1

TEACHING REPORTED SPEECH THROUGH INDUCTIVE

APPROACH TO THE 11TH GRADE STUDENTS OF
SMA NEGERI 5 KOTA CIREBON
A PAPER
Submitted to the English Department of FKIP Universitas Swadaya Gunung Djati
Cirebon in partial fulfillment of requirements for Sarjana Pendidikan Degree
(S1)
by
Agung Dwi Surachman
NPM 106060177

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHING

AND EDUCATIONAL SCIENCE UNIVERSITY
OF SWADAYA GUNUNG JATI
CIREBON
2013

DEDICATION AND MOTTO

We must develop and maintain the capacity to forgive. He who is devoid of the power
to forgive is devoid of the power to love. There is some good in the worst of us and
some evil in the best of us. When we discover this, we are less prone to hate our
enemies.
Martin Luther King, Jr
This paper is dedicated to :

1. My beloved parents (Mr. Maman Surachman and Mrs. Berkah Suryani)

thanks to you so much for giving and always gives me pray, love and
support.
2. My brother Cepty Baharta and My sisters Fitri and Indri who always give
me pray, love and support.
3. My supervisor Hj. Nurani Hartini, Dra., M.Hum and Misdi,S.Pd.,M.Pd
who have helped me to write this paper.
4. My new friend, error group (Hardian, Farid Hamzah, Kang Galih, Rio
Akbar) who always give me love and support.
5. Ka Endoy who allowed me use his room to finish this paper.
6. All of my friend in Unswagati.
7. For all of my friends wherever you are thank you for your pray and

support.
8. For all of teacher and students SMAN 5 Kota Cirebon.

STATEMENT

Herewith, I declare that the paper entitled Teaching reported speech through
inductive approach to the 11th year students of sma negeri 5 cirebon was
prepared, written, and completed by myself. I am aware that I have quoted some
statements and ideas from the other sources and they are properly acknowledged
in the text. I will be responsible for any risk happened in the future if it is proved
to offend the ethics of scientific writing.

Cirebon, October 2013

The Writer

PREFACE

In the name of Allah Swt. the most merciful and gracious. All be to Allah
for the healthy and strength given to the writer in completing this paper. Peace and
blessing be upon the prophet Muhammad Saw, his companions, his family and all
his followers.
This paper is entitled TEACHING REPORTED SPEECH THROUGH
INDUCTIVE

APPROACH

TO

THE

11TH

YEAR

STUDENTS

OF

SMA NEGERI 5 CIREBON.

This paper submitted to the Department of English Education Faculty of
Teaching and Educational Sciences, in partial fulfillments of the requirements for
the Sarjana Pendidikan (S1) degree.
Finally, the writer hopes this paper could give some contribution to the English
Department and all the readers in general.

Cirebon,

October 2013

The Writer

ACKNOWLEDGEMENT

First, the writer would like to thank Allah Swt. who has given His Blessing
to finish this paper on time. The title of the paper is Teaching Reported Speech
through Inductive Approach to the 11th year students of SMA Negeri 5 Cirebon
is submitted to the English Department of FKIP Unswagati Cirebon in Partial
Fulfillment of the Requirements for Sarjana Pendidikan Degree.
The writer also would like to give her gratitude, respect, and appreciation
to the following persons who have given their guidance and assistance in
completing this paper to:
1.

Dr. H. Djakaria Machmud, S.H., M.Si., as Rector of University of Swadaya

Gunung Jati Cirebon.

2.

Prof. Dr. H.Abdul Rozak, M.Pd., as Dean of Faculty of Teaching and

Education Sciences.

3.

Jaufillaili, S.Pd., M.Hum., as Head of English Department Education.

4.

Hj. Nurani Hartini, Dra., M.Hum., as Supervisor

who has given much

motivation in finishing this paper to the writer in completing this paper.

5.

Misdi,S.Pd.,M.Pd., as Supervisor II who has given guidance and suggestion

while this paper is being written.

6.

All the lectures and staff in Department of English Education Faculty of

Teaching and Education Sciences.

7.

His beloved family especially mother, father, brother, sister (who give their
love and care they put into everything.

8.

The English teacher of SMA Negeri 5 Kota Cirebon, Asep Sarip,S.Pd who
allowed to do the research.

9.

All teacher in SMA Negeri 5 Kota Cirebon that allowed me to do the research
and observation for this paper.
May Allah Swt. Bless them with His Grace and Mercy. Amin.

