1

CHAPTER 1

INTRODUCTION

A. Background

Speaking is a productive skill of language learning, It involves

communicative performance, and other important elements, such as

pronunciation, intonation, grammar, vocabulary, etc.1 Speaking also one of the

important skills must be mastery by students in addition to the other skills of

English. Through speaking, people could express their opinions or ideas because

speaking is a way to make communication. As the most important aspect of

language skills in terms of communication, speaking is precisely often the one

that students cannot gain enough competence during the English classroom.

Many students are not fluent in English only a few of them can speak

English well, because some factors, there are; shyness, anxiety, fear of making

mistakes, lack of vocabulary, lack of confidence, and lack of motivation. In

process teaching speaking in English student also get bored with monotonous

classes so they are less enthusiastic in follow English subject and almost the

student does not speak English well on English subjects, some student’s do not

understand the point or the meaning when an English teacher speaks English to

them, they do not speak English because they do not know what they would to

speak, this case because lack of vocabulary, pronunciation, and many other.2

1
Lia Amalia Nirmawati “Improving Students’ Speaking Skills Through Speaking Board
Games” (English Education Department Faculty Of Languages And Arts Yogyakarta State
University 2015)
 2

After primary observation, the researcher found some problems at XI

Mipa in SMA N 1 PARIGI. The problem was students did not know how to

express their idea because their shy to speak and lack vocabulary and also

Teachers less using media to make their learning process interesting for the

students. Because of that, so many students did not reach KKM.

Based on the description above, the students have to improve their

speaking skills. Media is a stimulant to student learning, by use media students

can be motivated and not get bored in achieving learning goals. One of the media

is silent movie, Silent movie is one of the cooperative works that stimulate

students becomes active, creative, critic, and responsible. By this media, students

are active to express their idea with their own words. The researcher chose silent

movie because researchers believe it can help students’ to improve their speaking

mastery. That is why the researcher chose this title "IMPROVING STUDENT'S

SPEAKING SKILL THROUGH SILENT MOVIE FOR SECOND GRADE

SMA N 1 PARIGI"

          

B. Research Questions

Rosdalina “ Improving Student’s Speaking Skill Trought Animation Movie At Sixth

2

Grade Sdn 002 Ujungbatu Kabupaten Rokan Hulu Provinsi Riau” ( n.p, n.d)
 3

Based on the background of the study, the research formulates the

following research questions:

1. Is there any significant effect of using silent movie to improve speaking skill

of second-grade students at SMA N 1 PARIGI?

2. How significant is the effect of using silent movie in improving speaking skill

of second-grade students at SMA N 1 PARIGI?

C. Objectives Of Research

Based on the research question above, the objectives of the study are as

follow:

1. To know the significant effect of silent movie to improve speaking skill of

second-grade students at SMA N 1 PARIGI!

2. To know how significant effect of silent movie to improve speaking skill

of second-grade students at SMA N 1 PARIGI!

D. Significance Of Research

1. For the teacher, they are can use this media for their class to improve their

techniques in teaching English, so students will not feel bored in the

process of teaching English.

2. For the students, students are expected to be motivated and more active in

learning English.

E. Definition Of The key Terms

 4

To avoid some misunderstanding, the researchers explain the home

operational definition of key terms used in this research is defined:

1. Speaking is one of the skills in English learning as the ability to produce

articulation, sounds, or words to express, to say, to show, and to think

about ideas, taught, and feeling.

2. Silent short movie is one of the cooperative works that stimulate students

becomes active, creative, critic, and responsible.

CHAPTER II
 5

REVIEW OF THE RELATED LITERATURE

A. Previous Research

In this research, the researcher takes two reviews for another thesis. The

first research done by Sukma Fatwa Ayu Putri (2018) entitled “The Use Of Silent

Movie To Enhance Students’ Speaking At Second Grade Of Smp ‘Aisyiyah

Muhammadiyah 3 Malang Junior High School” based on the research, she

concluded that the Silent Movie could enhance students’ speaking motivation.3

The second research was done by Rahmani Ayu Rinda Kartika (2017)

entitled “The Effect Of Silent Short Movie On Efl Writing Achievement Of

Vocational High School Students” based on the research, she concludes silent

short movie gave a significant effect on the students' achievement in writing

narrative, and students' interested can be improved by giving silent short movie to

make them create their imagination before they start to write.4

Based on the previous research above, the researcher make a conclusion in

the first researcher focused to enhance students speaking by using silent movie

and the second research focused on EFL writing achievement by using silent short

movie.

