Chain Drilling
Chain Drilling
Chain Drilling
INTRODUCTION
Language has a broad contribution in society. Language enables people communicate in society.
Language is an important means of self-identification. People can bound-up our ethnic society
through language. Through language people can express their feeling to other people and
understand with the other meant. Language is also an identity marker of the nation. Everyone
wants to communicate with all people in the world but they may face some difficulties, one of
them is different language. To solve the problem, it is necessary to make international language.
English is one of a contributed language all over the world. It has a very important role on
relationship and so on. This reality makes English as a very well known language in the world.
like Indonesia itself. Even in non-English speaker country, people in the early age have leant
English as well. Therefore, English has been used broadly from young learner up to adult.
There are four integrated skills in studying English, they are speaking, listening, reading and
writing. But generally we find speaking is the hardest of the four skills. Unlike, reading, writing,
listening, what makes speaking is the harder than other skills is that speaking happens in a real
time and people’s understanding is based on what we say. They claim someone knows a
language, it doesn’t mean that he can speak on that language. Scot Thornburry (2005:12), no
wonder speaking represents a real challenge to most language learners. Speaking is a skill, and as
such needs to be developed and practiced independently of the grammar curriculum. That is, you
learn the grammar and you learn some vocabularies and you make sentences which you
pronounce properly, and you can speak. It means that speaking needs people’s background
Learning English in the classroom includes the language skill. Language skill divided into four
skills namely speaking, listening, reading and writing. All skills are important. But in general,
speaking is hardest. Nunan (2005:16) stated speaking is physically situated face to face
interaction. According Harmer (2001:270) without speaking people do not understand and do not
agree with speaker is saying. Speaking is very important to human communication. Speaking
skill most used to express opinion, explanation, and make argument in daily life. Speaking is a
skill that enable students to communicate in English. If student is able to pronounce well, it
means that students have speaking skill. They will enjoy their study so they will get better result
Speaking becomes one of the most important components to be mastered. Why that is important
components? That is because our live can not be separated with communication and from
communication it self we will use language both oral language or body language. Speaking skill
serves the students to be able to communicate their opinion, feeling and expression, with no
limitation of different native language, culture or country. Students can express themselves and
learn how to follow social and cultural rules appropriate in any communicative circumstance. In
addition, they can prepare themselves to gain more challenge for applying better job, enrolling
Based on writer’s experience in PPL, the writer found that students have problems to learn
English subject. Some factors of student’s problems in learning English especially speaking
those are (1) The students were not attractive to learn English especially in speaking. (2) The
students had difficulty to express vocabularies in English. (3) The students felt shy and afraid to
speak English. (4) The students were bored when they learned English. (5) There are many of
students did not enjoy to learn English was provided by teacher, the cause was the teacher’s
technique and activities of teaching learning were bored and less interesting. (6) Many of
students preferred teacher to teach English with the interesting method or technique. Based
explanation above, the student’s speaking ability was low, it happened because the teacher did
not use appropriate technique. Besides, the class condition was boring and the students did not
Seeing those conditions, there are many students of SMP Negeri 37 Medan, especially of the
eight grade cannot speak English in daily activity. The writer gives solution by conducting a
suitable technique called Chain Drill. Freeman (2000:46) state Chain Drill is one of technique
from Audio-Lingual method. Chain Drill gets name from the chain conversation that forms
around the room as students, one by one, ask and answer question of each other. Based on the
theory above, Chain Drill is one teaching technique that focus on classroom instruction for
Chain drill technique is one of technique that suitable for teaching speaking. Chain Drill is a
good technique for teaching speaking because the students are easy to learn English by using ask
and answer questions with each other.“Chain Drills is one of teaching technique. Chain Drill is a
good format for practicing new patterns, especially questions and answer and theycan improve
their speaking ability in the classroom, Franca (2008:14). It is supported by Brooks, “It is easier
to teach speaking by using Chain Drills and vocabulary than it is by teaching complex rules on
the language.”
Thus, Chain Drill is an alternative technique that teacher can use in the teaching speaking. The
teacher not only tries to improve students‟ vocabulary and their pronunciation by using
Chain Drill technique but also teacher makes them able for speaking with each other by using
Based on the writer explanation above, the writer was conducted Chain Drill as an alternative
technique for teaching English, especially for teaching students’ speaking ability. Finally, the
research entitled this research “The effect of Using Chain Drill Technique On Speaking Ability
at the First Semester of the Eight Grade Students of SMP Negeri 37 Medan.
