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THE EFFECT OF FLIP IT TECHNIQUE ON STUDENTS’ SPEAKING ABILITY

By:

Fajaria Lusyani 1 , Mursidah Rahmah M.Pd 2 , Drs. Deddy Sofyan M.Pd 3

ABSTRACT

One of the ways to communicate is by speaking because language is a tool for communication. In
Indonesia, English is one of the compulsory subjects at school even in university level it is taught
as the first foreign language. However, it is actually not easy for the students to speak English as a
foreign language. Speaking English is not easy as speaking Bahasa Indonesia, because English is
not human’s mother tongue and native language for Indonesian. Therefore, teachers need
interesting method and technique to create an active learning process and make the students
interested in learning speaking. One of techniques derive from Cooperative Learning is Flip it
technique. The aims of the research is to find the effect of Flip it Technique on Students’ Speaking
Ability. The method used is Quasi Experimental Method and True Experimental Design. The
research was conducted at MTS Daarul Uluum Pondok Pesantren Modern Bantar Kemang, Bogor.
The population of the research is second grade students. There are two classes. The total
population is 50 students. Since the number of the population is small, all of them are taken as the
sample. The sample is divided into two groups; experimental group 25 students and control group
25 students. The result shown that t-calculated is 4.624 with the value of d.f is 48 while the result of t-
table in the level significant t0.05 = 1.684 and t0.01 = 2.423. Since the t-calculated is higher than t-table
(4.624 > 1.624 < 2.423), it can be concluded that the alternative hypothesis (Ha) is accepted and
null hypothesis (Ho) is rejected. In conclusion Flip it Technique affects students’ speaking ability.

Key words: Quasy experimental method, Speaking, Flip It Technique

The Student of English Education Study Program FKIP Pakuan University

2
The lecturer of English Education Study Program FKIP Pakuan University
3
The lecturer of English Education Study Program FKIP Pakuan University

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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ABSTRAK

Salah satu cara untuk berkomunikasi adalah melalui berbicara karena bahasa adalah alat untuk
berkomunikasi. Di Indonesia, Bahasa Inggris adalah salah satu mata pelajaran wajib di sekolah
bahkan di tingkat universitas bahasa Inggris diajarkan sebagai bahasa asing pertama.
Bagaimanapun hal ini sebenarnya tidak mudah bagi siswa untuk berbicara bahasa inggris
sebagai bahasa asing. Berbicara bahasa inggris tidak semudah berbicara bahasa Indonesia,
karena bahasa inggris adalah bukan bahasa ibu manusia dan bahasa asli untuk orang Indonesia.
Oleh karena itu, para guru membutuhkan metode dan tekhnik menarik untuk memciptakan sebuah
proses pembelajaran aktif dan membuat siswa tertarik dalam mempelajari keterampilan
berbicara. Salah satu tekhnik yang berasal dari Cooperative Learning adalah tekhnik Flip It.
Penelitian ini bertujuan untuk menemukan pengaruh dari tekhnik Flip It pada kemampuan
berbicara siswa. Metode yang digunakan dalam penelitian ini adalah metode quasi experimental
dan true experimental design. Penelitian ini diadakan di MTS Daarul Ullum Pondok Pesantren
Modern Bantar Kemang Bogor. Populasi dari penelitian ini adalah siswa kelas dua. Ada dua
kelas. Keseluruhan populasi ada 50 siswa. Sejak jumlah populasi kecil, semuanya diambil sebagai
sample. Sample dibagi kedalam dua kelompok; kelompok experimental 25 siswa dan kelompok
control 25 siswa. Hasil menunjukan bahwa hasil t-tes adalah 4.624 dengan derajat kebebasan
adalah 48 sedangkan hasil t-table pada level signifikan 0.05 adalah 1.624 dan level signifikan
0.01 adalah 2.423. Karena nilai t-hitung lebih besar daripada t-table (4.624 > 1.624 > 2.423), hal
ini dapat disimpulkan hipotesis alternatif (ha) di terima dan hipotesis null (ho) di tolak. Dengan
kesimpulan tekhnik Flip It mempengaruhi kemampuan berbicara siswa.