B. Theoretical Review

Sukma Fatwa Ayu Putri “The Use Of Silent Movie To Enhance Students’ Speaking At
3

Second Grade Of Smp ‘Aisyiyah Muhammadiyah 3 Malang Junior High School”(universitas

muhammadiyah,Malang,2018)

Rahmani Ayu Rinda Kartika “The Effect Of Silent Short Movie On Efl Writing
4

Achievement Of Vocational High School Students” (mulawarman, samarinda,2017)

 6

1. Speaking skill

a. Definition of speaking skill

So many definitions about speaking according to experts, speaking as the

ability to produce articulation, sounds or words to express, to say, to show and to

think about ideas, taught and feeling, 5 and also Speaking is a productive skill, It

consists of producing systematic verbal utterances to convey meaning, that when

someone can speak a language it means that he can carry on a conversation

reasonably competently.6

Speaking is the process of building and sharing meaning through the use of

verbal and non-verbal symbols, in a variety of contexts, And Speaking can also

serve one of two main functions: transactional (transfer of information) and

interactional (maintenance of social relationships) (Brown and Yule, 1983: 3).

From the theories above the researcher concluded. Speaking skill is related

to communication. Through speaking we can communicate with people to express

an idea, opinion, feelings, and exchange information by using language or

symbols.

b. Aspect Of Speaking

5
Siahaan : 2008 in Anita jati laksana “the effectiveness of using chain story game in
teaching speaking” (universitas muhammadiyah, purwokerto, 2016)
6
Brown: 2001 in Itsna Millatul Himmayati “The Use of Retelling Short Movie Technique
to Improve the Students’ Speaking Mastery A Classroom Action Research at the First Grade of
MAN Tengaran in the Academic Year 2016/2017” (IAIN Salatiga, 2016)
 7

In speaking, there are some aspects must be mastered by learners.

Speaking can be good or bad based on the aspects of speaking. There are five

components of testing speaking skills, there are:7

1) Pronunciation

Pronunciation is a feature of speech. Pronunciation is the way for students

to produce clearer language when they speak. It deals with the phonological

process that determines how sounds vary and pattern in a language.

2) Vocabulary

Vocabulary can be the build of the word that is used by people to

communicate with other people. To speaking English fluently, the students must

master many vocabulary. Vocabulary skill involves word meaning recognition

and guessing the meaning of unknown word structure and context.

3) Grammar

Grammar is a system of rules governing the conventional arrangement and

relationship of word in a sentence. Grammar is the rule by which we put together

meaningful and part of words of a language to communicate massages that

are comprehensible.

4) Fluency

7
Harris 1974 in arzlina kurniati ”A Study On The Speaking Ability Of The Second Year
Students Of Smk Telkom Pekanbaru” (riau university. Riau, 2015)
 8

Fluency as the quality of being able to speak smoothly and easily. It means

how when we say the words must be clearer so that people can catch or

understand what we say, Fluency refers to the smoothness of flow which

sounds, syllables, words, and phrases are joined together when speaking.

5) Comprehension

Comprehension denotes the ability of understanding the speaker’s

intention (understand what the speaker said) and general meaning (get the

point what the speaker said) it means that someone must answer well and

correctly, it shows they good comprehend and good understanding.

2. Teaching speaking

Teaching speaking is not easy because English is not a native language or

a second language in Indonesia, but teaching English is very important to people

because English is an international language, in every country people use English

to make it easy they are communicating with people in a different country.

Teaching speaking means to teach our learners to produce the English

speech sound, sound patterns, use word and sentence stress, intonation patterns,

and the rhythm of the second language. But learning English as a foreign language

is difficult for the most Indonesian students because students only speak English

when English lesson and their environment do not speak English so this factor

make their get problem to learning English. So we need strategies for teaching

speaking to help language learners practice speaking the target language.8

There are five principles of teaching speaking:

8
Nunan 2003 in in Anita jati laksana “the effectiveness of using chain story game in
teaching speaking” (universitas muhammadiyah,purwokerto,2016)
 9

1) Be aware of the difference between a second language and a foreign

language in the learning context.

2) Give students a chance to practice with both fluency and accuracy.

3) Provide opportunities for students to talk by using group work or pair work.

4) Plan speaking task that involve negotiation for meaning.

5) Design classroom activities that involve guidance and practice in both

transactional and interaction speaking. To be a good teacher, the teacher has

to know how to teach speaking and takes the important roles. So, the student

will more interest join English lesson.

a. Classroom teaching activity

There are six classroom speaking activities as follows:9

1) Acting from a script

In This type of activity, teacher ask our students to act out scenes from

plays or their course book, sometimes filming the results. We ask the students to

act in front of the class with the dialogues they have written. We need to give

students time to rehearse their dialogues before we ask to perform them.

