

x
N

2330 = 75,16 31

38

b. The Mean of Control Group

Mc =

y = 2255 = 72,74
N 31

The data shows that mean of experimental group is higher than mean of control group. It can be concluded that teaching speaking using team assisted individualization technique is more effect morethan using story telling on the students speaking skill achievement 1.2.2 The Standard Deviation of the Two Groups

To calculate the standard deviation, the writer used Standard Deviation formula according to Arikunto (2005:264). as follows:

SD = X

( X )
Nx

SD

= Y

( Y )
Ny

Where
SDe
SDc

: Standard Deviation of experimental group : Standard Deviation of control group

2

: The sum of the square of experimental group score

(x)

: The square of the total sum of experimental score

39

: The sum of the square of control group score

2

( y)
N

: The square of the total sum of control group score : The total number of sample

a. The Standard Deviation of Experimental Group:

b.

SD = X

( X )
Nx
(976) 2 31

c. d.

SD = 32864
SD

= 32864

952576 31

e. =32864 30728,2581 f. =2135,74

g. The Standard Deviation of the Control Group:

SD
SD

= Y

( Y )
Ny
31

2 ( 612 ) = 12912

SD

= 12912

374544 31

=12912 12082,06

=829,94

40

Comparing the SDc = 1333,88 with the SDe = 1959,68 value, it is clear that SDe is higher than SDc value. It means that teaching speaking using team assisted individualization technique is more effect positive than without using team assisted individualization technique on the students speaking skill achievement. 1.2.3 Finding Out the Significant Differences by Using t test After knowing the two standard deviation values, the writer can find out the t-observed value. To make it clear writer uses t-test formula which is stated by (Arikunto,2006:321) as follows

t Mx My N X Y

=the result of the two means =the average of score experiment group = the average of score control group =the number off subject =Deviation of each score x2 and x2 =Deviation of each score y2 and y1
2

x
Nx

= sum of squared deviation of experimental class = of squared deviation of control class

= subject of experimental class 41

Ny

= subject of control class

After the writer has found the t-value, then he combined with the degree of freedom (df) of the sample, which is formulated by Sudijono (2010:353) as follows:
df = N e + N c 2 = 31 + 31 - 2 = 60

Based on the calculation above, then the writer draws recapitulation some data of each variable.

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Table 3: Table of the Data Recapitulation of Two Groups Kinds of Data Number of Sample Mean Standard Deviation t-Test Experimental Group 31 75,16 1959,68 2,016 Control Group 31 72,74 1333,88

1.3 Hypothesis Testing and Discussion of Research Finding After collecting the data and analyzing them using one tailed t-test formula, it is on 0.05 level of significance. The data above t-value is 2,016 and the degree of freedom in there study is 60 lies between 40 and 60. So, tcritical value is 1,67. The difference between t-value and t-critical value was 2,016 >1,67. Based on the data from the test above, it is clear that the t-value is higher than the t-critical value. It was based on criteria: If t-computation > t-critical value, Ha is accepted If t-computation < t-critical value, Ha is rejected The data shows t-computation > t-critical (2,016 >1,67) so, Ha is accepted. Based on the criteria above, the writer concludes that his alternative hypothesis (Ha) Teaching speaking using team assisted individualization

43

technique on the students speaking achievement is accepted. On the other hand, null hypothesis (Ho) Teaching speaking without using team assisted individualization technique on the students speaking achievement is rejected. It means that there is significant the effect on the students speaking achievement after being taught by team assisted individualization technique at experimental class. In other words, teaching speaking by using team assisted individualization technique is more effect than without using team assisted individualization technique . Besides that, the team assisted individualization technique has aroused the students motivation and surely affect the students achievement in studying English especially in speaking skill .

