CHAPTER I

INTRODUCTION

This chapter describes a study, problem solving and significant of the

study. This part also explains issues related to speaking skill. These issues were

studied in the past and also in the current time. Furthermore, this chapter provides

evidences about the importance of speaking skill. In general, this chapter contains

background of study, research questions, the aims of study and terminology.

A. Background of Study

It has been known that there are four basic skills that have to be mastered

by students in learning a foreign language. Speaking skill is one of the four

language skills (listening, reading and writing). Some functions of speaking are

that a speaker can express his or opinion and feeling, ask for something, share

knowledge or information directly and so on so forth. The ability in mastering

speaking is a measurement to know how far a student has mastered the language

he or she is learning. In line with it, Brown and Yule (2000) underline that

speaking is one of the basic skills as a measurement of language learners whether

someone is successful in learning language or not.

Basically, speaking is one of the ways to communicate one another. When

someone feels confused about something, she or he can ask directly to the speaker

that he is talking with. Cornbleet and Carter (2002) contend that speaking is an

interactive process of constructing meaning that involves producing and receiving

and processing information. It is often spontaneous, open-ended, and evolving,

but it is not completely unpredictable. In addition, when the speaking activity

takes place, a speaker expects a listener understand well what he or she is talking

about.
 In accordance with the statement, Gert and Hans (2008) state that speaking

is utterances with the goal of having their intentions recognized and recipients

process a speakers remarks with the goal of recognizing those intentions.

Consequently, through speaking people can express their feeling and easily

achieve the aims of communication.

Unfortunately, most college students still feel difficult to speak English

fluently, causal factors of this problem are such as lack of motivation, feeling

nervous to speak English, lack of grammar mastery, lack of vocabulary and

feeling afraid of making mistakes. However, each teacher has their own method to

solve those students speaking problem.

On the other hand, curriculum, qualified teachers and a good condition of

classroom play a great role in improving students speaking ability. According to

Richard (1990), there are many reasons causing English learner poor in speaking

skill. They are lack of curriculum emphasis on speaking skill, teachers‟ limited

English proficiency, class conditions do not favor oral activities, limited

opportunities outside of class to practice and examination system not emphasis

oral skills. Meanwhile, Nunan (2003) states that Speaking in a foreign language

has been considered the most challenging and complex of the four language skills

That is because the speaking process occurs in real time, dynamic interrelation

between speaker and hearer should arise under time constraints.

In English speaking classroom, learners should be given the

maximum number of possible opportunities to practice the target language in

meaningful contexts and situation. Thus, unconsciously the students‟ will be

familiar with the speaking itself because of the encouragement to practice it.
 Besides attending the English classes the students also need to practice

English out of the classes. They can speak or practice English with their friends

and join a speaking club. Speaking club may come as a way to solve the problems.

It is a place where we learn English through practice of activities. In such a place,

pupils entertain only in English. The leader can initiate debate, games, sketches,

poem, song, etc (Mouleka, 2013).

English speaking club will be connector to the college students. In this

club, members can practice English easier, enjoyable without shame,

apprehension and nervousness, because members are roommates or acquaintance.

By joining the club, the students can share knowledge, information or

ideas.Furthermore, in the speaking club, students‟ feel more comfortable to speak

with their friends because they can share their ideas freely. The students can share

information and add new vocabulary to enrich their vocabulary mastery. It has

been known that in improving speaking ability, vocabulary is one of the most

important parts. Nakatsuhara (2011) who confirmed that “vocabulary-related

difficulties were most frequently reported both for listening and speaking

sections” .

According to the advice published on the official site of the British

Council, in order to overcome this difficulty a learner has to “find a study partner

to help them practice; this might be a teacher or a friend (British Council, n.d.b,

para. 1). The current program Speaking club will gives such learner an

opportunity to practice with more than one friend. Moreover, if the matter

concerns a low-level learner, he or she will be able to do it with people who have

a high level of English proficiency.

 Nevertheless, when college students join the speaking club, they do not

only keep silent or less active but they also have to interact or speak actively. In

addition, interaction is one of the important activities in language learning

process. By having the interaction, they can begin language learning. In line with

this, Brown (2000) states that through interaction, students can increase their

Language store as they listen to or read authentic linguistic material, or even the

output of their fellow students in discussion, skits, joint problem solving tasks, or

dialogue journal. Besides, Noyes (2004) also states that our communication skill

determines how successfully we interact with others, whether one-on-one or in

large group. Hence, it can be summed up that interaction done by the students‟ in

the speaking club is very important in improving the students speaking ability.

