USING POP-UP BOOK TO ENHANCE SPEAKING

PERFORMANCE OF THE EIGHTH GRADE STUDENTS AT

MTSN 7 BATANGHARI

THESIS

BY :
BADHI’AH NOVITA
NIM. 205172776

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2022

1
 CHAPTER I

INTRODUCTION

A. Background of the Study

Speaking is the most important skill for learners, one of which is useful
as a communication tool. Thornbury (2005) states that speaking is a skill
(p.4). The most important skill for success in all educational contexts, skills
are also important when we make assessments of language skills in general.
The ability to speak in English is very important and in basic education
speaking ability is an important basis. At school, speaking skills are very
important for students because students are more active in expressing
opinions.
Speaking is used as a communication tool that is used everyday. As
used when explaining something, expressing opinions and can encourage
good communication, as well as reciprocity in communication and mutual
understanding in using language as a medium.
Unfortunately, in learning to speak there are several obstacles that
students may face, one of which is the lack of vocabulary and makes students
less confident in speaking and the lack of encouragement from the teacher
and there are other possible causes that may occur. Nunan asserts that, "many
people feel that speaking English is more difficult than reading, writing, or
listening." (as quoted in Afrizal, 2017).
Based on informal interviews with English teachers at MTS N7
Batanghari, many students are less interested in learning English and the
students' lack of ability to speak English, students also feel bored in learning
English. One of the reasons could be that teachers teach using conventional
methods, such as students being asked to read and translate texts and then
answer questions, this makes students taught using methods that are bored
and students' lack of attention to learning.

2
 Teachers must be able to use a technique so that students are more
interested in learning English, in an effort to do that, researchers try to use
pop up book media. Media provided to teach by making students more
focused and able to imagine what they are learning. Pictures can help students
to be more focused and enthusiastic about the material. Researchers chose
this media because it has many advantages. Pramesti (2015:3) explains that
pop up book media is practical to use, easy to carry, can increase student
enthusiasm, and make students more active. Pop up books can provide visual
stimulation so that they can be a source of student story material.
Pop Up Book is a book with 3D view so that students are interested in
learning. 3D supports students to be able to imagine real things in a more fun
way because of movement. The main image will get the main focus rather
than the surrounding elements, such as the background, when the page is
loaded. However, when closed again without any damage.
Based on the above theory, it can be concluded that using Pop-up books
in the learning process will make students more focused on learning and they
can imagine the material easily.
Researchers chose class VIII at MTS N 7 Batanghari as the setting for
conducting research, because this school has a program about teachers and
this school has an English learning curriculum that is in accordance with the
material that researchers will use as research material.
Researchers found several examples that can support this research and
can strengthen this research researchers found several samples, namely:
First, Wibowo (2020) finding and investigations on students majoring
in English at the Ponorogo Islamic Studies Institute The results showed that
students who were taught using pop-up cards got better grades than students
who were taught using textbooks. The standard significant 5% value is 2.00.
Then the value is 9.033. So it can be concluded that there is a significant
difference in speaking achievement in recount text between students who are
taught using pop-up cards and those who are not taught using pop-up cards in
the eighth grade of SMPN 1 Babadan Ponorogo. In other words, pop-up cards

3
 are an effective medium for learning to speak, especially recount texts for
class VIII SMPN 1 Babadan Ponorogo students for the 2019/2020 school
year. Bowo (2018) It was found that the result of t-value was 5.19. Based on
the 0.05 significance level, the value of t-table was 2.00, the computation
show that t-value was higher than t-table. it means that Pop-up Book is
effective in teaching speaking skill at the tenth grade students of SMA N 1
Kutowinangun in academic year of 2016/2017. Sa'diyah (2016) The aims of
this study showed that using pop-up story book learning media can improve
students' speaking ability on recount text. This is proved by students' test
score that improved in every cycle. In the pre-research, the students' average
score was 55.83. In the first cycle, the students' average score was 69.38 and
in the second cycle students got 74. The result of this study is expected to
become the information for teacher of English in teaching speaking especially
speaking of recount text.
Based on the phenomena above, the researcher is interested in
conducting experimental research with the title “Using Pop-up Book to
enhance speaking performance of eighth grade students at MTSN 7
Batanghari”
B. Identification of The problem
Based on the research background, there are several problems that can
be found. Student difficult to enjoy a lesson. not only that students do not
enjoy the learning process on the grounds that they are too bored with the
material and how to explain it. Media is not good enough to facilitate students
in learning to speak. Teachers usually use pictures to teach speaking skills,
although there are many media that we can use to teach speaking. Media can
motivate students to learn to speak and make students excited in learning to
speak.
C. Limitation of The Problem
Based on the background of the research above, the researcher limits
learning based on the school curriculum about speaking descriptive that are

4
 carried out on eighth grade students of MTS N 7 Batanghari. The
experimental class is taught by using pop up book.
D. Formulation of The Problem

Based on the limitation above, the problem that will be analyzed by the
researcher are stated as follows:

1. Is there any significant effect of students' speaking performance

before and after being taught by using Pop up book?
2. Is there any significant difference on speaking performance of the
students’ taught by using Pop up book and those who are not?

E. Objective of the study

After formulating the problem formulation above, the researcher has the
following objectives:
1. To determine the effect of students' appearance in speaking before
and after using a pop up book
2. To find out the significant difference between the speaking
performance of students who are taught with using pop up book
and those who are not taught with pop up book.
F. Significance of the research
The results of this research are expected to give benefits to some
parties.
a. Students
Hopefully could make them have fun while learning English and
especially improve speaking skill. It also hopefully can improve their
vocabulary and experiences in developing speaking skill.
b. English teacher
This study hopefully could give the teacher another option and experience
for using media to teach speaking in class in a fun way and inspire the
teacher to be more creative to use and create media.

5
 CHAPTER II

RELATED LITERATURE REVIEW

A. Theoretical Review
1. Definition of Speaking
Speaking is one of the most important oral skill for choosing the right
sntence. According to Nunan (2003) English is a global language and has
been know to influence educational policies and practices in education sytem
in the world (p.589). It means that english is very influential policy in the
world of education by leading a more innovative and international world of
education.
Jack asserted that “Speaking is one of the main elements of
communication In EFL teaching learning, this is an aspect requiring special
attention and instruction.” (as cited in Istianatussa’diyah, 2016).
Luoma (2009) said that listening to someone talk can make other people
listen to the speech automatically (p.9). It’s meant, when people hear
someone speak, they notice what the speaker sounds like almost
automatically. Based on what they hear, they make some tentative and
perhaps subconscious judgments about the speaker's personality, attitude,
region of origin and status of native/non-native speakers.

Speaking is one of language skills, which are very important when we

want to master English. Thornbury (2005) states that speaking is a skill, and
such as needs to be developed and practiced independently of the grammar
curriculum (p.4). Speaking is known as an oral skill that plays an important
role in human interaction and communication in daily activities when a
person communicates his ideas, thoughts and feelings to others. Speaking is
an important skill that must be mastered by students and they must learn
about the sound, pronunciation, fluency, structure, vocabulary, and cultural
subsystems of the English language.

