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COVER

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF VOCATIONAL HIGH SCHOOL NUMBER 1 SIMPANGKATIS THROUGH MINGLE MODEL IN ACADEMIC YEAR 2018

A THESIS Submitted to the Undergraduate School in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English Language Education by ROFI INAYATURROHMAH 1413056 Tarbiyah Department English Education Study Program

STATE INSTITUTE OF ISLAMIC STUDIES SYAIKH ABDURRAHMAN SIDDIK BANGKA BELITUNG

2018

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MOTTO

“TABASSAM” (Mesut Kurtis)

GREAT THINGS never came from comfort zone (Anonymous)

DONE it better than perfect (Sheryl Sandberg) Don’t stop when you are tired, STOP when you are DONE (Marilyn Monroe)

If it is IMPORTANT to you, you will find a way (Ryan Blair)

DREAM it! WISH it! DO it! (Leslie Levine)

LIFE is like a bicycle To keep your balance you must KEEP MOVING (Albert Einstein)

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DEDICATION With all of my love, this thesis is especially dedicated to:  The Almighty and Merciful, ALLAH SWT. All my praises to You, thank you for everything. Your plans much greater than my dreams. Thank you for every single moment given in my life.  My Prophet Muhammad SAW (Peace be upon to you). The role model in this life. May ALLAH always guide my family and me to follow the ways of your life  My beloved parents. Thus, I would proudly mention their name as essential part in my life. They are Khoyin and Fitriah Al Jamiyah. They are hero in my life. Thank you very much for always supporting and praying for me in every condition in this life. They are my spirit in this life. I am blessed to have parents like them. Every single thing I fight for is to make my parents proud of me. Thanks a lot for everything Mom and Dad. Love you so much.  My beloved elder sister. She is Habibah. Thanks a lot for your support and your attention on my progress doing this thesis. I am really grateful having a sister like you in my life. Thanks for spoiling me and making me as comfortable as you could, so I could focus and concentrate doing my thesis.  Other members of my family, they are my grandmothers, my aunts and my uncles. Thanks a lot for every praying and advice. We have long distance now, but your advices and praying really means a lot for me. Love you so much.  My honorable academic advisor, Mr. Zulfikri Betyar Rasuan, M.Pd. Thank you very much for your best advice, support and motivation for finishing this thesis soon.  My honorable advisors, Ma’am Indrawati M.Pd and Miss Ihda Husnayaini, M.Pd. Thank you so much for your advices, suggestions, and patience in guiding me to do and revise this thesis. May ALLAH repay your kindness.  All my lecturers in Institute College for Islamic Studies Syaikh Abdurrahman Siddik Bangka Belitung. Thank you for the knowledge along my college.

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 All of raters, they are Najmul Fajri Usman, B.Sc, M.Sc. and Kiyoko Hope Nakamaru Koyama. Thanks a lot for your willing to help me rate the students’ speaking test. It is very big part in my thesis. Thank you so much.  My close friends, Yessy Andiani, Rusmini Uni and Darwinto. Thank you very much for every single support, pray and suggestions gave to me along the thesis process. Thanks a lot for your advices for me. Love you guys.  My senior and the alumnus of Institute College for Islamic Studies Syaikh Abdurrahman Siddik Bangka Belitung, Pujo Abidin, Dina and Annisa. Thanks a lot for every single helping, guidance, and support given to me. It means a lot for me. May ALLAH give you all the best life.  My senior, Sheilla. Thanks a lot for every single helping, suggestion, and support given to me. Hopefully, you can finish yours soon. May ALLAH give you smooth way for doing it.  My classmate of TBI B 2014. Some of you, thanks for your advice and suggestions. All of you, thank you for togetherness along our class in Institute College for Islamic Studies Syaikh Abdurrahman Siddik Bangka Belitung.. Hopefully, you will do and finish yours soon.  My campus, IAIN SAS BABEL

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CONTENTS COVER ................................................................................................................................ i LETTER OF DECLARATION ............................................Error! Bookmark not defined. OFFICIAL MEMO OF ADVISORS ....................................Error! Bookmark not defined. OFFICIAL MEMO OF EXAMINERS ...............................................................................iv MOTTO .............................................................................................................................. v DEDICATION ....................................................................................................................vi ACKKNOWLEDGEMENTS ........................................................................................... viii CONTENTS........................................................................................................................ix LIST OF TABLES ..............................................................................................................xi LIST OF APPENDICES .................................................................................................... xii ABSTRACT...................................................................................................................... xiii CHAPTER I ........................................................................................................................ 1 INTRODUCTION .............................................................................................................. 1 A.

Background of the Study......................................................................................... 1

B.

Limitation of Study ................................................................................................. 4

C.

Formulation of the Research Problem..................................................................... 4

D.

The Objectives of the Study .................................................................................... 5

E.

Significance of the Study ........................................................................................ 5

F.

Previous of Related Studies .................................................................................... 6

G.

Structure of the Study ............................................................................................. 8

CHAPTER II..................................................................................................................... 10 THEORETICAL FRAMEWORK .................................................................................... 10 A.

The Definition of Speaking ................................................................................... 10

B.

The Types of Speaking Test.................................................................................. 12

C.

The Aspects of Speaking Skill .............................................................................. 12

D.

Teaching Speaking ................................................................................................ 14

E.

Mingle Model........................................................................................................ 15

F.

Teaching Speaking through Mingle Model........................................................... 16

G.

Discussion Method................................................................................................ 19

H.

Hypothesis............................................................................................................. 20

BAB III ............................................................................................................................. 21

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RESEARCH METHOD.................................................................................................... 21 A.

The Method of Research ....................................................................................... 21

B.

Population ............................................................................................................. 23

C.

Sample................................................................................................................... 24

D.

Technique for Collecting Data .............................................................................. 25

E.

Validity and Reliability ......................................................................................... 30 1.

Validity ............................................................................................................. 30

2.

Reliability.......................................................................................................... 32 Technique for Analyzing Data .............................................................................. 33

F.

CHAPTER IV ................................................................................................................... 36 FINDINGS AND INTERPRETATIONS ......................................................................... 36 Research Findings ................................................................................................. 36

A. 1.

The Implementation of Mingle Model in Experimental Group. ....................... 37

2.

The Implementation of Non-Mingle Model in Control Group ......................... 52

3.

The Result of Observation ................................................................................ 63

4.

The Statistical Analysis..................................................................................... 69 The Interpretation Result ...................................................................................... 79

B. 1.

The Interpretation of Implementation and Observation .................................... 79

2.

The Interpretation of Statistical Analysis.......................................................... 81

CHAPTER V .................................................................................................................... 85 CONCLUSIONS AND SUGGESTIONS ......................................................................... 85 A.

Conclusions of the Study ...................................................................................... 85

B.

Suggestions of the Study ....................................................................................... 87

REFERENCES ................................................................................................................. 88 APPENDICES ......................................................................Error! Bookmark not defined.

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LIST OF TABLES Table 2.1 Mingle Model for Teaching Speaking Skill is Recommended….

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Table 3.1 Research Design…………………………………………………

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Table 3.2

Population of Study……………………………………..……….

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Table 3.3

Sample of Study……………………………………..…………..

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Table 3.4

Oral English Rating Sheet……………………………………….

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Table 3.5 Criteria of Mastery………………………………………………

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Table 4.1 The Result of Observation ………………………………………

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Table 4.2

The Scale of Value………………………………………………

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Table 4.3 The Result of Observation……………………………………….

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Table 4.4

The Scale of Value………………………………………………

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Table 4.5 The Percentage Score of Control Group………………………...

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Table 4.6 Paired Sample Statistics…………………………………………

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Table 4.7 Paired Sample Correlation……………………………………….

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Table 4.8

Paired Sample Test………………………………………………

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Table 4.9

The Percentage Score of Experimental Group…………………..

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Table 4.10 Paired Samples Statistics………………………………………...

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Table 4.11 Paired Samples Correlations…………………………………….

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Table 4.12 Paired Samples Test……………………………………………..

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Table 4.13 Paired Sample Statistic…………………………………………..

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Table 4.14 Independent Samples Test……………………………………….

