TEACHING ENGLISH SPEAKING USING FLASH CARDS
AT KINDERGARTEN AL MALIYAH
BEKASI
Rohyadi (09220431)
jekidtk@yahoo.com
English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP)Siliwangi Bandung 2013
ABSTRACT
The objective of this research entitled “ The Teaching English Speaking Using Flash Cards at
Kindergarten AL Maliyah Bekasi” was to find out whether or not teaching speaking using flash
cards to improve the students’ speaking ability. In this research, the writer used “One group
pretest-posttest” design and quantitative research method. The population of this research was 30
students taken from the second year students of Kindergarten Miftahul ‘Ula-Purwakarta in
academic year 2012-2013 and the sample was the entire population. The instrument of this
research was speaking test. The data of this research were collected by giving speaking test to the
students as sample. The collected data were analyzed using the t-test formula. The results of this
research showed that mean score of pretest was 1.87, mean score of posttest was 3.20, t-observed
was 12.09, t-table with degree of freedom (df) 29 and significant level at 5% was 2.02, based on
the results of data analyzed above, alternative hypothesis of this research was accepted because tobserved was higher than t-table. It can also means that “The Teaching English Speaking Using
Flash Cards at Kindergarten AL Maliyah Bekasi in academic year 2012-2013, taken from the
students at the second year was effective to improve the students’ speaking ability.
Keyword : Teaching Speaking, Young learner and Flash Cards
A. THE BACKGROUND
Language is the most important means of
communication for us. By using language, we can
communicate, send or obtain some information to
each other in spoken or in the written form. One of
them is English. Now English has become an
important language throughout the world. For many
countries, English is not only used in business field,
technology, economic field, but also in the
department of education. Being a developing country,
Indonesia has to improve the education sector
because it is the key used for developing human
resources of the country. Now days, Indonesian
people live in the era of globalization, era of
information and era of competitiveness, so they need
to master English as a means of communication. In
other words, English education should be improved
therefore the students should be familiar with English
Inspired by the above idea, the writer would like to
propose the technique used for teaching English to
the students of pre-school by using Flash Card at
“Kindergarten Miftahul ‘Ula – Purwakarta”. English
should be introduced to students of kindergarten and
vocabulary is very important. They should be
familiar with English sounds, numbers, colors,
things, animals and family, etc. therefore the writer
would like to make them familiar with English
vocabulary. The writer writes his research paper
entitled “The Teaching English Speaking to PreSchool Students through Flash Card (A PreExperimental Study at “Kindergarten AL Maliyah
Bekasi)”.The writer determined the statements of the
problems as follows:
a. Is teaching English to pre School students by
using Flash Card effective?
b. Is teaching English to pre School students by
using Flash Card interesting?
From the writer’s experiences, it has been seen the
English teachers have some difficulties in teaching
Pre School students. He believes that the teacher of
English would find out the technique that can be used
for teaching the students of “Kindergarten AL
Maliyah” effectively. The teacher would make their
students be familiar with English. Flash Cards
comprise a useful teaching aid. You can purchase,
prepare blank Flash Cards, or you can make them.
Flash Card is one of the ways of teaching English
speaking. A Flash Card is a collection of large pages
which are bound together at the top. The pages are
“flipped” or brought up to the back as they are used.
Flash Cards are useful in teaching situations where
you need to teach a number of people at a time. They
are used:
1 When books are unavailable, and too expensive
for individuals to have their own copy.
2 When other media such as overheads and slides
are not available.
There are several aims of the research, among other
things could be put forward as follows:
1 The writer would like to know the difficulties of
students in speaking.
2 He would like to find out whether or not the
teaching techniques using Flash Card can improve
student’s skill in English.
3 He would like to find out the factors needed in the
teaching of English for Pre-School students,
especially the skills’ students of “Kindergarten
AL Maliyah”.