In line with the background of the study, a study problem is formulated as the following: Does
the use of chain drill technique effect on speaking ability of the eight grade students at SMP
Negeri 37 Medan?
In relation to the problem, the objective of this study is to find out whether the use of Chain Drill
Technique affects speaking ability of the eight grade students at SMP Negeri 37 Medan
This research will be focused on the teaching of speaking by using Chain Drill technique on
student’s speaking ability and will be apply for junior high school especially to the second grade
This study hopefully will provide information about Chain Drill technique to teach speaking and
2. Practically
especially in speaking English teacher about the effect of using Chain Drill Technique
b. Giving description to English teacher about how to apply Chain Drill technique in
1.6 Hypothesis
H0: There is no significant the effect of using Chain Drill technique on student’s speaking ability
at the first semester of the eighth grade of SMP Negeri 37 Medan in academic year of 2019/2020.
Ha : There is a significant the effect of using Chain Drill technique on student’s speaking ability
at the first semester of the eighth grade of SMP Negeri 37 Medan in the academic year of
2019/2020.
CHAPTER II
REVIEW OF LITERATURE
give more ideas and concepts of this study. These concepts and ideas will lead to a broader
analysis of the variables selected by the writer in order not to raise confusion and
2.2 Speaking
Walter (2004:23) defines speaking as the development of the relationship between speaker and
listener. In addition, speaking determining which logical linguistic, psychological a physical
rules should be applied in a given communication situation. It means that the main objective of
speaking is for communication.
From the definitions about speaking above, it will be concluded that Speaking is a form to say or
talk something to give information with expressing of ideas, opinions, views, and description to
other for getting response or way of conveying a message in order to make understanding of
wishes to other and to contribute to the other.
Based on Thornburry (2005:45) “Speaking is interactive and requires the ability to cooperate in
the management of speaking turn. Speaking is a skill, and as such needs to be developed and
practiced independently of the grammar curriculum”. It means that, speaking ability has been
considered as activities by which the students try to express thought, feeling, opinion, and to
exchange information by using utterances in the form of communication. Therefore, the teacher
has to give opportunity for students to speak and improve their speaking ability.
According to Fulcher (2003:16) “Speaking is the verbal use of language to communicate with
others; the focus of its skill is to in crease the students‟ ability to communicate in the language
target”.It means that, speaking skill is the ability to use language in an oral form. For most
foreign language learners, speaking skill is somewhat difficult. This probably because they think
that the language target is different with their native language. Sometimes they feel it affects the
mastery of another language. Teaching students speak a foreign language is not easy. It needs a
hard work and a long process. Just like other abilities, speaking is needed to practice. Thus, the
students have to speak foreign language in their daily activity. It will be effective for students
and they will know about components of language from those process. According to Haris
(2004:33), there are five components must be fulfilled in speaking classroom which recognized
1. Pronunciation
Pronunciation is practiced to know how to pronounce of words same as native speakers. In the
pronunciation, the people will know about accent, there are two common accents in English;
those are British and America which related to use segmental features, vowel, consonants, stress
and intonation.
2. Grammar
Grammar is structure and system of a language, grammar is very important in speech process
because when people will say something they have to arrange some of words to be sentences that
related in the situation. Actually they do not need to memorize all of pattern from grammar
because it will be difficult for them to speak English. They have to know about subject, predicate
and form of word that related with the time and situation.
3. Vocabulary
Vocabulary is collection of words or a set of words which have meaning. It has function for
building sentences. The people can not to communicate well if they do not have sufficient
vocabulary. If the people have improved their speaking ability, it will be seen from vocabulary
4. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in a language
means speaking easily, reasonably, quickly and without having to stop and pause alot.
