Witri Skripsi

THE SPEAKING INFLUENCE TOWARD
PROCESSING CONDITIONS IN SPEAKING CLASS

AT THE FOURTH GRADE OF SMA DAAR EL QOLAM
TANGERANG
A PAPER
Submitted to the School of Foreign Language – JIA as a partial fulfillment of

requirements for the undergraduate degree in English Literature Program
WITRI NUR ILAHI

43131510160092
ENGLISH LITERATURE PROGRAMME

SCHOOL OF FOREIGN LANGUAGE – JIA
BEKASI
2020
THE APPROVAL SHEET
THE SPEAKING INFLUENCE TOWARD PROCESSING

CONDITIONS IN SPEAKING CLASS AT THE FOURTH GRADE OF
SMA DAAR EL QOLAM TANGERANG
WITRI NUR ILAHI

43131.510160.092
Supervised and Approved by
Advisor I Advisor II
Ade Surista, Ahmad Kurnia, S.Pd., MM

M.Pd. NIDN. 0426026902
NIDN. 0425127503
The Chairman of STBA- JIA
ii
INTELLECTUAL PROPERTY STATEMENT FORM
Name : Witri Nur Ilahi

Student Number : 43131510160092
Program : English
Literature
Title : The Speaking Influence Toward Processing Condition in
Speaking Class at The Fourth Grade of SMA Daar El
Qolam Tangerang
This is to certify that my paper is my own original work and no portion

of my paper has been copyrighted previously unless properly referenced. If
there is a breach of item above, I will take full responsibility for any illegal
action that might be caused.
Bekasi, 15th of August 2020
Witri Nur Ilahi

43131.510160.092
iii
THE IMPROVEMENT SHEET
Nama : Witri Nur Ilahi
Student Number : 43131510160092
Title : THE SPEAKING INFLUENCE TOWARD

PROCESSING CONDITION IN SPEAKING CLASS
AT THE FOURTH GRADE OF SMA DAAR EL
QOLAM TANGERANG
Supervised and Approved by:
Examiner I Examiner II
NIDN. 0430076401 NIDN. 0416049103
Imron Hadi, S.S,, M.Hum. Fitra Mandela, M.Hum.

The Chairman of STBA- JIA
Ali Khamainy, S.T., M.M.

NIDN. 0407108201
iv
MOTTO AND DEDICATION
MOTTO
Unquestionably, by remembering Allah hearts are assured [13:28]
DEDICATION:
Highest dedication goes to my beloved parents, my strongest mom

Mutoillah for the endless love and prayer. You have been there for me and my
whole life. Words never express the deepest gratitude I have for you. My dad
Mayor inf. Suharto, I don‟t know how to express my love for you. I am just
speechless by remembering your contribution to my life.
I mostly admire and love you both. May Allah always bless us.
v
THE SPEAKING INFLUENCE TOWARD PROCESSING CONDITION IN
SPEAKING CLASS AT THE FOURTH GRADE OF SMA DAAR EL
QOLAM TANGERANG
WITRI NUR ILAHI
ABSTRACT
This research entitled the speaking influence toward processing condition

in speaking class at the fourth grade of SMA Daar El Qolam Tangerang is
intended to obtain empirical evidence and significant result regarding student‟s
speaking ability under pressure of time in speaking class. The population of this
research in 4th grade of SMA Daar El Qolam Tangerang which amounted 78
students, only 20 students taken as samples from this research determined by
nonprobability / non random sampling technique used quota sampling. The
collected data were analyzed using Statistical Package for the Special Sciences
SPSS and Microsoft Excel 2016 from this research indicating that there was
significant influence between processing condition of speaking in speaking class
at the fourth grade of SMA Daar El Qolam Tangerang. The result of this research
is indicated by a value 10.258. this value indicates that there is significant positive
influence between processing condition of speaking class with significant value of
𝑡𝑡𝑎𝑏𝑙𝑒 obtained 2.093 so 𝑡𝑐𝑜𝑢𝑛𝑡>𝑡𝑡𝑎𝑏𝑙𝑒 10.258 > 2.093. There fore the conclusion
obtained is 𝐻𝑎 is received.
Key word: Speaking, processing Condition
vi
PENGARUH SPEAKING TERHADAP PROCESSING CONDITION DI
KELAS SPEAKING KELAS EMPAT SMA DAAR EL QOLAM
TANGERANG.
WITRI NUR ILAHI
ABSTRAK
Penelitian ini berjudul pengaruh processing condition terhadap

kemampuan speaking di kelas speaking kelas empat SMA Daar El Qolam
Tangerang dimaksudkan untuk mendapatkan bukti empiris dan hasil yang
signifikan mengenai kemampuan speaking dalam kelas speaking di bawah
tekanan waktu. Populasi dari penelitian ini adalah seluruh siswa di kelas empat
SMA Daar El Qolam Tangerang yang berjumlah 78 siswa. Hanya 20 yang
diambil sebagai sampel dari penelitian ini yang ditentukan dengan Teknik sample
non probability / non random sampling digunakan quota sampling. Data yang
dikumpulkan dianalisis dengan menggunakan Statistical Package for the Special
Sciences SPSS dan Microsoft Excel 2016 dari penelitian ini menunjukan bahwa
ada pengaruh yang signifikan antara processing condition terhadap kemampuan
speaking di kelas speaking pada siswa kelas empat SMA Daar El Qolam
Tangerang. Hasil penelitian ini ditunjukan dengan nilai t-test sebesar 10.258.
Nilai tersebut menunjukan bahwa ada pengaruh positif yang signifikan antara
processing condition terhadap kemampuan speaking pada siswa. Dengan
signifikan nilai 𝑡𝑡𝑎𝑏𝑙𝑒 yang didapatkan sebesar 2.093, sehingga 𝑡ℎi𝑡𝑢𝑛g >𝑡𝑡𝑎𝑏𝑙𝑒 jadi
10.258 > 2.093. Oleh karena itu, kesimpulan yang diperoleh adalah 𝐻𝑎 diterima.
Kata kunci: Processing Condition, Speaking
vii
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil „Alamiin the researcher expresses her highest

gratitude to Allah Subhanahu wa Ta‟ala for His blessing, love, opportunity, health
and mercy until the writer is able to finish this paper. Without His blessing, there
is impossible that the paper can be present.Shalawat is also sent to Prophet
Muhammad Shallallahu „Alaihi wa Sallam who had delivered the truth to human
being in particular.
This paper is written as the last assignment to fulfill one of the

requirements for taking undergraduate theses program (S1) of English Department
School of Foreign Language JIA. In arranging this under graduate theses, a lot of
people have provided motivation, advice, support and even remark that had helped
the researcher. In this valuable chance, the researcher aims to express her
gratitude and appreciation to:
1. Ade Surista, M. Pd. as the first advisor for her supervision, advice,
suggestion, valuable guidance and encouragement extended to me.
2. Ahmad Kurnia, S. Pd, MM. as the second advisor for giving motivation,
correction, sharing expertise and guidance.
3. Yeni Noryatin, S.S., M.Hum. as the Head of English Department of the
School of Foreign Language-JIA for providing all the necessary facilities for
the research.
4. All lecturers, librarians and staffs of STBA-JIA for motivation, guidance
and useful knowledge during the study.
5. I gratefully thank to the principal of SMA Daar El Qolam for allowing me to
conduct the researcher there.
6. Agnes Apria Gina, S. Pd as English teacher in SMA Daar El Qolam for
allowing me to conduct my research in her class. I could never have finished
this without your great guidance.
viii
7. My sincere thanks goes to my siblings Alfina Nur Aini, Istajib Munajat and
Ghony Muta‟ali for always being one of my reasons to always be strong and
stand upright. Thanks for the prayers, support and even critique to encourage
me to be a better person.
8. My cousin, Intan Rizka Noor Dianti, S.Ked for every support and prayer in
any form.
9. My dearest Agnes Apria for being a jar of sadness and happiness. Thanks
for lend your hand in every venture.
10. Her thankfulness also goes to Monika, Mutia, Agnez and Azel for cheerful
days, togetherness and for being place to share.
This undergraduate theses in far from perfect, but its expected that it will be
useful for everyone who read. For this reason, constructive thoughtful suggestion
and critics area welcomed.
Bekasi, 15th of August 2020
Witri Nur Ilahi
ix
TABLE OF CONTENT
The Approval Sheet..............................................................................................ii
Intellectual Property Statement Form..................................................................iii
The Improvement Sheet.......................................................................................iv
Motto and Dedication...........................................................................................v
Abstract................................................................................................................vi
Abstrak.................................................................................................................vii
Acknowledgement................................................................................................viii
Table of Contents.................................................................................................x
List of Table.........................................................................................................xiii
List of Chart.........................................................................................................xiv
CHAPTER I INTRODUCTION
A. Background of Research................................................................................1
B. Questions and Scope of the Research............................................................4
C. Research of Hypotheses.................................................................................5
D. Objectives and Significances of the Research................................................5
E. Method of Research.......................................................................................6
F. Operational Definition...................................................................................7
G. Systematization of the Research....................................................................8
CHAPTER II THEORITICAL DESCRIPTION
A. Speaking..........................................................................................................10
x
B. Processing Condition.......................................................................................32
C. Conceptual Framework...................................................................................37
D. Research Relevance.........................................................................................38
CHAPTER III METHODOLOGY OF THE RESEARCH
A. Time and Place of the Research.......................................................................40
B. Population and Sample....................................................................................41
C. Method of The Research..................................................................................42
D. Instrument and Variable of The Research.......................................................46
1. Instrument of The Research.....................................................................46
a. Observation........................................................................................46
b. Interview............................................................................................47
c. Test.....................................................................................................47
d. Documentation...................................................................................48
2. Variable of The Research.........................................................................49
E. Technique of Data Analysis.............................................................................49
1. Data Respondents.....................................................................................49
2. Distribution Frequency.............................................................................50
3. Validity and Reliability Data...................................................................57
4. Normality Data.........................................................................................59
5. The Hypotheses Test................................................................................60
F. Interpretation....................................................................................................61
xi
CHAPTER IV ANALYSIS DATA
A. Data Description.............................................................................................62
1. Gender of Respondents............................................................................62
2. Age of Respondents.................................................................................64
B. Data Analysis Variable..................................................................................65
1. Distribution Frequency.............................................................................65
a. Pretest..................................................................................................66
b. Post test................................................................................................68
2. Testing Validity and Reliability data.......................................................69
3. Testing Normality Data............................................................................71
4. Testing Hypotheses Data..........................................................................73
C. Data Interpretation.........................................................................................75
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion......................................................................................................78
B. Suggestion......................................................................................................79
BIBLIOGRAPHY
APPENDICES
BIOGRAPHY
xii
LIST OF TABLES
No Tables Pages
2.1 Scoring rubric of speaking....................................................................28
3.1 Shorted data pretest...............................................................................51
3.2 Helper table to interval class of pretest.................................................53
3.3 distribution frequency of pretest...........................................................54
3.4 Shorted data post test............................................................................54
3.5 Helper table to interval class of post test..............................................56
3.6 distribution frequency of post test........................................................57
4.1 Gender of respondents..........................................................................62
4.2 Age of respondents...............................................................................64
4.3 Distribution Frequency of pretest.........................................................66
4.4 Distribution Frequency of post test.......................................................68
4.5 Testing validity data..............................................................................70
4.6 Reliability table.....................................................................................71
4.7 Testing normality pretest data...............................................................72
4.8 Testing normality post test data............................................................73
4.9 Paired samples statistics........................................................................74
4.10 Paired sample test...............................................................................75
xiii
LIST OF CHARTS
No Charts Pages
4.1 Gender of respondents..........................................................................................63
4.2 Age of respondents...............................................................................................65
4.3 Interval class of pretest.........................................................................................67
4.4Interval class of post test.......................................................................................69
xiv
CHAPTER I
INTRODUCTION
A. Background of the Research
Learning English entails four basic skills: speaking, listening, reading,
and writing. Speaking is one of the skills that learners considered the most
fundamental to develop.
Speaking is an important activity for human society. Someone will speak
in order to communicate things that they need to share with. Through
speaking, someone can get some information and express their feeling.
Although there are many different ways to communicate, the most important
and efficient one is language. Communication is used as a means for fulfilling
certain needs such as: finding out of information, giving vent to someone‟s
emotion, and getting things done.
Person actually uses language for purposes communication. Speaker says
things because they want something to happen as a result of what they say and
listener listen things because they want something to happen as a result of
what they listen, it is apparent that communication is one of the important
aspect characterizing in speaking.
Language is a means of communication between individuals. Therefore
language teacher‟s main concern is to develop students ability to use language
they are learning for the purpose of communication. If this is so,
communicative activity is an important part of the total learning process
because it will provide the students opportunity to communicate ideas. Many
1
2
teachers of speaking in general tend to hold an opinion that teaching speaking
is teaching the student to say something. In a while, During the complexity of
the information to be communicated, however, students sometimes find the
difficult to make clear what they want to say.
The purpose of procedure the message is to convey an information, It is
obvious that when the speakers speak, they have to choose the words to
convey its meaning, so the listeners can understand what the speakers trying to
say and can react to the message that they hear.
When the message is the reason for speaking, the message must be
understood. So the explanation is successful when the listeners understands
the message. The more complicated the message, the more complicated the
explanation.
The second aspect of speaking is interaction, Bygate (2010, p. 6) stated
that interaction skills involve making decisions about communication, such as:
what will the speaker to say, how the speaker to say it, and whether the
speaker to develop it. However, there is a factor that affects the nature of
speaking. This factor is related to the internal conditions of speaking: The fact
that the talk which is produce under the pressure of time called processing
conditions.
Furthermore, Bygate (2010, p. 11) noted that Processing conditions are
an important influence. The ability to master the processing conditions of
speech enables students to deal fluently with a given topic while being listened
to. He also notes that the main features of speaking which can be traced to the
3
processing conditions of communicative involve the time factor. The words
are being spoken as they are being decided and as they are being understood.
This kind of ability is thus under pressure of time. Of course time pressure
causes problems to students.
Regarding time factor, it must surely clear that students who are only
capable of producing speech in short time are going to experience a lot of
frustration when they try to speak the foreign language. It shows that they may
have achieved language forms available to permit them to request information,
services, etc., but they are very far indeed from the aim of teaching learning
process which is to permit the students to express themselves in foreign
language.
Brown (2001, p. 21) noted that speaking under pressure of time is trying
to tie in what the speakers are saying now with what the speakers just said,
and while the speakers are simultaneously working out what the speakers are
about to say.
Esau (1980, p. 22) also stated that students who produce the language in
a short time, they cannot produce perfectly formed sentences. Speaking is also
related being creative and imaginative, students should be given time for their
creative process to work. Once they think they are preparing, they need time
for their mind to reflect upon the material.
The fact that the words that are being spoken affect the student‟s ability
to plan and organize the message, and control the language being used. The
form of spoken language is affected by the time limitations, and associated