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CHAPTER V CONCLUSION, SUGGESTION AND RECOMMENDATION

1.1

Conclusion Based on the result of data analysis and interpretation of the research,

it is clear that there is a significant difference between students speaking skill after being taught by team assisted individualization technique. In other words, team assisted individualization technique is a effect technique in teaching speaking on the students speaking skill achievement. The data shows that mean and standard deviation of experimental group are 75,16 and 1959,68 Meanwhile mean and standard deviation of control group are 72,74 and 1333,88 At the degree of freedom of 60 and the level of significance for two-tailed test of 0.05, the writer finds that the ttable is 1,67 meanwhile t-observed is 2,016. It means that teaching speaking by using team assisted individualization technique is affect on the students speaking skill achievement. Therefore, the null hypothesis (Ho) is rejected; on the other hand, the alternative hypothesis (Ha) is accepted. 1.2 Suggestion Knowing the result of the research, the writer would like to offer some suggestions as follows:
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1.

The teacher should use team assisted individualization technique in teaching speaking since it is a good technique for students to practice speaking naturally.

2.

Team assisted individualization technique can be use as the way for improving students speaking skill, because it is more interesting and enjoyable.

3.

The writer suggests to the English teacher to use team assisted individualization technique as one the technique in teaching speaking process.

4.

The English teachers should apply the team assisted individualization technique in teaching speaking in order to improve the students speaking skill achievement.

5.

Students should know that by more practice they will get an achievement in speaking, because it is as the accomplishment to enlarge talent and master English.

1.3

Recommendation

Concerning to the importance of education, the writer recommend to the institution of educational should develop students speaking skill by

providing more time for English class like English course.The collage as an institution should make a good program to progress students skill or talent.
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One of them is the ability in speaking English and providing a good media. Like Language lab.

47

BIBLIOGRAPHY

Arikunto , Suharsimi . 2005 . Dasar - Dasar Evaluasi Pendidikan . Jakarta : Bumi Aksara Brown , H. Douglas . 2004 . Language Assessment : Principle and Classroom Practice . Francisco State University : Person Education Fraenkel,R.Jack and dkk.2007. How to Design and Evaluate Research Hypotheses in Education. Singapore : McGraw Hill Herrhyanto,Nar dan Hamid Akib,M.H.2007.Statistik Dasar.Indonesia: Universitas Terbuka Harmer ,Jeremy .2007 The Practice of English Language Teaching. Mexico : Person Longman McCafferty,G.Steven and dkk. 2006. Cooperative Learning and Second Language Teaching. Singapore : Cambridge University Press Richards ,J.C and Renandya ,A. Willy. 2002. Methodology in Language Teaching An Anthology of Current Practice .new York : Crambridge University Press Richard ,J.C and Roger ,T.S .2001. Approacher and Methods in Language Teaching. New York: Crambridge University Press Slavin ,R . E . 2005 . Cooperative Learning : Teori , Riset , dan Praktik . London : Allymand Bacon . Suparman,Ujang.2010. Phcholinguistics: The Theory of Language Acquisiition.Bandung : Arfino Raya Sudijono,Anas.2010.Pengantar Statistik Dasar.Jakarta :Rajawali Pers Soegeng, HS. 2004 . Kurikulum 2004 Standar Kompetensi Bahasa Inggris SMP dan Mts . Jakarta : Pusat Kurikulum , Badan Penelitian dan Pengembangan Depdiknas Tarigan , Henry Guntur . 1980. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung : Angkasa Bandung
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West, Richard and Turner ,H. Liyann.2008.Introducing Communication Theory: Analysis and Applications. Jakarta : Salemba Humanika Zaro, Juan Jesus and Salaberri, Sagrario .1995.Storytelling.Oxford : Macmillan Heinemann

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ABSTRACT
Name NIM : Muhammad Ali Wahyudin : D.09 07 0028, Title The Effect Of Teaching Speaking Through TAI (Team Assisted Individualization) Technique On Student Speaking Skill Achievement at The Eight Grade Student of SMP YPP Sobang In Academic Year 2010-2011)