6
2. Kind of Speaking
According to (Bashir, Azeem & Dogar, 2011). there are three kinds of
speaking situations that we find ourselves interactive, some interactive and
non-interactive.
Interactive speaking situations include face-to-face conversations and
phone calls, where we listen and talk alternately, and where we have the
opportunity to ask for clarification, repetition, or a slower conversation from
our conversation partner. Some speaking situations are partly interactive,
such as when giving a speech to a live audience, where the convention is that
the audience does not interfere with the speech. The speaker can however
look at the audience and judge by their facial expressions and body language
whether he is understood or not.
Some speaking situations may not be interactive at all, such as when
recording a speech for a radio broadcast.
3. Factor of Speaking
There are two main factors that influence students' speaking
performance in speaking activities, especially in English, namely linguistic
and non-linguistic factors. Linguistic factors include vocabulary,
pronunciation, and grammar. While non-linguistic factors include self-
confidence, anxiety, and mastery of the topic.
a. Linguistic factor
English vocabulary certainly make it difficult for students to
pronounce or pronounce the vocabulary. This is of course because students
are accustomed to the first language, namely the mother tongue which is
spelled and pronounced the same while English often has different
spellings and pronunciations.
b. Non linguistic factor
Meanwhile, the difficulties faced by students related to non-
linguistic factors include self-confidence, anxiety and mastery of the topic.
Students' lack of confidence when presenting in front of the class is due to
several things, including being afraid if they make mistakes using

7
 vocabulary or English when presenting. So that giving feedback or
corrections from the teacher should not be done when students make
presentations. Baker & Westrup (in Tuan 2015) suggest that teachers can
correct students' mistakes in a positive and motivational way. Lack of self-
confidence causes anxiety which is sometimes excessive in students'
speaking performance, so they prefer to use Indonesian in presentations.
Meanwhile, mastery of presentation topics is also one of the factors that
affect students' speaking performance. From their appearance, they often
look nervous and often read the notes that are brought during the
presentation, it shows that they do not master the topic being conveyed.
River (2015) argues that one of the reasons for the difficulty of students in
speaking a foreign language is that the topic chosen by the teacher is not in
accordance with the interests or knowledge of the students.
4. Aspect of speaking
In presenting language, speakers cannot speak as he likes. The
speaker must consider the listener and several aspects of speaking. According
to The tests were recorded then scored by considering the test scoring
categories for speaking such as; pronunciation, Vocabulary, grammar
comprehension and fluency, as what has been categorized by Brown (2001:
406-407) . In this research, the researcher uses five aspects of speaking skill
based on (Brown, 2004: p.172-173)

Vocabulary: One of the linguistic factors in which it is a number of

words with the role of combining them to make up the language in speaking.
Vocabulary is very essential but it is not the first thing to be considered if
speaking takes place is a very early stage. Vocabulary is a total number of
words, which a make up a language.

Grammar: Grammar is the rule in spoken language and written

language. The students' must obey the rules of grammar to obtain a good
result, the students' can also find the grammar rule in pronunciation,
morphology, and syntax. In speaking ability, sometimes the speaker and the
listener do not care about the grammar itself. But at this time the writer does
not discuss the grammar so far.

Fluency: It shows that people are able to communicate well because it

consists of the case and speed of the flowing speech. Someone who can

8
 communicate fluently but she may be able to use the language fluently.
Someone can be said fluent if she can require some criteria or categories
those are the students can say the words fluently with good pronunciation.
The students have many vocabularies so they can say the words fluently and
they know what they will say then. They know the rule in the language
(grammar). They can put on the word spelling correctly in any situation it
makes the communication among them can be easier to be understood
although it does not use grammatical language.

Comprehension: In speaking the speaker and the listener must have a

good understanding so that the conversation certainly requires a subject to
respond to speech as well as to initiate it. But in this research, the researcher
will call the comprehensibility.

Pronunciation: Pronunciation is the way we make a sound of the

language how and where we place the stress and how we use pitch and
intonation to show how we are feeling and what we mean ( Harmer, 2017:
p.281). Therefore it is also very important to be improved, the students must
have good pronunciation to give very clear words or speaking that will make
others can be easy to be understood.

5. Media
In teaching and learning activities, the teacher uses the media as a tool
to deliver material and teaching practice. According to Buckingham (2012)
media (plural form of medium) refers to a means, instrument or agency that
intervenes. It is the substance or channel used to transfer and carry
information and messages. Media which comes from the Latin medium, the
term "between" refers to anything that carries information between the source
and receiver, Smaldino at al. (2014). Media used teacher to deliver material to
students. The media used in learning activities is expected to provide more
information and understanding to students about the material. It is also used
to make learning activities more active. Benson and Odera (2013) define
media as a device used to facilitate learning activities. They explained that the
media used in learning activities is expected to play an important role in
improving student academic achievement. By using the media students will
understand the material easily because the media makes it easier for students

9
 to understand the material that has been delivered by the teacher. Then
students will have more ideas about the material, so students can be active in
learning. With the use of media, it is hoped that students can achieve
competence and understand the material clearly. That means, media is also
important in education to improve students' understanding of the material,
media functions as a tool that can make passive students become active.

Therefore, many students like teaching using media. Interesting media

will help students build their understanding, and involve students in active
learning. Clark asserted that “the use of media is important as a way to
develop students into active learning.” (as cited in kosim, 2013). Media plays
an important role for elementary school students because it is still difficult to
calm down for a long time and likes to play, so that teachers cannot bring
them into effective learning if the teacher does not use any media. They also
lack literacy about knowledge. The media is used to help students understand
the material more easily, so it will be easier to involve students in active
learning.

According to Arsyad (2011), the characteristic of the media as follow :

a. Media education has a physical sense which today is known as the
hardware (hardware), something of objects that can be seen, heard, or
touched with a sensory impairment.

b. Media education has a sense of nonphysical known as software (software),

the content of the message contained in the hardware which is the content
to be conveyed to the students.

c. Emphasis contained in the educational media and audio visual.

d. Media education has a sense tools in the learning process both inside and
outside the classroom.

10
e. Media education is used in the context of communication and interaction
of teachers and students in the learning process.

f. Media education can be used in bulk (eg: radaio, television), large groups
and small groups (eg, films, slides, video, OHP), or individual (eg,
modules, computer, radio tape / cassette, video recorder).

g. Attitudes, actions, organizational strategy, and management associated

with the implementation of a science.

a. Visual media

Visual media is a medium that can be used to increase student

motivation in learning activities. Syandri (2015) Visual media is visible
media (p. 49). Visual media is a tool used to facilitate students' understanding
of the material by looking at the media. Puspitasari (2014) explains that
Visual media are widely used to promote learning (p.22). He explained that
visual media includes diagrams on posters, pictures on the blackboard, photos
or pictures, graphics in books, cartoons and so on. In line with that, Perry
(2013) argues that the use of visual media can strengthen student
understanding, especially for abstract processes that are difficult for students
to imagine in their minds. This means that visual media helps students to get
images related to real objects and helps students understand the material
easily. In line with that, the use of visual media is able to develop students'
ideas and encourage them to become active learning by looking at these
media.

When a student is able to imagine and relate it to real objects, students

will easily remember it. The use of visual media is effective for memorizing
material. As stated by Armstrong (in Karimi & Rokni, 2013) that the use of
visual media for learning and memorizing vocabulary is better used than just

11
using textbooks. Therefore, the use of visual media provides an opportunity
for students to more easily memorize material through its illustrations.

b. Pop-up Book

Pop-up books are a type of book that has an attractive moving page
shape and has been used for a long time. According to Glaister (2002) pop-up
are moving books that have many different types of moving pages (p. 2).
Another source defines pop-ups as "a book or card with an image that stands
up when the user opens the page" ("Longman Dictionary of Contemporary
English," n.d.). The pop-up book has an interesting 3D visualization with
images that shift when the user opens the book page. Then, a nice layout
drawing can illustrate things as they look. The pictures are used to help
students illustrate real objects. The history of pop-up books dates back seven
centuries. Puleo (2011) explains in his book that mobile books were first
introduced in the 13th century. It is used to describe the theory of the poet
Ramon Llul. Then, in that era, mobile books were made for educational
purposes. It is used to educate and convey ideas to adult learners. It was
therefore considered more appropriate to be used than for statistical
illustrations, so that at that time mobile books were not made for children but
for adults, but are now popularly used by children.

There are some visual of Pop Up Book : picture 2.1

12
c. Pop-Up Book Advantages and Disadvantages

Pop up books can be used as media in teaching and learning activities.

