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CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the analysis of the research findings and the

discussion of the results. It includes the findings of computation by SPSS 17

version for windows which consists of analysis of pilot test, pre-test scores, post-

test score, effect size, and the result of interviews. The discussion part is directed

to answer the research questions previously mentioned in Chapter I.

4.1. Pilot Test

Before pre-test was conducted, pilot test was administered to the

respondents to check the validity and the reliability of the speaking test

instrument. However, the collected data from the pilot test was not sufficient

because they could not cover the aspects of students’ speaking ability to be

measured. Thus, the numbers of questions were added. The results of pilot test can

be seen in the appendix D.

4.2. Findings

4.2.1. Pre-test Scores Analysis

Pretest was conducted to analyze students’ scores whether there was a

significant difference between the means of experimental and control groups. The

scores were assessed by using the criteria of speaking test which was adopted

from weir (1990), such as fluency, grammar, context and vocabulary. The students

pretest scores were shown in the following table.

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Table 4.1

The Pre-test Scores

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Pretest Experimental 35 7.1500 .76505 .12932

Control 35 7.0500 .72457 .12247

The detail scores of pre-test of experimental and control groups can be

seen in the appendix D.

4.2.2.1. Normality Distribution Test

The normality distribution test was conducted to find out whether the data

of both groups normally distributed or not. Thus, Kolmogorov-Smirnov test in

SPSS 17 version for windows was used in analyzed the normality of data

distribution.

The calculation results of the test showed that the pre-test scores of control

and experimental group were normally distributed as indicated by the value of

experimental group was 0.158, and the value of control group was 0.145. The

significant value of experimental group is higher than the level significant (0.158

> 0.05). Similarity, the significant value of control group is higher than the level

of significant (0.145 > 0.05). It can be assumed that both groups’ score were

normally distributed. In other words null hypothesis was accepted, and it could be

concluded that there was no significant differences between the data of the

experimental and control groups were normally distributed.

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4.2.2.2. The Homogeneity of Variance Test

In analyzing the variance homogeneity of the pre-test scores, Levene Test

was used. Levene test is tests the hypothesis that the variances in the groups are

equal, i.e. the difference between the variances is zero (Field, 2005).

Levene’s test can be denoted by the letter F. From the test of variance

homogeneity using Levene test. Based on the result of the computation, it showed

that Levene test (F) 1, 68) = 0.676 (based on mean). It is higher than the level of

significance (0.676 > 0.05). Thus the null hypothesis can be accepted that the

difference between the variances is zero. It can be concluded that the variances are

roughly equal or homogenous.

4.2.2.3. The Independent t-test Analysis on Pre-test Scores

Meeting the three assumptions underlying it, t-test can be used in

analyzing the means of pretest scores of both the experimental and the control

group. Similarly to the two previous tests, t-test was started by stating hypothesis

and significant value at 0.05.

On average, control group students have better performance on speaking

(M = 7.15, SE = 1.293) than the experimental students (M = 7.05, SE = 1.225).

However, this difference was not significant because t (68) = 0.561 > 0.05.

Therefore the independent t-test is no significant, thus the null hypothesis can be

accepted that the difference between the means of pretest of experimental and

control group is zero. It can be concluded that the means of both group are equal.

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4.2.2. The Post-test Scores Analysis

Post-test was given to both control and experimental groups after

conducting the treatment. It was used to measure speaking skill of the children

after they received experimental treatments, to check whether any difference of

experimental group which received experimental treatment and the control group

which carried out the teaching and learning process conventionally (three-phase

techniques).

Table 4.2

The Post-test Scores

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Posttest Experimental 35 7.5671 .71354 1.2143

Control 35 7.3500 .74063 1.2519

The detail scores of post-test of experimental and control groups can be

seen in the appendix.

4.2.2.1. Normal Distribution Test

The analysis of normality test in posttest scores was same as the analysis

of normality test in pretest scores. It used Kolmogorov-Smirnov test at level of

significance 0.05.