4
problems of planning, memory, and of production under pressure. Sometimes
they are not creative simply because they have not given their minds time to
process the material they have.
This paper is an attempt to examine the influence of the processing
conditions on someone‟s speaking. In particular, it focuses on the influence of
the processing conditions on the unprepared and the prepared talk.
Therefore, the writer will do a research by the title The Influence at
Processing Conditions of Speaking in Speaking Class at The Fourth Grade of
SMA Daar El Qolam Tangerang.
B. Questions and Scopes of the Research
1. Question of the Research
The problems that will be discussed in this study “Is there any influence
between processing conditions of speaking on the unprepared and prepared
talk at the fourth grade of SMA Daar El – Qolam Tangerang?”
2. Scopes of the Research
In this research will analyze the processing conditions of speaking in
speaking class. The focus of the analysis is to examine the influence of the
processing conditions of speaking on the unprepared and the prepared talk.
The researcher will take 20 students as a sample of the research.

5
C. Research Hypotheses
Hypothesis enables us to find real answer by doing research and relating
it to the theory. However, they still need to be proved under the results of
finding later. There are two kinds of hypothesis, as follows:
1. The Alternative Hypothesis (Ha)
There is positive and significant between the influence at processing
condition of speaking on the unprepared and prepared talk in speaking
class at the fourth grade of SMA Daar El Qolam Tangerang.
2. Statistical Analysis (Ho)
There is no positive and significant between the influence at
processing condition of speaking on the unprepared and prepared talk in
speaking class at the fourth grade of SMA Daar El Qolam Tangerang.
D. Objective and Significant of the Research
1. Objective of the Research
Based on the problem, the objective research are follows to find out
an influence of the processing conditions of speaking on the unprepared
and prepared talk at the fourth grade of SMA Daar El Qolam Tangerang.
2. Significant of the Research
By conducting the research about the influence at the processing
conditions of speaking on the unprepared and prepared talk, the writer

6
hope that the result of the research will be useful to give some
contributions to English language teaching and learning, as follows:
a. For students : The finding of the research will motivate students to
practice more and can increase they skill. The writer hopes that after
reading this paper, the students will get knowledge the ways or
strategies can be used to deal with obstacle to speak under pressure of
time.
b. For teachers : The result of this research will be useful for language
teacher because it provides some information about the strategies can be
used as reflection in teaching speaking. The writer hopes that aftesr
reading this paper, the teachers can develop their own teaching
strategies and increase their degree of awareness of the process of
speaking.
c. For other researcher : This research can be useful to other researcher
who wants to conduct a research that is related to the same theme and
can be useful as the source of their reference.
E. Method of the Research
According to Creswell (2012), “Quantitative approach-post positivist
worldview, experimental strategy of inquiry, and pre- and post-test measures
of attitude. In this scenario, the researcher tests a theory by specifying narrow
hypotheses and the collection of data to support or refute the hypotheses. An
experimental design is used in which attitudes are assessed both before and
7
after experimental treatment. The data area collected on an instrument that
measures attitudes, and the information is analyzed using statistical procedures
and hypotheses testing” (p. 19).
In writing this research the writer used quantitative method with pre-
experimental research with one group pre-test and post-test in this research.
There is only one area to be researched to know the students processing
condition before and after the implementation of the media.
F. Operational Definition
The writer can conclude some definitions as the real existence of the title
as follows:
1. Influence
Influence is cognitive factor that tends to have an effect on one thing or
person on another
2. Processing conditions
Processing Conditions is Speech takes place under the pressure of time.
Time constraints have observable effects on spoken interaction. They
affect planning, memory and production. The ability to master processing
conditions of speech enables speakers to deal fluently with a given topic
while being listened to.

8
3. Speaking
Speaking is process for one person to deliver some words to communicate
to another person in dealing with many things like knowledge,
information, ideas, opinions, and feelings.
4. Prepared talk
Prepared talk is when the speaker was been given the topic in advance, had
time to do background research on it, and has practiced delivering the
speech.
5. Unprepared talk
Unprepared talk is when the speaker is given no time to prepare the
speech, they are given a topic and must immediately begin speaking on it.
G. Systematization of the Research
To make the simple review and understanding of this paper, the researcher
organize this paper consist of five chapter which written systematically as
follows:
Chapter I : Introduction try to explains about the background of the
research, the scope of the research, question of the research, the objective of
the research, the significant of the research, operational definition, and
systematization of the research.
Chapter II : Theoretical description consists of the definition theory of
variable in this research. The definition will give the information for the writer
to conduct the research of the title, relevancy.

9
Chapter III : Methodology of the research contains about method of the
research, time and place of the research, kind of the research, procedure of the
research, technique of the data collection, technique of the data analysis.
Chapter IV : Analysis data show about the data of the research, result and
data interpretation.
Chapter V : Conclusion and suggestion gives the summary of the
conclusion which relates hypothesis discussion, significant of the research and
suggestion.
CHAPTER II
THEORETICAL DESCRIPTION
A. SPEAKING
1. The Definition of speaking
Learning speaking skill is important in learning English language.
To get the mastery in speaking, it is not as simple as learning other skills
in English. It will be taking a long period and need consistency and
repetition to practice it.
Speaking is dealing with many things. It is thinking of what one
wishes to say, choosing the right word from vocabulary, putting the words
in the proper grammatical framework, communicating the feeling, and so
on. Speaking is not just about making sounds.
Fulcher (2014, p. 23) stated that speaking is the verbal use of
language to communicate with others. The purposes for which we wish to
communicate with others are so large that they are innumerable. The
outward manifestation of speech is found in sound waves. Its meaning lies
in the structure and meaning of all language, whether this is written or
spoken.
„Speech‟ in so far as it can be separated from „language‟ will
consist of a mix of these features. However, there is a psychological aspect
to speech that need to be considered. When writing, the writer has time
to
10
11
plan, produce, and correct. The speaker cannot take tackle the task of
speaking in the same leisurely manner.
Speech is a „real-time‟ phenomenon. It has to be planned,
formulated and articulated with considerable speed. The speed with
which learners can produce speech that is appropriate to the context will
depend upon a number of factors, including their control over the structure
of the language, their lexical range, and the ability to monitor the effect of
speech on the listener. All of this can be summed up in terms of degree to
which the whole process has become „automatic‟, and no longer requires
conscious attention. This concept of „automaticity‟ in speech may be
associated with a number of factors including the complexity of the
message the learner wishes to communicate, how familiar they are with
the topic area, the speed at which processing is expected to take place, the
degree of accuracy required in the context, and „perceived‟ penalties of
getting something wrong.
Fulcher (2014, p. 46) stated that speaking is complex matter.
Learning English is more complicated than what people thought. Anyone
who wishes to able to speak English as a second language must learn the
grammar and vocabulary of the language, and master it sounds. Planning
what to say, formulating the utterances and producing them need to
become automatic if what the learner says it to be considered „fluent‟ the
learner needs to be able to open and close conversation in acceptable ways,
and manage the switch between topics.

12
It is obvious that when people speak, people have to choose the
words to convey the meaning, so that the listeners can understand what the
speakers are trying to say. Brown (2001, p. 13) notes that when the
message is the reason for speaking, then the message must be understood.
So the explanation is successful when the listener understand the message.
The more complicated the message, the more the speakers need to explain.
While Luoma (2009, p. 27) stated that speaking is a meaningful
interaction between people and from a testing perspective. Also Luoma
stated that speaking is special because of its interactive nature (2009, p.
170). It could say that speaking is kind of special interactive interaction
between people that bring their own perspective. The goal of speaking is to
encourage people to develop ability to communicate and interact with
others, to develop fluency and natural in expression and to have bravery
share their ideas, feeling and opinion to other people. Basically the goal of
speaking is to communicate. Tarigan said that (2015, p. 17) speech has
three general goals: to inform, to entertain, and to persuade.
Speech is about making choices. Learners must choose how to
interact in expressing themselves and forming social relationship through
speech. Making the right choices for the context is so important. The
choices are both internal (psycholinguistic) related to language and
processing, and external (sociolinguistic) related to context and the
interactive nature of speech event with other speakers.

13
From the description above, the writer defined speaking is an
interaction between people that has meaningful utterance which is
expressed ideas, deliver speech, make social contact and describe things or
people.
2. Micro and Macro Skills of Speaking
Brown (2003, p. 142) differentiated between micro skills and macro
skills of speaking, the micro skills referred to producing the smaller
chunks of language such as phonemes, morphemes, words, collocations,
and phrasal unit. The macro skills implied the speaker‟s focus on the
larger elements, in fluency, discourse, function, style, cohesion, nonverbal
communication, and strategic options.
a. Micro skills of Speaking
1) Produce chunks of language of different lengths
2) Orally produce differences among the English phonemes and
allophonic variants
3) Produce English stress patterns, word in stressed and unstressed
positions, rhythmic structure, and into-national contours.
4) Produce reduced forms of words and phrases.
5) Use an adequate number of lexical units (words) in order to
accomplish pragmatic purposes.
6) Produce fluent speech at different rates of delivery

14
7) Monitor your own oral production and use various strategic
devices-pauses, fillers, self-corrections, back tracking, -to
enhance the clarity of the message.
8) Use grammatical word classes (nouns, verbs, etc.), systems (e.g.,
tense, agreement, pluralization), word order, patterns, rules, and
elliptical forms.
9) Produce speech in natural constituents-in appropriate phrases,
pause groups, breath groups, and sentences.
10) Express a particular meaning in different grammatical forms.
11) Uses cohesive devices in spoken discourse.
b. Macro-skills of Speaking
1) Accomplish appropriately communicative functions according to
situations, participants, and goals.
2) Use appropriate registers, implicative, pragmatic conversations,
and other sociolinguistic features in face-to-f conversations.
3) Convey links and connections between events and communicate
such relations as main idea, supporting idea, new information,
given information, generalization, and exemplification.
4) Use facial features, kinesics, body language, and other nonverbal
cues along with verbal language to convey meanings.
5) Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context to
interpret the meaning of words, appealing for help, and accurately