2) Communication games

A game is one activity to make students more enthusiasm to follow

classroom, Games which are designed to provoke communication between

students frequently depend on an information gap so that one student has to talk to

a partner in order to solve a puzzle, draw a picture (describe and raw), put things

in the right order (describe and arrange), or find similarities and differences

between pictures.

3) Discussion

9
Harmer: 2002 in Itsna Millatul Himmayati “The Use of Retelling Short Movie Technique
to Improve the Students’ Speaking Mastery A Classroom Action Research at the First Grade of
MAN Tengaran in the Academic Year 2016/2017” (IAIN Salatiga, 2016)
 10

This activity need to be encouraged by the teacher in order to provide

productive speaking in language classes. But, sometimes it fails because of the

students. One of the reasons that discussions fail (when they do) is that students

are reluctant to give an opinion in front of the whole the class, particularly if they

cannot think of anything to say and are not, anyway, confident of language they

might use to say it.

4) Prepared talk

A popular kind of activity is the prepared talk where a student (or students)

makes a presentation on a topic of their own choice. Such talks are not designed

for informal spontaneous conversation; because they are prepared, they are more

‘writing like’

5) Questionnaires

Questionnaires are useful because, by being pre-planned, they ensure that

both questioner and respondent have something to say to each other. And students

can design questionnaires on any topic that is appropriate. As they do so the

teacher can act the resource, helping them in the design process.

6) Simulation and role-play

Many students derive great benefit from simulation and role-play. Students

simulate a real life encounter. Simulation and role play can be used to encourage

general oral fluency, or train students for specific situation especially where they

are studying ESP. According to Ken Jones that was adopted by Jeremy Harmer,

simulation and role play have the following characteristics:

a) The reality of function: the students must not think of themselves as

students, but as real participants in the situation.

b) A simulated environment: the teacher says that the classroom is an airport

check-in area, for example.

 11

c) Structure: students must see how the activity is constructed and they must

be given the necessary information to carry out the simulation effectively.

To improve speaking ability the teacher can choose one activity to teach

speaking in their lesson.

3. Silent Movie

a. Definition of silent movie

Silent movie is a movie that has no sounds but is just accompanied by
music and the body language of actress or actors. Silent movie relies on the power
of vivid, interactive visual imagery to depict personal struggles, interpersonal
interactions, and societal problems. The images these films present are filled with
meaningful content to activate students’ imagination and engage their interest.
Besides, music, used to highlight key points in the film and evoke an emotional
response from the audience, reinforces the sensory experience, while short titles,
interspersed throughout the visual narrative, describe the upcoming action.
According to Alexandra silent movie speak a universal language, anyone can
understand them. So even you have a low language level, you can use them to
learn new vocab.
By providing ESL students with raw Material for the creative use of
language, as well as for the analysis and interpretation of interdisciplinary issues
silent film can be a useful tool for promoting the development of verbal language
skills. 10
Silent films can be used today in the ESL classroom to “speak” to students
through a context-rich visual narrative that develops linguistic competence while

10
Loretta F.Kasper and Robert singer “unspoken content: silent film in the ESL classroom,
2018.
 12

circumventing the anxiety produced by the struggle to understand discursive,

spoken language.
Silent movie was made in the early twentieth century. In the merging of
technology and art development. Many people love the silent movie and become
the most-watched entertainment of the era. Silent movie was very popular and
watched by all American society including by people who cannot hear or deaf.11
Charlie Chaplin was one of the most famous movie actors at that time.
Chaplin always played a character called The Little Tramp, a poor but stylish man
who often got into trouble even though he had a good heart. The Little Tramp
never spoke, but audiences could find out what he was thinking and feeling just
by looking at his face and the ways Chaplin body’s movement, and people all
over the world loved his movies.12
Based on the explanation above, the researcher makes the conclusion that a
silent movie is a movie whose actors or artists have no sound but they show it
with actions and gestures. So, anyone who watches them will be made to think
and guess the storyline and meaning conveyed by the actor or actress.

b. Example of Silent Movie

1) Pip: A Short Animated Film by Bruno Simões - Zippy Frames”

2) Larva

11
Ketut Sri Lestari “Improving Students’ Ability In Writing Narrative Text Through
Cartoon Silent Movie In Viii B Class At Smp Negeri 1 Banjar In Academic Year 2016/2017”
(STKIP Agama Hindu Singaraja, bali. 2018)
12
Ayu fitri Anjani”improving students’ writing narrative text through silent movie
“larva” (UIN syarif hidayatullah, Jakarta, 2020) 17
 13