B. LITERATURE REVIEW
A. Definition of Teaching
Teaching is an activity which is performed directly
by human beings, he describes that the teaching
process not only in teaching –learning process but
also in our daily life for example; When parent give
an explanation how to wear shoes their under five
children (Brumfit, 1984:115).Teaching is showing or
helping someone to learn how to do something
providing with knowledge causing to know or to
understand (Brown, 1994: 7)
B. The Definition of Young Learners and Very
Young Learners
Because children show different characteristic at
different ages, we sometimes make distinction
between very young learners (VYLs) age under 7
years, and young learners (YLs) aged 7 to 12 (Mary
Slattery and Jane Willis, 2001:4). According to Mary
Slattery and Jane Willis (2001:4), if you are teaching
a second language to children under seven, remember
that very young learners:
- Acquire though hearing and experience lots of
English, in much the same way as they acquire their
first language.
- Learn through doing thing and playing; they are not
consciously trying to learn new words or phrasesfor them this is incidental
- Loves playing with language sounds, imitating and
making funny noises so have fun playing with
words and phrases for example singing them,
exaggerating your expression.
a. Language Development of Children
Young children learn a language by experiencing it
through some development stages that are cognitive,
affective, and physical developments along the time.
Then, each stage will bring a child to higher
complexity of the behavior development. Therefore,
it is crucial for the teachers to know each stage in
learning process for different level. But the following
description will be focused on ages of seven to
eleven years old as a target of observation;
meanwhile it still gives a glace description of other
age level as complementary facts to support the target
group.
b. Opportunities to Engage in the Language
To make a good result, the teacher needs to set up
situations that give children opportunities to talk with
others using the language. This may be done with the
whole class, small groups of children, or individual
whether it is held in the classroom or at home. In
additional, teacher can make a variety of questions
and by encouraging children to ask or add their own
experiences through several ways, there are:
1. Sorting objects that they find in their
environment and practice the language by using
it.
2. Observing the objects in the environment and
practice the language by using it.
3. Comparing one thing with other can increase
their skills at recognizing similarities and
differences a well as making certain kind’s of
judgments through the language.
C. Teaching Speaking
Speaking is the activity that used in the process of
communication. And the communication is the a
process to negotiate the meaning in many languages
in the world. Larsen (1986:123) state that”since the
communication is a process, it is insufficient for
students to simply have knowledge of target language
forms, meaning or functions”. The goal in learning to
speak a second language is to be able to
communicate orally with s native speaker.
Realistically, the pronounciation and intonation of
the students will not be perfect, but if they can make
themselves understood in the language, this can be
make teacher and students be quite proud. Because
they can negotiate the meaning (understand) and this
can help them to improve their ability more and
more. In this case, speaking as one of the skills that
using language, that is very important for everybody.
When someone tries to express his mind, he tries to
have good communication.According to Oxford
Advance Dictionary (1995:13) “the definition of
speaking is”to express or communicate opinions,
feelings, ideas, etc, by as talking and it involves the
activities in the part of the speaker as physiological
(articulator) and physical (acoustic) stages.” Then,
according to Chaney and Burke (1998:13) “speaking
is the process of building and sharing meaning
through the use of verbal and non-verbal symbols, in
a variety of contexts.” While another expert, Chastain
(1976:333) states that “Speaking is a productive skill.
As such, its development is undertaken after the
receptive skill”. There are five components of
speaking skill, they are: grammar, vocabulary,
pronounciation, fluency, and comperhension.
a.
Grammar the utility of grammar is also to learn
the correct way to gain expertise in a language
in oral and written form.
b. Vocabulary means the appropriate diction which
is used in communication.
c. Pronunciation the way for students to produce
clearer language when they speak.
d. Fluency the ability to speak fluently and
accurately. It is in speaking also the aim of many
language learners.
e. Comprehension in oral communication requires a
subject to respond the speech as well as to initiate
it.
So, teaching speaking is also giving instruction to a
person in order to communicate. A process in
teaching English at school especially when time for
teaching speaking, teacher should be able to cover
the students’ problem. Such as students’ interests in
learning, and their feeling when they are study.
