Acc Proposal Ok.docx

A. Background of the Study Nowadays, English has been becoming a very powerful language in the world. It is as an international language, most people in the world use English for communication including in Indonesia. As the most important foreign language in Indonesia, English is one of the compulsory subject taught in Junior High School (SMP), Senior High School or Vocational High School (SMA or SMK), university, and now days English also is taught in Elementary school and even in the kindergarten. It becomes an important subject in the every grade of school. Students have to master English orally and written form to get a good score in English examination. The teaching and learning English is also purposed to help students to be able to communicate in English well, both in written and spoken forms. Students are expected to be able to apply English in their daily activities and they can express their ideas and thoughts as well in speaking. In the teaching and learning of English deals with four major skills, namely listening, speaking, reading, and writing. Among those four main skills of English, speaking is considered to be the most complex skill and involves a lot of activity and practice. However, compared to the other English skills, there are only fewer speaking activities during English classes so that the students do not have any chance to develop their communication skill orally. At Vocational High School Number 1 Simpangkatis, the interview was conducted by the researcher with the school teacher shows that English teaching and learning is focused on helping the students to pass the final

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examination. The students are most taught about grammar, structure and written communication, while the oral skill is not being a primary. Therefore, the students do not have self-confidence even to speak a single word, it caused they cannot communicate English with others orally whereas oral communication is very important in conveying message with others in language. Also, they were difficult to deliver their ideas in speaking because they had less of vocabulary and less comprehension of grammar. It caused them worry about making mistakes, fearful of criticism or losing face or simply shy of attention their speech attracts. All above factors are the indicators the speaking ability of the students at Vocational High School Number 1 Simpangkatis still low. Because of those phenomena which are usually found in speaking, the researcher intends to find the effective solution to improve the speaking ability of students at Vocational High School Number 1 Simpangkatis by using Mingle Modelfor teaching speaking. As Elena Borzova stated that, mingle is an activity where a student approaches a classmate, talks for a while, and then moves on to speak to another classmate.1 All students have chance to participate in this model, all of the students work simultaneously, in pairs or small groups, and switch from one classmate to another while speaking, listening, and taking notes. Face-toface interaction with at least a few other students is the principal goal. As soon as two individuals have finished an interaction, they change pairs either at 1 Elena Borzova. 2014. Mingles in the Foreign Language Classroom. English Teaching Forum Vol 52 No 2 (online) available: http://163.14.136.65/toc/lan/201409/lanpdf/lane12.pdf., accessed on January 29th 2018.

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random or in an organized fashion; for example, if they were standing or sitting facing each other in two circles, pairs change when one circle moves clockwise. As for the teacher, he or she cannot control every student involved in a mingle activity and usually focuses on those who may need special support. Mingle model is the way of class management strategy that allows every student to do a lot of talking in the classroom, increasing the quality of communicative competence in English. That activity gives every student a chance to communicate English orally. It is expected to make the students to be more able to apply English in speaking skill freely through funmodel. Moreover, there were some previous related studies cunducted by Susan Riski Utami, Avansa Naufal Hakim, Darmeyanti and Nofel Nofiandri. The studies showed that mingle can improve students’ speaking skill achievement. In order to improve the students speaking skill at Vocational High School Number 1 Simpangkatis, the researcher will intend to apply mingle modelfor teaching speaking. The researcher will try to conduct a study entitle “Improving Speaking Skill of the Tenth Grade Students of Vocational High School Number 1 Simpangkatis through Mingle Model in Academic Year 2018”

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B. Limitation of Study The researcher limits this study by only focusing on the teaching and learning process in speaking. The intention is to improve students’ ability in speaking through Mingle Model. By using this model, students will practice more in speaking in a fun way. Besides, it can increase students’ interest to get involved in teaching and learning process of speaking. The researcher will focus on five aspects on assessing speaking, those are: pronunciation, grammar, fluency, comprehension and vocabulary. The researcher will focus on descriptive text.

C. Formulation of the Research Problem Based on the limitation of the problem above, the problem of this study can be formulated as follows: 1.

How is the implementation of Mingle Model in speaking skill in the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018?

2.

Is there any significant difference between the students who are taught by Mingle Model and the students who are taught by non- Mingle Model in speaking skill in the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018?

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D. The Objectives of the Study The objectives of the study are: 1.

To find out the implementation of Mingle Model in speaking skill in the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018.

2.

To find out any significant difference between the students who are taught by Mingle Model and the students who are taught by non- Mingle Model in speaking skill in the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018.

E. Significance of the Study There are some expected benefits to be achieved from this research. The result of this research is expected to give contributions for others. Considering all the explanation above, the following are the significance of the research: 1.

For the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018: The findings of this research are expected to become a source of information about fun wayto improve their speaking ability by mingle model. Hopefully, this research will help the students to improve their speaking ability easier.