Kata Kuci: Metode Quasy Experimental, Berbicara, Tekhnik Flip It

BACKGROUND OF STUDY
Language as a means of
communication plays a very important role
in social relationship among human being.
One of the ways to communicate is by
speaking because language is a tool for
communication. Speaking can help someone
to share his or her idea and feeling. Besides
that, speaking has important role as a tool of
daily conversation. In Indonesia, English is
one of the compulsory subjects at school. It
is taught in Elementary School, Junior High
School, Senior High School and University
level as the first foreign language. However,
it is actually not easy for the students to
speak English as a foreign language.
Because of that, they have to practice a lot
and synchronize and verbalization it
correctly. In addition, communication occurs
between teacher and student or among the
students. They also communicate by
speaking. Speaking English is not easy as
speaking Bahasa Indonesia, because English
is not human mother tongue and native
language for Indonesian.
The data was taken from pre-
observation through interview which is
related to the difficulties in speaking
including vocabulary, grammar and
confidence. Vocabulary is the first difficulty,
which is faced by the student. It is solved by
making a small discussion with their friends
and reading a book to increase their
vocabulary.
The second difficulty is grammar.
The reason is that the students know the rule
of grammar especially when they try to
speak up using correct grammar, so it makes
them hard to express what they want to
speak because they are afraid of making
mistakes.
The third difficulty is confidence. It
also affects students’ speaking ability.
Therefore, teachers need interesting method
and technique to create an active learning

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015

process and make the students interested in
learning speaking.
There are many techniques in
cooperative learning to learn speaking such
as inside outside circle, talking chips, flip it,
three steps interview and so on. Flip it is one
of the cooperative technique that can be used
by the teachers in speaking class. “In flip it,
all students are actively engaged, and
weaker students have a chance to practice
and to learn from a stronger partner before
being called on” McCafferty et al (2006:
97).
From the background above it is
assumed that flip it technique is an effective
way in teaching speaking. Every group
member has the same chance to speak. So
this study is conducted to investigate the
RESEARCH METHODOLOGY
The research is conducted at MTS
Daarul Uluum 1 Pondok Pesantren Modern.
The population of the research is the second
grade students of MTS Daarul Uluum 1
Pondok Pesantren Modern. There are two
classes of the second grades students; each
class consists of 25 students. Herawati and
Irdiyansyah (2015: 44) mentions that ‘since
the number of the population is small, all of
them are taken as the sample’. Thus, the
number of the sample is 25 students. The
G1(random)T1 X T1
Where:
G2 (random) T1 T2
Where:
G1 : Group 1 (Experimental Group
which is taught Flip it technique)
G2 : Group 2 (Control Group which
is given commonly technique by
the teacher)
X : Treatment (Flip it technique)
T1 : Pre-test, before giving treatment
T2 : Post-test, test after the treatment
English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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effect of flip it technique on students’
speaking ability.
Three reasons are found for
choosing the topic. First, some students’
difficulties are found in speaking class. For
instance, they cannot speak well and they
confused how to express their idea in front
of the class. Second, they keep silent when
the teacher asks them to describe or tell
something. Third, this technique is tried to
apply new technique which is called Flip it
technique in cooperative learning, because
Flip it technique is considered will affect on
students’ speaking ability. The statement of
the problem of the research is: “does flip it
technique affect on students’ speaking
ability
selected samples are categorized into two
groups. There are 25 students as
experimental group. Then, 25 students are
chosen as the control group.
Quasi Experimental Method with
True Experiment Design (pre-test and post-
test control group design) is used by the
writer. The design as stated by Herawati
(2011: 31) as follows:
First, the students are given oral
test. The experimental and control group are
given the oral test as a pre-test. The purpose
of the pre-test is to know students’ speaking
ability before the treatments are given.
Second, Flip it technique is applied as a
treatment to experimental group. Third, both
experimental and control groups are given
the oral test as a post-test in order to
measure how far students’ speaking ability.
In the end, the scores are calculated by the t-
test formula to find out the effect of the
treatment.
The instrument that is used to
collect the data is a series of test. The test is
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given to measure students’ speaking ability.
The students are asked by the teacher to
speak in speaking test to describe pictures.
The pre-test is given to the experimental and
control group. The writer that has given the
treatment to sample focuses on four topics;
they are describing popular places,
describing people, describing things and
describing animal. Finally, the post-test is
given to both groups by test with the same
topic.
In conducting the research, firstly,
oral test is given as pretest to experimental
group and control group to investigate
students’ speaking ability. Then, the
treatments are given four times by applying
Flip it technique to experimental group and
Think Pair Share the common teaching
method that is usually used by the teacher –
to control group. After that, oral test is given
as the post-test to the students to asses their
speaking ability. Furhermore, analyzing
students’ speaking score in pre-test and post-
test are based on the oral proficiency scoring
categories. Finally, the score of pre-test and
post-test are calculated by using t-test
formula to find out the effect of the
treatment.
In assessing students’ speaking
ability the rating scale is used to assess their
speaking ability. There are five components
in assessing oral test, i.e., grammar,
vocabulary, pronunciation, fluency and
comprehension (Brown 2003: 172). The
writer will measure all of the components
above. The followings are the oral
proficiency scoring categories proposed by
Brown 2003: 172.

