Thesis Asnia Sirait

THE EFFECT OF ARCS (ATTENTION, RELEVANCE, CONFIDENCE/,
AND SATISFACTION) MODEL ON SPEAKING SKILL OF
ELEVENTH-GRADE STUDENTS 2020/2021
A THESIS
Submitted to the English Department Teacher Training Faculty of
Nommensen HKBP University Medan in Partial fulfillment of
requirements for the degree of Sarjana Pendidikan(S.Pd)
By:
Herlinawati Marbun, S.Pd
NIP. 19910311 201505 2 001
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
NOMMENSEN HKBP UNIVERSITY
MEDAN
2020
A THESIS
Submitted to the English Department Teacher Training Faculty of

Nommensen HKBP University Medan in Partial fulfillment of
requirements for the degree of Sarjana Pendidikan(S.Pd)
By:
HERLINAWATI MARBUN, S.Pd
NIP. 19910311 201505 2 001
APPROVED BY :
FIRST CONSULTANT SECOND CONSULTANT
( Dr.Erika Sinambela,M.Hum) (Febrika Dwi Lestari, M.Hum )
CHAIRPERSON OF ENGLISH DEPARTMENT
( Dr.SahlanTampubolon, M.Hum )
UNIVERSITAS HKBP NOMENSEN
MEDAN
2020
HALAMAN PENGESAHAN
NAMA : HERLINAWATI MARBUN, S.Pd

NIP : 19910311 201505 2 001
PROGRAM STUDI : PENDIDIKAN BAHASA INGGRIS
JENJANG : STRATA SATU (S-1)
Dinyatakan telah mengikuti ujian akhir (Meja Hijau) dan telah

memenuhi syarat memperoleh gelar SARJANA PENDIDIKAN (S.Pd)
Medan, september 2020

Panitia Ujian Akhir Meja Hijau
Dosen Penguji I Dosen Penguji II
(Dra. Rotua Elfrida, M.Hum) (Usman Sidabutar, M.Hum)
Dekan FKIP UHN Medan Ketua Program Studi
(Dr. Hilman Pardede, M.Pd) (Dr. Sahlan Tampubolon,M.Hum)

TELAH DIREVISI SESUAI DENGAN SARAN DAN PERMINTAAN
DOSEN PENGUJI I DAN II PADA SIDANG MEJA HIJAU
GELOMBANG PERTAMA KAMIS, 17 SEPTEMBER 2020
Nama : Herlinawati Marbun, S.Pd
NIP : 19910311 201505 2 001
Fakultas : FKIP
Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : The Effect of ARCS (Attention, Relevance,
Confidence, and satisfaction) Model on
Speaking skill of eleventh-grade students
2020/2021 .
Disetujui Oleh:
Dosen Penguji I Dosen Penguji II
(Dra.Rotua Elfrida, M.Hum) (Usman Sidabutar, M.Hum)
Pelaksana Ka. Prodi
(Dr. Sahlan Tampubolon, M.Hum)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI

PENDIDIKAN BAHASA INGGRIS UNIVERSITAS HKBP
NOMMENSEN MEDAN
2020
HALAMAN PERSETUJUAN BIMBINGAN SKRIPSI
THE EFFECT OF ARCS (ATTENTION, RELEVANCE,

CONFIDENCE/, AND SATISFACTION) MODEL ON SPEAKING
SKILL OF ELEVENTH-GRADE STUDENTS 2020/2021
A THESIS
Submitted to the English Department Teacher’s Training Faculty of

HKBP Nommensen University Medan in Partial fulfillment of the
Requirement for the degree of SarjanaPendidikan (S.Pd)
NIP : 19910311 201505 2 001
Jenjang : Strata 1 (S1)
Disetujui Oleh:
Dosen Pembimbing I Dosen Pembimbing II
(Dr.Erika Sinambela, M.Hum) (Febrika Dwi Lestari, M.Hum)
Pelakasana
Ka.Prodi
(Dr. SahlanTampubolon,M.Hum)

UNIVERSITAS HKBP NOMMENSEN
MEDAN
2020
BERITA CARA BIMBINGAN SKRIPSI
Semester Ganjil/Genap T.A 2019/2020
Nama Mahasiwa : Herlinawati Marbun, S.Pd
NIP : 19910311 201505 2 001
Program Studi : FKIP Bahasa Inggris
Judul Skripsi :The Effect of ARCS (Attention,

Relevance, Confidence and Satisfaction) Model
on Speaking Skill of Eleventh-Grade Students
2020/2021
Pembimbing I
(Dr,Erika Sinambela,M.Hum)
No Hari/Ta Tem Tahap Paraf Paraf

nggal pat Kegiatan Pembimbing Mahasiswa
Perte Yang
muan dibicarakan
Medan, September 2020
Pel.Ka.prodi Pend.Bahasa Inggris
(Dr.Sahlan Tampubolon,M.Hum)
BERITA CARA BIMBINGAN SKRIPSI
Semester Ganjil/Genap T.A 2019/2020
Nama Mahasiwa : Herlinawati Marbun, S.Pd
NIP : 19910311 201505 2 001
Program Studi : FKIP Bahasa Inggris
Judul Skripsi :The Effect of ARCS (Attention,

Relevance, Confidence and Satisfaction) Model
on Speaking Skill of Eleventh-Grade Students
2020/2021
Pembimbing II
(Febrika Dwi Lestari,,M.Hum)
No Hari/Ta Tem Tahap Paraf Paraf

nggal pat Kegiatan Pembimbing Mahasiswa
Perte Yang
muan dibicarakan
Medan, September 2020
Pel.Ka.prodi Pend.Bahasa Inggris
(Dr.Sahlan Tampubolon,M.Hum)
SURAT PENGANTAR UNTUK MENGIKUTI MEJA HIJAU
NIP : 19910311 201505 2 001
Fakultas : Keguruan dan Ilmu Pendidikan
Judul Skripsi :The Effect of ARCS (Attention, Relevance,

Confidence and Satisfaction) Model on
Speaking Skill of Eleventh-Grade Students
2020/2021.
Disetujui Oleh:
Dosen Pembimbing I Dosen Pembimbing II
(Dr.Erika Sinambela, M.Hum) (Febrika Dwi Lestari, M.Hum)
Pelaksana Ka.Prodi
Drs. Sahlan Tampubolon,M.Hum
UNIVERSITAS HKBP NOMMENSEN
MEDAN
2020
SURAT PERNYATAAN
NIP : 19910311 201505 2 001
Fakultas : Keguruan dan Ilmu Pendidikan
Judul Skripsi : The Effect of ARCS (Attention, Relevance,

Confidence and Satisfaction) Model on Speaking
Skill of Eleventh-Grade Students 2020/2021.
Dengan ini saya menyatakan bahwa skripsi ini disusun sebagai

syarat untuk memperoleh gelar Sarjana Pendidikan (S.Pd) pada
Program studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas HKBP Nommensen Medan adalah benar hasil
sendiri.
Adapun pengutipan yang saya lakukan pada bagian-bagian

tertentu dari hasil karya orang lain didalam penulisan skripsi ini telah
saya cantumkan sumbernya secara jelas sesuai dengan norma, kaidah,
dan etika penulisan ilmiah.
Apabila dikemudian hari ternyata ditemukan seluruh atau

sebagian skripsi ini bukan hasil karya saya sendiri atau adanya plagiat
dalam bagian-bagian tertentu, saya bersedia menerima sanksi
pencabutan gelar akademik yang saya sandang dan sanksi-sanksi
lainnya sesuai dengan peraturan yang berlaku.
Medan, Oktober 2020
Yang menyatakan,

ACKNOWLEDGEMENTS
Firstly, I am grateful to Jesus Christ for the good health, chance, love,
mercy, and wellbeing that were necessary to complete this study with an
title “The Effect of ARCS (Attention, Relevance, Confidence, and
satisfaction) Model on Speaking skill of eleventh-grade students
2020/2021”.This thesis has been written in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) at the English
Department, Faculty of Teaching and Education, Nommensen HKBP
University (NHU) Medan.
The writer feels that writing the research is not easy. She has gone
through a lot of challenges and difficulties, but the writer believes that
whatever it is/, if it is done alive it will be done. The writer got so much
assistance in completing the thesis such as constructive suggestions and
comments from her consults, and invaluable advice from people who pay
attention to her.
The writer realizes that without the help of the various parties, this thesis
could not be completed. Therefore the writer would like to thank and
convey the deepest gratitude to:
1. Dr. Erika Sinambela, M.Hum as the first consultant for her worthy
guidance, generous time, best advice, and comments are given in the
arrangement of this thesis
i
2. Febrika Dwilestari, M.Hum as the second consultant for his worthy
guidance, best comments, advice, encouragement/, and generous time
are given as long as the process of finishing this thesis
3. All the lecturers of The English Department and to all the staffs
administration in FKIP for teaching during academic years and
guiding and giving information at the university
4. Dr. Hilman Pardede, M.Pd as the Dean of Teacher Training Faculty
of Nommensen University Medan for the leadership during the
process of writing this thesis.
5. The writer’s beloved Parents ( M.Sirait and R.Hutasoit ) and the
writer’s beloved brothers and sister (Resni Sirait, Bendri Sirait, and
Asido Sirait) thank you for always behind me, thank you for love,
prayer, motivation, and sacrifice in completing this thesis. Thank you
for many things unspoken.
6. The writer’s beloved friends (Rutfina Sitorus, Debora Sigalingging,
Meiranda Marbun, Rona Manurung) thank you for the time that we
spent together in every circumstance.
7. For all those who supported the writer during completing this thesis,
thank you for the participation.
Medan, Agustus 2020

The Writer

NIP. 19910311 201505 2 001
ii
ABSTRACT
Sirait, Asnia. 2020. The effect of ARCS (Attention, Relevance,