2.

For the English teachers:

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The findings of this research are expected to become a source of information about the way to improve the quality of teaching speaking to the students using interesting model to increase the students’ interest in teaching and learning. It gives the alternative solution in teaching speaking effectively for the students. 3.

For the future researchers: This study can be a source to conduct further research relevant to the problem in different findings.

F. Hypothesis There are two kinds of hypotheses, the null and alternative hypothesis: 1.

The null hypothesis (H0) = Null hypothesis is against the theory. Then the Null hypothesis states that there is no significant improvementof Speaking Skill of the Tenth Grade Students of Vocational High School Number 1 Simpangkatis through Mingle Model in Academic Year 2018.

2.

The alternative hypothesis (Ha) = Alternative hypothesis is in line with the theory. Alternative hypothesis states that there is significant improvement Speaking Skill of the Tenth Grade Students of Vocational High School Number 1 Simpangkatis through Mingle Model in Academic Year 2018.

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G. Previous of Related Studies There are many researchers done the studies about how to improve students’ speaking skill. In this research the writer takes three previous studies related to Mingle Model. The first study is “The Use of Mingle Game to Improve Second Grade Students’ Speaking Achievement at SMAN 1 Bandar Lampung” by Susan Riski Utami.2The result shows T-ratio is higher than T-table (18.402 > 2.030). The mean score of pre-test is 62.97 and the mean score of posttest is 73.25 in which the gain is 10.28. This implies that there was a statistically significant difference of the students’ speaking achievement between the pre-test and the posttest after the use of Mingle Model. This suggests that teaching speaking through Mingle Model facilitates the students to improve their achievement in speaking. The second study is entitle “Improving the speaking skill of the seventh grade students of SMP Muhammadiyah 2 Mlati through the use of Mingling Games”by Avansa Naufal Hakim.3 The findings of this research show that the

Susan Riski Utami. The Use of Mingle Model to Improve Second Grade Students’ Speaking Achievement at SMAN 1 Bandar Lampung. Thesis. English Education Study Program at University of Lampung. 2017 (online) available: https://media.neliti.com/media/publications/191986-EN-the-use-of-mingle-model-to improvesecond.pdf, accessed on January 29th 2018. 2

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Avansa Naufal Hakim. Using English Mingling Models to Improve the Speaking Skills of the Seventh Grade Students at SMP Muhammadiyah 2 Mlati in the Academic Year of 2013/2014. Thesis. English Education Study Program at University of Yogyakarta. 2014 (online) available: http://eprints.uny.ac.id/20412/1/Avansa%20Naufal%20Hakim%2008202244020.pdf., accessed on January 29th 2018.

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use of the Mingling Models can improve the students’ speaking skill. The quantitative data were in the form of the students’ test scores obtained by conducting Test 1 at the end of Cycle 1 and Test 2 at the end of Cycle 2. In reference to the students’ speaking scores, the students’ ability was improved after the Mingling Models were used as the teaching aid for the speaking session. Besides, the Mingling Models can improve the students’ motivation and participation in the teaching and learning activities of speaking. The third study is journal, entitle “Mingle Model for Teaching Speaking Skill for Student College” byDarmayenti and Novel Nofiardi. 4The result of the research showed that the implementation of model gave a significant difference in term of the students-learning outcome between the students who are taught through Mingle model and by traditional one or without Mingle model. The development of Mingle model included preparation, warming up, set the rule, act Mingle model, presentation, review and discussion. It is concluded that Mingle model is more effective to improve students on all components of speaking skill. There are some differences among the previous related studies with this current research. They are; the first study focuses on three aspects of speaking: pronunciation, fluency and comprehension. While this current research focuses on five aspects: pronunciation, grammar, fluency, comprehension and vocabulary. Then, the second study used collaborative action research, while this research will use quasi experimental research and the third study used 4 Darmayenti and Novel Nofiardi. 2015. Minggle Model for Teaching Speaking Skill for Student College. Al-Ta'lim Journal Vol 22 No 1(online) available: Http://dx.doi.org/10.15548/jt.v22i1.115, accessed on January 29th 2018.

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quantitative and qualitative approaches while this study will use quantitative approach only. This research will be held in the tenth grade students of Vocational High School Number 1 Simpangkatis.

