THE EFFECT OF APPLYING SAVI MODEL ON STUDENTS SPEAKING ACHIEVEMENT IN ORAL DESCRIPTIVE TEXT

Transcription

1 THE EFFECT OF APPLYING SAVI MODEL ON STUDENTS SPEAKING ACHIEVEMENT IN ORAL DESCRIPTIVE TEXT * Azrina Manja ** Anni Holila Pulungan Abstract This study was conducted as an attempt to find out the effect of applying SAVI model on Students students speakingachievement in oral descriptive text. This study used the experimental design. The population of this study was the students of MAN Kualuh Hulu. The subject of this study was the 2013/2014 tenth grade students of MAN Kualuh Hulu. This study was conducted with two randomized groups namely experimental group and control group. The control group was taught by conventional method while experimental group was taught by applying SAVI model. The instrument used in this study was an objective test. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows that the reliability was 0.67 (reliabity). The data were analyzed by using t-test. The calculation shows that t-observed (5.36) is higher than t-table (1.996) at the level of significance (α) 0.05 with the degree of freedom (df) 68. Therefore, null hypothesis (H o ) is rejected and alternative hypothesis (H a ) is accepted. It means that SAVI Model significantly affect the students speaking achievement in oral descriptive text. Keywords: Students, Speaking, Speaking Achievement, Model, SAVI Model, Descriptive Text, Oral Descriptive Text, Experimental Research * A graduate of English Language and Literature Department of UNIMED **A lecturer of English Language and Literature Department of UNIMED 1

2 INTRODUCTION Background of the Study Speaking as a communication tool is an important basic language skill, which need to be mastered as a priority for the learners of English as a foreign and secondlanguage.speaking is crucial part of second language learning and teaching. However today world requires that the goal of teaching speaking should improve students communicative skill because students can express themselves and learn how to use a language. According to Fulcher (2003:23) speaking is the verbal use of language to communicate with others. People put ideas into words, talking about perception or feelings that they want other people to understand them. Then, the listener tries to reconstruct the perceptions that they are meant to be understood. Maxom (2009:183) states that speaking is the most important skill in English language teaching to be mastered in school. Through speaking, students express their ideas, feelings and desires to others. In school, the students learn how to speak English easier because there are teachers and friends who can be their facilitators and pairs to practice English. However, it is not easy to learn speaking and it is one of the major difficultiesoften faced by the Indonesian students in learning English. In line with the writer s experience during observation in MAN Kualuh Hulu, most of the students said that they were not able to speak in English because they have some difficulties in using grammar, pronunciation and lack in vocabulary. Besides that the students feel shy to talk in front of the other students and do not want to show their weakness in speaking English.

3 Actually, the students lack of mastering English at the school is influenced by the model of teaching. Teacher usually asks the students to read the dialogue then memorize it before it is spoken in front of the class. Therefore the English teaching learning process is not effective and passive In order to solve problem above, the researcher has motivation to do the research by applying Cooperative Learning Models. Somatic, Auditory, Visual, and Intellectual (SAVI) is one of Cooperative Learning models. It is a model of teaching that uses all of students senses (Meier,2000). SAVI is short term Somatic, Auditory, Visual, and Intellectual. Febriani (2012) SAVI is a model emphasizing shall exploit all appliances sense owned by the student. Term SAVI is abbreviation of: Somatic: having a meaning of body movement (hands-on, physical activity) where about learn by experiencing and doing/conducting; Auditory: having a meaning of learning through listening, correct reading, conversing, presentation, argument, opening opinion and answering; Visual : having a meaning of leanrning use the sense eye through perceive, drawing, demonstrating, reading, using media physic appliance; and Intellectual : having a meaning of learning use the ability think the minds-on, learning with the mind concentration and exercise to use it through having natural investigating, identifying, finding, creating, constructing, solving problem, and applying. The researcher is interested in conducting this research in order to know that using SAVI is really effective in teaching oral descriptive text. And the result of this teaching analysis, the researcher expects that it will be useful for the teachers and the students in teaching- learning.

4 Research Question Based on the background of the study, the problem of the study is formulated in form of a question as follows: Is there any significant effect of applying SAVI model on students speaking achievement in oral descriptive text? REVIEW OF LITERATURE Theoretical Framework Fulcher (2003: 23-25) states that speaking is the verbal use of language to communicate with others.speakers use language to communicate their ideas,most speaking involves interaction with one or more participants. It means that effective speaking need to be able to progress language in their own heads and involves a good deal of listening, an understanding of how the other participants feeling, and knowledge of how linguistically to take turns or allow other to do so. Speaking is one of the most difficult aspects for students to master. This is hardly surprising when one considers everything that is involved when speaking:ideas, what to say, language, how to use grammar and vocabulary, pronunciation aswell as listening to and reacting to the person you are communicating with. Hughes (2002:135) states that speaking is fundamentally an interactive task; speaking happens under real time in processing constrains and it is more fundamentally linked to the individually who produces it. Learning does not automatically improve by having people stand up and move around. But combining physical movement with intellectual activity and the use of all sense can have profound effect on learning.