To maintain English speaking skill, it could be attained by either practicing

individually or practicing in group. Thus, English speaking club is an example

about practicing English in group to improve speaking skill. This way, students

can practice speaking in English together intentionally to improve English

speaking skill. In addition, they can practice English seriously and enjoy the

English. Moreover, students can talk freely about what he or she wants to talk but

still related with topic that given by teacher or instructor.

This study focuses on observing the speaking club done by students

English education department and English student association which was as a

place to build good character, develop qualified students and as an institution to

increase foreign languages abilities such as English to freshmen.

 Based on the explanations, the writer is interesting in conducting a

research in this place. The writer captivate to investigate the language class

namely conversation class.

In addition, the goals and expectations of joining the club are the college

students feel pleasant to practice English without feeling embarrassed,

apprehension and nervous. They also can use new English vocabulary to express

their ideas when the speaking activity takes place. The participants can correct

each other‟s common or pronunciation mistakes.

To reveal whether English speaking club can help student to master

speaking optimally or not an experimental research will be conducted and the

research focused on “Teaching Speaking Through English Speaking Club”

B. Reason for Choosing the Topic
Based on the background above there are two reasons why the writer choose
this topic is because the writer is interested as follows :
1. Speaking skill ability is important because Language is a tool for

communication. We communicate with others, to express our ideas, and

to know others ideas as well. Communication takes place, where there
is speech. Without speech we cannot communicate with one
another.
2. Speaking club is can be practicing effectively and different with other
method because English clubs are less formal than a classroom setting.
Many learners find them more fun than usual English classes. They also
let learners practice English in more real-life situations. This can
increase a learner’s desire to practice and learn on their own.

C. Problem of the Research

The problem of the research can be formulated in the following research
question : is English Speaking Club effective for teaching speaking?.
D. Aim of the Research

The aim of this research to find whether English club is effective or not.
 7

E. Contribution of the Research

The researcher hopes that the result of her research will be valuable for:
1. The teacher
It is expected that this research can be used in teaching English speaking skills
to improve students’ speaking ability and to give positive input to the English
teacher in the teaching of speaking structure, especially if join English speaking
club. The English teachers are able to choose appropriate technique for teaching
speaking.
2. The students
The result of this research can be beneficial for the students hopefully, so that
the students can enjoy studying English by join English speaking club. They also
will be interesting and understand speaking activities.
3. The other researchers
The researcher hopes that this research will be beneficial reference for other
researchers. They also can improve their knowledge about the suitable theory in
teaching English especially about speaking activities and speaking club
8
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CHAPTER II

REVIEW OF LITERATURE

This chapter discusses the literature review of some important theories of

the research. Base on the need of the research, this theoretical review covers five

main aspects: speaking, aspect of speaking, function of speaking, meaning of club

and the advantages and disadvantages of joining the speaking club.

A. The Definition of Speaking

It has been known that speaking is a part of the important skills in learning

English. To define speaking, some linguists have different opinions, because their

background of study is different. However, all of the opinions have similarities.

Torky (2006) states that speaking is one of the four language skills

(reading, writing, listening and speaking). Besides that, speaking is one of

productive skills of English and it goes side by side with all language skills.

Speech is considered one of the most important aims in language teaching

(Aljadili, 2014).

Moreover, Burns & Joyce cited in Shiamaa Abd EL Fattah Torky (2006)

assert that speaking is defined as an interactive process of constructing meaning

that involves producing, receiving and processing information. Its form and
10

11

meaning are dependent on the context in which it occurs, the participants, and the

purposes of speaking. While, Payne (1994) states that speaking is a complex skill

requiring the simultaneous use of a number of different abilities which often

develop at differentiates. He adds that there are five components of speaking

ability. They are pronunciation, grammar, vocabulary, fluency, and

comprehension.

Based on the previous explanations, it can be concluded that speaking is

one of the productive skills of English to communicate with others to achieve

certain goals by expressing their opinions, intentions, hopes and viewpoints

among interlocutor.

B. Components of Speaking

Harris (1994) asserts that there are five components in speaking ability

(pronunciation, grammar, vocabulary, fluency, and comprehension). For this

reason, the researcher would explain each of items one by one.

1. Pronunciation

Hornby (1995) explains that pronunciation is the way in which a language

is spoken, the way in which a word is pronounced or the way a person speaks the

words of language. Therefore, in this pronunciation determine how sounds vary

and pattern in a language and this component also refers to the way of person in

speaking a word that is pronounced. Harmer (2001) emphasizes that if

intelligibility is then goal then it suggests that some pronunciation features are

more important than others.