3) A Joy Story: Joy and Heron

C. Theoretical Framework

Silent short movie

Teaching English through

silent movie

pronunciation Vocabulary Comprehension grammar

Improving speaking skill mastery

 14

In English learning, there are four English skills (speaking, listening,

reading, and writing) and there are so important to learn, especially speaking

skills. In speaking skills there are some aspects (grammar, vocabulary,

pronunciation, and comprehension) those kinds of speaking are very important to

student mastery, if students mastery speaking skill it can be help students to

communicate and express the idea in the class.

In the learning process, we have difficult to improve speaking skill,

because some factors that are: lack of vocabulary, pronunciation error, and

grammatical error. So how to improve speaking skill? The point is we have to

motivate students to learn English and make the learning process be interesting to

the student so they can not get bored during the class.

Movie as the media in language learning, in fact, people will spend their

time watching the movie on television, laptop, cinemas etc. because movie very

interesting. In this research, the researcher will use Silent movie as a media

because silent movie speaks a universal language anyone can understand them,

silent movie sending that meaning through body language and gestures to express

an idea. So, the learners indirect to get the meaning of the story.

The researcher believes by using audio-visual learning media, especially

silent movie will make student interesting in learning activities so that the learning

objectives can be reached.

D. Hypothesis

Based on the problem of speaking and theoretical framework above, the

researcher stated the hypothesis of this research can be formulated as follow:

 15

1) There is an effect of silent movie to improve students speaking mastery for the

second grade SMA N 1 PARIGI.

2) The use of silent movie can significantly improve speaking skill of second-

grade students at SMA N 1 PARIGI.

CHAPTER III

RESEARCH METHOD
 16

A. Design Of The Research

In this research the researcher was used quasi-experimental research, To

find the data and results of the test that will improve students speaking skill.

According to Sugiyono (2006:80), experimental research is research that had the

purpose to find the cause-effect relationship among variables in a controlled

condition. In this research, the researcher was used design non-equivalent control

group design. The design of this research as follows:

EG O1 X O2

CG O3 X O4

Figure 3.1 research design (adapted from sugiono, 2013:116)

Note:

O1: pretest of experimental class

O2: posttest of experimental class

O3: pretest of control class

O4: posttest of control class

X: treatment of experimental class

B. Population And Sample

1. Population
 17

The population of this research was conducted at the second-grade

students in SMA N 1 Parigi academic year 2019/2020. The total population is

355. They have been divided into 9 classes.

2. Sample

In this research, the samples are two classes from populations. The

researcher will use Cluster random sampling technique. the purpose of choosing

the sample of this research is to decide which one of the classes is want to be the

control class and which one is to be the experimental class. Furthermore, the

researcher was decide that the experimental class XI MIPA A and X1 MIPA B the

controlled class.

Experimental class XI MIPA A 40 STUDENTS

Control class XI MIPA B 40 STUDENTS

C. Variable Of The Research

A variable is everything that has become that object of research or the

influencing. Variable is everything to which the researcher expects to find the

answer and that becomes the point of research. The independent variable is a

variable that influences and gives special effects in dependent variable, and

dependent variable is a variable that emerge in function relationship influenced by

independent variable.

In this research, there are two variables namely independent variable and

dependent variable. The independent variable of this research is silent movie and

dependent variable is the speaking of second grade XI students of SMA Negeri 1

Parigi. There is a picture relationship between variable:

 18

Media Speaking
Silent movie skill
Independent (X) Dependent (Y)

D. Procedure Data Collection

1. Observation

Observation is a technique of collecting data by making observations on

the object of research. Observations in this study was carried out during the

activity learning takes place to find out the activities that students with the use of

silent short movie.

2. Test

The researcher was used the oral test in the English learning process. The

researcher was asked the students to perform their speaking in front of a the class

individually. The topic is retelling stories based on silent movie they have been

watched. The researcher was analyze the result of the test and give scores for their

assignment. In the scoring technique, the researcher measure three elements of

speaking; they are pronunciation, grammar, vocabulary. The purpose of this test is

to measure the student‘s competence in speaking skill. The researcher use rubrics

of speaking skill in In the rubric of table 3.2

Table 3.2

The rubric of speaking assessment by Brown (2001: 173)

 19

Aspects 1 2 3 4

Grammar Big mistakes in Makes frequent Little mistakes Several minor

using grammar. errors in in using mistakes of

grammar. grammar. preposition,

articles, etc.