Cirebon, October 2013

The Writer

ABSTRACT

SURACHMAN, D. AGUNG (2013) : TEACHING REPORTED SPEECH THROUGH INDUCTIVE

APPROACH TO THE 11TH YEAR STUDENTS OF SMA NEGERI 5
CIREBON

Abstract

Studying structure especialy reported speech is one of the problems for

students who study English. Sometimes they feel difficult and are bored learning it,
but in other hand, structure especialy reported speech is an important element in
mastering English language. The teachers must try to find other alternative approach
of teaching English to make students interested in English lesson. One of them is
through inductive approach. To know how far the 11th grades students of SMA Negeri 5
Kota Cirebon understand about the reported speech, the writer has chosen the topic.
TEACHING REPORTED SPEECH THROUGH INDUCTIVE APPROACH TO THE 11TH YEAR
STUDENTS OF SMA NEGERI 5 CIREBON. The objective of the research is to know the
effectiveness of teaching reported speech through inductive approach to the students
of SMA Negeri 5 Cirebon. The type of this research is quantitative and experimental.
The method of the research concerned primarily with discovering the effectiveness of
the use of inductive approach in teaching reported speech. The design of this research
is a true experiment design with pre-test and post-test procedure. There was a try out
before the test, then it was continued by validity test using Microsoft Excel computer
program. After that, the new objective test was designed; they only covered the valid
ones. The data was taken from the objective test design. The total sample is 60
students from 225 total students. The sample is divided into two groups; the
experimental group and the control group. Then, the data were analyzed using the ttest method to find out whether there is significant difference between the
experimental groups taught by using inductive approach as a treatment, and the
control group taught conventionally. The research results, the writer calculates the
data statiscally using ttest. The calculation showed that taccount (3,04) is higher than
ttable(2,002). So, the hypothesis is accepted. The writer concludes that the use inductive
approach is effective for teaching reported speech to the eleventh grade students of
SMA Negeri 5 Kota Cirebon.

Keywords: Inductive approach, Reported speech.

TABLE OF CONTENT

Page
Approval Sheet .................................................................................................. i
Dedication .........................................................................................................

ii

Statement..........................................................................................................

iii

Preface ..............................................................................................................

iv

Acknowladgment ...............................................................................................

Abstract.............................................................................................................

vii

Table of content.................................................................................................

viii

List of table ........................................................................................................

xi

CHAPTER I INTRODUCTION .................................................................................

1.1 Background of Study ...................................................................

1.2 Statment of the Problem.............................................................

1.3 Objective of the Research ...........................................................

1.4 Limitation of the Research ..........................................................

1.5 Organization of the study............................................................

CHAPTER II LITERARY REVIEW.............................................................................

2.1 Teaching Grammar Through Inductive Approach.......................

2.1.1 The Deductive Approach...........................................

2.1.2 The Inductive Approach............................................

10

2.2 Teaching Grammar through Text ...............................................

12

2.3 Sentence.....................................................................................

14

2.4 Reported Speech ........................................................................

17

2.4.1Form or Pattern of Reported Speech.........................

18

2.5 Previous Reasearch .....................................................................

22

2.6 Hypothesis ..................................................................................

27

CHAPTER III RESEARCH METHODOLOGY..............................................................

29

3.1 The Research of Methodology..................................................

29

3.2 Population and Sample.............................................................

29

3.2.1 Population.................................................................

29

3.2.2 Sample ......................................................................

30

3.3 Design of Collecting data ..........................................................

30

3.4 Technique of collecting data.....................................................

32

3.4.1 Observation...............................................................

32

3.4.2 Test............................................................................

32

3.5 Analysis of data.........................................................................

35

CHAPTER IV RESEARCH FINDING AND DISCUSSION..............................................

38

4.1 Description of the Data............................................................

38

4.2 Research Findings .....................................................................

40

4.2.1 Tabulating of the data...............................................

40

4.2.2 Finding the Mean......................................................

42

4.2.3 Finding the Square Deviation ...................................

43

4.2.4 Calculating t-test Usinng t- test Formula ..................

44

4.2.5 Finds the ttable ............................................................

45

4.2.6 Hypothesis Testing....................................................

46

4.3 Discussion .................................................................................

46

4.3.1 The Process of Teaching Reported speech ...............

46

4.3.2 Product Learning.......................................................

48

10

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion.................................................................................

50

5.2 Suggestion.................................................................................

50

BIBLIOGRAPHY............................................................................................................

