Jurnal Ilmu Sosial dan Pendidikan http://ejournal.
org/index.
php/JISIP/index Vol.
No.
3 November 2019 p-ISSN: 2598-9944 e-ISSN: 2656-6753 The Effect Of Flashcard On StudentsAo Motivation In Speaking Skill At Sman 10 Mataram Imansyah1.
Terasne2 Universitas Mandalika Mataram Abstract This research was aimed at finding out the effecton studentsAo motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019.
The research was experimental with quasi experimental design.
The population of the study was the tenth grade students of SMAN 10 Mataram that consisted of five classes.
Two classes were chosen as the samples, those were X MIPA 1 as experimental group and X MIPA 2 as control group.
They were chosen by using cluster random Experimental group treated by using flashcard and control group treated by using word wall.
The data of the research were gathered from questionnaire test and the data analysis used inferential Based on the data analysis was gotten t-test = 3.
801 and t-table = 1.
It means that t-test was higher than t-table .
801 > 1.
with signification level 0.
So that way, alternative hypothesis (H.
accepted and null hypothesis (H.
Therefore, it took conclusion that there is effect of flashcard on students' motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019.
Keywords: Flashcard.
Motivation.
Speaking INTODUCTION Brown .
4: .
states that speaking is a productive skill that can be directly and empirically observed.
observations are invariably collared by the accuracy and fluency.
Speaking is also a tool by mean of communication for students to communicate with their teachers and By speaking, the teachers can convey the lesson and the students can expand their knowledge.
The students can convey what they do not understand about the lesson to the teacher.
Such as that condition the speaking skill is important and really needed in teaching and learning English.
As the one of English skills, speaking should be mastered by the students.
speaking, students can get much information and then their knowledge will improve through the interaction with other people Richard .
8: .
states that the mastery of speaking skill in English is a priority for many second-language or foreignlanguage learners.
Jurnal Ilmu Sosial dan Pendidikan Consequently, learners are often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language In the reality, in the daily life, most of people prefer to speak more than to But many English teachers still spend majority of class time on reading and writing practices and almost ignoring speaking and listening skills.
Consequently, the skills of students in speaking and listening are considered very low.
In teaching learning English especially in teaching speaking, students must be motivated by some kinds of motivation namely intrinsic and extrinsic motivation because the factors that have a very strong effect on success or failure in learning is Harmer .
state that motivation is kind of internal drive, pushing someone to do things in order to achieve something.
Furthermore, he suggest that motivation is a Jurnal Ilmu Sosial dan Pendidikan http://ejournal.
org/index.
php/JISIP/index state of cognitive arousal which provokes a decision to act, as a result of which there is sustained intellectual or physical effort so that the person can achieve some previously set According to Driscoll .
4: .
, motivational design views motivation as a Fisrt gain the attention of the learner, and they provide relevance of what you are teaching to their proposal and needs.
The learners gain confidence as the learning process unfolds.
The satisfication of the new knowledge provide motivation to continue Kurniawan .
found that, the studentsAo speaking skill was having low vocabulary mastery.
It happened to many students, they preferred to speak in Bahasa Indonesia during the class rather than trying to practice speaking in English.
So, they had difficulties in producing spoken language related to the topic and did not comprehend the materials well.
Aminuddin .
also found that, most of the students specifically the second grade students were difficult to express their mind in English particularly because of lack of necessary vocabularies or words management performance when they were speaking.
After conducting an observation at SMAN 10 Mataram, the researcher found some problems faced by the students, such as students were not interested and did not pay attention during teaching learning process.
The students were difficult to express their ideas to speak fluently and accurately in front of class, because they were lack of Based on the evidence described above, the researcher was interested in conducting the research on Authe effect of flashcard on studentsAo motivation in speaking skill at the tenth grade of SMAN 10 Mataram in academic year 2018/2019Ay.
The researcher believed that by used flashcard could motivate the students to speak and the Jurnal Ilmu Sosial dan Pendidikan Vol.
No.
3 November 2019 p-ISSN: 2598-9944 e-ISSN: 2656-6753 students are not afraid in expressing their ideas, and also make students feel comfortable in learning and enjoy with the According to Arsyad .
1: .
, flashcard is a small card that contains images, text, or symbol that reminds or directs students to something related to images.
Based on the fact that students have many problems dealing with speaking, one of the factors is motivation, motivation inspires the students to reach their goals.