The results of the test showed that the post-test scores of control and

experimental group were normally distributed as indicated by the value of

experimental group was 0.571, and the value of control group was 0.614. The

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significant value of experimental group is higher than the level significant (0.571

> 0.05). Similarity, the significant value of control group is higher than the level

of significant (0.614 > 0.05). Since the significant value of the scores of post-test

of both groups was bigger than 0.05, the test was not significant or the distribution

of the sample was not significantly different from a normal distribution. In

conclusion, from the list of findings on Kolmogorov-Smirnov test, it can be

assumed that the scores in the sample were normally distributed

4.2.2.2. The Homogeneity of Variance Test

After checking the normal distribution, homogeneity of variance was also

tested to meet the third assumption underlying t-test that the variances scores are

not only normally distributed but also equal. The variance homogeneity of the

post-test scores was also analyzed by Levene Test in SPSS 17 version for

windows.

From the test of variance homogeneity using Levene test, it can be seen

that the variances are equal, F (1, 68) = 0.641. It is higher than the level of

significance (0.641 > 0.05). Thus the null hypothesis can be accepted that the

difference between the variances is zero. It can be concluded that the variances are

roughly equal or homogenous.

4.2.2.3. The Independent t-test Analysis on Post-test Scores

Meeting the three assumptions underlying it, t-test can be used in

analyzing the means of pretest scores of both the experimental and the control

group. Similarly to the two previous tests, t-test was started by stating hypothesis

and significant value at 0.05.

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On average, experimental group students have better performance on

speaking (M = 7.56, SE = 1.170) than the control students (M = 7.33, SE = 1.35).

However, this difference was not significant because t (68) = 0.520, p > 0.05.

Therefore the independent t-test is not significant, thus the null hypothesis can be

accepted that the difference between the means of pretest of experimental and

control group is zero. It can be concluded that the means of both group are equal.

4.2.2.4. Effect Size on Independent t-test of Post-test Scores

To know how well the treatments worked, the value of effect size was then

calculated. In order to determine the effect size in independent t-test, a correlation

coefficient of effect size can be derived by calculating the t value and df value

obtained from the previous independent t-test calculation using the following

formula:

In the previous calculation of independent t-test on post-test, t value

obtained was 3.810 and df value was 68. Entering the two values into the

correlation coefficient of effect size formula, the result of effect size calculation

shows the r value is 0.419. The r value can be categorized as a large effect size as

the minimum r value of a large effect size is 0.371 (Coolidge, 2000). In

conclusion, from the calculation of effect size, it can be assumed that there is a

large effect in the experimental group. In other words, the treatment brought

significant effect in improving their speaking ability.

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4.2.2.5. The Matched t-test Analysis on Experimental Group Scores

The scores of experimental and control group were analyzed by using the

calculation of matched samples t-test.

On average, experimental group students’ scores on post-test were better (M

= 7.56, SE = 1.170) than their scores on pre-test (M = 7.33, SE = 1.54). In

addition, the two-tailed value of p was 0.000 which was less than 0.05. In other

words, there was significant difference between pre-test and post-test of the

experimental group. Therefore, the alternative hypothesis that Pictures is effective

in improving students speaking ability could be rejected.

4.2.2.6. Effect Size on Matched t-test of Experimental Group Scores

In the previous calculation of matched t-test on post-test, t value obtained

was 5.399 and df value was 68. Entering the two values into the correlation

coefficient of effect size formula, the result of effect size calculation shows the r

value is 0.568. The r value can be categorized as a large effect size as the

minimum r value of a large effect size is 0.371 (Coolidge, 2000). In conclusion,

from the calculation of effect size, it can be assumed that there is a large effect in

the experimental group. In other words, the treatment brought significant effect in

improving their speaking ability.