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2. Grammar

A conversation will be good-look when the speaker using grammar in

those situation. Norton (2004) cites grammar is the set of formal pattern in which

the words of language are arranged in order to convey a larger meaning. The

meantime, Harmer (2001) points out that grammar of a language is the description

of the way in which words can change their forms and can be combined into

sentences in that language. From the statement above, it can be summed up that

by having good grammar, the speaker can convey/ produce the words or sharing

information correctly.

3. Vocabulary

Vocabulary is an important aspect in learning a language. According to

Diamond and Gutlohn (2006), vocabulary is the knowledge of words and word

meanings. A language learner cannot communicate or express his or her ideas

either in spoken or written form if he or she does not have sufficient vocabulary.

Having limited vocabulary is also a barrier that precludes learners from learning a

language. In other side, having a large vocabulary to call upon will help our verbal

communication flow and allow us to start eliminating noises such as, „umm” and

“uhh”. Furthermore, vocabulary is a group of words to make sentence structure in

conveying idea or message to the listener. What word means is often defined by

its relationship to other words. For example, we explain the meaning of fully by

saying that it is the opposite of empty; we understand that cheap is the opposite of

expensive (Harmer, 2001). Finally, vocabulary is a group of words to make use to

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describe concepts/ideas to purpose convey ours ideas either in spoken or written

form.

4. Fluency

Lambardo (1984) defines fluency as the way of someone speaks with

normal speed like the native speaker or the man who own the language because

the one who own the language can dispose the language well. Fluency can be

defines as the ability to speak fluently, accurately, smoothly and readily. It is one

of the main elements of speaking ability in order to make interlocutor understand

well about ideas or messages which want deliver by speaker.

5. Comprehension

Comprehension is the ability to understand completely and be familiar

with a situation or facts. Meanwhile, Hornby (1995) claims that comprehension is

the power of understanding and an exercise aimed at improving or testing one‟s

understanding of a language (written or spoken). Moreover, comprehension can

also means the capacity of the main to perceive and understand; power to grasp

the ideas; ability to know. In short, comprehension is important to avoid

misunderstanding between a speaker and a listener.

C. The Functions of Speaking

Speaking skill is very important and has multifunction to everyone,

because speaking is an instrument to express opinion, feeling or share knowledge

of social interaction. To speak well, right, and fluently, it needs more courses

practice. Actually, since a normal infant was born he or she had a potency of

speaking skill, it can be seen when the infant started to make sound.
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14

Speaking skill is different from the other three (listening, reading and

writing) because speaking is the most basic means of human communication and

this skill need more practices for mastering. Celce and Murcia (2001) argues that

for most people the ability to speak a language is synonymous with knowing that

language since speech is the most basic means of human communication.

Besides that, Ur (2000) believes also that:

Of all the four skills [listening, speaking, reading and writing], speaking
seems intuitively the most important: people who know a language are
referred to as, speaker‟ of the language, as if speaking included all other
kinds of knowing.

In addition, Baker and Westrup (2003) assert that a student who can speak

English well may have greater chance for further education, of finding

employment and gaining promotion. Moreover, speaking English will also help

students to get up-to-date information of all fields such as: in politics, economics,

social, entertainment, education and so on so forth in this world which in English

using as an international or global language nowadays.

Finally, the functions of speaking helps learners express their personal

feeling, opinions or ideas; tell stories; inform or explain; request; converse and

discuss that is through speaking.

D. Definition of Speaking Club

Speaking club is in such a place, pupils entertain only in English. The

leader can initiate debate, games, sketches, poem, song, etc (Mouleka, 2013). In

addition, speaking club is a place where the members of a club (college students)
14

15

can learn, exercise and practice English freely with various materials without

shame, apprehension and nervousness.

Mouleka (2013) adds that an English club is a real place where the

learning of English is more practical. Therefore, it can be summarized that

speaking club is a media to facilitate students in practicing, increase and to build-

up students‟ motivation to learn practicing speaking. Students could exchange,

share their knowledge, new vocabulary and information among their friends.

Speaking club also might be a place to share students‟ difficulties in practicing

speaking and to look forward how to solve their problems.

Finally, the main goals and expectations of holding speaking club are as a

medium to improve students‟ speaking ability and their willingness with a high

self-confidence in practicing speaking eventhough they still do a lot of mistakes

about grammatical roles.