Students admitted they had low motivation and lack of vocabulary to express their thoughts.
Flashcard as a media would help students increase their motivation in speaking skill because visualizazing make it easier to learn and understood.
In addition, motivation and speaking occur simultaneously.
RESEARCH METHOD
Research Design The research design that used in this study was quasi experimental design with non-equivalent control group design and these group had the expeimental group and control group.
In Sugiyono .
3: .
, nonequivalent control group design is experimental group as well control groups are not randomly selected.
The researcher used the different treatments for two group namely experimental and control.
Experimental group was treated by flashcard and control group was treated by word wall.
Population and Sample According to Miller .
5: .
, population is used in statistics to refer to all possible objects of a particular type.
Based on the research, the population of the study was included the tenth grade of the students of SMAN 10 Mataram in the school year 2018/2019 which consist of five classes those are X MIPA 1.
X MIPA 2.
X IPS 1.
X IPS 2, and X IPS 3.
According to Kothari .
4: .
sample is resfers to the part of the universe which is selected for the purpose of Jurnal Ilmu Sosial dan Pendidikan http://ejournal.
org/index.
php/JISIP/index The sampling technique for this reseach was used cluster random sampling take by lottery.
In addition.
Kothari .
state that cluster random sampling involves grouping the population and then selecting the groups or the clusters rather than individual elements for inclusion in the From 116 population, the researcher tooks 2 classes as sample by the lottery, those are X MIPA 1 class that consist of 22 students as experimental group and X MIPA 2 class that consist of 22 students as control So the total sample was 44 students.
Research Instrument According to Sugiyono .
6: .
, research instrument is the tool that used to measure the nature or social phenomena that being research, on this research was used things as follow:
Questionnaire In this research, the researcher was used questionnaire that consist of 20 items that includes of five motivation indicators to measure studentsAo motivation.
Technique of Collecting Data According to Sugiyono .
7: .
, technique of data collection is one of category concerning the ways in which data is collected, can be done in a several of settings, in various sources and in various In this research the researcher was used technique as follow:
Questionnaire The researcher was used prequestionnaire and post questionnaire for studentsAo Prequestionnaire was given before experimental group got the treatment and postquestionnaire experimental got treatment.
The total of questionnaire that was used was 20 that each question has answered on a five-point Likert The students was given the sheet of paper by the researcher.
Techniques of Data Analysis Jurnal Ilmu Sosial dan Pendidikan Vol.
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3 November 2019 p-ISSN: 2598-9944 e-ISSN: 2656-6753 Techniques of data analysis is the way that used by the researcher in analyzing the data that has been collected.
In this research, the researcher using:
Descriptive Analysis Descriptive Analysis is the branch of statistics that focuses on collecting, summarizing, and presenting a set of data, such as means, median, mode and standard deviation.
Test of Hypothesis In this research the researcher uses T test to compute the data which is the interval and derived from two To find out the value of t-test the researcher uses the formula below:
Oo( Where:
Mx : The mean of deviation of experimental My : The mean of deviation of control group Nx : The number of sample of experimental Ny : The number of sample of control group x2 : The sum of square deviation of experimental group y2 : The sum of square deviation of control (Suharsimi in Imran, 2015: .
RESEARCH FINDING In this chapter the writer presented the result of the study.
The score of prequestionnaire and post-questionnaire were taken from the data of the study.
Descriptive Statistics Based on both of tests that show the total pre-questionnaire of experimental group was 1087 and the mean score was 40 while the total post-questionnaire of experimental group was 1737 and the mean score was 78.
In pre-questionnaire of experimental group the highest score was 62, and the lowest score was 43.
Jurnal Ilmu Sosial dan Pendidikan http://ejournal.
org/index.
php/JISIP/index Meanwhile in post-questionnaire of experimental group the highest score was 89, and the lowest score was 70.
The mode score in pre-questionnaire was 48.
5 and post-queastionnaire was 75.
The median pre-questionnaire postquestionnaire were 48.
82 and 76.
Therefore the standard deviation of prequestionnaire and post-questionnaire were 89 and 5.
Inferential Statistics Here the researcher determined the levels of significance as well as the degree of freedom of samples minus two with the numbers of samples were 44 students.
The degree of freedom used here was Df= (N.
Therefore, the degree of freedom is Df= 44Ae2= 42.