4.2.3. Interview Data Analysis

Interview was conducted in this research to find out students’ responses

toward the use of pictures in learning speaking. The researcher interviewed 10

students, and it was administered after the treatments to the experimental group.

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The first question whether students like or not learning speaking using pictures.

The following was the result of the interview:

Chart 4.1

Student’s Responses to the Pictures

From the chart above, it shows that 92% of students like when they learnt

English using pictures. The students’ reasons like when learnt English by using

pictures were generally because of the following: 1) the activity was fun, joyful

and interesting, 2) they felt comfortable, 3) they could memorize some

vocabularies easily by looking to the pictures. Meanwhile, 8% of students dislike

when they learnt English by using pictures. The students said that learning

English by using pictures was not familiar to them.

The result of the interview also reveals that all of the students agreed that

the use of pictures provide the advantages in describing process. The advantages

and the difficulties can be seen in the chart below:

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Chart 4.2

Advantages of Pictures

The chart above shows that most of the students answered that the use of

pictures enabled them easy to describe, easy to memorize and easy to understand.

With pictures they can imagine how to describe something easily because the

pictures provide many words.

However, the students also had the difficulties in the describing the

pictures. It can be seen in the following chart.

Chart 4.3

Students’ Difficulties in Describing Picture

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According to the result of the chart above, we can see that student’s have

some problems one of them is on the vocabulary. Nonetheless, the students’

problems in describing the pictures were solved in various ways. The result was

displayed in the following chart.

Chart 4.4

Student’s Strategies in Solving The Problems

The chart above indicates that the students can solve their problems in

describing the pictures. Opening the dictionary was chosen by the students as the

strategy to overcome their problems. Moreover, the data of the interview

mentioned that 95% of the students agreed that the pictures gave good impact for

them to improve their speaking ability. In addition, the students assumed that by

using pictures created fun and enjoy full learning. Thus, the students can be more

motivated to be involved in teaching and learning speaking by using the pictures.

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4.4. Discussion

4.4.1 The Effectiveness of Pictures in Teaching Speaking Ability

Based on the statistical computation result on the research finding, it could

be concluded that the use of Pictures is effective in improving students' speaking

ability. It was proved by significant difference on the scores of pre-test and post-

test where improvement was shown.

Besides the statistical computation and interview result on research

findings, the effectiveness of the use of pictures in teaching speaking by using

pictures was also shown by the students’ language behavior and their responses to

the classroom activities during using of pictures. The result showed that the use of

pictures in teaching speaking ability created an interesting and fun learning. It was

proved by the student’s responses during the activity. Meanwhile, based on the

result of interview, almost of students said that they can understand teaching

material and increase their ability in speaking procedural texts. In line with

Canning-Wilson 2001, believes that by using pictures teaching and learning

process will be more effective, teaching learning situation will be more attractive,

and both teacher and students get advantages from the use visual media in

classroom.

The activity of describing pictures forces the students in building their

confidence to speak in front of the class. The students confess that the pictures

help them to describe anything fast because they find many vocabularies by

seeing the pictures.

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The most students said that the pictures facilitate them to describe process.

They assumed that the pictures could be a tool to find an appropriate word when

they are describing something.

By analyzing the students’ responses in the teaching and learning process,

it can be concluded that the use of picture was effective in improving students

speaking ability. It was also proved by computing the effect size on the matched t-

test of the experimental group which obtained the correlation (r) = 0.548.

Coolidge (2000) states r value 0.371 was the scale of large effect size. In other

words, the use of pictures had a large effect size in improving students speaking

ability because the correlation (r) on matched t-test of the experimental group was

higher than 0.371.

4.4.2. The Advantages and Disadvantages in Using Pictures

The aims of interview were to find out the advantages of using pictures in

learning speaking ability. The result showed that the advantages of pictures they

were easier in giving clues and motivated students in speaking ability.