5. Comprehension
Comprehension is the understanding idea. It means that the people can answer or express the
All of those components will produce speech that can be understood in communication, good
fluency are needed in building a speech. However it must be remembered that language and
speech are meant for communication. It is not enough for students to learn words, phrases and
grammatical only. Students have to produce speech in their daily communication. Learning
language is about practicing and generating speech. Students need to express their meaning by
Thus, students‟ speaking ability is their ability to express their ideas, opinions, feelings
and experience with good pronunciation, grammar, vocabulary, fluency and comprehension. It is
there is communicative purpose between speaker and listener. The purposes of communication
2. They have some communicative purposes, speaker say something because they want to
3. They select from their language store. Speakers have in inventive capacity to create new
sentence. To achieve this communicative purpose, they will select the language they
Several languages have many functions in human interaction. According to Brown and Yule, as
quoted by Richards (2008:21) “The function of speaking are classified in to three: they are talk
as interaction, talks as interaction and talk as performance. Each of these speech activities is
quite distinct in term of form and function and requires different teaching approaches”. Below
The ability to speak English presupposes the elements necessary for speak production. Jeremy
Harmer (2001:269) states in his book The Practice of English Language Teaching that the
speakers have to be competent in speaking skill, those are language features in which contains
four points. They are:
1. Connected speech. It is the sound’s modifying in producing utterance when people speak.
In which includes modifying (assimilation), omitting (elision), adding (linking), or
weakening (through contraction and stress patterning).
2. Expressive devices. It is the stress and pitch variation in producing utterance in order to
convey the truth of the messages meant by the speaker. It includes the variation of the
volume and speed of the speech. By using these devices, people will be able to show
what and how they feel to whom they are talking to.
3. Grammar and lexis. People live in different ways, places and environments which is
causing a different mindset too. Therefore, teachers need to supply their students with
various phrases for different function in their speaking classroom activity. For instance,
students will know what expressions they have to use appropriately in different stages of
interaction.
4. Negotiation language. This is the speech clarification. It is the use of language on how to
clarify and to show what they means. Sometimes people do not hear or understand what
other people’s saying. Therefore, it is necessary to have an appropriate language of how
to clarify in order to avoid misunderstanding between the speaker and the listener
(Hammer,2001:267-270).
In addition, Harmer (2001:270) concerned with other elements of speaking that is necessary to
be mastered by a successful speaker, those are mental/social processing and the rapid processing
which involves language processing, interaction, and information processing.
1. Language processing. Effective speakers need to be able to process language in their
own head and put it into a coherent order so that it comes out in forms that are not
only comprehensible but also convey the meaning that is intended.
2. Interaction. Most speaking involves interaction with one or more participants. It
means that effective speaking also involves a good deal of listening, an understanding
of how others felt and a knowledge of how the linguistically to take tums or allow
others to do so.
3. Information processing. Quite apart from our response to other’s feelings, we also
need to be able to process the information they take us the moment we get it.
Those elements mentioned above showed that the speakers must be communicatively
competence in the language they use. As it is stated by Walter in her book, about communicative
competence that it defines as the ability to use language appropriately in a variety of context
(Walter,2008:18) which involves:
The components of extra linguistic knowledge that effect speaking include such as things as
topic and cultural knowledge, knowledge of the context, and familiarity with the other
speakers.Thornbury (2000:26) state there are two important components of speaking; knowledge
1. Genre knowledge: it can be classified that speaking genres according to their general
purposes, the kind of participation they involve, and the degree of planning.
2. Discourse knowledge: within the structure of a specific genre, its individual elements need to
3. Pragmatic knowledge: pragmatics describes the relation between language and its context of
use, including the purposes for which language is being used. Pragmatic knowledge consists
4. Grammar: it is theoretically possible to have short conversation where each utterance merely
consist of a single word or short phrase. So, in order to generate a much more sophisticated
5. Vocabulary: speakers also employ a lot of words and expressions that express positive or
negative appraisal. The number of words used in speaking is less than the number used in
writing.
Normally, the way we pronounce individual words, and the sounds that they are composed of,
is not something that involves conscious choices. Phonology includes both pronunciation and
intonation.
Speaking is the important English skill that comprehended by students. It is very essential for
language teachers to pay more attention to teach speaking, rather than leading students to only
receive information given by the teacher. Since, it is productive skill, teaching speaking should
givestudents opportunity to produce something by giving more practice to speak in the target
language. Based on Richards, “Teachers and textbooks make use of a variety of approaches,
ranging from direct approaches focusing on specific features of oral interaction ( turn-taking,
topic management, and questioning strategies) to indirect approaches that create conditions for
oral interaction through group work, task work, and other strategies”.Therefore, students can
learn to practice language they have learned orally. They will also automatically learn words and
In teaching English as a foreign language, there are many students get less achievement in
speaking because they are seldom to practice. The students feel afraid to speak English and
making mistake in speaking English. Moreover, teacher does not motivate the students. It makes
speaking learning process does not increase. Therefore, the students need to practice in speaking
and interested in learning English. According to Jeremy (2007:221), there are three basic for
teachers to give thestudents speaking task which provoke them to use all and any language at
1. Rehearsal
It is getting students to have a free discussion gives them a chance to rehearse having discussion
outside the classroom. Having them take part in a role-play at an airport check-in desk allows
them to rehearse such a real-life even in the safety of the classroom. This is not the same as a
practice in which more detailed study takesplace; instead itis away for students to get the feel‟of
2. Feedback
Speaking tasks where students are trying to use all and any language they know provides
feedback for both teacher and students. Teachers can see how well their class is doing and what
language problems they are having (that is a good reason for „boomerang‟lessons) students can
also see how easy to find a particular kind of speaking and what they need to do to improve.