15
assessing how well your interlocutor understanding you (pp. 142-
143)
3. The Aim of Speaking
In our real life, it can be easily seen that everybody moved to do
their activities, to get what they wanted and needed. Some of them went to
office to work and finally got their salary, students went to school to study
hard because they wanted to pass the examination. In short, everybody had
some purposes when he or she did an activity or when people did
something, they had some aims with it.
It is also happened when someone spoke to others. They had aims.
These aims relatively intended to get easy in communication because the
easiest way of communication was by speaking.
Richard and Renandya (2002, p. 201) stated that speaking is used for
many different purposes. When people use casual conversation our
purposes may be to make social contact with people, to establish rapport,
to engage in the harmless chitchat that occupies much of the time people
spend with friends. When people engaged in discussion with someone, on
the other hand, the purpose may be to seek or express opinions, to
persuade someone about something, or to clarify information. People use
to make polite request, or to entertain people with jokes and anecdotes.
In addition Richards (2008, pp. 21-28) stated that there are numerous
attempts had been made to classify the functions of speaking in human
interaction. They are:

16
a. As Interaction
This refers to what people normally mean by “conversation” and
which serves a primarily social function. When people most, exchange
greeting, engage in small talk and chitchat, recount recent experiences
and so on because people wishes to be friendly and to establish a
comfortable zone of interaction with other. The focus is more on
speakers and how the speakers wish present themselves to each other
than on the message.
Mastering the art of talk as interaction is difficult and may not be
a priority for learners. However, students who do need such skills and
as loss for words when the students find themselves in situation that
requires talk for interaction. Students feel difficulty in presenting a
good image of themselves and sometimes avoid situations which call
for this kind of talk. This can be disadvantage for some learners where
the ability to use talk for conversation can be important.
The main features of talk as interaction can be summarized as
follows:
1) How a primarily social function
2) Reflects role relationships
3) Reflects speaker‟s identity
4) May be formal or casual
5) Uses conversational conventions
6) Reflects degrees of politeness

17
7) Employs many generic words
8) Uses conversational register
9) Is jointly constructed
b. As Transaction
Talk as transaction refers to situation where the focus is on what
is said or done. The message is the central focus here and making
oneself understood clearly and accurately, rather than the participants
and how they interact socially with each other.
As Richards stated, Anne Burns distinguishes talk as transaction
into two different types. One is situation where the focus is on giving
and receiving information and where the participants focus primarily
on what is said or achieved. Accuracy may not be a priority as long as
information is successfully communicated or understood. The second
type is transaction which focus on obtaining goods or services, such as
checking into a hotel.
The main features of talk as transaction are:
1) It has a primarily information focus.
2) The main focus is on the message and not the participants.
3) Participants employ communication strategies to make
themselves understood.
4) There may be frequent questions, repetitions, and
comprehension checks, as in the example from the preceding
classroom lesson.
18
5) There may be negotiation and digression.
6) Linguistic accuracy is not always important.
c. As Performance
The third type of talk which can usefully be distinguished has
been called talk as performance. This refers to public talk, that is, talk
which transmits information before an audience such as morning talk,
public announcement, and speeches.
Talk as performance tends to be in the form of monolog rather
than dialog. Often follows a recognizable format and is closer to
written language than conversational language. Similarity it is often
evaluated according to its effectiveness or impact on the listener,
something which is unlikely to happen with talk as interaction or
transaction. Examples of talk as performance are giving a class report
about school trip, conducting class debate, giving a speech welcome,
making a sales presentation, giving a lecture.
The main features of talk as performance are:
1) A focus on both message and audience
2) Predictable organization and sequencing
3) Importance of both form and accuracy
4) Language is more like written language
5) Often monologist
19
4. Criteria of Good Speaking Skill
Speaking is not simply expressing something orally. However, the
students need to acquire some speaking aspects to have a good speaking
skill. As proposed by Brown (2001, p. 168), those aspects are
pronunciation, fluency, vocabulary, and accuracy.
a. Pronunciation
Based on Longman (2000, p.429) pronunciation is the way a
certain sound or sounds are produced. It covers the way for speakers to
produce clear language when they speak. To make a successful
communication happens, the speaker need to be able to deliver clear
message for listeners. In speaking, teaching pronunciation including
stress, rhythm, and intonation are very important.
b. Fluency
As proposed by Harris and Hodges (1995, p. 14) fluency is an
ability to speak quickly and automatically. It means that fluent speaker
should be able to speak quickly and automatically.
c. Vocabulary
Based on Longman (2002, p. 580), vocabulary is a set of lexemes,
consisting single words, compound words, and idioms that are
typically used when talking something. To be able to speak fluently
and accurately, speaker of foreign language should master enough
vocabulary and has capability to use it accurately.

20
d. Accuracy
Accuracy is an ability to produce sentences or utterance with
correct grammar as stated in Longman (2000, p. 204). The speakers
need to follow the rules of the language such as grammar and structure
to be able to speak accurately.
5. Problem in Speaking
Brown (2001, pp. 270-271) suggests some causes that make
speaking difficult as follows:
a. Clustering
Fluent speech is phrasal, not word by word. Learners can organize
their output both cognitively and physically (in breath groups) through
such clustering.
b. Redundancy
The speaker has an opportunity to make meaning clearer through
the redundancy of language. Learners can capitalize on this feature of
spoken language.
c. Reduced Forms
Contractions, elisions, reduced vowels, etc., all form special
problems teaching spoken English. Student who do not learn colloquial
contractions can sometimes develop a stilted, bookish quality of
speaking that in turn stigmatizes them.

21
d. Performances Variables
One of the advantages of spoken language is that the process of
thinking as you speak allows you to manifest a certain number of
performance hesitation, pauses, backtracking, and correction. Learners
can actually be taught how to pause and hesitate. For example, in
English our „thinking time‟ is not silent; we insert certain “fillers”
such as ub, um, well, you know, I mean, like, etc. one of the most
salient differences between native and nonnative speakers of a
language is in their hesitation phenomena.
e. Colloquial Language
Make sure the students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and that they get
practice in producing these forms.
f. Rate of Delivery
Another salient characteristic of fluency is rate of delivery. One
of your tasks in teaching spoken English is to help learners achieve an
acceptable speed along with other attributes of fluency.
g. Stress, Rhythm, and Intonation
This is the most important characteristic of English pronunciation.
The stress-timed rhythm of spoken English and its intonation patterns
convey important message.

22
h. Interaction
Learning to produce waves of language in a vacuum – without
interlocutors – would rob speaking skill of its richest component: the
creativity of conversational negotiation.
6. Types of Classroom Speaking Performance
According to Brown (2001, pp. 271-274), speaking can be applied in
many different ways. The difference is caused by the aim achieved. Here
were six appropriate oral performances:
a. Imitative
A very limited portion of classroom speaking time may
legitimately be spent generating “human recorder” speech, where, for
example, learners practice an intonation contour or try to pinpoint a
certain vowel sound. Imitation of this kind is carried out not for the
purpose of meaningful interaction, but for focusing on some particular
element of language form.
b. Intensive
Intensive speaking goes one step beyond imitative to include any
speaking performance that is designed to practice some phonological
or grammatical aspect of language. Intensive speaking can be self-
initiated or it can even form part of some pair work activity, where
learners are “going over” certain form of language.

23
c. Responsive
A good deal of student speech in the classroom is responsive:
short replies to teacher or student initiated questions or comments.
These replies are usually sufficient and do not extend into dialogues.
d. Transactional (dialogue)
Transactional language, carried out for purpose of conveying or
exchanging specific information, is an extended form of responsive
language.
e. Interpersonal (dialogue)
The other form of conversation was interpersonal dialogue carried
out more for the purpose of maintaining social relationship than for the
transmission of facts and information.
These conversations are a little trickier for learners because they
can involve some or all of the following factors:
1) A casual register
2) Colloquial language
3) Emotionally charged language
4) Slang
5) Ellipsis
6) Sarcasm
7) A cover “agenda”
24
f. Extensive (monologue)
Finally, students at intermediate to advance levels are called on to
give extended monologues in the form of oral reports, summaries, or
perhaps short speeches. Here the register is more formal and
deliberative. These monologues can be planned or impromptu.
7. The Method “Speaking” Learning
Problem Based Learning (PBL) is a teaching method that is
characterized by real problems as a context for learners to learn critical
thinking and problem solving skills, and gaining knowledge (Duch,1995 p.
6). The Problem Based Learning (LBL) Learning Model in the 2013
curriculum has the following stages:
1. Students orientation to problems
At this stage, the teacher should explain the learning and activity
objectives that will be performed so that the students know what the
primary purpose of learning is, what problems will be discussed, how
the teacher will evaluate the learning process. This is to give the
students basic concepts. Teachers should be able to provide the
motivation of learners to engage actively in solving the selected
problem.
2. Organizing learners.
At this stage, teachers help students define and organize learning tasks
that relate to an orientation-oriented problem, such as helping learners

25
form small groups, helping learners read the issues found in the
previous step, then trying to hypothesize the problems found
3. Guiding individual and group investigations
At this stage, teachers encourage students to gather information as
much as possible, perform experiments, create and share their own
ideas for explanations and troubleshooting.
4. Develop and present works
At this stage teachers help the students in analyzing the data that has
been accumulated at the previous stage, according to the data with the
problem that has been formulated, then grouped by category. Learners
give arguments to troubleshooting answers. Works can be made in the
form of reports, videos, or models.
5. Analyze and evaluate troubleshooting processes
At this stage, teachers ask students to reconstruct thoughts and
activities that have been done during the process of the learning
activity. Teachers and learners analyze and evaluate the problem
solving that each group is presented to.
After completion of the learning, do not forget to give the
teacher reinforcement, so the learners have a rounded concept of the
basic competencies learned.
8. Speaking Assessment
The type of criteria uses to access a speaker‟s oral performance
during a classroom activity will depend on which kinds of talk people are
26
talking about and of classroom activity people are using. Different
speaking activities such as conversations, group discussions, and speeches
make different types of demand on learners. They require different kinds
and level of preparation and support; different criteria must be used to
assess how well students carry them out. (Richard, 2008, p. 39).
According to Thornburry (2005, p. 125), type of spoken tests that
commonly used are:
a. Interview, students can be set some writing or reading task, while
individual are called out, one by one, for the interview.
b. Live monologues, the students prepare and present a short talk in a
pre-selected topic.
c. Recorded monologues, students take turn to record themselves about
their hobbies or best experience in past time, for example, in a room
adjacent to the classroom, with minimal distruption to the lesson.
d. Role-plays, students will be used to doing at least simple role-play in
class.
e. Collaborative task and discussion, these are similar to role-plays
except that the students are not required to assume a role but simply to
be themselves.
In same line with Thornburry, Brown (2003,pp.145-148) stated that
designing assessment in speaking English may be through some ways,
those are:
27
a. Designing assessment task for imitative speaking. Imitative speaking
could be tested by “Phone-pass Test”. The phone-pass test elicits
computer-assisted oral production over a telephone. Test-takers read
aloud, repeat sentence, say words, and answer questions.
b. Designing assessment task for intensive speaking. At intensive level,
test-taker are prompted to produce short stretches of discourse (no
more than a sentence) through which they demonstrate linguistic
ability at a specified level of language. Directed response tasks, read
aloud tasks, sentence completion task and oral questionnaires, picture-
cued tasks, and translation are the type of intensive speaking
assessment.
c. Designing assessment task for responsive speaking. Assessment of
responsive task involve brief interactions with an interlocutor,
differing from intensive tasks in the increased creativity given to the
test-taker and from interactive tasks by somewhat limited length of
utterance.
d. Test of Spoken English (TSE). The task on the TSE are designed to
elicit oral production in various discourse categories rather than in
selected phonological, grammatical, or lexical targets.
e. Designing assessment task for extensive speaking. Extensive speaking
tasks involve complex and relatively lengthy stretches of discourse.
They are frequently variations of monologue, usually with minimal
verbal interaction.
28
In this study the writer used one of interactive speaking assessment
which is recorded monologues. Students can take turn to record
themselves and talk about a topic which the test-taker will give them for
twice, each of which lasted for about three minutes. The advantages of
recorded monologues is that the assessment can be done after the event
and result can be “triangulated” – that is, the test-taker can rate the
recording and their ratings can be compare to ensure standardization.
Using the recorded monologues method above assessment, the writer
would be able to check the students speaking ability.
The scoring would be refer to this assessment table below:
No Criteria Score Description
Equivalent to that of an educated

5
native speaker.
1 Grammar Able to use the language accurately
on all levels normally pertinent to

4
professional needs. Errors in
grammar are quite rare.
Control of grammar is good. Able to
speak the language with sufficient
3 structural accuracy to participate
effectively in most formal and
informal conversation on practical,

29
social, and professional topics.
Can usually handle elementary
constructions quite accurately but

2
does not have thorough or confident
control of the grammar.
Errors in grammar are frequent, but
speaker can be understood by a
1 native speaker used to dealing with
foreigners attempting to speak his
language
2 Vocabulary Speech on all levels is fully accepted
by educated native speakers in all
features including breadth of

5
vocabulary and idioms,
colloquialisms, and pertinent cultural
references.
Can understand and participate in
any conversation within the range of

4
his experience with a high degree of
precision of vocabulary.
3 Able to speak the language with

30
sufficient vocabulary to participate
effectively in most formal and
informal conversations on practical,
social, and professional topics.
Vocabulary is broad enough that
rarely has to grope for a word.
Has speaking vocabulary sufficient
2 to express themselves simply with
some circumlocutions.
Speaking vocabulary inadequate to
1 express anything but the most
elementary needs.