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Table 4.15 Paired Sample Statistics…………………………………………

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Table 4.16 Independent Samples Test………………………………………

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LIST OF APPENDICES The Research Permission Letter ...........................................Error! Bookmark not defined. The Statement Research Done ..............................................Error! Bookmark not defined. Guidance Consultancy ..........................................................Error! Bookmark not defined. Critical Values for Pearson’s Correlation Coefficient ..........Error! Bookmark not defined. Table of Critical Values for T-Two Tailed Significance ......Error! Bookmark not defined. Try Out Test ..........................................................................Error! Bookmark not defined. Try Out Score........................................................................Error! Bookmark not defined. Validity and Reliability Result ..............................................Error! Bookmark not defined. Pre Test .................................................................................Error! Bookmark not defined. Post Test ................................................................................Error! Bookmark not defined. Pre Test and Post Test Score of Control Group ....................Error! Bookmark not defined. Pre Test and Post Test Score of Experimental Group ...........Error! Bookmark not defined. The Score Category of Control Group ..................................Error! Bookmark not defined. The Score Category of Experimental Group.........................Error! Bookmark not defined. The Sample Script .................................................................Error! Bookmark not defined. Attendance List of Control Group ........................................Error! Bookmark not defined. Attendance List of Experimental Group ...............................Error! Bookmark not defined. Observation Sheet of Control Group ....................................Error! Bookmark not defined. Observation Sheet of Experimental Group ...........................Error! Bookmark not defined. Syllabus .................................................................................Error! Bookmark not defined. Lesson Plan of Control Group ..............................................Error! Bookmark not defined. Lesson Plan of Experimental Group .....................................Error! Bookmark not defined. Documentation ......................................................................Error! Bookmark not defined.

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ABSTRACT

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF VOCATIONAL HIGH SCHOOL NUMBER 1 SIMPANGKATIS THROUGH MINGLE MODEL IN ACADEMIC YEAR 2018 ROFI INAYATURROHMAH 1413056 English Education Study Program Tarbiyah Department Institute College of Islamic Studies Syaikh Abdurrahman Siddik Bangka Belitung Abstract The study was aimed to know the implementation of Mingle Model to improve students’ speaking skill at tenth grade of Vocational High School Number 1 Simpangkatis and to find out whether there was or not a significance difference of students’ speaking skill between students who were taught by Mingle Model and who were taught by using non-Mingle Model. The researcher used quantitative approach. The experimental research with quasi experimental design was used in this research. There were 72 students from two classes taken as the sample purposively. The classes were TKI 1 and TKI 2. This research applied Mingle Model. This study also was limited in some aspects. It was pronunciation, vocabulary, grammar, comprehension and fluency. Based on the result of research findings, two main points were obtained. First, the implementation of Minge Model during research were accepted and done well by students. It was proven by their attention, attendance, activeness during meetings and doing activities were mostly good and very good category during the meetings. Second, the students who were taught by using Mingle Model had higher score in the post test than the students who were taught by Non-Mingle Model. In this case, the alternative hypothesis (Ha) was accepted as t-obtained score 3.56. Then, the critical value of t-table was 2.00. That t-obtained score was clearly higher than critical value of ttable. Based on the evidence above, the research concluded that there was a significant difference of speaking skill between the experimental and control group. Therefore, the result of this study showed that Mingle Model was effective to improve the students’ speaking skill. Keywords: Improving Speaking Skill, Mingle Model

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CHAPTER I INTRODUCTION This chapter presented: (a) background of study, (b) limitation of study, (c) formulation of the research problem, (d) the objectives of the study, (e) the significance of the study, (f) previous related studies, and (g) structure of the study. A. Background of the Study Nowadays, English has become 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 subjects 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. Teaching and learning of English deals with four major skills, namely listening, speaking, reading, and writing. Among four main skills, speaking is considered to be the most complex skill and involves a lot of activities and

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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 researcher conducted an English teacher interview. The English teacher showed that English teaching and learning were focused on helping the students to pass the final examination. The students were most taught about grammar, structure and written communication, while the oral skill was not a priority. Therefore, the students did not have selfconfidence even to speak a single word, it made them could not communicate English with others orally whereas oral communication is very important in conveying messages with others. Also, they found it difficult to deliver their ideas in speaking because they had less vocabulary and less comprehension of grammar. It made them worry about making mistakes, fearful of criticism or simply shy of attention their speech attracts. All above factors were the indicators of low speaking ability of the students at Vocational High School Number 1 Simpangkatis. Because of those phenomena which were usually found in speaking, the researcher intended to find the effective solution to improve the speaking ability of students at Vocational High School Number 1 Simpangkatis by using Mingle Model for teaching speaking. 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

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another classmate.1 Each student had a chance to participate in this model and 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-to-face interaction with at least a few other students was the principal goal. As soon as two individuals had finished an interaction, they changed pairs either at random or in an organized fashion; for example, if they were standing or sitting facing each other in two circles, pairs changed when one circle moved 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. 2 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 fun model. Related to mingle model, there were conducted by Susan Riski Utami3, Avansa Naufal Hakim 4 , Darmeyanti and Nofel Nofiandri 5 . The studies showed that mingle model was effective to improve students’ speaking skill achievement.

1 Elena Borzova. Mingles in the Foreign Language Classroom. English Teaching Forum Vol 52 No 2 (online), 2014. available: http://163.14.136.65/toc/lan/201409/lanpdf/lane12.pdf., accessed on January 29th 2018. 2 Elena Borzova. Mingles in the,… 3 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 (online) available:https://media.neliti.com/media/publications/191986-ENthe-use-of-mingle-model-to improvesecond.pdf, accessed on January 29th 2018. 4 Elena Borzova. Mingles in the,…

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In order to improve the students speaking skill at Vocational High School Number 1 Simpangkatis, the researcher intended to apply mingle model for teaching speaking. The researcher tried to conduct a study entitled “Improving Speaking Skill of the Tenth Grade Students of Vocational High School Number 1 Simpangkatis through Mingle Model in Academic Year 2018” B. Limitation of Study The researcher limited this study by only focusing on the teaching and learning process in speaking. The intention was to improve students’ ability in speaking through Mingle Model. The type of speaking performance in this research was personal recount. The researcher focused on five aspects on assessing

speaking,

those

were:

pronunciation,

grammar,

fluency,

comprehension and vocabulary. The topics were My holiday, My good experience and My bad experience.. C. Formulation of the Research Problem Based on the limitation of the problem above, the problem of this study could be formulated as follows: 1.

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

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Darmayenti & Novel Nofiardi. 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. 5

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2.

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

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 if there was a significant difference between the students who were taught by Mingle Model and the students who were taught by nonMingle Model in speaking skill in the tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018.

E. Significance of the Study The significances of the study might be expected as following: 1.

The tenth grade of Vocational High School Number 1 Simpangkatis in Academic Year 2018: The findings of this research is expected to become a source of information about fun way to improve their speaking ability by mingle model. Hopefully, this research helps the students to improve their speaking ability more easily.

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2.

For the English teacher: The findings of this research is 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 further researchers: This study can be a source to conduct relevant further research.

F. Previous of Related Studies This part showed other previous studies that related to this research. The first study was “The Use of Mingle Game to Improve Second Grade Students’ Speaking Achievement at SMAN 1 Bandar Lampung” by Susan Riski Utami.6 The result showed T-ratio was higher than T-table (18.402 > 2.030). The mean score of pre-test was 62.97 and the mean score of posttest was 73.25 in which the gain was 10.28. This implied 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 suggested that teaching speaking through Mingle Model facilitates the students to improve their achievement in speaking. The second study was entitled “Mingles in the Foreign Language Classroom” by Elena Borzova, she suggested that to be ready to incorporate

Susan Riski Utami. The Use of ,…

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mingles into teaching without regret.7 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. The use of mingles was the only class management strategy that allows every student to do a lot of talking in the classroom, increasing the quality of communicative competence in English The third study was entitled “Mingle Model for Teaching Speaking Skill for Student College” by Darmayenti and Novel Nofiardi. 8 The 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 was concluded that Mingle model was more effective to improve students on all components of speaking skill. There were some differences among the previous related studies with this current research. They were; the first study focuses on three aspects of speaking: pronunciation, fluency and comprehension. While this current research focused on five aspects: pronunciation, grammar, fluency, comprehension and vocabulary. Then, the second study is the objective. It was 7 8

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

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to describe a few examples of mingles and share advice on how to use them effectively in the EFL classroom while this current research was not. Then, the third study used quantitative and qualitative approaches while this study used quantitative approach only. G. Structure of the Study The structure of this thesis is divided into five chapters: Chapter I

Introduction This chapter consists of background of study, limitation of study, formulation of the research problem, the objectives of the study, the significance of the study, previous of related studies and structure of the study.

Chapter II

Theoretical Framework This chapter explains the definition of speaking, the aspects of speaking skill, teaching speaking, mingle model, teaching speaking through mingle model and hypothesis of the study.

Chapter III

Research Method This chapter discusses the method of the study, the method of research, population, sample, data collecting technique, validity, reliability and data analysis.

Chapter IV

Research Findings This chapter describes findings of the study which include the results of the tests and documentation, and the interpretation of the research findings.

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Chapter V

Conclusions and Suggestion In the closing chapter the researcher concludes from the explanation above and gives some suggestions related to this research.

