THE USE OF MEDIA CARTOON “THE OCTONAUTS” IN IMPROVING

THE STUDENTS SPEAKING ABILITY

OF CLASS XI SMA NEGERI 6 MAROS

A THESIS

WIDIA LESTARI

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATION DEPARTEMENT
MUSLIM MAROS UNIVERSITY
2022
THE USE OF MEDIA CARTOON “THE OCTONAUTS” IN IMPROVING
THE STUDENTS SPEAKING ABILITY
OF CLASS XI SMA NEGERI 6 MAROS

A THESIS

Submitted to the English Education Department Faculty of Teacher

Training and Education Muslim University of Maros. As a Fulfillment
of the Requirements for S1-Degree

WIDIA LESTARI

NIM: 1888203008

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATION DEPARTEMENT
MUSLIM MAROS UNIVERSITY
2022

i
HALAMAN PERSETUJUAN

MOTTO

ii
iii
 MOTTO

“YAKIN USAHA SAMPAI”

iv
v
 ABSTRACT

Widia Lestari, 2022. The Use Of “The Octonauts Cartoon” In Improving the
Students’ Speaking Abilitiy of Class X Sma Negeri 6 Maros (supervised by
Nuraeni, S.Pd., M.Pd and Sitti Aisyah S.Pd., M.Pd)

Penelitian ini bertujuan untuk mengetahui pengaruh media kartun “The Octonauts
Cartoon” terhadap peningkatan kemampuan berbicara siswa. Penelitian ini
menggunakan metode kuasi eksperimen dengan desain Nonequivalent Control
Group Design. Kemampuan berbicara merupakan satah satu hal penting yang
harus di pelajari dalam bahasa inggris. Siswa membutuhkan media pembelajaran
efektif dan juga dapat memotivasi siswa dalam menigkatkan keterampilan
berbicaranya. Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk
mengetahui peningkatan siswa dalam keterampilah berbicara Bahasa inggris
dengan menerapkan penggunaan media kartun “The octonauts” pada siswa kelas
XI SMA NEGERI 6 Maros. Pengambilan sampel dilakukan pada kelas XI Mipa3
sebagai kelas esperimen dan kelas XI Mipa4 sebagai kelas control. 45 peserta di
tugaskan untuk dua kelompok , dengan 22 siswa pada kelas esperimen dan 23
pada kelas control.

Hasil pada penelitian ini menunjukkan bahwa terdapat peningkatan yang

signifikan pada hasil pre-tes dan post-test. Rata-tata skor pre-test pada siswa
control adalah 21,69, tetapi skor post-tes siswa control adalah 33,91. Dan pada
kelas eskperimen nilai rata-rata pre-test siswa adalah 21,31, sedangkan untuk rata-
rata post-test siswa adalah 77,45. Dari hasil ini, temuan menunjukkan bahwa pada
kelompok esperimen keterampilan berbicara siswa jauh lebih baik dalam
menerapkan metode kartun dapat di katakana terjadi peningkatan yang signifikan.

Kata Kunci: Speaking, Cartoon, Octonauts

vi
 ABSTRAK

This study aims to determine the effect of the cartoon media "The Octonauts
Cartoon" on the improvement of students' speaking skills. This study uses a quasi-
experimental method with the design of the Noneequivalent Control Group
Design. The ability to speak is one of the important things that must be learned in
English. Students need effective learning media and can also motivate students to
improve their speaking skills. This study is a quantitative study that aims to
determine the increase in students' English-speaking Ability by applying the use
of the cartoon media "The Octonauts" to the XI grade students of SMA NEGERI
6 Maros. Sampling was carried out in class XI Mipa3 as an experimental class and
class XI Mipa4 as a control class. 45 participants were assigned to two groups,
with 22 students in the experimental class and 23 in the control class.

The results of this study indicate that there is a significant increase in the results
of the pre-test and post-test. The mean pre-test score of the control students was
21.69, but the post-test score of the control students was 33.91. And in the
experimental class, the average score of the pre-test of the students was 21.31,
while the average of the post-test of the students was 77.45. From these results,
the findings show that in the experimental group students' speaking skills were
much better at applying the cartoon method, it can be said that there was a
significant increase.

Keyword: Speaking, Cartoon, Octonauts

vii
 FOREWORD

Assalamualikum Wr.Wb

Alhamdulillahirobbil 'alamin, Praise be to Allah SWT. The Most Gracious,

Most Merciful, God Almighty who has given me health, opportunity, and ability

to complete this thesis. Sholawat and greetings may be poured out to our beloved

Prophet Muhammad SAW. Because of His grace, the author was able to complete

the preparation of the thesis as well as possible, entitled "The Use of "The

Octonauts Cartoon" in Improving the Speaking Ability of Class XI Students of

Sma Negeri 6 Maros "

During the writing of this thesis, many difficulties and obstacles were

experienced. However, thanks to prayers, hard work, and support from various

parties, the author was able to complete the thesis. On this occasion the author

would like to thank those who have helped in the completion of this thesis.

1. Both parents who have provided support and so that this thesis can

be completed.

2. Prof. Ilmi Idrus, M.Sc., Ph.D. As Chancellor of Maros Muslim

University.

3. Fitra Wahyudi, S.Pd., M.Pd. As Dean of the Faculty of Teacher

Training and Education, Maros Muslim University.

viii
 4. Sitti Aisyah, S.Pd., M.Pd. As Head of the Department of English

Education, Faculty of Teacher Training and Education, Maros

Muslim University.

5. Nuraeni, S.Pd., M.Pd. Supervisor 1 who always takes the time,

energy, thoughts and provides motivation in guiding and directing

researchers so that this thesis can be completed.

6. Sitti Aisyah, S.Pd., M.Pd. Advisor 2 who has helped researchers

tocomplete this research well.

7. Lecturers of FKIP UMMA who we cannot mention one by one

who have given their knowledge during the researcher's research.

8. Many thanks to my friends, namely Sarmila, Sry Kamaria, Nur

Amalia Tuthahira, who have entertained and took the time when

the researcher was bored and needed a story partner.

So many people have made donations and contributions to researcher. The

researcher would like to thank all parties without exception. The researcher hopes

that guidance, motivation, and support are always given until the researcher

completes this research.

Maros, 22 Mei 2022

Widia Lestari

ix
 TABLE OF CONTENTS

COVER i

HALAMAN PERSETUJUAN ii

HALAMAN PENGESAHAN iii

MOTTO AND DEDICATION iv

PERNYATAAN KEASLIAN v

ABSTRACT vi

ABSTRAK vii

FOREWORD viii

TABLE OF CONTENTS x

LIST OF TABLES xii

LIST OF FIGURES xiii

PERSETUJUAN PUBLIKASI xiv

CHAPTER I INTRODUCTION 1

A. Background 1

B. Research Questions 3

C. Objectives of Research 4

D. Significance of Research 4

E. Limitation of terms 5

CHAPTER II RELATED OF LITERATURE REVIEW 7

A. Previous of Research 7

B. Theoretical Background 9

x
 C. Framework 20

D. Research hypothesis 22

CHAPTER III RESEARCH METHODOLOGY 23

A. Type and Design of Research 23

B. Time and Locations of Research 25

C. Subject of Research 25

D. Variables and variables operational definitions 26

E. Research implementation proseduce 26

F. Data Collection Techniques 30

G. Data Analysis of Techniques 34

CHAPTER IV RESEARCH RESULT AND DISCUSSION 35

A. Research Result 35

B. Discussion 51

CHAPTER V CONCLUSION AND SUGGESTION 55

A. Conclusion 55

B. Suggestion 55

REFERENCES 56

APPENDIX 60

xi
 LIST OF TABLES

Number page
1. Main Character 15
2. Scoring rubric 31
3. Pretest in the control class 36
4. Pretest in the Experimental class 38
5. Posttest in the control class 41
6. Posttest in the Experimental class 43
7. Normality test output of pretest assessmen instrument 46
8. Normality test output of posttest assessmen instrument 47
9. Output of homogenety test of pretest assessmen instrument 48
10. Output of homogenety test of posttest assessmen instrument 48
11. Descriptive statistic 49
12. Output result of paired samples statistic 50
13. Independent samples test output result 50

xii
 LIST OF FIGURES

Number page
1. The framework 21
2. Research design 24
3. Picture 4.1 Diagram Pre-test in The Control Class 37
4. Picture 4.2 Diagram Pre-test in The Experiments Class 40
5. Picture 4.3 Diagram Post-test in The Control Class 42
6.
Picture 4.4 Diagram Post-test in The Control Class 45

xiii
xiv
 CHAPTER 1
INTRODUCTION

A. Background

Education is a planned learning of knowledge to create a learning

atmosphere so that students are able to develop their potential to the fullest,

resulting in positive change and progress (Ahmad, 2014). From the above

statement, educational have a role an important role for self-development so that

it can produce positive change and progress.

According to Firdaus and Suprapto (as cited in Dewa Ayu Manu

Oktapriantini, 2020) education is always required to adapt technological

developments in order to improve educational quality, particularly in adjusting

its use for the world of education in the learning process. By utilizing

information technology as a facilitator, educators can make it easier for students

to obtain information and learning resources. The advancement of technology

that is properly applied in the field of education undoubtedly has a positive

impact on the implementation of learning (Wiranto, 2020). Because of advances

in technology, learning can now be implemented from anywhere, without the

need to be present in the room, and without the need for face-to-face interaction

(Vitasmoro, 2019).

Current learning is more directed at modernization activities with the

help of technology. Personality formation education is part of the process of

forming a cognitive (intellectual) and sensory (emotional) foundation for

conscious efforts directed at the maturation of the potential of human nature, so

1
that it can play a role in accordance with the development of its potential

(Mariyat, 2017).

Language is important in achieving a high level of education because it is

used as a means of communication. Language is very important in everyday life,

it can be said that language and humans cannot be separated.

According to Wahyuni & Sumira, (2017) there are many languages in the

world,and English is one of the most widely use languages and English is used

to make statements, analyse situations, or discuss things. Therefore, as an

international language of communication, English is clearly important for many

students to express ideas and interact in different situations.

There are fourth skills that students must master in learning English,

namely listening, reading, speaking and writing. Speaking is one of the

important skills that must be mastered by students. Vitasmoro et al (2019)

opinion that speaking is the ability to appear in public, by speaking people can

express and convey feelings and ideas.

Based on the preliminary study, the researcher gave interview to some

first graders at SMA Negri 6 Maros. From the result, students said that during

the learning process the teacher only used to textbooks, made them bored and

not enthusiastic about learning English. During the process of learning English,

the teacher does not used methods that are suitable for students so that there is

no activity to transform knowledge from it. Therefore, students have difficulty to

understand the teaching material. The was method that has been used by

2
researcher is using cartoons as a learning method to improve speaking skills at

SMA NEGERI 6 Maros.

According to Aulianisa (2019) The problem that is often faced by

teachers is that they teach English in a traditional or conventional way, the

teacher often dominates in the teaching process. In addition, teachers do not

provide attractive media to support the teaching and learning process. Although

for some teachers it may seem unimportant, the lack of interesting media can

cause students to become bored during learning (Rahma,2021).

To overcome the problems of students' enthusiasm and the teaching

media of the previous teacher, the researcher offered the idea of using

Octonaouts Cartoon. This media is a tool that is brought into the classroom and

is also an interesting and authentic medium to encourage students to speak.

Based on the above conditions, the researcher was know the used of The

Octanaots Cartoon in improving the speaking skills of XI grade students at

SMAN 6 Maros. It is hoped that this research can be used as an evaluation

material for learning in schools. Therefore, the researcher will conduct research

with the title ''The use of cartoon media The Octonauts in Improving the

Speaking Ability of Class XI Students of SMA NEGERI 6 MAROS''.

B. Research question

Based on the background above, the formulation of the problem in this

research is:

Does the use of media cartoon “The Octonauts” improve the students’

speaking Ability at SMA NEGERI 6 MAROS?

3
C. Research Objective

Based on the research question above, it can be seen below the research

objectives of this study: To find out improvement students' speaking ability after

use the media cartoon "the octonauts”.

D. Significance of research

This research is expected to provide two main benefits, namely

theoretical and practical benefits.

1. Theoretical benefits

The result of this study are expected to be able to contribute to the

teaching and learning process that will be carried out by educator, especially

regarding the used to of the media cartoon "the octonauts" to improve the

speaking ability of class XI students of SMAN 6 Maros.

2. Practical benefits

a. For students

This research is expected to improve speaking skills and make it easier to

understand English, especially in the use of this type of learning, it is

hoped that the cartoon media "The Octonauts" is expected.

b. For educators

This research is expected able to add variety to the teacher's teaching in

the implementation of the learning process in the classroom so that it does

not seem monotonous.

4
 c. For researcher

This research is also expected to develop theories about teaching and

learning English as a foreign language and for those who are very

concerned about world education and language learning in general.

E. Limitation of terms

In order not to cause differences in interpretation in this study, the

following terms are defined as follows:

1. The Octonauts Cartoon

Octonauts Cartoon is an English children's television series produced by

Silvergate Media for the BBC channel CBeebies. It is based on a children's

book written by Vicki Wong and Michael C. Murphy (Wikipedia, 2022).

2. Speaking skill

According to Abdullah (2017) speaking skill is a way of expressing

opinions or thoughts and feelings to someone or a group orally, either face-to-

face or remotely.

3. Media

Media is a learning tool used for the teaching and learning process that is

useful for stimulating students' enthusiasm in achieving one lesson (Baidawi,

2016).

4. Cartoon

Fata and Wahyuni (2016) stated cartoon is a form of graphic

communication is an interpretive image that uses symbols to convey a message

quickly and concisely or an attitude towards a person, situation, or certain

5
events. They are also considered as the right medium to create an interesting

and fun classroom atmosphere.

6
 CHAPTER II
LITERATURE REVIEW

This chapter discussed the previous of study, theoretical background,

conceptualframework, and research hypothesis.

A. Previous studies

Many studies have been conducted by researchers related to the use of

cartoon media in improving students' speaking skills, some of which are

mentioned in the following research:

The first research was conducted by Fathul Munir (2016). He conducted

research entitled ''The Effectiveness of Vocabulary Teaching by Using Cartoon

Films on EFL Students' Vocabulary Mastery''. The population in this study was

conducted on elementary school students using quantitative methods and data

collection using pretest and posttest. He used a sample of 25 students at MI AL

Hidayah 02 Betak. The results showed that the average pre-test score was 1879

and their post-test score after using cartoon media was 2198. The conclusion of

this study is that using cartoons improves students' vocabulary mastery.