Vocabulary Lack of Very limited Attempt to use Good use of

vocabulary. vocabulary. words acquired. words acquired.

Pronunciation Very poor Consists of Some mistakes Using almost

pronunciation. mostly of appropriate

inappropriate inappropriate pronunciation.

pronunciation. pronunciation.

In this research, the researcher was used a recorder to record the students'

voices for accuracy of scoring. A scale of 0 up to 100 was used to make the

scoring easier. The measurement of the students' achievement that is suggested

by Harris (1969: 134) could be interpreted with the following table.

Table 3.3
Students' achievement

Criteria of mastery Grade

81-90 Very good

71-80 Good

61-70 Fair

51-60 Poor

a) Pre-test
 20

The Pre-test was given by the researcher before the treatments. The pretest

in this research was purpose to find out the students’ speaking mastery. The

researcher was gave to both the control class and experimental class. The text of

the test for the experimental class and the control class is similar. The test consist

of the oral test, the researcher will give material and some question to the students

about a narrative story.

b) Post-test

Post-test was given after all treatments conducted. This test is used to

measure the students speaking skill after giving the treatments. The process of the

posttest was similar with pretest and the score was collected and analyzed. The

differences can be seen in the result of the pre-test and the posttest.

3. Documentation

Documentation is a technique that provides data in the form of

photographs and videos. The photographs and the videos was collected by used a

digital camera as the instrument.

No data collection activities the data obtained

1 Pre-test and post-test English speaking skills of students before

and after using the silent movie

2 Observation the process of learning activities using a

silent movie

3 Documentation the process of taking pictures during the

learning process
 21

E. Treatment

The treatment here means instruction media refers to silent movie, The

researcher was conducted the treatment to the experimental class with the strategy

that the researcher used, while the control class will teach with a similar way as

the teacher usually did and this research was conducted ten meetings and each

meeting has time allocation (45 minutes). The treatment procedure as the

following bellow:

1) Explain the material narrative story to the students

2) Give times to student ask about what they do not understand about

that lesson

3) Make a small group ( 2-3)

4) Play the silent movie to the students

5) Give several questions to the students, then they should answer the

question based on the movie

6) Give time to the students to discuss the movie with the member of the

group

7) Give 5 minutes for each student to retell that movie by their own

words in front of the class.

No Example material

1 A joy story : joy and heron

Joy and Heron is the tale of the lovable small dog (Joy) and a

pesky Heron. Out on a fishing trip, Joy tries not to rock his master’s

boat while defending it from the worm-stealing bird. However, after

spotting the heron is only trying to feed its hungry and fussy chicks,
 22

Joy comes around gives away the whole pot of worms.

F. Technique Of Data Analysis

The data analysis technique used in this study uses the mix method, as

follows:

1. Qualitative data analysis

Data analysis in the learning process was obtained from observations and

documentations by qualitatively. The data analysis begins with reading and

recording all observational data, and documentation.

2. Quantitative data analysis

The researcher was analyzes the scores between experimental and control

class. The technique of data analysis in this study is statistical analysis with t-test

to know there is effectiveness silent movie on students speaking skill and to find

the significant difference or testing hypothesis. The researcher using This formula

is follow13:

x 1−x 2
t= ∑ x1 ∑x

√ 1 1
+
n1 n2
with x 1=
n1
and x 2= 2
n2

Description:
t Vαluⅇ = the price of t value

Dr.kadir,Mpd,
13
statistika untuk penelitian ilmu-ilmu social” (Jakarta:rosemata
sampurna ,2010), p.95
 23

x1 = average score of experiment class

x2 = average score of control class
∑ x 1 = amount of experimental class

∑ x 2 = amount of control class

n1 = total students of experiment class
n2 = total students of control class

a) Mean

Mean or average is sum off all score divided by numbers of scores, and

mean of the groups on pretest and posttest using the formula purposed by Hatch

and Farhady14 (1982:55);

∑X
X=
N

Where:

X = mean score

∑x = amount of each data

N = amount of data

b) Standard deviation

14
Hatch, E &Farhady. H. “Research Design and Statistic For Applied Linguistics.

1982 ,55
 24

To find out the significant difference between the experimental and the

control class. The researcher was compare the mean score and the significant

deviation by using the formula suggested by Arikunto15as follows:

∑ x 2=¿ ∑ x 2−¿¿ ¿ ¿
∑ y2 =¿ ∑ y 2−¿ ¿ ¿ ¿
Where:

∑ x 2=¿ Deviation score of experimental class¿

∑ y2 =Deviation score of control class
N = Number of students

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

15
Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktik” 2006, 312.
 25

A. Findings of the Research

The researcher has analyzed and presents the data obtained through oral

test. The researcher analyzed the data obtained from both experimental class and

control class. The test (pretest-posttest) to both sample classes measuring the

students’ ability in comperehending narrative text before and after the treatment.