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CHAPTER II THEORETICAL FRAMEWORK This chapter presented: (a) the definition of speaking, (b) the aspects of speaking, (c) teaching speaking, (d) mingle model (e) teaching speaking through mingle model, and (f) the hypothesis of study. A. The Definition of Speaking Speaking is productive skill in the oral mode. It is like the other skills, it is more complicated than it seems at first and involves more than just pronouncing words.9 Speaking 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 and socially. 10 In other words, good speaking is really useful for having good communication with others. It is one of the important things to have success life among people around. It is a way to build good relationship in your environment. 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”.11 It means that speaking is

Marriam Bashir, et,al.. Factor Effecting Students’ English Speaking Skills. British Journal of Arts and Social Sciences Vol 2 No 1 (online). available: https://www.researchgate.net/publication/228840274, accessed on January 29th 2018. 10 Abdulhak Halim Ulas. 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. 11 A. Ghufran Ferdiant. 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 9

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the way to convey what you want to say. Castillo stated that speaking involves both saying and knowing.12 When you are speaking, you are saying. It makes other know what is in your mind by listening what you are saying. One of the major characteristics of the social aspect of oral communication skills is the ability to deliver a speech comfortably and with self-confidence.13 The ability to speak fluently presupposes not only knowledge of language features but also the ability to process information and language ‘on the spot’.14 It means that you have to be able to react spontaneously in speaking. 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.

0THE%20ASSESSMENT%20INSTRUMENT%20OF%20SPEAKING, accessed on January 29th 2018. 12 Jesus Martinez del Castillo. 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://www.sciencepublishinggroup.com/j/ijll, accessed on January 29th 2018. 13 Abd. Ghofur. Another Alternative in Teaching English: A Theoretical Perspective. OKARA Journal of Languages and Literature Vol 2 No 8 (online) available: http://dx.doi.org/10.19105/ojbs.v7i2.447, accessed on January 29th 2018. 14 Jeremy Harmer. The Practice of English Language Teaching: Third Edition (London: Pearson Education Limited.inc, 2007), page 269.

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B. The Types of Speaking Test Based on Hughes, there are some techniques to elicite speaking test.15 Those are: a. Question and Request Information b. Interpreting c. Discussion d. Tape recorded stimuli e. Imitation f. Prepared monolog g. Reading aloud The researcher used preparing monolog in this research as speaking test process. Some examinations require candidates to present a monologue on a topic after being given a few minutes to prepare.16 There were three topics. They were my holiday, my bad experience and my good experience. C. 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, they are grammar, vocabulary, comprehension, fluency, and pronunciation.17

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Arthur Hughes. Testing for Language Teachers (Cambridge: Cambridge University Press, 1989) page 107-110 16 Arthur Hughes. Testing for Language…, page 109. 17 Yenny Rahmawati & Ertin. Developing Assessment for Speaking. Indonesian Journal of English Education (IJEE) Vol.1 No. 2 (online) available: http://journal.uinjkt.ac.id/index.php/ijee/article/view/1345, accessed on January 29th 2018.

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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.18 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. 19 The 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 Comprehension is the identification of the intended meaning of written or spoken communication.20Understanding the context of the conversation and able to give appropriate response according to the question. d. Fluency Nation defines fluency as the ability to get across communicative intent without too much hesitation and too many pauses to cause barriers or a

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Jack C Richards & Richard Schmidt. Dictionary of Language Teaching and Applied Linguistics (London: Pearson Education Limited, 2002) page 230. 19 Michael L. Kamil & Elfrieda H. Hiebert. Teaching and Learning Vocabulary; Perspectives and Persistent Issues. (Mahwah, NJ:Lawrence Erlbaum Associates.Inc, 2005), page 3. 20 Jack Richards & Richard Schmidt. Dictionary of Language … page 99.

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breakdown in communication. 21 The 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.

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Pronunciation assessment deals with how often errors in

pronunciation occur. D. Teaching Speaking “Speaking and listening are essential foundations for literacy development, and effective teaching of literacy will offer opportunities to promote oral skills”. (National Literacy Strategy Framework for Teaching, 1998, p.94)23 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 21

Faezeh Abbaspour. 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. 22 Jack Richards & Richard Schmidt. Dictionary of Language … page 429. 23 Jane Medwell, et. al.. Primary English Teaching Theory and Practice (Trowbridge: Cromwell Press Group Ltd, 2009), page 28.

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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. E. Mingle Model Mingle model is proposed firstly by Pollard and Hess.24 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 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 24

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

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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. F. 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 communicative interactions and increase their talking time.25 Mingle Model proposed firstly by Pollard and Hess in teaching reading.

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There were some researchers

developing it to teaching speaking. 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

Elena Borzova. Mingles in the,… Irda Murni. Reading study model for dyslexia children based on mingle technique. Journal of ISCAR Vol 1 No 2 (online) available: http://journal2.um.ac.id/index.php/icsar/article/view/399 , accessed on March 5th 2018. 25 26

16

to the students. Environment of learning through mingle model gives a relaxed, pleasant learning atmosphere in the classrooms to the students.27 The mingle activity can be applied by walking around and talking freely with other students orrotating pairs, where students from inside and 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.28 Mingle has two steps, act mingle and do presentation.29 On the activity of Mingle, the students do the following activities; a. The students are shared the card b. The students read the information in the card c. The students do the conversation through moving and walking down, and d. The teacher controls and facilitates the students On the presentation, the students do the following activities; a. The students present the result of Mingle b. The teacher gives reward to the winner.

Darmayenti & Novel Nofiardi. Minggle Model for… Elena Borzova. Mingles in the … 29 Darmayenti & Novel Nofiardi. Minggle Model for..., 27 28

17

Mingle model is proposed firstly by Pollard and Hess, it can be modified into a new model for teaching speaking skill.30 These were the steps of doing Mingle Model in the experimental class: 

The teacher gave some expressions



The students repeated the pronounciaton of expressions.



The teacher shared the card to the students.



The teacher divided students into groups to do mingle model.



The teacher set the time



The teacher asked the students to perform in group



The teacher asked the students to speak and move around while completing the list of questions in the card in every different partner.



The teacher monitored students’ activities



The teacher gave a change for the students to perform in front of the class randomly.



The teacher and students did discussion for reviewing and did little correction of error. Those steps above based on mingle model for teaching speaking skill was

recommended by Darmeyanti and Novel Nofriadi.

30

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

18

G. Discussion Method Discussion is one of the most widely used and valuable method in the teaching of social studies. It represents a type of teamwork, based on the principle that the knowledge, ideas, and feelings of several members have great merit than those of a single individual.31 It means that the students work or finish the task from the teacher together as unity in a group. They conveyed what was on their individual mind in a group then they presented or resumed becoming one result based on their discussion. The researcher used this method to treat control class. The implementation was:  The teacher divide the class into group  The teacher gives a card to every group. It contains different pictures.  The students discuss the picture in a group. They discuss about what the person did in the picture. It has to refer to recount text.  The students share their opinion in group about the possible past event in the picture.  The teacher monitors the student’s activity.  The teacher gives a change for every representative student in group to perform in front of the class conveying their result.  The teacher gives little correction of error

31 Fazalur Rahman, et,al. Impact of Discussion Method on Students Performance. International Journal of Business and Social Science vol 2 no. 7 (online) available: http://www.ijbssnet.com/journals/Vol._2_No._7%3B_Special_Issue_April_2011/10.pdf , accessed on November 30th 2018.

19

H. 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 improvement of speaking skill between the students who were taught by Mingle Model and who were taught by Non-Mingle Model in the tenth grade students of Vocational High School Number 1 Simpangkatis in Academic Year 2018.

2.

The alternative hypothesis (Ha) = Alternative hypothesis is in line with the theory. Alternative hypothesis states that there is a significant improvement speaking skill between the students who were taught by Mingle Model and who were taught by Non-Mingle Model in the tenth grade students of Vocational High School Number 1 Simpangkatis in Academic Year 2018.

20

BAB III RESEARCH METHOD This chapter presented; (a) the method of research, (b) population, (c) sample, (d) techniques for collecting data, (e) validity and reliability and (f) technique for analyzing data. A. The Method of Research Research methodology is a way to systematically solve the research problem.32 Research 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 used quantitative approach. Based on Kothari, “Quantitative approach 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 was to know whether the students’ speaking achievement would improve or not by using mingle model. Therefore, the researcher used experimental research. Rasinger stated that experimental research is quantitative in nature and consist of the comparison between the experimental group (the one affected by the manipulation of variables) and a

32

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

21

control group (not affected by manipulation).33 It is the only type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing hypotheses about cause-and-effect relationships.34 This research used the quasi-experimental design as one of type experimental reasearch in quantitative approach. The basic characteristic of quasi-experimental is measuring of the dependent variable are repeated before and after an intervention or treatment is implemented. 35 In this research design compared the students’ speaking achievement before and after treatment. The research design could be seen as follow: Table 3.1 Research Design Group E C

Pretest Y1 Y1

Independent Variable X -

Posttest Y2 Y2

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

33

Sebastian M. Rasinger. Quantitative Research in Linguistic (Chennai: Bloomsbury Publishing Plc, 2013), Page 41. 34 Jack R. Fraenkel &Norman E. Wallen. How to Design and Evaluate Research in Education (New York: Mc-Grew-hill, 1990), page 261. 35

Donald Ary, et.al,. Introduction in Research in Education: Eighth Edition (Toronto: Nelson Education, Ltd, 2010) page 328.