Speaking activities can givethem enormous confidence and satisfaction, and with sensitive
Good speaking activities can and should be highly motivating. If all the students are participating
fully and if the teacher has set up the activity properly and can then give sympathetic and useful
from it. Many speaking tasks (role playing, discussion, problem solving etc.) are intrinsically
enjoyable in themselves.
Based on the explanation above, learning of speaking needs the teaching technique which are
contained the application of technique and task will be given to students. All those things must
be corresponding with three basic of speaking task above. This assumption is made that the
objective of teaching spoken language is the development of the ability to interact successfully in
that language, and this involves comprehension as well as production. It is also assumed that at
the earliest stages of learning formal testing for this ability will not be called for, informal
An activity in teaching speaking is promoting the speaking ability that can be used by teacher to
make students speaking in learning activities. Good speaking activities can motivate students.
According to Brown (2001:270) there are two activities in teaching speaking. They are as
follows:
1. Monologue
Monologue is divided in two parts: planned and unplanned. Monologue means that when a
speaker used spoken language as in speeches, lectures‟ readings, newbroadcast, and the like. The
listener must process long stretches of speech without interrupting the stream of speech will go
Dialogue is divided into interpersonal and transactional. Dialogue involves two or more speakers
and can be subdivided into those exchanges that promote social relationship (interpersonal) and
those for which the purpose is to convey proportional or factual information (transactional).
Transactional dialogue, which is carried out for the purposes of conveying or exchanging
specific information is an extended out for from responsive language. For example may have
From the explanation above, the research comes to the consideration that dialogue is one of type
of speaking that can be used in this research. The writer hopes that the students will improve
their speaking ability and all of the students are participating fully in the classroom activity and
make students more active in teaching and learning process and at the same time makes their
Speaking skill is preceded by listening. Through listening, people know vocabulary that they do
not know before. Brown (2001:272) strengthened the idea above, “Speaking is a productive skill
that can be directly and empirically observed, those observations are invariably colored by the
accuracy and effectiveness of a test takers listening skill, which necessarily compromises the
reliability and validity of an oral production test”. It means that, speaking skill is influenced by
listening skill because for the first time people learn about language same as baby, the students
will start to learn English from hear, speak, read and write. Thus, the students need some
methods or techniques that will help them to learn English in improving their speaking skill in
foreign language and they can improve all aspects from English.
Chain Drill technique is integrating both skills, speaking and listening in learning process. It is
supported Mary (2000:201), “Chain Drill also requires the students listen to each other, and
attention is diverted from the fact that they are drilling and toward actual use of the language”.
Therefore, the teacher is modeling for students to pronounce of words with using good
pronunciation. The students will hear and repeat from the teachers‟ pronunciation and gradually
they will be building the sentence from those words up until complete.
Another definition about chain drill technique, According to David (2004:12), “Chaining is a
technique by which the teacher adds new elements to gradually increase the length of the
repeated phrase”. Therefore, a Chain Drill technique also lets students use the expressions in
communication with someone else. The teacher also will teach the students how to add some
phrases or vocabularies for construct a complete sentence and then the teacher will be a model
for students to practice in pronunciation some of words from sentences. It makes the teaching
and learning speaking is more effective in learning process, because the students can improve
theirvocabulary, pronunciation, grammar, fluency and comprehension. The teacher also will
According to Franca (2000:89), “Chain Drills provide a through control of the teacher on
students ‟practice and enable students to exercise pronunciation as well as that new sentence
pattern they had been introduced to through speaking”. It means that, Chain Drill technique can
be applied in communication among the students by using ask andanswer the questions. The
teachercan correct the students‟pronunciation. Any mistakes that probably occur can be corrected
directly as soon as possible by teacher. Therefore, using of Chain Drill technique can help them
to add new vocabulary or phrase when the students ask or answers the question. It also creates a
new habit to use English in communicating with others that will improve their speaking ability as
theresult.