The use of pop up books provides several advantages and disadvantages in
learning activities (Glaister, 2013). The advantage of pop up books is that
they have a positive effect on teaching and learning activities. Meanwhile, the
use of pop-up books also has some drawbacks. These deficiencies can be
detrimental to teaching and learning activities.

First, the benefit of a pop-up book is that it helps bridge the gap
between subject and literary content. Take math pop-up books, for example,
which provide information about mathematical literature. Then, it also helps
bridge the gap in abstract literature. For example, in biology, there are many
molecular processes that cannot be seen with the naked eye, so the use of
pop-up books is needed to help students understand the process. Third, these
creative objects are in demand by children because they have a surprising
element. That is why this type of book is favored by children even though
readers are reluctant. Another advantage is that this book has a good medium
for memorizing material easily. Because pop-up books can help to see the
relationship between theory and practice, so students can better understand
the subject matter and memorize it well. On the other hand, the use of pop-up
books also has some drawbacks. For example, this type of book has a low
literacy quality because the emphasis is often on pop-up elements. It includes
less textual content about the story. In fact, most of the kids ignore it and still
enjoy the pop-up element.

The disadvantage is that this book is fragile. This means that students
must treat them gently.

d. Teaching by using pop up book media

The success or failure of the teaching and learning process

13
 The process depends on several factors, one of which is the media used by
the teacher. If the teacher uses good media and students give good responses,
the teaching and learning process will run well. Therefore, the researcher uses
a pop-up book
story media to improve speaking ability in descriptive
According to istiana (20160, there are the steps for using media:
1) The teacher divides the students into some groups.
2) The teacher gives each group a pop-up storybook
3) The teacher asks students in each group to
discuss stories illustrated by pop-up stories
media book.
4) After discussing, the teacher asks some questions related to the story.
5) To get student accountability, the teacher asks
them to retell the story in their own words orally.

B. Related Study Review

In this study, researchers reviewed the related literature from other studies
as a comparison.
The first study was by Irianti (2015) conducted a research entitled “The
effectiveness of pop up card in improving student achievement in writing
descriptive text”. The purpose of this research was to find out the effectiveness of
pop up cards in writing descriptive text was applied at MTs N 1 Semarang in
academic 2013/2014. The research desing of this study was an experimental
research design. The subject of this study was eight grade students in junior high
school, 8B and 8C class. The test in this study was make Descriptive text after the
student saw the pop-up card that was given. The score was taken from grammar,
vocabulary, mechanics, fluency, and relevance. From this study, increasing
students’ achievement happened after the students got the treatments, it was
proven by the comparison between the result of the pre and post test in which the
post –test result was higher (75.3) than pre test (61.4%). The findings of Irianti

14
research study indicate that using pop-up cards to improve the students‟ ability in
writing descriptive text was successful.
The difference between the previous research and this This research is a
previous study that uses learning media to improve students' writing skills but the
writer focuses on speaking performance.The similarities between his research and
my research are using kinds of pop-up book learning media.
Second, Afrizal Anugrah Ari Bowo (2017)his researh entitled “ The
effectiveness of using pop-up book in teaching speaking at the tenth grade
students of sma n 1 kutowinangun in the academic year of 2016/2017”. This
research is called experimental research. The population of this research is the
tenth grade students of SMA N 1 Kutowinangun in the academic year of
2016/2017. The population of this research are 280 students. The result of this
research found that the use of Pop-up book is effective in teaching speaking skill.
It was found that the result of t-value was 5.19. Based on the 0.05 significance
level, the value of t-table was 2.00, the computation show that t-value was higher
than t-table, which was 5.19>2.00. it means that Pop-up Book is effective in
teaching speaking skill at the tenth grade students of SMA N 1 Kutowinangun in
academic year of 2016/2017.

The difference between the previous research and this research is a

previous study that uses learning media to improve students' speaking skills but
the writer focuses on speaking performance. The similarities between his research
and my research are using kinds of pop-up book learning media.
The last from Sa’diyah (2016) the tittle “The use of pop up book to
improve speaking ability on recount text. In this research, the researcher used pop-
up story book in teaching speaking recount text at MTs Al-Asror Gunungpati
Semarang. The participant of this study was 35 students in class VIIIth C. The
result of this study showed that using pop-up story book learning media can
improve students’ speaking ability on recount text. This is proved by students’ test
score that improved in every cycle. In the pre-research, the students’ average

15
score was 55.83. In the first cycle, the students’ average score was 69.38 and in
the second cycle students got 74.
The difference between the previous research and this research is that the
previous research used Classroom action research, while the researcher used a
quantitative quasi-experimental method. The similities between his research and
my research are using kinds of pop up book learning media.
C. Hypothesis

Arikunto (2013: 110) said that hypothesis is the temporally answer of the
research problem, until it is proved by the collected data.
Based on the previous description presented in the related theories, the researcher
is going to propose the hypothesis as follows:
1. Ho1 : There is no significant effect in teaching speaking using Pop Up Book

2. Ha1: There is significant effect in teaching speaking using Pop Up Book

3. Ho2 : There is no significant difference in teaching speaking using Pop Up Book

4. Ha2 : There is significant effect in teaching speaking using Pop Up Book

16
 CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of The Research

The research take at MTSN 7 Batanghari that is located on Buluh Kasab,
Maro Sebo Ulu, Batanghari-Jambi. The researcher to conduct this research on the
eighth grade studnts of the 2020/2021.

B. Research Design
In this study, the method used is a quantitative method with a quasi-
experimental design. According to Creswell (2012:46) "quantitative is a type of
educational research in which the researcher decides what to study: asks specific,
narrow questions, collects quantitative data from participants: analyzes these
numbers using statistical and objective means". Generally, this quasi-experimental
design is used to collect numerical data which must be analyzed mathematically to
explain cause and effect.

This research was conducted by giving an experimental class and giving a

control class as a comparison. This design consists of two groups, each of which
is given a pre test and post test which is then given treatment to the experimental
class using Pop up learning media and the control class without using the pop up
learning model but with text book teaching materials or through printed materials.
Overview of research design (Sugiyono, 2010) can be seen in Table 1 as follows.

Tabel 3.1
Research Design

Group Pre tet Treatment Post test

Experiment O1 X O2
Control O3 - O4

17
 O1 : Pre-test for the experiment group

O1 : Post-test for the experiment group

O3 : Pre-test for the control group class

O4 : Post-test for the control group class

X1 : Treatment

C. Population and Sample research

1. Population

Arikunto (2013:173) said that the population is the whole subject in the
study. The population in this study were all students of class VIII MTS N 7
Batanghari in the 2021/2022 academic year, totaling 2 classes of students.

2. Sample

Johnson and Christensen (2008:329) state that a quasi-experimental

research design is an experimental research design that does not provide full
control over potential confounding variables. Full control was not achieved
because participants could not be randomly assigned to groups. To get the
sample of this study, the researcher chose the control and experimental classes
based on the available classes for the VIII MTSN7 students.

Class VIII MTSN 7 students have the same opportunity to be the subject
of this research. The researcher consulted with the teacher about the
heterogeneity of the students in the abilities, difficulties and needs of the
Eighth graders. Based on the consultation, it is known that the students of class
A and class B to have the same abilities, difficulties and needs in the learning
process. Finally, the researcher selects a class to determine which class will be
the experimental class and which class will be the control class. As a result,
class A became the experimental class and class B became the control class.