22

the experiment (a speaking test) before the treatment is given, and a post-test, usually on the same instrument, after the treatment has been given. B. Population The next step after deciding the research method was 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.36 In this research, the researcher took all students at the first grade students of Vocational High School Number 1 Simpangkatis as the population. There were eight classes of first grade in this school. The population could be seen as follows: Table 3.2 Population of Study Number of Student

No

Class

1

X TKI 1

36

2

X TKI 2

36

3

X TKI3

36

4

X Otomotif 1

36

5

X Otomotif 2

36

6

X Otomotif 3

35

7

X Otomotif 4

35

8

X TITL

36

Number of Population

269

Resources: SMKN 1 Simpangkatis (2017/2018)

Jack R. Fraenkel &Norman E. Wallen. How to Design ….., page 91.

36

23

C. Sample After researcher determined the population of this research, the next step was determining the sample. Sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population.37 In determining the sample, the researcher used 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.38 There are three kinds of nonprobability sampling namely convenience sampling, purposive sampling and systematic sampling. In this research, the researcher used 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.39 Researchers can use their knowledge of the population to judge whether or not a particular sample will be representative. The researcher took 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 taught classes of the ten grade suggested to take X TKI 1 and X TKI 2 as the samples. She recommended those classes because she 37 John W. Creswell. Educational Research: Fourth Edition (Boston: Edwards Brothers, Inc, 2002), page 142. 38

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

39

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

24

thought that they had low speaking ability but had bigger potential than others to get a good result in speaking development. It would be very useful for students and school. Then, according to the school teacher, students’ speaking ability in X TKI 2 was lower than X TKI 1. Because of that statement, the researcher decided X TKI 1 as control and X TKI 2 as experimental group. It means that, the lower group should get treatment to improve their speaking achievement. Experimental group would be given a treatment by using mingling model to improve their speaking skill. The sample is figured out in the table below. Table 3.3 Sample of study No

Class

Male

Female

Number of Student

1

X TKI 1

7

29

36

10

26

36

Control Group 2

X TKI 2 Experimental Group

Resources: SMKN 1 Simpangkatis (2017/2018)

D. Technique for Collecting Data The next step in research was collecting the data, how we got the data to be analyzed. In collecting the data, the researcher used two kinds of techniques. They were 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

25

best be answeredby observing how people act or how things look. 40 Observation refers to two distinct concepts—being aware of the world around us and making careful measurements.

41

It showed that the

observation of the implementation of mingle model in teaching and learning process provides useful information in order to answer the first research question. There are various observation techniques that can be applied in the classroom setting. The researcher used the observation sheet by Said Zulfikar. His observation sheet tends to see attendance, attention, activeness in asking and answering question and doing all the activities from each student during following the class. It aimed to see how the technique run including the situation of class during meetings. b. Test The second method used to collect the data was 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. 42 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 were two sequences of doing test in this research, they were pre-test and posttest. Pre-test would be given at the beginning of the teaching both two classes. After being tested, control group was taught by using non-mingle modelintensively. Meanwhile for experimental group, the 40

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

41

Geoffrey Marczyk. The Essential of Research Design and Methodology (Hoboken: John Wiley & Sons, Inc, 2015), page 6. 42 Donald Ary, et.al,. Introduction in Research…, page 651.

26

researcher would give them particular method with mingle model as solution for improving their speaking skill. At the end of the research, the posttest would be given for both classes to see the difference between the experimental and control group speaking achievement. The topic used to do pre-test and post-test was all topics in validity and reliability test. Those were: My Holiday, My Bad Experience, and My Good Experience. In this research, the researcher would 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 Speaking Raters The First Rater

: Najmul Fajri Usman, B.Sc, M.Sc.

The Second Rater

: Kiyoko Hope Nakamaru Koyama

27

Table 3.4 Oral English Rating Sheet43 Aspects

Score

Pronunciation

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

13-16

4. Occasionally makes grammatical and/or word-order errors which do not, however, obscure

9-12 Grammar

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

Fluency

13-16

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

9-12

43

3. Speed and fluency are rather strongly affected by

David P. Harris. Testing Enlish as Second Language (New York: McGraw-Hill,1969),

Page 84

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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

Table 3.5 Criteria of Mastery44 Range 80-100 60-79 50-59 0-49

44

Grade Good to excellent Average to good Poor to average Poor

David P. Harris. Testing English as…,page 134

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E. Validity and Reliability Reliability and validity were the indicators to determine the quality of a measuring instrument in the research. 1. 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. 45 The 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. 46 Here, the researcher used content validity. Content validity is the extent to which a measuring instrument provides adequate coverage of the topic under study.47 The researcher focused on content of the test. The researcher chose recount text as the material for teaching. They retold their past experience. In this study the researcher made the content of test based on the syllabus and to see the valid of test, the researcher counted the item test by using SPSS. To find out the test of item validity, the result of the try-out test would be analyzed by using Point Biserial Correlation.

45

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

46

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

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

30

The formula is as follows: rpbi =

𝑀𝑝−𝑀ͭ𝑡 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 could conclude that validity is very important in doing research in order to obtain good datum from their instruments, therefore the researcher provided a valid result or correct conclusions in the research. There were three topics of recount text. Those topics are My Holiday, My Bad Experience and My Good Experience. After measuring those topics by using SPSS, the researcher got the result. Each topic was valid to be the test as the scores were higher than r table correlation which was .4329. For My Holiday, the scores were .954(Pronunciation), .981(vocabulary), .987(grammar), .967(fluency) and .979(comprehension). For My Bad Experience topic, the scores were .996(pronunciation), .985(vocabulary), .986(grammar), .986(fluency) and .990(comprehension). For the third topic, My

Good

Experience,

the

scores

were

.962(pronunciation),

953(vocabulary), .967(grammar), .984(fluency) and .982(comprehension).

31

Those three topics were valid all. The assessment of validity consisted of fluency, grammar, pronunciation, comprehension and vocabulary of each topic. For mean of each topic was My Holiday: 33.0 score, My Bad Experience: 32.1 score and My Good Experience: 28.1 score. Therefore, the researcher used all topics as pre and post test. 2. 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. 48 Reliability refers to a method repeatedly and consistently measuring whatever it is supposed to measure.49 It means that if we took the same people and tested them again in exactly the same way and 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 would be processed by using SPSS (Statistical Package for Social Science) for windows with Cronbach’s Alpha formula. The formula is:50 𝐾

KR-21rk=𝐾−1 [1 −

48

_ _ 𝑋(𝐾− 𝑋) 𝐾𝑠2

]

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

49

Sebastian M. Rasinger. Quantitative Research in ..., page 28. Evelyn Hatch & Hossein Farhady. Research Design and Statistics for Applied Linguistics (Rowley: Newbury House Publisher, INC, 1982), page 248. 50

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Note: K: The number of items in the test 𝑋̅: The mean of the sample S2: The variance of the sample The data was processed by using SPSS (Statistical Package for Social Science) 16.0 for windows with Cronbach’s Alpha formula. The researcher calculated the data for each topic. The first topic was My Holiday and the score was .985, the second topic was My Bad Experience by the score .991 and the last topic was My Good Experience and the score was .981. Those three score were higher than r-product moment table that was .433. From those result, the topics of tests were reliable and it could be used for pre-test and post-test. F. Technique for Analyzing Data In this study, there were two techniques for analyzing data. The following is how each technique would be analyzed. To get conclusions 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 observation was analyzed by using descriptive statistics. Fraenkel stated that descriptive statistics permit researchers to describe the information contained in many, many scores with just a few indices, such as

33

the mean and median (more about these in a moment).51 In this research, the researcher would describe the observation sheet by Said Zulfikar. The aspects are attendance, attention, activeness in asking and answering question and doing all the activities.The checklist was transferred to percentage. Then, it was convenced into category. It was to explain how the Mingle Model ran during in the class. b. Test Test was the second technique for collecting data in this research. Those tests are validity test, pretest, and post-test. To analyzing the test, the researcher would use these following ways: 1) Scoring the pretest and posttest by the raters. 2) After getting the score from the rater. Then the researcher calculated mean of pretest and posttest to see whether there is a significant difference or not after the students are taught by using Mingle model. 3) The formula for getting this mean is:52 ∑𝑋 𝑋̅= 𝑁

Note : ∑X

: The sum of all individual scores

N

: The total number of students

4) The researcher used statistical computerization in example repeated measures T-test of Statistical Package for Social Sciences (SPSS) for windows. It was used to find out whether there is or there is not a Jack R. Fraenkel & Norman E. Wallen. How to Design…, page 185.