Confidence/, and Satisfaction) Model on Speaking Skill of Eleventh-
Grade Students 2020/2021.
This study focused on finding out the Effect of applying the ARCS Model
On Students’ Speaking Skill. The writer is interested in examining the
students’ speaking skills because based on experience the writer found that
students feel difficult to respond to what the teacher said and they do not
care about materials and they do not have the motivation to learn English
directly. According to Munjanayah (2004:17) argues that some possible
problems in speaking including/: 1) Inhibition 2) Nothing to say. 3) Low or
uneven participation. 4) Mother tongue use. There are some types of
speaking and the writer focused on Responsive speaking because when the
writer asked the students in English/, they do not give their response and do
not understand with the written word. This study was conducted by applying
experimental quantitative research. The object of the study were students of
eleventh-grade senior high school in Aek Batu, Kab. Labuhan Batu Selatan
consists of 20 students. The data were taken by giving a speaking test. The
test was divided into tests: pre-test and post-test for both experimental and
control groups. The mean score of the pre-test in the experimental group is
43,75 and the post-test is 66, 25. The mean score of the pre-test in the
control group is 42,5 and the post-test is 50, 65. It is conducted that the
mean score of the experimental group is higher than the control group. The
result that t-observed > t-table as the level of significance p=0.050 ( 4,3656
> 2,10092 ). The alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected. It is suggested that teachers of English subject
apply ARCS Model as an alternative teaching technique to help and enrich
speaking skills at the eleventh-grade of Senior high School.
Keywords: ARCS (Attention, Relevance, Confidence, and Satisfaction)

Model, Speaking Skill
iii
TABLE OF CONTENTS
ACKNOWLEDGMENT......................................................................................i
ABSTRACT.........................................................................................................iii
TABLE OF CONTENT.....................................................................................iv
LIST OF TABLE.................................................................................................v
LIST OF APPENDICES....................................................................................vi
CHAPTER I INTRODUCTION........................................................................1
1.1 Background of The Study....................................................................1
1.2 The Problem of The Study..................................................................4
1.3 The Objective of The Study................................................................5
1.4 The scope of the study.........................................................................5
1.5 The Significance of the study..............................................................5
1.6 The Hypothesis....................................................................................6
CHAPTER II LITERATURE OF REVIEW....................................................7
2.1 Theoretical Framework........................................................................7
2.2 Speaking...............................................................................................7
2.2.1.Types of Speaking.......................................................................9
2.2.2 Elements of Speaking skill.........................................................11
2.2.3 Problems in Teaching and Learning Speaking..........................12
2.3 General Concept of ARCS(Attention, Relevance, Confidents,and

Satisfication) Model.................................................................................13
2.3.1 ARCS(Attention, Relevance, Confidents, and Satisfication)

Model..................................................................................................13
2.3.2 The Using of ARCS (Attention, Relevance, Confidence and

Satisfaction) Model.............................................................................16
iv
2.3.3 Procedure of ARCS Model in Teaching Speaking....................20
2.3.4 The Advantages of ARCS (Attention,

Relevance,Confidence, and Satisfaction) Model................................21
2.4 Conceptual Framework.....................................................................22
CHAPTER III RESEARCH METHODOLOGY..........................................23
3.1. Research Design................................................................................23
3.2. The Population and Sample..............................................................24
3.3. Instrument of Collecting Data...........................................................24
3.4 The Procedure of Collecting Data......................................................24
3.5 Scoring the Test.................................................................................26
3.6 The Validity The Research................................................................27
3.7. Technique of Analyze Data..............................................................28
CHAPTER IV DATA ANALYSIS,FINDING RESEARCH AND

DISSCUSSION..................................................................................................30
4.1 Data Analysis.....................................................................................30