H. Theoretical Framework 1. Speaking Skill Speaking is productive skill in the oral mode. It is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.5Speaking is the most common and important means of providing communication among human beings. The key to successful communication is speaking nicely, efficiently and articulately, as well as using effective voice projection, speaking is linked to success in life, as it occupies an important position both individually andsocially. 6 Ferdiant stated that, “speaking means to express ideas orally, by expressing what is in mind, a speaker can make others understand things inside his/her mind”. 7 Speakinginvolves both saying and knowing. 8 One of the major

5 Marriam Bashir, Muhammad Azeem, and Dr. Ashiq Hussain Dogar. 2011. Factor Effecting Students’ English Speaking Skills. British Journal of Arts and Social Sciences ISSN: 2046-9578 Vol 2 No 1 (online). available:http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf, accessed on January 29th 2018. 6

Abdulhak Halim Ulas. 2008. Effects of Creative Educational Drama Activities on Developing Oral Skills in Primary School Children. American Journal of Applied Sciences Vol 5 No 7 (online) available: http://thescipub.com/PDF/ajassp.2008.876.880.pdf, accessed on January 29th 2018. 7 A. Ghufran Ferdiant. 2016. Developing the Assessment Instrument of Speaking. OKARA Journal of Languages and Literature Vol.1 No 1 (online) available: http://download.portalgaruda.org/article.php?article=455828&val=8580&title=DEVELOPING%2

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characteristics of the social aspect of oral communication skills is the ability to deliver a speech comfortably and with self-confidence. 9 The ability to speak fluently presupposes not only knowledge of language features but also the ability to process information and language ‘on the spot’.10 Based on the statements above, it shows that speaking is very important to be developed. By speaking we can express our ideas, thought and feeling to others. It means that speaking is really needed in our daily life. Speaking helps us to communicative each other by giving and receiving information with nice conveying.

2. The Aspects of Speaking Skill The design of speaking assessment could be different. It depends on the types of speaking assessed. So, what should be tested? There are some aspects could be assessed in speaking. Based on Nunan, 1999, they aregrammar, vocabulary, comprehension, fluency, and pronunciation.11

0THE%20ASSESSMENT%20INSTRUMENT%20OF%20SPEAKING, accessed on January 29th 2018. 8

Jesus Martinez del Castillo. 2015. Determining the Degree of Reality of Language. International Journal of Language and Linguistics. Special Issue: Linguistics of Saying Vol. 3 No. 6-1, page. 39-49. DOI: 10.11648/j.ijll.s.2015030601.16. (online) available: http://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2015030601.16.pdf, accessed on January 29th 2018. 9

Abd. Ghofur. 2013. Another Alternative in Teaching English: A Theoretical Perspective. OKARA Journal of Languages and Literature Vol 2 No 8 (online) available: https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwifjXL0fzZAhXGpI8KHc4CB98QFggrMAA&url=http%3A%2F%2Fwww.ejournal.stainpamekasan. ac.id%2Findex.php%2Fokara%2Farticle%2Fdownload%2F447%2F433&usg=AOvVaw1yXlT8de 1YBZyYzZc_DZEw, accessed on January 29th 2018. 10 Jeremy Harmer. 2007. The Practice of English Language Teaching: Third Edition (London: Pearson Education Limited.inc), page 269. 11

Journal

Yenny Rahmawati and Ertin. 2014. Developing Assessment for Speaking. Indonesian of English Education (IJEE) Vol.1 No. 2 (online) available:

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a. Grammar Grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.

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In other word, grammar is

knowledge about the rules to make a good sentence; what can and can’t be done with the organization and use of words in English sentences.Test takers are assessed on how to control its usage within sentences, to construct, to use it appropriately and accurately and to avoid grammatical errors in speaking. b. Vocabulary Vocabulary is the knowledge of meanings of words. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally.13The range, precision, and the usage of vocabulary features in a conversation used by test takers indicate the level of how proficient they are. c. Comprehension

http://download.portalgaruda.org/article.php?article=299888&val=7178&title=DEVELOPING%2 0ASSESSMENT%20FOR%20SPEAKING, accessed on January 29th 2018. 12 Jack C Richards and Richard Schmidt. 2002. Dictionary of Language Teaching and Applied Linguistics (London: Pearson Education Limited) page 230. 13

Michael L. Kamil and Elfrieda H. Hiebert. 2005. Teaching and Learning Vocabulary; Perspectives and Persistent Issues. (Mahwah, NJ:Lawrence Erlbaum Associates.Inc), page 3.

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Comprehension is the identification of the intended meaning of written or spoken communication.14Understanding the context of the conversation and able to give appropriate response according to the question.

d. Fluency Nation (1991) defines fluency as the ability to get across communicative intent without too much hesitation and too many pauses to cause barriers or a breakdown in communication.15The language fluency indicates that the production of speech in a conversation is well delivered. Have confidence in delivering the speech and able to responds specific theme without many hesitation in choosing words. e. Pronunciation Pronunciation is the way a certain sound or sounds are produced, pronunciation stresses in the way sounds are perceived by the hearer. 16 Pronunciation assessment deals with how often errors in pronunciation occur.

3. Teaching Speaking “Speaking and listening are essential foundations for literacy development, and effective teaching of literacy will offer

14

Jack Richards and Richard Schmidt. Dictionary of Language … page 99.