The result of each test was compared to measure wether the used of silent movie

can improve the students speaking skill or not.

B. Findings of The Observation

The observer observed the teaching learning process. By monitoring

students, the researcher saw that some students looked busy and did not pay

attention when their friends retell the story. Many students could not express their

idea because their were shy and afraid to making mistakes.

C. Data Analysis

Before giving the treatment, the researcher conducted a pre-test and after

giving the treatment the researcher conducted a posttest to know ability of the XI

Grade students of SMA N 1 Parigi in speaking. The researcher conducted the pre-

test and post-test in experimental class and control class on November 13th -

December 20th 2020. The resesarcher computed the result score of the pretest and

posttest as can be seen in the following table:

Table 4

Result of pre-test and post-test Experimental class

No Students Pre-test Post-test Deviation Square category Qualification

initial ( x) deviation ( x2)

1 AA 60 70 10 100 Fair Successfully

 26

2 AVE 65 70 5 25 Fair Successfully

3 AK 50 60 10 100 Poor Failed

4 AMRH 60 65 5 25 Fair Failed

5 ARY 65 75 10 100 Good Successfully

6 ACYW 65 70 5 25 Good Successfully

7 AYP 65 70 5 25 Good Successfully

8 AH 55 60 5 25 Poor Failed

9 DAL 65 70 5 25 Good Successfully

10 DA 65 70 5 25 Good Successfully

11 F 65 75 10 100 Good Successfully

12 F 65 75 10 100 Good Successfully

13 FA 60 70 10 100 Good Successfully

14 JH 65 70 5 25 Good Successfully

15 LR 50 70 20 200 Good Successfully

Total 920 1040 120 1000

Highest score 60 75 20 200

Lower score 50 60 5 25

Table 5

Result of pre-test and post-test control class

No Students Pre-test Post-test Deviation Square Category Category

initial ( x) deviation ( x2)

1 AA 55 70 15 225 Fair Successfully

2 AH 60 65 5 25 Fair Failed
 27

3 AR 50 60 10 100 Poor Failed

4 ANR 65 70 5 25 Fair Successfully

5 AYA 60 65 5 25 Fair Failed

6 AAM 55 65 10 100 Fair Failed

7 AFJ 60 65 5 25 Fair Failed

8 AS 50 55 5 25 Poor Failed

9 DY 60 65 5 25 Fair Failed

10 DN 60 65 5 25 Fair Failed

11 DAA 60 60 0 0 Poor Failed

12 DS 55 60 5 25 Poor Failed

13 DASD 55 60 5 25 Poor Failed

14 EY 55 60 5 25 Poor Failed

15 FF 60 65 5 25 Pair Failed

Total 850 950 90 700

Highest score 60 70 10 225

Lower score 50 55 0 25

After calculating the total score, the researcher analyzed the mean score of

pretest and post-test of the experimental class and control class by using the

formula proposed by Hatch and Farhady16 as follows:

1. Mean of pre-test -And posttest experimental class

16
Hatch, E & Farhady. H “Research Design and Statistic For Applied Linguistics” 982,

55.
 28

∑X ∑X
X= X=
N N

920 1040
X= X=
15 15

X =61,33 X =69,33

Based on the analysis above, it can be seen that the mean score

experimental class in pre-test was 61,33 and posttest was 69.33 its means that pre-

test ≤ posttest.

2. Mean of pre-test -And posttest control class

∑X ∑X
X= X=
N N

860 950
X= X=
15 15

X =57,33 X =63,33

Based on the analysis above, it can be seen that the mean score of control

class in pre-test was 57,33 and posttest was 63.33 its means that pre-test ≤

posttest.