51

CURICULUM VITAE
APPENDIX

11

LIST OF TABLE
Table 2.1. Advantages and disadvantages of the deductive approach to teaching
grammar
Table2.2. Advantages and disadvantages of inductive approach in teaching grammar
Table 2.3 Change of pronouns as subject
Table 2.4 change of pronouns as object
Table 3.4 Table of interpretation of r score
Tabel 4.1 The Result of Validity Test

Table 4.2 The Result of the Pre-test and Post-test of Experimental Class
Table 4.3 The Result of The Pre-test and Post-test of Control Class

12

CHAPTER I
INTRODUCTION

1.1

Background of Study
In learning English, the student not only learn four basic language skills

namely listening skill, speaking skill, reading skill, and writing skill but also the
elements of language such as pronunciation, vocabulary, grammar, spelling, and
etc to support the language skills. One of the language elements that is very
important and gives a lot of contribution in learning English is the grammar. As
Vito (1970: 23) says Grammar is the science of language which deals with
words words relationship. Grammar also has important function, according to
Izzan (2006: 1) Let us know the function of grammar that is science teaches to
speak, to read, and to write correctly. According to Murphy (2003:3 ) there are
four point to illustrate the function of gammar as folow the study of language, the
study of words, the study of sentence structure and petterns, and the study part of
speech.
The one funtions of grammar is the study of sentence structure. That means
what we learn in grammar is the sentence structure as matter of the fact, sentence
structure is very essential in every languange. The grammatical rules of every
language are different. Grammar makes us familiar with these sentence patterns.

13

It enables us to understand how sentence are patterned and how they are used in
our practical life for proper and effective comunication.
The

aim

of

English

education

is

to

develop

communicative

competence in spoken and written, or discourse competence. Students can

achieve a communicative competence if they master supported competences
namely linguistic, socio-cultural, strategic, and actional competence. Linguistic
competence is the competence to use structure, vocabulary, in spoken or
written language. Thus, if a student has linguistic competence, he/she has the
competence to use structure, pronunciation, spelling and vocabulary in a spoken
or written language.
To have this competence, students should have the abilities in structure
and vocabulary (lexicogrammar).

Structure is a part of language and an

important element in English. Every language has its structure. There is no

language without structure. Structure is needed in mastering English. It is the
main capital in studying English. It is one of language components beside
pronunciation, spelling and vocabulary. In addition, structure is the basis to
learn English before students write narrative text, descriptive, news item,
recount text and procedure text.
Structure is very important. Without structure, meaning nuances can
lose or cannot be submitted. It is difficult to create a text, and learning structure
is very important for language learners. It makes students know how to produce
good sentences and to express ideas and feelings.

14

People will agree that structure is too important to be ignored, and

without a good knowledge in structure or grammar, learners language
development will be severely constrained. Murcia (2001: 25) states that grammar
is important and learners seem to focus best on grammar when it relates to their
communicative needs and experiences. Therefore, Richards (2008: 145) stresses
that structure is still important to be taught in teaching English; he furthermore
says that now teaching structure has controversial issues in teaching English, but
in recent years, grammar teaching has regained its rightful place in language
curriculum. Swan in Richards (2008: 146) suggests that the teaching of
grammar should be determined by the needs in learning English.
Most of students fell structure is not a fun lesson, because the teaching
learning structure the teacher just explains the form and the function of the
structure separate from the language skills. The students should remember a lot of
rules without understand the usage of the each rule of structure in the real
situation. Than the students have to do a large number of structure exercises in
form of multiple choices or fill in the blank. From this condition, the students will
soon forget what they have learned.
The teaching of structure should be integrated. That means the
grammatical points are given through the process of teaching language skills such
as listening, speaking, reading, and writing. However, the teacher sometimes put
the structure points in the first priority in the objective of the lesson. From that
approach, the teaching structure is meaningful. And the students will easily
understand structure.

15

The writer tries to teach the structure points into the reading text
inductively. Because in the reading text provides opportunity the students to study
structure. One of the grammatical points which integrated with reading activities
is the kinds of sentence. One of type sentences which found in reading text is
complex sentence. There are many types of the complex sentence but the most
difficult is the reported speech.
Related to explanation above the writer tries to take the research whether
the inductive approach is effective teaching reported speech.

1.2

Statement of the Problem

The problem is formulated from this implication:

Is the inductive approach effective to teaching reported speech to 11th grade
students of SMA Negeri 5 Kota Cirebon?

1.3

Objective of the Research

The objective of this research is to find out whether the teaching reported

speech through inductive approach is effective to the 11th grade students of SMA
Negeri 5 Kota Cirebon grammar ability.

1.4

Limitation of the Problem

In this research the writer would like to limit the problem faced by the

increasing of the studentss structure score especialy in reported speech just only
in statement form include affirmative form, negative form, and interrogative form.