18
D.Variable of the Research

Variable divides into two types:

1. Independent Variable
Independent variable is one is manipulated by the researcher.
The independent variable in this research is using pop-up book in
teaching speaking. It symbolized ‘X’
2. Dependent Variable
Dependent variable is one which changes as the result of the
independent variable being changed. The dependent variable in this
research is the students’ speaking ability.
E. Research Instruments

Research instrument is a tool used to collect data in research. The

instruments used in this study were pre-test before treatment and post-test after
treatment. A pre-test will be given to see the ability of students before being
given treatment as a starting point for researchers to provide treatment, and a
post-test will be given to see the results of the treatment. The type of test is an
oral test which will be given one question to describe something about family
with speaking assessment rubrics:grammar, vocabulary, comprehension,
fluency and pronounciation. So the researcher calculated the validity test of the
five speaking assessment rubrics. The pre-test and post-test topics will use
descriptive texts with different themes.

The test scoring categories for speaking adapted from Brown (2001:
406-407) as what can be seen as follows:

19
 Tabel 3.2
Scoring rubric of speaking
Aspect Score Criteria
Grammar 1 Errors in grammar are frequent, but speaker
can be understood by a native speaker used to
dealing with foreigners attempting to speak his
language.
2 Can usually handle elementary constructions
quite accurately but does not have thorough or
confident control of the grammar.
3 Control of grammar is good. Able to speak the
language with sufficient structural accuracy to
participate effectively in most formal and
informal conversations on practical, social, and
professional topics
4 Able to use the language accurately on all
levels normally pertinent to professional needs.
Errors in grammar are quite rare.
5 Equivalent to that of an educated native
speaker.

Vocabulary 1 Speaking vocabulary inadequate to express

anything but the most elementary needs.

2 Has speaking vocabulary sufficient to express

him simply with some circumlocutions.

3 Able to speak the language with sufficient

vocabulary to participate effectively in most formal
and informal conversations on practical, social and
professional topics. Vocabulary is broad enough

20
 that be rarely has to grope for a word.
4 Can understand and participate in any conversation
within the range of his experience with a high
degree of precision of vocabulary
5 Speech on all levels is fully accepted by educated
native speakers in all its features including breadth
of vocabulary and idioms, colloquialisms, and
pertinent cultural references.
Comprehension 1 Within the scope of his very limited language
experience, can understand simple questions
and statements if delivered with slowed
speech, repetition, or paraphrase.
2 Can get the gist of most conversations of non-
technical subjects (i.e., topics that require no
specialized knowledge).
3 Comprehension is quite complete at a normal
rate of speech.

4 Can understand any conversation within the

range of his experience.

5 Equivalent to that of an educated native speaker

Fluency 1 (No Specific fluency description. Refer to

other to four language areas for implied level
of fluency.)
2 Can handle with confidence but not with
facility most social situations, including
introductions and casual conversations about
current events, as well as work, family, and
autobiographical information.
3 Can discuss particular interests of competence
with reasonable ease. Rarely has to grope for

21
 words.
4 Able to use language fluently on all levels
normally pertinent to professional needs. Can
participate in any conversation within the
range oh this experience with a high degree of
fluency
5 Has complete fluency in the language such that
his speech is fully accepted by educated native
speakers

1. Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing with
Pronounciation foreigners attempting to speak his language.

2. An accent is intelligible though often quite faulty.

3. Errors never interfere with understanding and
rarely disturb the native speaker. An accent may be
obviously foreign.

4. Errors in pronunciation are quite rare

5. Equivalent to and fully accepted by educated native

speakers.

In conducting research, data is very important. In this study, researchers

used tests as a data collection technique.

The procedure of collecting the data for experimental group can be seen as
follows :

1. Pre-test

Pre-test was conducted to determine the ability of students

before being given treatment. This test was conducted at the beginning

22
 of the study at the first meeting of the study. The goal is to determine
the students' English mastery before students get treatment. The test
used in the pre-test is an oral test, this test is given one question to tell
something about family. Then the researcher analyzes the best results to
find out the significant difference in students' speaking ability.

2. Treatment

The treatment was carried out in the experimental group using a

Pop Up Book. The treatment will be carried out at the teaching meeting
after the pre-test. The time required for each meeting is 60 minutes. The
material in the thesis treatment is based on student textbooks used at
MTS N 7 Batanghari. This treatment will be given to the experimental
class for six meetings, and the control class will be taught using the
general method taught by the class VIII English teacher in that class.

3. Post test

After the treatment, the post-test was given and analyzed as the
final data of this study. The post-test given is the different as the pre-
test themes.

F.Teaching Procedure

1.Procdure in the Experimental Class

Here is the table of the procedure in the experimental class:

Tabel 3.3
Procedure Experimental class
Stages Activities

23
Pre - teaching 1.The teacher open the class by greeting the students.
2.The teacher leads a prayer.
3.The teacher checks the student’s attendance.
4.The teacher inforns the students the focus of the
lesson.
While -teahing 1.The teacher explained the lesson(Descriptive text), the
components of the descriptive text, structure descriptive
text, and language use of the descriptive text.
2.The teacher used a pop up book as a medium in
teaching to retell the descriptive text.
3.The teacher divided the class into 5 or 6 group and
group and each group got one pop up book
4.Student learn about stories in pop up books.
5.Completing the story, each group presented their story
in front of the class.
Post- teaching 1.The teacher summarizes and encourages the students
to reflect the lesson and remember the words.
2The teacher previews on the upcoming materials.
3.The teacher lead a prayer.
4.The teacher says good bye to the students.

2.Procedure in the Control Class

Tabel 3.4
Procedure control class
Stages Activities
Pre-teaching 1.The teacher open the class by greeting the students.
2.The teacher leads a prayer.
3.The teacher checks the student’s attendance.
4.The teacher inforns the students the focus of the
lesson.

24
 While-teaching 1.The teacher explained the lesson(descriptive text), the
components of the descriptive text, structure descriptive
text, and language use of the descriptive text.
2.The teacher gives the students the model(s) of the
texts.
3.The students read and try to understood the text.
4.The teacher gives the students a new text and ask them
to do the task relateted to the words in the text.
5.The teacher and the students discuss the meaning of
the words in the vocabulary exercise.
6.The teacher gives another task related to the parts and
the content of the text.
Post -teacing 1.The teacher summarizes and encourages the students
to reflect the lesson and remember the words.
2The teacher previews on the upcoming materials.
3.The teacher lead a prayer.
4.The teacher says good bye to the students.

H.Technique of Analysis Data

a. Descriptive analysis.
Descriptive analysis employs the result of the mean and the
standard deviation. Hatch and Farhady (1982: 39) stated that
descriptive analysis is statistics used to summarize data. Mean and
standard deviation are descriptive analysis.
1. Mean and Standard Deviation
Hatch and Farhady (1982: 55) state that mean is commonly
used measurement of central tendency because the mean takes all
score into account. The mean is same as average of score.
Hatch and Farhady (1982: 57) state that standard deviation
is used to measure variability. The larger the standard deviation,

25
 the more variability from the central point in the distribution and
the smaller the standard deviation, the closer the distribution is to
the central point.
2. Categorization
Data categorization was based on the ideal mean as an ideal
benchmark and standard deviation, which are then grouped into sic
categories, while the distance determination uses the standard
deviation within 6 standard deviation.
 To calculate the ideal average (Mi) used the formula:
Mi = ½ (the highest ideals + the lowest ideals)
 While the ideal standard deviation (SDi) is calculated using
formula:
SDi = 1/6 (the highest ideals - the lowest ideals)
The five categories of the grouping as proposed by Azwar (2010:
108) can be defined as follows :
Table 3.5:
Guidelines for Providing Interpretation of Research Variables