3. Deviation and square deviation of control and experimental classes

The research calculated the mean deviation of both the classes by using
the formula:

∑x ∑y
Mx= My=
n n

120 90
¿ ¿
15 15
 29

= 8 = 6

4. Square deviation of both control and experimental class

The researcher analyzed the square deviation of both control and

experimental classes by using the formula:

2 2
2 2 (∑ x ) 2 2 (∑ y)
∑ x =∑ x − ∑ y =∑ y −
n n

2 2
( 120) (90)
¿ 1000− ¿ 700−
15 15

14.400 8.100
¿ 1000− ¿ 700−
15 15

¿ 1000−¿ 960 ¿ 700−540

2 2
∑ x =¿ 40 ∑ y = 160

5. t-test

The researcher analyzed the t-counted to find out the significant difference

between the control class and the experimental class, To find t-counted, the

researcher used this formula bellow:

Mx−My
t=

√(
∑ x +∑ y 2
)( )
2
1 1
+
Nx+ Ny−2 Nx Ny

8−6
t=

(√ 15+15−2
40+160
)( 151 + 151 )
 30

2
t=

(√ 200
28 15 15 )
)( 1 1
+

2
t=

(√ 200
28 )( 30 )
2

2
t=
√ (7,14 ) ( 0,06 )
2
t=
√(0,43)
2
t=
0,65

t=¿ 3,07

t -counted was 3,07

D. Testing hypothesis

The hypothesis testing of this research as follows:

a) If t-counted > t-table, The research hypothesis is accepted. It means that the

students of second grade in SMA N 1 Parigi have better score after used

silent movie as a media in teaching and learning process.

b) If t-counted < t-table, the research hypothesis is rejected, it means that the

students of second grade SMA N 1 Parigi have not better score after using

silent movie as media in teaching and learning process.

Therefore, to know that silent movie gave significant effect in process

teaching and learning speaking skill, the researcher tested the result with used

critical t-table using 0.05 level significance and the degree of freedom (df) Nx + Ny

-2 = 15 + 15 – 2 = 28. The researcher used the interpolation formula as follows:

 31

a
xc
b

Where:

a. The subtraction of the degree of freedom obtained from the students’ number

and the degree of freedom figure precedes right before the df obtained on the

table of critical values of students’ distribution

b. The subtraction of two degree of freedom whose figure precedes and comes

after the degree of freedom on the table of critical values of the students’

distribution

c. The subtraction of values of degree of freedom in b

The computation of interpolation formula can be seen below:

Degree of freedom (df) = N1 + N2 – 2

= 15 + 15 – 2

= 28 (between 20-30)

Level of significance = 0.05

a: 28 – 20 = 8

b: 30 – 20 = 10

c: 20 = 2,085

30 = 2,042

2,085 – 2,042 = 0,043

a 8
xc = x 0,043
b 10

= 0,0344

Df (28) = 2,085 – 0,0344

= 2,0506
 32

t-table was 2,05

The result of the data analysis showed that the t- counted was 3,07. By applying

0.05 level of significant with the degree of freedom (df) Nx + Ny – 2 = 28, the

research found that t-counted (3,07) was higher than t-table (2,05). It means that the

research hypothesis was accepted. So the researcher conclude that silent movie

can improve students speaking at second grade SMA N 1 Parigi.

E. Discussion

In this study, show that silent movie can improve students speaking skill

and give significant effect. It is proven by see the score of pre-test and post-test,

the score of pre-test is better than post-test because beside that the post-test of

experimental class was better than post-test in control class and students could

pass the minimum standard achievement in experimental class is 80% while

control class is 13,33 %. Besides that we can see from hypothesis By applying

0.05 level of significant with the degree of freedom (df) Nx + Ny – 2 = 28, the

research found that t-counted (3,07) was higher than t-table (2,05). It means that
research hypothesis was accepted. Although, both of experimental class and

control class that point just has little difference and t-table and t-counted too, but

in statistic that still significant. Although we think just give a little effect. To make

a clear misunderstanding about not significant, significant, and very significant

the researcher quote this “It should also be noted the difference between statistical

significance and practical significant. Both of these significance do not always a

concomitant meaning. It can be of statistical significance calculated and therefore

can be shown objectively, but from a practical point of view any practical

significance needs to be based on reasoning consideration (diekhoff,1992)” 17. So

17
Saifudin azzwar “Bulletin psikologi ugm”. 2005, vol.13 no.1. Hal.34-44
 33

the researcher got conclude the students of second grade SMA N 1 PARIGI get

better score after used silent movie as media to improve their speaking skill in

learning speaking process and gave significant effect but not really significant

because this research conducted in pandemic covid-19.