The second research was conducted by Shilvynarahma and Husni

Mubarok (2021) with the title "Frozen Cartoon Films as Learning Media to

Improve Students' Pronunciation Ability" and took the research subjects of junior

high school students. In his research he used qualitative methods, the population

used in this study took a sample of 20 students. The data source is in the form of a

questionnaire whose results are effective and efficient which can help improve

student learning and are motivated to communicate in English.

7
 The third research was conducted by Vitasmoro et al (2019) with the title

"Improving the Mystery of Students' English Vocabulary Through Animated

Cartoon". This research was conducted on students of Kusuma Mulia

Kindergarten, Wonorejo, Kediri class B2 with 23 students. Data collection which

was conducted through classroom observation as well as pre-test and post-test and

quantitative using cardboard had good results, namely students were more active

in class and students' vocabulary increased.

The fourth research by Cut Irma Yuda Ramadhani et al (2020) with the

title "The Use Of Animation Video To Improve Students Speaking Skills". This

research was conducted on second grade students of SMP Negeri 16 Banda Aceh.

The research method used is a quantitative method by taking research subjects as

many as 30 students. To analyze the data researcher used statistical formulas. The

results after the application of animated videos can show that students improve

their accuracy and ability to speak English.

The last research by Azmy Yulistianingsih (2018) who conducted research

entitled "The Use Of Cartoon Video In Improving Vocabulary Of The Second

Grade Students Of SMPN 6 Watampone". The subject of this research is grade 11

students whose sample is 20 people. Using a pre-experimental design which

applies pretest and posttest as research instruments and the results is vocabulary

student the increase.

Based on the previous research above, they used the same method, and

used to conventional techniques. Fathul Munir (2016) he was discussing the

effectiveness of teaching vocabulary and using cardboard as a method, in contrast

8
to Shilvynarahma and Husni Mubarok (2021) he used frozen films in the learning

process to improve students' pronunciation. Meanwhile, Vitasmoro et al (2019)

discussed improving vocabulary using the animated cartoon method. Furthermore,

Cut Irma Yuda Ramadhani et al (2020) used cartoon videos. Then Azmy

Yulistianingsih (2018) used cartoon videos to improve students' skills. However,

this study will use cartoons. Therefore, researchers are interested in conducting

research using cartoon octonauts to improve speaking skills.

B. Theory Description

1. Learning Media

a. Definition

According to Bahtiar 2019 (as cited in Priantini, 2020) learning media

is a tool or channel for messages that can represent teachers in conveying

information more thoroughly, clearly, attractively and makes it easier for

students to understand the learning material presented. Learning media can be

interpreted as something that can convey or distribute messages from a source

in a planned manner, so as to produce a conducive learning environment

where recipients can efficiently and effectively carry out the learning process

and stimulate students' desire to learn (Rahma, 2021).

Hamalik (1994) said that, teaching media are tools, methods, or

techniques used in the teaching process for communication or interaction

between students and teachers. As a result, for a teacher to be successful in

the teaching and learning process, he or she must use instruments, good

9
methods, and good techniques. Furthermore, teachers must select appropriate

media that is consistent with the educational concept.

b. Types of learning media

Each learning medium has the power to activate the senses of sight,

hearing, touch, taste, and smell. Visual media, audio media, and audiovisual

media are the three categories of media (Susanto, 2017). As a result, it can be

employed in the teaching and learning process to assist students in gaining a

better understanding of the subject.

1) Visual media

Any image, model, object, or other tool that gives pupils with a true

visual experience is referred to as a visual aid under the notion of visual

learning (Aulianisa, 2019). Teaching aids are designed to a) introduce,

shape, enrich, and clarify abstract concepts to students, b) create desired

behavior, and c) enable more sustainable student activities. So, in terms

of learning, visual media refers to anything that can be seen. seen and

brought into the classroom as a visual learning medium to aid in the

successful completion of the learning process (Baidawi, 2016). Whereas

Jager (2012) stated that the visual media can be used to incorporate

traditional methods into the teaching and learning process to improve

student performance.

According to Setiadarma (2006), visual media are audio visual

technology on how to produce or deliver material by using mechanical

and electronic machines for audio and visual messages. The audio-visual

10
media main features arelinear, present a dynamic visualization, it is used

in a predetermined manner by its designer/ manufacturer, it is a physical

representation of real ideas or abstract ideas.

Winarto, Syahid and Saguni (2020) said that Visual media are all

forms of media that rely solely on the sense of sight that displays images

or prints and paintings as well as other visual media such as silent films

and animated forms that display moving images or symbols, example:

drawings, whiteboards, textbooks and comics.

2) Audio media

According to Baidawi (2016) Audio media is educational useful

media students learn through production voice. Audio media is one of the

media that can record whatever happens. Students can recognize sounds

no intonation and pronunciation the direct present can of a native

speaker.

According to Mayer (2001) audio media is the combination of

various digital media types, such as text, image, sound, and video, into

an, integrated multi-sensory interactive application or presentation to

convey a message or information to an audience.

Audio media is a learning media to present learning material that

can be enjoyed and understood by the audience. When learning

something using audio media, this helps teachers make students more

proactive in following their learning, example these media include radio,

audio CD, MP3 and MP4 (Naibaho, 2019).

11
3) Audio-visual media

Haryako (2012) stated that the Audio-visual media is also a viable

option for completing the technology-based learning process. Due to

various factors, audio visual technology-based learning can be used as an

alternative means of maximizing the learning process, including: a) ease

of integration into the learning process, b) more engaging for students

studying, and c) the ability to edit (correct) at any moment.

Audio-visual media itself is a combination of audio and visual or

can be called the view and hearing media (Hamdani, 2011). With the

presence of audio-visual media, it makes the teaching materials content

to students becomes easier, complete, and optimal. In addition, audio

visual media can replace teacher’s role and duties in presenting the

learning materials. Teachers are one of the critical success factors in

school learning (Susanto, 2017).

Winarto, Syahid and Saguni (2020) stated audio-visual media is a

method or a type of media that allows people to collaborate with audio-

visual forms. As an introduction, or an explored tool, this media can be

utilized to assist the instructor in explaining. This media can be created

not only in the form of films, but also in the form of computer programs

using power point and flash players. Operating this type of media

necessitates a unique set of skills and resources, example: movies,

television and youtube.

12
2. Cartoon octonauts

a. Cartoon

According to Clark & Jones 2019 in (Salman, Fauziah & Jamaliah,

2021) that cartoons can attract the attention of students and present

information in a non-threatening atmosphere. In addition, Minarta, Ernawati

& Yuliana, (2016) stated that cartoon films are one of the media that can

help teachers attract students' interest and raise their motivation to learn and

cartoons help in the development of children's imaginative capacities as they

encourage them to see and speak more, which leads to achieving their full

potential in learning to speak.

Aziz (2016) stated that Cartoons are images and illustrations that

come in a variety of formats and can have a variety of meanings. A photo

cartoon is one sort of cartoon. Animated magazine and newspaper

illustrations are another type of sound and charm included in audio-visual

cartoons, animated images allow you to use visual clues and context to bring

comics closer to life. Therefore, students can see and hear the proper things

thanks to cartoons situations and debates that are appropriate.

Thus, the use of cardboard in learning is known to help educators in

increasing students' enthusiasm for learning, and students can find new

words while watching cartoons. Students can also understand that the tone

of voice can change the meaning of a whole sentence.

1) The use of cartoon in language teaching

13
 Pitriana and Jufri (2013) stated the use of cartoons in teaching

speaking is a special art form cartoon film to display a funny

appearance with the help of exaggerated colorful moving diagrams. It

can be seen in cartoons that they are able to display people's

imagination, which is revealed in the form of images. By using cartoon

films, students are able to be enthusiastic in participating in lessons,

cartoon films are an interesting and easy to obtain medium used to

teach vocabulary and are able to improve students' speaking skills

(Haryako, 2012).

Abuzahra at all (2016) claimed that in teaching English the use

of cartoons can encourage students to connect previous experiences

with new concepts learned in the context of social learning, with

cartoon learning in class functioning as being able to increase group

discussion.

b. Octonauts

Amanda Amalia Noor Arifah (2020) claimed octonauts is a

children's television series, produced by silver gate media for the BBC

channel CBeebies, and based on a children's book written by Vicki Wong

and Micheal C. Murphy. The cartoon octonauts premiered on October 4,

2010 on CBeebies, the BBC's tv channel.

The show follows an underwater exploration of stylized

anthropomorphic animals and a group of eight adventurers who live in an

underwater base with a crew and captain.

14
 Table 2.1 Main character

Rank Type Voice actor

Simon Greenall
Captain polar bears (berbicara)
Ross Breen
(Menyanyi)
Lieutenant and Cat Rob Racksstraw
cryptozoologist
Medic Pingwin Paul panting
(inggris)
Wayne grayson
(AS)
Oceanographer and Octopus Keith wickhan
founder
Biologist See otter Keith wickhan
Engineer Rabbit Jo Wyatt Jaimie
Kelton (AS musim
1)
Computer programmer Dog Teresa Gallagher
and photographer (inggris)
Mary Murphy (AS,
musim 1-4)
Jenny yokobori
(AS, “The caves of
sac Actun”-
sekarang)
Chef Vegetarian Michael C. murphy

3. The Nature of Speaking Skill

a. Definition

Kashinathan et al (2021) said that speaking is a useful language skill

that allows speakers and listeners to engage in spoken communication for

the purpose of transferring and sharing information.. Another opinion put

forward by Harmer (as cited in Mart, 2012) stated that there are many things

to talk about from a communication perspective, these various aspects

include two main categories of correct use of vocabulary and grammar.

Pronunciation is practiced through controlled and guided activities, besides

15
speaking is communication between two or more people to convey

messages both orally and in writing for everyday life. Baso (2016) said

speaking is a very important part to be learned by students in the capacity to

communicate clearly to help students succeed in school and the role of

teachers is needed in improving students' speaking skills.

According to Mei & Masoumeh (2017, as cited in Turnip, Purba,

Sitompul 2020) to improve students' speaking skills, the teacher gives

enough time for students to overcome their fears and motivates students not

to worry about making pronunciation mistakes. From this opinion, the

researcher argue that teachers should better understand students so they are

not afraid to speak.

Speaking is a very important part for students to learn as a second

language. The ability to communicate clearly and efficiently contributes to a

learner's success in school and later in life in every phase of life.

b. Type of speaking

There are six forms of speech development that exist as follows,

according to Brown (2000):

1) Copycat. Such conversations are not intended to be constructive, but

rather to focus on specific aspects of the language. First, when the

teacher employs the technique, students exactly mimic what the

teacher says.

2) Intensive. One level above simulation, intensive speech deals with the

output of each speech for the purpose of embodying speech or

16
 grammatical features of language. Intensive spoken expression can

begin independently, or it can "test certain forms" of language based

on the work of multiple partners, after which students complete the

lesson.

3) Responsive. A brief response to a question or comment posed by the

teacher or student. Usually, these responses suffice and do not

necessitate further discussion.

4) Transactional (dialogue). A transactional language is an extended

type of receiving language that is used to transmit or share relevant

information. There are numerous examples of transactions

(conversations), such as: (1) classroom conversations, (2) tourists and

tour guides explaining destinations, and (3) guests and hotel

receptionists booking accommodations.

5) Interpersonal communication (dialogue). Interpersonal

communication is more about staying in touch with one another than it

is about passing on information and facts. Small talk is used when the

speaker is not communicating or looking for details. As an example:

A: Hello, long time no see. Where are you?

B: I just stay at home. How about you?

6) Extensive (monologue). Extensive speaking, verbal statements, and

narratives in which students' ability to communicate verbally is

limited (may be limited to nonverbal responses) or omitted entirely

17
 (Brown, 2004). For instance, when the president gives a national

speech or when someone tells.

Researcher chose (monologue) people to discuss the text and

students' explanations of what happened in this study. Students are

invited to explain the teacher's topic.

c. Aspect of speaking

1) Pronunciation

Nurhayati and Nurhamdah (2019) claimed that hen speaking, the

most important factor is pronunciation. This has to do with how humans

pronounce words and perceive the sound of spoken words.

Communication will run smoothly if the speaker and listener both

understand each other.

Comprehension is achieved when the speaker understands the

utterance correctly. Even if you are fluent in English, it is difficult for

native speakers to understand when speaking, so it is very important to

master pronunciation when speaking.

2) Vocabulary

According to Asyiah (2017) vocabulary plays an important role in

foreign language learning. A large vocabulary will assist students in

mastering English as well as the four key skills of listening, speaking,

reading, and writing. Huyen and Thi Thu Nga (2003 as cited in Aisyah

2017) define vocabulary as a linguistic element that connects four

language skills in foreign language learning, namely listening, speaking,

18
reading, and writing. Furthermore, vocabulary is defined as a list or

collection of words that are typically classified and described in

alphabetical order, or as words found in dictionaries.

Turnip, Purba & Sitompul (2020) said hat vocabulary is a perfect

diction that allows people to communicate with one another. Students

will struggle to speak and will be less interested in studying the language

if they do not have perfect diction. As a result, students must find ways to

broaden their vocabulary.

From the statement above that, it is critical for students to master

vocabulary in order for them to speak in English. Due to students'

vocabulary mastery has a significant impact on their speaking abilities.

3) Grammar

Susanto & Watik (2017) said that Learning English cannot be

separated from grammar, understanding grammar will give us better

communication and thinking skills, turning us into listeners, speakers,

readers and writers. Learning English grammar is very important because

it helps us understand how writing works. Understanding grammar will

also allow us to communicate effectively in situations, which will allow

us to form more than meaningful relationships with friends and family. In

addition, Rayevska (2004 as cited in Susanto & Watik, 2017) rammatical

forms play an important role in our ability to give speech variations, to

"color" objects or evaluate them and convey more emotional information.