E. The advantages and Disadvantages of Joining the Speaking Club

1. The advantages of Joining the Speaking Club

Galanes and Adams (2013) cite that the advantages of joining the speaking

club, here are:

a. The speaking club members more enjoy fellowship and

companionship;

b. The students receive moral and emotional support for theirs views;

c. Get passion to not reticence (challenged reticence);

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16

d. Speaking Club will most likely have access to much more

information;

e. Get same turn to speak;

f. More pleasant and suitable than regular class (English course);

g. Get new vocabulary, knowledge and information when interlocutor

speaking.

2. The Disadvantages of Joining the Speaking Club

a. When members of speaking club speak up, sometime some of

members not give attention to the speaker;

b. Sometime the students not enthusiasm what materials/topic teacher

given;

c. Some of students‟ so bore and loaf to speak up.

F. The Kinds of Speaking Activities

To help students develop efficient communication in speaking, there are

some activities are used in the classroom to promote the development of speaking

skills in our learners. The discussions below focus on the major types of speaking

activities that can be implemented as follows:

1. Discussion

Celce and Murcia (2001) states that discussion is probably the most

commonly used in the speaking skills classroom activity. It is a common fact that

discussion is really useful activity for the teacher in order to activate and involve
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17

student in classroom teaching. Typically, student are introduced to a topic via

reading, listening passage, or a video tape and are then asked to get into pairs or

groups to discuss a related topic in order to come up with a solution, a response,

or the like.

Celce and Murcia (2001) adds that discussion is an oral exploration of a

topic, object, concept or experience. To succeed with discussions, the teachers

need to employ these steps;

a. Prepare the students: Give them input (both topical information and

language forms) so that they will have something to say and the language

with which to say it.

b. Offer choices: Let students suggest the topic for discussion or choose from

several options. Discussion does not always have to be about serious

issues. Students are likely to be more motivated to participate if the topic

is television programs, plans for a vacation, or news about mutual friends.

Weighty topics like how to combat pollution are not as engaging and place

heavy demands on students' linguistic competence.

c. Set a goal or outcome: This can be a group product, such as a letter to the

editor, or individual reports on the views of others in the group.

d. Use small groups instead of whole-class discussion: Large groups can

make participation difficult.

e. Keep it short: Give students a defined period of time, not more than 8-10

minutes, for discussion. Allow them to stop sooner if they run out of things

to say.
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18

f. Allow students to participate in their own way: Not every student will feel

comfortable talking about every topic. Do not expect all of them to

contribute equally to the conversation.

g. Do topical follow-up: Have students report to the class on the results of

their discussion.

h. Do linguistic follow-up: After the discussion is over, give feedback on

grammar or pronunciation problems you have heard. This can wait until

another class period when you plan to review pronunciation or grammar

anyway.

Through well-prepared discussion activities, teacher can encourage

students to experiment and innovate with the language, and create a supportive

atmosphere that allows them to make mistakes without fear of embarrassment.

This will contribute to their self-confidence as the speakers and to their motivation

to learn more.

2. Information gap

Harmer (1999) explains that one type of speaking activity involves the so-

called “information gap” where two speakers have different parts of information

making up a whole. Because they have different information, there is a “gap”

between them.

Harmer adds (1999) that in information gap activities, there are two kinds

of activities that students should do. They are:

a. Filling the gaps in a schedule or timetable

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Partner A holds an airline timetable with some of the arrival and departure

times missing. Partner B has the same timetable but with different blank spaces.

The two partners are not permitted to see each other's timetables and must fill in

the blanks by asking each other appropriate questions. The features of language

that are practiced would include questions beginning with "when" or "at what

time." Answers would be limited mostly to time expressions like "at 8:15" or "at

ten in the evening."

b. Completing the picture

The two partners have similar pictures, each with different missing details,

and they cooperate to find all the missing details. In another variation, no items

are missing, but similar items differ in appearance. For example, in one picture, a

man walking along the street may be wearing an overcoat, while in the other the

man is wearing a jacket. The features of grammar and vocabulary that are

practiced are determined by the content of the pictures and the items that are

missing or different. Differences in the activities depicted lead to practice of

different verbs. Differences in number, size, and shape lead to adjective practice.

Differing locations would probably be described with prepositional phrases.