16

There are many approaches in teaching grammar that can be used. One of the
approaches is the inductive approach. Inductive approach concerns with the
students center and the teacher as facilitator. It means the students more active to
get information about a lesson or subject material, and the teacher becomes
provider to help the student in getting information or knowledge. And the writer
limits the inductive approach just in reading textual.
1.5 Organization of the Study
The systematic of this paper consists of five chapters. Here are the short
descriptions of its contain:
Chapter one is introduction. It contains of background of the study,
statement of the problem, objective of the problem, limitation of the problem and
organization of the study.
Chapter two is theoretical framework. It discusses about concept of
teaching grammar, approach of teaching, teaching grammar through the text,
reported speech (meaning, kinds and transformational rules from direct statement
into reported speech of statement sentence), and review of the previous research.
Chapter three is research methodology. Research methodology consists
of the definition of methodology, time and place of study, population and sample
of the study, method of the study, design of collecting data, technique of data
analysis, and analysis of data
Chapter four is research findings. They consist of data description, data
analysis, research findings, interpretation data and discussion.
Chapter V is conclusion and suggestion.

17

CHAPTER II
LITERARY REVIEW

2.1 Teaching Grammar Through Inductive Approach

There

are

some

definitions

of

teaching

taken

from

http://www.wordnet.princeton.edu/perl/webwn. A doctrine that is taught; the

teachings of religion. Education is the activities of educating or instructing;
activities that import knowledge or skill
The essence of teaching above is the process of transfer the
knowledge or the skill from the teacher to the students. And also the teacher
should present the material clearly, and accurately and the student must
understand what the teacher has been taught in the case that the subject material.
According to Brown (1980:7) teaching is defined as showing or helping someone
to learn how to do something, giving instruction, guiding in the study of
something, providing with knowledge, causing to know or understand.
Grammar is the natural, inherent meaning-making system of the
language, a system that governs the way words come together to form meanings;
grammar is also the study of that system, the various theories or perspective that
attempt to understand and describe it.
According to Crystal in the Cambridge Encyclopedia of Language,
Grammar is a device of some sort for producing the sentences of the language
6

18

under analysis.
Nunan (1998:156) defined grammar as A description of the structure of a
language and the way which linguistic unit such as words and phrases are
combined to produces sentences in the language.
Grammar is the study of all the contrasts of meaning that it is possible to
make within sentences.
Thornburry (2001:1) Grammar is a system of rules (or patterns) which
describe the formation of a language sentences.
According to many English dictionaries:
a. Grammar is the study of the classes of words, their inflections, and
their functions and relations in the sentence.
b. Grammar is the study and practice of the rules by which words change
their forms and are combined into sentences.
From all definitions above, it can be concluded that teaching grammar is
the interaction process between a teacher and the students to study the systematic
rules which describe the way words change their form and are combined into good
sentences. It is as a tool that must be learnt by students to master English.
There are two approaches for quite a long time taken a part in teaching
grammar, namely deductive approach and inductive approach. The approaches
have a very different starting point and their teaching methods differ in many
ways but they both still aim at developing the learners knowledge about
grammar. However, it does not necessarily have to mean that one would exclude
the other. Next, the writer will introduce the approaches more in depth.

19

2.1.1 The Deductive Approach

A deductive approach is derived from the notion that deductive reasoning
works from the general to the specific. In this case, rules, principles, concepts, or
theories are presented first, and then their applications are treated. In conclusion,
when the teacher uses deduction in teaching grammar, it means the students learn
from general to specific principles.
In the deductive approach a grammatical rule is first presented clearly by
the teacher and examples applying the rule will follow. Next the students practice
the rule with various kinds of exercises, for example drills and translation into and
out of the target language. That is to say, it moves from general to more specific
information.
According to Michael Swan cited in Thornbury (1999: 32) outlines some
guidelines for when the rule is presented. Among them are first the rules should be
true, second the rules should show clearly what limits are on the use of a given
form, third the rules need to be clear, fourth the rules ought to be simple, than the
rules needs to make use of concepts already familiar to the students, and also the
rules ought to be relevant.
The deductive approach aims at teaching various grammatical rules one at
a time through presentation and explanation by the teacher. Moreover, it is seen to
facilitate the students acquisition by making students notice structures that they
might not otherwise have noticed Ellis as quoted by Ruin (1996:104). This is
done by giving the students clear interpretations and time to internalize the rule

20

instead of making them to use or produce structures they cannot yet fully master.
Also, as the approach gives the teacher a simple and quick way for teaching the
rules, there will be more time for practicing the structure. Actually, according to
Smith (1988:109), explicit instruction that focuses on form outside its context can
result in deeper learning than natural acquisition.
On the other hand, knowing clearly about a rule does not necessarily mean
that it is truly acquired. In the fact, the students might not understand the rule
from the presentation and do not really know how the usage. The deductive
approach has also been blamed for making the students role rather passive as
much of the attention is focused on the teacher explaining the rules and showing
the examples. According to Thornbury (2004:30), especially young students
might not yet have sufficient metallanguage to understand the abstract grammar
concepts involved as they may not have yet been taught about them in their
mother tongue, and therefore, might lose their interest.
Moreover, this kind of approach to grammar can lead to a wrong
conception that knowing the rules is all that is needed to learn a language.
According

to

Widodo

(2006:127)

there

some

advantages

and

disadvantages of deductive approach in teaching grammar.