4) Smoothness

19
 In addition Fillmore, Maisa (1979, as cited in Carrasquel at al,

2021) fluency can be seen or defined as a way of measuring how well a

person speaks a language, this is evidenced by people when they speak or

read in front of a crowd when people chat, lecture for example, they

usually say eee ... ee ... ee ... and some people also repeat some

sentences.

d. Teaching Speaking

Sappe, (2020) claimed that students were first taught how to speak

English as a foreign language before advancing to be able to pronounce it

correctly. This then brings students to a position where they can begin to

evaluate whether their sound production is correct or not. The teacher's role

is no longer only as a corrector; instead, it should encourage students to

practice speaking the target language. During this time, the teacher should

encourage students to repeat and reproduce certain sounds. Finally, students

should feel confident in their ability to communicate professionally.

In this research, the researcher only focused one element, namely

fluency. Fluency will make it easier for students to communicate and will

make students more confident when speaking.

C. Framework

The framework of thinking in this study aimed to find out what has been

researched and relate the variables based on the background of the problem that

has been put forward by the researcher.

20
 Based on this description, the framework of thought in this research can

be described as follows:

Learning English

Control class Experiment class

Lecture Octonauts
Cartoon

Pre test Pre test

Post test Pre test

Results

Analysis

Improve/not

Figure 2.1 The Fimework

In the conceptual framework above, there are numerous ways in teaching

English, one of them is cartoons, and this research is quantitative research that

used of media cartoon the Octonauts to Improve the students’ speaking ability

Cartoon media is a fun tool to employ with students because the visuals move and

21
can be projected onto a screen, and students will be more engaged in the learning

process. In the study, the researcher used pre-test and post-test to test students

speaking ability.

D. Research hypothesis

The hypothesis is a temporary solution to the research problem

formulation, which has been stated in the form of a statement. Mart (2012) claim

that It is said to be temporary because the answers provided are based solely on

relevant theories, rather than empirical facts obtained through data collection. As a

result, the hypothesis can be stated as a theoretical answer to the research problem

formulation rather than an empirical answer based on data. Sugiono (2016).

In this study using the comparative hypothesis of comparing two groups

which are not matched or come from different subjects, two types of hypotheses

can be put forward, namely:

H0: After using the learning media type "The Octonauts Cartoon" it did not

improve the speaking ability of the XI grade students of SMAN 6 Maros.

H1: After using the learning media type "The Octonauts Cartoon" there

was an increase in speaking in class XI SMAN 6 Maros.

22
 CHAPTER III
RESEARCH METHOD

This chapter discussed the type and design of research, location and time,

population and sample, variable and operational of variables, research

implementation procedures, data collection technique, and data analysis

techniques.

A. Types of Research Design

The following types and research design they were be used by researcher are

as follows:

1. Type of research

This study uses quantitative research with experimental methods,

Sukardi (2018) claims that quantitative research is a method of research in

collecting data using numbers or data analysis in the form of numbers. This is

in accordance with the intent of researchers who want certainty about which

variables are the result of changes in experimental conditions. (Sukardi,

2008).

They were study uses the Noneequivalent Control Group Design. In this

study, by comparing two classes, one of which is the use of cartoon media

"the octonauts" to improve the speaking ability of class XI students and the

other using conventional methods such as the lecture method, then compare

the results of the two different treatments. He was aims to determine whether

there is an effect of learning the use of Octonauts cartoon media on improving

23
the speaking ability of XI grade students of SMA Negeri 6 Maros after being

given the application.

2. Research design

She was design of this study used the Nonequivalent Control Group

Design. In this design, there are two groups that are not randomly selected.

Both groups were given pretest then treatment and posttest. They were effect

of the treatment has been analyzed by different tests, using the t statistical

test, for example, if there is a significant difference between the experimental

group and the control group, then the treatment given has a significant effect.

The following is an image of the nonequivalent control group design

(Sugiyono, 2015):

R1 O1 X O2

R3 O3 O4

Figure 3.1 Research Design

Information:
R1 : Experiment class
O1 : Pre-test Experiment class
O2 : Post-test Experiment class
R3 : Control class
O3 : Pre-test Control class
O4 : Post-test Control class
X : Enforcement and implementation of the use of
the media cartoon movie “The Octonauts”

24
B. Research Time and Place

In order for this research to be in accordance with the expectations of the

researcher, the following is the time and place of the planned implementation:

1. Research time

They were time of this research was carried out during the month of

May 2022, carried out in 7 meetings.

2. Research place

The location of this research she was held at SMAN 6 Maros which is

located at JL.Pendidikan No.20 Bontoa, Kec. Bontoa, Kab. Maros.

C. Research subject

The following research subjects used by researchers are as follows:

1. Population

The population in the implementation of they were research studied is

students of class XI SMAN 6 Maros for the academic year 2021/2022 which

had about 127 students in each class.

2. Sample

According to Episasi, Ardayati, and Noviyanti, (2015) A sample is the

smallest number that can be used to represent a subset of a population that is

being studied in order to obtain data or information about the whole. A

sample is a set of items drawn at random from a population and used to test

hypotheses about the population.

25
 The sample that he was used to in this study was divided into two

classes, with one class as an experiment (class XI MIPA 4) which found 23

students, and the other as a control class (class XI MIPA 3) which opened 22

students.

D. Variables and Variable Operational Definitions

Research variables are basically everything in any form that is determined

by the researcher to be studied so that information is obtained about it then

conclusions are drawn. (Sugiono, 2016)

In accordance with the title of this research, there are two variables,

namely:

1. The independent Variable (free) is a variable that affects or is the cause of

the change or the emergence of the dependent variable (bound). The

independent variable in this study is the use of media cartoon “The

Octonauts.

2. Dependent variable (bound) is a variable that is influenced or which is the

result, because of the independent variable. The dependent variable in this

study is the increase in speaking skills.

E. Research Implementation Procedure

1. The implementation of this research she was carried out in the

experimental class with the following procedure:

26
 a. Research preparation

In this preparatory stage, researcher she was carried out the following

activities:

1) Conduct observations at SMAN 6 Maros.

2) Submitted a research permit application to the head of SMAN 6

Maros.

3) To determine the research sample.

4) To determine the material used in the research.

5) Making learning tools and test instruments for experimental class.

6) Consulting teaching materials and instruments with supervisors and

teachers in the field of English studies.

b. Research implementation

1) Researcher prepare teaching tools in teaching activities, namely:

a) Learning implementation plan (RPP)

b) Student attendance

c) English textbook

d) score list

2) Implementing English language learning by use the media cartoon

“the octonauts” to improve the speaking skills of class XI students

of SMAN 6 Maros in the experimental class.

3) The researcher observations and collect data in the learning process

on the instruments that have been made.

27
 4) Giving posttest to the experimental class after giving

implementation.

a) Final stage

b) Collecting data on the results of the ability to speak English.

c) Process and analyze the results of the data obtained from each

class and make conclusions.

1. Implementation in this study in the control class she was carried out with

the following procedure:

a. Research preparation

In this preparation stage the researcher she was carry out the following

activities:

1) Conduct observations at SMAN 6 Maros

2) Submitted a research permit application to the head of SMAN 6

Maros.

3) To determine the research sample.

4) To determine the materials used in the research.

5) Making learning tools and test instruments for control class

6) Consulting teaching materials and instruments with supervisors and

teachers in the field of English studies.

b. Research implementation

1) Researcher prepare teaching tools in teaching and learning

activities, namely:

a) Learning implementation plan (RPP)

28
 b) Student attendance

c) English textbook

d) score list

2) Carrying out English learning with conventional methods in class

XI SMAN 6 Maros in the control class.

a) Have made observations and collected data in the learning

process on the observation instruments that have been made.

b) Has given post-test to the control class

2. Doing Pre-Test and Post-Test

Before implementing video learning, the researcher ran a pre-test and

post-test. In the pre-test and post-test, the researcher conducted a speaking

test, the researcher does this offline. The researcher gave a pre-test and post-

test with seven number of questions. The questions are as follows:

a. What is your name?

b. Where do you live?

c. Can you tell me about your family?

d. What is your favorite lesson? Why do you like it?

e. Do you now Bantimurung? What can we see there?

f. Can you tell me about your hobby, why do you like it?

g. Can you tell me about your favorite food, why do you like it?

After giving the implementation to the students, the researcher gave a

post-test, by asking 7 questions. The final test is to determine the increase in

29
 student fluency after using the cartoon film "the octonauts" media and it is

expected that students are able to answer the post-test well and smoothly.

F. Data collection techniques

1. The Instrument of the research

The research instrument is the tool chosen by the researcher to be

used in data collection activities, so that the activities are systematic and

easy (Sudaryono, 2016). According to Suharsimi (2005, in Sudaryono,

2016) there are two types of data collection methods, including test

questions or direct tests..

In this study, speaking test was used as a research instrument and

speaking test was an interactive model test with pre-test and post-test

topic. In addition, at the end of the meeting, the researcher gave a post-test

to measure whether the students made progress in speaking ability.

2. Validity

According to Shohamy (1985, as cited in Sitta Audita, 2019) there

are several types of validity, namely facial validity, content validity,

construction validity and empirical validity or validity related to standards.

To measure the validity of the test, the researcher used content validation.

In terms of content, materials and test were questions are built in

accordance with the indicators and objectives of the 2013 Syllabus and

textbooks for high school students. At the same time, structural validity

focused on the types of tests that have been used to measure ability. If the

test has structural validity, it can measure students' abilities.

30
 3. Assessment rubric

The scoring system was modified by Shohamy (1985, in Dina

Tsagari, 2017). The rubric table is as follows:

Table 3.1 Scoring Rubric

No Score Speaking ability

Category Speed and flow of Degree of control of

language production language item

1. 0-20 Very low No language produced Silence or almost silence

in English (sometimes
“yes/no”), severe
pronunciation problems
that make pronunciation
difficult to implement,
limited vocabulary, even
simple pronunciations
cannot be carried out,
there are only two
pronunciation errors at
most.

2. 21-40 Low Speaks slowly, very Less than one sentence,

haltingly. It is difficult to the language is
understand continuity in incomplete, difficult to
speech. apply, because the
pronunciation problem is
often used to repeat, very
limited words and
vocabulary make it very
difficult to apply, difficult
to follow, say that’s all
the "social type"
conversation can be
applied Slow to repeat,
with few errors, and no
sign of failure.

31
3. 41-60 Fair Frequently One sentence speaks;
invasive native language;
Hesitant a lot of repetition,
pronunciation problems
that require concentrated
hearing, sometimes leads
to comprehension, often
uses the wrong words,
due to inadequate
vocabulary, limited
speech, in most cases,
comprehension is faster
than usual, introductions
are slow and often show
some patterns the main
thing gets out of control
and causes occasional
discomfort and
misunderstanding.

4. 61-80 High Normal rate of speaking Unit of discourse is more

for most formal and than one sentence; able to
informal speaking express himself (with
little effort) about the
subject being discussed,
but uses little or no
speech markers (such as
question marks) or
cohesion markers
(sentence bridges), has
some errors during
speech.

32
5. 81- Very high No hesitations, Speaking Use more general
100 is effortless and smooth, language with correct
but non-native in speed. expressions, even if
people know certain
accents, they can always
be understood.
Sometimes they use the
term incorrectly and have
to change their concept
due to a lack of
vocabulary. Although
sometimes it needs to be
repeated, it can also be
repeated. Speed
understands that almost
anything has almost no
major pattern of
persistent errors, which
usually get in the way of
communication.

33
G. Data analysis techniques

The was data from this study provide statistical results of second grade

students of SMA Negeri 6 Maros on students' speaking ability. The data was the

result of the students' pre-test and post-test. Researcher have to recorded

students' speaking results so that assessors can assess students' speaking abilities

objectively. The purpose of transcription determines when students' speaking

ability increases. Researcher used to the Independent Sample T-Test to evaluate.

The score is evaluated and using the Sample T-Test formula. Researcher

proposed the Independent Sample T-Test and have used it to evaluate the mean

scores before and after the test. In addition, researcher have used SPSS 25 for

windows software to determine students' speaking ability.

According to Susanto (2016) the decision-making guidelines in the paired

sample t-test test are based on the significance value (sig.) of the SPSS outputs

as follows:

1. If the value of sig. (2-tailed) < 0.05, then Ho is accepted and Ha is

rejected

2. Conversely, if the value of sig. (2-tailed) > 0.05, then H1 is rejected

and Ha is accepted

34
 CHAPTER IV
RESULT RESEARCH

This chapter presented the result of the data. The researcher obtained two

kinds of data; score of pre-test and post-test.

A. Research Result

1. Pre-Test Fluency

After carrying out the research, student data was obtained in 2 (two)

classes, namely the control and experimental classes. Then the next step, the

researcher gave pre-test to the two classes. Where there are 23 students in the

control class and 22 students in the experiment.

The test was conducted with the aim of knowing the students' speaking

ability from both the control and experimental classes. There were seven

meetings during the treatment in the experimental class this research. The

result of pre-test conversational learning in the control and experimental

classes were presented in table (see appendix page 57).

Based on the results of speaking through the control and experimental

class pretest, it could be compared based on the results of the rubric assessment

for each class. The pre-test of the control group students was presented in the

following table:

35
 Table 4.1 Pretest in the Control Class

Students Classificatio Percentag

No Score
n e
(%)
1 0 – 20 11 Very low 47,9
2 21 – 40 12 Low 52,1
3 41 – 60 - Fair -
4 61 – 80 - High -
5 81 – 100 - Very high -
Total 23 100

The data gives information about students’ pre-test in the control class. It

can be seen from the table that; no students were fluent in speaking as the score

rates were blow 40. It can be argued that students cannot speak English

fluently. As seen from the data, from the total of 23 students, 11 students were

scored in the rate of 0-20. This was due to the fact that they were lack of

vocabulary resulting the difficult to pronounce words in English.

For example, participant 5 only got 10 scores from all the questions. She

had problem is speaking English as she sometimes did not understand the

question during the speaking test. Below is the example of student5’s

transcript:

Teacher: “Can you tell me about your family?’’

Student5: “Apa itu?”[What is that?]

Teacher: “Can you tell me about your family?’’

Student5: “Nda ku mengerti kak”[I don’t undertand sister]

36
 The participant 5 had problem with English language. She did not

understand the question at all. Even though after the teacher explained the

question in Bahasa Indonesian, the participant was still failed to answer the

question.