5 SAVI is one of model that says learning have to use the students senses. Meier (2000) says the best learning occurs when all parts of the brain-mind-body connection are used simultaneously. According to Meier (2000: 42), Somatic is learning by moving and doing;auditory is learning by talking and hearing; Visual is learning by observing and picturing; Intellectual is learning by solving and reflecting. Conceptual Framework Speaking is the verbal use of language to communicate with others. The students should have the ability to speak in order to they can communicate with others. In speaking English, there are some important things that must be known and understood, they namely the grammar, vocabulary, pronunciation and the background of the social culture of the target language. These are the reason of the learners still face some troubles in learning speaking. To solve this problem, the teacher should use the interesting model in speaking to help student have ability and braveness to express their idea, feeling by spoken it in English. There are some problems that faced by the English teachers. Students have problems in expressing their speaking. They just follow the teacher s explanation and keepsilent. They are afraid to make mistake. So, it can be concluded that interesting speakingmaterial and its activities is very important for developing their fluency.it is caused by the use of inappropriate model in teaching oral descriptive text.

6 Therefore, it is necessary to find a model in teaching oral descriptive text in order to improve students ability in oral descriptive text. By applying SAVI model the sudents can understand the subject easily and enjoy in speaking. RESEARCH METHODOLOGY Research Design The type of the research in this study was experimental research, which conducted with two randomized groups, pre-test and post-test design. The design was applied in order to investigate the effect of applying SAVI model. Clearly, the research design can be figured as following: Table of Experimental Research Design Name of Group Pre-Test Treatment Post-Test Experimental T 1 X 1 T 2 Control T 1 X 2 T 2 Where : T 1 T 2 X 1 X 2 : Pre-test for experimental and control classes. : Post-test for experimental and control classes. : Treatment that given to experimental class through SAVI model. : Treatment that given to control class through Conventional Method. There were two types of variables that used in this research. They were dependent and independent variables. The dependent variable was speaking achievement and the independent variable was SAVI model. The Population and Sample The population of this research was the Grade X students of MAN KualuhHulu. The researcher will choose the Grade X students of MAN

7 KualuhHulu because some of the students have problem in oral descriptive text. The students competence in speaking English was very low. Lack of vocabularies and the feeling of fear to speak in front of others became the top reasons for them to be unable to speak English, and then they felt unmotivated in taking part in speaking activities. There are four parallel classes of Grade X students and there are 156 students. Due to large number of students and for the efficiency of research, only a part of the student was chosen randomly as representation of the whole population. So, researcher will take 70 students as samples randomly, 35 students for each group-control and experimental group. The Instument of Collecting Data In this research, the data collected by using the quantitative data. In the quantitative data, oral test will use as the instrument to measure the student s achievement in oral descriptive text. In collecting the data, pre test and post test was conducted to both the experimental and the control groups. The Technique of Collecting Data In conducting the test, there were three steps applied. They are: doing the pre-test, treatment, and going to post-test as the following clarifications to each terminology: 1. Pre-test Before the treatment (teaching presentation) will be started, a pre- test was given to the samples (experimental and the control groups). It was intended to

8 know whether the students in both groups were relatively homogenous in their ability. 2. Treatment The experimental and control group was taught by using the same topics but different treatments. In this case, in the experimental group, this research SAVI model on students speaking achievement and in the control group, the writer used conventional method. 3. Post-test The post test will be administered after the treatment is completed to the experimental group. The post test will be given to both experimental and control group in order to find out the difference of mean score of both experimental and control groups. Scoring of the Test The test is oral test. According to Brown (2001: ), the scoring rubrics can be servedas a practical guidelines for classroom teachers when devising an oral test. The data are presented in a table. Table 3.3Oral Proficiency Test Scoring Profiency description Grammar Vocabulary Comprehension Fluency Pronunciation

9 Task Total Technique of Analyzing the Data To find out the effect of applying SAVI model on students speakingachievement, mean of the control group and experimental group was compared by using t test, as follows: t = MY-MXY2+X2NY+NX- 21NY+1NX M x : Mean of control group M y: Mean of experimental group X 2 : The standard deviation of control group Y 2 : The standard deviation of experimental group N x : The total sample of control group N y : The total sample of experimental group DATA ANALYSIS AND RESEARCH FINDINGS The Data This study was conducted by applying an experimental research. There were two groups in this research, namely experimental and control group. The students in experimental group were taught by applying SAVI model while the