Teaching By using a Chain Drill technique is more effective. The teacher can immediately
correct the students‟mistakes. Teacher isable to give more attention and positive feedback to the
students in order to give them more knowledge and motivation in practicing speaking. As a
result, by using Chain Drill technique, the students are more interested in learning speaking and
A drill is a classroom teaching technique used to practice new language in a foreign language or
second language learners. According to Richards and Smith (2008:169) “Drill is a technique
commonly used in older methods of language teaching particularly the Audio-Lingual Method
and used for practicing sounds or sentence patterns in a language, based on guided repetition or
practice”. Therefore, drill is brought from Audio lingual method that language is speech and sets
of habits. Beside it, drill which practices some aspect of grammar or sentence formation is often
According to Brown (2003:269)“Drills offer students an opportunity to listen and to orally repeat
certain sounds or sentence pattern of language that may contain linguistics difficulty, either about
phonological or grammatical”. It means that the teacher will focus on one element of language in
a controlled activity. The teacher can help students to establish a good habit in target language
From definition of drills above, the writer concludes that a drill is a teaching technique which
used for practicing sound or sentence pattern of new language. There are many kinds of drill that
techniques described below that the teachers are already using or can adapt to their approach.
1. Dialogmemorization
Dialogs or short conversations between two people are often used to begin a new lesson.
Students memorize the dialog through mimicry; students usually take the role of one person in
This is used when a long line of dialog is giving students trouble. The teacher breaks down the
line into several parts. The students repeat a part of the sentence, usually the last phrase or line.
Then, following the teachers cue, the students expand what they are repeating part by part until
3. Repetition drill
Students are asked to repeat the teachers model as accurately and as quickly as possible. This
4. Chain drill
Students ask and answer each other one by one in a circular chain around the classroom.
Teacher says a line, usually from the dialog. Next, the teacher says a word or a phrase called the
cue. The students repeat the line the teacher has given them, substituting the cue into the line in
its proper place. The major purpose of this drill is to give the students practice in finding and
This drill is similar to the single slot substitution drill. The difference is that the teacher gives cue
phrases, on at a time that fit into different slots in the dialog line. The students must recognize
what part of speech each cue is, or at least where it fits into the sentence, and make any other
changes, such as subject verb agreement.
7. Transformation drill
The teacher gives students a certain kinds of sentence pattern, an affirmative sentence for
example. Students are asked to transform this sentence into a negative sentence. Other examples
of transformations to ask of students are changing a statement into a question, an active sentence
This drill gives students practice with answering questions. The students should answer the
The teacher works with pairs of words which differ in only one sound; for example, “ship/sheep‟
Students are first asked to perceive the differencebetween the two words and later to be able to
say the two words. The teacher selects the sounds to work on after she has done a contrastive
Selected words are erased from a dialog students have learned. Students complete the dialog by
Games like the supermarket alphabet game described in this chapter are used in the Audio-
Lingual Method. The games are designed to get students to practice grammar point within a
context. Students are able to express themselves, although it is rather limited in this game. Notice
Those kinds of drills are useful to the teacher in improving students‟ speaking ability. In this
research the writer used chain drill technique to improve students‟ speaking ability in inside class
moreover in outside class. The writer hopes the use of Chain Drill may improve students‟
speaking ability.
Chain Drill is suitable technique for teaching speaking because it generally can motivate students
in learning English particularly speaking and gains a better achievement in English subject and
When applying chain Drill Technique, Based on Freeman, “A Chain DrillAllows Some
Controlled Communication, even though it is limited”.It means that, Chain Drill technique gave
students an opportunity to said the lines individually. They have to respond by using their own
ideas or repeat the phrase but for the large class it is not quite effective. Because the teacher has
limited time to check one by one and making corrections for eachstudent.
From the statement above, the writer concludes that this technique has some advantages and
disadvantages that can influence in teaching speaking. But this a disadvantages can be solved by
using group work. It supported by Pollard (1985:40), “Group work involves students working
together in groups of 3, 4, 5 etc. The advantages of using group, students can be using time more
efficiently and they more actively involved in their work: no snoozing at the back of classroom”.