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Faezeh Abbaspour. 2016. Speaking Competence and Its Components: A Review of Literature. International Journal of Research in Linguistics, Language Teaching and Testing Vol. 1 Issue 4, pp. 144- 152. ISSN: 2367-9336 (online) available: http://ijrlltt.com/fulltext/paper25092016150504.pdf, accessed on January 29th 2018. 16

Jack Richards and Richard Schmidt. Dictionary of Language … page 429.

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opportunities to promote oral skills”. (National Literacy Strategy Framework for Teaching, 1998, p.94)17 The statement above shows that teaching speaking is one of very important part in teaching language. Teaching speaking intends to teach people to be able to communicate with others orally in the appropriate way. As we know that language naturally used for communication. Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. The teacher can help students overcome this silence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. The teachers can also give students strategies and phrases to use for clarification and comprehension check.

4. Mingle Model Mingle model is proposed firstly by Pollard and Hess, it can be modified into a new model for teaching speaking skill. 18 Borzova stated that, “A mingle is an activity where a student approaches a classmate, talks for a while, and then moves on to speak to another classmate”. The special features of a mingle activity are all the students work simultaneously, in pairs or small groups, and switch from one classmate to another while speaking, listening, and taking notes. Face-to-face interaction with at least a 17 Jane Medwell, et. al.. 2009. Primary English Teaching Theory and Practice (Trowbridge: Cromwell Press Group Ltd), page 28. 18

Darmayenti and Novel Nofiardi. Minggle Model for...,

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few students to get talking is the principal goal. As soon as two individuals have finished an interaction, they change pairs either at random or in an organized arrangement; for example, if they are standing or sitting facing each other in two circles, pairs

will change when one circle moves

clockwise. In this activity, the teacher cannot control every student involved in a mingle activity but it is usually focuses on those who may need special support. Based on the statements above, in the mingle models, the students should go around in the classroom organizing

then mingle with their

classmates by asking and finding again a partner they have not worked with, ask questions to each other and record the answers they get by taking notes.This activity usually will be used in each topic until all of the students have chance to communicate to some students. It depends on the first deal given by the teacher. This model really requires students to talk each other about a given topic. By asking and answering questions on cards, every student gets the opportunity to convey what they think about something in the class topic.

5. Teaching Speaking through Mingle Model One way to get students to speak is using Mingle model. Switching conversational partners in the English as a foreign language (EFL) classroom has long been an effective way to involve student actively in

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communicative interactions and increase their talking time. 19 The use of mingle models in teaching speaking has been investigated by some previous researchers, especially for the purpose of improving the speaking skills of the students. Darmayenti also implemented the use of Mingle model for teaching English speaking skill for college students. She developed Mingle model for teaching speaking. She found that Mingle model is more effective to develop students’ skills on speaking and writing at State Institute for Islamic Studies (IAIN) Imam Bonjol Padang. The students’ skills on English components get improvement. Activities on this model give learning opportunities individually to the students. Environment of learning through mingle model gives a relaxed, pleasant learning atmosphere in the classrooms to the students.20 Elena Borzova stated that we should be ready to incorporate mingles into teaching without regret. In her conclusion she said that Mingles allow teachers to create numerous opportunities for students to try out varied activities for themselves, and by doing so they recycle, refine, and expand their personal experiences. Encouraging students to act effectively in the amplified learning environment, teachers lead students beyond what they know, can do well, or are already interested in.21 The mingle activity can be applied bywalking around and talking freely with other students orrotating pairs, where students from inside and Elena Borzova. Mingles in the,… Darmayenti and Novel Nofiardi. Minggle Model for… 21 Elena Borzova. Mingles in the … 19 20

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outside circles and face each other; each student from the outside circle, after speaking with the person facing him or her, moves one step (or one seat) clockwise to speak with a new classmate from the insidecircle. The rotating-pair mingle typically requires more organization. By mingling model, the teacher can avoid monotony of the lessonin the class and provide some practice for every student.22 Mingle has two steps, act mingle and do presentation.23 On the activity of Mingle, the students do the following activities; 1) The students are shared the card 2) The students read the information in the card 3) The students do the conversation through moving and walking down, and 4) The teacher controls and facilitates the students On the presentation, the students do the following activities; 1) The students present the result of Mingle 2) The teacher gives reward to the winner.