10 students in the control group were taught without applying SAVI model.the population of this research was the tenth grade of MAN Kualuh Hulu. Since all classes are homogeny, the sample was taken randomly. X-A was decided as an experimental group and class X-B was decided as a control group. The research was conducted during two weeks. The treatment was given to the experimental group in three meetings after administering the pre-test. Indeed, the students in experimental group had better speaking achievement than those in control group. After administering the treatment, the post-test was done to both groups to measure the students achievement in speaking. This research applied an objective test called speaking test. The students speaking test was scored by calculating the six component scale (grammar, vocabulary, comprehension, fluency, pronunciation and task). After conducting the research, the researcher got the data of the students scores in pre-test and post-test from both experimental and control group. The mean for the experimental group is 66 while the mean of the control group is 63. It can be assumed that the means of the pre-test score of both groups were not significantly different. But there were 15 students failed in experimental group and 20 students failed in control group. It caused most of the students did not have confidence to speak. They are worry to make mistakes.. Data Analysis 1. Testing Reliability of the Test Before analyzing the data, the researcher obtained the reliability of the test by using Kuder Richardson formula (KR-21) after trying out the instrument. The calculation shows that the coefficient of reliability of the test is 0.67.This

11 coefficient of reliability is substantial. It means the test is reliable because the reliability can be seen from the highness of the score and this is in line with Best (2002: 308). 2. Analyzing the Data Using T-test Formula To find out whether the applying of SAVI model had a significant effect on the senior high school students speaking achievement, the result of the test was calculated by using t-test formula. The calculation shows that: M x =11.91 X 2 = N x = 35 M y = Y 2 = N y = 35 t -test = 5.36 Testing Hypothesis The basis of testing hypothesis in this research is: If t-observed > t-table, the alternative hypothesis will be accepted; the null hypothesis will be rejected If t-observed t-table, the null hypothesis will be accepted; the alternative hypothesis will be rejected In this research, the value of t-table for the degree of freedom (df) 68 at level of significance (α) 0.05 is The result of computing t-test shows that the value of t-test is higher than the value of t-table as follows: Table 4.1The Results of the T-Test Calculation t-obs> t-table (α = 0.05) with df >1996 (α = 0.05) with df68

12 Based on the calculation above, it is concluded that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that The students achievement in speaking taught by SAVI model is higher than taught without applying SAVI model. Research Findings The result of this research shows that there is difference of out between both of groups. Based on statistics calculation, the mean of control group and experimental group is different. The mean score of the experimental group is higher than control group. The calculation of the t-test shows that the t-observed (5.36) is higher than t-table value (1.996) for the degree of freedom (df) 68 at the level of significance (α) The difference took place because the effect of different treatment for each groups. The experimental group was taught by SAVI Model while the control group was taught by applying conventional or lecturing method. Based on theoretical and statistical findings, the researcher concludes that teaching speaking in oral descriptive text by applying SAVI Model has more significant effect than that without applying SAVI Model. It was proven by the students speaking achievement in oral descriptive text taught by applying SAVI Model was higher than taught without SAVI Model. CONCLUSION AND SUGGESTIONS Conclusion Based on the research findings, the researcher concludes that there is a significant effect of applying SAVI Model on senior high school students speaking achievement since the students speaking achievement in oral descriptive text by applying SAVI Model is higher that taught without applying SAVI Model.

13 Therefore, the alternative hypothesis is accepted and null hypothesis is rejected. It was proven statistically with t-observed > t-table 5.56 > 1.996; df= 68, α = 0.05 Suggestions Based on the conclusions above, the results of the findings contribute some valuable suggestions for those who are interested in teaching speaking in oral descriptive text as follows: 1. For the students, to use SAVI model while speaking in the class so they can do oral descriptive text easily. 2. For the teachers, to apply SAVI model so that they can improve their students achievement in oral descriptive text; and 3. For all the readers, may this research bring them into good understanding how to improve the students speaking ability by applying SAVI model.

14 REFERENCES Best, J. W., and Khan, J. V Research in Education 7 th. New Delhi: Prentice Hall. Brown, H. Douglas Teaching by Principles:An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education Fulcher, G Testing Second Language Speaking. New York: Longman. Hughes, R Teaching and Researching Speaking. Great Britain: Pearson Education Maxom, M Teaching English as a Foreign Language for Dummies. West Sussex : John Willeyv. Meier, Dave The Accelerated Learning Handbook.Bandung :Kaifa