Table 2.1 . Advantages and disadvantages of the deductive approach to teaching
grammar
Advantages
1.The deductive approach goes straight forwardly to the point
and can,therefore, be time-saving.
2. A number of rule aspects (for example, form) can be more
simply and clearly explained than elicited from examples
3. A number of direct practice/application examples are
immediately given.

21

4. The deductive approach respects the intelligence and

maturity of many adult learners in particular and acknowledges
the role of cognitive processes in language acquisition.
5. It confirms many learners expectations about classroom
learning particularly for those who have an analytical style.
Disadvantages 1. Beginning the lesson with a grammar presentation may be
off-putting for some learners, especially younger ones.
2. Younger learners may not able to understand the concepts or
encounter grammar terminology given.
3. Grammar explanation encourages a teacher-fronted,
transmission-style classroom, so it will hinder learner
involvement and interaction immediately.
4. The explanation is seldom as memorable as other forms of
presentation (for example, demonstration).
5. The deductive approach encourages the belief that learning a
language is simply a case of knowing the rule.

2.1.2 The Inductive Approach

An inductive approach comes from inductive reasoning stating that a
reasoning progression proceeds from particulars (that is, observations,
measurements, or data) to generalities (for example, rules, laws, concepts or
theories), according to Felder & Henriques (1995:26). In short, when the teacher
uses induction, the students observe a number of specific instances and from them
infer a general principle or concept.
The inductive approach moves from specific to general. The students are
first shown many examples that contain a certain grammatical structure in

22

different contexts and they have to work out the rules by themselves. Next the
students apply the rules with various exercises and in different contexts to learn
how they actually work in real language use. In the present study, however, the
rules were verbalized as a summary after the students had had an opportunity to
discover the rules by themselves from the examples. This was because some
students might need clear rules to be able to understand the concepts. The writer
will discuss this in more depth below.
This approach is also often compared with the Audio-Lingual method that
sees language learning as habit formation where, according to Shaffer (1989:395),
students will learn the structure through examples until it becomes automatic. He
also thinks that the students will not know what they are learning unless the
teacher gives the explanation to them. Grammar is here presented in context and
the students can consciously work with the language. In fact, consciousnessraising is seen as an important feature in language learning as it focuses students
attention actively on a grammatical structure through examples and guides them to
work out the rules of the target language themselves, instead of giving them
everything ready and waiting (Ruin 1996:106). This approach also involves the
students in a more active participation and as they need to figure out the rules by
themselves, the students will remember and acquire them better than just by
hearing them from the teacher.
According

to

Widodo

(2006:128)

there

some

advantages

and

disadvantages of inductive approach in teaching grammar.

Table 2.2. Advantages and disadvantages of inductive approach in teaching
grammar

23

1. Learners are trained to be familiar with the rule discovery;

this could enhance learning autonomy and self-reliance.
2. Learners greater degree of cognitive depth is exploited.
3. The learners are more active in the learning process, rather
than being simply passive recipients. In this activity, they will
Advantages

be motivated.
4. The approach involves learners pattern-recognition and
problem solving abilities in which particular learners are
interested in this challenge.
5. If the problem-solving activity is done collaboratively,
learners get an opportunity for extra language practice.
1. The approach is time and energy-consuming as it leads
learners to have the appropriate concept of the rule.
2. The concepts given implicitly may lead the learners to have
the wrong concepts of the rule taught.
3. The approach can place emphasis on teachers in planning a

Disadvantages lesson.
4. It encourages the teacher to design data or materials taught
carefully and systematically.
5. The approach may frustrate the learners with their personal
learning style, or their past learning experience (or both) would
prefer simply to be told the rule.