4.1.1 Score Analysis...........................................................................33
4.1.2 Content Validity........................................................................35
4.1.3 The Analysis Of Data by Using T-Test Formula......................36
4.1.4 Testing Hypothesis....................................................................37
4.2 Research Finding................................................................................37
4.3 Reasearch Discussion.........................................................................38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS...............................41
5.1 Conclusions........................................................................................41
5.2 Suggestions........................................................................................41
REFERENCE
APPENDICS
v
LIST OF TABLE
Tabel 3.1..................................................................................................24
Tabel 3.2..................................................................................................26
Tabel 3.3..................................................................................................27
Tabel 4.1..................................................................................................31
Tabel 4.2..................................................................................................32
Tabel 4.3..................................................................................................33
Tabel 4.4..................................................................................................33
Tabel 4.5..................................................................................................34
Tabel 4.6..................................................................................................35
Tabel 4.7..................................................................................................36
vi
LIST OF APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
vii
CHAPTER I
INTRODUCTION
1.1 Background of The Study
In this modern world, language to be the most important thing that
we must mastery. Language is a system of conventional spoken, manual, or
written symbols using which human beings, as members social groups and
participants in its culture, express themselves. Delahunty and Garvey
(2015:5) state that Language is a system that connects thought, which can
not be heard/, seen, or touched, with sound, letters, manual signs, or tactile
symbols. Language has an important part in human being’s life, without
language there is no communication so language has so many functions in
the aspect of life. The function of language includes communication, the
expression of identity, play, imaginative expression, and emotional release.
English, is as an international language, is used in many countries as
a means of communication and it has a great function in many aspects of
life such as in politics, business, trade, and diplomatic relationships.
Huddleston and Pullum (2005:1) state that English is probably the most
widely used language in the world, with around 400 million native speakers
and a similar number of bilingual speakers in several dozen partially
English-speaking countries, and hundreds of millions more users in other
countries where English is widely known and used in business, government,
or media. Furthermore, English also cannot be separated from the
1
development of technology, science, economics, and education. Considering
the importance of English, the Indonesian government has chosen English
as the first foreign language and fundamental subject in our educational
system.
In an educational system in Indonesia, English is included in the
curriculum for elementary school, junior high school, senior high school
level, vocational school/, or university. Based on Competency Curriculum,
the teaching-learning of English has the purpose to develop four language
skills/: listening, speaking, reading/, and writing. Many factors can influence
the students’ achievement of certain language skills. It might be caused by
the teacher and the students. From the teacher’s point of view, some factors
can influence the students’ achievement in language skills, such as/, the
quality of the teacher, the teaching style, the performance of the teacher, and
teaching technique or strategy. From the students’ side, motivation, style in
language learning, and personality of the students can give an impact on the
students’ achievement.
Speaking is one of four skills in English. It is a productive skill in
the sense that the speaker produces sounds of the language. Speaking is one
of the most important basic skills that someone needs to mastery so that
each other can communicate and doing conversation to get information.
Speaking also is a priority to foreign-language learners’, they need to be
mastery in speaking so they can build a good conversation.
2
According to Brown (2004:10) speaking as a productive skill that
can be directly and empirically observed, those observations are invariably
colored by the accuracy and effectiveness of a test-taker listening skill,
which necessarily compromises the reliability and validity of an oral
production test. It means that speaking can help a human being to do
interaction directly and accuracy, speaking also as a tool to do observation is
invariable. Teaching speaking is one of the most demanding skills in daily
life. Every person needs to communicate with others through speaking.
Speaking plays an important role in making social interaction with people to
get information. To be able to convey meaning and to talk to people around
the world, they must be able to speak. The process of teaching and learning
the language of speaking is the most common element in the language
classroom. In teaching speaking, so many students do not be able to make
good communication. Speaking has some types such as Imitative, intensive,
responsive, transactional, interpersonal, and extensive. In this research the
writer focus on responsive speaking. The writer chooses the type because
the writer wants to know the response from students when they have a
conversation.
Based on the writer’s experience when The writer was Teaching
Practice Program(Praktek Pengenalan Lapangan (PPL) at SMA Negeri 1
Manduamas, it was found that the students had problems in all aspect of
English, especially in speaking English. It was so difficult for them to talk in
English and did not understand what the teacher said/. it happened because
some of the students had a poor vocabulary, less in motivation, knowledge/,
3
and interest in English. They did not have the confidence to express their
opinion and afraid to speak up in front of the class, not only that some of
them also poor attention about English. Also, some of them did not
confidence with their knowledge, so when the teacher asked them to speak
up in English they\did not do it directly. According to Munjanayah
(2004:17) that some possible problems in speaking including:1) Inhibition.
2) Nothing to say. 3) Low or uneven participation. 4) Mother tongue use.
So, because of the explanation above the writer make it to be the reasons
why the writer focuses on speaking skill. The writer makes a piece of
evidence to prove the statement above as follow:
Table 1.1 The student’s score in pre-observation
No Nama S
1 MC 75
2 JP 70
3 DT 75
4 LR 60
5 PAG 50
6 MJN 65
7 H 75
8 MJN 70
9 APGP 70
10 SN 70
11 RW 75
12 RDS 75
13 Ap 70
14 AFP 65
15 EDS 65
16 GVS 70
17 MFDS 75
18 AS 60
19 V 60
20 J 55
21 JS 60
Total Score 1.410
4
Based on the explanations above, the writer is interested in using the
ARCS (Attention, Relevance, Confidence, and satisfaction) Model. Keller
(2016:5) these concepts, theories, strategies, and tactics comprise the first
major part of the ARCS Model, which is the synthesis of the vast
motivational literature into a simple and useful number of components.
They also provide the basis for the second major feature of the ARCS model
which is the systematic design process that assists you in creating
motivational tactics that match student characteristics and needs. The writer
formulates this study under the title “The Effect of ARCS (Attention,
Relevance, Confidence, and satisfaction) Model on Speaking skill of
eleventh-grade students 2020/2021”.
1.2 The Problem of The Study
Based on the background study above-, this study is conducted to
answer the problem formulated in the following question below :
Does the ARCS (Attention, Relevance, Confidence, and satisfaction)
Model affect on Speaking skill of eleventh-grade students 2020/2021 ?
1.3 The Objective of The Study
“To find out whether using ARCS (Attention, Relevance,
Confidence, and satisfaction) Model affects students’ speaking skill of
eleventh-grade students 2020/2021”.
5
1.4 The scope of the study
In learning language, students found so many problems in learning
English especially to say something in English. As we know there are four
skills that important to learn in English namely Listening, Speaking,
Reading, Writing. The writer limited the skill namely speaking skills in this
study. Speaking has some types and the writer limited the type namely
responsive. Some models can be used to speaking skills such as The
Attitude Learning Model, Play Learning Model, and Collaborative learning
Model. The writer finds and interest to use the ARCS (Attention, Relevance,
Confidence, and satisfaction) Model to teach speaking to the students.
1.5 The Significances of the study
The finding of this study is expected to be useful and relevant to:
1. Theoretically
a. The study will use to improve knowledge
b. To be a new model in the research of speaking.
c. To add a new perspective to teaching speaking.
2. Practically
a.For the teacher who teaches especially speaking. This research can
become a reference to teach in speaking material so that teachers can
prepare suitable material and model for learning so that the students
become interested in speaking subjects and they will get better in their
speaking.
6
b. For the reader by reading this study can add their knowledge and can
apply this knowledge in their use only.
c. For the Writer. This research becomes a reference to the writer to teach
speaking in the next future.
1.6 The Hypothesis
This study will answer the question about whether yes or not the
effect of using ARCS (Attention, Relevance, Confidence, and satisfaction)
on students’ achievement in speaking skills. To get the answer/, the writer
proposed an alternative hypothesis (Ha) and the null hypothesis (Ho) as
below:
Ha/: Alternative hypothesis is receivable. So, there is any significant
difference in using ARCS (Attention, Relevance, Confidence, and
2020/2021”.
Ho/: The Null hypothesis is rejected. So, there is no significant
difference in using ARCS (Attention, Relevance, Confidence, and
2020/2021”.
7
CHAPTER II
LITERATURE OF REVIEW
2.1 Theoretical Framework
The basic concept of this study should be made clear from the start.
This chapter presents a review of related literature and an explanation of the
related materials. The writer presents this chapter to strengthen this study.
The terms will be classified in the following.
2.2 Speaking
Speaking is one of four skills in English. It is a productive skill in
the sense that the speaker produces sounds of the language. Speaking is one
of the most important basic skills that someone needs to mastery so that
each other can communicate and doing conversation to get information.
Speaking also is a priority to foreign-language learners’, they need to be
mastery in speaking so they can build a good conversation.
8
According to Brown (2004:10) speaking as a productive skill that
can be directly and empirically observed, those observations are invariably
colored by the accuracy and effectiveness of a test-taker listening skill,
which necessarily compromises the reliability and validity of an oral
production test. It means that speaking can help a human being to do
interaction directly and accuracy, speaking also as a tool to do observation is
invariable.
Furthermore, speaking is an activity to produce opinion construct the
meaning, Ratih in Syakir (2009:27), speaking in the form of oral language
that is inevitably used to communicate ideas and feelings, no matter what
the language is.. on the other hand, speaking is an oral activity in producing
a sound that expression opinion and construct the meaning. Therefore the
students can get information that can understand the meaning of information
and the students can share the information with others. it is a process
between speaker and listener and involved productive and receptive skill of
understanding.
Based on this idea it is understood that through speaking, someone
can communicate or express what she or he wants to understand one another
and not only that/, speaking also has functions to help someone to deliver
what they think and feel directly, so their interaction well good
communication and get the point from their communication.
Based on the definitions above the writer concludes that speaking is
an activity that doing by two or more people to share information/, so each
other can change some information. The main aim of speaking is to
9
communicate and express ideas/, which conveys the message from the
speaker to the listener. The mastery of speaking skills in English is a priority
for many second or foreign language learners.
2.2.1.Types of Speaking
Six similar categories that can be applied to a kind of oral production
that students are expected to carry out in the classroom (Brown,2004:271-
275) they are:
1. Imitative
Imitation of this kind is carried out not for though the purpose of
meaningful interaction, but for focusing on some particular element
language from. Drills offer the students an opportunity to orally speaking
they offer limited practice through repetition and grammatical form with
their appropriate context. Here are some useful guidelines for successful
drills :
a) keep them short
b) keep them simple
c) keep them snappy
d) Make sure students know why they were doing the drills
e) Limit them to phonology of grammar points
f) Make sure they ultimately lead to communicate goals.
g) Do not overuse them.
2. Intensive
10
Intensive speaking goes one step beyond to include any speaking
performance that is designed to practice some phonological or grammatical
aspects of language. Intensive speaking can be self-initiated or it can even
form part of some pair work activity where learners over a certain form of
language.
3. Responsive
A good deal of students speaking in the classroom is responsive/:
short replies to the teacher or students-initiated questions or comments.
These replies are usually sufficient and do not extend into dialogue. Such
can be meaningful and authentic
4. Transactional
Transactional language/ carried to conveying or exchanging specific
informational is an extended form of responsive language/. Learners would
need to learn how such features as the relationship among interlocutors,
causal style/, and sarcasm will be coded linguistically in this conversation.
5. Interpersonal
In this form, the conversation carried out more to maintain social
relationships than for the transmission of facts and information.
6. Extensive
Finally, the students at intermediate to advanced levels will be called
on to give extended monologues in the form of oral reports, summaries, or
perhaps should speeches. Here the register is more formal and declarative.
These monologues can be planned.
11
Based on the explanations above/, the writer can conclude that in
speaking people should be good in communicate so they can get the point of
the communication. People need to understand well how to give and receive
a production in the speaking process. People also need to know what they
want to do and what they want to get, so their communication gives some
benefits to each other.
2.2.2 Elements of Speaking skill
Harmer (1991:21) categorized those things in six skills, they are:
1.Vocabulary
It is impossible to speak without mastering vocabulary. Therefore
this element is somewhat essentials to learn before practicing speaking.
2.Pronunciation
Either four or five components are generally recognized in the
analysis of the speech process. Certainly they all realize that pronouncing is
one of the speaking elements that have a strong relation with vowel and
consonant, stress, and intonation.
3.Grammar
Grammar is the study of language which deals with many forms.
The forms mentioned are the forms and the structure of words and with the
customary in phrases and sentences.
4.Fluency
12
Fluency refers to how well a learner communicates meaning rather
than how many mistakes they make in grammar, pronunciation, and
vocabulary.
5.Comprehensibility
Comprehensibility is an ability to understand, know/, or get the
speakers’ point (message) to other or partner.
6.Self-Confidence
Self-confidence becomes an important factor in the speaking
learning process. A student with good grammatical and vocabulary master
usually has big confidence to express ideas, suggestions, or answer the
question.
2.2.3 Problems in Teaching and Learning Speaking
Learners sometimes have some obstacles when they want to talk in
class. Munjanayah (2004:17) argues that some possible problems in
speaking including:
1) Inhibition. Learners are often inhibited about trying things in the
foreign language classrooms, afraid to make mistakes or to be criticized, and
shy to utter words.
2) Nothing to say. Learners sometimes find fault that they do not
have something to say. In other words, they cannot express themselves.
3) Low or uneven participation. Only one participant talks because
some learners dominate, while others speak a little or not at all.
13
4) Mother tongue use. In the class, all learners share the same
mother tongue, so they feel unnatural to speak in a foreign language.
2.3 General Concept of ARCS (Attention, Relevance, Confidence, and
Satisfaction) Model
In this concept, the meaning of the ARCS (Attention, Relevance,
Confidence, and Satisfaction) Model, how to use this model in the class,
why does the writer choose the ARCS (Attention, Relevance, Confidence,
and Satisfaction) Model in teaching speaking, the rationale, and the action
hypothesis.
2.3.1 ARCS (Attention, Relevance, Confidence, and Satisfaction) Model
Keller (2010:1) the ARCS model (an acronym for attention,
relevance, confidence, satisfaction) contains a synthesis of motivational and
volitional concepts and theories that provide a foundation for a motivational
design process that has been validated in many contexts. The Arcs Model is
an instructional model that focuses on motivation. It is important to
motivate learners/ and ensure the continuity of motivation during the
instruction. It means that this model is one of the teaching models that
focuses on the motivation of learners. Motivation is important to support the
learners to be happy and want to learn some lessons especially English.
Sarsar (2012: 46) The ARCS model is an attempt to synthesize
behavioral, cognitive, and affective learning theories and demonstrates that
learner motivation can be influenced through external conditions. The
purpose of the ARCS model is to employ strategies that are used to improve
14
the motivational appeal of instruction. It means the ARCS model can be a
good model in teaching learners because of this model as an attempt to
synthesize the behavioral, cognitive/, and affective of learners.
Hodges (2004: 5) The ARCS model is a method for systematically
designing motivation strategies into instructional materials. It consists of
three parts: a set of four categories for concepts of human motivation, a set
of strategies for enhancing motivation in instruction, and a design model for
motivational design. The ARCS model works under the assumption that
learners will be motivated if they feel they can be successful and that there
is value in their learning. Hence, this model works within the boundaries of
the expectancy-value theory.
Schneider (2014:12) ARCS is an instructional design model
developed byJohn Keller and that focuses on motivation. ARCS stands for:
Attention,Relevance, Confidence, Satisfaction.This model is particularly
important for distance education/ since motivation seems to be a key factor
that determines learners complete their training. Motivation is a diametral
responsibility for learners and teachers, and so it has tobe boost over the
entire learning process respectivly the developing of a learning
environment. The purpose of the ARCS model is to employ strategies that
are used to improve the motivational appeal of instruction
The ARCS model works under the assumption that learners will be
motivated if they feel they can be successful/, and that there is value in their
learning. The learners can be master in one major if they believe in their
ability and they’re motivated by something that will make them successful.
15
Also, they believe with knowledge and skill they can get what they want to
be. Hence, this model works within the boundaries of the expectancy-value
theory.
Based on an extensive review of the motivational literature which
led to a clustering of motivational concepts based on their shared attributes,
Keller (1979, 1983b) found they could be sorted into four categories.
ARCS Model Categories, Definitions, and Process Questions.
Major Categories and Process Questions
Definitions How can I make this learning
Attention/: Capturing the interest of experience stimulating and interesting?
learners; stimulating the curiosity to
learn
Relevance/: Meeting the personal In what ways will this learning
needs/goals of the learner to effect a experience be valuable for my
positive attitude students?
Confidence/: Helping the learners How can I via instruction help the
believe/feel that they will succeed and students succeed and allow them to
control their success control their success?
Satisfaction/: Reinforcing What can I do to help the students feel
accomplishment with rewards (internal good about their experience and desire
and external) to continue learning?
Hodges (2004: 5) a systematic design process is part of the
ARCSmodel. The process is used to develop a motivational strategy for a
16
specific instructional experience. The process has four steps: define, design,
develop, and evaluate. When applying this process for motivation when
developing an instructional experience, one should first define the problem
formally.
First, determine if the problem is one of motivation. If motivation is
an issue, analyze the learners, and prepare motivational objectives. Next,
design your motivational strategies. After selecting your motivational
strategies, you must develop the instructional materials that will make use of
them. Finally, evaluate the learning experience, the proposes that the
evaluation is based on motivational as well as learning outcomes. To judge
motivational consequences, it is best to use direct measures of persistence,
the intensity of effort, emotion, and attitude. Schneider (2014: 12) the
significance of motivation was early developed by some scientists. The
implementation of multimedia elements isn't enough to reach permanently
motivational goals.
2.3.2 The Using of ARCS (Attention, Relevance, Confidence, and
Satisfaction) Model.
Edori (2014: 18)The ARCS model can be merged within other
instructional design models because it is just a means of meeting the
motivational needs of students. The ARCS model terms are reached, the
learners are possibly more motivated and just in the current instruction but
also maintaining the motivation to learn. ARCS model attends to the
motivational needs of the learner during a specific lesson and due to its
flexibility long term, motivational goals can be defined. According to Keller
17
(1987: 66) Integrating the ARCS model into an instructional design model is
a systematic process that contains four steps: define, design, develop/, and
evaluate.
a) Define: The defined phase involves three steps; classify the
problem, analyze the audience, and define motivational objectives.
The needs of the students might be different, some students may have
low confidence, and others might lack perceived relevance. In other
words, there are motivational challenges in various circumstances
therefore it is important to find the problem of the class, analyze the
students’ behavior to see which ones are intrinsically and those that
are extrinsically motivated, and finally set motivational objectives
according to on the requirements of the students.
b) Design: The design phase has two steps; create potential strategies
and select the ones to use. It is important to brainstorm to have a
variety of potential strategies and critically review all these strategies
to choose the best one that will produce the optimal result. The
motivational strategy used should not derail from the instructional
objectives, it should not take up too much time from the instruction,
and also compatible with how the instruction is delivered.
Motivational strategies ought to stir up the zeal to learn and not derail
learners from the process.
c) Develop: The development phase has two steps; create any extra
material needed and integrate it into the instructional material. This
18
can cause to revise the instructional material for consistency and
continuity.
d) Evaluate: Evaluation should be centered on motivational and
learning outcomes. To evaluate the motivational outcome, the use of
direct measures like the intensity of effort, attitude, persistence,
emotion is important.
Ten steps of teaching ARCS Model/, Keller (2010:57-58) :
1. Obtain course information
2.Obtain Audience Information
3.Analyze Audience
4. Analyze existing materials
5.Listobjectives &assessments
6.List potential tactics
7.Select &design tactics
8.Integrate with instruction Combine motivational and instructional plans
9.Select & develop materials
10.Evaluate &revise
In the analyzing phase, information about the learner and course are
collected and analyzed (steps 1 to 5). Before designing the course using the
ARCS model, information about the course, the course description and
rationale, the teachers and the students plus their attitudes and skill levels
are collected. This data is then analyzed to find out the motivational
19
problem (steps 4 and 5). This will then provide information about what
kind(s) of the ARCS category needs to be improved. This helps the teacher
to design the teaching goals and the appropriate kinds of assessment for the
teaching-learning. Then, the process is continued to the design phase (steps
6-8). In this phase, the teacher designs the motivational learning systems
based on the problem(s). At step six, the teacher lists the probable solutions,
as many as possible, without checking whether they are appropriate or not
for the students. At step seven, the teacher selects the probable appropriate
solutions and design tactics for beginning and carrying on throughout the
teaching-learning processes. Later, at step eight, the most applicable
solution is selected and the teacher predicts what will happen in the future.
For example, after analyzing the problems, it is found that the students
are not confident when performing in front of the class. In this phase, the
teacher lists as many solutions as possible to increase the confidence of the
students, such as giving praise, letting students lead the program, giving
students more opportunities to perform in front of the class or front of a
group, and so on. The teacher cannot apply all of the possible solutions
because the time for teaching is limited. The best possible solution is chosen
by considering the skill level of the students, the limited time for teaching,
etc. Then, by looking at the skill level of the students (for example,
intermediate level), the time available for teaching-learning, for example.
ninety minutes, the best possible solution for this problem may be giving the
students the chance to perform dialogues in front of the class.
20
Later, in the development phase, the material is further selected and
developed (step 9). The material can be selected by using available
materials, modifying materials based on the situation or, developing or
producing new materials. For example, if the teacher selected dialogues for
speaking activities about introducing one’s self, it is possible to look at
many existing materials that are already appropriate for students. Otherwise,
the materials should be developed if and as they are needed. Development
and evaluation is the last process in the ARCS design (step10). This last step
is designed based on the students’reactions and satisfaction after the
implementation of the initial program of ARCS.
According to Sali (2008: 151) according to the learner characteristics,
the motivational quality of instruction can be enhanced with the
instructional methods suitable to learners’ motivational qualities. Each
factor of the ARCS Model has three elements, the benefit includes:
a). Perceptual arousal: use of strategies to gain initial interest;
b). Inquiry arousal-use of problem-solving, questioning, a sense of
mystery/, and progressive disclosure to increase interest;
c).Variability-use of variety (lecture with visuals, group activity, or
game) for a change of pace
2.3.3 Procedure of ARCS Model in Teaching Speaking
According to Keller (2010:57-58), There is a procedure of the ARCS
Model in teaching speaking
1. The teacher obtain course information
21
2. The teacher obtain students’ Information
3.The teacher analyze the students
4.The teacher will analyze existing materials and share them to the students
5. The teacher will List objectives and assessments
6.The teacher make a list of potential tactics
7.Select and design tactics
8.the teacher Integrate with instruction Combine motivational and
instructional plans
9. the teacher will Select and develop materials
10.Evaluate and revise
2.3.4 The Advantages of ARCS (Attention, Relevance, Confidence,
and Satisfaction) Model
Based on Chen (2015: 19) the attention, relevance, confidence, and
satisfaction (ARCS) model is a training–learning motivation model that
combines teaching design and learning motivation efficiently. The ARCS
model has the following benefit as follows
a) Emphasize eliciting motivation and affect,
b) Combine other teaching theories or design steps for application, and
c) Focus on enhancing teaching effects, especially interest in learning
22
2.4 Conceptual Framework
Problems in
Teaching
Problem in teaching speaking speaking
skill
1)Inhibition
2)Nothig to
say..
The eleventh Grade of Senior high
school 3)Low or
uneven
participatio
Teaching Speaking using n.
ARCS Model 4)Mother
tongue use.
Teaching speaking In
Experimental Quantitative
Research
Experimental Control Group