“Teaching speaking is to teach English language
learners to use the language quickly and confidently
with few unnatural pauses, which is called fluency”
(Nunan:2003). At present, students in school must
have communicative competence as the goal of
teaching speaking process. They must have
something to talk about and must be interested in
communicating their ideas to someone else. In this
case, teacher needs to consider the total students as
they plan activities to increase speaking proficiency.
The teachers ’role in acquiring competence is one of
selection, explanation, and feedback. Teachers’ role
is also in assisting the students in perfecting their
performance skills is one of fostering the proper
student attitude for productive participation in
communicative speech activities and of providing
opportunities for this type of practice.
D. The Activities in Teaching Speaking
In promoting the teaching speaking activities, teacher
can use some activities, these are the activities :
1. Discussion
Most teacher would like to organize discussion on a
more formal basis. Many of them find, however that
planned discussion sessions are less successful than
they had hoped. In this case teacher gives them cards
containing brief statements of arguments about the
topic, or we can make the discussion at the end of a
lengthier process we can get students to rewrite
statements.
2. Role Play and Simulation
For example ; Student A is an employer, student B is a
prospective employee ; the objective is for A to interview
B, in group role-play might involve the discussion of a
political issue with each person assigned represent a
particular political point of view. Simulation ; usually
involve a more complex structure and often larger groups
(of 6 to 20) where the entire group is working through an
imaginary situation as a social unit, the object of which is
to solve some specific problem (Brown, 1994:180).
3. Interviews
It can be do for pair work or also group work. The
goal of a interview is could at this level be limited to
using requesting functions, learning vocabulary for
expressing personal data, producing questions, etc.
Students might ask each other question like: 1). What’s
your name? 2). Where do you live? 3). What country (city)
are you from? And leran to give appropriate responses. At
the higher level the interview can be more complex facts,
opinion, ideas, and feelings (Brown, 1994 : 181)
E. The Audio and Visual Media
The word “media” comes from Latin that means
middle, transporter, and in Arabian language is
mediator (Arsyad, 1997:30). According to Gerlach
and Ely (1971) Media is human, material, or the
moment that builds the condition to get science, skill
and attitude. Media can be defined as “ The physical
means by which instruction is delivered to students “
(Reiser, Robert and Dick Walter, 1996). The word
Audio means connected with hearing the sound
2000:68), and Visual means connected a picture,
video, etc used in teaching to help people to learn or
understand
something
(Hornby,2000:1446).
According to Hamalik (1996), the use of media in
teaching and learning can motivate the new interest
of students, can give exciting in studying moments,
and even give the influenced psychology to the
students. Sujana and Rivai (1992:2) said that the
purposes of learning media, are:
1. Learning process will interest the student’s
attention
2. The materials of teaching will be clearer
3. Teaching method will be more various
4. The students can do many learning activities,
because they are not only listening but also
watching, doing, practicing, and so on.
Teachers may provide English learning for students
with teaching medias such as films, videos, pictures,
cards, and real objects. On the other hand, teacher
uses one or more of media that is suitable with the
students and the environment it self. It means, teacher
would be easy to teach the students by creating
optimal
learning
by
modeling,
playing,
experimenting and helping students to solve
problems. Being aware of these potential abilities
enable teachers to plan and provide instruction that
focuses on reducing the barriers and truly meets the
learning need of their students. Basically, children
are more interested in simple and colorful things, so
that, they may give more attention to teacher’s
explanation in the class. These are not easy to make it
real, depending on subject itself. The schools which
have a lot of budgets. They usually provide many
facilities. However , the school which do not have
enough budget provide the student’s few need
facilities. They are still traditional in written form on
the blackboard and get explanation from their
teacher. This matter can cause many effects, for
examples:
1. The students in the class are usually very boring
2. The students lack activities
3. The learning process can’t be communicative
which each other
4. The situation of the class is monotonous
5. The lesson can’t be absorbed.
To minimize the problem, the teacher should:
1. Set varied sensory experiences and associations to
promote learning.
2. Provide opportunities for self-selected learning
activities especially of the experimental types.
3. Provide many opportunities for the children to
observe work activities of adult so that they still
have experiences as a reverence on their future
learning.
