The Effectiveness of Oral Literature-Based Instruction on Students’ Speaking Ability  

Oleh:

Syawal ; Amaluddin

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 17-24.
Topik: oral literature-based instruction; conventional way; speaking skill
Fulltext: hal 17.pdf (15.04MB)

Isi artikel

This study examined the effectiveness of oral literature-based instruction on students’ speaking ability. Oral literature-based instruction is a learning strategy which focused in using oral literature as teaching media as well as learning material. This study was conducted at the Department of English Education, Faculty of Teachers Training and Education, University of Muhammadiyah Parepare in 2014/2015 utilizing a pre-test and post-test design, involving the second semester students as the subjects. The samples were determined based on simple random sampling in which every individual in the population had an equal chance to be chosen as a sample. The results of the post-test indicated that the students who were treated with oral literature-based instruction had better achievement than those joining a conventional instruction. It is proved by the data of Experimental class where there is significant difference between the mean score of pre-test (65.85) and mean score of post-test (80.59). Besides, the result of t-test calculation shows that the t-test value (5.76) is higher that t-table value (2.052) at level of significance 0.05. Moreover, in control class, there is also significant difference between the mean score of pre-test (66) and mean score of post-test (71.30). In addition, the result of t-test calculation shows that ttest value (5.76) is higher than t-table value (2.052) at level of significance 0.05. It could be concluded that the speaking achievement of the experimental group was better than that obtained by the control group. Accordingly the null hypothesis was rejected and the alternative hypothesis was accepted. This concluded that there was a significant difference between the students’ speaking achievement treated by oral literature-based instruction and those treated based on conventional instruction.

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