Group
Pre-Test
Pre-test
Teaching Speaking
using Arcs Model Teaching Speaking
Using conventional
Teaching
Post-test
Post-test
Figure 2.1. The Effect of ARCS (Attention, Relevance, Confidence, and

Satisfaction) Model On speaking skill at eleventh-grade students 2020/2021
23
(Herlinawati Marbun, S.Pd : 2020).
CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Design
This study was used in experimental quantitative research. This
study has two variables: dependent and independent variables. In this study,
The experimental class was a class that has been given the treatment by
using the ARCS model/, and the control group has been not given treatment.
The procedures to gain the data are/: pre-test, treatment (teaching
presentation), and post-test. In the pre-test, The experimental group has been
given a pre-test before the treatment. The function of the pre-test to know
the mean score of the experimental group. When treatment was used, It is to
found out the effect of teaching speaking by the ARCS model, a treatment
has been conducted to the experimental group. At last in the post-test, The
post-test has been given to the experimental group after treatment. It is
found out the difference in mean score.
Table 3.1
Research Design
Group Pre-test Treatment Post-test
Using Arcs Model

Experimental √ √
Using Conventional
Control √ teaching √
24
3.2. The Population and Sample
a.The Population
The population of this study is eleventh-grade students of Aek Batu,
kab. Labuhan Batu Selatan.
b.The Sample
The Sample is a procedure of taking the data, where only a part of
the population would take and was used to determine the characteristic of
the population. The writer was used purposive sampling, based on Sugiono’
theory. A Sample was taken with some specific considerations that aim to
obtain data that can be more representative. According to the criteria, the
writer chooses 20 students and then 10 students as the Experimental Group
and 10 students as the Control Group.
3.3. Instrument of Collecting Data
To collect the data, the writer was given a speaking test and record
it. Both the control and experimental group were given pre-test and post-
test. The treatment was conducted after the administration of the pre-test.
The experimental group has been taught by using the ARCS model, while
the control has been taught by using conventional teaching. The writer was
recorded the students speaking performances in pre-test and post-test.
25
3.4 The Procedure of Collecting Data
The technique of teaching the experimental group and the control group is
different. The experimental group was taught by using ARCS Model while the
control group was taught by using conventional teaching. In this study, the
procedures of collecting data are divided into three parts. They are pre-test,
treatment , and post-test.
Table 3.2
Teaching Procedure for Experimental Group and Control

Group
Experimental Group Control group
Opening phase
1.Teacher greets the students

Opening phase to open the class(introduction)
2.Teacher motivates the
1.Teacher greets the students to open the
students and instructs the
class (introduction)
students before the test
2.Teacher motivates the students and
Pre-Test
instructs the students before the test
Pre-Test
1.Teacher gives an oral pre-
1.Teacher gives an oral pre-test to the test to the students by giving a
students by giving atopic and make the topic and make the students in
students in pairs Times gave 35 pairs Times gave 35 minutes.
minutes.
2.Teacher asks students in

pairs to come in front of the
test.
Treatment
1.The teacher obtain course information 1.Teacher asks the students to

open their book to get
2. The teacher obtain students’ information about the
26
Information conversation
3.The teacher analyze the students 2.Teacher gives a topic and

asks the students to practice it
4.The teacher will analyze existing
materials and share it to the students
5.The teacher will List objectives