Meanwhile, there were 12 students who got score of 21-40. Students who

got this score could be interpreted that they spoke slowly and very indeed they

were difficult to answer the questions. Noticed the example blow:

Teacher: “Can you tell me about your family?”

Students7: “eee…Mama”[Mother]
Teacher: “What is your favorite lerning?”
Students7: “Meat”
Teacher: “Why do you like it?”
Students7: “Karena menyenangkan”[Because it is fun]

Pretest Control Class

14
12
10
8
6
4
2
0
Very low Low Fair High Very high

Score Students %

Picture 4.1 Diagram Pretest in The Control Class

37
 It can be seen from the diagram above that there are no students who get

the highest score with the classification of vert high, high and fair. From a total

of 23 students, 12 students got a score of 21-40 with a low classification and 11

students who got a score with a very low classification. It can be concluded

that there are no students who get the highest score on the pre-test.

Pre-test of experimental group students were presented in the following

table:

Table 4.2 Pretest in the Experimental Class

Students Classificatio Percentage

No Score
n (%)
1 0 – 20 8 Very low 36,3
2 21 – 40 14 Low 63,7
3 41 – 60 - Fair -
4 61 – 80 - High -
5 81 – 100 - Very high -
Total 22 100

The data gives information about students’ pre-test in the experiment

class. It can be seen from the table that; no students were fluent in speaking as

the score rates were blow 40. It can be argued that students cannot speak

English fluently. As seen from the data, from the total of 22 students, 8

students were scored in the rate of 0-20. this mean that the level of fluency of

students was very low and lack of vocabulary made pronunciation difficult to

pronounce words in English. Noticed the example below:

Teacher: “What is your name?”

Students1: “Mmm.. is Ariska”

38
 Teacher: “Okay, where do you live?”
Students1: [silent]
Teacher: “Where do you live Ariska?”
Students1: “Eee… tidak tau kak”[I don’t undertand sister]

Meanwhile there were 14 students who got score of 21-40, one of which

was the speaking test below. In this conversation, students did not know what

the researcher was asking, so that their answered were only one or two words.

Noticed the example below:

Teacher: “What is your favorite thing in your learning?”

Students15: “Biology”
Teacher: “Why do you like it?”
Students15: “Karena mudah untuk di mengerti”[Because its easy]
Teacher: “Do you now Banttimurung? What can we see there?”
Students15: “Eee…I dow’t know”

The importance of using cartoons, students thought what they were

talking about. Then, students paired up with other students and talked about a

predetermined topic. Talking about the same topic could increase familiarity,

thereby reducing students' anxiety and talking about the topic more fluently.

Therefore, researcher who improved students' speaking ability could use this

technique in research. The results of post-test conversational learning in the

control and experimental classes were presented in table (see appendix page

57).

39
 Pretest Experimental
15

10

0
Very low Low Fair High Very higt

Score Students %

Picture 4.2 Diagram Pretest in The Experimental Class

It can be seen from the diagram above that there are no students who get

the highest score with the classification of vert high, high and fair. From a total

of 22 students, 8 students got a score of 21-40 with a low classification and 14

students who got a score with a very low classification. It can be concluded

that there are no students who get the highest score on the pre-test.

2. Post-Test

At this stage, the final test was given to the experimental class and the

control class after being given treatment for 6 meetings. This treatment was

only carried out in the experimental class. The implementation of this final test

aims to determine the effect of using cartoons on students' speaking skills,

especially fluency, word production and level of English proficiency.

The data of post-test results in the control group could be presented in the

following table:

40
 Table 4.3 Posttest in the Control Class
Students Classification Percentage
No Score
(%)
1 0 – 20 1 Very low 4,4
2 21 – 40 15 Low 65,3
3 41 – 60 7 Fair 30,4
4 61 – 80 - High -
5 81 – 100 - Very high -
Total 23 100
Based on the table above, it was found that 1 student who got score 0-20

or in the presentation was 4,4%, which meant that there was no language

produced by students in the sense that students were silent in pronunciation, the

lack of vocabulary that students had caused students difficult in English. Noticed

the example below:

Teacher: “Where do you live?”

Student19: “Mmm… live... Eee”
Teacher: “Where do you live Sarmila”
Student19: “Tidak paham ka Bahasa Inggris”[I do not know English]
Teacher: “Okay”

Based on table 4.3 above, there 15 students got score 21-40 in the

presentation were 65,3%. It could be interpreted that the students speak slowly

and very haltingly, the language obtained incomplete and difficult for students

to apply. Noticed the example below:

Teacher: “Can you tell me about your hobby?”

Student2: “Bulutangkis”[Badminton]
Teacher: “Why do you like it?”
Student2: “Mmm…Because… eee.. fun”

41
 Teacher: “Okay”

Meanwhile, there 7 students who got score of 41-60 or the percentage

was 30,4%. This meant that the level of fluency of student was lacking and still

hesitated in speaking. A student often used the wrong words so that they

experienced repetition. In this case, students’ understood faster but slower in

self- introduction because they were not used to direct conversation in English.

Noticed the example below:

Teacher: “What is your favorite lesson?

Students20: “Eee…Arabic”
Teacher: “Why do you like it?”
Students20: “Because…mmm… the teacher is good eee… lesson it's fun”
Teacher: “Do you now Banttimurung?”
Students20: “Yes, I know”
Teacher: “What can we see there?”
Student20: “We can see… Mmm.. monkey”

Posttest Contorl
16
14
12
10
8
6
4
2
0
Very low Low Fair High Very high

Score Students %

Picture 4.3 Diagram Posttest in The Control Class

42
 It can be seen in the diagram above that there are no students who get the

highest score with the very high and high classification of the number of

students 23,7 students get a score of 41-60 with a fair classification and 15

students get a score of 21-40 with a low classification and 1 student gets a

score 0-20 with very low classification

The post-test data of the experimental group students were presented in

the following table:

Table 4.4 Posttest in the Experimental Class

Students Classification Percentage

No Score
(%)
1 0 – 20 - Very low -
2 21 – 40 - Low -
3 41 – 60 - Fair -
4 61 – 80 15 High 68,2
5 81 – 100 7 Very high 31,8
Total 22 100

Based on table 4.4, there were 15 students who got score of 61-80 with a

percentage of 68,2%. This meant that the students had a normal level of

fluency in most formal and informal conversations. Students were able to

express themselves according to the subject discussed with little effort, but still

had some errors while speaking. Noticed the example below:

Teacher: “What is your name?”

Students1: “My name is Ariska Permadani, but you can call me Ariska
Teacher: “Where do you live Ariska?”
Studenst1: “I live in Kassijala”
Teacher: “What is your favorite lesson?”
43
 Students1: “My favorite lesson is History”
Teacher: “Why do you like it?”
Students1:“Because it is easy to understand and I can know about
history”

Meanwhile, there were 7 students who got score of 81-100 with a

percentage of 31,8%. This meant that students already knew what the

researcher was asking. Students tried to answer the questions given even

though there was still a little pause when remembering the vocabulary. Noticed

the example below:

Teacher: “Can you tell me about your family?”

Students12: “In my family I have mother, father and younger brother”
Teacher: “What is your favorite lesson?”
Students12: “Biology”
Teacher: “Why do you like it?”
Students12: “Fun lessons and I can know the Latin names of plants”
Teacher: “Do you now Banttimurung?”
Students12: “Yes, I know”
Teacher: “What can we see there?”
Students12: “Waterfall, butterfly and monkey

44
 Postest Experimental
16
14
12
10
8
6
4
2
0
Very low Low Fair High Very high

Score Students %

Picture 4.4 Diagram Post-test in The Experimental Class

From the diagram above, it can be seen that there are no students who get

the lowest score with very low, low and fair classifications. From the number

of 22 students, 15 students got a score of 61-80 with a high classification and 7

students got a score of 81-100 with a very high classification.

3. Comparison of Control and Experiment Class

To acknowledge the English speaking abilitiy of students at SMA

NEGERI 6 Maros, the researcher took two classes, namely the control class

and the experimental class. Furthermore, it was analyzed with 7 questions that

were given in each group, showing that the data on the average pre-test score

for control group students' learning outcomes was 21.7 and then decreased in

the post-test results with an average of 33.9. While the learning out came in the

experimental class pre-test with an average score of 22.3 then increased in the

post-experimental test results of 77,4. After the explanation between the

control class and the experimental class, it meant that there was a difference

between the control class and the experimental class.

45
 a. Data Normality Test

Test requirements to perform the first analysis were the normality test.

The data normality test was intended to determine the distribution or

distribution of data scores from the data. The analysis of this program used

the Kolmogorov Smirnov Test SPPS for Windows version 25 with a

significance level of 0.05. The results of the calculation of the normality test

for the experimental group and the control group could be seen in the

following table:

1) Pre Test Data Normality Test

In this research, the data collected was the Score of the control and

experimental group pre-test research instruments on speaking ability in

English lessons by students of SMA Negeri 6 Maros. The results of the

normality test were as follows:

Table 4.5 Normality Test Output of Pre Test Assessment Instruments

Normality Test
Kolmogorov-Smirnova Shapiro-Wilk
Kelas Statistic df Sig. Statistic df Sig.
Learning Pre Test Kontrol 0,153 23 0,171 0,931 23 0,117
Outcomes Pre Test Eksperimen 0,219 22 0.007 0,941 22 0,209
Source: Data processed by SPSS versi 25

From the pre-test normality test output table, using Shapiro-Wilk in

the control class has a sig score of 0.117 and in the experimental class of

0.209 so it can be concluded that the sample is normally distributed,

because the data has a significant value greater than 0.05.

46
 2) Post Test Data Normality Test

In this research, the data collected was the Score of the control and

experimental group post-test research instruments on speaking fluency in

English lessons by students of SMA Negeri 6 Maros. The results of the

normality test were as follows:

Table 4.6 Normality Test Output of Post Test Assessment Instruments

Normality Test
Kolmogorov-Smirnova Shapiro-Wilk
Kelas Statistic df Sig. Statistic df Sig.
Learni ng
Post Test Kontrol 0.201 23 0,017 0,923 23 0,076
Outco
Mes Post Test Eksperimen 0,128 22 ,200* 0,960 22 0,485

Source: Data processed by SPSS versi 25

From the table above, namely the results of the normality test output

on the posttest instrument, it can be seen that the Shapiro-Wilk score in the

control class has a sig score. of 0.076 while in the experimental class of

0.485 so that the test results have a score greater than the Sig score of 0.05

so it can be concluded that the post-test data of the control and

experimental classes are in a normally distributed position.

b. Homogeneity Analysis

The data used in the homogeneity test of the assessment instrument

was the same research instrument data as the previous normality test. The

results of the calculation of the homogeneity test using SPSS were as

follows:

47
 Table 4.7 Output of Homogeneity Test of Pre Test Assessment Instruments
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Learning Based on Mean 0,049 1 43 0,825
Outcomes
Based on Median 0,002 1 43 0,964
Based on Median and with adjusted df 0,002 1 42,855 0,964
Based on trimmed mean 0,065 1 43 0,799
Source: Data processed by SPSS versi 25

From the SPSS output table for the pre-test homogeneity test, it can be

seen that the Sig Score value is 0.825. Sig score 0.825 > 0.05 then the

pretest data was declared homogeneous. Furthermore, it could be seen the

level of homogeneity of the test post as follows:

Table 4.8 Output of Homogeneity Test of Post Test Assessment Instruments

Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Learning Based on Mean 0,431 1 43 0,515
Outcomes Based on Median 0,278 1 43 0,601
Based on Median and with adjusted df 0,278 1 42,973 0.601
Based on trimmed mean 0,411 1 43 0,525
Source: Data processed by SPSS versi 25

From the SPSS output table for the pre-test homogeneity test, it could

be seen that the Sig Score was 0.515. Sig Score 0.515 > 0.05 then the pre-

test data was said to be homogeneous.

From the results of the homogeneity test, it could be concluded that

the data of both the pre-test and post-test variances of the learning out came

48
 of English-speaking ability, the pre-test and post-test assessment instrument

data were declared homogeneous. Thus, the pre-test and post-test in this

research met the homogeneity requirements, so that the Hypothesis Test

could be continued.

c. Hypothesis Testing

In this research there was treatment, this treatment was in the

experiment class by raising 2 (two) hypotheses, namely

H0: After using the media, the use of learning media of the "The Octonouts

Cartoon" did not increase the speaking ability of the XI grade students

of SMAN 6 Maros.

H1: After the use of learning media "The Octonouts Cartoon" there was an

increase in speaking to class XI students of SMAN 6 Maros.

The following were the results of hypothesis testing in the following table:

Table 4.9 Descriptive Statistic

Pretest Posttests
Deskrpsi Class Class Class Class
Experiment Control Experiment Control
N
22 23 22 23
Range 26 30 39 36
Minimum 10 10 61 20
Maksimum 36 40 100 56
Mean 22.32 21.70 77.45 33.31
Standar Deviasi 6.312 6.182 9.738 10.180
Source: Data processed by SPSS versi 25

Based on the results of the descriptive SPSS output, it is known

that the average value of the pretest in the control class is 21.70, while the

49
 average value in the experimental class is 22.32. And the average posttest

scores in the control and experimental classes were 33.31 and 77.45.

Table 4.10 Output Results of Paired Samples Statistics

Std. Error
Mean N Std. Deviation
Mean
Pair 1 Pre Test 22,32 22 6.312 1.346
Post Test 77.45 22 9.738 2.076
Source: Data processed by SPSS versi 25

Based on the results of the research, it showed that students'

English fluency increased significantly in the experimental class, this

increase could be seen from the difference in the pre-test having an average

score of 22,32 while the post-test average score of 77,45 then there was a

difference of 55 %, it could be seen that the increase in the average score of

learning out came in the experimental post-test treatment was greater than

that which occurs with the pre-test.