2.2

Teaching Grammar through Text

Based on the explanation above there are two approaches in which a

learner can achieve understand of rule of grammar: the deductive (the rule driven)

24

and the inductive (the discovery) approaches. Beside the two approaches, the
teacher needs a kind of teaching media or teaching aids. The following are some
techniques for teaching grammar, using Sandra Mckays five fold classification in
Brown (1992:168) as follow
Teaching grammar using chart; Chart and graphs are useful devices for
clarifying relationship. They can help students to read the information. A
grammatical system that lends it self-well to charts is the verbs.
Teaching grammar using object realia/picture; Objects brought into the
classroom not only liven up the context but also provide some kinesthetic, handson dimension, visual aids to your teaching. To teach the possessive to beginning
level students, for example, bring in a few things like necklace, a purse, and some
class. Or it is not available teachers can bring picture for practicality.
Teaching grammar using map or other simple drawings; Maps make for
practical and simple visual aids in the classroom. Useful for jigsaw, information
gap, and other interactive techniques, they can also serve to illustrate certain
grammatical structure. For example, maps can stimulate learners use of
prepositional phrase, question formation, imperative.
Teaching grammar using dialogues; Dialogues are of course an age-old
techniques for introducing and practicing grammatical points. As far as types of
dialogues are concerned, it may seem that presentation dialogues are the best ones
to introduce grammar structures. Making short conversations is a good way of
inducting and understanding a specific part of grammar. It is essential that in one
dialogue there should be only one new element of grammar introduced. Moreover,

25

the teacher should be the one to explain the topic and to show students how to
start working. Taking into consideration for example the introduction of verb to
be, the teacher can prepare the flashcards with some people and their names on it.
While showing a picture, a teacher says: He is James. Then, the children repeat
the sentence, pointing at James. Next, a teacher asks one student: Who is he?,
and a student already knows how to answer this question. Learners should
exercise making dialogues using flashcards that a teacher gives them.
Consequently, thanks to the presentation dialogues, students become acquainted
with the most basic verb in English. Using presentation dialogues in order to teach
some grammar structures is beneficial for many reasons. First of all, it provides a
context; students are more likely to understand a given structure. Secondly,
students are practicing a direct use a language. And finally, using this type of
dialogue in teaching grammar is favorable because it provides a strong connection
between a language and a situation. Students, while showing their own emotions
and feelings in a dialogue, are able to understand, exercise and memorize a target
piece of grammar.
Teaching grammar using written text. At the very simple, mechanical level, a
text might be used to get at a certain verb tense.

2.3 Sentence
In using language even oral or written will always be in the form
sentence. The sentence is supposed to be meaningful arrangement of words

26

consisting of at least a subject and a predicate. The arrangements of words do not

have a subject and predicate cannot be said as sentence. For the students who
learn language, especially, English know the meaning and the form of sentence is
very important thing in order that they can express the ideas and feelings
correctly.
Waldhorn and Zeiger (1981:10) define that the sentence is a group of
words that express a complete meaning makes sentence. In order to have a
meaning, two elements are necessary: a subject, a person or things speak about,
and a predicate, something to say about the person or thing.
Based on the definition above, it is clearly known that a sentence of
words that express a meaning and at least has two elements namely, a subject and
a predicate. In the fact, the form of sentences can be categorized into three kinds
such as: 1. Sentence that state, 2. Sentence that ask, and 3. Sentence that
command.
Furthermore, Waldhorn and Zeiger (1981:21) explain that sentence
have three purposes: to ask, to state, and to command. First, ssentences that state.
A sentence that makes a statement (or denies it) is called declarative sentence.
Second, sentences that ask. A sentence that asks a question in called an
interrogative sentence. Thired, ssentence that command. A sentence express a
command is called an imperative sentence.

27

Besides the purposes of the sentences that have been explain above,
the sentences also can be the form of affirmative sentence, negative sentence,
interrogative sentence, and imperative sentence.
Samelson (1982: 18) that sentence consist of a group of words that
present a meaningful thought. Its classified according to its use or function the
sentence contains two main parts: noun phrase + verb phrase. There are four
major types of sentence: Declarative sentence a declarative sentence makes a
statement. A declarative sentence ends with a period (Statement).
Andi studies English (Affirmative)
Andi does not study English (Negative)
Interrogative (Word Question) sentence An interrogative sentence asks a
question. An interrogative sentence ends with a question mark.
What does andi study English?
Why does andy study English?
Imperative (Command, Request) sentence An imperative sentence gives a
command. Sometimes the subject of an imperative sentence (you) is understood.
Stand up!
Give me the book!
Exclamatory sentence (Express Emotion) An exclamatory sentence shows strong
feeling. An exclamatory sentence ends with an exclamation mark.
Congratulation!