The aim of the research is to know the Influence of teaching speaking through TAI Metodh on the students speaking skill achievement. This research conducts Mei 2010 and the writer chooses SMP YPP Sobang as a place of his research. The writer takes the eighth grade students of SMP YPP Sobang as the population in his research which consists of 62 students. In his research, the writer uses an experiment design. he takes class VIII A students as experimental group and VIII B students as control group. Experimental group is a group which through Team Assisted Individualization metodh, on the other hand, the control group is the other group which is through Story Telling technique. Each class consists of 31 students. In this research, the writer uses the achievement test in collecting the data needed. In order to collect the data needed relevant to the problem, he administers the test after giving a treatment to the experimental group through Team Assisted Individualization metodh and using Story Telling for the control group. To analyze the data, he uses statistical computation, including scoring the result of the test, calculating the mean of both experimental and control group. Besides, he calculates the Standard Deviation of each group and then finds out the significant differences by using t-test. Based on the result of data analysis and interpretation of the research, it is clear that there is a significant difference between students speaking skill achievement after being through Team Assisted Individualization metodh. In other words, through Team Assisted Individualization metodh is an effect technique on the students speaking skill achievement. The data shows that mean and standard deviation of experimental group are 75,16 and 1959,68 Meanwhile mean and standard deviation of control group are 72,74 and 1333,88 At the degree of freedom of 60 and the level of significance for two-tailed test of 0.05, the writer finds that the t-table is 1,67 meanwhile t-observed is 2,016. It means that teaching speaking through team assisted individualization technique is affect on the students speaking skill achievement. Therefore, the null hypothesis (Ho) is rejected; on the other hand, the alternative hypothesis (Ha) is accepted.

50

Table 1
51

The Score of Experimental Class

52

NO 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

NAME E 01 E 02 E 03 E 04 E 05 E 06 E 07 E 08 E 09 E 10 E 11 E 12 E 13 E 14 E 15 E 16 E 17 E 18 E 19 E 20 E 21 E 22 E 23 E 24 E 25 E 26 E 27 E 28 E 29 E 30 E 31

Pre-test 40 50 60 50 50 50 40 50 50 50 55 50 50 40 60 50 50 60 40 50 50 40 60 50 50 50 60 60 50 50 60 1575

Posttest 75 70 70 70 75 75 75 75 80 70 70 75 70 75 75 70 80 75 80 75 75 80 70 80 75 75 80 75 80 80 80 2330

Gain 10 20 10 20 25 25 35 25 30 20 15 25 20 35 15 20 30 15 40 25 25 40 10 3o 25 25 20 15 30 30 20 730

X2 100 400 100 400 625 625 1225 625 900 400 225 625 400 1225 225 400 900 225 1600 625 625 1600 100 900 625 625 400 225 900 900 400 19150 53

Table 2 The Score of Control Class

54

NO 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

NAME C 01 C 02 C 03 C 04 C 05 C 06 C 07 C 08 C 09 C 10 C 11 C 12 C 13 C 14 C 15 C 16 C 17 C 18 C 19 C 20 C 21 C 22 C 23 C 24 C 25 C 26 C 27 C 28 C 29 C 30 C 31

Pre-test 50 40 55 55 40 50 40 40 40 50 55 55 50 50 55 60 55 40 50 50 50 55 55 55 55 55 55 50 55 40 40 1540

Posttest 70 70 75 80 70 80 70 70 70 70 70 70 75 70 70 75 70 70 75 80 75 80 75 70 70 75 70 70 70 70 80 2255

Gain 20 30 30 25 30 30 30 30 30 20 15 15 20 25 15 10 20 30 20 25 30 20 25 20 15 20 20 20 15 30 40 715

Y2 400 900 400 625 900 900 900 900 900 400 225 225 400 625 225 100 400 900 400 625 900 400 625 400 225 400 400 400 225 900 1600 17825 55

56