Table 4.11 Independent Samples Test Output Results

Levene's Test
for Equality of
Variances T-test for Equality of Means
Std. 95% Confidence
Mean Error Interval of the
Sig. (2- Differe Differe Difference
F Sig. T D tailed) nce nce Lower Upper
f
Learnin Equal
g variances
0,431 0,515 -14,650 4 0,000 -43,542 2.972 -49,535 -37,548
Outco assumed
me s 3
Equal
variances
not
-14,664 43,000 0.000 -43,542 2,969 -49,529 -37,554

50
 Assumed

Source: Data processed by SPSS versi 25

Based on the output above, the score of Sig Levene's Test for

Equality of Variances was 0.515 > 0.05, it could be interpreted that the data

variance between the pre-test and post-test experiment was homogeneous or

the same. So that the interpretation of the Independent Samples Test output

table was guided by the scores contained in the "Equal variances assumed"

table.

Furthermore, based on the output of the Independent Samples Test in

the section of "Equal variances assumed". Known the score of sig. (2-tailed)

is 0.000 < 0.05, so as the basis for decision making in the independent

sample test, it could be concluded that H0 was rejected and H1 was

accepted. Thus, it could be concluded that there was a significant difference

between the pre-test and post-test results of the experimental class.

Meanwhile, in this research hypothesis, it was known that the score of sig.

(2-tailed) was 0.000 < 0.05, then the H0 hypothesis was rejected, namely "

After using the media cartoon octonauts for teaching, students’ English

ability not improve significantly" and the Ha hypothesis was accepted,

namely " After using the media cartoon octonauts for teaching, students’

English fluency improved significantly”.

B. Discussion

Based on the findings of this study, several interpretations were drawn.

The results showed that there was a significant difference in speaking

51
achievement of the experimental group before and after being given treatment,

there was a significant increase in every aspect of speaking achievement after

they were taught using cartoons. These findings indicate that there is a

significant difference in speaking achievement of the experimental group before

and after they were treated. This can be seen from the difference in the average

students' speaking tests on the pre-test and post-test. The difference in the

average value of the pre-test is 22.32 while the average value of the post-test is

77.45. The increase itself can occur because after the experimental group was

given a pre-test, the authors gave treatment using cardboard for seven meetings.

Thus, it can be stated that the used to of cardboard in the experimental

group contributed significantly to the improvement of students' speaking

achievement, cartoons can improve students' speaking achievement.

First, it offers an interesting way because every student is motivated to

actively learn English. This is supported by Vitasmoro et al (2019) who stated

that overall, cartoon media proved to be very successful and helped students

improve their speaking skills. This finding was very positive not only because

the technique itself was highly motivating for students but also because of the

increase they saw in the self-confidence they gained. This study confirmed that

there was a significant difference in speaking achievement between the

experimental and control groups. The mean difference between post-test and

pre-test in the experimental group was higher than the mean difference between

post-test and pre-test in the control group. It can be stated that there is a

significant difference in students' speaking achievement of the experimental and

52
control groups. There was also an increase in the control group's speaking

achievement although not as much as the experimental group.

During teaching and learning activities, students were very enthusiastic

about participating in the learning process using cardboard, students were

divided into several groups in the experimental class. This shows that there is a

significant improvement in every aspect of students' speaking achievement in the

experimental group. This can be proven from the statistical analysis carried out

with the paired sample t test. The improvement in the aspect of speaking fluency

is relevant to what Yuda Ramadhani et al (2020) said that students are able to be

more confident in expressing their opinions. Initially, students had difficulty in

speaking fluently. The students find it difficult to speak because they rarely

speak English during the learning process. However, because students were

treated to a learning process using cartoons, they were able to express their

opinions. it can be concluded that the students who received the treatment

experienced a significant increase in speaking achievement. Therefore, it can be

said that the use of cardboard media in improving the speaking achievement of

the experimental group was considered effective in teaching speaking to class XI

students of SMAN 6 MAROS. After students are given learning using cartoons,

students are more able to express what they want to express through the

questions given by the teacher, students are more enthusiastic during the learning

process because the speaking teaching The method is given in which students are

divided into several groups so that they are more enthusiastic in participating in

53
the learning process and are able to increase their confidence and cooperation in

groups.

The results showed that the average number of students in the pre-test

was 22.32% which was classified as very low and after being given the

implementation there was a significant increase, namely 77.45% and quite good.

This research is in line (Shilvynarahma and Husni Mubarok 2021) who

conducted a study entitled "Frozen Cartoon Films as Learning Media to Improve

Students' Pronunciation Ability." The results showed that most of the students'

speaking skills in the experimental group improved better. Furthermore, the use

of cartoon can help students become more active, enthusiastic, confident and

interested in participating in speaking to express what they think in their minds.

Retelling the story gives maximum results.

In practice, during the process of conducting research on improving

speaking skills, the researcher divided several groups and played episodes of

cartoons. By providing episodes of cartoon screenings to students, so that

students who are given treatment do not feel bored. These results are in line with

research conducted by Fathul Munir (2016) where researchers provide cartoon

media that are given to students so that students feel unique learning and are

easily understood by students. Through the media that he applied to students, it

really helped students in improving speaking skills. Therefore, these results

indicate that storytelling seems to be one of the most effective and feasible

approaches in improving speech comprehension.

54
 In addition, the post-test results of the two classes showed that the

average score in the experimental class was higher than that in the control class.

The pre-test was 22.32 while the post-test mean was 77.45. In addition, the value

of sig. (2-tailed) is 0.000 < 0.05 meaning that there is a significant difference

between the speaking skills of students who are taught using the cartoon method

and students who are taught using conventional methods, so that as a basis for

decision making in the independent sample test it can be concluded that H0 is

rejected. and Ha accepted. Thus, it can be concluded that there is a significant

difference between the results of the pre-test and post-test of the experimental

class.

At the time the researcher had not applied the cartoon method, the

students had difficulty speaking in English. However, after the researcher

applied the cartoon method, the students were more familiar with the lessons

given and their speaking skills also improved. So, it can be concluded that the

students' speaking ability increased after the cartoon method was applied by the

researcher.

55
 CHAPTER V
CONCLUSION AND SUGGESTIONS

This chapter has presented the result data. Researcher provide suggestions
related to conclusions.

A. CONCLUSION
Based on the data analysis and data presentation described in chapter IV,

the researchers finally concluded that the use of cartoon media was appropriate

in learning to improve speaking ability of SMA NEGERI 6 Maros students. The

results showed that the experimental class students who were taught using this

media got higher speaking test scores than the control class students who were

taught using the general technique of an English teacher. Therefore, this

technique can be used as an alternative technique for teachers in developing

students' speaking ability.

The statistical analysis in paired sample t-test showed that there was

significance difference in mean score between students’ pre-test and post-test

both in the experimental and control group; however, the experimental group

showed much better improvement than the control group. It was also proved by

the independent sample ttest that there was significance difference between the

mean score of post-test in the experimental group was higher than the mean

score of the post-test in the control group. It means that the treatment was

effective to improve students’ speaking achievement.

B. SUGGESTION

Based on the results of the study, the researcher would like to give some

suggestions to teachers, students, and the school. Drawn from the conclusions

56
above, it is known that the use of cartoon media can provide a significant

increase in students' speaking ability:

1. For teachers, cartoons are expected to be applied in the classroom by

asking students to retell a story or reading material they have just read.

2. For students, students must have efforts to improve speaking and acting

ability so that students are accustomed to using English orally.

3. For researcher, I hope this research is useful and can be used asa a

reference for another research.

57
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61
APPENDICES

62
Control and Eksperimen Class Score Result

Kontrol class
No. Pre test Post tes
1 15 56
2 18 46
3 23 25
4 20 20
5 10 25
6 30 36
7 25 36
8 26 42
9 20 30
10 16 25
11 15 41
12 21 25
13 20 31
14 20 25
15 25 35
16 21 40
17 20 21
18 40 46
19 25 25
20 15 50
21 21 25
22 28 30
23 25 45
total 499 780
Mean 21.6956522 33.9130435

63
 Eksperimental class
No. Pre test Pos tes
1 15 70
2 29 65
3 21 61
4 19 70
5 26 75
6 30 80
7 21 85
8 15 65
9 20 75
10 20 75
11 21 81
12 25 95
13 20 85
14 15 65
15 36 80
16 25 80
17 21 100
18 10 76
19 25 85
20 21 71
21 21 80
22 35 85
total 491 1704
Mean 22.31818182 77.45454545

64
 Pretest of Control and Experimental Class
No Samples Pre Test Samples Pre Test
Control Experiment
1 C1 15 A1 15
2 C2 18 A2 29
3 C3 23 A3 21
4 C4 20 A4 19
5 C5 10 A5 26
6 C6 30 A6 30
7 C7 25 A7 21
8 C8 26 A8 15
9 C9 20 A9 20
10 C 10 16 A 10 20
11 C 11 15 A 11 21
12 C 12 21 A 12 25
13 C 13 20 A 13 20
14 C 14 20 A 14 15
15 C 15 25 A 15 36
16 C 16 21 A 16 25
17 C 17 20 A 17 21
18 C 18 40 A 18 10
19 C 19 25 A 19 25
20 C 20 15 A 20 21
21 C 21 21 A 21 21
22 C 22 28 A 22 35
23 C 23 25

65
 Pos-Test Score for Control and Experimental Class
No Samples Post Test Samples Post Test
Control Experiment
1 C1 56 A1 70
2 C2 46 A2 65
3 C3 25 A3 61
4 C4 20 A4 70
5 C5 25 A5 75
6 C6 36 A6 80
7 C7 36 A7 85
8 C8 42 A8 65
9 C9 30 A9 75
10 C 10 25 A 10 75
11 C 11 41 A 11 81
12 C 12 25 A 12 95
13 C 13 31 A 13 85
14 C 14 25 A 14 65
15 C 15 35 A 15 80
16 C 16 40 A 16 80
17 C 17 21 A 17 100
18 C 18 46 A 18 76
19 C 19 25 A 19 85
20 C 20 50 A 20 71
21 C 21 25 A 21 80
22 C 22 30 A 22 65
23 C 23 45

66
 Comparison Scores of Control and Experimental Class
No. Samples Pre test Post tes Samples Pre test Pos tes
1 C1 15 56 A1 15 70
2 C2 18 46 A2 29 65
3 C3 23 25 A3 21 61
4 C4 20 20 A4 19 70
5 C5 10 25 A5 26 75
6 C6 30 36 A6 30 80
7 C7 25 36 A7 21 85
8 C8 26 42 A8 15 65
9 C9 20 30 A9 20 75
10 C10 16 25 A10 20 75
11 C11 15 41 A11 21 81
12 C12 21 25 A12 25 95
13 C13 20 31 A13 20 85
14 C14 20 25 A14 15 65
15 C15 25 35 A15 36 80
16 C16 21 40 A16 25 80
17 C17 20 21 A17 21 100
18 C18 40 46 A18 10 76
19 C19 25 25 A19 25 85
20 C20 15 50 A20 21 71
21 C21 21 25 A21 21 80
22 C22 28 30 A22 35 85
23 C23 25 45
Average 21.70 33.91 Average 22.32 77.45
Amount 499 780 Amount 491 1704