Category Interval Scores

Excellent 89.0-100

Very Good 77.9-88.9

Good 66.8-77.8

Fair 55.7-66.7

Poor 44.6-55.6

Very Poor 33.5-44.5

b. Inferential Analysis
1. Test of Normality

26
 Test of normality aims to determine whether the distribution of
responses has a normal distribution or not. Test of normality was
using Kolmogorov Smirnov formula.
The interpretation of the test of normality can be concluded as
follows:
 If the value of Asymp. Sig. (2-tailed) is greater than the rate of
5% Alpha (Asymp. Sig. (2-tailed)> 0.05) it can be concluded
that the data derived from populations that are
normallydistributed.
 If the value of Asymp. Sig. (2-tailed) is smaller than the Alpha
level of 5% (Asymp. Sig. (2-tailed) <0.05) it can be concluded
that the data derived from the population distribution is
notnormal.
2. Test of Homogeneity
Test of homogeneity aims to determine whether the sample
taken from the population have the same variance or do not show
any significant differences from each other. Interpretation of the
results of the homogeneity test is by looking at the value of Sig.(2-
tailed).
The interpretation can be concluded asfollows:
 If the significance is less than 0.05 (Sig. (2-tailed) <0.05), the
variants differ significantly (nothomogeneous).
 If the significance is greater than 0.05 (Sig. (2-tailed)> 0.05),
the variants are significantly similar(homogeneous).
3. T-Test
The researcher used SPSS 26 program to analyze the data.
There are two kinds of sample t-test, they are paired sample t-test
and independent sample t-test. The paired sample t-test is used to
see whether or not there is significant effect between students’
speaking performance after taught by using pop up book technique,
Independent sample t-test is used to see whether or not there is

27
 significant difference between the students’ speaking performance
between who were taught by using pop up book technique and
those who were not.

I.The test Validaty and Relialibity

1. Validity
Validity is the extent to which a test measure what is supposed to
measure. According to Carmines and Zeller (1979), validity was defined
as “the extent to which any measuring instrument measure what it is
intended to measure” (as cited Suharni 2016 p. 17). It means that there
were compatibility between the instrument with the target measurement,
and the subject. It was a condition when an instrument was able to
measure what it ought to measure. A valid vocabulary instrument was if
the instrument was able to measure the students’ vocabulary mastery.

2. Relialibity
According to Garson (2002) “reliability is a measure of the extent
to which an item, scale, or instrument will yield the same score when
administered in different times, locations, or populations, when the two
administrations do not differ in relevant variables" (as cited Suharni,
2016). It meant that the instrument that was used was able to measure the
same thing accurately. The accuracy of the instrument was stable and
consistent although it was used in different occasion.
Table 3.6:
Value of the Reliability Coefficient (Suharto, 2006: 84)

Reliability Coefficient Reliability Category

0.800-1.000 Very high

0.600-0.799 High

28
0.400-0.599 Fair

0.200-0.399 Low

0.000-0199 Very low

29
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

A. Findings of the Study

The data of students’ speaking test in pre-test and post-test at
experimental and control classes were scored by two raters, after the
researcher got the data, the researcher employed SPSS (Statistical Product
and Service Solution) version 26. In this case, the data was analyzed by
using T-test, they are Independent Sample T-test and Paired Sample T-test.
The finding include : 1). Descriptive analysis of students’ speaking test, 2).
Statistical analysis of students’ speaking test.
1. Descriptive Analysis
In this section, the researcher explained the frequencies, percentages,
mean and etc of the test, based on the result of the test before and after
giving the treatment in both experimental and control group. The
criteria of score writing based on standard score in MTSN 7 Batang
hari
The scoring grade can be seen in the table 4.1
Table 4.1. Scoring Grade

CRITERIA OF MASTERY GRADE

81 - 100 Excellent
61 – 80 Good
41 – 60 Fair
21 – 40 Poor
0 – 20 Very Poor

30
 Chart 4.1 Pre test in experimental class

Sales
6%
25 7% 1 siswa
13% 30
65 6% 1 siswa
13%
58 28 7% 2 siswa
35 1 siswa
1 siswa
4 siswa
8% 3 siswa
36 2 siswa
12% 2 siswa
52 1 siswa
10% 10% 1 siswa
12% 45 9% 40 1 siswa
48 42

As can be seen the further explained by Figure 4.1, 2 student (6%) got 25
and based on the scoring grade it is categorized as poor, 1 student (6%) got 28 and
it is categorized as poor, 5 student (7%) got 30 and it is categorized as poor, 3
students (7%) got 36 and it is categorized as poor, 3 students (8%) got 40 and it is
categorized as poor, 1 student (10%) got 48 and it is categorized as fair, 1 student
(9%) got 44 and it is categorized as fair, 1 students (10%) got 50 and it is
categorized as fair, 1 student (12%) got 57 and it is categorized as fair, 1 student
(12%) got 59 and it is categorized as fair, 1 student (13%) got 65 and it is
categorized as good.

31
 Chart 4.2 Pre Test in control class

4 siswa 1 siswa 1 siswa 1 siswa 1 siswa 1 siswa 1 siswa 2 siswa

1 siswa 1 siswa 1 siswa 1 siswa 1 siswa 1 siswa 2 siswa
4%
9% 28 6%
64 9% 6% 48
65 44 5%
36
8%
63
5% 37

4% 34
8%
60

7% 7%
7% 50
8% 56 55 7%
58 52

As can be seen the further explained by Figure 4.1, 4 student (4%) got 28
and based on the scoring grade it is categorized as poor, 1 student (6%) got 44 and
it is categorized as fair, 1 student (6%) got 48 and it is categorized as fair, 1
students (5%) got 36 and it is categorized as poor, 1 students (5%) got 37 and it is
categorized as poor, 1 student (4%) got 34 and it is categorized as fair, 1 student
(7%) got 50 and it is categorized as fair, 2 students (7%) got 52 and it is
categorized as fair, 1 student (7%) got 55 and it is categorized as fair, 1 student
(7%) got 56 and it is categorized as fair, 1 student (8%) got 58 and it is
categorized as good, 1 student (8%) got 60 and it is categorized as fair, 1 student
(8%) got 63 and it is categorized as good, 1 student (9%) got 64 and it is
categorized as good, and 2 student (9%) got 65 and it is categorized as good.

32
 Chart 4.3 Post Test in Experimental class

10% 9%
75 68
2 siswa
9%
10% 69 3 siswa
74 1 siswa
1 siswa
8% 1 siswa
10% 62 3 siswa
73 2 siswa
2 siswa
8% 2 siswa
64 1 siswa
10%
72 2 siswa
8%
9% 60
71 9%
70

As can be seen the further explained by Figure 4.1, 2 student (9%) got 68
and based on the scoring grade it is categorized as good, 3 student (9%) got 69
and it is categorized as good, 1 student (8%) got 62 and it is categorized as good,
1 students (8%) got 64 and it is categorized as good, 1 students (8%) got 60 and it
is categorized as fair, 3 student (9%) got 70 and it is categorized as good, 2
student (9%) got 71 and it is categorized as good, 2 students (10%) got 72 and it is
categorized as good, 2 student (10%) got 73 and it is categorized as good, 1
student (10%) got 74 and it is categorized as good, 2 student (10%) got 75 and it
is categorized as good.

33
 Chart 4.4 Post Test in control class

12% 9%
68 52
9%
53
11% 3 siswa
64 2 siswa
2 siswa
10% 1 siswa
56 2 siswa
2 siswa
11% 2 siswa
62
2 siswa
9% 2 siswa
57 2 siswa
10%
60
9%
10% 58
59

As can be seen the further explained by Figure 4.1, 3 student (9%) got 52
and based on the scoring grade it is categorized as fair, 2 student (9%) got 53 and
it is categorized as fair, 2 student (10%) got 56 and it is categorized as fair, 1
students (9%) got 57 and it is categorized as fair, 2 students (9%) got 58 and it is
categorized as fair, 2 student (10%) got 59 and it is categorized as fair, 2 student
(10%) got 60 and it is categorized as fair, 2 students (11%) got 62 and it is
categorized as good, 2 student (11%) got 64 and it is categorized as good, 2
student (12%) got 68 and it is categorized as good.