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Elena Borzova. Mingles in the … Darmayenti and Novel Nofiardi. Minggle Model for...,

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Figure 1.Mingle Model for Teaching Speaking Skill is Recommended 24 Standard and based competence Indicator of teaching (based competence) Aims of teaching (based on indicator) State the material (based on purpose) Act Mingle Model

P r e a c t i v i t i e s

Orientation

Exploration

Preparation

-The teacher prepares the cards which has information in it or copy a few examples that the students want to learn. -Asking the students to sit at semi circle model

Informing Topic

-The teacher informs the topic to the students -The teacher explains the activities which are applied by the students

Warming Up

-The teacher give examples of expression which are used by the students -The teacher asks the students to follow the expression -The students speak to one another -Each of students get a change to speak

Set the Rule

Act Mingle Model M a i n

-The teacher informs the rules of Mingle -The teacher shares the card to the students -The teacher divides students into groups -The teacher shares the card to the students -The teacher sets the time -The teacher asks the students to perform in group -The teacher asks the students to speak and move around the class while completing the list of questions. -The teacher monitors students’ activities -The teacher gives a change for each of students and groups

Interpretation

Presentation

Re-creation/ Confirmation

Review and Discussion

P o s t

Conclusion/ Reflection

The teacher gives a change for the students to perfom in front of the class

The teacher and students do discussion

The teacher gives reinforcement toward the topic

Evaluation on students’ speaking skill Follow-up of evaluation 24

Darmayenti and Novel Nofiardi. Minggle Model for...,

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I. Research Method 1. The Method of Research Research methodology is a way to systematically solve the research problem.25Research method is really needed in producing a perfect result of the research. It aims to provide useful information about how to run the research including how to process the data up to the data give the result. There are two approaches in research method; they are qualitative approach and quantitative approach. In this research, the researcher will use quantitative approach. Based on Kothari, “Quantitative research is based on the measurement of quantity or amount”.In other words, we can put quantitative data into numbers, figures and graphs, and process it using statistical (i.e. a particular type of mathematical) procedures. The aim of this research is to know whether the students’ speaking achievement will improve or not by using mingle model. Therefore, the researcher will use experimental research design. Rasinger stated that, “experimental designs are quantitative in nature and consist of the comparison between the experimental group (the one affected by the manipulation of variables) and a control group (not affected by manipulation)”.

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The basis of the

experimental method is the experiment, which can be defined as: a test under controlled conditions that is made to demonstrate a known truth or

25 C.R.Kothari. 2004. ResearchMethodology Methods and Techniques (New Delhi: New Age International (P) Ltd), page 8. 26

Sebastian M. Rasinger. 2013. Quantitative Research in Linguistic (Chennai: Bloomsbury Publishing Plc), Page 41.

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examine the validity of a hypothesis. 27 This research will use the quasiexperimental design as one of type experimental reasearch design in quantitative research approach. The basic characteristic of quasi-experimental is measuring of the dependent variable are repeated before and after an intervention or treatment is implemented. 28 In this research design will be comparing the students’ speaking achievement before and after treatment. Here, researcher will use pre-test and posttest design. Based on Donald Ary,et.al., the nonrandomized control group, pretest–posttest design is one of the most widely used quasiexperimental designs in educational research.29The research design can be seen as follow: Group E C

Pretest Y1 Y1

Independent Variable X -

Posttest Y2 Y2

The participants (often known as ‘subjects’ in experimental research) are placed into two groups, the experimental (E) and the control (C) group. The experimental group will receive the ‘treatment’ (taught by mingle model), the control group will not receive the treatment (normal input). Both groups will receive a pre-test (Y1) on whatever instrument is used to assess the effect of the experiment (a speaking test) before the treatment is given,

27

Daniel Muijs. 2004. DOING Quantitative Research IN EDUCATION (Gateshead: Athenaeum Press Ltd), page 13. 28 Donald Ary, et.al,. 2010. Introduction in Research in Education: Eighth Edition (Toronto: Nelson Education, Ltd) page 328. 29

Donald Ary, et.al,. Introduction in Research …, page 316.

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and a post-test, usually on the same instrument, after the treatment has been given.

2. Population The next step after deciding the research method is taking the population of study. Based on Jack R. Frenkel and Norman E. Wallen, population is the group of people as the object of the study will be tested to see the result of the research.30In this research, the researcher will take all students at the first grade students of Vocational High School Number 1 Simpangkatis as the population. There are eight classes of first grade in this school. The population can be seen as follows: Table 1 Population of Study No

Class

Number of Student

1

X TKI 1

35

2

X TKI 2

33

3

X TKI3

35

4

X Otomotif 1

31

5

X Otomotif 2

32

6

X Otomotif 3

34

7

X Otomotif 4

34

8

X TITL

35

Number of Population

269

Resources: SMKN 1 Simpangkatis (2017/2018)

30

Jack R. Fraenkel and Norman E. Wallen.How to Design and Evaluate Research in Education (New York: Mc-Grew-hill, 1990) page 91.

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3. Sample After researcher determines the population of this research, the next step is determining the sample. Sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population.31 In determining the sample, the researcher will use non probability sampling which means the sampling is used for certain purpose. A non-probability sampling technique in which subjects judged to be representative of the population is included in the sample. In non-probability sampling, the researcher selects individuals because they are available, convenient, and represent some characteristic the investigator seeks to study.