67
Transcript of speaking test
Students 1
Teacher: “Good morning”
Students1: “Morning”
Teacher: “What is your name?”
Students1: “Eee.. is Ariska
Teacher: “Where do you live?”
Students1: “[silent]”
Teacher: “Where do you live?”
Students1: “mmm… tidak tau kak” (Don’t now
sister)
Teacher: “Can you tell me about your family?”
Students1: “(silent)”
Teacher: “What is your favorite lesson?”
Students1: “Apa itu?” (What is that?)
Students1: “Eee… tidak ada” (Nothing)
Teacher: “Why?”
Studenst1: “mmm… tidak ji” (No)
Teacher: “Do you now Bantingmurung?”
Students1: “(silent)”
Students1: “Eee.. tidak tau” (Don’t now)
Teacher: “Can you tell me about your hobby?”
Students1: “Menonton filem” (Watching movie)
Teacher: “Why do you like it?”
Teacher: “Why do you like it?”
Students1:“(silent)”
Teacher: “Can you tell me about your favorite
food?”
Students1:“Bakso”
Teacher: “Why do you like it?”
Students1:“apa itu?” (What is that?)
Teacher: “Ok, thank you”
Students 2
Teacher: “Hallo… good morning”
Students2: “Morning”
Teacher: “What is your name?”
Students2: “[silent]”
Teacher: “What is your name?”
Students2: “Eee..Siti muhlisa”
Teacher: “Where do you live?”
Students2: “Bontoa”
Teacher: “Can you tell me about your family?”
Students2: “My family...Eee…”
Teacher: “Can you tell me about your family?”
Student2: “Nda ku mengerti kak” [I don’t
understand sister]
Teacher: “What is your favorite lesson?”
Student2: “Matematika”
Teacher: Why do you like it?
Students2: “Karena menyenangkan” [Because
it is fun]
Teacher: “Do you now Bantimurung?”
68
Students 12
Teacher : “Good morning”
Students12 : “Morning”
Teacher : “What is your name?”
Students12 : “Nur raisyah”
Teacher : “Where do you live?”
Students12 : “Bontoa”
Teacher : “Can you tell me about your family?”
Students12 : “Keluarga saya baik baik saja”
(My family is fine)
Teacher : “What is your favorite tlesson”
Students12 : “Matematika” (Math)
Teacher : “Why do you like?
Students12 : “Karena gurunya baik” (because
the teacher is good)
Teacher : “Do you now Bantimurung?”
Students12 : “Yes”
Teacher : “What can we see there?”
Students12 : (silent)
Teacher : “Can you tell me about your hobby”
Students12 : “Cooking”
Teacher : “Why do you like it?”
Students12 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students12 : “chiken and bakso”
Teacher : “Why do you like it?”
Students12 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you”
Students 13
Teacher : “Good morning”
Students13 : “Morning”
Teacher : “What is your name?”
Students13 : “Nurlia”
Teacher : “Where do you live Nurlia?”
Students13 : “mmm… eee… Kassijala”
Teacher : “Can you tell me about your family?”
Students13 : “Terkadang senang dan sedih”
(sometimes sed and happy)
Teacher : “What is your favorite lesson?”
Students13 : “Bahasa Indonesia”(
Teacher : “Why do you like?
Students13 : “Karena bagus” (because it good)
Teacher : “Do you now Bantimurung?”
Students13 : “Yes”
Teacher : “What can we see there?”
Students13 : “Pemandangan bagus” ( great
view)
Teacher : “Can you tell me about your hobby”
Students13 : “Menonton”(watch)
Teacher : “Why do you like it?”
Students2: “Eee… tidak”[No]
Students2: “mmm…apa itu kak?” (What is that
sister?)
Teacher: “Can you tell me about your hobby”
Students2: “Membaca” (Reading)
Teacher: “Why do you like it reading?”
Students2: “Because...Mmmm…”
Teacher: “Can you tell about your favorite
food?”
Students2: “Bakso”
Teacher : “Why do you like it?”
Students2: “mmm... tidak tau” [I don’t now]
Teacher: “Okay, thank you muhliza”
Students3
Teacher: “Good Morning”
Student3: “Morning”
Teacher: “What is your name?”
Students3: “Eee…Hasriani”
Teacher: “Where do you live Hasriani?”
Students3: “Tidak ku tau kak”[I don’t now]
Teacher: “Can you tell me about your family?”
Students3: “(silent)”
Teacher: “Can you tell me about your family,
Hasriani?”
Students3: “(No respon)”
Teacher: “What is your favorite lesson?”
Students3: “(No respon)”
Teacher: “Do you now Bantimurung?”
Students3: “(No respon)”
Teacher: “Can you tell me about your hobby”
Students3: “Eee…Bulu tangkis” (Badminton”)
Teacher: “Why do you like it badminton?”
Students3: “(No respon)”
Teacher: “Can you tell me about your favorite
food?”
Students3: “No”
Teacher: “Ok, thank you”
Students4
Teacher: “Good Morning”
Students4: “Morning”
Teacher: “What is your name?”
Students4: “Apa itu kak”[What is that]
Teacher: “Siapa namata”[What is your name]
Students: “Hasrianti”
Teacher: “Where do you live Hasrianti?”
Students4: “Eee…Kalu penrang”
Teacher: “Can you tell me about your family?”
Students4: “(Silent)”
Teacher: “What is your favorite lesson?”
Students4: (No respon)
Teacher: “Do you now Bantimurung?”
Students4: “Tidak” (No)
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Students13 : “Seru” (Fun)
Teacher : “Can you tell me about your favorite
food?”
Students13 : “Nasi goreng”
Teacher : “Why do you like it nasi goreng?”
Students13 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you”
Students 14
Teacher : “Good morning”
Students14 : “Morning”
Teacher : “What is your name?”
Students14 : “Putri”
Teacher : “Where do you live mirnawati?”
Students14 : “I live in tambua”
Teacher : “Can you tell me about your family?”
Students14 : (silent)
Teacher : “What is your favorite lesson?”
Students14 : “ es cream”
Teacher : “What is your favorite thing in your
learning?”
Students14 : (silent)
Teacher : “Do you now Bantimurung?”
Students14 : “Yes”
Teacher : “What can we see there?”
Students14 : (No respon)
Teacher : “Can you tell me about your hobby”
Students14 : “Cooking”
Teacher : “Why do you like it?”
Students14 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students14 : “ice cream”
Teacher : “Why do you like it?”
Students14 : “Tidak ku tau” ( I don’t now)
Teacher : “Thanks you Putri”
Students 15
Teacher : “Good morning”
Students15 : “Morning”
Teacher : “What is your name?”
Students15 : “Reski”
Teacher : “Where do you live ?”
Students15 : “Talawe”
Teacher : “Can you tell me about your family?”
Students15 : “Baik” (Good)
Teacher : “What is your favorite lesson?”
Students15 : “Biologi”
Teacher : “Why do you like it?”
Students15 : “Karena gampang di mengerti”
(Because its easy to understand)
Teacher : “Do you now Bantimurung?”
Students15 : “Yes”
Teacher : “What can we see there?”
Students15 : “Karena menyenangkan” (because
Teacher: “Can you tell me about your hobby”
Students4: “Membaca” (Reading)
Teacher: “Why do you like it reading?”
Students4: “Tidak” (No)
Teachar: “Can you tell me about your favorite
food?”
Students4: “Eee.. Ayam”[Chiken]
Teacher: “Why do you like it chiken?”
Student4: (No respon)
Students 5
Teacher: “Good morning”
Students5: “Morning”
Teacher : “What is your name?”
Students5 : “Hikma”
Teacher : “Where do you live?”
Students5 : “Kassijala”
Teacher : “Can you tell me about your family?”
Students5 : “Baik-baik saja” (Just fine)
Teacher : “What is your favorite lesson?”
Students5 : (No respon)
Teacher : “Do you now Bantimurung?”
Students5 : “Yes”
Teacher : “What can we see there?”
Students5 : (silent)
Teacher : “Can you tell me about your hobby”
Students5 : “Badminton”
Teacher : “Why do you like it badminton?”
Students5 : “Karena seruh” (Because fun)
Teacher : “Can you tell me about your favorite
food?”
Students5 : “Pangsit”
Teacher : “Why do you like it pangsit?”
Students5 : “Karena enak” (Because it’s
delicious)
Teacher : “Thank you hikma
Students 6
Teacher : “Good morning”
Students6 : “Morning”
Teacher : “What is your name?”
Students6 : “Marsya”
Teacher : “Where do you live marsya?”
Students6 : (silent)
Teacher : “Can you tell me about your family?”
Students6 : “Yes.. eee.. no”
Teacher : “What is your lesson?”
Students6 : (No respon)
Teacher : “Do you now Bantimurung?”
Students6 : “Yes”
Teacher : “What can we see there?”
Students6 : (No respon)
Teacher : “Can you tell me about your hobby”
Students6 : “Badminton”
Teacher : “Why do you like it badminton?”
70
fun)
Teacher : “Can you tell me about your hobby”
Students15 : “Badminton”
Teacher : “Why do you like it?”
Students15 : “ karena suka” ( because I like)
Teachar : “Can you tell me about your favorite
food?”
Students15 : “Bakso”
Teacher : “Why do you like it?”
Students15 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you reski”
Students 16
Teacher : “Good morning”
Students16 : “Morning”
Teacher : “What is your name?”
Students16 : “My name is Ardiansya”
Teacher : “Where do you live?”
Students16 : “Talawe”
Teacher : “Can you tell me about your family?”
Students16 : “Mother”
Teacher : “What is your favorite lesson?”
Students16 : “Playing games”
Teacher : “Why do you like it?”
Students16 : (silent)
Teacher : “Do you now Bantimurung?”
Students16 : “Yes”
Teacher : “What can we see there?”
Students16 : (No respon)
Teacher : “Can you tell me about your hobby”
Students16 : “Playing games”
Teacher : “Why do you like it?”
Students16 : “ karena suka” ( because I like)
Teacher : “Can you tell me about your favorite
food?”
Students16 : “Read rice”
Teacher : “Why do you like it?”
Students16 : “Tidak ku tau” ( I don’t now)
Teacher : “Thanks you Ardiansya”
Students 17
Teacher : “Good morning”
Students17 : “Morning”
Teacher : “What is your name?”
Students17 : “Ardi”
Teacher : “Where do you live?”
Students17 : “ mmm… tidak” (No)
Teacher : “Can you tell me about your family?”
Students17 : “Tidak tau kak” (I don’t now
sister)
Teacher : “What is your favorite lesson?”
Students17 : (silent)
Teacher : “Do you now Bantimurung?”
Students17 : (No respon)
Teacher : “Can you tell me about your hobby”
Students6 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students6 : “Nasi goreng”
Teacher : “Why do you like it nasi goreng?”
Students6 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you Marsya”
Students 7
Teacher : “Good morning”
Students7 : “Morning”
Teacher : “What is your name?”
Students7 : “Mirnawati M”
Teacher : “Where do you live mirnawati?”
Students7 : “Bajiareng”
Teacher : “Can you tell me about your family?”
Students7 : “Keluarga saya adalah keluarga
cemara” (my family is a cypress family)
Teacher : “What is your lesson?”
Students7 : “Senibudaya” (Art and culture)
Teacher : “Why do you like?
Students7 : “Karena tidak pernah masuk”
(because it never entered)
Teacher : “Do you now Bantimurung?”
Students7 : “Yes”
Teacher : “What can we see there?”
Students7 : “Karena menyenangkan” (Because
fun)
Teacher : “Can you tell me about your hobby”
Students7 : “Badminton”
Teacher : “Why do you like it badminton?”
Students7 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students7 : “Mie goreng”
Teacher : “Why do you like it nasi goreng?”
Students7 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you Mirnawati”
Students 8
Teacher : “Good morning”
Students8 : “Morning”
Teacher : “What is your name?”
Students8 : “Mirnawati B”
Teacher : “Where do you live mirnawati?”
Students8 : “Kalupenrang”
Teacher : “Can you tell me about your family?”
Students8 : “No”
Teacher : “What is your lesson?
Students8 : (silent)
Teacher : “Do you now Bantimurung?”
Students8 : “No”
Teacher : “Can you tell me about your hobby”
Studennts8 : “Read”
Teacher : “Why do you like it Reading?”
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Students17 : (No respon)
Teacher : “Can you tell me about your favorite
food?”
Students17 : “mmm… eee..”
Teacher : “Thaks you Ardi”
Students 18
Teacher : “Good morning”
Students18 : “Morning”
Teacher : “What is your name?”
Students18 : “Muhammad rahmatullah”
Teacher : “Where do you live?”
Students18 : “Bonto kapetta”
Teacher : “Can you tell me about your family?”
Students18 : “Mother”
Teacher : “What is your favorite lesson?”
Students18 : “Matematika” (Math)
Teacher : “Why do you like it?”
Students18 : (Silent)
Teacher : “Do you now Bantimurung?”
Students18 : “Yes”
Teacher : “What can we see there?”
Students18 : “tidak tau kak” ( I don’t now
sister)
Teacher : “Can you tell me about your hobby”
Students18 : “Playing games”
Teacher : “Why do you like it?”
Students18 : “ karena suka” ( because I like)
Teacher : “Can you tell me about your favorite
food?”
Students18 : (no respon)
Teacher : “Thaks you”
Students 19
Teacher : “Good morning”
Students19 : “Morning”
Teacher : “What is your name?”
Students19 : “My name is Dwi putra”
Teacher : “Where do you live dwi?”
Students19 : “Kassijala”
Teacher : “Can you tell me about your family?”
Students19 : “Mother
Teacher : “What is your lesson?”
Students19 : “Biologi”
Teacher : “Why do you like it?”
Students19 : “Because its easy to understand”
Teacher : “Do you now Bantimurung?”
Students19 : “Yes”
Teacher : “What can we see there?”
Students19 : (silent)
Teacher : “Can you tell me about your hobby”
Students19 : “Playing games”
Teacher : “Why do you like it?”
Students19 : “because fun”
Teacher : “Can you tell me about your favorite
Students8 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students8 : “Fried chicken”
Teacher : “Why do you like it fried chicken?”
Students8 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you Mirnawati”
Students 9
Teacher : “Good morning”
Students9 : “Morning”
Teacher : “What is your name?”
Students9 : “Nadila”
Teacher : “Where do you live Nadira?”
Students9 : “I live in kassijala”
Teacher : “Can you tell me about your family?”
Students9 : “Keluarga saya adalah keluarga
cemara” (my family is a cypress family)
Teacher : “What is your favorite lesson?”
Students9 : “Bahasa inggris”
Teacher : “Why do you like?
Students9: “Karena menyenangkan” (because
fun)
Teacher : “Do you now Bantimurung?”
Students9 : “Yes”
Teacher : “What can we see there?”
Students9 : (silent)
Teacher : “Can you tell me about your hobby”
Students9 : “Badminton”
Teacher : “Why do you like it badminton?”
Students9 : “Because… mmm”
Teacher : “Can you tell me about your favorite
food?”
Students9 : “Chiken”
Teacher : “Why do you like it?”
Students9 : (Silent)
Teacher : “Thaks you Nadila”
Students 10
Teacher : “Good morning”
Students10 : “Morning”
Teacher : “What is your name?”
Students10 : “Nur ulfiah”
Teacher : “Where do you live?”
Students10 : “I live in bosowa”
Teacher : “Can you tell me about your family?”
Students10 : “No”
Teacher : “What is your favorite lesson?”
Students10 : “No..No”
Teacher : “Do you now Bantimurung?”
Students10 : “No”
Teacher : “Can you tell me about your hobby”
Students10 : “Badminton and singging”
Teacher : “Why do you like it?”
Students10 : “Because its fun”
72
food?”
Students19 : “fried rice”
Teacher : “Why do you like it?”
Students19 : “Tidak ku tau” ( I don’t now)
Teacher : “Thaks you Dwi”
Students 20
Teacher : “Hallo… good morning”
Students20 : “ Morning”
Teacher : “What is your name?”
Students20 : “Arief”
Teacher : “Where do you live Arief?”
Students20 : “Salenrang”
Teacher : “Can you tell me about your family?”
Students20 : “ My family...mmm..”
Teacher : “Can you tell me about your family?”
Student20 : “Nda ku mengerti kak” (I don’t
understand sister)
Teacher : “What is your favorite lesson?”
Student20 : (Silent)
Teacher : “ Do you now Bantimurung?”
Students20 : “No”
Students20 : “mmm.. apa itu kak?” (What is
that sister?)
Teacher : “Can you tell me about your hobby”
Students20 : “Playing game”
Teacher : “ Why do you like it?”
Students20 : “Because.. Mmmm…”
Teacher : “Can you tell about your favorite
food?”
Students20 : “Bakso”
Teacher : “Why do you like it?”
Students20 : “Mmm.. karena enak” (Because its
delicious)
Teacher : “Ok, thank you”
Students 21
Teacher : “Hallo… good morning”
Students21 : “ Morning”
Teacher : “What is your name?”
Students21 : “Dika”
Teacher : “Where do you live?”
Students21 : “Tambua”
Teacher : “Can you tell me about your family?”
Students21 : “Tidak mengerti kak” (I don’t
understand sister)
Teacher : “Can you tell me about your family?”
Student21 : (silent)
Teacher : “What is your favorite lerning?”
Student21 : (No respond)
Teacher : “ Do you now Bantimurung?”
Students21 : “No”
Students21 : “mmm.. apa itu kak?” (What is
that sister?)
Teacher : “Can you tell me about your hobby”
Teacher : “Can you tell me about your favorite
food?”
Students10 : “Chiken”
Teacher : “Why do you like it?”
Students10 : “Because its delicious”
Teacher : “Thaks you”
Students 11
Teacher : “Good morning”
Students11 : “Morning”
Teacher : “What is your name?”
Students11 : “Ulandari”
Teacher : “Where do you live Ulandari?”
Students11 : “Talawe”
Teacher : “Can you tell me about your family?”
Students11 : “Keluarga saya humoris” (my
family is humorous)
Teacher : “What is your favorite lesson?”
Students11 : “PJOK”
Teacher : “Why do you like?
Students11 : “Karena saya suka olahraga”
(because I like sports)
Teacher : “Do you now Bantimurung?”
Students11 : “Yes”
Teacher : “What can we see there?”
Students11 : “Karena pemandanganya bagus”
(Because the view is good)
Teacher : “Can you tell me about your hobby”
Students11 : “Read”
Teacher : “Why do you like it?”
Students11 : (silent)
Teacher : “Can you tell me about your favorite
food?”
Students11 : (No respond)
Teacher : “Thanks you”
73
Students21 : “Playing game”
Teacher : “ Why do you like it?”
Students21 : “Because.. Mmmm…”
Teacher : “Can you tell about your favorite
food?”
Students21 : “Chiken”
Teachar : “Why do you like it?”
Students21 : (silent)
Teachar : “Ok, thank you”
Students 22
Teacher : “Good morning”
Students22 : “ Morning”
Teacher : “What is your name?”
Students22 : “Muhammad aiman”
Teacher : “Where do you live?”
Students22 : (Silent)
Teacher : “Can you tell me about your family?”
Students22 : (No respond)
Teacher : “Can you tell me about your family?”
Student22 : “Nda ku mengerti kak” (I don’t
understand sister)
Teacher : “What is your favorite lesson?”
Student22 : “No”
Teacher : “ Do you now Bantimurung?”
Students22 : “No”
Teacher : “Can you tell me about your hobby”
Students22 : “Game”
Teacher : “ Why do you like it?”
Students22 : “Because.. Mmmm…”
Teacher : “Can you tell about your favorite
food?”
Students22 : (No respond)
Teachar : “Ok, thank you”
Students1 Students 12
Teacher: “Good morning”
Teacher: “Good morning”
Students1: “Morning”
Students12: “Morning too”
Teacher: “What is your name?”
Teacher: “What is your name?”
Students1: “my name is Ariska Permadani, but you
Students12: “My name is Nur raisyah you can call
can call me Ariska
me Raisyah”
Teacher: “Where do you live?”
Teacher: “Where do you live?”
Students1: “I leve in Kassijala”
Students12: “I live in Bontoa”
Teacher: “Can you tell me about your family?”
Teacher: “Can you tell me about your family?”
Students1: “Yes, My family is mom,dad and
Students12: “In my family I have mother, father
grandma”
and younger brother”
Teacher: “What is your favorite lesson?”
Teacher: “What is your favorite lesson?”
Students1: “My favorite lesson is History”
Students12: “My favorite lessons Biology
Teacher: “Why do you like it?”
Teacher: “Why do you like?
Students1: “Because is it easy to understand and I
Students12: “Fun lessons and I can know latin
can know about history”
names of plants”
Teacher: “Do you now Bantingmurung?”
Teacher: “Do you now Bantimurung?”
Students1: “Yes, I now”
Students12: “Yes”
Teacher: “What can we see there?”
Teacher: “What can we see there?”
Srudent1: “We…can…see mongkey and waterfall
Students12 : “Waterfall, butterfly and monkey”
Teacher: “Can you tell me about your hobby?, Why
Teacher: “Can you tell me about your hobby”
do you like it?”
Students12: “My hobby is cooking”
Students1: “Badminton, because playing badminton
Teacher: “Why do you like it?”
be healthy”
Students12 : “Because I feel happy”
Teacher: “Can you tell me about your favorite
Teacher: “What is your favorite food?”
food?”
Students12 : “My favorite food is fried chicken”
Students1:“My favorid food Bakso”
Teacher : “Why do you like it?”
Teacher: “Why do you like it?”
Students12 : “it tastes delicious”
Students1:“It feels good”
Teacher: “Thanks you”
Teacher: “Ok, thank you”
Students 13
Students 2
Teacher: “Good morning”
Teacher: “Hallo… good morning”
Students13: “Morning”
Students2: “Morning”
Teacher: “What is your name?”
Teacher: “What is your name?”
Students13 : “My name is Nurlia you can call me
Students2: “Siti muhlisa”
lia”
Teacher: “Where do you live?”
Teacher: “Where do you live lia?”
Students2: “I live in Bontoa”
Students13: “I live in Kassijala”
Teacher: “Can you tell me about your family?”
Teacher: “Can you tell me about your family?”
Students2: “My family is mam, dad”
Students13: “Yes, I have mam, dad”
Teacher: “What is your favorite lesson?”
Teacher: “What is your favorite thing in your
Student2: “Indonesian”
learning?”
Teacher: Why do you like it?
Students13: “Indonesian”
Students2: “Because the teacher is good and the
Teacher: “Why do you like?”
lessons are easy”
Students13: “Because the teacher is good and the
Teacher: “Do you now Bantimurung?”
lessons are easy”
Students2: “Yes, I know”
Teacher: “Do you now Bantimurung?”
Teacher: “What can we see there?”
Students13: “Yes, I know”
Students13: “Nice view and there are a lot of
Teacher: “What can we see there?”
monkeys”
Students13: “Nice view and there are a lot of
Teacher: “Can you tell me about your hobby”
monkeys”
Students2: “Reading”
Teacher: “Can you tell me about your hobby”
Teacher: “Why do you like it reading?”
Students13: “watch TV”
Students2: “because reading can increase my
Teacher: “Why do you like it?”
knowledge”