51

52

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

34

significant difference in students’ achievement after taught by mingle model. The formula, independent sample t-test, is used:53 t=

̅̅̅̅ ̅̅̅̅ 𝑋1−𝑋2 𝑠 2 𝑠2 √ 1+ 2 𝑛1

𝑛2

Note :

53

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

𝑛1

: The number of sample 1

𝑛2

: The number of sample 2

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

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CHAPTER IV FINDINGS AND INTERPRETATIONS This chapter discussed (a) research findings: the result of test (pretest and posttest) and the result of observation sheet both control and experimental group, and (b) the interpretation of the research findings. A. Research Findings This chapter explained and analyzed the implementation of Mingle Model in experimental group, the implementation of non Mingle Model in control group and the results of pre-test and post-test of both classes (experimental group and control group). The datum of experimental group contained the score of pre-test and post-test of the students who learned speaking by using Mingle Model. While, the datum of control group contained the score of pre-test and post-test of the students who learned speaking by using non Mingle Model. The datum of students’ speaking ability was analyzed using Paired Sample t-test of Statistical Package for Social Sciences (SPSS) 16. Researcher used Paired Sample t-test formula to know whether there was any significant difference between the students who were taught by using Mingle Model and the students who were taught by using non- Mingle Model of their speaking improvement. Before the researcher explained the result of the research, the researcher would explain the teaching procedure in experimental and control group firstly. The researcher applied Mingle Model in experimental group meanwhile there was no Mingle Model for the control group.

36

1. The Implementation of Mingle Model in Experimental Group. There were twelve meetings in experimental group. These were the implementation: a. 1st meeting The first meeting was the time to do pre-test of students speaking ability before they got the special treatment. At first, the teacher explained the procedure how to do pre-test. It was to make them comprehending the steps were requested. Then, the teacher made sure that all students had got the point. After that, they did pre-test. Every student came forward one by one. Then, they told their own experiences in the past. It was recorded by the teacher. They retold about three topics. Those were My Holiday, My Good Experience and My Bad Experience. b. 2nd meeting The second meeting was the first meeting to apply mingle model. The teacher started with greeting the student. After that, the teacher checked their attendance. To stimulate the students about the material was going to teach, the teacher asked the question about their activity last week. “Did you go to holiday with your family last week?”. Then, the teacher asked some students’ responds. “Do you know, what is recount text?”, “I went to Pasir Padi Beach with my family yesterday”, and “What are the characteristics of recount text?”. The teacher asked them to analyze what were the characteristics inside the sentence, ‘I went to Pasir Padi Beach with my family yesterday’. After that, the teacher explained the social function, language features and the generic structure of recount text. The

37

teacher made sure that they understood by giving an example entitled A Beautiful Day at Jakarta. They identified and tried how to pronounce that text. And then, they tried to do mingle model for the first time with the simple step. They had to ask to their friend to ask the information in the example of text. Such as; ‘What did they do on their weekend last month?, or other. After the students had some partner to be asked, the teacher asked some students to retell what they knew about someone’s holiday in the text. There were three students. Then the teacher did little correction of error from them for review. At last, the teacher reinforced the topic today by asking the students to answer 5W+H question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. c. The 3rdmeeting In the third meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘What did you do with your family in weekend?’. Then the teacher elicited the students’ knowledge by reviewing what they know. ‘What is recount text?’ and ‘what are the characteristics of recount text?’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Holiday with My Family’. The teacher gave examples of expression which were used

38

by the students. Such as: hello, good morning?, how are you?, I am fine, thank you, I feel at home, that’s sound like fun, what a beautiful story , I was happy and I went to Parai last month with my family. After that, the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. The questions in the card were what did you do with your family in your holiday?, where did you go holiday with your family?, when did you go holday with your family?, why did you go holiday with your family? who were your family members in the holiday? and how was your feeling?. In the activity, the teacher monitors students’ activities. The teacher gives a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to

39

answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. d. The 4th meeting In the forth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you go to Gold Bridge with your family in weekend?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘How to retell your story in the past?’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was still ‘My Holiday with My Friend. The teacher reviewed examples of expression which were used by the students. Such as; hi, good afternoon, that’s sound great, what a beautiful story, fantastic, I would like to tell you my story, it was very fun, and I and my friend climbed Mangkol hill last week.. After that the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the

40

students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card with different people from last meeting. Such as; what did you do with your friend in your holiday?, where did you go holiday with your friend?, when did you go holday with your friend?, why did you go holiday with your friend? who were your friends in the holiday? and how was your feeling?. In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students do discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. e. The 5th meeting In the fifth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘What did you do with your friend on holiday?. Then the teacher elicited the students’ knowledge by reviewing what they know ‘What kind of verbs is used to retell past event?’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that

41

was ‘My Holiday with My Friend’. The teacher gave examples of expression which were used by the students. Such as; good evening, it was unforgettable, it was fun, my friends and I were happy, and we took some pictures there. After that, the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; what did you do with your friend in your holiday?, where did you go holiday with your friend?, when did you go holday with your friend?, why did you go holiday with your friend? who was your friend in the holiday? and how was your feeling?. In the activity, the teacher monitors students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question

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spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. f. The 6th meeting In the sixth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when elementary school?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Good Experience When Elementary School’. The teacher reviewed examples of expression which were used by the students. Such as; sounds great, thank you, that’s amazing, it was really good experience, I was very happy, and I got some gifts from my parents when I was 10 years old. After that, the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the

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students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; did you have good experience when you still in elementary high school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. g. The 7th meeting In the seventh meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when junior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Share your story, please!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Good Experience When Junior High School’.

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The teacher reviewed examples of expression which were used by the students. Such as; that was fantastic, I was very happy, I can forget it, it’s once in a blue moon, and I got the first rank in the second grade of Junior High School. After that the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; did you have good experience when you still in junior high school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to

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practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. h. The 8th meeting In the eighth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when senior high school?”or “what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Share your story, please!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Good Experience in Senior High School’. The teacher reviewed examples of expression which were used by the students. Such as; that was amazing, it’s once in blue moon, I was very happy, that was great experience, and I got one hundred score in my mathematic test last week. After that the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and

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move around the class while completing the list of questions in the card. Such as; did you have good experience when you in senior high school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. i. The 9th meeting In the ninth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when elementary school?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Bad Experience When Elementary School’. The teacher gave some examples of expression which were used by the students. Such as; it was awful, take it easy, what happened?, I feel bad about this, and I fell

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to the ground in the rainy day. After that the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; did you have bad experience when you still in elementary high school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You Are The Reason’ by Column Scolt.

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j. The 10th meeting In the tenth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when junior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Bad Experience When Junior High School’. The teacher reviewed examples of expression which were used by the students. Such as; it was awful, I was very sad, are you serious?, I am sorry to hear that, and my best friend hated me without reasons. After that the teacher asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; did you have bad experience when you still in junior high

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school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students do discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You Are The Reason’ by Column Scolt. k. The 11th meeting In the eleventh meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when senior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Bad Experience in Senior High School’. The teacher reviewed examples of expression which were used by the students. Such as; Hi, hello, good morning, it was bad, I am shaking like a leaf, and I got fifty four in physic test last month. After that the teacher

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asked the students to follow the expression. The students tried to speak to one another applying the expression. In this session, each of students had to get a change to speak. Then, the teacher informed the rules of Mingle. The teacher had to make sure they had understood the rules well. After making sure, the teacher shared the card to the students. It contained list of questions. The teacher divided students into groups to do mingle model. The teacher set the time. Then, the teacher asked the students to perform in group. The teacher asked the students to speak and move around the class while completing the list of questions in the card. Such as; did you have bad experience when you in senior high school? what was that? where was it?, when was it? why could it happen to you? and how did you feel? In the activity, the teacher monitored students’ activities. The teacher gave a change for each of students and groups to speak in the limitation time to get information from their friends based on the question in the card. After that, the teacher gave a change for the students to perform in front of the class. Then, the teacher and students did discussion for reviewing. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You Are The Reason’ by Column Scolt.

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l. The 12th meeting In the twelfth meeting, the researcher gave post-test to the students in the experimental group. The researcher told to the students that they had to retell back their past experiences about three topics in the pre-test before. And of course they have studied through some meetings before to do this post test. The students’ speaking was recorded by the teacher by using phone. The students came forward one by one based on the attendance list. 2. The Implementation of Non-Mingle Model in Control Group There were twelve meetings in control group. These were the implementation in the class: a. 1st meeting The first meeting was the time to do pre-test of students speaking ability before they got the normal treatment. At first, the teacher explained the procedure how to do pre-test. It was to make them comprehending the steps were requested. Then, the teacher made sure that all students had got the point. After that, they did pre-test. Every student came forward one by one. Then, they told their own experiences in the past. It was recorded by the teacher. They retold about three topics. Those were My Holiday, My Good Experience and My Bad Experience. b. 2nd meeting The second meeting, the teacher started with greeting the student. After that, the teacher checked their attendance. To stimulate the students

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about the material was going to teach, the teacher asked the question about their activity last week. “Did you go to holiday with your family last week?”. Then, the teacher asked some students’ responds. “Do you know, what is recount text?”, “I went to Pasir Padi Beach with my family yesterday”, and “What are the characteristics of recount text?”. The teacher asked them to analyze what were the characteristics inside the sentence, ‘I went to Pasir Padi Beach with my family yesterday’. After that, the teacher explained the social function, language features and the generic structure of recount text.