34
 Table 4.2. Descriptive Statistics

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test Experimental 20
25 65 41,55 9,854
Class

Post-Test Experimental 20
45 88 71,55 11,076
Class

Pre-Test Control Class 20

25 52 35,30 7,554
Post-Test Control Class 20
38 68 54,70 8,856
Valid N (listwise) 20

As shown in Table 4.2, the average post-test score of the

experimental class (71.55). This shows that on average the use of pop up
book media causes an increase in student scores, but it is important to note
that such conclusions are only descriptive conclusions. It is necessary to
examine the significance of this progress.
Therefore, to investigate whether the use of pop up book media is
effective in improving students' skills in speaking descriptive text, and
whether the use of pop up book media has a significant effect on students'
speaking skills, the researcher tested the results of the pre-test and post-test
using the Sample Test. Paired cases in IBM SPSS Statistics 26.
2. Statistical Analysis
a. The Result of Normality
Table 4.3. Test of Normality with Kolmogorof-smirnov

Class Kolmogorov-Smirnova

35
 Statistic df Sig.
Result of Students' Writing Pre-test Experimental
,138 20 ,200*
Class
Post-test Experimental
,124 20 ,200*
Class
Pre-test Control Class
,159 20 ,200*
Post-test Control Class
,145 20 ,200*
Based on the table above was known that the significance value
from each pre-test and post-test is higher than 0.05. The sig/p-value on
pre-test of experimental class was 0.200 and it was higher than 0.05
(0.200>0.05), means that the data was in normal distribution, the p-value
on post-test of experimental class was 0.200 and it was higher than 0.05
(0.200>0.05), means the data was in normal distribution. The p-value on
pre-test of control class was 0,200 and it was higher than 0.05
(0.200>0.05), the p-value on post-test of control class was 0,200 and it was
higher than 0.05 (0.200>0.05), means that the data was in normal
distribution. Therefore, it also means that Ho was accepted and Ha was
rejected. So it can be interpreted that each of data was in normal
distribution.
b. The Result of Homogeneity
To know the Homogeneity, the researcher used test of
homogeneity of variance with SPSS 26 by the value of significance
(a) = 0,05. The result can be seen below :
Table 4.4. Homogeneity of Variances
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Result of Students' Based on Mean 1
,004 38 ,952
Writing Based on Median 1
,001 38 ,979
Based on Median and 1
,001 36,933 ,979
with adjusted df
Based on trimmed 1
,002 38 ,969
mean

36
Table 4.4.4 showed the significance from each data was 0,952. Therefore,
it can be concluded that the data is higher than 0,05. It means H0 is
rejected Ha is accepted, Thus, it can be interpreted that the data is
homogeny.

Table 4.5. Paired Sample Statistics

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre- 20
41,55 9,854 2,203
testExperiment
al Class

Post- 20
71,55 11,076 2,477
testExperiment
al Class
Pair 2 Pre-testControl 20
35,30 7,554 1,689
Class

Post- 20
54,70 8,856 1,980
testControl
Class

The data that presented above was the performance scores of the
group of students taken as sample, before and after taught by using pop up
book media as a treatment. The mean scores of pre-test was 41.55, while
the mean scores of post-test was 71.55. The number of students (N) both
in pre-test and post-test were 20 students. The standard deviation of pre-
test was 9,854 and the standard error mean was 2,203. On the post-test, the
standard deviation was 11,076 and the standard error mean was 2,477.
Based on the result of mean, it can be concluded that the mean score of
pre-test was different from the mean score of post-test. Thus it can be
concluded that there was increased since the mean score of post-test was
higher than pre-test.

37
 Table 4.6.Paired Sample Test

Paired Samples Test

Paired Differences
95% Confidence Interval
Std. Std. Error of the Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Pre- -30,000
7,071 1,581 -33,309 -26,691 -18,974 19 ,000
1 testExperimental
Class– Post-
testExperimental
Class

Based on the Table 4.6 The Output of Paired Sample Test, showed
that the result of the compare analysis with using t-test. The output showed
of mean of pre-test ad post-test (-30.000), standard deviation (7.061),
mean standard error (1.581). The lower different (-33.309), while the
upper different (-26.691). The result of test t (-18.974) with df = 19 and
significance (0.000).
To determine whether the null hypothesis can be rejected or not,
we can comparing p-value with of the obtained statistic that is less than
0.05 (Balnaves & Capulti, 2001). As table 4.10 showed, the p-value/sig 2-
tailed was less than 0.05 (0.000<0.05). It means the result was
significance. Thus, there was enough evidence indicating that the null
hypothesis could be rejected, and it could be conclude that using Pop Uop
Book media was effective on students’ ability in Speaking skill.

38
 This analysis was done to examine the difference of score between
pre-test and post-test. To see whether or not pop up book media gave
significant improvement on students’ speaking skill, the researcher applied
Paired Sample t-test. The researcher tried to find out the students
achievement before intervention. The result of calculation showed that t-
count was -18.974. In fact, t-table for 19 samples (df=n-1) was 2.093. it
can be analyzed that t-count is higher than t-table In other words, we can
read 4.949>2.093 indicated that there was a significant effect of students
score before and after taught by using Pop Up Book media.
Table 4.7. Independent Sample Test

Group Statistics

Std. Error
Class N Mean Std. Deviation Mean
Result of Post-test Experimental 20
71,55 11,076 2,477
Students’ Class
Writing
Post-test Control Class 20
54,70 8,856 1,980

Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Std. Interval of the
(2- Mean Error Difference
tailed Differe Differe Lowe
F Sig. t df ) nce nce r Upper
Result of Equal .402 .530 5,314 38 .000 16,85 3,171 10,43 23,269
Students’ variances 0 1
Writing assumed

39
 Equal 5,314 36.245 .000 16,85 3,171 10,42 23,280
variances 0 0
not
assumed

Based on the table above was known that the t value < t table
(1.868 < 2,024) and P-value is higher than 0,05 (0,100 > 0,05 ). It showed
that Ho is accepted and Ha is rejected. Therefore, it also means that there
is no significant differences between post-test control class and post-test of
experimental class. In the group statistic table, we can see that the mean
value for post-test control class is 64.25 and the mean value for post-test
experimental class is 71.40. It brings interpretation that the mean value of
post-test experimental class is higher than the mean value of post-test
control class.

B. Interpretation
The aims of this study were to find out whether or not there was a
significant effect of Running Dictation Technique in writing skill of
descriptive text. The result showed that there was significant effect of
group who are taught by using Running Dictation Technique and those
who are not. This can be seen from the result of pre-test and post-test in
both of groups. The mean score of pre-test in experimental class was 48.80
with minimum score was 25 and maximum score was 69. The mean score
of post-test in experimental class was 68.95 with minimum score was 25
and maximum score was 87. Meanwhile, the mean score of pre-test of
control group was 54.50 with minimum score was 25 and maximum score
was 72. The mean score of post-test of control group was 62.65 with
minimum score 46 and maximum score was 87, the result of paired sample
t-test was significant and the result of independent sample t-test was not
significant.
Writing is not easy activity, according to Septiani (2018) Writing is
difficult skill because the writer need skills how to write words correctly,
how to arrange these words into sentences that should be grammatical

40
rules. The researcher used Running Dictation Technique as the technique
to help students in teaching writing. Running dictation is a learning
activity in groups that contribute positively to the achievement of learning
objectives (Widiyanto,2005).Yolanda (2019) states in her research that
event taught the using running dictation method in writing skill gave the
improvement, but the using running dictation method was more effective
to make students’ writing ability is better. Regarding to the research which
was done in MAS An-Nur Tangkit, the mean of post-test score
experimental class was higher than the mean of pre-test score experimental
class. It means that the result of this study was significant effect between
students’ writing skill taught before and after used Running Dictation as
technique in teaching writing.
According to Hess (2001), “Running dictation is the technique
where the students work in group to dictate the sentence, there is a runner
and the writer in each group”. So Running Dictation is an activity that is
done in the small group, running dictation is not means dictation itself, but
also means variation activity for teaching English skills, where students
can learn in group, run, tell, and write what they have read.
From the researcher’s finding in chapter IV, the output data of
Paired Samples Statistic Experimental Class showed that the mean of pre-
test and post-test was increased from 48.80 to be 68.95. The standard
deviation is to measure how much the variance of the sample. The
standard deviation of pre-test is 12.007>48.80 and the post-test is
14.406>68.95. So, it can be concluded that standard deviation of pre-test
and post-test was homogeny.
Teaching writing by using Running Dictation Technique was
effective. The students got some positive side after the researcher gave
them to using Running Dictation Technique in writing. They did some
effort to make their writing better when before using Running Dictation
Technique. It means that some of them were interested in using Running

41
Dictation Technique in writing. It because they were feeling enjoy and
they understand about content of the text what they have writing.