4. Encourage children with toys, accessories,
conversation and art materials to symbolize their
experiences through play, art and language.
5. Direct
children’s
attention
to
learning
opportunities; give them opportunities to use their
previous associations and to abstract common
elements.
6. Provide an environment of simple language that
helping each child’s experience with language
while he is doing the experience.
7. Encourage each child to use the language in the
experience.
8. Plan opportunities for experiences that will help
children discover new concepts and redefine it
the previous concept includes differentiating in
concepts.
9. Provide experience that relate to recent direct
experiences for self experiences through stories
and pictures conversation.
10. Avoid too many activities at one time so that clear
images of a lesson are possible to catch.
a. The Application of audio and visual media
There are varieties of instructional practices where
the teacher in experimental groups work by audio and
visual media, they are:
1. The natural approach
Teacher provides students with the English learning
experiences and students use visual media such as
objects, pictures, models, etc to make connections.
2. Language experience approach
Teachers use the student’s language and shared
experience to develop reading and writing. Students
create a story orally based on a common experience
as the teacher plays the cassettes or showing
pictures.
3. Activating background knowledge
Provide background knowledge before introducing
the content to give the student’s opportunities to
make connections.
4. Using the real technique
Using the real objects through authentic experience
before introducing content will help the students
make connections to the lesson. Examples may
include making props or growing a plant.
5. In corporation interactive instructional
Structuring students into learning communities can
foster oral language development. Teachers can
guide student’s interaction through facilitated
dialogue, think-pair and share, jig sawing and
brainstorming. Instructional conversations offer
students opportunities to use, practices, and reinforce
their oral language.
b. The Functions of Audio and Visual Media
As we see in the above techniques, we find that they
provide learners with opportunities to learn from
auditory and visual experience, which enable them to
develop flexibility in their learning styles and
demonstrate the optimal uses of different learning
strategies and behaviors for different tasks. It is
because visual and audio media can be helpful to the
teacher of a foreign language in a number of different
ways. The children, until about age eleven, think the
best with something in their hand, therefore the
students’ learning should be tied to concrete
materials and experiences throughout of their
elementary school years. Moreover, children who are
encourage to become actively involved in finding out
discovering, problem solving, model constructing,
project sharing, and touching, seeing and describing
their world can develop language and thinking skills
that will serve them for the rest of their lives. Such
experiences also facilitate an understanding of
concepts and the vocabulary associated for them. In
details, we can see the significance of using audio
and visual media in English learning process as
follows: Kemp and Dayton (1985) classified media
into eight kinds, they are printing media, showed
media, overhead projector, audio tape recorder, slide
and stripfilm, multi image and television, videos and
computer. According to Haycraft (1978:99) teaching
media can be divided into:
1.
2.
Objects
Flash cards, there are several flash cards:
- Words cards
- Pictures cards
- Combining word and pictures cards
3. Wall charts
4. Pictures for oral composition
5. Overhead projector transparancies
6. Slide and films strips
7. Film
8. Video
9. Tape recorder
10. The language laboratory
F. Flash card as Media in Teaching Speaking
A flash card is a collection of large pages which are
bound together at the top. The pages are “flipped” or
brought up and to the back as they are used. A flash
card is bound together at the top in such a way that
the pages can be easily turned and lie flat. Some flash
cards have a reduced version of the page that faces
the group printed on the back of the preceding page.
This makes it possible for the leader to see the same
thing the group is seeing. Others have teaching notes
printed on the back. Flash cards can be placed on an
easel or held. The leader stands beside or holds the
flash card, referring to the text printed on the back if
necessary. As each page is finished, the leader flips it
over to the back. Flash cards are a useful teaching
aid. You can purchase prepared or blank Flash cards,
or you can make them. Flash cards are useful in
teaching situations where you need to teach a number
of people at a time. They are used:
 When books are unavailable, scarce, or too
expensive for individuals to have their own copy
 When other media such as overheads and slides
are not available, and where group learning is
most culturally appropriate.