&assesments
6.The teacher make a list of potential

tactics
7. Select & design tactics
8.the teacher Integrate with instruction

Combine motivational and instructional
plans
9.the teacher will Select & develop

materials
10.Evaluate & revise
Closing activity- Closing activity-
1.Teacher gives a conclusion about the 1.Teacher gives a conclusion

lesson for around 10 minutes. about the lesson around 10
minutes
2.Teacher gives Post-Test 2.Teacher gives Post-Test
3.5 Scoring the Test
In scoring the data of this research, an oral test was given to the
students to evaluate the students’ speaking competence. five aspects that had
been scored. They are pronunciation, vocabulary, structure, fluency, and
content. We chose these scoring criteria since it is suitable to score speaking
skill ability. The scoring criteria can be described as follows:
Table 3.3
27
NO Score Description
1.Pronunciation 1 Incomprehensible or no response

2 Many Phonetic errors: Very difficult to
perceive the meaning
3 Occasional phonemic errors, but generally
comprehensible
4 Phonemically accurate pronunciation
throughout
2. Vocabulary 1 Vocabulary inaccurate throughout or no

response
2 Vocabulary usually inaccurate, escape for
the occasional correct word
3 Mirror lexical problems, but Vocabulary
generally appropriate
4 Consistenly use appropriate words during
presentation
3. Structure 1 Virtually no correct structure or no response

2 Error of basic structure, but some phrase
rendered correctly
3 Generally accurate structure, occasional
slight
4 No error of morphology or syntax
4. Fluency 1 Long pause, utterances left unfinished, or

no response
2 Some definite stumbling, but manages to
rephrase and continue
3 Speech is generally natural and continues
occasional slightstumbling or pauses at
unnatural points in utterance
4 Speech is natural and continuous; any
pauses correspond to those which might be
28
made by a native speaker
3.6 The Validity The Research
a.The Validity of The Research
Arikunto (2010:168) stated that validity is a measurement with shows
the level of the validity of the instrument. An instrument can be said valid if
it can measure what is supposed to be measured. There are four types of
validity, namely, content validity, construct validity, concurrent validity,
and predictive validity. this research was conducted with content validity.
Content validity considers whether a test will the necessary and appropriate
content to measure what is supposed to. So in this case the validity of the
test is to know whether the test measures the students’ speaking skill or not.
3.7. Technique of Analyzing Data
In this study, the data were analyzed from the experimental and control
group. The data was analyzed using a/ t-test formula. The reason for choosing this
formula because it is simple enough to be presented. The T-test is one of the
methods in analyzing the data in scientific writing. Before the writer uses this
formula, the first one the writer was given the test to the students/, after then the
writer has assessed the paper, the writer was used the formula of scoring can be
seen below:
Total score
x 100
Maximum Score
After that, the writer will determine the mean score/, the standard deviation , and
the total samples. The formula is described as follow :
29
t Mx−My
obs=
√ dx 2+dy 2
Nx +Ny −2 )( 1
+
1
Nx Ny )
Where :
t= the effect
Mx = the mean score of the experimental group
My = the mean score of the control group

2
Dx = the standard deviation of the experimental group
Dy 2 = the standard deviation of the control group
Nx = the total number of samples of the experimental group
Ny = the total number of samples of the control group.
30
CHAPTER IV
DATA ANALYSIS, FINDINGS. AND DISCUSSION
4.1 Data Analysis

The data in this study was taken from the score of the students’ speaking
test. The scores were obtained from the result of the pre-test and post-test
which were applied in the experimental group and the control group. The test
was a question and answer test to see the response of students for both the
experimental and the control groups. The experimental group was taught
speaking skills by applying the ARCS model and conventional teaching to the
control group. Both groups were given the same test, pre-test/, and post-test.
There were 10 students in the experimental group and 10 students in the
control group. The total sample in this research was 20 students of eleventh-
grade students of senior high school.
The following tables were the result of the pre-test and post-test of the
two groups, experimental group/, and control group. From the table result of
the data analysis below, the writer found the total of the scores is 437,5 and
the mean of the scores is 43,75 from the pre-test of the experimental group.
The lowest score for the pre-test is 37,5 and the highest is 50.
Table 4.1
The Score of Pre-test in Experimental Group
Experimental Class
Pre-test data
No Studen Pronuncia Vocab Flue Struct Total Score
ts’ tion ulary ncy ure
Initial
1 DBS 2 2 2 2 8 50
2 SW 2 2 2 2 8 50
31
3 BS 1 2 2 1 6 37,5
4 RAS 2 2 1 1 6 37,5
5 PG 2 2 1 2 7 43,75
6 JK 2 2 2 2 8 50
7 RWT 2 2 2 1 7 43,75
8 SN 2 2 1 1 6 37,5
9 RF 1 2 2 2 7 43,75
10 TLS 2 2 1 2 7 43,75
Total (Σ) 437,5
Σx 43,75
Mean (m¿ )
N
Then the writer is taken the next data from Post-test in the experimental
group. After the writer had applied the post-test to the experimental the
writer found the enhancement of the total score’s post-test in experimental
class is 662,5 The scores can be seen in table 4.2.
Table 4.2
The Score of Post-Test in Experimental Group
Experimental group
Post-test data
N Studen Pronun Vocab Fluenc Struct Total Score
o ts’ ciation ulary y ure
Initial
1 DBS 3 4 3 3 13 81,25
2 SW 4 4 3 3 14 87,5
3 BS 2 3 2 2 9 56,25
4 RAS 2 2 2 2 8 50
5 PG 3 3 2 2 10 62,5
6 JK 2 2 2 2 8 50
7 RWT 3 4 3 2 12 75
8 SN 2 3 2 3 10 62,5
9 RF 3 4 2 2 11 68,75
10 TLS 3 4 2 2 11 68,75
Total (Σ) 662,5
Σx 66,25
Mean (m¿ )
N
Here, we can see from table 4.3 below that the writer had already
about the scores of the pre-test of the students in the control group to know
the comparison between the experimental and control class. From the
32
applications of the pre-test for control class, the writer found the source
where the total of the score was 42,5 can be seen in table 4.3
Table 4.3
The Score of Pre-test in Control Group
Control Group
Pre-test data
N Studen Pronunci Vocab Fluenc Struct Total Score
o ts’ ation ulary y ure
Initial
1 SH 2 2 2 2 8 50
2 TS 2 2 1 2 7 43,75
3 RFN 1 2 1 1 5 31,25
4 AD 1 2 2 2 7 43,75
5 HF 2 2 1 1 6 37,5
6 ANA 2 2 2 2 8 50
7 RAE 2 2 1 2 7 43,75
8 RP 1 1 1 1 4 25
9 LR 2 2 2 2 8 50
10 DIS 2 2 2 2 8 50
Total (Σ) 425
Σx 42,5
Mean (m¿ )
N
After the writer gave a post-test to the control class, then checked
the students’ records. The total score of the post-test of the control class was
Here, the writer showed table 4.4 of the post-test in the control class.
Table 4.4
The Score of Post-test in Control Group
Control Class
Post-test data
No Studen Pronun Vocab Fluenc Stru Total Score
ts’ ciation ulary y cture
Initial
1 SH 2 3 2 2 9 56,25
2 TS 2 2 2 2 8 50
3 RFN 1 2 2 1 6 37,5
4 AD 2 3 2 2 9 56,25
5 HF 2 2 2 2 8 50
6 ANA 2 3 2 2 9 56,25
7 RAE 2 3 2 2 9 56,25
8 RP 1 2 1 2 6 37,5
9 LR 2 3 1 1 7 43,75
33
10 DIS 3 3 2 2 10 62,5
Total (Σ) 506,25
Σx 50,625
Mean (m¿ )
N
4.1.1 Score Analysis
The data were analyzed by calculating the mean of students’ scores
and deviation, to found out whether the use of the ARCS Model
significantly affects students’ speaking skills. The data were obtained and
gave them a speaking test to the students to know their ability in speaking. It
was calculated by using the scores of the speaking test in both the
experimental and control classes. The analysis was intended to get a
significant difference between teaching by using the ARCS Model and
Conventional teaching to affect students’ speaking skills. Here the writer
had already done the research for both classes and found the result of the
pre-test and post-test in the experimental class, so do for the control class.
From the data above, the writer got the mean score of the experimental class
in the pre-test was 43,75 and the mean score of the post-test was 66,25. The
calculation of students’ scores could be seen in the table and the reader
could see for another result of the research, we could see from the table that
the writer made below from the pre-test to post-test of the experimental
class and pre-test to post-test of the control class.
Table 4.5
The Scores of Pre-test, Post-test, Calculation of Deviation, Mean
of Experimental Class.
No Students Pre-test ( Post-test ( Deviation (d) 2

X
’ Initial X1 ¿ X2 ¿ X2-X1 (X)
1 DBS 50 81,25 31,25 976,56
34
25
2 SW 50 87,5 37,5 1406,2
5
3 BS 37,5 56,25 18,75 351,56
25
4 RAS 37,5 50 12,5 156,25
5 PG 43,75 62,5 18,75 351,56
25
6 JK 50 50 0 0
7 RWT 43,75 75 31,25 976,56
25
8 SN 37,5 62,5 25 625
9 RF 43,75 68,75 25 625
10 TLS 43,75 68,75 25 625
Total (Σ) 437,5 662,5 231,25 6093,7
5
Mean 43,75 66,25 23,125 609,37

5
The mean score of the pre-test in the control class was 42,5 while the
mean of the post-test in the control class was 50,625/. The calculation of
students’ score can be seen in table 4.6
Table 4.6
The Scores of Pre-test, Post-test, Calculation Of Deviation, Mean Of Control
Class
No Stud Pre-test ( Post-test ( Deviation (d) Y