5
native speaker.
Can understand any conversation

4
within rate of their experience.
3 Comprehension Comprehension is quite complete at

3
a normal rate of speech.
Can get the gist of most conversation

2
of non-technical subject.
1 Limited language experience,

31
delivered slow speech repetition.
Speech as fluent and efforts less as

5
that of native speaker.
Speed of speech seems to be slightly

4
affected by language problem.
4 Fluency Speed and fluency are rather strongly

3
affected by language problem.
Usually hesitant, often forced into

2
silence by language limitation.
Speech is also halting and
1 fragmentary as to make conversation
virtually impossible

5
native speaker
4 Error pronunciation quite rare.
5 Pronunciation Error never interfere with
understanding and rarely disturb the

3
native speaker. Accent may be
obvious foreign.
2 Accent is intelligible though often

32
quite faulty.
1 Error in pronunciation are frequent.
Table 2.1
(Scoring rubric of speaking, Brown (2003,pp.172-173))
B. PROCESSING CONDITION
1. The Definition of Processing Condition
Bygate (2010, p. 6) points out that Interaction skills involve making
decisions about communication, such as: what to say, how to say it, and
whether to develop it. However, there is a factor that affects the nature of
speaking. This factor is related to the internal conditions of speaking: the
fact that the talk which is produce under the pressure of time is called
processing conditions.
Furthermore, processing conditions are an important influence. The
ability to master the processing conditions of speech enables students to
deal fluently with a given topic while being listened to. Bygate (2010, p.
11) notes that the main features of speaking which can be traced to the
processing conditions of communicative involve time factor. The words
are being spoken as they are being decided and as they are being
understood. This kind of ability thus covers the basic communicative skill
of producing speech at a normal speed under pressure of time.
One of the most important of the constraints is time pressure: oral
language allows limited time for deciding what to say, deciding how to say
33
it, saying it, and checking that the speaker‟s main intentions are being
realized.
2. Influence of Time Pressure
Time pressure tends to affect the language used in at least two main
ways. Firstly, speakers use devices in order to facilitate production, and
secondly they often have to compensate for the difficulties.
a. Facilitation
Bygate (2010, p. 14)stated that because speakers have less time to
plan, organize and execute their message, they are often exploring their
phrasing and their meaning as they speak. There are four main ways in
which speakers can facilitate production of speech:
1) By simplifying structure
Simplification, largely involves parataxis. Simplification can
be found mainly in the tendency to tack new sentences on to
previous ones by the use of coordinating conjunctions like „and‟,
„or‟, „but‟, or indeed no conjunction at all. This way of connecting
sentences is called „parataxis‟. Instead of parataxis, a speaker
might use „hypotaxis‟, that is, subordination. Subordination,
however, often involves more complex sentence-planning. While
in writing we have time to use a lot of subordination, time
pressures in speech often tend to make the use of subordination
more difficult.
So parataxis can be understood as a simplification strategy in
the production of speech. In addition to parataxis, speakers often

34
avoid complex noun groups with many adjectives preceding them.
Instead, they tend to repeat the same sentence structure to add
further adjectives separately. As a result, oral language tends to be
more „spread out‟ and less dense than written language.
2) By Ellipsis
Ellipsis is also used to facilitate production when time is
short. This consists of the omission of parts of a sentence, like
syntactic abbreviation. Examples include: „Who?‟, „On Sunday‟,
„the small one‟, „does what‟, „Why me?‟ „Green‟. In order to
understand, a listener must have a good idea of the background
knowledge assumed by the speaker. In most speech situations this
can be counted on. Thus for example, when someone says „Look‟,
„Why don‟t you come out?‟, or „John knows‟, the speaker and
listener both know (although a hearer might not), what there is to
look at, what the person could come out of, and what John knows.
In order to speak economically, it is necessary and normal to
exploit ellipsis: we do not always speak in complete sentences.
3) By Using Formulaic Expressions
A third tool used for facilitating the production of spoken
language consists of sets of conventional „colloquial‟ or idiomatic
expressions or phrases. These are sometimes called formulaic
expressions. They consist of all kinds of set expressions, not just

35
idioms, but also phrases which have more normal meanings, but
which just tend to go together.
Stubbs (1983, p.155) gave the following examples “I don‟t
believe a word of it”, “Who does he think he is?”, or “It‟s very
nice to meet you”. Although all the words in these phrases have
their normal meanings, some of them are difficult to change (try „I
don‟t believe a sentence of it‟, or „Who does he believe he is?‟, or
„It‟s very agreeable to meet you‟).
The interest in these expressions is that the speakers can
contribute to oral fluency. Speakers do not have to monitor their
choice of words one after another. Speakers do not have to
construct each new utterance afresh, using the rules of the grammar
and their knowledge of vocabulary in order to vary their expression
for each fresh occasion. Instead the speakers proceed by using
chunks which the speakers have learnt as wholes. This is
particularly important in routine situations.
4) By the Use of Fillers and Hesitation Devices.
The final set of strategies used to facilitate the production of
speech are time-creating devices. These tend to give speakers more
time to formulate what the speakers intend to say next. Features
here include the use of fillers, pauses, and hesitations. One frequent
kind of filler is the use of phrases like „well‟, „erm‟, „you see‟,
„kind of‟, „sort of, „you know‟, and so on. Another kind of filler
36
arises when speakers rephrase or repeat what their interlocutors
have said. A final strategy is simply to hesitate, repeating words
while trying to find a needed word. By doing this, the speakers
give themselves more time to find their words or organize their
ideas.
b. Compensation
In considering compensation, the writer concerned with the way
speakers find themselves repeating, in various ways, what the speakers
have already said. The fact that speakers find themselves „feeling out
what the speakers are going to say‟ as speaker say it induces various
kinds of errors. As a result, it is quite common for speakers to find
themselves correcting or improving what the speakers have already
said. In a sense what speakers are doing is compensating for the
problems which arise out of the time pressure. What‟s more, time
pressure also increases pressure on memory: in order to ensure clear
understanding, speakers therefore use a lot of repetitions and
rephrasing.
In speech, however, corrections are tolerated and indeed
necessary. What happens is that the speaker substitutes a noun or an
adjective for another, or repeats a noun group, adjective or adverb with
additional elements in order to alter some aspect of what he or she has
said. This is a first reason for reformulation to occur.

37
The second way in which time pressure affects oral language
production is that the gist of the whole transaction has to be held in the
speaker‟s memory. In order to make this easier, speakers tend to
rephrase and reformulate what they say. This is often in order to give
people time to understand, to remind them of things that were said.
These characteristics are all related to an important aspect of
speech, which is that it is not recorded: it is only temporary. It is not
possible for either speaker or listener to go back over previous speech
if something was not understood. There are memory limitations. For
this reason the organization of the structure of speech involves short
bursts of language, back and forth between the speakers, so that people
can comment freely on remarks made as they come up. Only in formal
discussion is it often necessary to refer back to what someone said
many minutes before. The features that have mentioned all help to
reduce memory load, just as they help to lighten the planning load.
C. CONCEPTUAL FRAMEWORK
Speaking is an essential part of human life because it is used to
communicate, and to interact with people. Although there are many ways to
communicate, the most effective one is through language. Therefore, speaking
teacher has to develop learners, ability to use the language. In real life settings,
it is not uncommon that the student find it difficult to produce sentence under
time pressure.
38
It generally makes a difference whether a piece of communication is
carefully prepared or whether it is composed on the spur of the moment. This
can affect the choice of words and style. The form of spoken language is
affected by the time limitations, and associated problems of planning,
memory, and of production under the pressure.
According to the statement above, the writer could conclude that
processing conditions are important influence to do communication and
speaking well. It could be said that processing conditions has contribution at
producing speech in normal speed under a pressure of time.
D. RESEARCH OF RELEVANCE
After seeking for the several titles of the research in many sources, the
writer found the same title, they are:
1. “A CLOSE LOOK AT PROCESSING CONDITION OF SPEAKING: A
CASE OF SIXTH SEMESTER STUDENT OF ENGLISH
DEPARTMENT OF ATMA JAYA UNIVERSITY”, by Juniatik, student
of English Department Faculty of Education, Atma Jaya Catholic
University Jakarta (NPM 9631094), 2001. In this chapter of research, the
writer found a sameness of research that the previous researcher limited
the identified problems and consider one main problem. The main problem
is the student lack of produce a speech under the pressure of time.
Therefore the researcher focuses on the influence of the processing
conditions on one‟s speaking. The differences from this research is the

39
researcher is used descriptive study to analyze this research while this
paper used Experimental study with the T-test Statistic technique
2. “IMPROVING EMPLOYEE SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE IN PRODUCTION DEPARTMENT
OF PT. TAKEDA INDONESIA”, by Amar Muhammad Fauzi, student of
English Literature Program, School of Foreign Language – JIA Bekasi
(NPM 4313151015005), 2019. In his paper, Amar found that there is a
significant positive influence between speaking skill through
communicative language for the employees. The similarities of this
chapter with this paper are focusing on speaking, however, Amar has
focused on employees speaking ability, while this paper focusing on
students speaking. In other words, the sameness with this paper was the
technique data collection, this paper also used statistic technique of T-test
to discover the result of experimental study.

CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Time and Place of the Research
Composing the paper needs a process of the research which takes
time and place. This research was carried out SMA Daar El Qolam
Tangerang it has cooperated with 4th grade in SMA Daar El Qolam
Tangerang.
1. Time of the Research
This research accomplished and started from February – July 2020,
and the test result were collected.
2. Place of the Research
This research will be located at Daar El Qolam
Tangerang. Name of School : Daar El Qolam
Address : Jalan Raya Serang, Pasir Gintung, Jayanti,
Tangerang, Banten 15610
Phone : (021) 5950599
Website : www.daarelqolam.ac.id
40
41
B. Population and Sample
1. Population
Population is the overall number of units studied. Population is a
collection of individuals with quality characteristics that have been set.
Population is a collection of people, objects, or measurement that we
are interested in analyzing. Besides, Sugiyono (2006, p. 90) define,
“population is a region consisting of generalization an object or subject
that has certain qualities and characteristic that set by the researchers to
learn and then be deduced.”
The population of this research were students of the fourth grade of
SMA Daar El Qolam Tangerang. They are 78 students. 40 students
from fourth A class and fourth B class that consisting 38 students.
2. Sample
A sample is a portion of a population. Sugiyono (2006, p. 91) stated
that, “Sample is part of the number of population that represent the
characteristics of it.”
Sampling technique is to determine the sample in study and to select
elements or parts of a population to the research. In this research, the
writer conducted a collection by sample non probability sampling
techniques, with sample withdrawal technique, namely quota
sampling. According to Kurnia (2014, p. 108), quota sampling
technique is the form of the sample stratified proportionally but not
randomly selected but the chance to the research.

42
Uma Sekaran (2003, p. ) provided guidelines for determining the
number of samples as follow:
1. Sample size be between 30 to 500 elements.
2. If the sample is broken down into subsets (male/ female,
elementary/ junior/ senior high school, etc.), the minimum
subsample must be 30.
3. In multivariate studies (including multivariate regression analysis)
the sample size must be several times greater (10 times) than the
number of variables to be analyzed.
4. For a simple measure of experimental research, with strict controls,
sample sizes can be between 10 and 20 elements.
Based on the above statements, the sample in this research are 20
students of the fourth grade of SMA Daar El Qolam Tangerang.
C. Method of the Research
This research type of study was quantitative research, because the
writer focused of the analysis on the influence of processing condition
upon the students speaking performances.
This research uses pre-experimental researched, according to
Creswell (2009, p. 229), “seeks to determine if a specific treatment
influences an outcome in a study. This impact is assessed by providing a
specific treatment to one group and withholding it from another group and
then determining how both groups score on an outcome”.