42
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter provides the conclusion and suggestion of the study. The
conclusion is made by the findings of the study with referenced to the
problem statement and the objectives of the study. Suggestions are made
for educators who are concerned to the teaching writing.
A. Conclusion
After conducting the research, there were some conclusion about
the study of the effect of Running Dictation Technique on students’
writing skill at MAS An-Nur Tangkit as follows:
1. The result of writing ability in pre-test of experimental class was
48.80 and the result of writing ability in post-test was 68.95
(68.95>48.80). Moreover, the score of t-test by using paired
sample t-test with a significant level (α) 0.05 showed that t-count
was higher than t-table or (-4.949>2.093). It can be concluded that
Running Dictation Technique is effective to be used to increase
students’ writing ability at MAS An-Nur Tangkit.
2. The result of writing ability in post-test of experimental class was
68.95 and the result of writing ability in post-test in control class
was 62.65 (68.95>62.65). Moreover, the score of t-test by using
independent sample t-test with a significant level (α) 0.05 showed
that t-count was lower than t-table. Independent sample test of
writing post-test in experimental class and post-test in control class
(1.868 < 2,024) and P-value is higher than 0,05 (0,100 > 0,05 ). It
showed that Ho is accepted and Ha is rejected. Therefore, it also
means that there is no significant differences between post-test
control class and post-test of experimental class. It can be
concluded that there was not significant difference between the

43
 students who were taught by using Running Dictation
Techniqueand those who were not taught by using Running
Dictation Technique.
B. Suggestion
Based on the conclusion above, the researcher proposes the
following suggestions:
1. The students should pay attention what the teacher explains for
making the learning process running well. If they do not
understand the material or teacher explanation, they should ask to
their teacher.
2. The teacher should give or prepare good material to make the
students more interested in learning, because the teaching material
give influence to the students understanding. The teacher also have
to know what students’ difficulties in writing, and help to solve
their problem.
3. The application of Running Dictation Technique is suggested to
the teacher in teaching English especially in Writing because
provides many interesting activities that can be make students
more understand about writing skill of descriptive text so that it
can make them more active in the classroom.
4. The further researcher can investigate the Using Running Dictation
Technique in other language skill and components such as
speaking, listening, reading, grammar, and vocabulary.

44
 REFERENCES

Aribowo (2017). The effectiveness of using pop-up book in teaching speaking at

the tenth grade students of sma n 1 kutowinangun in the academic year of
2016/2017

Arikunto, Suharsimi. 2013. Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta.

Arsyad, Azhar, Media Pembelajaran, Jakarta: PT Raja Grafindo Persada, 2011

Bailey, Kathleen M., and David Nunan. ‘Practical English Language Teaching:
Speaking’, 2005.

Brown, Douglas, Language Assessment Principles and Classroom Practice, San

Francisco: Longman, 2004

Butler, Christopher. 1985. Statistics In Linguistics. New York: Basil Blackwell.

Creswell, John W. Research Design Qualitative, Quantitative, Direct Methods

Approach. United Kingdom: Sage Publication, 2009.

Glaister, B. 2002. Teaching Ideas Showcase : “ Toy and Movable” or “Pop-up”

books..3 cross Curicular Crafts. Curicurulum Laboratory. Access from
http://www.uleth.ca/sites/default/files/popupbooks_1.pdf on 24th July
2017

Hafizoh, Alfi. ‘The Implementation of inside Outside Circle Technique to

Improve Students’ Speaking Skill (a Classroom Action Research at 11
Grade of SMA Negeri 1 Bandar Batang in the Academic Year of
2014/2015)’. PhD Thesis, UIN Walisongo, 2014.

Harmer, Jeremy, The Practice of English Language Teaching, 3rdEd. in the

Academic Year of 2015/2016)

Irianti, Anindita D. 2013. The Effectiveness of “POP UP CARD” in Improving

Student’s Achievement In Writing Descriptive Text. S1 Thesis. Semarang
State University, Semarang Unpublished London: Pearson Education
Limited, 2001
Luoma,S. 2004.Assessing Speaking. New York: Cambridge University Press MTs
Al-Asror Gunungpati Semarang

45
Mursyid, Muhammad. ‘Storybook Series: Media Visualisasi 3-D’. PhD Thesis,
Universitas Negeri Semarang, 2013.

Sa’adiyah (2016) the use of pop up story book to improve Sd gugus 01 imogiri,
bantul

Surwantini (2015). Efektivitas penggunaan media visual Terhadap motivasi

belajar dan prestasi belajar siswa kelas III

Thornbury, S. 2005. How to Teach Speaking. London: Lognman.

Wibowo (2020). The effectiveness of pop-up card for teaching speaking recount
text at the eighth grade of smpn 1 babadan ponorogo in the academic year
2019/2020

Musonip (2020). The effect of using story pyramid strategy on reading

comprehension at eighth grade islamic junior high school darul „ulum
jambi

46
 APPENDICES

Appendix 1
Scoring Rubric
Scoring rubric of speaking
Aspect Score Criteria
Grammar 1 Errors in grammar are frequent, but speaker
can be understood by a native speaker used to
dealing with foreigners attempting to speak his
language.
2 Can usually handle elementary constructions
quite accurately but does not have thorough or
confident control of the grammar.
3 Control of grammar is good. Able to speak the
language with sufficient structural accuracy to
participate effectively in most formal and
informal conversations on practical, social, and
professional topics
4 Able to use the language accurately on all
levels normally pertinent to professional needs.
Errors in grammar are quite rare.
5 Equivalent to that of an educated native
speaker.

Vocabulary 1 Speaking vocabulary inadequate to express

anything but the most elementary needs.

2 Has speaking vocabulary sufficient to express

him simply with some circumlocutions.

3 Able to speak the language with sufficient

vocabulary to participate effectively in most formal

47
 and informal conversations on practical, social and
professional topics. Vocabulary is broad enough
that be rarely has to grope for a word.
4 Can understand and participate in any conversation
within the range of his experience with a high
degree of precision of vocabulary
5 Speech on all levels is fully accepted by educated
native speakers in all its features including breadth
of vocabulary and idioms, colloquialisms, and
pertinent cultural references.
Comprehension 1 Within the scope of his very limited language
experience, can understand simple questions
and statements if delivered with slowed
speech, repetition, or paraphrase.
2 Can get the gist of most conversations of non-
technical subjects (i.e., topics that require no
specialized knowledge).
3 Comprehension is quite complete at a normal
rate of speech.

4 Can understand any conversation within the

range of his experience.

5 Equivalent to that of an educated native speaker

Fluency 1 (No Specific fluency description. Refer to

other to four language areas for implied level
of fluency.)
2 Can handle with confidence but not with
facility most social situations, including
introductions and casual conversations about
current events, as well as work, family, and
autobiographical information.
3 Can discuss particular interests of competence

48
 with reasonable ease. Rarely has to grope for
words.
4 Able to use language fluently on all levels
normally pertinent to professional needs. Can
participate in any conversation within the
range oh this experience with a high degree of
fluency
5 Has complete fluency in the language such that
his speech is fully accepted by educated native
speakers

1. Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing with
Pronounciation foreigners attempting to speak his language.