The researcher was conducted this research during covid-19 pandemic. As

we know it the world now is struck of covid-19 pandemic, where every schools

are closed for a while, but the researcher still did this research because in SMA N

1 PARIGI are in the green zone although the students are divided in several group

(luring and daring) and because of pandemic the researcher is not free to use

facilities in the schools, such us projectors. The researcher conducted fifth

meetings in experimental class and fifth meeting in control class. In experimental

class the researcher use silent movie to improve students speaking skill. In first

meeting, the researcher using laptop to show silent movie, actually laptop is not

significant to show the silent movie to the students because projector is better than

laptop. But the researcher saw the students more interested to follow learning

process and their more enthusiastic to follow English course because they are like

watching movie. But when the researcher asks students to do pre-test of speaking,

they said that they did not know how to speak and express their idea, because their

pronunciation was low and lack of vocabulary. But after the researcher gave that

treatment by used silent movie the students shows enhancement, such as: they

tried to speak, make summary about that film, more active to ask their friends and

search vocabulary in dictionary. Even that silent movie just gave little effect to

them be confident to speak up in front of class it is because of pandemic covid-19

situation make the learning processes was not normally as usual. The researcher

conclude this research, silent movie was improve students speaking skill and gave
 34

significant effect but not very significant because of covid-19 pandemic at second

grade of SMA N 1 PARIGI.

CHAPTER V

CONCLUSIONS AND SUGGESTION

A. Conclusion

Silent movie as media is improve students speaking skill at second grade

SMA N 1 PARIGI by looking the score of pre-test and post-test between two

classes, But just give little effect to students it is because of covid-19 pandemic. In

addition, using movie as the media in language learning is on of alternative way to

teach speaking. The students will be able to get the story, setting and moral value
 35

from the movie. And the fact is movie make students be enjoyed and interested

watching movie in learning English process, although this research conducted in

covid-19 pandemic.

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

proposes some suggestion bellow:

1) The English teacher should use some different media, method and

strategy to make students interest in learning English.

2) The English teacher use silent movie as media and discussion method

in teaching English speaking as one strategy to stimulate the students

to be active in the classroom.

3) The English teacher should ask students to more practice their

speaking skill in their daily life.

REFERENCES

Ayu fitri Anjani, “improving students’ writing narrative text through silent movie
“larva” skripsi tidak di terbitkan, fakultas ilmu tarbiyah dan keguruan,
UIN syarif hidayatullah, Jakarta, 2020.
Arikunto, S. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara 2007.
Azwar, Saifudin “Bulletin psikologi ugm”. vol.13 no.1. Hal.34-44, 2005.
Bailey, Kathleen M, Issues in Teaching Speaking Skills to Adult ESOL Learners.
113-164, 2015.
Brown, H douglass. Language assessment: principles and classroom practice.
America: pearson education, 2004.
 36

Harmer, Jeremmy. How to teach English : an introduction to the practice of

English language teaching 1998.
Hatch, E & Farhady. H. “Research Design and Statistic For Applied Linguistics
55, 1982 .
Harmer, Jeremmy. The Practice of English Language Teaching. Great Britain:
Pearson Education Limited, 2001.
Himmayati, Itsna Millatul. “The Use of Retelling Short Movie Technique to
Improve the Students’ Speaking Mastery” thesis tidak di terbitkan,
fakultas Tarbiyah dan ilmu keguruan IAIN, Salatiga, 2017.
Kasper, Loreta F dan Robbert singer. Unspoken Content: Silent Film in the ESL
Classroom. Teaching English in the TwoYear College. 2001.
Kartika, Rahmani a.r, S.susilo dan Muhammad natsir. “The Effect Of Silent Short
Movie On Efl Writing Achievement Of Vocational High School
Students” vol 7, no 2 (06-2017): 168-179.
Ketut Sri Lestari “Improving Students’ Ability In Writing Narrative Text
Through Cartoon Silent Movie In Viii B Class At Smp Negeri 1 Banjar
In Academic Year 2016/2017” skripsi tidak diterbitkan, STKIP Agama
Hindu Singaraja, bali. 2018.
Kurniati, azlina, eliwati, novitri. “A study the speaking ability of the second year
students of SMK Telkom pekanbaru” skripsi tidak di terbitkan Faculty
of Teachers Training and Education Riau University, pekanbaru, 2015.
Laksana, anita jati. “ The Effectiveness Of Using Chain Story Game In Teaching
Speaking” skripsi tidak di terbitkan, jurusan pendidkan, Universitas
Muhammadiyah, Purwokerto, 2016.
Luoma, Sari. Speaking Assessment. United Kingdom: Cambridge University
Press. 2009.
Putri, sukma fatwa ayu. “The Use Of Silent Movie To Enhance Students’
Speaking” skripsi tidak dierbitkan, Jurusan Pendidikan, Universitas
Muhammadiyah, Malang, 2018.
Rosdalina, Pipit Rahayu, E. “Improving student’s speaking skill through
animation movie. Thesis tidak di terbitkan, Pendidikan, II, 2014.