The teacher made sure that they

understood by giving an example entitled A Beautiful Day at Jakarta. They identified and tried how to pronounce that text. Then the student discussed what they knew about the example text in the group. ‘What did they do on their weekend last month?’. After that, the teacher gave a change for some students to perform in front of the class retelling someone’s experience in the example. Then, the teacher and students did discussion and the teacher did little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. c. The 3rdmeeting In the third meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students

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about the topic today by asking ‘What did you do with your family in weekend?’. Then the teacher elicited the students’ knowledge by reviewing what they know. ‘What is recount text?’ and ‘what are the characteristics of recount text?’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Holiday. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. d. The 4th meeting In the forth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you go to Gold Bridge with your friend in weekend?’. Then the teacher elicited the students’ knowledge by

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reviewing what they know ‘How to retell your story in the past?’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Holiday. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. e. The 5th meeting In the fifth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘What did you do with your friend on holiday?. Then the teacher elicited the students’ knowledge by reviewing what they know ‘What kind of verbs is used to retell past event?’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it

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together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Holiday. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘My Love’ by Westlife. f. The 6th meeting In the sixth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when elementary school?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about

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Holiday. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. g. The 7th meeting In the seventh meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when junior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Share your story, please!’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Good Experience. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text.

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The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. h. The 8th meeting In the eighth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have good experience when senior high school?”or “what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Share your story, please!’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Good Experience. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The

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teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘Impossible’ by Shoutlee. i. The 9th meeting In the ninth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when elementary school?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Bad Experience. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher

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gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You are the reason’ by Column Scolt. j. The 10th meeting In the tenth meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when junior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Bad Experience. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic

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today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You are the reason’ by Column Scolt. k. The 11th meeting In the eleventh meeting, the teacher gave greeting to the students and checked their attendance. After that, the teacher stimulated the students about the topic today by asking ‘Did you have bad experience when senior high school?”/“what was it?’. Then the teacher elicited the students’ knowledge by reviewing what they know ‘Please try to share your story!’. After that, the teacher prepared an example of the recount text and asked some questions about the text. Then the teacher told about the topic today, that was ‘My Bad Experience in Junior High School’. The teacher reviewed examples of expression which were used by the students. After that, the teacher gave an example of recount text. Then, the students identified what were the characteristic in the text and pronounced it together. Then, the teacher divided the class into group. After that, the teacher gave a card to every group. It contained different pictures about Bad Experience. The students discussed the picture in a group. They discussed about what the person did in the picture. It had to refer to recount text. The students shared their opinion in group about the possible past event in the picture. The teacher monitored the student’s activity. The

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teacher gave a change for every representative student in group to perform in front of the class conveying their result. Then, the teacher gave little correction of error. At last, the teacher reinforced the topic today by asking the students to answer a question spontaneously. Then, we did warming up by singing a song together to practice their pronunciation better by song entitled ‘You are the reason’ by Column Scolt. l. The 12th meeting In the twelfth meeting, the researcher gave post-test to the students in the experimental group. The researcher told to the students that they had to retell back their past experiences about three topics in the pre-test before. And of course they have studied through some meetings before to do this post test. The students’ speaking was recorded by the teacher by using phone. The students came forward one by one based on the attendance list.

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3. The Result of Observation In this part, the researcher would like to discuss the result of the observation both experimental and control group. a. The Result of Observation in Experimental Group These were the result of observation in experimental group. It showed the students’ attendance, attention, activeness, and doing all activities.

34

94%

5 6 7 8 9 10 11 12

32 34 34 35 36 36 36 36 Post Test

88% 94% 94% 97% 100% 100% 100% 100% Post Test

66%

32 34 34 35 32 34 29 30 Post Test

88% 94% 94% 97% 88% 94% 80% 83% Post Test

of Pre Test

28

77%

27

75%

30

83%

28

77%

30

83%

24

66%

29

80%

30

83%

33

63%

27

75%

Post Test

Post Test

Good Post Test

63

The

Pre Test Good

Pre Test

Pre Test

31

86%

34

88%

33

83%

32

88%

35

91%

32

86%

34

91%

32

75%

32

91%

34

86%

Post Test

Post Test

Good Good Good Good Good Good Good Avera ge Good Post Test

Category

24

Pre Test

Percentage

91%

Percentage

of

33

Pre Test Very Good Avera ge Very Good Very Good Very Good Very Good Very Good Very Good Good

Number Students

3

Pre Test

Doing All Activities

Category

94%

Pre Test

Number Students

34

Pre Test Very Good Very Good Very Good Very Good Very Good Very Good Very Good Very Good Very Good Very Good Post Test

Category

2

Percentage

of Pre Test

Number Students

Pre Test

Category

1

4

Activeness in Asking and Answering Question

Attention

Attendance Percentage

of Number Students

Meeting

Table 4.1 The Result of Observation

Pre Test Very Good Very Good Good Very Good Very Good Very Good Very Good Good Very Good Very Good Post Test

Based on the result of the table above could be read as a scale of value in this following table: Table 4.2 The Scale of Value Scale

Category

85-100%

Very Good

69-84%

Good

53-68%

Average

<53%

Low

The table above showed the observation result of experimental group during twelve meetings.

There were four aspects. Those were

attendance, attention, activeness in asking and answering question and doing all the activities. The result of students’ attendance, the pre test and post test was done by all 36 students. Also, the eighth, ninth, tenth and eleventh meetings were attended by all students, 100% was 36 students. But in the other meeting, there were some students not attending the class. It was around one up to four. Over all, it was still in very good category. The second aspect was students’ attention. The students’ attention was very unpredictable. The second, fourth up to eighth were in very good category. It was around 88%-97%. It showed that most of students showed their attention to the lesson. In the tenth and eleventh meeting was in good category. It was 80% and 83%. But in the third meeting, it was the lowest attention of the students. It was average category, 66%.

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Next is students’ activeness aspect. It showed 77% in the second meeting, 75% in the second meeting, 83% in the third meeting, 77% in the forth meeting, 83% in the fifth meeting, 66% in the sixth meeting, 80% in the seventh meeting, 83% in the eighth meeting, 63% in the ninth meeting and 75% in the tenth meeting. The sixth and the ninth were average category. The others were in good category. The last was doing all activities aspect. Based on the observation result there was no meeting have low category. There were eight meetings had good category and others had good category. It showed that almost of students wanted to do all activities was required. The class reached good and very good category which 75%-91% of students were active enough for doing all activities.

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b. The Result of Observation in Control Group These were the result of observation in control group. It showed the students’ attendance, attention, activeness, and doing all activities.

35

97%

5 6 7 8 9 10 11 12

34 36 36 36 35 19

94% 100% 100% 100% 97% 53%

35

97%

35

97%

Post Test

Post Test

83%

35 33 36 36 29 19 34 34 Post Test

97% 91% 100% 100% 80% 53% 94% 94% Post Test

of Pre Test

15

42%

18

50%

18

50%

26

72%

30

83%

28

77%

30

83%

18

50%

30

83%

34

94%

Post Test

Post Test

Very Good Very Good Very Good Very Good Good Avera ge Very Good Very Good Post Test

66

The

Pre Test Low

Pre Test

Pre Test

27

75%

27

75%

28

77%

30

83%

29

80%

28

77%

25

70%

19

53%

32

88%

34

94%

Post Test

Post Test

Low Low Good Good Good Good Low Good Very Good Post Test

Category

30

Pre Test

Percentage

100%

Percentage

of

36

Pre Test Very Good

Number Students

3

Pre Test

Doing All Activities

Category

100%

Pre Test

Number Students

36

Pre Test Very Good Very Good Very Good Very Good Very Good Very Good Very Good Avera ge Very Good Very Good Post Test

Category

2

Percentage

of Pre Test

Number Students

Pre Test

Category

Percentage

of Number Students

Meeting 1

4

Activeness in Asking and Answering Question

Attention

Attendance

Table 4.3 The Result of Observation

Pre Test Good Good Good Good Good Good Good Avera ge Very Good Very Good Post Test

Based on the result of the table above could be read as a scale of value in the following table: Table 4.4 The Scale of Value Scale

Category

85-100%

Very Good

69-84%

Good

53-68%

Average

<53%

Low

The table above showed the observation result of control group during twelve meetings.