RESEARCH FINDING test from the effect of flip it technique on

In collecting the data of the
research, speaking test is given before and
after the treatment. The data are intended to
find out the result of the pre-test and post-
students’ speaking ability.
In analyzing the data, t-test formula
from Arikunto (2010:354) is used to analyze
the pre-test and post-test data.

1. Pre-Test Score of Experimental Group and Control Group

The following table is the result of pre-test experimental group and control
group. In this group, the pre-test is presented as X1 and Y1.

Table 4.1
Pre-Test Score of Experimental Group and Control Group
Experimental Group
Respondent Score Respondent Control Group Score (Y1)
(X1)
1 1
48 46
2 2
38 54
3 40 3 38
4 4
54 42
5 5
48 32
6 38 6 42
7 7
46 48
8 8
50 37

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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Experimental Group
Respondent Score Respondent Control Group Score (Y1)
(X1)
9 38 9 36
10 10
32 38
11 11
38 40
12 38 12 38
13 13
40 42
14 14
40 42
15 38 15 40
16 16
36 38
17 17
48 40
18 46 18 46
19 19
48 38
20 20
36 36
21 36 21 48
22 22
46 40
23 23
42 36
24 46 24 38
25 25
48 34
1058 1009

Table 4.1 shows that the sum of the pre-test scores of experimental group is 1058 with the
average 42.32 and the sum of the control group score is 1009 with the average 40.36. It shows that
there is different average between experimental group and control group.

2. Post-test Score of Experimental Group and Control Group

The following table is the result of post-test of Experimental Group and Control
Group. In this group, the post-test is presented as X2 and Y2.

Table 4.2
Post-test Score of Experimental Group and Control Group
Experimental
Control Group Score
Respondent Group Score Respondent
Y2
X2
1 56 1 56
2 46 2 50
3 40 3 42
4 56 4 40
5 40 5 40
6 54 6 40

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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Experimental
Control Group Score
Respondent Group Score Respondent
Y2
X2
7 48 7 38
8 46 8 50
9 54 9 48
10 44 10 38
11 44 11 38
12 42 12 40
13 44 13 38
14 44 14 40
15 40 15 40
16 52 16 42
17 48 17 40
18 50 18 40
19 58 19 44
20 50 20 38
21 52 21 44
22 46 22 40
23 50 23 38
24 50 24 42
25 50 25 38
1204 1044

Table 4.2 shows that the sum of the post-test scores of experimental group is 1204 with
the average 48.16 and the sum of the control group score is 1044 with the average 41.76. It shows
that there is different average between experimental group and control group.

3. Deviation of post-test Experimental Group and Control Group

The following table is the result of deviation of post-test experimental group and
control group. In this group, deviation of post-test is presented as X2 and Y2.

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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Table 4.3
Deviation of Post-Test Experimental Group and Control Group

Control
Experimental
(X-Mx)2 Group
Respondent Group (Y-My)2
Post-Test
Post-Test (X2)
(Y2)

1 56 61 56 202
2 46 4 50 67
3 40 66 42 0
4 56 61 40 3
5 40 66 40 3
6 54 34 40 3
7 48 0 38 14
8 46 4 50 67
9 54 34 48 38
10 44 17 38 14
11 44 17 38 14
12 42 37 40 3
13 44 17 38 14
14 44 17 40 3
15 40 66 40 3
16 52 14 42 0
17 48 0 40 3
18 50 3 40 3
19 58 96 44 5
20 50 3 38 14
21 52 14 44 5
22 46 4 40 3
23 50 3 38 14
24 50 3 42 0
25 50 3 38 4
𝚺 (X-Mx)2=644 𝚺(Y-My)2=509
𝚺𝐱 = 𝟏𝟐𝟎𝟒 𝟔𝟒𝟒 𝚺𝐲 = 𝟏𝟎𝟒𝟒 𝟓𝟎𝟗
S2 = 𝟐𝟒 S2 = 𝟐𝟒
𝐌𝐱 = 𝟒𝟖. 𝟏𝟔 My = 41.76
= 𝟐𝟔. 𝟖𝟑𝟑 = 𝟐𝟏. 𝟐𝟎𝟖

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
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Table 4.3 shows that the total score of deviation of post test experimental group is 644.
The total score of quadrate deviation is 26.833, while total score of post test is 509 and the total
score of quadrate is 21.208.