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There are three kinds of non-probability sampling namely

convenience sampling, purposive sampling and systematic sampling. In this research, the researcher will use purposive sampling method. According to Fraenkel, purposive sampling is taking sample based on previous knowledge of a population and the specific purpose of the research, the researcher can use personal judgment to select a sample.33 Researchers can use their knowledge of the population to judge whether or not a particular sample will be representative. The researcher takes two classes of the tenth grade as the samples of this research. In this study, the English teacher of Vocational High School Number 1 Simpangkatis who teach classes of the ten grade suggested to 31 John W. Creswell. 2002. Educational Research: Fourth Edition (Boston: Edwards Brothers, Inc), page 142. 32

John W. Creswell. Educational Research…, page 145.

33

Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 99.

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take X TKI 1 and X TKI 2 as the samples. She recommended those classes because they have big potential o be develop. According to the school teacher, students’ speaking ability in X TKI 1 is lower than X TKI 1. Because of that statement, The researcher decided X TKI 1 as control and X TKI 3 as experimental group.It means that, the lower group should get treatment to improve their speaking achievement. Experimental group will be given a treatment by using mingling model to improve their speaking skill. The sample is figured out in the table below. Table 2 Sample of study No

Class

Male

Female

Number of Student

1

X TKI 1 Control Group X TKI 3 Experimental Group

10

24

35

13

21

35

2

Resources: SMKN 1 Simpangkatis (2017/2018)

4. Data Collecting Technique The next step in research is collecting the data, how we get the data to be analyzed. In collecting the data, the researcher will use two kinds of techniques. They are observation and test. a. Observation The first data collecting technique used by the researcher is observation. Based on Fraenkel, Observation is certain kinds of research questions can best be answeredby observing how people act or how things

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look. 34 Observationrefers to two distinct concepts—being aware of the world around us and making careful measurements. 35It shows that the observation of the implementationof mingle model in teachingand learning process provides useful informationin order to answer the first research question. Thereare various observation techniques that can be appliedin the classroom setting. The researcher will use the observation sheet from Said Zulfikar. His observation sheet tends to see the attendance, interaction, cooperation and attention from each student during following the class. It aimed to see how the technique runs including the situation of class during meetings. b. Test The second method will be used to collect the data is test. According to Ary, et, al., test is a systematic procedure for measuring a sample of behavior presumed to represent an educational or psychological characteristic. 36 Based on that statement, a test is used here to see the significant difference of students’ speaking ability before and after being taught by mingle model of the sample.There will be two sequences of doing test in this research, they are pre-test and posttest. Pre-test will be given at the beginning of the teaching both two classes. After being tested, control group is taught by using non-mingle modelintensively. Meanwhile for experimental group, the researcher will give them 34

Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 440.

35

Geoffrey Marczyk. 2015. The Essential of Research Design and Methodology (Hoboken: John Wiley & Sons, Inc), page 6. 36 Donald Ary, et.al,. Introduction in Research…, page 651.

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particular method with mingle modelas solution for improving their speaking skill. At the end of the research, the posttest will be given for both classes to see the difference between the experimental and control group speaking achievement. In this research, the researcher will use David P Harris theory about the rating scale of speaking. The rating scale which was developed by David P Harris can be seen as follow: The Planning for the Raters The First Rater

: Miss. Alice

The Second Rater

: Ma’am Lissionara

Table 3 Oral English Rating Sheet37 Aspects

Pronunciation

Score

Scale

Explanation

17-20

5. Speech consist of almost appropriate pronunciation

13-16

4. Speech consists of hardly incorrect pronunciation

9-12

3. Speech consists of some inappropriate pronunciation

5-8

2. Speech consists of mostly inappropriate pronunciation

1-4

1. Speech consists of very poor pronunciation

17-20

5. Use of wide range of vocabulary taught previously

13-16

4. Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

9-12

3. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary

Vocabulary 5-8

2. Misuse of words and very limited vocabulary make comprehension quite difficult

1-4

1.

Vocabulary

limitations

so

extreme

as

to

makeconversation virtually impossible 17-20

5. Makes few (if any) noticeable errors of grammar or word order

Grammar 13-16

4. Occasionally makes grammatical and/or word-order

37

David Crystal. 2003. English as a Global Language (Cambridge: Cambridge University Press), page 84 & 134

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errors which do not, however, obscure 9-12

3. Makes frequent errors of grammar and word order which occasionally obscure meaning

5-8

2. Grammar and word order errors make comprehension difficult. Must often rephrase sentences and/or restrict himself to basic pattern

1-4

1. Errors in grammar and word order so severe as to make conversation virtually unintelligible

17-20

5. Speech is quite flowing style, mostly easy to understand

13-16

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

9-12

Fluency

3. Speed and fluency are rather strongly affected by language problems

5-8

2. Usually hesitant; often forced into silence by language limitation.

1-4

1. Speech is so halting and fragmentary as to make conversation virtually impossible

17-20

5.Appears to understand everything without difficulty

13-16

4.Understands nearly everything at normal speed, although repetition maybe necessary

