Dewi Sartika (2014) THE EFFECT OF USING DISCOURSE CHAINS IN INCREASING STUDENTS’ SPEAKING ABILITY AT THE SECOND YEAR OF MADRASAH ALIYAH DAR EL HIKMAH PEKANBARU. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

This research was experimental research. The problem of this research is the students have difficulties to communicate in English. This research is done to know the different of the speaking ability at the second year students of Madrasah Aliyah Dar El Hikmah Pekanbaru who taught by discourse chain and who taught without discourse chain. The subject of this research is the second year students of Madrasah Aliyah Dar El Hikmah Pekanbaru. They consisted of six classes (180 students). The writer took class XI 1 (30 students) and class XI 2 (30 students) as the sample of the research. The way in choosing this sample was cluster technique. The instrument of this research is test. It is used to get data about the students’ speaking ability. Whereas, to analyze the data, the writer used t-test. Based on the writer’s findings, the score of the students’ speaking ability who taught using discourse chain in pre-test is 1376 with average score is 45.87 can be categorized fail. While in the post-test, students’ speaking ability score in pre-test of experimental class was 1870 with average score was 62.33 can be categorized enough. In addition, the students’ speaking ability who taught without using discourse chain in pre-test is 1384 with average score is 46.13 can be categorized fail. While in the post-test, students’ speaking ability score in pre-test is 1702 with average score is 56.67 can be categorized less. After analyzing the data, it is found that t-calculated score is bigger than the value of t-table (4.046>1.671). It indicates that the alternative hypothesis was accepted and null hypothesis was rejected. In other words, there is significant different of the speaking ability at the second year students of Madrasah Aliyah Dar El Hikmah Pekanbaru who taught by discourse chain and who taught without discourse chain.

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