43
to be researched to know the influence of processing condition of
speaking in speaking class of the fourth grade of SMA Daar El Qolam
Tangerang.
This researched was carried out by the writer by doing
experimental teaching about how to speak under a pressure of time in
speaking class at 20 students in the fourth grade of SMA Daar El Qolam
Tangerang. In applying a treatment the writer can find an influence of
processing condition of speaking on unprepared and prepared talk.
The researched uses pre-experimental research with one group pre-
test and post-test in this research. If the post-test score is higher than the
pre-test, this indicates that there is an influence between processing
condition of speaking on an unprepared and prepared talk in speaking
class.
According to Creswell (2009), “Quantitative approach experimental
strategy of inquiry, and pre- and post-test measures of attitude. An
experimental design is used in which attitudes are assessed both before and
after experimental treatment. The data are collected on an instrument that
measures attitudes and the information is analyzed using statistical
procedures and hypotheses testing” (p.160). One group pre-test post-test
design, this design includes a pre-test measure followed by a treatment and
a post-test for single group.

44
Group 01 X 02 (p.160).
X : Represent an exposure of a group to an experimental variable or
event. The effect of which are measured.
0 : Represent an observation or measurement recorded on an
instrument. (p.159).
01 :Pre-Test
X : Treatment
02 : Post-Test
The one group pre-test and post-test method in the procedure is
divided into five stages as follows:
1. Perform a pretest test to the respondent to find out the respondent‟s
ability before the treatment is carried out.
2. After the pretest, give treatment to the respondents for a certain period
of time.
3. After the treatment is given, then post-test to measure the respondent‟s
ability after getting treatment.
4. After evaluating the value of the pre-test and post-test, compare to
determine how many differences arise as a result of the treatment.
5. Use a statistical test that is suitable for testing hypotheses, for
experimental research usually using a test.
In this experiment, the writer did research directly, and gave the
students two topic to talk, there are about “Talents” and “Travel”. Each of
45
which lasted for about three minutes. The first one the writer gave the
students a topic about “Talents” to talk on the unprepared talk which
means the writer gave a pre-test to measure students attitudes. A pretest
provides a measure on some attribute or characteristic that is assess for
participants in an experiment before they receive a treatment. After a
treatment, the students doing a prepared talk with the topic about “Travel”
to talk. which means they get a post-test. A post-test is a measure on some
attribute or characteristic that is assessed for participants in an experiment
after treatment. This speaking task is adopted as the activities can give the
students clearer understanding of how to go about the task themselves. The
students may pick up some useful words and phrases to use in their
performance and think of better tactics to use. In so doing, the students
will certainly have a better understanding of meanings and concepts
involved in the task. Having taped the two talks, this study will analyze
and compare them.
If the post-test score is higher than the pre-test, this indicates that
there is an influence between processing condition of speaking on an
unprepared and prepared talk in speaking class.
The focus of the analysis is on the influence of time pressure upon the
students language performances.

46
D. Instrument and Variable of the Research.
1. Instrument of the Research
a. Observation
According Hadi in Sugiyono (2016) states observation is
the process of gathering firsthand information by observing people
and places at research site so acceleration is the process obtaining
data from the first hand by observing people and places when
conducting some research to starting a research. (p.145)
To make a test, the writer observes inside terms of seeing
the semester learning plan to find out the learning standards that
have been learned during the even semester. The writer needs
syllabus in English language subject at SMA Daar El Qolam
Tangerang to synchronize the questions the researcher made with
the learning that the respondent had received.
Observation is used to see and observed a problem, so as to
obtain understanding or as proof of information or information
obtained previously. Observation is also useful to find out the
situation of the respondent before being treated by a treatment.
Initial observations, the writer observed the respondents and the
curriculum that fit the criteria of the SMA Daar El Qolam
Tangerang for making test instruments.

47
b. Interview
Hadi in Sugiyono (2016) states interview is a data
collection methods in which an interviewer (the researcher or
someone working for the researcher) as question of an interviewer
(the research participant). (p.137)
Furthermore, the researcher conducted interviews with
several students to obtain information about their majors, what age
range they were and how the method of learning English in this
school. This research was conducted during 4 meetings. The first
meeting was carried out with a pre-test, two treatments were
carried out and the last day was a post-test.
c. Test
Quantitative approach-post positivist worldview,
experimental. Strategy of inquiry, and pre-test and post-test
measure of attitudes. In this scenario, the researcher tests a theory
by specifying narrow hypotheses and the collection of data to
support or refute the hypotheses.
An experimental design is used which attitudes are assessed
both before and after an experimental treatment. The data are
collected on an instrument that measure attitudes, and the
information is analyzed using statistical procedures and hypothesis
(Creswell, p.16)
48
The students was assigned to talk about “Talents” and
“Travel”, each of which lasted for about three minutes. The test
used in this research is pre-test and post-test, where the students
have to talk about the topic about “Talents” on the unprepared and
the topic about “Travel” on the prepared talk.
The pre-test was done before implementing the treatment.
The objective of the test is to know the basic score students English
speaking. After pre-test, the researched gives the treatment to their
post-test. After the treatment, the researched once again conduct a
test. The purpose of this test is to know score of students after
learning processing conditions of speaking. This speaking task is
adopted as the activities can give the students clearer understanding
of how to go about the task themselves. The students may pick up
some useful words and phrases to use in their performance and
think of better tactics to use. In so doing, the student will certainly
have a better understanding of meanings and concepts involved in
the task. Having the two talks, this study will analyze and compare
them.
d. Documentation
Documentation can be in the form of photos, video
recordings, voice recordings, subject matter used by the writer and
others partly to prove the research conducted. The writer recording
a video during the research.

49
2. Variable of The Research
According to Sugiyono (2006, p. 38) “Research Variable are
basically anything in the form that is determined by the researcher to be
studied in order to obtain information about it, so that the conclusion
drawn”. Variable can be considered as a character that is taken from
different value so that the variable variation.
Variable of this research are speaking and processing condition.
Where speaking variable X and processing condition as variable Y.
below is the picture of this research variables:
X Y (Sugiyono, 2014), p. 42)
X: Speaking
Y:Processing Condition
E. Techniques of Data analysis
1. Data respondent
Data is a measure of value. Data collection is one important stages in
research. Data is collected from the source (data source). What is
meant by a data is an object from which data is obtained.
Data that has been processed is referred to as information. Good data
requirements, among others: data must be accurate, data must be
relevant, and data must be up to date.
In this research, the data was processed using IBM SPSS 23 formula to
find the result research at the fourth grade of Daar El Qolam Islamic
50
Boarding School. The source of data respondent is 20 respondents
from the fourth grade of SMA Daar El Qolam Tangerang.
2. Distribution frequency
According to Usman and Akbar (2008,p.70-71),Following arrange a
frequency distribution table of pre-test:
a. Sort the data from the lowest value (lowest Score) to the
highest value (Highest Score)
b. Calculate the range of the highest data minus the lowest data
with formula:
Hypothesis an analysis.
R = highest data – lowest data
c. Counts lots of classes with the rules of sturges:
n= the amount of data, the end result is rounded up.

Many class = 1 + 3,3 log n
d. Calculate the length of the interval class with the formula
RANGE
𝑃 = TOTAL CLASS
e. Specify the lower end of the first interval class. Usually the
smallest the data is taken or the data is smaller than the smallest
51
data but the difference must be less that length of the class
obtained.
f. The first interval class is calculated by summing the lower end
of the class with the p minus 1, and the next interval is
calculated with the same calculation.
g. The value of “f” is calculated using helper tables
h. Move the “f” value to the frequency distribution table
1) PRETEST
a. Sort the data from the smallest to the largest data
56 60 64 76
56 60 64 80
56 60 68 80
56 60 76 84
60 64 76 84
Table 3.1
Shorted data Pretest
b. Calculate the range that is the highest data minus the lowest
data with formula
R = highest data –
lowest data
52
R =84 – 56 = 28
c. Count of classes with the rules of sturges are
n = the amount of data, the end result is rounded up.

In this research, n= 20 then calculate be
like: Many Classes = 1 + 3,3 log20
= 1 + (3,3 x 1,301)
= 1 + (4,29)
= 5,29(rounded into 6)
d. Calculate the length of the interval class with the
formula
RANGE
𝑃 = TOTAL CLASS
P = 28 = 4,6Round 5
6
e. Specify the lower end of the first interval class. Usually
the smallest the data is taken or the data is smaller than
the smallest data but the difference must be less that
length of the class obtained.In this research, the interval

53
is taken from the smallest data which is the Lower end is
56.
f. The first interval class is calculated by summing the
lower end of the class with p minus 1.
56+ 5 – 1 = 60
61+ 5 – 1 = 65
66 + 5 – 1 = 70
71 + 5 – 1 = 75
76 + 5 – 1 = 80
81 + 5 – 1 = 85
g. The value of “f” is calculated using a helper table
Value Tabulation F
56 – 60 IIII IIII 9
61 – 65 III 3
66 – 70 I 1
76 – 80 IIII 5
81 – 85 II 2
Table 3.2
Helper Table to Interval Class of Pretest
h. Move the value helper table to the frequency distribution
table:
54
Score F Frequency (%)
56 – 60 9 45%
61 – 65 3 15%
66 – 70 1 5%
76 – 80 5 25%
81 – 85 2 10%
Total 20 100%
Table 3.3
Distribution Frequency of Pretest
2) POST TEST
a. Sort the data from the smallest to the largest data
68 72 80 86
68 72 80 92
64 72 80 92
72 74 80 96
72 76 84 96
Table 3.4
Shorted data Post Test
55
b. Calculate the range that is the highest data minus the lowest
data with formula
R = highest data –
c. Count of classes with the rules of sturges are
lowest data
n = the amount of data, the end result is rounded up.
R = research,
In this 96 – 68 =n=
2820 then calculate be
like: Many Classes = 1 + 3,3 log20
= 1 + (3,3 x 1,301)
= 1 + (4,29)
= 5,29 (rounded into 6)
d. Calculate the length of the interval class with the formula
RANGE
𝑃28= TOTAL CLASS
P = = 4,6Round 5
6
56
e. Specify the lower end of the first interval class. Usually
the smallest the data is taken or the data is smaller than
the smallest data but the difference must be less that
length of the class obtained. In this research, the interval
is taken from the smallest data which is the Lower end is
68.
f. The first interval class is calculated by summing the
lower end of the class with p minus 1.
68 + 5 – 1 = 72
73 + 5 – 1 = 77
78 + 5 – 1 = 82
83 + 5 – 1 = 87
88 + 5 – 1 = 92
93 + 5 – 1 = 97
g. The value of “f” is calculated using a helper table
Value Tabulation F
68 – 72 IIII III 8
73 – 77 II 2
78 – 82 IIII 4
83 – 87 II 2
88 – 92 II 2
57
93 – 97 II 2
Table 3.5
Helper Table to Interval Class of Post Test
h. Move the value helper table to the frequency distribution
table:
Score F Frequency (%)
68 – 72 8 40%
73 – 77 2 10%
78 – 82 4 20%
83 – 87 2 10%
88 – 92 2 10%
93 – 97 2 10%
Total 20 100%
Table 3.6
Distribution Frequency of Post Test
3. Validity and Reliability Data
According to Sugiyono (2016, p. 267) explained that to test the
validity of the instrument there were three based used, there are valid,
reliable and objective. This is done to see how far the instrument can
be valid. The three based on their contents, based on the conformity

58
with the consensus, and are based on their criteria. For instrument in
the form of test validity testing can be done by comparing the contents
of the instrument with the subject matter that has been taught. For
validity based on the contents the writer consults to consultant.
As for the validity of construct the writer uses SPSS software
series 23. Then after construct stage, the writer also tested the validity
based on the criteria of the researcher in accordance with syllabus in
SMA Daar El Qolam Tangerang. The formula validity using Bivariate
pearson (Product Moment Pearson):
𝑟 𝑛(∑ 𝑥𝑦)−(∑ 𝑥).(∑ 𝑦)

𝑥𝑦=
√(𝑛 ∑ 𝑥2−(∑ 𝑥)2 (𝑛.𝑦2 −(∑ 𝑦)2
Explanation:
r = Pearson Product Moment coefficient
n = the number of the respondent
x = cause variable/influence/independent
variable y =effect variable/influence/independent
variable
∑ 𝑥𝑦= sum of multiplication between x and y scores
∑ 𝑥2= sum total of x – quadrate sum of x‟s distribution score
∑ 𝑦2= sum total of x y– quadrate sum of y‟s distribution score
With the last results validity:
a. If rcount>rtable then data is classified as valid.
b. If rcount<rtable, the data is classified non valid.