From the research findings on the interview, several advantages of the use

of pictures from the students’ point of view were drawn. From all the students’

answers, the frequent advantages were shown that by using pictures as media the

students could take their own benefit such as enriching their vocabulary, without

they realize about it by using picture as media building their self confidence to

speak English, motivating them to learn English.

The Pictures can be a tool to appeal students’ interest (Harmer 2001). In

this research, the students’ were very enjoyable and comfortable with the material

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during teaching and learning speaking process by using pictures. The students

became attractive when the teacher asked them to describe the pictures. They

pointed out that the pictures accommodated them to improve their vocabularies in

describing process. In addition, the use of pictures helped the students to

memorize the vocabularies easily, improve their fluency, build their confidence,

and create and interesting and fun activity. Meanwhile, the use of pictures as a

tool in teaching and learning speaking really helped the teacher to explain how to

describe something or how to make something.

English was not an easy subject to be taught without a good method. Thus,

the pictures can be a solution to change the assumption. Pictures helped the

students to speak English fluently because they assisted to get and memorize the

vocabularies by seeing the pictures. Stevict (1982) states that visual aids are

usually used to illustrate what words are saying. Furthermore, using of pictures

made the students’ interested, felt more comfortable and enjoyed during teaching

and learning speaking. As Thornbury (2005; p. 75) explains that, the script of

conversation can be illustrated in picture form to make it memorized easily. So

that teachers can create joyful learning through pictures that can affect students to

participate and also motivate them to be active in the class. In reality, the students

were anxious and confused when they were asked to describe something without

pictures.

Pictures could be a tool to help the students in exploring their speaking

ability, it help them to find the words when they forgot the vocabulary. The

students could improve their speaking ability because it built students motivation.

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In line with Brown (2000) providing intrinsically motivating techniques is one of

principles in designing speaking techniques.

Pictures are potential source in the transferring information. In the other

words, picture can become a bridge to transfer knowledge from the teacher to the

student. As Goodman (2006:75) states, that picture can act as a bridge between

students who have different learning style.

The use of pictures facilitates the teacher to ask the students in giving the

description. The students can work in pairs or in group to describe the pictures.

Moreover, the pictures contain many words and provide an active communication

so the students can contribute their knowledge in describing pictures. In addition,

the interaction in group work helps students in developing and creating their own

creativity and initiative (Arnold, 1983).

The result of interview showed that 95% of respondents agreed that

pictures improve their speaking ability. In addition, all the interviewees believe

that pictures helped them to speak when they forgot the vocabularies. The finding

was in accordance with what Newby et al (2006) believed that by using the visual

media in learning, the students could comprehend the materials easily since they

were showed the real items.

Building the students’ self confidence and providing the students with

model of pronunciation were also frequent advantages of the use of pictures from

students’ point of view. By the use of pictures, students can imagine what should

they speak based on the picture given, and they will memorize vocabularies when

they forget.

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4.4.3. The Strategies to Overcome the Problems in using Pictures

The data interview result shown there were some difficulties found in

teaching and learning English using pictures. Some students said that they had

some problems to describe the pictures because they had fewer vocabularies. The

students found some problems to describe the pictures orally. However, the

problems can be solved by opening the dictionary.

Asking to the teacher are the other strategies the student in solving their

problems when they forgot some vocabularies. In addition, the teacher gave the

pictures which had various content of activities by doing this, were motivated the

students to explore the description and got more vocabularies. Thus, it built

students confidence in practicing their speaking ability by describing the pictures

Another difficulty was the unclear and ambiguous pictures. When the

students found those pictures, they could not describe pictures accurately.

However, the teacher helped them by giving a clue to the students when they need

appropriate words to describe the picture. As Wright (1989:22) states that pictures

can be used to motivate the students to remind him or her want to say. Therefore,

the teacher should give the students interesting and clear clues in order to they

understand what are the teacher says. Moreover, the teacher should give the

colorful and clear picture to assist them in understanding the pictures.