2. An accent is intelligible though often quite faulty.

3. Errors never interfere with understanding and
rarely disturb the native speaker. An accent may be
obviously foreign.

4. Errors in pronunciation are quite rare

5. Equivalent to and fully accepted by educated native

speakers.

The test scoring categories for speaking adapted from Brown (2001: 406-407).

Scoring Rubric of Speaking

No. Name
Grammar Vocabulary Comprehension Fluency Pronounciation Total
1 S1 4 3 3 3 4 17
2 S2 4 3 3 3 3 16
3 S3 3 3 2 3 3 14
4 S4 4 3 3 3 4 17

49
 5 S5 3 3 3 3 3 14
6 S6 4 3 3 3 1 14
7 S7 4 3 3 4 4 18
8 S8 4 3 3 3 4 17
9 S9 4 3 3 4 1 15
10 S10 3 3 3 2 2 13
11 S11 4 3 3 3 4 17
12 S12 3 3 3 2 2 13
13 S13 1 1 1 1 1 5
14 S14 3 3 2 2 2 12
15 S15 3 3 2 2 3 13
16 S16 3 3 3 3 1 13
17 S17 3 3 2 2 1 11
18 S18 4 3 3 1 1 12
19 S19 3 3 3 2 2 13
20 S20 3 3 2 2 1 11
Scoring Rubric Descriptive Text of Pre-Test Experimental Class

Scoring Rubric of Speaking

No. Name
Grammar Vocabulary Comprehension Fluency Pronounciation Total
1 S1 4 3 3 3 4 17
2 S2 4 3 3 3 3 16
3 S3 3 3 2 3 3 14
4 S4 4 3 3 3 4 17
5 S5 3 3 3 3 3 14
6 S6 4 3 3 3 1 14
7 S7 4 3 3 4 4 18
8 S8 4 3 3 3 4 17
9 S9 4 3 3 4 1 15
10 S10 3 3 3 2 2 13
11 S11 4 3 3 3 4 17
12 S12 3 3 3 2 2 13
13 S13 1 1 1 1 1 5
14 S14 3 3 2 2 2 12
15 S15 3 3 2 2 3 13
16 S16 3 3 3 3 1 13
17 S17 3 3 2 2 1 11
18 S18 4 3 3 1 1 12
19 S19 3 3 3 2 2 13
20 S20 3 3 2 2 1 11
Scoring Rubric of Speaking
No. Name
Grammar Vocabulary Comprehension Fluency Pronounciation Total

1 S1 4 3 3 3 4 17
2 S2 4 3 3 3 3 16
3 S3 3 3 2 3 3 14
4 S4 4 3 3 3 4 17
5 S5 3 3 3 3 3 14
6 S6 4 3 3 3 1 14

50
 7 S7 4 3 3 4 4 18
8 S8 4 3 3 3 4 17
9 S9 4 3 3 4 1 15
10 S10 3 3 3 2 2 13
11 S11 4 3 3 3 4 17
12 S12 3 3 3 2 2 13
13 S13 1 1 1 1 1 5
14 S14 3 3 2 2 2 12
15 S15 3 3 2 2 3 13
16 S16 3 3 3 3 1 13
17 S17 3 3 2 2 1 11
18 S18 4 3 3 1 1 12
19 S19 3 3 3 2 2 13
20 S20 3 3 2 2 1 11
Scoring Rubric of Speaking
No. Name
Grammar Vocabulary Comprehension Fluency Pronounciation Total

1 S1 4 3 3 3 4 17
2 S2 4 3 3 3 3 16
3 S3 3 3 2 3 3 14
4 S4 4 3 3 3 4 17
5 S5 3 3 3 3 3 14
6 S6 4 3 3 3 1 14
7 S7 4 3 3 4 4 18
8 S8 4 3 3 3 4 17
9 S9 4 3 3 4 1 15
10 S10 3 3 3 2 2 13
11 S11 4 3 3 3 4 17
12 S12 3 3 3 2 2 13
13 S13 1 1 1 1 1 5
14 S14 3 3 2 2 2 12
15 S15 3 3 2 2 3 13
16 S16 3 3 3 3 1 13
17 S17 3 3 2 2 1 11
18 S18 4 3 3 1 1 12
19 S19 3 3 3 2 2 13
20 S20 3 3 2 2 1 11
Scoring Rubric of Speaking
No. Name
Grammar Vocabulary Comprehension Fluency Pronounciation Total

1 S1 4 3 3 3 4 17
2 S2 4 3 3 3 3 16
3 S3 3 3 2 3 3 14
4 S4 4 3 3 3 4 17
5 S5 3 3 3 3 3 14
6 S6 4 3 3 3 1 14
7 S7 4 3 3 4 4 18
8 S8 4 3 3 3 4 17
9 S9 4 3 3 4 1 15
10 S10 3 3 3 2 2 13
11 S11 4 3 3 3 4 17

51
12 S12 3 3 3 2 2 13
13 S13 1 1 1 1 1 5
14 S14 3 3 2 2 2 12
15 S15 3 3 2 2 3 13
16 S16 3 3 3 3 1 13
17 S17 3 3 2 2 1 11
18 S18 4 3 3 1 1 12
19 S19 3 3 3 2 2 13
20 S20 3 3 2 2 1 11
Score Pre-Test Experimental Class
Interrater I : Muhammad Sugeng, S.S

Pre-test Experimental Class

No Name Total Score
1 S1 12 61
2 S2 14 71
3 S3 12 59
4 S4 11 54
5 S5 11 55
6 S6 11 55
7 S7 9 45
8 S8 7 34
9 S9 9 47
10 S10 12 59
11 S11 13 68
12 S12 13 71
13 S13 12 59
14 S14 6 29
15 S15 10 50
16 S16 8 41
17 S17 8 41
18 S18 11 58
19 S19 5 25
20 S20 8 41

52
 Score Post-Test Experimental Class
Interrater I : Muhammad Sugeng, S.S

Post-Test Experimental Class

No Name Total Score
1 S1 17 86
2 S2 16 83
3 S3 14 70
4 S4 17 86
5 S5 14 75
6 S6 14 75
7 S7 18 90
8 S8 17 86
9 S9 15 79
10 S10 13 68
11 S11 17 86
12 S12 13 68
13 S13 5 25
14 S14 12 63
15 S15 13 66
16 S16 13 68
17 S17 11 59
18 S18 12 68
19 S19 13 68
20 S20 11 59

53
 Score Pre-Test Control Class
Interrater I : Muhammad Sugeng, S.S

Pre-Test Control Class

No Name Total Score
1 S1 11 65
2 S2 12 58
3 S3 13 66
4 S4 13 70
5 S5 15 75
6 S6 12 59
7 S7 11 54
8 S8 12 59
9 S9 13 66
10 S10 14 70
11 S11 8 41
12 S12 12 63
13 S13 12 61
14 S14 11 59
15 S15 13 66
16 S16 9 45
17 S17 10 51
18 S18 10 49
19 S19 10 50
20 S20 5 25

54
 Score Post-Test Control Class
Interrater I : Muhammad Sugeng, S.S

Post-Test Control Class

No Name Total Score
1 S1 18 91
2 S2 13 68
3 S3 17 86
4 S4 17 86
5 S5 12 68
6 S6 11 59
7 S7 12 63
8 S8 13 68
9 S9 10 51
10 S10 9 50
11 S11 9 46
12 S12 12 63
13 S13 10 55
14 S14 10 51
15 S15 12 63
16 S16 12 59
17 S17 12 63
18 S18 12 63
19 S19 14 71
20 S20 12 61

55