9-12

3.Understands most of what is said at slower than normal speed with repetitions

Comprehension 5-8

2.Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions

1-4

1.Cannot be said to understand even simple conversation English

Criteria of Mastery

Grade

80-100

Good to excellent

60-79

Average to good

50-59

Poor to average

0-49

Poor

25

5. Validity and Reliability Reliability and validity are the indicators to determine the quality of a measuring instrument in the research. a. Validity One of criteria that determine the quality of a good instrument is its validity. According to Jack R. Fraenkel and Norman E. Wallen, Validity refers to the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher makes.38The primary purpose of all forms of researches is to produce valid conclusions.Based on Goddard, there are three types of validity;Content validity, Criterion-related validity and Construct validity.39 Here, the researcher uses content validity. Content validityis the extent to which a measuring instrument provides adequate coverage of the topic under study.40The researcher focused on content of the test. In this study the researcher makes the content of test based on the syllabus and to see the valid of test, the researcher counts the item test by using SPSS.To find out the test of item validity, the result of the tryout test will be analyzed by using Point Biserial Correlation. The formula is as follows: 38

Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 147.

39

Wayne Goddard Stuard Melville. 2001. An Introduction Research Methodology. (Lansdowne: Mega Digital), page 47. 40

C.R.Kothari. ResearchMethodology Methods … page 74.

26

rpbi =

𝑀𝑝−𝑀𝑡 𝑆𝐷𝑡

𝑝

√𝑞

Note

:

Rpbi

: The correlation coefficient

Mp

: The mean score of the students who answer each item Correctly

Mt

: The mean score of the total score

SDt

: Deviation standard of the total score

p

: The proportion of the students who have the right answer

q

: The proportion of the students who have the wrong answer

Based on the statements above, researcher can conclude that validity is very important in doing research in order to obtain good datum from their instruments, therefore the researcher can provide a valid result or correct conclusions in the research. b. Reliability Reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument

to

another

and

from

one

set

of

items

to

another. 41 Reliabilityrefers to a method repeatedly and consistently measuring whatever it is supposed to measure.42It means that if we took the same people and tested them again in exactly the same way and

41

Jack R. Fraenkel and Norman E. Wallen. How to Design…, page 154.

42

Sebastian M. Rasinger. Quantitative Research in ..., page 28.

27

exactly the same environment, we should get exactly the same result if our method is reliable. The test of reliability is another important test of research measurement. It means that the test is reliable if a test measurement consistent and accurate. The data will be processed by using SPSS (Statistical Package for Social Science) for windows with Cronbach’s Alpha formula.The formula is:43 𝐾

KR-21rk=𝐾−1 [1 −

_ _ 𝑋(𝐾− 𝑋) 𝐾𝑠2

]

Note: K: The number of items in the test 𝑋̅: The mean of the sample S2: The variance of the sample

6. Data Analysis In this study, there are two techniques of collecting data. The following is how each technique will be analyzed. To get a conclusion in this research based on the analysis of students’ speaking achievement through Mingle model, the researcher used the following steps: a. Observation In this study, the researcher will use observation to collect the data. To analyze this technique of collecting data, the researcher uses observation sheet which was developed by Said Zulfikar. The observation sheet showed the attendance, interaction, cooperation and attention from each

43

Evelyn Hatch and Hossein Farhady. 1982. Research Design and Statistics for Applied Linguistics (Rowley: Newbury House Publisher, INC), page 248.

28

student during the class. The observation sheet will be taken every meeting by giving sign () to available column which related to the aspect above. Then, the available information in the observation sheet will be processed into persentile. b. Test Test is the second data collecting technique in this research. Those tests are validity test, pretest, and post-test. To analyzing the test, the researcher will use these following ways: 1) Scoring the pretest and posttest by the raters. 2) After getting the raw score, the researcher tabulates the results of the test and the score of the pretest and posttest are calculated. Then the researcher used SPSS to calculate mean of pretest and posttest to see whether there is an influence or not after the students are taught by using Mingle model. The formula for getting this mean is:44 ∑𝑋 𝑋̅= 𝑁

Note : ∑X

: The sum of all individual scores

N

: The total number of students

3) The researcher uses statistical computerization in example repeated measures T-test of Statistical Package for Social Sciences (SPSS) for windows. It is used to find out whether there is or there is not a

44

Evelyn Hatch and Hossein Farhady. Research Design and…, page 55.