74
Teacher: “Can you tell about your favorite food?”
Students2: “Bakso”
Teacher: “Why do you like it?”
Students2: “Delicious”
Teacher: “Okay, thank you muhliza”
Students3
Teacher: “Good Morning”
Student3: “Morning”
Teacher: “What is your name?”
Students3: “My is Hasriani, you call me ani”
Teacher: “Where do you live ani?”
Students3: “I live in Pattalassang”
Teacher: “Can you tell me about your family?”
Students3: “My family, I have mother and sister”
Teacher: “What is your favorite lesson?”
Students3: “My favorite lesson is math”
Teacher: “Why do you like it?
Students3: “Because fun lessons and I like the
teacher”
Teacher: “Do you now Bantimurung?”
Students3: “Yes”
Teacher: “What can we see there?”
Students3: “Monkey, buttefly and forest
Teacher: “Can you tell me about your hobby?”
Students3: “My hobby is Badminton”
Teacher: “Why do you like it?”
Students3: “ I fun”
Teacher: “Okay, thank you”
Students4
Teacher: “Good Morning”
Students4: “Morning”
Teacher: “What is your name?”
Students4: “My name Hasrianti”
Teacher: “Where do you live Hasrianti?”
Students: “I live in Kalu Penrang”
Teacher: “Can you tell me about your family?”
Students4: “In my family there is a mother and
father”
Teacher: “What is your favorite thing in your
lesson?”
Students4: “The lessons that I like art and culture”
Teacher: “Why do you like it?”
Students4: “Because I like to draw”
Teacher: “Do you now Bantimurung?”
Students4: “Yes, I now”
Teacher: “What can we see there?”
Students4: “Monkeys, merchants and chill
atmosphere”
Students 5
Teacher: “Good morning”
Students5: “Good Morning”
Teacher: “What is your name?”
75
Students13: “I’m happy”
Teacher: “Thanks you”
Students 14
Teacher: “Good morning”
Students14: “Morning too”
Teacher: “What is your name?”
Students14: “My name is Putri”
Teacher: “Where do you live Putri?”
Students14: “I live in tambua”
Teacher: “Can you tell me about your family?”
Students14: “My family, I have mother and sister”
Teacher: “What is your favorite lesson?”
Students14: “My favorite lesson is math”
Teacher: “Why do you like it?
Students3: “Because fun lessons and I like the
teacher”
Teacher : “Do you now Bantimurung?”
Students14: “Yes”
Teacher : “What can we see there?”
Students14: “Monkey, buttefly and forest
Teacher: “Can you tell me about your hobby”
Students14: “Cooking”
Teacher: “Why do you like it?”
Students14 : “I fun”
Teacher: “Thanks you Putri”
Students 15
Teacher : “Good morning”
Students15: “Morning”
Teacher: “What is your name?”
Students15: “Reski”
Teacher: “Where do you live?”
Students15: “ I live in Talawe”
Teacher: “Can you tell me about your family?”
Students15: “In my family there is a mother and
father”
Teacher: “What is your favorite lesson?”
Students15: “Biology”
Teacher: “Why do you like it?”
Students15: “Because its easy to understand”
Teacher : “Do you now Bantimurung?”
Students15 : “Yes”
Teacher : “What can we see there?”
Students15:“Monkeys, merchants and chill
atmosphere”
Teacher: “Can you tell me about your hobby”
Students15 : “Badminton”
Teacher: “Why do you like it?”
Students15: “fun and make you feel happy”
Teacher : “Can you tell me about your favorite
food?”
Students15 : “ My favorite food Bakso”
Teacher : “Thanks you reski”
Students5: “My name is Hikma”
Teacher: “Where do you live?”
Students5: “I live in Kassijala”
Teacher: “Can you tell me about your family?”
Students5: “I have a father, mother and younger
brother”
Teacher: “What is your favorite lesson?”
Students5: “My favorite subject is math”
Teacher: “Why do you like it?”
Students5: “Because I like counting and the teacher
is good”
Teacher: “Do you now Bantimurung?”
Students5: “Yes”
Teacher: “What can we see there?”
Students5: “we can see waterfalls, butterflies and
monkeys”
Teacher: “Can you tell me about your hobby?”
Students5: “Badminton”
Teacher: “Why do you like it badminton?”
Students5: “Because I feel happy”
Teacher: “Thank you hikma”
Students 6
Teacher: “Good morning”
Students6: “Good Morning”
Teacher: “What is your name?”
Students6: “My name is Marsya Kirana, you can
call me Marsya”
Teacher: “Where do you live marsya?”
Students6: “I live in Balosi”
Teacher: “Can you tell me about your family?”
Students6: “Yes, I have a mother, father and two
younger brothers”
Teacher: “What is your favorite lesson?”
Students6: “My favorite lesson is biology”
Teacher: “Why do you like it?”
Student6: “Because it is easy to understand and the
teacher”
Teacher: “Do you now Bantimurung?”
Students6: “Yes”
Teacher: “What can we see there?”
Students6: “we can see waterfalls, butterflies and
monkey”
Teacher: “Can you tell me about your hobby”
Students6: “Badminton”
Teacher: “Why do you like it badminton?”
Students6: “I feel happy when I play badminton”
Teacher : “Thaks you Marsya”
Studenst7
Teacher: “Good morning”
Students7: “Morning”
Teacher: “What is your name?”
Students7: “My name is Mirnawati M”
Teacher: “Where do you live mirnawati?”
76
Students 16
Teacher : “Good morning”
Students16 : “Morning”
Teacher : “What is your name?”
Students16 : “My name is Ardiansya”
Teacher : “Where do you live?”
Students16 : “I live in Talawe”
Teacher: “Can you tell me about your family?”
Students16: “I have a father, mother and younger
brother”
Teacher : “What is your favorite lesson?”
Students16 : “Playing games”
Teacher : “Why do you like it?”
Students16 : “Because I feel happy”
Teacher : “Do you now Bantimurung?”
Students16 : “Yes”
Teacher : “What can we see there?”
Students16 : “we can see waterfalls, butterflies and
monkeys”
Teacher : “Thanks you Ardiansya”
Students 17
Teacher: “Good morning”
Students17 : “Morning”
Teacher : “What is your name?”
Students17 : “My name is Ardi”
Teacher: “Where do you live?”
Students17 : “I live in Kassijala”
Teacher: “Can you tell me about your family?”
Students17: “Yes, I have a mother, father and two
younger brothers”
Teacher: “What is your favorite lesson?”
Students17 : “My favorite lesson is biology”
Teacher: “Why do you like it?”
Student6: “Because it is easy to understand and the
teacher”
Teacher : “Can you tell me about your hobby?”
Students17 : “Badminton”
Teacher: “Why do you like it badminton?”
Students6: “I feel happy when I play badminton”
Teacher : “Do you now Bantimurung?”
Students6: “Yes”
Teacher: “What can we see there?”
Students6: “we can see waterfalls, butterflies and
monkey”
Teacher : “Thanks you Ardi”
Students 18
Teacher : “Good morning”
Students18 : “Morning”
Teacher : “What is your name?”
Students18 : “my name is Muhammad rahmatullah,
but you can call me tullah”
Teacher : “Where do you live?”
Students18 : “I live in Bonto kapetta”
Students7: “I live in Bajiareng”
Teacher: “Can you tell me about your family?”
Students7: “I live with my family, there is a mother
and father”
Teacher: “What is your favorite lesson?”
Students7: “My favorite lesson is culture”
Teacher: “Why do you like?
Students7: “Because the teacher good”
Teacher: “Do you now Bantimurung?”
Students7: “Yes, I know”
Teacher: “What can we see there?”
Students7: “We can see beautiful scenery and
butterflies”
Teacher: “Can you tell me about your hobby?”
Students7: “My hobby is Badminton”
Teacher: “Why do you like it badminton?”
Students7: “Because playing badminton I can feel
happy”
Teacher: “Can you tell me about your favorite
food?”
Students7: “Nasi goreng”
Teacher: “Why do you like it nasi goreng?”
Students7: “Because it tastes so good”
Teacher: “Thaks you Mirnawati”
Students 8
Teacher: “Good morning”
Students8: “Morning sister”
Teacher: “What is your name?”
Students8: “Mirnawati B”
Teacher: “Where do you live mirnawati?”
Students8: “I live in Kalupenrang”
Teacher: “Can you tell me about your family?”
Students8: “In my family there is a mother and
father”
Teacher: “What is your favorite lesson?”
Students8: “My favorite lesson is Civic Education”
Teacher: “Why do you like it?”
Students8: “Because I enjoy learning with the
teacher”
Teacher: “Do you now Bantimurung?”
Students8: “Yes, I Now”
Teacher: “What can we see there?”
Students8: “we can see waterfalls, butterflies and
monkey”
Teacher : “Can you tell me about your hobby”
Students8 : “Read”
Teacher : “Why do you like it Reading?”
Students8: “Because reading can increase my
knowledge”
Teacher: “Thaks you Mirnawati”
Students 9
Teacher: “Good morning”
Students9: “Morning”
77
Teacher : “Can you tell me about your family?”
Students18 : “I have Mother”
Teacher : “What is your favorite lesson?”
Students18 : “My favorite lesson is culture”
Teacher : “Why do you like it?”
Students18 : “Because the teacher good”
Teacher : “Do you now Bantimurung?”
Students18 : “Yes, I know”
Teacher : “What can we see there?”
Students18 : “We can see beautiful scenery and
butterflies”
Teacher : “Can you tell me about your hobby”
Students18 : “Playing games”
Teacher : “Why do you like it?”
Students18 : “Because playing games I can feel
happy”
Teacher : “Can you tell me about your favorite
food?”
Teacher : “Thanks you”
Students 19
Teacher : “Good morning”
Students19 : “Morning”
Teacher : “What is your name?”
Students19 : “My name is Dwi putra”
Teacher : “Where do you live dwi?”
Students19 : “I live in Kassijala”
Teacher : “Can you tell me about your family?”
Students19 : “In my family there is a mother and
father”
Teacher : “What is your favorite lesson?”
Students19 : “Biology”
Teacher : “Why do you like it?”
Students19 : “Because its easy to understand”
Teacher : “Do you now Bantimurung?”
Students19 : “Yes, I now”
Teacher : “What can we see there?”
Students19 : “we can see waterfalls, butterflies and
monkey”
Teacher : “Can you tell me about your hobby”
Students19 : “Playing games”
Teacher : “Why do you like it?”
Students19 : “Because playing games I can feel
happy”
Teacher : “Can you tell me about your favorite
food?”
Students19 : “fried rice”
Teacher : “Why do you like it?”
Students19 : “because it's delicious”
Teacher : “Thanks you Dwi”
Students 20
Teacher : “Hallo… good morning”
Students20 : “ Morning too sister”
Teacher : “What is your name?”
Teacher: “What is your name?”
Students9: “Nadila rasidin”
Teacher: “Where do you live Nadila?”
Students9: “I live in kassijala”
Teacher: “Can you tell me about your family?”
Students9: “In my family there is a mother and
father”
Teacher: “What is your favorite lesson?”
Students9: “History”
Teacher: “Why do you like?
Students9: “Because fun”
Teacher: “Do you now Bantimurung?”
Students9: “Yes”
Teacher: “What can we see there?”
Students9: “Monkey and waterfall”
Teacher: “Can you tell me about your hobby”
Students9: “Badminton”
Teacher: “Why do you like it badminton?”
Students9: “Because… I’m fun”
Teacher: “Can you tell me about your favorite
food?”
Students9: “Chicken”
Teacher: “Why do you like it?”
Students9: “Because fun”
Teacher: “Thanks you Nadila”
Students 10
Teacher: “Good morning”
Students10: “Morning”
Teacher: “What is your name?”
Students10: “my name is Nur ulfiah”
Teacher: “Where do you live?”
Students10: “I live in bosowa”
Teacher: “Can you tell me about your family?”
Students10: “father and brother”
Teacher: “What is your favorite lesson?”
Students10: “My favorite lesson is Indonesian”
Teacher: “Why do you like it?
Students10: “Because I’m happy”
Teacher: “Do you now Bantimurung?”
Students10: “Yes, I know”
Teacher: “Can you tell me about your hobby”
Students10: “Badminton and singging”
Teacher: “Why do you like it?”
Students10 : “Because its fun”
Teacher: “Can you tell me about your favorite
food?”
Students10 : “Chiken”
Teacher: “Why do you like it?”
Students10: “Because its delicious”
Teacher: “Thaks you”
Students 11
Teacher: “Good morning”
Students11: “Morning”
78
Students20 : “My name is Arief gunawan you can
call me gunawan”
Teacher : “Where do you live Arief?”
Students20 : “I live in Salenrang”
Teacher : “Can you tell me about your family?”
Students20 : “ My family there is a mother and
father”
Teacher : “What is your favorite lesson?”
Student20 :“History”
Teacher: “Why do you like?
Students20: “Because fun”
Teacher : “ Do you now Bantimurung?”
Students20: “Yes, I now”
Teacher : “What can we see there?”
Students20 : “the view is good and the waterfall
monkeys”
Teacher : “Can you tell me about your hobby”
Students20 : “Playing game”
Teacher : “ Why do you like it?”
Students20 : “because I can earn money”
Teacher : “Can you tell about your favorite food?”
Students20 : “My favorite food Bakso”
Teacher : “Why do you like it?”
Students20 : “Because its delicious”
Teacher : “Okay, thank you”
Students 21
Teacher : “Hallo… good morning”
Students21 : “ Morning too”
Teacher : “What is your name?”
Students21 : “Andika Bugispratama”
Teacher : “Where do you live?”
Students21 : “ I live in Tambua”
Teacher : “Can you tell me about your family?”
Students21 : “father and brother”
Teacher : “What is your favorite lesson?”
Students21: “ My favorite is Physical Education”
Teacher: “Why do you like?
Students21: “because I really like exercising”
Teacher : “ Do you now Bantimurung?”
Students21 : “Yes, I know”
Teacher: “What can we see there?”
Students6: “we can see waterfalls, butterflies and
monkey”
Teacher : “Can you tell me about your hobby”
Students21 : “Playing game”
Teacher : “ Why do you like it?”
Students21 : Because its fun”
Teacher : “Can you tell about your favorite food?”
Students21 : “Chiken”
Teachar : “Ok, thank you”
Students 22
Teacher : “Good morning”
Students22 : “ Morning too”
Teacher: “What is your name?”
Students11: “My name is Ulandari you can call me
Ulan”
Teacher: “Where do you live Ulandari?”
Students11: “I live in Talawe”
Teacher: “Can you tell me about your family?”
Students11: “Mom and sister”
Teacher: “What is your favorite lesson?”
Students11: “ My favorite is Physical Education”
Teacher: “Why do you like?
Students11: “because I really like exercising”
Teacher : “Do you now Bantimurung?”
Students11: “Yes, I now”
Teacher : “What can we see there?”
Students11 : “the view is good and the waterfall
monkeys”
Teacher: “Can you tell me about your hobby”
Students11 : “Reading ”
Teacher: “Why do you like it?”
Students11: “can increase my knowledge”
Teacher: “Thanks you”
79
Teacher : “What is your name?”
Students22 : “my name is Muhammad aiman”
Teacher : “Where do you live?”
Students22 : “I live in maros baru”
Teacher : “Can you tell me about your family?”
Students22 : “I have mom and dad”
Teacher : “What is your favorite lesson?”
Students22: “My favorite lesson is Indonesian”
Teacher: “Why do you like it?
Students22: “Because I’m happy”
Teacher : “ Do you now Bantimurung?”
Students22 : “Yes, I know”
Teacher : “What can we see there?”
Students11 : “the view is good and the waterfall
monkeys”
Teacher : “Can you tell me about your hobby”
Students22 : “Playing games”
Teacher : “ Why do you like it?”
Students22 : “because I really like playing games
because I can make money”
Teacher : “Okay, thank you”
Students Attendance