There were four aspects. Those are attendance,

attention, activeness in asking and answering question and doing all the activities. The result of students’ attendance, the pre test and post test was done by 35 students. In the every meeting was very good category, except the eighth meeting. In the eighth, there was almost a half class not come to the class because of tired day in the day before meeting. It was average category, in 53 %. The second aspect was students’ attention. The students’ attention was very good category in second, fourth up to sixth and tenth up to eleventh meetings. The percentage was around 91%-100%. In the third and eighth were good category with 83% and 80%. For the ninth meeting, the class had lowest attention. It was 53% with average category. Next is students’ activeness aspect. It showed 42% in the second meeting, 50% in the third meeting, 50% in the forth meeting, 72% in the fifth meeting, 83% in the sixth meeting, 77% in the seventh meeting, 83 67

in the eighth meeting, 50% in the ninth meeting, 83% in the tenth meeting and 94% in the eleventh meeting. The second, third, fourth and ninth meeting were in low category, it was around 42%- 50%. The eleventh meeting was very good category. It was 94%. The other meetings had good category, it was around 72%-83%. The last was doing all activities aspect. Based on the observation result there was no meeting have low category. It showed that almost of students wanted to do all activities was required. The class reached average to very good. The average category was in the ninth meeting. The tenth and the eleventh were very good category. The other meetings were in good category. The students were active enough for doing all activities.

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4. The Statistical Analysis In this part, the researcher would like to discuss the statistical analysis of the findings. a. The results of pre-test and post-test in control group In order to see the students’ speaking skill after being taught by NonMingle Model in control group which was X TKI 1, the researcher conducted pre-test and post test. Every student retold their stories about My Holiday, My Bad Experience and My Good Experience. The scores were given by raters after listening to the students’ recording about those topics above. The control group scores of pretest and post-test and the score category were presented in appendix. Table 4.5 The Percentage Score of Control Group Pretest Result Number of Students

Percentage

Grade

-

-

Good to excellent

5

14%

Average to good

7

20%

Poor to average

23

66%

Poor

Post-Test Result Number of Students

Percentage

Grade

-

-

Good to excellent

31

89 %

Average to good

7

11%

Poor to average

-

-

Poor

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b. Statistical analysis of pre-test and post-test score in control group This was the result of paired sample statistics in control group: Table 4.6 Paired Sample Statistics Paired Samples Statistics Mean Pair 1

N

Std. Deviation

Std. Error Mean

PRE TEST

45.8000

35

9.74015

1.64639

POST TEST

63.6000

35

5.91210

.99933

Based on paired samples t-test statistic of the control group above, it described that the mean of post-test was 63.6, the standard of deviation was 5.912, the standard error mean was .999, Meanwhile the mean of pre-test was 45.8, the standard deviation was 9.740 and the standard error mean was 1.646. Table 4.7 Paired Sample Correlation Paired Samples Correlations N Pair 1

PRE TEST & POST TEST

Correlation 35

.617

Sig. .000

Paired samples correlation presented the correlation between pre-test and post-test in control group was .617 with probability (sig) was .000.

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Table 4.8 Paired Sample Test

Pair PRE TEST 1 POST TEST

Paired Samples Test Paired Differences 95% Confidence Interval of the Std. Difference Std. Error Sig. (2Mean Deviation Mean Lower Upper T Df tailed) -17.8 7.66505 1.29563 -20.433 -15.166 -13.738 34 .000

For paired sample test result, the paired differences could be seen that the mean between pre-test and post-test in the control group was -17.8, standard deviation was 7.66, standard error mean was 1.29 and t-obtained was-13.738, at the significant .000 for two tailed and degree of freedom was 34. Since the p-output .000 was lower than the value of probability .05. It meant that there was significant difference for students’ speaking skill in control group.

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c. The results of pre-test and post-test in experimental group In order to see the students’ speaking skill after being taught by Mingle Model in experimental group which was X TKI 2, the researcher conducted pre-test and post test. Every student retold their stories about My Holiday, My Bad Experience and My Good Experience. The scores were given by raters after listening to the students’ recording about those topics above. The experimental group scores of pretest and post-test and the score category were presented in appendix. Table 4.9 The Percentage Score of Experimental Group Pretest Result Number of Students

Percentage

Grade

-

-

Good to excellent

6

17%

Average to good

7

19%

Poor to average

23

64%

Poor

Post-Test Result Number of Students

Percentage

Grade

1

3%

Good to excellent

31

86%

Average to good

4

11%

Poor to average

-

-

Poor

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d. Statistic analysis of pre-test and post-test in experimental group This was the result of paired sample statistics in experimental group: Table 4.10 Paired Samples Statistics Paired Samples Statistics Mean Pair 1

N

Std. Deviation

Std. Error Mean

PRE TEST

44.0556

36

9.94253

1.65709

POST TEST

69.2222

36

7.29035

1.21506

Based on paired samples t-test statistic of the experimental group above, it described the mean of pretest was 44.05, the standard deviation was 9.94 and the standard error mean was 1.657. Meanwhile the mean of post-test was 69.22, the standard of deviation was 7.29, the standard error mean was 1.215. Table 4.11 Paired Samples Correlations Paired Samples Correlations N Pair 1

PRE TEST & POST TEST

Correlation 36

.717

Sig. .000

Paired sample correlation presented the correlation between post-test and pretest in experimental group was .717 with probability (sig) was .000.

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Table 4.12 Paired Samples Test Paired Samples Test Paired Differences 95% Confidence

Mean Pair PRE TEST 1

-25.166

Std.

Interval of the

Std.

Error

Difference

Deviation

Mean

Lower

Upper

1.1557

-27.512

-22.820 -21.77

6.9343

Sig. (2t

df 35

tailed) .000

POST TEST

For paired sample test result, the paired differences was showed above that the mean between pre-test and pots-test in the experimental group was 25.16, standard deviation was 6.93, standard error mean was 1.15 and t-obtained was 21.77 , at the significant .000 for two tailed and degree of freedom 35. Based on those result above the sig(2 tailed) .000 was lower than the value of probability .05. It meant that there was a significant difference for students’ speaking skill after being taught by using Mingle Model in experimental group.

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e. The statistics analysis of students’ pretest between control and experimental group This part would discuss about the statistic of the students’ pre test between control and experimental. Table 4.13 Paired Sample Statistic Group Statistics

CLASS THE SORE OF

EXPERIMENTAL

SPEAKING SKILL

GROUP

N

CONTROL GROUP

Mean

Std.

Std. Error

Deviation

Mean

36 44.0556

9.94253

1.65709

35 45.8000

9.74015

1.64639

Based on the table above, it described some differences score of pretest from both control and experimental group. For the mean of control group was 45.8, the standard deviation was 9.74 and the standard error mean was .1.646. In experimental group, the mean was 44. For the standard deviation of experimental group was 9.94 and standard error mean was 1.657.

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Table 4.14 Independent Samples Test Independent Samples Test Levene's Test for Equality of Variances

THE SORE OF SPEA KING SKILL

t-test for Equality of Means

95% Confidence Sig. (2Mean Std. Error Interval of the Difference tailed Differenc Differenc Df ) e e Lower Upper 69 .458 -1.74444 2.33661 -6.405 2.916

F Sig. T Equal .161 .689 -.747 variances assumed Equal -.747 68.9 variances not assumed

.458

-1.74444

2.33592

-6.404

2.915

The result of independent samples test described the score difference between control and experimental group in equal variances assumed or equal variances not assumed. The mean difference of equal variances assumed and equal variances not assumed were -1.74. For the standard error difference for both equal variances assumed and not assumed was 2.33, and t-obtained in equal variances assumed and not assumed was .747 at the significant .458 for two tailed and degree of freedom was 69. Since in equal variances the p-output was .458 higher than probability 0.05 and t-obtained was -.747 and it was lower than the critical value of t-table 2.00, it could be stated that there was no significant difference in pretest both control and experimental group.

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f. The statistics analysis of students’ post-test between control and experimental group This part would discuss about the statistic of the students’ post test between control and experimental. Table 4.15 Paired Sample Statistics Group Statistics

CLASS THE SORE OF

EXPERIMENTAL

SPEAKING SKILL

GROUP

N

CONTROL GROUP

Mean

Std.

Std. Error

Deviation

Mean

36 69.2222

7.29035

1.21506

35 63.6000

5.91210

.99933

Based on the table above, it described some differences score of posttest from both control and experimental group. For the mean of control group was 63.6, the standard deviation was 5.91 and the standard error mean was .999. In experimental group, the mean was 69.2. For the standard deviation of experimental group was 7.29 and standard error mean was 1.215.