2
ents’ Y1¿ Y2¿ Y2-Y1 (Y)

Initi
al
1 SH 50 56,25 6,25 39,06
2 TS 43,75 50 6,25 39,06
3 RFN 31,25 37,5 6,25 39,06
4 AD 43,75 56,25 12,5 156,25
5 HF 37,5 50 12,5 156,25
6 ANA 50 56,25 6,25 39,06
7 RAF 43,75 56,25 12,5 156,25
8 RP 25 37,5 12,5 156,25
9 LR 50 43,75 -6,25 39,06
10 DIS 50 62,5 12,5 156,25
35
Total 425 506,25 81,25 976,55
(Σ)
Mean 42,5 50,625 8,125 97,655
4.1.2 Content Validity
Table 4.7
1.Pronunciation 1 Incomprehensible or no response

2 Many Phonetic errors: Very difficult to
perceive
meaning
3 Occasional phonemic errors, but generally
comprehensible
throughout
2. Vocabulary 1 Vocabulary inaccurate throughout or no

response
the occasional correct word
3 Mirror lexical problems, but Vocabulary
4 Consistently use appropriate words during a
presentation

rendered correctly
3 Generally accurate structure, occasional
slight
4. Fluency 1 Long pause, utterances left unfinished, or

no response
occasional slight stumbling or pauses at
4 Speech is natural and continuous; any
pauses correspond to those which might be
made by a native speaker
36
4.1.3 The Analysis of Data by Using T-Test Formula
The writer chose the t-test formula to find out whether the
ARCS Model technique affects the students speaking skill, the data
were calculated by applying the t-test formula as follows:
mx−my
t=
√( ∑ dx 2+ ∑ d y2
Nx+ Ny−2 )( 1
+
1
Nx Ny )
x 231,25
mx = Σn = 10
= 23,125
y 81,25
my = Σ n = 10 = 8,125
2 2
dx
2
= ∑ x 2 - Σnx = 6093,75- 231,25
10
= 746,1
2 2
Σy 81,25
dy
2
= ∑ y -
2
n
=976,55 –
10
= 316,393
23,125−8,125
t =
(√ 746,1+316,393
10+10−2 )( 10 10 )
1 1
+
15
t =
(√ 1062,493
18 )( 10 )
2
15
t =
√( 59,0273 ) ( 0,2 )
15
t =
√11,80546
15
t = 3,4359
37
t = 4,3656
From the calculation, the result shows that the t-observed (4,3656)
is higher than the t-table (4,3656 > 2.10092: p= 0.05). It means that applying
the ARCS Model in teaching speaking affect in students’ speaking skill’
4.1.4 Testing Hypothesis
The Testing hypothesis should be done to know whether the
hypothesis is accepted or rejected. It is done by using the t-test formula for
the degree of freedom (df= 10+10 -2) 18 at the level of significance 0.05.
The result of calculating the t-test shows that t-observed is higher than the t-
table as follows:
t-observed> t-table (p=0.05) with df 18
4,3656 > 2.10092 (p= 0.05) with df 18
So it means that hypothesis alternative (Ha) is accepted. It indicated
that there is a significant effect of the ARCS Model on students’ speaking
skills.
4.2 Research Finding
After the writer has researched both classes in experimental and
control class, the score was different, because ΣX exp was 23,125 and ΣY Ctrl
was 8,125. From the scores, it could be concluded that the ARCS Model
was significantly affected the students’ speaking skills because when the
writer had applied the Model the students could speak well than before
applied the Model.
38
4.3 Research Discussion
Here the writer explained one by one about the mean point of the pre-
test to post-test from both classes. And the writer explained that the students
from both classes were gained.
4.3.1 Pronunciation
So here the students were known whether the got a high score or low
score from the points that they will get, the point could be gained through
the way they speak. In the experimental class of the pre-test, the students
still got a lower point, because the students can’t pronounce the word well.
The pronunciation’s mean of the point in the experimental class of the pre-
test was 1,8.
While after the writer did the model was also applied in the
experimental class to know wheater there’s an effect or not by using the
ARCS model to students’ speaking skills. The last step was post-test to be
applied in the experimental class to know the effect of the technique that the
writer used, we could know it from the mean point that the students gain. So
here the mean post-test of point in the experimental class was 2,7. We can
see there’s an enhancement after the technique was used.
While the Pre-test point in the control class without treatment to be
applied is increased, the mean point of the pre-test in the control class was
1,7 while the mean point in the control class’ post-test was 1.9. The
39
difference in the mean point wasn’t too much different. Example of
Students’ mistake :
Opinion (students’ mistake) : (opinion)
Opinion : (∂’pInj ∂n)
But/, in my opinion, the free fire game is good.
Students’ Errors :
Lied(students’s errors) : (laid)
Lied: (li:d)
In the pronunciation part, the total of pronunciation that the experimental
group got in the pre-test was 18, and for the post-test were 27. The main basic
data of pronunciation was 40. Based on the data, the percentage result of the
pre-test was 45% while in post-test was 67,5%. It means that the treatment
was significantly affected for the synonym part with deviation up to 22,5 % .
4.3.2 Vocabulary
Before the writer used the ARCS Model the writer found the students
less vocabulary. Because when the students don’t know English of the word
the students said in Bahasa. We can see in the vocabulary’s mean of the
point in the experimental class of the pre-test was 2.0. After the writer did
the technique was applied in the experimental class the mean post-test of
point in experimental class was 3.3. We can see there’s an enhancement
after the technique was used.
40
While in the control class’ pre-test mean point and post-test mean point
were 1,9 and 2.6. We can see the difference the mean point wasn’t too
different.
Vocabulary in speaking consists of two kinds namely active and passive
vocabulary. In this study, the writer focuses on active vocabulary that
students use when they do conversation. An active vocabulary consists of the
words we understand and use in everyday speaking and writing. Example/ :
think/, opinion, best friend, etc.
I do not have a best friend. Hmmm it is ok hmmm it is none of your
business.
In the Vocabulary part, the total of vocabulary that the experimental
group got in the pre-test was 20 and for the post-test was 33. The main basic
data of vocabulary was 40. Based on the data, the percentage result of the pre-
test was 50% while in post-test was 82,5%. It means that the treatment was
significantly affected for the synonym part with deviation up to 32,5 % .
4.3.3 Structure
From here the students were measured how the students arrange the
grammar of the sentence correctly. Before the writer applied the model in the
experimental class, The grammar’s mean of the point in the experimental
class of the pre-test was 1,6. After the writer did the model was applied in the
experimental class the mean post-test of point in the experimental class was
2.3. While in the control class’ pre-test mean point and post-test mean point
were 1,7 and 1,8.
41
There is students’ error in structure I do not have a best friend/, because
are my friend are only smart and the for both it is typical back.
In the structure part, the total of structure that the experimental group got
in the pre-test was 16 , and for the post-test were 23. The main basic data of
the structure was 40. Based on the data, the percentage result of the pre-test
was 40% while in post-test was 57,5%. It means that the treatment was
4.4.4 Fluency
In fluency, the students were measured whether they speak with many
stops or repeat the same word in one time when they spoke. The comparison
between the experimental class’ pre-test mean point and the post-test mean
point was 1,6 and 2.3. We see from the numbers that the students gained
there’s an enhancement after the class was already applied the technique.
While in the control class’ pre-test mean point and post-test mean point were
1,5 and 1,8.
The fluency of students can see from the way when they speak up.
Example/: use a hmmmmm word. I do not have a best friend. Hmmm it is
oke hmmm it is none of your business.
In the fluency part, the total of fluency that the experimental group got in
the pre-test was 16 , and for the post-test were 23. The main basic data of
fluency was 40. Based on the data, the percentage result of the pre-test was
40% while in post-test was 57,5%. It means that the treatment was
42
The result of the study proved that the ARCS model could help the
students to improve their speaking skills. And English teachers can apply the
ARCS model to teach their students/, especially in speaking skills.
CHAPTER V
CONCLUSIONS AND SUGESSTIONS.
5.1 Conclusions
After doing the research and analyzing the data, the writer concludes
that:
1. ARCS (Attention, Relevance, Confidence/, and Satisfaction ) model
is one of the models that can be used in teaching speaking. This model
can emphasize the students’ participation in speaking and enhances
students’ interaction with the teacher and others students in learning
process.this model also can build students’ motivation so they will be
active to learn about English.
2. The mean score of the experimental class is higher than the control
class where the mean score of the experimental class was 23,125 and
the mean score of the control class was 8,125.
3. The result implies that teaching by using the ARCS model
significantly affects the students’ speaking skills for the eleventh-grade
of senior high school in Aek Batu.
5.2 Suggestions
43
Based on the result of the study, the following suggestions are
presented:
1. It is suggested that the students for using the ARCS model, because it is
so effective to motivate and get students’attention.
2. It’s suggested for teachers or educators to use this model to be applied in
the teaching learning process and specific aim to improve students
speaking skills.
44
REFERENCES
Arikunto,Suharsimi.2010.Prosedur Penelitian Suatu Pendekatan
Praktek.Jakarta: PT Rineka Cipta.
Brown,H.D. 2004. Language Assessment: Principles and Classroom
Practices. London: Longman, Inc. s
Chen (2015) Effect of Using the Attention, Relevance, Confidence, and
Satisfaction Model of Learning Motivation on the Function of Reverse
Mentoring.Taiwan. National Hsinchu University of Education.
Delahunty, P ., Gerald & James, Garvey. 2010. The English Language From
Sound To Sense.Colorado.The WAC Clearinghouse
Edori (2014) Students’ Motivation and the Challenges Instructors
FaceIncorporating ICT Based Instructional Materials.Gazimağusa,
North Cyprus. Eastern Mediterranean University.
Harmer, J. 1991. The Practice of English Language Teaching. London.
Longman.
Hodges (2004) Designing to Motivate: Motivational Techniques to
Incorporate inE-Learning Experiences. Virginia Tech. Interactive
Online Learning
45
Huddleston,Rodney & Geoffrey, K, Pullum. 2005. A student’s Introduction
To English Grammar. Cambridge. Cambridge University Press.
Keller (2010) Motivation, Learning, and Technology: Applying the ARCS
V Motivation Model. Participatory Educational Research (PER)
Munjayanah, Anik, 2004. The Implementation of Communicative Language