59
The writer is testing the reliability using Alpha cronbach in software
SPSS 25. The formula of reliability:
𝑟 2
11=( 𝑛 ∑𝜎
)(1− )
�
𝑛−1 𝑡
�
Explanation:
r11 = reliability that look for
n = the question number that tested
∑ 𝜎2= total variants score every number

�
𝜎2 = total variants
�
With the last results reliability:
a. If cronbach‟s alpha is < 0.05 classified Non Reliable.
b. If cronbach‟s alpha is > 0.05 classified Reliable.
4. Normality Data
After the construct stage, the researcher also tested the validity
based on criteria of the researcher in accordance with syllabus in SMA
Daar El Qolam Tangerang then made 20 choices of test for pretest and
posttest.
Normality test serves to find out whether the researcher
population is normal or not. For this test using the kolmogrov-smirnov
test formula in SPSS 23. After the writer getting the data status is
significance, after the writer testing the normality data the pretest and
post test.
60
Based on calculation of kolmogrov – smirnov:
a. If the values (sig) is greater than 0.05, the research data is normally
distributed.
b. If the valued (sig) is smaller than 0.05 then the research data
cannot be normality distributed.
5. The hypothesis Test
To find an influence at processing condition of speaking in
speaking class from pre-test and post-test from the sample analyzed,
the parametric statistics test formula by t-test formula with degree of
significance 0,05.
According to Sugiyono (2012, p.9) the two part test is used if the
null hypothesis (Ho) reads “equal to” and the alternative hypothesis
(Ha) reads “not the same as” (Ho=;Ha≠).
According to Usman and Akbar (2008, p.124-125) below the
following formula of t-test:
𝑥̅ - 𝜇𝑜
𝑡 𝑠
√𝑛
Explanation:
𝑥̅ = Average data available
𝜇𝑜 = Average data now
𝑠 = Standard deviation
61
𝑁 = Number of sample data
Determining criteria of t-test:
1. Determining significance point, it is = 0,05
2. Determining test criteria of t:
If tobserved≥ ttable, it is significant
If tobserved≤ttable , it is not significant
If ttable ≤tobserved≤ttable , so Ho is accepted and Ha is rejected
determining the significance point, it is = 0,05
df = n – 1
F. Interpretation
An interpretation of the results means that the researcher draws
conclusion from the result for the research questions, hypothesis and the
larger meaning of the result. This interpretation involves several steps.
The final step in an experimental is to interpret the findings in light of the
hypothesis or research question set forth in the beginning. In this
interpretation, address whether the hypothesis or questions were supported
or whether they were refuted. Consider whether the treatment that was
implemented actually made a difference for the participate for the
participants who experienced them
Interpretation of the results in quantitative research means that the research
questions, hypotheses, and the larger meaning of the result (Creswell,
2009, pp. 152, 167, 230).

CHAPTER IV
DATA ANALYSIS
In this chapter the writer will describes results of data that necessary to
inform in this research that had been collected, the writer will presents the results
tabulation which is frequency distribution, reliability and validity test, normality
test, hypothesis and data interpretation.
A. Data Description
Characteristics respondent in this research is about gender and age. To get
the data, the writer used 20 students of 78 students at fourth grade of SMA Daar
El Qolam Tangerang as participant. The description data of characteristics
respondent is able to seen as follows.
1. Gender of Respondents
Gender
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 5 25.0 25.0 25.0

female 15 75.0 75.0 100.0
Total 20 100.0 100.0
Source : Data processing result, SPSS 23
Table 4.1
Gender of Respondents
Based on the table above, shows that female respondents are more than
male respondents, there are 15 female respondents and only 5 male
62
63
respondents in total there are 20 respondents in this research. Based on table
4.1 the frequency gender of respondents above can be visualized in the form
of a bar diagram as follow:
20 20
18
16
14 15
12
10
8
6
4
2 5
0
75% 100%
25%
FEMALEMALETOTAL
FrequencyPercentage
Source: Data Processing Result, Ms. Excel 2016
Chart 4.1
In this research more dominated by female because in general female
are more interested in majors of school, it can be seen in the chart above that
females 15 respondents reached 75% while male only 5 respondents reached
25%. These respondents there are more female respondents than male
because the majority course in the school is females. In general, female
academic achievement are better compared to male. However, it does not
mean that male could not get a better achievement.

64
2. Age of Respondents
Age of Respondent
Cumulative
Valid <16 tahun 12 60.0 60.0 60.0

>16-17 tahun 8 40.0 40.0 100.0
Total 20 100.0 100.0
Source: Data Processing Result SPSS 23
Table 4.2
Age of Respondents
The writer uses age as a characteristic of respondents because the
writer wants to know the level of comprehension and ability of the
respondents, the more of the mature in this level of subject comprehension
of the respondents better than other respondents.
Based on the table above, it can be seen there are 12 students as
respondents under16years old, then there are 8students over 16 until 17
years old, total all of the respondents in this study were dominated by
respondents under16years reach until 60%, then respondents over 16 until
17 years old reach 40%. Respondents are dominated by students
under16years old, which is normal because at fourth grade of SMA Daar El
Qolam students are about 15 years old. Based on table 4.2 age of
respondents above can be visualized in the form of a bar diagram as follow.

65
20 20
18
16
14
12
10 12
8
6 8
4
2
0
60% 40% 100%
<16>16-17TOTAL
FrequencyPercentage
Source: Data Processing Result, Ms. Excel 2016
Chart 4.2
Age of Respondents
B. Data Analysis Variable
The data must be presented in a concise and clear form. One way to
summarize data is by frequency distribution, which is grouping data into several
class groups and then counting the amount of data that enters each class. There are
need to be considered in the determining the class for frequency distribution for
quantitative data, namely the number of classes, class width, and class limit. For
more details can be seen in the following table.
This research aims to determine the influence at processing condition of
speaking in speaking class at the fourth grade of SMA Daar El Qolam Tangerang.
1. Distribution Frequency
After describing the respondent's data by age and gender. In this part, the
researcher presented the obtained data of the interval pretest and post test
66
scores using SPSS 23. The researcher will outline the spread of scoring test
results based on pretest and post test data. the description data of distribution
will be presented is able to seen as follows.
a. Pretest
To describe the spread of distribution frequency of pretest result.
It can be seen in the following table below
Interval Class of Pretest
Cumulative
Valid 56-60 9 45.0 45.0 45.0

61-65 3 15.0 15.0 60.0
66-70 1 5.0 5.0 65.0
76-80 5 25.0 25.0 90.0
81-85 2 10.0 10.0 100.0
Total 20 100.0 100.0
Source: Data Processing result SPSS 23
Table 4.3
Distribution Frequency of
Pretest
From the formula in chapter 3, the table of frequency distribution
above shows the highest frequency is in the score between 56 – 60 consist 9
respondents with percentage 45%, then score 76 -80 with percentage 25%
consist 5 respondents and score between 61 – 65 with percentage 15%
consist 3 respondents, also score between 81 – 85 has a percentage 10%

67
consist 2respondents,then the lowest frequency at scores 66 – 70 consist 1
respondents with the percentage 5%.
20
20
18
16
14
12
10
8 9
6
4
2 5
0 3
2
45% 1 100%
15% 5% 25% 10%
56 - 60 61- 65 66 - 70 76 - 80 81 - 85 TOTAL
FrequencyPercentage
Source: Data result processing, Ms Excel 2016
Chart 4.3
Interval class of Pre test
From the chart 4.3 above shows the average students can get a
score 56 – 60 is 9 respondents in percentage about 45%. From the
description above the score of pretest the respondents are classified low,
because the student do the test without any preparation which is the
student do unprepared talk so the students still confuse in speaking under
pressure of time. Then the respondents after doing pretest will get a
treatment about some criteria of good speaking skill. So the students not
difficulties to do the test.

68
b. Post test
To describe the spread of distribution frequency of post test result. It
can be seen in the following table below
Interval Class of Post Test
Cumulative
Valid 68-72 8 40.0 40.0 40.0

73-77 2 10.0 10.0 50.0
78-82 4 20.0 20.0 70.0
83-87 2 10.0 10.0 80.0
88-92 2 10.0 10.0 90.0
93-97 2 10.0 10.0 100.0
Total 20 100.0 100.0
Source: Data processing Ms. Excel 2016
Table 4.4
Distribution frequency of Post Test
Based on the table above shows the score average of the student
are between 68 - 72 with percentage of 40% consist of 8 respondents, 78
- 82 with percentage 20% consist of 4 respondents. Then score between
73- 77, 83 – 87, 88 - 92 and 93-97 has the same percentage, that is 10%
which consist of 2 respondents.

69
20
20
18
16
14
12
10
8
8
6
4
4 2 2 2 2
100%
2 40% 10% 20% 10% 10% 10%
0
66-72 73-77 78-82 83-87 88-92 93-97 TOTAL
FrequencyPercentage
Source: Data processing result, Ms Excel 2016
Chart 4.4
Interval Class of Post test
The post test score is better than the pretest score because the
researcher has been given a treatment to students. So the students able to
apply it into their speaking while speak under pressure of time.
2. Testing Validity and Reliability Data
Before describing the hypotheses test there are several conditions
that must be fill, such as the validity and data reliability test with the
significant test criteria below:
1. If sig (2 tail.) is < 0.05 classified Validity.
2. If sig (2 tail.) is > 0.05 classified Non Validity.
To test the validity of variable instruments, the researcher using the
product Moments Pearson correlation test using SPSS 23. The results can be
70
found if a significant value sig (2 tailed) is 0.000 < 0.05 then there is validity
between the variables connected. The details show in table 4.5.
Testing Validity Data
Correlations
Interval Class Interval Class
of Pretest of Post Test
Interval Class of Pretest Pearson Correlation 1 .856**

Sig. (2-tailed) .000
N 20 20
**
Interval Class of Post Test Pearson Correlation .856 1
N
20 20
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Data result Testing validity construct using SPSS verse 23.
Table 4.5
Testing Validity Data
Based on the result showing in table 4.5, pretest and post test with
the value significant 0.000 < 0.05. Based on validity test that affect variable
a value sig (2 tailed) which means significant, and the result are positive.
Testing Reliability
The reliability is receiving the level of validity of the pretest and post
test values above, the writer then set the level of reliability as follows:
1. If cronbach‟s alpha is < 0.05 classified Non Reliable.
2. If cronbach‟s alpha is >0.05 classified Reliable.

71
Reliability Statistics
Cronbach's Alpha N of Items
.921 2
Source: Data processing result SPSS 23
Table 4.6
Reliability table
Based on the table 4.6 above, the result of coefficients are 0.921
which means more than 0.05, so result calculating from alpha Cronbach
reliable, so the research is Reliable.
3. Testing Normality Data
Testing Normality data was used to know the normality of the data that
was going to be analyzed whether both groups have a normal distribution
or not. The researcher used SPSS 23 program which is One Sample
Kolmogorov-Smirnov test to accomplish this test. The writer getting the
data status is significance, after the writer testing the normality data the
pretest and post test by the criteria significant below:
1. If the values (sig) is greater than 0.05, the research data is normally
distributed.
2. If the valued (sig) is smaller than 0.05 then the research data cannot
be normality distributed.
72
The result of normality pretest data could be presented on the following
table 4.7 below:
One-Sample Kolmogorov-Smirnov Test

N 20
a,b
Normal Parameters Mean 67.00
Std. Deviation 10.042
Most Extreme Differences Absolute .217
Positive .217
Negative -.165
Test Statistic .217
Asymp. Sig. (2-tailed)
.014c
a. Test distribution is Normal.

b. Calculated from data.
c. Lilliefors Significance Correction.
Source: Data result in SPSS 23
Table 4.7
Testing Normality Pretest Data
Based on table 4.7, it can be seenAsymp. Sig . (2-tailed) is 0.14 > 0.05
With a significance level of 5% N=20, it can be realized the data normality
of pretest is normally distributed. The writer also calculating the post test
using software SPSS 23. The result of normality post test data could be
presented on the following table 4.8 below:

73

Interval Class of Post
Test
N 20
Normal Parameters a,b
Mean 79.00
Std. 9.279
Deviation
.175
Most Extreme Absolute
.175
Differences Positive
-.119
Negative .175
Test Statistic
Asymp. Sig. (2-tailed) .111c

source: Data Processing SPSS verse 23
Table 4.8
Testing Normality Post test Data
Based on table 4.8, it can be seen Asymp. Sig . (2-tailed) is 0.111>
0.05 With a significance level of 5% N=20, it can be realized the data
normality of post test is normally distributed.
4. Testing Hypotheses Data
After requirements of hypotheses data are required. Then the
researcher will presented the hypothesis result by using Hypotheses T-Test
with SPSS 23 program which is paired sample test, it can be visualized in
the table 4.9 below:

74
Paired Samples Statistics
Std.
S
o Error
u
Mean N Std. Deviation Mean
Pair 1 Interval Class of

Pretest 67.00 20 10.042 2.245
Interval Class of
79.00 20 9.279 2.075
Post Test
Table 4.9
Paired Samples
Statistics
Based on the table 4.9 above, it can be seen each data respondents
of pre test and post test is 20 respondents. The mean of pre test is 67,00
and the mean of post test is 79.00. it can be seen that there is different
from the result pre test and post test. The result can be seen on the table
below:
75
Paired Samples Test

Paired Differences
95% Confidence
Std. Std. Interval of the

Mea Deviatio Error Difference
Sig. (2-
n n Mean Lower Upper t df tailed)
Pair 1 Interval Class
of Pretest - 12.0 10.2
5.231 1.170 14.448 9.552 19 .000
Interval Class 00 58
of Post Test
Table 4.10
Paired Sample Test
Based on the table 4.10 it can be seen 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 is 10.258 > 2.093
𝑡𝑡𝑎𝑏𝑙𝑒 with significance level of 0,05 and df = n – 1, then dk = 19. It can be
said that is 𝐻𝑂 is rejected and 𝐻𝐴 is accepted.
There is positive and significant difference in influence at
processing condition of speaking in speaking class at the fourth grade of
SMA Daar El Qolam Tangerang.
C. Data Interpretation
The author has collected, processed and calculated all data from the results
of the pre-test and post-test. The pretest is given a test before applying treatment.
The post test begin was given to measure the influence at processing condition of
speaking in speaking class.
From the data analysis above, it was interpreted that there was an effect of
influence at processing condition of speaking in speaking class, this can be proved
from the results of the pre-test and post-test, there was an increase in the results
from both tests. The increase from the results of the pre-test to the post-test
76
occurred because the researcher did treatment by implementing some criteria of
good speaking skill in speaking class such as students are asked to improve their
skill of speaking at pronunciation, fluency, vocabulary and accuracy.
The researcher used Problem Based Method for the class. It was a method
which approved the critical thinking and the capability of problem solving and
acknowledge. The method consist some stages. At this occasion the researcher
explain the purpose of learning, some problem to discuss and how the researcher
evaluate the learning process. So the researcher define and organize the subject
which has related by the problem which has oriented. The researcher supervising
the students to collect some information as much as possible, doing an experiment
and exploring the idea to solve the problem. Then, the researcher organized the
students to analyze data which has been collected. The last, analyzing and
evaluating problem solving process. The researcher assumed that its method is the
best way to analyze the influence at processing condition of speaking in speaking
class.
Treatment is done by discussing each other and conversation between
researcher and students and it is proven to be able to increase the value of students
from pre-test to post-test. In the pretest the student have the lower score of
speaking because the students talk without a prepare. In dealing with this aspect,
the students have problems not only in using the correct pronunciation and
grammar but also in conveying the ideas clearly so that affect the students lack of
produce fluency, comprehension and many vocabularies. After the researcher
giving a treatment by implementing the criteria of good speaking skill and

77
followed by a problem based learning method in applying it the students doing a
post test with allocating some time to their talk which is the students doing a
prepared talk. The problem with grammar, pronunciation, fluency, comprehension
and vocabulary are less compared to having no time to plan. As for expressing
ideas, prepared talk or post test provides better result. Taking into consideration
the results of this study, it would be much better if the teacher of speaking provide
time for the students to prepare their talk. By doing so, their speaking process can
be pushed to attend to syntactically as well as semantic aspect. However, it does
not necessarily mean that spontaneous talk should be eliminated from the
speaking program.
The average number of scores obtained from the pre-test was 67 and the
average number of scores obtained from the post-test was 79. The result of the
related formulas, the researcher found 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 is 10.258> 2.093𝑡𝑡𝑎𝑏𝑙𝑒, it is
significance.
The researcher realizes that after applying treatment the students get a
higher score than previously. So, it can be said that there is the influence at
processing condition of speaking in speaking class at the fourth grade of SMA
Daar El Qolam Tangerang.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research has purpose to find out about significant influence between
processing condition of speaking in speaking class at the fourth grade of SMA
Daar El Qolam Tangerang, there were conclusions that have been found by the
researcher:
1. The influence between processing condition of speaking in speaking class
is high significance value 0.000 < 0.05 which means there is significant
influence between processing condition of speaking in speaking class for
the students at fourth grade of SMA Daar El Qolam Tangerang.
2. The average number of scores obtained from the pre-test was 67 and the
average number of scores obtained from the post test was 79.
3. The reliability of influence between processing condition of speaking in
speaking class is significance value, the result of coefficient is 0.921 >
0.05 which means there is significant.
4. Based on interpretation above, the researcher takes conclusion that
hypothesis testing result of student at SMA Daar El Qolam Tangerang,
students are 10.258. According to Paired sample Test correlation standard
with 𝑡𝑡𝑎𝑏𝑙𝑒 if the sample consist of 20 students is 2.093 that means
10.258> 2.093, so the hypothesis is accepted.
78
79
B. Suggestion
In line with the conclusion, the researcher would like to propose some
suggestions for SMA Daar El Qolam Tangerang and other researcher that is
probably useful in the future for the school, teachers, students and other
researcher.
1. English Teachers
Teachers area able to make methods of teaching English which can
attract student‟s attention so they can motivate students to increase
speaking skill in the class and the students can improve result holding
support facilities for students such as dictionary, books or electronic
media provide for language laboratory.
2. Students
Students of the fourth grade of SMA Daar El Qolam Tangerang are
expected to learn some speaking skill in order to increased knowledge.
The student have to be more active at speaking class. The further effort
needs to be made by the students is to encourage themselves in
improving speaking in front of the class or the audiences without feeling
fears and unconfident and also without worrying of making mistakes.
3. School
The school, SMA Daar El Qolam Tangerang is expected and
suggested to always increase the quality of the educators works that they
may provide the students comprehension with knowledge and guide well
maximally.
80
4. Other Researcher
This research ca be useful to other researcher who wants to conduct
a research that is related to the same theme and can be useful as the
source of their reference.

BIBLIOGRAPHY
Brown, Douglas H. 2001. Teaching by Principles An Interactive Approach to

Language Pedagogy (2nd ed). New York: Longman, Inc.
Brown, Douglas H. 2003. Language Assessment: Principles and Classroom. San

Fransisco: Longman.
Brown, Gillian and George Yule. 2001. Teaching the Spoken Language: An
Approach Based on The Analysis of Conversational English. Cambridge:
Cambridge University Press.
Bygate, Martin. 2010. Speaking. In C.N. Candlin and H.G. Widdowson (eds.)
Language Teaching: A Scheme For Teacher Education. New York:
Oxford University Press.
Creswell, J. W. 2014. Research Design Research Design: Qualitative,

Quantitative, and Mixed Method Approaches(4th ed). California, USA:
SAGE Publication Inc.
Duch, J. B, Groh, E. S, Allen, E. D. 2001. The Power of Problem Based Learning.

United States of America. Stylus Publisihing, LLC.
Esau, Helmut. 1980. Language and Communication. Columbia: Hornbean Press.
Fulcher, G. 2014. Testing Second Language Speaking. New York: Pearson ESL.
Kurnia, Ahmad. 2014. Metodologi Riset. Cikarang: Reconia script Self

Publishing.
Louma, Sari. 2009. Assessing Speaking. Cambridge: Cambridge University Press.
Richards, Jack C. 2008. Teaching Listening and Speaking From Theory to

Practice. Cambridge: Cambridge University Press.
Richards, Jack C., W. A. Renandya. 2002. Methodology in Language Teaching.

Cambridge: Cambridge University Press.
Sekaran Uma. 2003. Research Method For Business (4th ed). United States of
America. John Wiley & Sons, Inc. All rights reserved.
Sugiyono. 2006. Metode Penelitian Administrasi. Bandung: Alfabeta.
Tarigan, Henry Guntur. 2015. Berbicara : Sebagai Suatu Keterampilan

Berbahasa. Bandung: CV Angkasa.
Thornburry, Scott. 2005. How To Teach Speaking. New Zealand: Longman.
Usman, Husaini., Purnomo Setiady Akbar. 2008. Pengantar Statistika. Jakarta:

PT. Bumi Aksara.
APPENDICES
NO:
RESEARCH INSTRUMENT
The Influence at Processing Conditions of Speaking in

Speaking Class at the Fourth Grade of SMA Daar El Qolam
Tangerang
Witri Nur Ilahi
43131510160092
BACHELOR DEGREE
ENGLISH DEPARTMENT
SCHOOL OF FOREIGN LANGUAGES - JIA
2020
ENGLISH DEPARTMENT’S APPROVAL
REQUIREMENT FOR DISTRIBUTION OF TEST INSTRUMENT
ADVISOR I ADVISOR II
( Ade Surista, M.Pd ) ( Ahmad Kurnia, S.Pd, MM )

Date: Date:
Supervised and Approved by,

Head of S1 English Department
Yeni Noryatin, SS, M.Hum

Date............................................
Name : Witri Nur Ilahi

NIM 43131510160092
Years : 2019/2020
ACKNOWLEDGEMENT
Date : 15th June 2020
Subject : Pre-test & post-test application
Paper Title : The Influence at Processing Conditions of Speaking in

Speaking Class at the Fourth Grade of SMA Daar El Qolam
Tangerang
To : Students Fourth Grade of Daar El Qolam
Tangerang
With respect,
Due to finish the paper research and as a partial fulfillment of requirements for
the undergraduate degree in English Literature Program in STBA JIA Bekasi,
hereby I require the students in Fourth Grade Daar El Qolam to get speaking class
on the enclosure which is showed below.
These test are not the final exam or any other tests. Please make the text at the
best based on English material that have been learned so far.
It will be my pleasure for every kindness that has been gave through the text. I
am looking forward to hear from you soon. Many thanks in advance.
Best Regards,
(Witri Nur Ilahi)
Enclosure
PREFACE
A. The Objective
The objective of the distribution is for gathering the result of students‟
speaking performances under pressure of time on the unprepared and prepared
talk.
B. Respondent data
1. Name :
2. Sex : 1. Boy 2. Girl
3. Age : y.o
C. Direction
1. The test should be fulfilled by students of Fourth Grade of Daar El Qolam.

2. The students should do monologue speaking for about three minutes.
3. Extremely prohibited reading for text.
INSTRUMENT TEST
PRE-TEST
Descriptive Prompts
1. Please explain about your self and tell what are the talent do you have?
2. How do you do for improving your talent?
POST-TEST
Descriptive Prompts
1. Decide on the perfect travel away and tell where you go, where you
stay, and how you get around while you are there?
2. How you prepare your travel journey?
PREFACE
A. The Objective
The objective of the distribution is for gathering the result of students‟
speaking performances under pressure of time on the unprepared and prepared
talk.
B. Respondent data
4. Name :
5. Sex : 1. Boy 2. Girl
6. Age : y.o
C. Direction
4. The test should be fulfilled by students of Fourth Grade of Daar El Qolam.

