This thesis presents about Guided Question Technique to improve the
students’ skill in speaking at the fifth semester of English education department
students of STAIN Watampone. Guided Question Technique is a technique which
can help the students to solve their difficulties in their speaking. The problem
statements of this thesis is: Does teaching speaking by using guided question
improve students’ speaking skill at fifth semester in STAIN Watampone?”
This research uses quantitative method with pre-experimental design. The
researcher applies cluster sampling by choosing the students of the group one at
the fifth semester of English education program of STAIN Watampone that
consists of 23 students. This research employs a test based on the problem
statement investigated, it is speaking test. Speaking test consists of pre-test that
is given to the students to know the students’ speaking skill before applying
guided question technique and post-test is given to the students to know the
students’ speaking skill after applying guided question technique, while the data
obtains through tests are analyzed with mean score and the formula of T-test.
After several meetings, this research finds out the use of guided question
technique sigificantly effective in improving the students’ skill in speaking. The
result of this research shows : (1) the mean score obtained by the students through
pre-test is 46,26 and post-test is 60,69. (2) the t-test value is higher than the t-table
(2,51>2.074). It means that there is a significant difference between the result of
the students’ pre-test and post-test. Therefore, null hypothesis (H0) is rejected
and alternative hypothesis (H1) is accepted
A. Conclusion
Based on the findings and the data analyzing in the preceding chapter,
the researcher draws conclusion that studying speaking skill by using guided
question technique can improve students’ speaking skill. It can be seen of
the students of the fifth semester of English education program in STAIN
Watampone, that their prior skill of speaking before applying guided
question technique was still low. The researcher proved that most of
students got fairly poor and poor score classification with mean score of
students’ pre-test was 46,26. The students’ speaking skill after applying
guided question technique was significantly improved their skill of
speaking, it was showed by the data that no students got poor score
classification and most of them only got fairly poor, fair, fairly good, good
and very good score with mean score of students’ post-test was 60,69.
B. Implication
Based on the discussion and conclusion of this research, the
development of this speaking technique can be found high implications
when compared with the textbook media that has been the most dominant
use by teachers and students at schools. The implications contained in this
research are as follows:
1. The method that used will provide practical contribution for students in
English learning process especially speaking skill. Besides facilitating
students in learning, this method can also improve the effectiveness and
improve their learning result. Thus, the method used can be used as
consideration and solution to overcome the students’ problems in
speaking skill.
2. The application of instructional media in the form of the use of methods
requires readiness of students to implement learning independently so
that the students can get maximum results as well. this learning technique
will facilitate students to learn independently according to the speed of
their respective understanding without having to always rely on the
teaching materials from the teachers.
3. The results obtained from this research indicate that this technique is
feasible to be used as well as effective and attractive for students.

STAR20170317

317/2017

Perpustakaan Pusat

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