These activities may be set up so that the partners must practice more than

just grammatical and lexical features. For example, the timetable activity gains a

social dimension when one partner assumes the role of a student trying to make an

appointment with a partner who takes the role of a professor. Each partner has

pages from an appointment book in which certain dates and times are already

filled in and other times are still available for an appointment. Of course, the open
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times do not match exactly, so there must be some polite negotiation to arrive at a

mutually convenient time for a meeting or a conference (Rees, 2005).

3. Jigsaw Activities

Jigsaw activities are more elaborate information gap activities that can be

done with several partners. In a jigsaw activity, each partner has one or a few

pieces of the "puzzle," and the partners must cooperate to fit all the pieces into a

whole picture. The puzzle piece may take one of several forms. For example, it

may be one panel from a comic strip or one photo from a set that tells a story, a

sentence from a written narrative or a tape recording of a conversation, in which

case no two partners hear exactly the same conversation.

In one fairly simple jigsaw activity, students work in groups of four. Each

student in the group receives one panel from a comic strip. Partners may not show

each other their panels. Together the four panels present this narrative: a man

takes a container of ice cream from the freezer; he serves himself several scoops

of ice cream; he sits in front of the TV eating his ice cream; he returns with the

empty bowl to the kitchen and finds that he left the container of ice cream, now

melting, on the kitchen counter. These pictures have a clear narrative line and the

partners are not likely to disagree about the appropriate sequencing. You can make

the task more demanding, however, by using pictures that lend themselves to

alternative sequences, so that the partners have to negotiate among themselves to

agree on a satisfactory sequence.

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4. Speeches

Another common activity in the oral skills class is the prepared speech.

Topics for speeches will vary depending on the level of the students and the focus

of the class, but in any case, students should be given some ways in determining

the content of their talks (Celce & Murcia, 2001).

5. Role plays

One way of getting students to speak in different social contexts and to

assume varied social roles is to use role-play activities in the classroom. Role

plays can be performed from prepared scripts, created from a set of prompts and

expressions or written using some certain ways and consolidation knowledge

gained from instruction or discussion of the speech act and its variations prior to

the role plays themselves (Celce & Murcia, 2001).

Meanwhile, Harmer (1984) asserts that in role plays, students are assigned

roles and put into situations that they may eventually encounter outside the

classroom. Because role plays imitate life, the range of language functions that

may be used expands considerably. Also, the role relationships among the students

as they play their parts call for them to practice and develop their sociolinguistic

competence. They have to use language that is appropriate to the situation and to

the characters.

Harmer (1984) adds that students usually find role playing enjoyable, but

students who lack self-confidence or have lower proficiency levels may find them
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intimidating at first. To succeed with role plays, the students need to follow the

following steps;

a. Prepare carefully: Introduce the activity by describing the situation and

making sure that all of the students understand it

b. Set a goal or outcome: Be sure the students understand what the product of

the role play should be, whether a plan, a schedule, a group opinion, or

some other product

c. Use role cards: Give each student a card that describes the person or role

to be played. For lower-level students, the cards can include words or

expressions that that person might use.

d. Brainstorm: Before teacher start the role play, have students brainstorm as

a class to predict what vocabulary, grammar, and idiomatic expressions

they might use.

e. Keep groups small: Less-confident students will feel more able to

participate if they do not have to compete with many voices.

f. Give students time to prepare: Let them work individually to outline their

ideas and the language they will need to express them.

g. Be present as a resource, not a monitor: Stay in communicative mode to

answer students' questions. Do not correct their pronunciation or grammar

unless they specifically ask you about it.

h. Allow students to work at their own levels: Each student has individual

language skills, an individual approach to working in groups, and a

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specific role to play in the activity. Do not expect all students to contribute

equally to the discussion, or to use every grammar point you have taught.

i. Do topical follow-up: Have students report to the class on the outcome of

their role plays.

j. Do linguistic follow-up: After the role play is over, give feedback on

grammar or pronunciation problems you have heard. This can wait until

another class period when you plan to review pronunciation or grammar

anyway.

6. Conversations

One of the recent trends in oral skills pedagogy is the emphasis on having

students analyze and evaluate the language that they or others produce. In other

words, it is not adequate to have students produce lots of language; they must

become more metalinguistic ally aware of many features of a language in order to

become competent speakers and interlocutors in English. One speaking activity

which is particularly suited to this kind of analysis is conversation, the most

fundamental form of oral communication (Celce & Murcia, 2011)

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design, population and sample,

technique of data collection and brief description of research location.

