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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.