28

From the declaration above, it is clearly known that are four major
types of sentences namely declarative sentence, interrogative sentence, imperative
sentence, and exclamatory sentence that usually use in oral and written.
2.4

Reported Speech
There are also the forms of sentences with the terminology of quoted

speech (direct speech) and reported speech (indirect speech). In the fact, direct
speech is more frequently used rather than indirect speech. But it does not means
that indirect speech is not supposed be important language component. Sometimes
the people must use indirect speech because they convey the opinion or feeling of
the other people too. And also the indirect speech is intended for expressing ideas
and feeling to the other person without changing the meaning of everything which
is expressed someone.
Thomason and Martinet (1986: 269) state that two ways of relating
what a person has said: direct and indirect. In direct speech: we repeat the original
speakers exact words:
He said, I have lost my umbrella.
Remarks thus repeated are placed between inverted commas, and a comma
or colon is placed immediately before the remark. Direct speech is found in
conversation in books, in plays, and in quotations. In direct speech we given the
exact meaning of a remarks or a speech, without necessarily using hes exact
words.

29

He said (that) he had lost his umbrella.

There is no coma after say in direct speech. That can usually be omitted
after say and tell + object. But it should be kept after other verbs: complain
explanation, object, point out, protest, etc. indirect speech is normally used when
conversation is reported verbally, though direct speech is sometimes employed
here to give a more dramatic effect. When we turn direct speech into indirect
speech, some changes are usually necessary. These are most easily studied by
considering statements, questions, and commands separately.
2.4.1 Form or Pattern of Reported Speech
Spoken words that are reported and not repeated exactly as spoken are
called reported or indirect speech. The change from direct speech to indirect
speech involves a number of other changes. In this below is the explanation of the
changes in the reported speech.
a) Tenses Change
1. The present simple tense becomes past simple
Examples:
(a) "Mary makes the tea." becomes: Mary made the tea
(b) "I am ill." becomes: He said that he was ill.
2. The present continuous tense becomes past continuous.
Examples:
(a) "He is making a chair." becomes: He was making a chair.
(b) "I am writing a letter." becomes: He said that he was writing a letter.
3. The present perfect tense becomes past perfect

30

Examples:
(a) "Odeke has made a chair." becomes: He said that Odeke had made a
chair.
(b) "I have had a good breakfast." becomes: He said that he had had a
good breakfast.
4. shall/will becomes would
Example:
"I shall complete my course in 1996." He said that he would complete his
course in 1996
.
5. May is always changed to might and can to could.
Examples:
(a) "It may rain this evening." becomes: He said that it might rain that
evening.
(b) "I m sure we can make a profit from the transaction." becomes: He
said he was sure that they could make a profit from the transaction.
b) Changes of Pronouns
When direct speech changes to indirect speech, it causes changes in personal
pronouns. Note for example that when changing from direct speech to indirect
(reported) speech all pronouns are in the third person.
i) Pronouns as Subjects
Table 2.3. Changes of pronouns as subjects.
Direct Speech
I
You (singular)
She/he
We
You (plural)
They

Indirect Speech
he or she
he or she
he or she
they
they
they

31

Examples:
a) "I don't like the new teacher." becomes: Alice said she does not like
the new teacher.
b) we get ticket the grand final of champions league becomes John
said they got ticket the grandfinal of champions league.
ii) Pronouns as Objects
Table 2.4. Changes of pronouns as objects.
Direct Speech
Me
You (singular)
Him or her
Us
You (plural)
Them

Indirect Speech
Him or her
Him or her
Him or her
Them
Them
Them

Examples:
"Bring it to me" becomes: He asked her to take it to him

Singular
My, mine
Your, yours
His or hers
Our, ours
your, yours
their, theirs

Plural
His or hers
His or hers
His or hers
Their, theirs
Their, theirs
Their, theirs

"The book has always been mine." Becomes: She said that the book had
always been hers.
With demonstrative pronouns and adjectives, this becomes that, these becomes
those.
Example.
"I am frightened of this place." Becomes: Anifa said that she was
frightened of that place.

32

c) Changes of Adverbs
The third change to consider is that which takes place when adverbs
are used in indirect speech. Adverbs of proximity both in space and time change
into adverbs of remoteness when direct speech is changed to indirect speech.
Table 2.5. Changes of Adverbs
No.
Direct Speech
Indirect Speech
1
Here
there
2
Now
then
3
This
That
4
Yesterday
the day before or the previous day
5
Ago
Before
6
Next week
the following week
7
Tomorrow
next day or the day after
8
Today
that day
d) Changes in Questions
In the previous the writer has considered changes in tense, pronouns
and adverbs when they are used in reported speech. In this sub-section, we shall
consider changes in questions when they are used in reported speech.
In reported questions tenses, determiners, pronouns, etc. change in the
same way as in reported statements. we use

the introductory

verbs asked,

wondered, wanted to know, tried to find out, etc. instead of said, tell, etc. After
asked, we need an object (asked me, asked Tony, asked the time, asked the way to
Sai Kung, etc.). The interrogative word order

(verb + subject) changes

to the

affirmative word order (subject + verb) and the sentence ends with a full stop, not
a question mark. If a direct question begins with a question word (who, what,

33

how, etc.), the question word is kept in the reported question. And if therse is no
question word, ussualy use if or whether.
Where do you live? the policeman asked the boy.
The policeman asked the boy where he lived.
Do you like my dress? she asked Tony.
She asked Tony if/whether he liked her dress.