Teaching Speaking at LIA SURAKARTA: An Ethnography.
Surakarta:UMS
Sali (2008) Designing Motivational Learning Systems In Distance
Education.Anadolu University. Faculty of Communication Science
Sarsar (2012) Motivation and Online Adult Learners: How do we do that?
USA,Georgia States University.
Schneider (2014) Educational (instructional) design models.CETFırat Sarsar.USA
Georgia State University,
Syakir, A. 2009. The Correlation Between Self-concept and English
Speaking Ability of Learner of Primagama English Course
Samarinda. Samarinda: Essay volume 6,2
46
Appendix A :
Instrument of Coleccting Data:
a. Students score
b. Observation
Rubric Assessment of speaking
1.Pronunciation 1 In comprehensible or no response

2 Many Phonetic erors: Very dificcult to perceive
meaning
3 Occasional phonemic erorrs, but generally
comprehensible
throughtout
2. Vocabulary 1 Vocabulary inaccurate throughtout or no

response
occasional correctword
3 Miror lexical problems, but Vocabulary
4 Consistenly use appropriate words during
presentitation

47
rendered correctly
3 Generally accurate structure, occasional slight
4. Fluency 1 Long pauses, utterances left unfinished, or no

response
occasional slightstumbling or pauses at
4 Speech is natural and continuous; any pauses
correspond to thosewhich might be made by a
native speaker
Appendix B:
RENCANA PEMBELAJARAN
(RPP Experimental Group)
....................................................................................................................................
Satuan Pendidikan : SMA
Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : XI/1
Materi Pokok : Asking and Giving Opinions
Skill : speaking
A. KOMPETENSI INTI (KI)
KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
48
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
K3. Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajari di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
3.2 menerapkan fungsi sosial, 3.2 Mengidentifikasi dan menyebutkan

1
struktur teks, dan unsur kebahasaan situasi yang memunculkan pernyataan
teks interaksi pendapat dan pikiran dan menyebutkan
transaksional lisan dan tulis yang pernyataan yang dimaksud
melibatkan tindakan memberi dan
meminta informasi terkait pendapat
dan pikiran, sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan I think, I suppose, in my
opinion)
49
4,2 menyusun teks interaksi 4.2.1 Bertanya dan mempertanyakan tentang
2.
transaksional, lisan dan tulis, pendek hal-hal yang tidak diketahui atau berbeda
dan sederhana, yang melibatkan 4.2.2 Diberikan beberapa situasi siswa
tindakan memberi dan meminta menyatakan pendapat dan pikirannya yang
informasi terkait pendapat dan sesuai secara tertulis kemudian dibacakan ke
pikiran, dengan memperhatikan kelas
fungsi sosial, struktur teks, dan unsur 4.2.3Melakukan pengamatan di lingkungan
kebahasaan yang benar dan sesuai daerahnya dan sekitarnyadan kemudian
konteks menyatakan pendapat dan pikirannya terkait
dengan upaya menjaga, memelihara dan
memperbaikinya
4.2.4Melakukan refleksi tentang proses dan
hasil belajar
C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
3.2 siswa mampu Mengidentifikasi dan menyebutkan situasi yang
memunculkan pernyataan pendapat dan pikiran dan menyebutkan
pernyataan yang dimaksud
4.2.1 Mampu Bertanya dan mempertanyakan tentang hal-hal yang tidak
diketahui atau berbeda
4.2.2 Mampu Diberikan beberapa situasi siswa menyatakan pendapat dan
pikirannya yang sesuai secara tertulis kemudian dibacakan ke kelas
4.2.3 Mampu Melakukan pengamatan di lingkungan daerahnya dan
sekitarnyadan kemudian menyatakan pendapat dan pikirannya terkait
dengan upaya menjaga, memelihara dan memperbaikinya
4.2.4 Mampu Melakukan refleksi tentang proses dan hasil belajar
50
D. MATERI PEMBELAJARAN
a.fungsi sosial
Menjaga hubungan interpersonal dengan
guru, teman, dan orang lain.
b.Struktur Teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
c. Unsur Kebahasaan
- Ungkapan menyatakan pendapat I think, I suppose, in my opinion
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
d.Topik
Situasi yang memungkinkan munculnya pernyataan tentang pendapat dan
pikiran yang dapat menumbuhkan perilaku yang termuat di KI
E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, pemodelan, kerja kelompok, dan
mempraktekkan
Method : ARCS Model
Technique : question and answer
F. MEDIA PEMBELAJARAN
Media : spidol,whiteboard,picture
G. SUMBER BELAJAR
51
 Buku SMA kelas XI yang relavan
 www.youtube.com
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal 1.Teacher greets the students to open the class

(introduction)
2.Teacher motivates the students and gives

instruction to the students before the test
3.Teacher gives an oral pre-test to the students by

giving atopic andmake the students in pair.Times
given 35 minutes.
4.Teacher asks students in pair to come in front

for test.
KEGIATAN INTI (70 menit)
Observation 1. The teacher obtain course information
2. The teacher obtain students’ Information
3.The teacher analyze the students
4.The teacher will analyze existing materials and

share it to thr students
5.The teacher will List objectives &assesments
6.The teacher make a list potential tactics
7. Select & design tactics
52
8.the teacher Integrate with instruction Combine
motivational and instructional plans
9.the teacher will Select & develop materials
10.Evaluate & revise
Penutup 1.Teacher gives conclusionabout the lesson

around 10 minutes.
2.Teacher gives Post-Test
I. PENILAIAN
speaking Skill
No Nama Aspek yang dinilai Skor 1-4
Structure Pronounciation fluency vocabullary
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
53
Medan, Agustus 2020
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
(________________________) (________________________)
RENCANA PEMBELAJARAN
(RPP Control Group)
....................................................................................................................................
Satuan Pendidikan : SMA
Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : XI/1
Materi Pokok : Asking and Giving Opinions
Skill : speaking
A. KOMPETENSI INTI (KI)
KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
K3. Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
54
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajari di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
3.2 menerapkan fungsi sosial, 3.2 Mengidentifikasi dan menyebutkan

1
struktur teks, dan unsur kebahasaan situasi yang memunculkan pernyataan
teks interaksi pendapat dan pikiran dan menyebutkan
transaksional lisan dan tulis yang pernyataan yang dimaksud
melibatkan tindakan memberi dan
meminta informasi terkait pendapat
dan pikiran, sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan I think, I suppose, in my
opinion)
4,2 menyusun teks interaksi 4.2.1 Bertanya dan mempertanyakan tentang

2.
transaksional, lisan dan tulis, pendek hal-hal yang tidak diketahui atau berbeda
dan sederhana, yang melibatkan 4.2.2 Diberikan beberapa situasi siswa
tindakan memberi dan meminta menyatakan pendapat dan pikirannya yang
informasi terkait pendapat dan sesuai secara tertulis kemudian dibacakan ke
pikiran, dengan memperhatikan kelas
fungsi sosial, struktur teks, dan unsur 4.2.3Melakukan pengamatan di lingkungan
kebahasaan yang benar dan sesuai daerahnya dan sekitarnyadan kemudian
konteks menyatakan pendapat dan pikirannya terkait
55
dengan upaya menjaga, memelihara dan
memperbaikinya
4.2.4Melakukan refleksi tentang proses dan
hasil belajar
C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
3.2 siswa mampu Mengidentifikasi dan menyebutkan situasi yang
memunculkan pernyataan pendapat dan pikiran dan menyebutkan
pernyataan yang dimaksud
4.2.1 Mampu Bertanya dan mempertanyakan tentang hal-hal yang tidak
diketahui atau berbeda
4.2.2 Mampu Diberikan beberapa situasi siswa menyatakan pendapat dan
pikirannya yang sesuai secara tertulis kemudian dibacakan ke kelas
4.2.3 Mampu Melakukan pengamatan di lingkungan daerahnya dan
sekitarnyadan kemudian menyatakan pendapat dan pikirannya terkait
dengan upaya menjaga, memelihara dan memperbaikinya
4.2.4 Mampu Melakukan refleksi tentang proses dan hasil belajar
D. MATERI PEMBELAJARAN
a.fungsi sosial
Menjaga hubungan interpersonal dengan
guru, teman, dan orang lain.
b.Struktur Teks
56
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
c. Unsur Kebahasaan
- Ungkapan menyatakan pendapat I think, I suppose, in my opinion
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
d.Topik
Situasi yang memungkinkan munculnya pernyataan tentang pendapat dan
pikiran yang dapat menumbuhkan perilaku yang termuat di KI
E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, pemodelan, kerja kelompok, dan
mempraktekkan
Method : ARCS Model
Technique : question and answer
F. MEDIA PEMBELAJARAN
Media : spidol,whiteboard,picture
G. SUMBER BELAJAR
 Buku SMA kelas XI yang relavan
 www.youtube.com
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal 1.Teacher greets the students to open the class
57
(introduction)
2.Teacher motivates the students and gives

instruction to the students before the test
3.Teacher gives an oral pre-test to the students by

giving a topic and make the students in pair.
Times given 35 minutes.
4.Teacher asks students in pair to come in front

for test.
KEGIATAN INTI (70 menit)
Observation 1.Teacher asks the students to open their book to

get information about conversation
2.Teacher gives a topic and asks the students to