Thus, the students can practice in groups for responding to the previous question posed by
teachers in Chain Drill technique process. Therefore, the teacher can save time and the teacher
The procedure in teaching speaking through Chain Drill technique is by presenting the target
language dialogue which involves asking and answering. According to Freeman (2000:46)there
1. The teacher begins the chain by greeting a particular student, or asking him or
her question.
3. The first student takes turn to ask another student sitting next to him orher.
4. This activity will be continuously until the last turn of the laststudents.
Based on the theory above, the teacher will begin by asking to the particular students or the first
student which related about the theme being studied by students. After that, the first student
answers the questions. Then, the first student asks the same question to student who is sitting
next to him or her. The second student answers the question and the activity by using ask and
Based on the preliminary research, it is obvious that students get difficult when they study
speaking. The writer found some problem such as students are low in speaking because they
seldom practice and they have limited vocabulary in speaking English. The teacher focuses to
achieve the target of student scores in the exam. Therefore, the teacher more focuses on writing
and reading skill. Students did not get motivation and stimulation because the activity of
speaking in the classroom is boring and monotonously. Beside that, the teacher has used dialog
In this research, the writer assumes that the use of Chain Drill as a technique in teaching
speaking class which is effective to improve students ‟speaking ability. Chain Drill technique
gives students opportunity to creative and to built up complete sentence without ignore the aspect
of speech in speaking process because the research aims helps students to get a good speaking
ability. In this opportunity, the teacher listens to the students‟ pronunciation and the
English as well as to improve their speaking ability. In conclusion, Chain Drill technique is one
of interesting teaching techniques that can be applied for English teaching learning.
The writer has some relevant researches that support this research. There are two previous
researches:
The first, a thesis written by Kusuma Utami Handayani (2011). Her title is using a Chain Drill to
Improve Students; Fluency in Speaking English (The Case of Seventh Grade Students of “SMP
research , which subject of this study was 24 students of year seven of SMPN 5 Sragen in the
academic year of 2010/2011. The method of the test was interview. The students were asked
some questions and they had to answer them orally. The result after the treatments by using the
Chain Drill, the students fluency in speaking English improved. It is proved by improving mean
score from the pre-test into the second cycle test. It improved from 1.3 to 3.5. it shows that this
technique effectively help the students to improve their fluency in speaking English.
The differences between Kusuma’s research and this research will be in the method of pre-test
and the research method, Kusumah’s research used classroom action research and this research
uses experimental research. In addition, the method of test, she used interview and in this
The second, a thesis written by YuliSafriana , the student of English Education, Syiah Kuala
University. Her title is The Impact of Chain Drill Technique in Students; Speaking Aspects (An
experimental study at second grade of SMKN 2 Banda Aceh). In thus research, Yuli used
experimental research. She took two classes as samples of the research, which are XI TGB as
experimental class (EC). The experimental class has significant aspect was 42,80 and 62,50 on
post-test. The mean of CC for speaking on pretest was 39,50 and 45,90,29
Based on the previous research above, it is found that the use of Chain Drill for students in order
to facilitate students in learning English especially in speaking. Therefore, a teacher should give
an interesting atmosphere in teaching and learning process. Those results motivated the writer to
Speaking is a communicative activity that involves more than one participant in order to gain
information. By speaking activity, people share their ideas, feeling and intention in daily life. In
suitable technique in teaching speaking. Teacher may choose Chain Drill is a technique that
enable students success in speaking ability. However by applying Chain Drill technique students’
Chain Drill technique is giving opportunity for students to improve their speaking ability by
The Students’ speaking ability is their ability to express their ideas, opinions, and feelings
RESEARCH METHODOLOGY
(2003:162) says that an experimental method discussion follows a standard form: participants,
materials, procedures, and measures. These four topics generally are sufficient. Quantitative is
broadly use to describe what can be counted or measured and can therefore be considered
‘objective’.
Based on the explanation above, qualitative research design is different with quantitative
research. The researcher concludes that quantitative research is an objective research as the data
In conducting the experimental research, the sample was divided into two groups, namely
experimental group and control group. The experimental group is the group which receives
Table 3.1
Research Design
NO Group Pre-Test Treatment Post-Test
3.2.1 Population
Population is all individual that becomes the target in a research. According to Arikunto
(2002:40), “Population is the total number of students’ research .Based on the definition above,
the writer was concluded that the population in every subject that would be researched in the
research. The population of this research was all of the students in the first semester of the eighth
grade of SMP Negeri 37 Medan in the academic year of 2019/2020. The total numbers of
3.2.2 Sample
According to Arikunto (2000:46) “Sample is the part of population which will be investigated”.