5. The students should do monologue speaking for about three minutes.
6. Extremely prohibited reading for text.
INSTRUMENT TEST
PRE-TEST
Descriptive Prompts
3. Please explain about your self and tell what are the talent do you have?
4. How do you do for improving your talent?
POST-TEST
Descriptive Prompts
3. Decide on the perfect travel away and tell where you go, where you
stay, and how you get around while you are there?
4. How you prepare your travel journey?
LIST OF PRETEST AND POSTEST SCORE 4TH GRADE SMA DAAR
EL QOLAM TANGERANG
ACADEMIC YEAR 2020/2021
No Name Gender Age Pretest Post test

1 Z. M. A Male 16 80 86
2 A. T. A Female 15 84 96
3 A. S. L Female 15 84 92
4 A. A Male 16 76 80
5 S. A Female 15 64 68
6 R. U Female 15 68 72
7 M. A Male 15 56 68
8 N. A. Q Female 17 70 72
9 J. R. S Female 15 70 72
10 H. T. L Female 16 64 72
11 L. M. M Female 16 68 84
12 S. F Female 17 72 68
13 R. P Male 16 74 72
14 S. R Female 15 56 76
15 D. R Female 15 68 80
16 C. N. F Female 15 82 74
17 A. R Female 15 76 92
18 I. A Female 15 60 80
19 R. R. P Male 15 80 96
20 A. S Female 17 64 80
Average 67 79
SPEAKING ASSESSEMENT PRETEST
NO NAME GRAMMAR VOCABULARY COMPREHENSION FLUENCY PRONUNCIATION FINAL SCORE
1 ZMA 4 4 4 4 4 80
2 ATA 4 5 4 4 4 84
3 ASL 3 5 5 4 4 84
4 AA 3 4 4 4 4 76
5 SA 3 4 3 3 3 64
6 RU 3 5 3 3 3 68
7 MA 5 4 2 2 1 56
8 NAQ 4 4 3 3 3,5 70
9 JRS 4 3 4 3,5 3 70
10 HTL 3 4 3 3 3 64
11 LMM 5 3 3 3 3 68
12 SF 4 4 4 3 3 72
13 RP 4 3 3,5 4 4 74
14 SR 2 3 3 3 3 56
15 DR 3 5 3 3 3 68
16 CNF 4,5 4 4 4 4 82
17 AR 5 5 3 3 3 76
18 IA 3 3 3 3 3 60
19 RRP 4 4 4 4 4 80
20 AS 3 4 3 3 3 64
SPEAKING ASSESSMENT POST TEST
NO NAME GRAMMAR VOCABULARY COMPREHENSION FLUENCY PRONUNCIATION FINAL SCORE
1 ZMA 5 4 4 4,5 5 86
2 ATA 4 5 5 5 5 96
3 ASL 5 5 4 4,5 4,5 92
4 AA 4 4 4 4 4 80
5 SA 3 4 3 4 3 68
6 RU 3 4 4 4 3 72
7 MA 5 5 3 2 2 68
8 NAQ 4 4 3 3 4 72
9 JRS 4 4 3 3 4 72
10 HTL 4 4 3 3 4 72
11 LMM 5 5 3 4 4 84
12 SF 4 4 3 3 3 68
13 RP 4 4 3 3 4 72
14 SR 5 5 3 3 3 76
15 DR 4 4 4 4 4 80
16 CNF 4,5 4 3 3 4 74
17 AR 4,5 5 4,5 4 5 92
18 IA 4 4 4 4 4 80
19 RRP 4 5 5 5 5 96
20 AS 4 4 4 4 4 80
Gender Frequency Percentage

Female 15 75%
Male 5 25%
Total 20 100%
20 20
18
16
14 15
12
10
8
6
4
2
5
0
75% 100%
25%
FEMALE MALE TOTAL
FrequencyPercentage
Age of Respondents
Age Frequency Percentage

<16 12 60%
>16-17 8 40%
Total 20 100%
20 20
18
16
14
12
10 12
8
6
8
4
2
0
60% 40% 100%
<16>16-17TOTAL
FrequencyPercentage
interval class of pretest
score Frequency Percentage

56 – 60 9 45%
61- 65 3 15%
66 - 70 1 5%
76 - 80 5 25%
81 - 85 2 10%
total 20 100%
20
20
18
16
14
12
10
9
8
6
4 5
2 3
2
0 45% 1 25% 100%
15% 5% 10%
56 - 60 61- 65 66 - 70 76 - 80 81 - 85 TOTAL
FrequencyPercentage
Interval Class of Post test
score Frequency Percentage

68-72 10 50%
73-77 1 5%
78-82 3 15%
83-88 2 10%
89-92 2 10%
93-97 2 10%
total 20 100%
20
20
18
16
14
12 10
10
8
6
4 3
2 2 2 2
50% 1 100%
0 5% 15% 10% 10% 10%
68-7273-7778-8283-8889-9293-97TOTAL
FrequencyPercentage
OUTPUT SPSS
GENDER OF RESPONDENTS
Frequencies
Statistics
Gender
N Valid 20
Missing 0
Gender
Cumulative
Valid Male 5 25.0 25.0 25.0

female 15 75.0 75.0 100.0
Total 20 100.0 100.0
AGE OF RESPONDENTS
Frequencies
Statistics
Age of Respondent
N Valid 20
Missing 0
Mean 1.4000
Std. Error of Mean .11239
Median 1.4000a
Mode 1.00
Std. Deviation .50262
Variance .253
Skewness .442
Std. Error of Skewness .512
Kurtosis -2.018
Std. Error of Kurtosis .992
Range 1.00
Minimum 1.00
Maximum 2.00
Sum 28.00
Percentiles 25 .b,c
50 1.4000
75 1.9000
Calculated from grouped data.

The lower bound of the first interval or the upper bound of the last interval is not known. Some percentiles are undefined.
Percentiles are calculated from grouped
data.
Age of Respondent
Cumulative
Valid <16 years old 12 60.0 60.0 60.0

>16-17 years old 8 40.0 40.0 100.0
Total 20 100.0 100.0
INTERVAL CLASS OF PRETEST
FREQUENCIES VARIABLES=T1
/NTILES=4
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN
MEDIAN MODE SUM
/ORDER=ANALYSIS.
Frequencies
Statistics
nterval Class of Pretest
N Valid 20
Missing 0
Mean 2.40
Median 2.00
Mode 1
Variance 2.358
Range 4
Minimum 1
Maximum 5
Sum 48
Percentiles 25 1.00
50 2.00
75 4.00

Cumulative
Valid 56-60 9 45.0 45.0 45.0

61-65 3 15.0 15.0 60.0
66-70 1 5.0 5.0 65.0
76-80 5 25.0 25.0 90.0
81-85 2 10.0 10.0 100.0

Total 20 100.0 100.0
INTERVAL CLASS OF POST TEST
FREQUENCIES VARIABLES=T2
/NTILES=4
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN
MEDIAN MODE SUM
/ORDER=ANALYSIS.
Frequencies
Statistics
nterval Class of Post Test
N Valid 20
Missing 0
Mean 2.70
Median 2.50
Mode 1
Variance 3.168
Range 5
Minimum 1
Maximum 6
Sum 54
Percentiles 25 1.00
50 2.50
75 4.00

Cumulative
Valid 68-72 8 40.0 40.0 40.0

73-77 2 10.0 10.0 50.0
78-82 4 20.0 20.0 70.0
83-87 2 10.0 10.0 80.0
88-92 2 10.0 10.0 90.0
93-97 2 10.0 10.0 100.0

Total 20 100.0 100.0
TESTING VALIDITY DATA
Correlations
Descriptive Statistics
Mean Std. Deviation N
Interval Class of Pretest 67.00 10.042 20

Interval Class of Post Test 79.00 9.279 20
Correlations
Interval Class of Interval Class of
Pretest Post Test
Interval Class of Pretest Pearson Correlation 1 .856**

N 20 20
Interval Class of Post Test Pearson Correlation .856** 1

N 20 20
**. Correlation is significant at the 0.01 level (2-tailed).
TESTING RELIABILITY DATA
DATASET ACTIVATE DataSet2.

RELIABILITY
/VARIABLES=T1 T2
/SCALE('Reliability Data') ALL
/MODEL=ALPHA
/STATISTICS=DESCRIPTIVE SCALE
/SUMMARY=TOTAL.
Reliability
Scale: Reliability Data

Case Processing Summary
N %
Cases Valid 20 100.0

a
Excluded 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha N of Items
.921 2
Item Statistics
Mean Std. Deviation N
PRETEST 67.00 10.042 20
POSTTEST 79.00 9.279 20
Item-Total Statistics
Corrected Item- Cronbach's

Scale Mean if Scale Variance if Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
PRETEST 79.00 86.105 .856 .

POSTTEST 67.00 100.842 .856 .
Scale Statistics
Mean Variance Std. Deviation N of Items

146.00 346.526 18.615 2
TESTING NORMALITY DATA
NPAR TESTS
/K-S(NORMAL)=T1
/STATISTICS DESCRIPTIVES
/MISSING LISTWISE.
NPar Tests
N Mean Std. Deviation Minimum Maximum

Interval Class of Pretest 20 67.00 10.042 56 84

Interval Class of
Pretest
N 20
a,b
Positive .217
Negative -.165
Test Statistic .217

NPAR TESTS
/K-S(NORMAL)=T2
/STATISTICS DESCRIPTIVES
/MISSING LISTWISE.
NPar Tests
N Mean Std. Deviation Minimum Maximum
Interval Class of Post Test 20 79.00 9.279 68 96
Interval Class of
Post Test
N 20
a,b
Positive .175
Negative -.119
Test Statistic .175

TESTTING HYPOTHESES DATA

T-TEST PAIRS=T1 WITH T2 (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.
T-Test
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 Interval Class of Pretest 67.00 20 10.042 2.245
Interval Class of Post Test 79.00 20 9.279 2.075
Paired Samples Correlations

N Correlation Sig.
Pair 1 Interval Class of Pretest &
20 .856 .000
Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Interval Class of
1 Pretest - Interval
12.000 5.231 1.170 14.448 9.552 10.258 19 .000
Class of Post Test
Zoom Class Meeting
BIOGRAPHY
Witri Nur Ilahi , or commonly called witri.

23-year-old. She was born in Serang on 16th
of February 1997, the first of four children.
Her father was Mayor Inf. Suharto and her
mother was Mutoillah. Her siblings are Alfina
Nur Aini, M. Istajib Munajat, and M. Ghony
Muta‟aly.
In 2001, she started her first education at TK Pelita for 1 year.
Then she continued her education at SDN Gandasari 1 for 2 years,
then she moved to SDN Maja 1 for 2 years, then, she moved again to
SDN Bojong Rawalumbu 3 for 2 years. Afterwards, she continued her
Junior and Senior High School in Daar-El Qolam Islamic Boarding
School located in Gintung, Jayanti, Tangerang. The boarding school
education that she had done in 6 years, forming her character into an
sincere, simple, independent, and has noble character person. After
graduating from high school in 2014, she continued her studies at
Islamic State University (UIN) SGD Bandung for 1,5 years and
moved to STBA – JIA Bekasi in 2016 in English Literature
Programme that would shortly be graduated.

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THE SPEAKING INFLUENCE TOWARD

PROCESSING CONDITIONS IN SPEAKING CLASS

Submitted to the School of Foreign Language – JIA as a partial fulfillment of

WITRI NUR ILAHI

ENGLISH LITERATURE PROGRAMME

THE SPEAKING INFLUENCE TOWARD PROCESSING

WITRI NUR ILAHI

Supervised and Approved by

Ade Surista, Ahmad Kurnia, S.Pd., MM

The Chairman of STBA- JIA

Name : Witri Nur Ilahi

This is to certify that my paper is my own original work and no portion

Bekasi, 15th of August 2020

Witri Nur Ilahi

Nama : Witri Nur Ilahi

Student Number : 43131510160092

Title : THE SPEAKING INFLUENCE TOWARD

Supervised and Approved by:

NIDN. 0430076401 NIDN. 0416049103

Imron Hadi, S.S,, M.Hum. Fitra Mandela, M.Hum.

Ali Khamainy, S.T., M.M.

Unquestionably, by remembering Allah hearts are assured [13:28]

Highest dedication goes to my beloved parents, my strongest mom

WITRI NUR ILAHI

This research entitled the speaking influence toward processing condition

Key word: Speaking, processing Condition

WITRI NUR ILAHI

Penelitian ini berjudul pengaruh processing condition terhadap

Kata kunci: Processing Condition, Speaking

Alhamdulillahi Rabbil „Alamiin the researcher expresses her highest

This paper is written as the last assignment to fulfill one of the

Bekasi, 15th of August 2020

Witri Nur Ilahi

The Approval Sheet..............................................................................................ii

Intellectual Property Statement Form..................................................................iii

The Improvement Sheet.......................................................................................iv

Motto and Dedication...........................................................................................v

B. Questions and Scope of the Research............................................................4

D. Objectives and Significances of the Research................................................5

G. Systematization of the Research....................................................................8

CHAPTER II THEORITICAL DESCRIPTION

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Time and Place of the Research.......................................................................40

B. Population and Sample....................................................................................41

C. Method of The Research..................................................................................42

D. Instrument and Variable of The Research.......................................................46

1. Instrument of The Research.....................................................................46

2. Variable of The Research.........................................................................49

E. Technique of Data Analysis.............................................................................49

3. Validity and Reliability Data...................................................................57

5. The Hypotheses Test................................................................................60

B. Data Analysis Variable..................................................................................65

2. Testing Validity and Reliability data.......................................................69

3. Testing Normality Data............................................................................71

4. Testing Hypotheses Data..........................................................................73

CHAPTER V CONCLUSION AND SUGGESTION

2.1 Scoring rubric of speaking....................................................................28

3.1 Shorted data pretest...............................................................................51

3.2 Helper table to interval class of pretest.................................................53

3.3 distribution frequency of pretest...........................................................54

3.4 Shorted data post test............................................................................54

3.5 Helper table to interval class of post test..............................................56

3.6 distribution frequency of post test........................................................57