The calculation of Mx and My are:

Σ𝑋 1204
𝑀𝑥 = = = 48.16
𝑁 25
Σ𝑌 1044
𝑀𝑦 = = = 41.76
𝑁 25
After the mean of each group is counted then ΣX2 and Σy2 are calculated by using the
following formula:
(∑x)2 (∑y)2
ΣX2 = ΣX2 − ΣY2 = Σy2 __
𝑁 𝑁
26.833 2 21.208 2
= 644 – ( ) = 509 − ( )
25 25
= 644 − 1.151 = 509 − 0.719
= 642.849 = 508.281

Calculating the t-test value by using t-test formula. T-test formula is used :
Mx − My
𝑡=
∑𝑥 + ∑𝑦 2
2 1 1
√( )( + )
N𝑥 + N𝑦 − 2 N𝑥 N𝑦
48.16 − 41.76
=
√(642.849 + 508.281) ( 1 + 1 )
25 + 25 − 2 25 25
6.4
=
√(1151.13) ( 2 )
48 25
6.4
=
√23.981 × 0.08
6.4
=
√1.918

6.4
=
1.384

= 4.624

The value of degree of freedom can be counted by using the following formula:
df = Nx + Ny – 2
= 25 +25 – 2
= 48

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015

DISCUSSION
From the calculation, it is found
that t-calculated is 4.624 and degree of
freedom is 48. The value of t-table on d.f 48
with the level of significance 0.05 is 1.684
with the level significance 0.01 is 2.423. The
result of the test can be described as 4.624 >
1.684 < 2.423. The value of t-calculated is
higher than t-table. It means that the
Alternative Hypothesis (Ha) is accepted and
the Null Hypothesis (Ho) is rejected.
CONCLUSION AND SUGGESTION
After analyzing the data, it can be
concluded that Flip it technique affects
students’ speaking ability. It is proved by the
result of the t-test value is 4.624 and the
degree of freedom is 48. The value in t0.05
level significance ttable is 1.684 and the value
in t0.01 of significance is 2.423. The result of
the test can be described as 4.624 > 1.684 <
2.423. It means that if t-calculated is higher than
t-table, the Alternative Hypothesis (Ha) is
accepted and the Null Hypothesis (Ho) is
BIBLIOGRAPHY
Arikunto, Suharsimi. 2010. Prosedur
Penelitian Suatu Pendeatan Praktik.
Jakarta: Rineka Cipta.
Brown, H. Douglas 2003. Language
Assessment Principles and Classroon
Practices. California: San
Francisco State University
Harmer, Jeremy. 2007. The Practice of
English Language Teaching. Fourth
Edition. Cambridge: Pearson
Education Limited
Herawati, Atti. 2011. Research on ELT A
Handbook for EESP Students. Bogor:
Pakuan University. Unpublished
Herawati, Atti, and Irdiyansyah, Iyan. 2015.
Research on ELT A Handbook for
EESP Students. Bogor: Pakuan
University. Unpublished
English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015
9
rejected. It indicates that Flip it technique is
can be effective way to teach speaking.
After conducting the research and
getting the result, it is found that Flip it
technique gives a great contribution to
students’ speaking ability in the classroom.
Therefore, Flip it technique is an effective
way in teaching speaking. The teacher can
use it in the process of learning.
Furthermore, it is suggested that the teachers
apply Flip it technique in teaching speaking.
Flip it technique encourages oral skills of
the students. The students can learn from
other students to practice it together. It is
also convenient for the weaker students, they
have a chance to practice and learn from
stronger students. The pictures are given in
varieties to the students. The purpose of it to
make the students got many informations
especially new vocabulary when the students
share it in front of the class. The students are
enthusiastic and motivated to describe the
picture among the students when Flip it
technique is applied. In addition the student
becomes cheerful and confident to describe
the picture
Herrel L, Adrienne, and Jordan Michael.
2012. Strategies for Teaching English
Language Learners. Fourth
Edition. Boston: Pearson Education
Inc.
Larsen-Freeman, Diane. 2000. Techniques
and Principles in Language Teaching.
Second Edition. New York: Oxford
University Press.
Mc. Cafferty. G.S, Jacobs. M.George,
DaSilva Iddings C.A. 2006.
Cooperative Learning and
Second Langauge Teaching.
Cambridge:Cambridge
University Press.
Thornbury, Scott. 2006: How to Teach
Speaking. London: Longman
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BIOGRAPHY
Fajaria Lusyani was born in Bandung, April 16 th 1993.
She lives in Cibogel Jln. Nurkim Gg. Acing RT
003/002 No: 83 Desa Kota Batu Kecamatan Ciomas
Kabupaten Bogor 16610. She is single child from
Juned, SE and Mulyani. She started her study in SDN
Kota Batu 04 Bogor (1999–2005). Then, she continued
her study in MTSS Insan Taqwa Bogor (2005 – 2008).
In 2008, she continued her study in MAS Insan Taqwa
Bogor (2008-2011). After that, she continued her first
deegre (S1) in Pakuan University and took English
education Study Program, Faculty Teacher and
Training and Educational Sciences in October 17th
2015 as a Bachelor of Education.

English Education Study Program Faculty of Teacher Training and Educational Sciences, October
2015