A. Research Design
The method of this research is experimental research. Experimental research can
be defined as a method that was done accidentally to create a condition and then the
effect of this research will be observed. It can be indicated by comparing an experimental
class (with treatment) and control class (without treatment). In addition, it is to find
whether it gives an effect of something or no (Suwartono, 2014:133).
The experimental method which could be used in this research is quasi
experimental. Slamet (2008: 101) defines that quasi experimental design is an
experimental design in which the researcher cannot be able to change the condition of
independent variables that will be given a treatment. Quasi experimental design has both
experimental and control groups but the participant are not randomly assigned to these
groups (Arthur, 2013: 1). Experimental group will be taught using a few of speaking
activities as a technique for teaching speaking skill . Meanwhile, the control group and
society cicrcles will be teach in this activity. In short, this research will be done to know
the comparison between experimental class which will get treatment and control class
which did not get treatment.
The design of this research can be seen at the table below:

Pre-test Treatment Post-test

O1 X O2

B. Population and Sample

The writer determine population and sample before conducting the

research. The explanation about population and sample is provided below.

1. Population

Population is generally a large collection of individuals or objects that is

the main focus of a scientific query (Castillo, 2009). Based on the statements

above, the writer choose English education department who has an English club in

English student association

 25

2. Sample

Sample is a small part of the total population that is taken for

representative of the entire total population that becomes the object of the research

(Arikunto: 2006). In other words, sample is sub group of the population which in

this group represents the characteristic of the population. In this study, the sample

was chosen by purposive sampling.

C. Technique of Data Collection

In this study, the researcher uses several techniques in collecting the data:
1. The Time of the Research
This research will be conducted during 2019-2020. The scheduled of the research can
be seen in table 1 below:
Table 1
Months in 2019-2020
Activities
Sept Oct Nov Dec Jan Feb
Making Proposal
Making Instrument
Doing Pre-test
Doing Treatment
Doing Post-test
Making Report

The research will be conducted in six months, starting from making proposal to
making report.
D. The Subject of the Research
1. Population
Population is the entire research subject (Arikunto, 2010:173). In this research,
the population is the voluenteer from senior high school
2. Sampling and Sample
According to Bret Hanlon & Bret Larget (2011: 7) a sample is a subset of the
individual in a population. In selecting the sample of the study, sampling technique is
needed to take a representative sample of the whole population. The researcher use
cluster random sampling to help choose which class that will use as a sample of the
research population. From the sampling technique above, the researcher will take two
classes will be divided as experimental and control class.
E. The Technique of Collecting Data
Data collecting method is the method to obtain data. Data in this research is in the
form of students’ score. Hence, the data will be collected by administering test. The data
will be collected by using speaking activities and speaking tests; pretest, post test. The
technique of collecting data is clarified as follows:
1. Pre-test
26

A pre-test provides a measure on some attribute or characteristic that you

assess for participants in an experiment before they receive a treatment, Creswell
(2008: 301). The researcher will conduct pre-test to know how far students’
ability in Simple Present Tense before they get the treatment. The form of the
pretest is in the form of descriptive writing task where the subjects of the study
will be asked to make descriptive paragraph in which simple present tense is
used. The researcher want to know the students’ score in grammar. It determine
the readiness for instructional program and to diagnose individual’s specific
strengths and weakness in the simple present tense.
2. Post-test
After all of treatment process will be given to the students, the researcher
will give post-test. Post-test will be done after giving treatment to measures how
significant of the influence of giving those assignments. The procedures of giving
post-test are equals pre-test procedure that is writing task where the students will
be asked to make descriptive paragraph in which simple present tense is used.

F. Research Instrument
In this research, the researcher will use test to collect data. The researcher will
use writing test to measure speaking mastery of the students. The test which is given
in the pre-test and post-test is in the same level of difficulty but with different topic.
F. Data Analysis
The data analysis of this research will be done in five stages of activity.
The flow of the five stages can be seen in the following figure:

G . Brief Description of Research Location

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The research was conducted at the speaking club of English student

association in English student department universitas muhammadiyah purwokerto
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Aljadili, Mohammedi Z.(2014). The Effectiveness of Using Virtual Classes on
Developing the Tenth Graders' Speaking Skills and Their Speaking
Anxiety. The Islamic University-Gaza.

Arikunto, S.(2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta.

Babbie Ears. (2004). The Practice of Social Research. Twelfth Edition. Belmont:
Wardsworth.

Baker, J. & Westrup, H. (2003). Essential Speaking Skills: A Handbook for

Language Teachers. London: Continuum, Inc.

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