Picture 1
C. RESEARCH METHODOLOGY
A. Research Design
In this research, the writer used the one group pretest – post-test design. Crowl (1996 :290) said, once
as a pretest (O1) before students start writing with the
processor (X) and again as post test (O2) after
students used the word processor. The pretest was
used to establish comparable group, and the posttest
was used to determine if the independent variable
caused changes in the dependent variable.
Pretest
Treatment
Posttest
O1
X
O2
B. Research Method
Research is a way of knowing that emphasizes
systematic investigation (Crowl, 1996). Moreover, he
said that the terms research denotes the systematic
process of identifying a problem, review the literature
dealing with the problem, developing one or more
research hypotheses or question related to the
problem, collecting data by means of empirical
investigations, analyzing the data, and interpreting
the result of the investigation. In this research the
writer used the quantitative method. According to
Crowl (1996 : 10), quantitative research methods are
used to examine questions that can be answered by
collecting and statistically analyzing data that are in
numerical form. In this research the qualitative
method was used to find out wheter or not teaching
speaking by using flash card can increase student
speaking skill.
C. Research Instruments
The instruments used for gathering the data were:
1. Pretest
Pretest was given in order to find out the students’
achievement before giving treatment. It was a
speaking test consisting of 5 questions .It means that
the students should answer some questions related to
colours before giving treatment.
2. Posttest
At the end of the treatment the same test was given as
post test. Posttest was given in order to find out the
result of the treatment. The posttest was given to
measure the students’ understanding after giving
explanation using flash cards. The test scores were
taken as the data for further analysis.
D. Population and Sample
According to Burns (1994), a population is a group of
people (specifically and clearly defined) which have
at least one characteristic in common. However, a
simple is stated as “any part of the population
regardless of whether it is representative or not”. In
this study the population examined was all of second
year students of a kindergarten located in the city of
Purwakarta, West Java. There were two classes in the
kindergarten. One was for the first year and the other
two were for second year students. Since there are
only thirty students in the second year, the study took
all of them as participants. This does not imply any
sampling technique, thus no sample is used. This
kind of study can be stated as a census study as it
involves all the subjects in that population. The
choice of taking the second year kindergarten
students as subjects was based on the assumption that
they were more capable to cope with English than the
first graders.. The sample was same with the
population, so the writer used the entire population.
Without using any sampling technique, the decision
to assign the one group.
E. Data Collection
Data collection is very essential in order to test the
hypothesis and answers the research questions. In this
study the data are collected through the use of : (1)
pre test, that was given to one group before the
treatment, and (2) post test, that was given after the
treatment.
a. Test Instrument
In this study, an oral test form it also called as
interview, it was given both as pre test and post test.
It consisted of five questions. It was found that not all
the kindergarten students have already been able to
speak. They were only asked to say the correct names
of the colours spoken by the tester. An explanation in
Bahasa Indonesia was also given for the fear the
students would misunderstand the instruction in
answering the question.
b. Teaching Instrument
The teaching instrument consisted of a series of
materials organized as exercises in speaking learning
by using flash card. The presentation of the materials
was guided by a lesson plan. This instrument can be
categorized as tailor made or teacher-made materials
for it is designed by the researcher himself. It was
certainly the main ingredient of the treatment for the
experimental group.
F. Data Analysis
a. Pre test Analysis
The steps to follow in pre test data analysis are listed
below:
1. Find the mean of each group. To do so, the
formula as stated in Crowl (1996:140) is:
Mean = ∑X
n
Where, ∑X is the summary of all scores, and n is the
total number of sample.