practice it
Penutup 1.Teacher gives conclusion about the lesson

around 10 minutes
2.Teacher gives Post-Test
I. PENILAIAN
speaking Skill
Skor
No Nama Aspek yang dinilai 1-4
Structure Pronounciation fluency vocabullary
58
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
Medan, agustus 2020
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
(________________________) (________________________)
Appendix C:
The scripsts of the representative audio of pre-test and post test from
Experimental class:
1. Pre-test representative script audio:
a. DBS
59
hello guys, How are you? Do you have a bestfriend? And what do you
think about bestfriend? Why you don’t have a one bestfriend? Ok
enought!
b. SW
I do not have a bestfriend. Hmmmmm it is oke hmmmm it is none of
your bussiness.
c.BS
I do not have bestfriend, because are my friend are only smart and the
for both it is not tipycal back.
d. PG
yahhh, I have real friend. I think real friend is fun and existing.
e. RAS
I do not have, because I think true friend are the same.
f.JK
hello guys, yes I agree because i do ot have a handphone.
G. RWT
Hello, I think it is very very boring.
h. SN
Hello. Yes, I agree because I also go to Medan.
i. RF
Hello. I think moreover homework is very mute given by the teacher.
60
j.TLS
Hello, my friends. How are you guys?ohhh how about online school
guys? Oh hope this covid-19 will go pass away soon , so we can go to
school.
2. Post-test representative script audio:
a.DBS
Yah, that is pretty idea. Do you really think that? In my opinions friends
honest or not, it is not important. For me I do not care exactly.
b.SW
In my opinion friends need to be honest with each other. One little lie and
the friendship just dissapears.
c. BS
Some people say friends are always honest with each other. What do you
think? I think so. I have same experience with you. My friend had ever
lied to me and I really hate it. And how about you?
d.RAS
and for me , friends must be always honest with their friends. If they can
not honest the friendship just empty. Hahhaah same with me. And how
about you?
e.PG
yah,once,one of my good friends to me. He was a really good friend and I
just felt completely betrayed. It destroyed the friendship.
f. JK
61
oh no. I do not want it. Yahh for me online school or not is the same. I
must be learn and get the point cause my mission is to be the good student
hahhahaah
g. RWT
yahh it is so boring. I can not meet with my friend and I can not get the
point of the lesson. Yahh I hope it.
h.SN
me too, I am bored too. For me, online school do not give benefit.the
teacher just send the material without explain it.so what do you think
about it?
i.RF
hmmm I am so bored if I always study at home. What do you think about
online school guys? Yahh I do not want it too. I hope this situation will
end on the next month.
j.TLS
hmmm it is poor. So what do you think if online school will do until the
end of this year? For me I do not agree with this one cause I do not like it.
And here the writer showed you the script of the representative audio
of pre-test and post-test Control class:
1. Pre-test representative script audio:
a.SH
yess, in my opinion the free fire game good but has low graphic and
your opinion tegar?
62
b.TS
I do not know because I do not play it hhahhahah
c. RFN
In my opinion has low graphic.
d.AD
Hii guys, What do you think About free fire game? Thank you your
opinion.
e. HF
But, In my opinion the free fire game is good.
f.ANA
What do you think about covid-19? I think covid-19 is ghost. It can
kill many people.
g. RAE
yahh I think so. Covid-19 just make me and my friend can not meet
together
h. RP
huuu it is danger. I think covid-19 like a evil.
i.LR
uhhh you are right. I agree with it. Hmmmm covid-19 is killing me. I
hate quarantine .
j. DIS
63
yahh so what do you think ? and for me covid-19 just make me feel
afraid cause it can kill so many people.
2. Post-test representative script audio:
a. SH
fun? What fun about free fire? In my opinion there is nothing fun about
free fire. It is dangerous for your health and for your mental. And it is
waste of money, cause you need more kuota to play it. Yeah I agree
b.TS
No guys. Free fire is fun. You can get more friends and can talk with
other people. You will feel happy when you get win.
c.RFN
well, it is fun you know
d. AD
Hi..? By the way , I just do not understand why you guys like playing
free fire? I do not think so. For me free fire just destroyed someone’s
focus of something.
e. HF
yahh I agree with your Idea. Free fire just make you focus only to it
and do not care about other.
f.ANA
I am not sure. For me it is important to us to always keep our health.
Hoe about you? Do you have same idea with us?
64
g.RAE
I think so. But some people must go out to do their job. So staying at
home only applies to those who do no outside work and can do it from
home.
h. RP
so do you think it is good idea that people must stay at home for along
time until this virus go on?
i. LR
what do you think about covid-19? Yes I have some Idea with you.
The goverment has made the right decision but the Indonesia people
has been so lax in paying attention to these rules that they are adding
victims every day.
j.DIS
Yapss it is right. Covid-19 is so scared and danger.
Appendix D:
Table of names of the students in experimental class
No Initial Real Name

1 DBS Daud Briliant Simanjuntak
2 SW Sandi Wardanu
3 BS Bringko Sihaloho
4 RAS Ridho Akbar Syahputra
5 PG Preddy Gurning
6 JK Jimmy Kurniawan
7 RWT Rizka Widya Trianggita
8 SN Sukeshi nasution
9 RF Risa Fitriani
10 TLS Thesa LonikaSaragih
65
Table of the names of the students in control class
No Initial Real Name

1 SH Simon Hotang
2 TS Tegar Sirait
3 RFN Raja Fai Nasution
4 AD Audila Difitriya
5 HF Hanna Fransisca
6 ANA Adinda Nur’ Amalia
7 RAE Rika Alfriza Effendi
8 RP Rianti Pasaribu
9 LR Leni Rahmawati
10 DIS Dewi Indriyani Siregar
Appendix E:
The Analysis of Data the research by using T-test formula. The writer
chosen t-test to find out wheather Talking Chips Technique affects the
students’speaking skill, the data was calculated by applying t-test formula as
follows:
mx−my
t=
√( ∑ dx 2+ ∑ d y2
Nx+ Ny−2 )( 1
+
1
Nx Ny )
x 231,25
mx = Σn = 10
= 23,125
y 81,25
my = Σ n = 10 = 8,125
Σ x2 231,252
dx
2
= ∑x - 2
= 6093,75- = 746,1
n 10
66
2 2
Σy 81,25
dy 2
= ∑ 2
y -
n
=976,55 –
10
= 316,393
23,125−8,125
t =
(√ 746,1+316,393
10+10−2 )( 10 10 )
1 1
+
15
t =
(√ 1062,493
18 )( 10 )
2
15
t =
√( 59,0273 ) ( 0,2 )
15
t =
√11,80546
15
t = 3,4359
t = 4,3656
Appendix F
The t-Table
Titik Persentase Distribusi t (df = 1 – 40)
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.3088
4
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
67
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
Appendix G
Raport of the students
68
69
70
71
72
73
74
75
76
77
78
Appendix H
The pictures of the weiter when was doing the research on eleventh-
grade of senior high school in Aek Batu, Kec.Torgamba,Kab.Labuhan
Batu Selatan.
79
80
81
82

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THE EFFECT OF ARCS (ATTENTION, RELEVANCE, CONFIDENCE/,

AND SATISFACTION) MODEL ON SPEAKING SKILL OF

ELEVENTH-GRADE STUDENTS 2020/2021

Submitted to the English Department Teacher Training Faculty of

Nommensen HKBP University Medan in Partial fulfillment of

requirements for the degree of Sarjana Pendidikan(S.Pd)

Herlinawati Marbun, S.Pd

NIP. 19910311 201505 2 001

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

NOMMENSEN HKBP UNIVERSITY

AND SATISFACTION) MODEL ON SPEAKING SKILL OF

ELEVENTH-GRADE STUDENTS 2020/2021

Submitted to the English Department Teacher Training Faculty of

HERLINAWATI MARBUN, S.Pd

NIP. 19910311 201505 2 001

FIRST CONSULTANT SECOND CONSULTANT

( Dr.Erika Sinambela,M.Hum) (Febrika Dwi Lestari, M.Hum )

CHAIRPERSON OF ENGLISH DEPARTMENT

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS HKBP NOMENSEN

THE EFFECT OF ARCS (ATTENTION, RELEVANCE, CONFIDENCE/,

AND SATISFACTION) MODEL ON SPEAKING SKILL OF

ELEVENTH-GRADE STUDENTS 2020/2021

NAMA : HERLINAWATI MARBUN, S.Pd

Dinyatakan telah mengikuti ujian akhir (Meja Hijau) dan telah

Medan, september 2020

Dosen Penguji I Dosen Penguji II

(Dra. Rotua Elfrida, M.Hum) (Usman Sidabutar, M.Hum)

Dekan FKIP UHN Medan Ketua Program Studi

(Dr. Hilman Pardede, M.Pd) (Dr. Sahlan Tampubolon,M.Hum)

Nama : Herlinawati Marbun, S.Pd

NIP : 19910311 201505 2 001

Program Studi : Pendidikan Bahasa Inggris

Dosen Penguji I Dosen Penguji II

(Dra.Rotua Elfrida, M.Hum) (Usman Sidabutar, M.Hum)

Pelaksana Ka. Prodi

(Dr. Sahlan Tampubolon, M.Hum)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI

THE EFFECT OF ARCS (ATTENTION, RELEVANCE,

Submitted to the English Department Teacher’s Training Faculty of

Nama : Herlinawati Marbun, S.Pd

NIP : 19910311 201505 2 001

Program Studi : Pendidikan Bahasa Inggris

Jenjang : Strata 1 (S1)

Dosen Pembimbing I Dosen Pembimbing II

(Dr.Erika Sinambela, M.Hum) (Febrika Dwi Lestari, M.Hum)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Semester Ganjil/Genap T.A 2019/2020

Nama Mahasiwa : Herlinawati Marbun, S.Pd

NIP : 19910311 201505 2 001

Program Studi : FKIP Bahasa Inggris

Judul Skripsi :The Effect of ARCS (Attention,

No Hari/Ta Tem Tahap Paraf Paraf

Medan, September 2020

Pel.Ka.prodi Pend.Bahasa Inggris

Semester Ganjil/Genap T.A 2019/2020

Nama Mahasiwa : Herlinawati Marbun, S.Pd

NIP : 19910311 201505 2 001

Program Studi : FKIP Bahasa Inggris

Judul Skripsi :The Effect of ARCS (Attention,

(Febrika Dwi Lestari,,M.Hum)

No Hari/Ta Tem Tahap Paraf Paraf

Medan, September 2020