29

significant difference in students’ achievement after taught by mingle model. The formula, independent sample t-test, is used:45 t=

̅̅̅̅ ̅̅̅̅ 𝑋1−𝑋2 𝑠2 𝑠2 √ 1+ 2 𝑛1

𝑛2

Note

:

t

: The value of t-test

̅̅̅̅ 𝑋1

: The mean of test of sample1

̅̅̅̅ 𝑋2

: The mean of test of sample 2

𝑠1

: Deviation standard of sample 1

𝑠2 : Deviation standard of sample 2

45

𝑛1

: The number of sample 1

𝑛2

: The number of sample 2

Mikha Agus Widiyanto. 2013. Statistika Terapan (Jakarta: PT. Gramedia,), page 245.

30

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Ferdiant, A. Ghufran. 2016. Developing the Assessment Instrument of Speaking. OKARA Journal of Languages and Literature Vol.1 No 1. Accessed on January 29th 2018 (online). Available: http://download.portalgaruda.org/article.php?article=455828&val=8580 &title=DEVELOPING%20THE%20ASSESSMENT%20INSTRUMENT %20OF%20SPEAKING (accessed on January 29th 2018) Fraenkel, Richard, et.al,. 2009. How to Design and Evaluate Research in Education (New York: McGraw-Hill Companies, Inc) Ghofur, Abd. 2013. Another Alternative in Teaching English: A Theoretical Perspective. OKARA Journal of Languages and Literature Vol 2 No 8 (online).Available:https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s &source=web&cd=1&ved=0ahUKEwifjXL0fzZAhXGpI8KHc4CB98QF ggrMAA&url=http%3A%2F%2Fwww.ejournal.stainpamekasan.ac.id%2 Findex.php%2Fokara%2Farticle%2Fdownload%2F447%2F433&usg=A OvVaw1yXlT8de1YBZyYzZc_DZEw (accessed on January 29th 2018) Hakim, Avansa Naufal. Using English Mingling Models to Improve the Speaking Skills of the Seventh Grade Students at SMP Muhammadiyah 2 Mlati in the Academic Year of 2013/2014. Thesis. English Education Study Program at University of Yogyakarta. 2014 (online). Available: http://eprints.uny.ac.id/20412/1/Avansa%20Naufal%20Hakim%2008202 244020.pdf(accessed on January 29th 2018) Harmer, Jeremy. 2007. The Practice of English Language Teaching: Third Edition (London: Pearson Education Limited.inc) Hatch, Evelyn and Hossein Farhady. 1982. Research Design and Statistics for Applied Linguistics (Rowley: Newbury House Publisher, INC) Kamil, Michael L. and Elfrieda H. Hiebert. 2005. Teaching and Learning Vocabulary; Perspectives and Persistent Issues. (Mahwah, NJ: Lawrence Erlbaum Associates.Inc) Kothari C.R. 2004. ResearchMethodology Methods and Techniques (New Delhi: New Age International (P) Ltd) Marczyk, Geoffrey. 2015. The Essential of Research Design and Methodology (Hoboken: John Wiley & Sons, Inc) Medwell, Jane. et. al.. 2009. Primary English Teaching Theory and Practice (Trowbridge: Cromwell Press Group Ltd) Melville, Wayne Goddard Stuard. 2001. An Introduction Research Methodology. (Lansdowne: Mega Digital)

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Muijs, Daniel. 2004. DOING Quantitative Research IN EDUCATION (Gateshead: Athenaeum Press Ltd) Rahmawati, Yenny and Ertin. 2014. Developing Assessment for Speaking. Indonesian Journal of English Education (IJEE) Vol.1 No. 2 (online). Available:http://download.portalgaruda.org/article.php?article=299888& val=7178&title=DEVELOPING%20ASSESSMENT%20FOR%20SPEA KING (accessed on January 29th 2018) Rasinger, Sebastian M.. 2013. Quantitative Research in Linguistic (Chennai: Bloomsbury Publishing Plc) Richards, Jack C. 2006. Communicative Language Teaching Today (Cambridge: Cambridge University Press) Richards, Jack C and Richard Schmidt. 2002. Dictionary of Language Teaching and Applied Linguistics (London: Pearson Education Limited) Ulas, Abdulhak Halim. 2008. Effects of Creative Educational Drama Activities on Developing Oral Skills in Primary School Children. American Journal of Applied Sciences Vol 5 No 7 (online). Available: http://thescipub.com/PDF/ajassp.2008.876.880.pdf (accessed on January 29th 2018) Utami, Susan Riski. The Use of Mingle Model to Improve Second Grade Students’ Speaking Achievement at SMAN 1 Bandar Lampung. Thesis. English Education Study Program at University of Lampung 2017 (online). Available: https://media.neliti.com/media/publications/191986-EN-theuse-of-mingle-model-to-improvesecond.pdf. (accessed on January 29th 2018) Widiyanto, Mikha Agus. 2013. Statistika Terapan (Jakarta: PT. Gramedia,)

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