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Table 4.16 Independent Samples Test Independent Samples Test Levene's Test for t-test for Equality of Means Equality of Variances

THE SORE OF SPEAKI NG SKILL

Equal variances assumed Equal variances not assumed

F 3.37

Sig. .071

T 3.56

95% Confidence Sig. (2Mean Std. Error Interval of the Difference taile Differenc Differenc Df d) e e Lower Upper 69 .001 5.62222 1.57787 2.474 8.769

3.57

66.8 .001

5.62222

1.57322

2.481

8.762

The result of independent samples test showed the score between control and experimental group in equal variances assumed or equal variances not assumed. The mean difference of equal variances assumed and equal variances note assumed was 5.62. For the standard error difference for both equal variances assumed and not assumed was 1.57. And t-obtained in equal variances assumed and not assumed was 3.56 at the significant .001 for two tailed and degree of freedom was 69. Since in equal variances the p-output was .001 lower than probability 0.05 and tobtained was higher than the critical value of t-table (3.56 >2.00), it could be stated that there was significant difference in posttest between control and experimental group. Form the explanation above, the researcher could conclude that there was a significant between students who were taught by using Mingle Model and the students who were

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taught by using non-mingle model. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis was rejected. B. The Interpretation Result In this part, the researcher would like to discuss the interpretation of the implementation and observation, and the interpretation of statistical analyses. 1. The Interpretation of Implementation and Observation In this part, the researcher would like to describe in detail some of the interpretations of the research result. In the experimental group showed an improvement during twelve meetings which had been finished. This class consisted of 36 students who had been cooperative did everything needed together with the researcher. The researcher had explained that the researcher taught the class by using Mingle Model in order to improve student’s speaking skill. Almost in every meeting, the student practiced their speaking through going around the class and completed the difference list of question in meeting. The main topics were about holiday, bad experience and good experience. For mingle model, the steps were very easy to do by students. This model gave every student a chance for practice their speaking in every meeting. They had chance for asking and answering each question with their partner. In the first meeting, they did not seemed interesting in it. But, after the researcher explained clearly and showed them the example how to do it, they really wanted to try. In that meeting, they asked the teacher a lot of question about how to say some words in English, when they wanted to 79

answer their friend question. In every meeting, they improved little by little. They brought dictionary in every meeting to find the word they did not know, in order to answer their friend’s question faster. The class was noisy because of their laugh and their speaking but they could enjoy the class. They used three topics above. They had less confident when speaking in English. By this model, they could practice their speaking from the nearest people in the class. Then some students came forward to present their story. That time, the researcher did little bit of error as knowledge for the students about the aspect of speaking. It could be the pronunciation, grammar, fluency, comprehension or vocabulary. The result showed that they could speak better than before and the grammar was improved after having Mingle Model during learning process. Based on the observation sheet, the percentage of students in every meeting was unpredictable. The students were practiced to participate in every meeting. They were trained to be brave to talk during research. They had to speak in the chance given. The presence of students was in very good category during meetings, both of classes, control and experimental group. One of meeting had average category in attendance. It was in the ninth meeting of control class. For the attention part, there was very good, good and average category both control and experimental. For students’ activeness were good in the eight meetings and average category in two meetings for experimental group. Then, in the control group, there were four

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in low category, there were one in very good category and five meetings in good category. The students of experimental group were active enough for asking their partner. But there were some meeting got average category. It was the seventh and tenth meeting. Others had good category in their activeness. They felt afraid to make mistake. They were not confident saying any word in English. So that, the teacher taught them some expressions before practicing mingle model. Then they practiced mingle model by trying to use English it in the conversation. Everyone was trying in every meeting. For doing all activity, all students were able enough to do the activities during meetings. The ninth meeting in control group was the lowest. It was average category. 2. The Interpretation of Statistical Analysis All students had got both pretest and posttest to see the difference result between students who were taught by using Mingle Model and the students who were taught by using non-Mingle Model. Based on the posttest result in experimental group, the students’ had improved their speaking skill. The scores that the students got in pretest were lower than the posttest result. The result was known after analyzing the score by using SPSS. Since, the result of t-obtained was higher than the critical value of t-table (3.56 >2.00), it could be stated that there was a significant difference in posttest between control and experimental group. Based on the explanation above, the researcher concluded that there was a significant difference between

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students who were taught by using Mingle Model and the students who were taught by using non-mingle model. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis was rejected. It was supported by some previous related studies who stated that there was a significance improvement between the students who were taught by using Mingle Model and taught by using Non-Mingle Model. The first study was conducted by Susan Tri Utami entitled the use of mingle game to improve second grade students’ speaking achievement at SMAN 1 Bandar Lampung.54 The finding showed that Mingle Model could improve students’ speaking skill. The second previous study entitled mingles in the foreign language classroom by Elena Borzova. 55 The findings indicated students speaking achievement improved after taught by Mingle Model, especially in grammar and vocabulary. The third previous study was conducted by Darmayenti and Novel Nofiardi entitled Mingle Model for teaching speaking skill for college student.56 The finding, they concluded that Mingle Model is more effective to improve students on all components of speaking skill. After analyzing the results of present study and previous studies, there were some similarities and differences between them. The main similarity was the use of Mingle Model for teaching speaking. Then, present study and previous studies showed Mingle Model could improve students’speaking skill. Therefore, there were some differences. First was on the aspects of 54

Susan Riski Utami. The Use of,…. Elena Borzova. Mingles in the,… 56 Darmayenti & Novel Nofiardi. Minggle Model for,… 55

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speaking assessment. It assessed on three aspects, pronounciation, grammar and comprehention while the present study was five aspect of speaking assessment. Those were pronounciation, grammar, comprehension, fluency and vocabulary. Based on theory by Brown, the indicators were used to assess students’ speaking skill were pronunciation, vocabulary, grammar, fluency and comprehension.57 The result of this research was coherent with the theory by Brown. It was assessed all aspects in speaking. The second difference was the aim of the study. This present study was to know whether there was a significance difference between the students who were taught by using Minge Model and not while the previous study developed Mingle into new model using ADDIE Model and saw the students’ speaking improvement. Rasinger stated that experimental research is 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).58 It means that without developing Mingle, the research still could see the effect of the Mingle Model. This current researcher did not implement her own development model. Also, it was supported by Harmer. He said that Mingle is one of collaborative activity which helps in developing communicaton skills. 59 Based on the evidence above, about the interpretation of Mingle Model implementation and its statistical analyses results, the researcher concluded that Mongle Model could be used as an alternative model to improve students’ speaking skill. 57

Darmayenti & Novel Nofiardi. Minggle Model for,… Sebastian M. Rasinger. Quantitative Research in ,… Page 41. 59 Darmayenti & Novel Nofiardi. Minggle Model for,… 58

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Therefore, the discussion of this chapter was finished. This chapter explained about the findings of the study and the interpretations of the study. In the next chapter, the researcher would discuss about the conclusions and the suggestions of the study.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter presented the conclusions and suggestions. The conclusions show you the answer of research problem based on the research findings explained in the previous chapter. Then, the suggestions related to the problems of the study happened. A. Conclusions of the Study This shows you everything simpler about the result of research finding elaborated in the previous chapter. In Mingle Model in experimental group, every student had chance to talk at class and got the information while completing list of questions in the cards from some students. After that some of them did presentation in front of class. The implementation of Mingle Model to improve students’ speaking skill of the first grade of Vocational High School Number 1 Simpangkatis was accepted and done well by almost all sudents’ of TKI 2 class. It was proven by the observation sheet analysis. The attendace was very good category. They did pay attention for the materials and instructions. Then, they were active enough in the class. At last, they did the almost all of activities well. In experimental group, their attendance all was very good in every meetings, their attention was one meeting average, two meetings good and seven meetings very good, the activeness during meetings was nine meetings good and one meeting average, and doing activities were two meetings good and other very good category. All points were mostly good and very good category during the meetings based on above explanations..

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Based on the statistical analysis of the evidence in the previos chapter, the researcher concludes that there was a significant difference of students’ speaking skill between students who were taught by using Mingle Model and those students who were taught by Non-Mingle Model. The students taught by using Mingle Model in experimental group got higher score than the students taught by Non-Mingle Model in control group. Based on the result of statistical analysis, it showed t-obtained score 3.56. Then, the critical value of t-table was 2.00. That score was clearly higher than critical value of t-table. Therefore, the alternative hypothesis (Ha) was accepted and null hypothesis was rejected. It means that there was a significant difference of speaking skill between students who were taught by using Mingle Model and students who were taught by using Non-Mingle Model. Based on the evidence above, the research states the Mingle Model was effective to improve students’ speaking skill of the tenth grade of Vocational High School Number 1 Simpangkatis.

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B. Suggestions of the Study These are some suggestions from the researcher based on the conclusions above. There are some points as follow: 1.

Mingle Model is recommended to be applied by the teacher in the class for improving students’ speaking skill. This model gives every student a possible chance to practice their speaking every meeting and creates comfortable atmosphere for the students along the lesson.

2.

The students have to be motivated by the teacher continuously to always practice their English everyday. “Don’t be afraid to make mistake”

3.

The researcher expects the teacher will always gain more variation model to teach speaking with fun and comfortable atmosphere.

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