It can be concluded t0 .
Based on the result of the t-test above, it found that t-test was 3.
801 and ttable was 1.
684 in significant level 0.
with degrees of freedom (D.
It was clear that t-test was higher than t-table.
These indicated the alternative hypothesis (H.
of this study was accepted and the null hypothesis (H.
was rejected.
Generally it can conclude that Flashcard has positive effect on studentsAo motivation in speaking skill.
The Result of Questionnaire Based on the results of computing the data of questionnaire at experimental and control group, the research was collected the score of the students and analyzed the results of the students score what are students motivation in speaking skill.
studentsAo motivation in speaking skill of experimental group was high, with the total of classification students was high are 14 students and was very high 8 students.
While the studentsAo motivation in speaking skill of control group was neutral, with the total of classification students was neutral are 19 students and was high 3 students.
DISCUSSION
Jurnal Ilmu Sosial dan Pendidikan Vol.
No.
3 November 2019 p-ISSN: 2598-9944 e-ISSN: 2656-6753 In this part the researcher discussed deals with the analysis of hypothesis.
analyze the data, the researcher follows some procedures of statistical analysis.
First, to calculate the studentsAo score of motivation in speaking the researcher used descriptive analysis and inferential analysis that using ttest.
There was only one statement of the problems proposed as follows:
AuIs there any effect of Flashcard on studentsAo motivation in speaking skill at the tenth grade of SMAN 10 Mataram in academic year 2018/2019?Ay This statement of the problems had been answered based on the research result above.
Based on previous chapter, there was explanation about the comparison between ttest and t-table, where if t-test was smaller than t-table or t-test equal with t-table, therefore Ho is accepted and Ha is rejected, but if t-table higher than t-test.
Ho is rejected and Ha is accepted.
In previous chapter, it was found that the value of t-test = 3.
801 > t-table = 1.
%).
From the result of comparison between the results of t-test with the value of t-table above, it can be seen the result of t-test was higher than the value of t-table.
It means that, the Flashcard was appropriate on studentsAo motivation in speaking skill.
Flashcard gave much contribution to the students in studying English especially English speaking.
It brings real world context into the classroom, and increase studentsAo use of English in a flexible, meaningful and communicative way.
It also can be seen in previous chapter about the result of prequestionnaire and the result of postquestionnaire, there was different between the results of pre-questionnaire and postquestionnaire.
Based on the discussion above, the researcher concluded, the effect of flashcard on studentsAo motivation in speaking skill at the tenth grade of SMAN 10 Mataram is Jurnal Ilmu Sosial dan Pendidikan http://ejournal.
org/index.
php/JISIP/index In other word, the alternative hypothesis (H.
is accepted.
CONCLUSION AND SUGGESTION
Conclusion Based on the statement of the problem which is read Auis there any effect of Flashcard on studentsAo motivation in speaking skill at tenth grade of SMAN 10 Mataram in academic year 2018?2019?Ay which the researcher found the Flashcard was appropriate for motivated students in speaking Teaching English speaking at SMAN 10 Mataram using flashcard had much greater change in the students' motivation in speaking On the other words, flashcard had any effect on students' motivation in speaking Under the application of t-test formula, it was found out that the t-test was 3.
801 with t-table degree of freedom .
= 42 was 1.
it was shown that t-test was higher than ttable.
It means that the null hypothesis (H.
was rejected because the t-table is lower than t-test.
therefore, the alternative hypothesis (H.
was accepted it can be seen that, the ttest is higher than t-table and it means that flashcard had effect on studentsAo motivation in speaking skill.
Suggestion As the end of this research, the researcher would like to give some suggestions for students, teachers, and other research as follows:
For the students The students should practice their English speaking everyday which can help them to improve their speaking The students should be braver in sharing their opinion even though they cannot speak English fluently.
For the teachers English teachers should be creative in teaching and creating comfortable situation during the teaching learning process, so that the students will be Jurnal Ilmu Sosial dan Pendidikan Vol.
No.
3 November 2019 p-ISSN: 2598-9944 e-ISSN: 2656-6753 interested in learning to speak English especially in speaking.
The teacher should be sure that the students have understood and mastered the material when they teach their students.
The selectively the suitable teaching media which will be used in teaching English for all stages of education.
For Other researchers, it can be their reference in conducting their research related with this researcher.
REFERENCES