80
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 Score list

DAFTAR NILAI PENGETAHUAN BAHASA INGGRIS

Nama Satuan Pendidikan : SMA NEGERI 6 MAROS

Kelas / Semester : XI Mipa

Tahun pelajaran : 2021/2022

NAMA SISWA TUGAS TUGAS TUGAS TUGAS TUGAS

1 2 3 4 5
1. ANDIKA BUGIS TRI 80 85 85 88 85
PUTRA
2. ARDI 85 80 78 90 90
3. ARDIANSYAH 77 75 80 75 90
4. ARIEF GUNAWAN
5. ARISKA PERMADANI 85 90 80 85 85
6. DWI PUTRA 85 85 90 90 90
7. FIKY FAHIRA
8. HASRIANI 80 80 77 88 80
9. HASRIANTI 85 80 85 80 77
10 HIKMA RAMADANI 80 85 80 80 89
11. ILHAM 80 80 65 70 90
12. MARSYA KIRANA 75 85 65 70 90
13. MIRNAWATI 70 80 65 78 85
14. MIRNAWATI 80 77 90 80 85
15. MUH.AIMAN ASYAM 80 77 85 80 85
ADITAMA
16. MUH.NUR 80 80 80 75 85
RAHMATULLAH
RAHMAN
17. NADILA RASYIDIN 80 85 90 85 90
18. NUR FAISAH
19. NUR ULFIYAH 78 80 84 79 90
20. NUR RAISYAH 80 85 70 85 80
21. NUR LIA 85 80 90 70 80
22. PUTRI 80 85 80 77 90
23. RESKI 80 85 77 80 90
24. SITI NUR HALIZAH HDM
25. WULANDARI 85 80 90 79 70
26. SITI MUHLIZA S 89 90 95 85 80

Mengetahui
Guru Marta Pelajaran

ABDUL MUIN, SS. MM

NIP. 197303012003121003

82
 DAFTAR NILAI PENGETAHUAN BAHSA INGGRIS

Nama Satuan Pendidikan : SMA NEGERI 6 MAROS

Kelas / Semester : XI mipa

Tahun pelajaran : 2021/2022

NAMA SISWA TUGAS 1 TUGAS 2 TUGAS 3 TUGAS 4

1. A. FIKRI RAMADHAN 77 75 78 80
2. AFRIADI 75 75 70 85
3. AL AKBAR 77 70 79 70
4. HARLAN 80 80 85 75
5. HASLINDA
6. M. AKBAR 70 85 77 80
7. M. RIZAR
8. MUH. ALDI 75 78 80 78
9. MUH. DENI WAHYU 69 89 90 78
10 MUH.AZARRAHMATULLAH 80 80 85 87
11. NUR INTAN
12. NURUL ANNISA 80 85 90 87
13. RASNAWATI 89 79 80 70
14. RENDY 75 80 85 78
15. RESKY ANANDA 87 78 78 90
16. RIKA IQRANA SAID 79 77 80 90
17. SARMILA 80 85 77 78
18. SARTINA 85 80 75 87
19. SINTA APRIADI 78 90 80 90
20. SISKA 60 79 85 90
21. SRI WAHYUNI 65 80 75 77
22. SUCI RAMADANI 80 80 70 89
23. SYAMSUL 85 80 80 70
24. WIRA SAPUTRA 70 80 75 80
25. AHMAD ZADKY 70 75 75 78
26. AHMAD ARFAH ANDIKA 75 80 80 80

Mengetahui

Guru Marta Pelajaran

ABDUL MUIN, SS. MM

NIP. 197303012003121003

83
Lesson Plan

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Research Application Letter

92
Research Permit

93
Validation Sheet

94
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Deskriptif Statistik

Descriptive Statistics
Std.
Minimu Maximu Deviati Varian
N Range m m Sum Mean on ce
Statist Statist Statisti Statist Statist Std. Statisti
ic ic c Statistic ic ic Error Statistic c
Pretest 23 30 10 40 499 21.70 1.289 6.182 38.221
Kontrol
Postest 23 36 20 56 780 33.91 2.123 10.180 103.62
Kontrol 8
Pretest 22 26 10 36 491 22.32 1.346 6.312 39.846
Eksperim
en
Postest 22 39 61 100 1704 77.45 2.076 9.738 94.831
Eksperim
en
Valid N 22
(listwise)

Tests Normalitas

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Kelas Statistic Df Sig. Statistic df Sig.

Speaking Pretest 0.219 22 0.007 0.941 22 0.209
Eksperimen

Postest 0.128 22 .200* 0.960 22 0.485

Eksperimen

Pretest 0.153 23 0.171 0.931 23 0.117

Kontrol

Postest 0.201 23 0.017 0.923 23 0.076

Kontrol

104
Test Homegen

Test Homogen Pretest

Test of Homogeneity of Variances

Levene
Statistic df1 df2 Sig.
Speaking Based 0.049 1 43 0.825
on Mean

Based 0.002 1 43 0.964

on
Median
Based 0.002 1 42.855 0.964
on
Median
and with
adjusted
df
Based 0.065 1 43 0.799
on
trimmed
mean

Test Homogen Posttest

Test of Homogeneity of Variances

Levene
Statistic df1 df2 Sig.
Speaking Based 0.431 1 43 0.515
on Mean

Based 0.278 1 43 0.601

on
Median
Based 0.278 1 42.973 0.601
on
Median
and with
adjusted
df
Based 0.411 1 43 0.525
on
trimmed
mean

105
T-Test

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Confidence
Interval of the
Sig. Difference
(2- Mean Std. Error
F Sig. T df tailed) Difference Difference Lower Upper
Hasil Equal 0.431 0.515 - 43 0.000 -43.542 2.972 - -
Speaking variances 14.650 49.535 37.548
assumed

Equal - 43.000 0.000 -43.542 2.969 - -

variances 14.664 49.529 37.554
not
assumed

106
Pre Test

107
Teaching Activities

108
Posttest

109
110
 RIWAYAT HIDUP

Widia Lestari atau biaxa dipanggil Widi lahir di

Maros pada tanggal 01 Juli 2000 anak dari pasangan suami

istri bapak Usman dan ibu Nurdiana. Penulis merupakan

anak pertama dari empat bersaudara. Penulis sekarang

bertempat tinggal di Lingk. Bontoa, Kel Bontoa, Kec.

Bontoa, Kab. Maros, Pov, Sulawesi-Selatan. Pendidikan pertama yang ditempuh

oleh penulis yaitu di SD 148 Inpres Bontoa, tamat da berijazah pada tahun 2012,

kemudia yang kedua yaitu SMP Negeri 18 Lau, tamat dan berijazah pada tahun

2015, kemudian yang ketiga yaitu SMA Negeri 6 Maros, tamat dan berijazah pada

tahun 2018, dan yang keempat pada tahun 2018 penulis melanjutkaan Pendidikan

program S1 di Universitas Muslim Maros (UMMA) Fakultas Keguruan dan Ilmu

Pendidikan (FKIP). Penulis menyelesaikan studi Strata Satu (S1) pada tahun

2022.

111