2. The standard deviation
Find the standard deviation The standard deviation is
amount of spread that the scores exhibit amount some
central tendency measure usually the mean. Here are
some steps to get standard deviation. To calculate the
standard deviation of the result of average score, the
writer used the formula as follows Crowl (1996:
140):
∑𝑋
S=√
2 −(∑ 𝑥)
𝑛
2
𝑛−1
Remark:
S
= the standard deviation of the difference in
scoring of the pretest and posttest
∑ 𝑥 = the sum of the scores
𝑛
= the number of scores
∑ 𝑥 2 = the sum of squared scores
(∑ 𝑥)2 = the sum of the scores squared
3. Find the initial differences .The last calculation is
t-test:
By Crowl (1996:179)
̅
𝐷
𝑡=
2
2 − (∑ 𝐷)
∑
𝐷
√
𝑁
𝑁(𝑁 − 1)
̅ = the mean differences between the two sets
𝐷
of scores
∑ = summation (sum up)
D = the differences between the scores of one
person (or matched)
D2 = the squared difference between the scores of
one person (or matched pair)
∑ 𝐷2
= square each difference and sum the
squares
(∑ 𝐷)2
= sum the differences and square the
sum
N = the number of differences
b. Post test Analysis
The procedures for analyzing the post test were same
with those the pretest. The post test scores were used
in testing the hypothesis.
G. Scoring Techniques
According to Harmer (2007:172) the way of making
the marking more objective is to use marking scale
for a range of different items. If we are marking a
students’oral presentation, but the writer used this
scale in marking the oral test/interview by change the
coherence aspect into comperehension aspect. It used
the following scale :
Table 3.1
Scoring scales
0
1
2
3
taken from the test. The obtained data are presented
and interpreted based on his research questions. The
data is calculated by using certain statistical formula.
A. Results
The experiment results were presented in the forms
of tables and statistical inferences which were
essential for later discussions. The data analysis and
interpretation in this chapter include: (1) the
calculation of pretest, (2) Initial Differences, (3) Post
test and hypothesis testing.
a. The Calculating of Pre-test
The pre-test scores were obtained from the oral test
or interview. It was processed in the oral test score
sheet below (see table 4.1).It shows the raw scores of
the students in the pre test and for estimating initial
differences. And based on the result below the
highest score are 6 for speaking score.
Table 4.1
Pretest score ( y )
Score
No.
When giving score using this scale. The writer tried
to give the score subjectively, but it was the
problematic because there were different aspects of
the students’performance should be evaluated. One
way of trying to make scales more objective was to
write careful descriptions of what the different scores
for each category actually represent. And the writer
used the criteria of scoring for each aspect reffered to
this scale :
Table 3.2
The criteria of vocabulary and pronounciation scoring
Score
Vocabularies
Score
3
5 (words)
3
5 (words)
2
3-4 (words)
2
3-4 (words)
1
1-2 (words)
1
Pronounciation
1-2 (words)
D. RESULT OF RESEARCH
This chapter discusses the finding of the research and
the discussion. The findings were the results of data
Vocabulary
Pronounciation
Total
1
A
2
2
4
2
B
1
1
2
3
C
1
1
2
4
D
2
2
4
5
E
2
2
4
6
F
1
1
2
7
G
3
3
6
8
H
3
3
6
9
I
1
1
2
10
J
2
2
4
11
K
1
1
2
12
L
1
1
2
13
M
3
3
6
14
N
2
2
4
15
O
1
1
2
16
P
2
2
4
17
Q
2
2
4
18
R
2
2
4
19
S
3
3
6
20
T
2
2
4
21
U
1
1
2
22
V
2
2
4
23
W
2
2
4
24
X
1
1
2
25
Vocabulary
Pronounciation
Name
Y
1
1
2
26
Z
3
3
6
27
Aa
2
2
4
28
Ab
2
2
4
29
Ac
3
3
6
20
T
3
3
6
30
Ad
2
2
4
21
U
3
3
6
112
22
V
3
3
6
23
W
4
4
8
24
X
3
3
6
25
Y
2
2
4
26
∑=
56
Mean
56
1.87
1.87
For computing the means of pretest, the writer used the
formula :
Mean = ∑X
(Crowl, 1996:140)
n
Where ∑X=the sum of the score of pretest
n = the number of the scores
Mean = ∑X
N
= 56
30
= 1.87
After conducting the score from pretest, the writer
found the mean of the pretest was 1.87
b. The Calculating of Posttest
After treatment done, the similar test was given was
called posttest, in oral test form/ interview. The
highest score become 8, it was processed in the oral
test score sheet (see table 4.2). Pretest and posttest
were completely done. And both score also
completed.