It means that, a sample was a group in research study on which information is obtained.
Therefore, the writer was not take all the subjects of the population. The sample of this research
were two classes, VIII C as experimental class and VIII D as control class consist 70 students.
To collect the data, the researcher gave a speaking test. Both control group and experimental
group were given pre-test and post-test. The treatment was conducted after the administration of
pre-test. The experimental group was taught by using Chain Drill technique, while control group
was taught by using conventional method. The writer recorded the students’ speaking in pre-test
and post-test.
3.4 The Procedure of Test Research
The research procedure was conducted in the first semester 2019, before conducting the
research; the writer asked the permissions to the headmaster and the English teacher at the
The writer chose the first semester of the eighth grade of SMP Negeri 37 Medan as the subject of
the research.
In taking the sample of the research, the writer used random sampling. The writer chose two
classes as the sample of the research; one class as the experimental class and other one as the
control class.
The writer determinated the material was taught to the students, the material was given about the
expression of asking and giving for opinions. This material based on syllabus at the first
It was done for the students in the control class and experimental class in order to find out the
The writer gave the treatment in four meetings for experimental and control classes each. In the
treatment, the writer as the teacher taught the students by using Chain Drill technique in the
experimental class. Meanwhile, in the control class, the students was taught by using
conventional method
6. Doing the post - test to get the data
The writer conducted the post test after the treatments. By giving the post-test, to knew students’
In analyzing the result, the writer was done to compared the result of post test between
experimental class and control class. To know whether the post - test score of experimental class
The researcher was conducted the study in three meetings for each group (control and
experimental group)
Researcher gives Pre-test/ Speaking Test Researcher gives Pre-test/ Speaking Test
- Researcher greeted and check the students’ - Researcher greeted and check the students’
attendance attendance
- Researcher gave some topics that was - Researcher gave some topics that was
chose by the students chose by the students
- Researcher asked the students to create a - Researcher asked the students to create a
short dialog based on the topic short dialog based on the topic
- Researcher asked the students to deliver - Researcher asked the students to deliver
the dialog in front of the class the dialog in front of the class
- Researcher recorded the students’ voice - Researcher recorded the students’ voice
- Researcher transcribed the students’ voice - Researcher transcribed the students’ voice
in to written text. in to written text.
- Researcher scored the students - Researcher scores the students
The Second Meeting The Second Meeting
Researcher gives the treatment (using Chain Drill Researcher teach the students in the conventional
technique) way of teaching speaking
- Researcher greeted and check the students’ - Researcher greeted and check the students’
attendance attendance
- Researcher introduced and explained the - Researcher gave some topics that will be
concept of the chain of conversation that chosen by the students
forms around the room as students one by - Researcher discuss the topic with the
one , ask and answer question of each other students
(using Chain Drill technique)
- Researcher explained the role of each
speaker exactly making conversation in
dialog
- Researcher gave motions/topics
- Researcher asked the students to make
conversation in dialog
- The students chese a motion/topic to let
them to have a researcher about the
evidence of the motion.
The Third Meeting The Third Meeting
Researcher gave Post-Test / Speaking Test Researcher gave Post-Test / Speaking Test
- Researcher greeted and check the students’ - Researcher greeted and check the students’
attendance attendance
- Researcher gave warm-up to the students - Researcher asked students to deliver a
- Researcher asked the students to deliver speech in front of the class based on what
the speech in front of the class with the conversation dialog in the previous
conversation in dialog motion in the meeting
previous meeting. - Researcher recorded the students voice in
- Researcher recorded the students voice to written text.
