This thesis presents about Question Strategies to improve the students’ ability
in speaking at the fifth semester of English education department students of IAIN
Bone. Question strategies 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 question strategies improve students’ speaking ability at fifth
semester of IAIN Bone?”
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 IAIN Bone that consists of 17
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 question strategies technique and
post-test is given to the students to know the students’ speaking ability after applying
question strategies, 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 question strategies
sigificantly effective in improving the students’ ability in speaking. The result of this
research shows : (1) the mean score obtained by the students through pre-test is 12,59
and post-test is 16,24. (2) the t-test value is higher than the t-table (3,647>9.294). 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 discussions above, the researcher came to make
conclusions. They were as follows:
Students’ ability was improved students speaking ability by using question
strategy at the fifth semester of English Education Department of IAIN Bone in
Academic Year 2017/2018. It was proved by the result of students’ improvement
in pre-test and post-test. The students’ ability was proved based on their score in
post test better than pre test which had different significant of their score.
It could be seen clearly the score of pre-test. In pre-test the total score of
pronunciation was 215, Grammatical was 240, vocabulary was 210, fluency was
220 While the score of post-test. In post-test the total score of pronunciation was
280, Grammatical was 285, vocabulary was 290, fluency was 280.
The result of pre test in experimental research, there were 17 students. There
were 2 students got fair score, and 15 students got poor score and no one student
got excellent, good and very poor. More 50% of them got low score that classified
“fair, and poor”. So, in the pre-test, most of the students still got low score. In the
post-test after giving treatment by using shadowing technique in teaching
speaking. Most of students got high score, it means that 5 students got good score
and 12 students got fair score. so all of students got score significantly increased
and students got high score more than low score.
It could be seen clearly The mean score of students’ pretest in experimental
research was 52,06 which was categorized as fair classification. Meanwhile
standard deviation of the students was 3,976. While, The mean score of the
experimental in posttest was 66.76 which was classified as good. meanwhile
standard deviation was 6.600
B. Suggestions
The researcher gives suggestions to all readers and especially for teachers,
lecturers or instructors and students that:
1. For the improvement of the teaching English, the researcher suggests to the
English teacher especially speaking should give the good method in teaching
English based on the students’ motivation. Using shadowing technique can
improve students’ speaking ability.
2. The students can improve their speaking ability pass practice every moment.

ST20180281

281/2018

Perpustakaan Pusat

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