Table 4.2
Posttest score ( x )
Score
No.
Name
Vocabulary
Pronounciation
Total
1
A
3
3
6
2
B
3
3
6
3
C
3
3
6
4
D
4
4
8
5
E
4
4
8
6
F
2
2
4
7
G
4
4
8
8
H
4
4
8
9
I
2
2
4
10
J
3
3
6
11
K
4
4
8
12
L
2
2
4
13
M
4
4
8
14
N
4
4
8
15
O
2
2
4
16
P
3
3
17
Q
3
18
R
19
S
Z
4
4
8
27
Aa
4
4
8
28
Ab
3
3
6
29
Ac
4
4
8
30
Ad
3
3
6
∑ =
96
96
192
Mean
3.2
3.2
For computing the means of posttest, the writer used
the formula :
Mean = ∑X
(Crowl, 1996:140)
n
Where ∑X=the sum of the score of posttest
n = the number of the scores
Mean = ∑X
N
= 96
30
= 3.20
After giving treatment, the writer gave the test again
to the students as a posttest. And the mean of posttest
score was 3.20
c. The Calculating t-test
The next step is processing the data and computing
them into the t-test formula.
The processing of computing the data to t-test
formula by following steps:
1. Analyzing the data of pretest score in each
aspect(see table 4.1).
2. Analyzing the data of posttest score in each
aspect(see table 4.2).
3. Finding the average/ mean of each data (pretest
and posttest)
4. Computing the difference (see table 4.3)
5. Computing the data to t-test formula
Tabel 4.3
Pretest-Posttest Score Distribution
Score
No
.
Name
Pretest
(Y)
Posttest
(X)
Difference
(D=x-y)
Square
(D2=(x-y)2)
6
1
A
2
3
1
1
3
6
2
B
1
3
2
4
2
2
4
3
C
1
3
2
4
4
4
8
4
D
2
4
2
4
5
E
2
4
2
4
6
F
1
2
1
1
7
G
3
4
1
1
8
H
3
4
1
1
9
I
1
2
1
1
10
J
2
3
1
1
11
K
1
4
3
9
12
L
1
2
1
1
13
M
3
4
1
1
14
N
2
4
2
4
15
O
1
2
1
1
16
P
2
3
1
1
17
Q
2
3
1
1
18
R
2
2
0
0
19
S
3
4
1
1
20
T
2
3
1
1
21
U
1
3
2
4
22
V
2
3
1
1
23
W
2
4
2
4
24
X
1
3
2
4
25
Y
1
2
1
1
26
Z
3
4
1
1
27
Aa
2
4
2
4
28
Ab
2
3
1
1
29
Ac
3
4
1
1
30
Ad
2
3
1
1
∑=
∑Y=56
∑X=96
∑D=40
∑D2=64
Calculating t-test formula :
4. Find the initial differences .The last calculation is
t-test:
By Crowl (1996:179)
̅
𝐷
𝑡=
2
2 − (∑ 𝐷)
∑
𝐷
√
𝑁
𝑁(𝑁 − 1)
̅
𝐷
= the mean differences between the two
sets of scores
∑
= summation (sum up)
D
= the differences between the scores of
one person (or matched)
D2
= the squared difference between the
scores of one person (or matched pair)
∑ 𝐷2
= square each difference and sum the
squares
(∑ 𝐷)2
= sum the differences and square the
sum
N
= the number of differences
̅
𝐷
𝑡=
So;
(∑ 𝐷)2
𝑁
𝑁(𝑁−1)
2
√∑ 𝐷 −
Where :
̅
𝐷
∑ 𝐷2
(∑ 𝐷)2
N
= 40:30 =1.33
= 64
= (40)2
= 30
1.33
(40)2
t=
64 30
30 (30-1)
1.33
t=
64 - 53.33
870
1.33
t=
0.0123
1.33
=
0.11
t = 12.09
After computing the data in to the t- formula, the
value of t is 12.09, to determine if the t is statistically
significant, it is necessary to determine how many df
there are. The df value taking by the number of
subject minus 1. In this study the 30 of subjects,
consequently the df = 30-1=29.The t values for df 29
in the t-table is 2.02, and the significant at the
significant at 0.5 level. It showed that the t-values =
12.09 is higher than t- table = 2.02.
d. Testing Hypothesis
The hypothesis in this research has stated such at the
chapter one, it is designated as the Alternative
Hypothesis (H1), it stated that:
There is an influence in result of teaching speaking to
students’speaking proficiency after taught using
Flash Card. It made learning more effective and more
interesting for pre-school students.