- Researcher transcribed the students’ voice - Researcher gave score the students
in to written text
- Researchers scored the students
- Researcher asked students to deliver a
speech in front of the class based on what
conversation dialog in the previous
meeting
- Researcher gave score to the students
There are five criterias of speaking scales. They are grammar, vocabulary, comprehension,
fluency, pronunciation. In this research, the writer used the oral English rating sheet that
proposed by Harris. The Table showed the fifth criterias of the ranting sheet score. It can be seen
Table 3.3
Criteria for Evaluating Students’ Speaking Ability
No Criteria Rating Comment
Score
1 Pronunciation 5 Has few traces foreign accent
4 = Very Good
3 = Good
2 = Average
1 =Poor
However, there are five components usually used to analyze speech performance, they are
pronunciation, grammar, vocabulary, fluency and comprehension. The scoring also can include
accuracy, articulation, the eye contact, expression, intonation and gesture of the speaker. The
3.6.1 Validity
An instrument can call valid when it can measure what is want. In other words, an instrument
can call valid if it can show the data of variables that are being research correctly. According to
Arikunto (2002:48), he says that validity is measurement which shows the degree of instrument.
To know the validity of the test, the writer will use content and construct validity.
1. Content validity
Content validity concerns whether the test are good reflection of the materials that
needs to be tested. Content validity refers to instruments that are parallel with matter that
will be measured. Because in this research the test had been intended to measure students’
speaking ability of the eighth grade of junior high school, the test had been given to the
students was the test that can measure students’ ability about speaking which based on what
In this case, the instrument had agreement with the objective of the learning in the school which
was based on the syllabus because the test was to measure the students’ speaking ability at the
eighth grade of junior high school. To make sure the writer consulted the instrument had of the
test to the English teacher at SMP Negeri 37 Medan . It was done to make sure that the
instrument was valid. The teacher said the instrument was valid and agreed with the writer to
2. Construct validity
relating to the internal structure of an instrument and the concept it is measuring. Once again,
this is related to our theoretical knowledge of the concept we are wanting to measure”. It means
that, Construct validity refresh to assumption, showing the measurement was used contains
correct operational definition, which was based on the theoretical concept. In other words,
Construct validity was focused on the kind of the test that was used to measure the ability. In this
research, the writer administered a speaking test. The scoring covers five aspects of speaking that
are adapted from Haris. They are pronunciation, grammar, vocabulary fluency, comprehension.
The writer will consult the instrument to the English teacher at SMP Negeri 37 Medan to make
sure the instrument had been valid or not. As the result, teacher said that the instrument of the
3.6.2 Reliability
Arikunto (2010:178) say that reliability shows as instrument that can be trusted use as a tool of
collecting the data because it has already a good enough. A good instrument is tendencies to lead
the respondent in choosing certain answer. If thr data appropriate to the fact, the result will be the
same although it is exercises many times. It means that reliability refers to the consistency of the
measurement.order to find out whether the test reliable or not, the researcher used the formula of
R11= 1−
Where :
R : Reliability of Instrument.
T : Total of variance
The calculation shows that the reliability of instrument of the test was R=
In the research, the writer used test as a technique to collect the data. According to Donald
(2002:54), “A test is a set of stimuli presented to an individual in order to elicit responses on the
basis of which a numerical score can be assigned”. Based on the definition above, the writer used
test to collect the data. To know whether there is any influence of using Chain Drill technique
towards students speaking ability. Some tests will be conducted to collect the data. They are:
1. Pre - test, it had been done to know the research the students’ speaking ability before
the treatment. The test had been done orally by asking the students to come forward in
groups to practice dialogue. The scoring was used on the pronunciation, grammar,
2. Post test, it had been conducted to know the students’ speaking ability after the
treatment. The system and the difficulty of post test was the same as the pre - test,
because both of them were used to measure the students’ speaking ability in order to
To analyze the data, the researcher used score of post-test of the experimental and control
groups. These scores were analyzed by using statistical analysis. The data were analyzed by
To know the effect of result of this research, the test was calculated using-test formula as follow
Where:
The T-table will be employed to see whether or not there is significant different between the
The writer used parametric statistic. In parametric statistics, there are assumptions which must be
Parametric statically significances tests, such as analysis of variance and least squares regression,
are widely used by writer in many disciplines, including statistics parametric test to produce
accurate results, the assumption underlying them such as normality and homogeneity test must be
satisfied.
a. Normality Test
The normality test is used to measure the data in the experimental class and control classes are
normally distributed or not. In this study, the writer used statistical computation by using SPSS
(Statistical Package for the Social Science) for normality of test. The tests of normality employed
While the criteria for acceptance of hypotheses of the normality test is as follows:
b. Homogeneity Test
Homogeneity test is used to know whether the data in experimental class and control class are
homogenous or not.
2. Hypothetical Test
If the fulfillment of the assumptions normality test and homogeneity test are fulfilled, the writer