The result of t-formula is 12.09 with the values of ttable is 2.02 at the level .0.5.
e. Interpretation
After computing the data by using t-test formula, the
result show that the value of t is 12.09, it means that
there is a significance increase in teaching speaking
using flash card. Based on the result of the data
observation, it also means that H1 was accepted.
There is significance increase after flash card used to
teach speaking.
1 If the result of t-observation is higher than t-table
(to > t), the alternative hypothesis is accepted, it
means that there is significant difference between
variable X and variable Y.
2 If the result of t-observation is lower than t-table
(to < t), the alternative hypothesis is rejected, it
means that there is no significant difference
between variable X and variable Y.
Based on the result above, it is showed that
students’score in teaching speaking using flash card
is better, it means that teaching speaking using flash
card is quite effective.
B. Discussion of Findings
The computation of all data above, the increase of
students score in pronunciation and vocabulary
presented as follows:
Table 4.4
The Increasing of Pronunciation and Vocabulary
Speaking Aspects
Pretest
posttest
increase
Pronunciation
1.87
3.2
1.33
Vocabulary
1.87
3.2
1.33
The result (see table 4.4) shows that using flash card
in
teaching
speaking
increases
students’
achievements in any aspects of speaking skills. On
students’ pronunciation, there is 1.87 in pretest score.
And they get 3.2 in posttest score with gain 1.33,
then in vocabulary aspect, they get score 1.87 in
pretest score and 3.2 in posttest score, with gain 1.33.
The result above shows that the flash card effective
in teaching speaking to preschool students.
E. CONCLUSIONS AND SUGGESTIONS
In this chapter, the writer provides the conclusions and
suggestions based on the data as the results of this
research. They include:
A. Conclusion
According to the result of data analysis and data
interpretation relating to teaching speaking using flash
card, the writer can make the conclusion that can improve
the students’speaking proficiency, it’s shown by the result
of the t-test, in which the value t-observed (12.09) was
greater than the value of t-table for df 29 is 2.02
The writer draws conclusion as follow:
1. Before the treatment, the mean of pretest score was
1.87, after the treatment, the data analysis showed that
the students range ability (mean) of pretest score was
1.87 while the posttest score was 3.20, with gain 1.33,
it showed that the students got better score after taught
using flash card in other word, teaching speaking using
flash card was effective.
2. The mean of pretest score and posttest score was
different. But it was not known yet that the difference
was significant or not. So the writer used t-test. From
the calculation the writer gets the result that the
obtained t-observed was 12.09 and the table t-critical
was 2.02, because the obtained t (to) was greater than
the table t-critical (tc ) the alternative hypothesis (Hi)
was accepted. In other word that Teaching Speaking
Using Flash Card influenced on students’speaking
proficiency.
B. Suggestions
After the writer gets several result of the research, the
writer would like to give some suggestion as follow:
1. Flash card in language teaching can be used as an
alternative ways in teaching speaking. In order to help
improving students’speaking proficiency. In relation to
the result of the research, to meet the instructional
goals effectively, a teacher should know several
different teaching methods. These methods may be
used in teaching learning process depending on the
objectives of the topic. And the applying of flash card
can increase students achievement in speaking
proficiency. Thus , flash card should be adjusted at
school, especially pre-school students in kindergarten.
2. It is expected that the teaching speaking by using flash
card, it is used as a media in teaching that can increase
students’speaking profeciency.
3. The teacher is more and more creative and innovative
to find the right way to stimulate students speak twice
as they can. Every body can do the research with
another media, use picture, wall chart, flash card and
realia.