2.5 Previous Reasearch

Before this reasearch there are two reasearhs which have same topic
namely An Analysis on Students Difficulties in Learning Reported Speech of
Question Sentence at the First Year Students of MA Pembangunan UIN Jakarta
and Error Analysis on Learning Tenses in Transforming Direct into Indirect
Speech by The Second Year Students OF SMK 1 Boyolali.
2.6.1 An Analysis on Students Difficulties in Learning Reported Speech of
Question Sentence at the First Year Students of MA Pembangunan UIN
Jakarta
The researcher formulated the problem of the study as follows: (1)What
are the difficulties faced by the first year students in learning reported speech of
question sentence?(2)Why do the students face difficulties in learning reported
speech of question sentence?
Based on the identification of problem above, it can be seen that the study
is still general and abroad. There are many difficulties happened when turning

34

direct speech into reported speech such as difficult in the change of tenses,
pronoun, word order and adverb. Beside that, reported speech is divided into three
kinds: statements, questions, and commands. Therefore, to make it better and
more specific, of course, it is effective and efficient to limit the problem. Then,
the writer is interested in the difficulties of reported question in the change of
tenses and pronoun, where the object of this research is the first year students of
MA Pembangunan UIN Jakarta.
The researcher

expected to provide a contribution of knowledge for

students who still find problem and confuse when learning a reported speech of
question sentence, so they can overcome their difficulties in their learning activity.
Then, for the teacher of English language, it is also expected to be useful
information, so they will know how far the students comprehend about reported
speech of question sentence, the difficulties which are faced by students when
they learn this subject matter, and the causes of those difficulties. Besides, the
result of this study will direct the English teacher to do some evaluation and
revision in their teaching-learning activity so it is expected that both teacher and
students will have a good collaboration to overcome all problems that happen
especially in learning reported speech of question sentence. Next, for further
researchers: it can be as a reference in conducting similar study in the next time.
Finally, for the writer particularly and readers broadly who are concerned with
this paper, it is as one of resource which can enhance their perception and
knowledge in learning reported speech of question sentence.
In this study the writer took the population of the first year students of MA

35

Pembangunan UIN Jakarta. The students consist of two classes. Class X-A consist
of 36 students and class X-B consist of 35 students. So, the number of the first
year students of MA Pembangunan UIN Jakarta is 71.
The writer decided not to take the whole population as sample in her
study. She only took one class (X-B) which consists of 35 students. The sample is
taken by using purposive sampling technique, the determining of class that will be
studied based on the policy and ease from the school.
Meanwhile, in the field research the writer did the observation directly to the
school. In this case, the writer gave the test to the student about the topic would be
studied and interviewed both English teacher and first year students of MA
Pembangunan UIN Syarif hidayatullah Jakarta.
In her research, the researcher used test as an instrument to obtain the
data, she made the test about reported speech of question sentence. The writer
gave a written test focused on the subject matter that would be studied. The test
consists of 20 questions. It is divided into two parts. The first part consists of ten
questions asking the students to change the direct question into reported question
with the suitable tenses. The second part consists of other ten questions directing
the students to complete the sentences by filling in the blank spaces with the
suitable pronouns.
The technique of data analysis used by the writer in this research is
descriptive analysis technique (percentage), she used formula as follows:
P = F X 100 %
N
P = Percentage
F = Frequency of error made

36

N = Number of sample which is observed

After having the frequency and percentage of difficulty, the writer then
looked for the average mark by using formula:
P =

F X 100 %
NXn

p = percentage
f = frequency
N = Number of students
n = Number of items
As the result of the research the researcher found two dificulties as folow
first the change of simple present to simple past. There are 17 students or 56.66 %
who made error in item number 1, there are 20 students or 66.66 % who made
error in item number 8 and there are 22 students or 73.33 %who made error in
item number 9. The total averages of frequency error made by students are 60.66
% students who got difficulty in the change of tense. Second, the change of
pronoun you become she. There are 10 students or 33.33 % who made error in
item number 3 and there are 12 students or 40% who made error in item number
4. The total averages of frequency error made by students are 34.66 % students
who got difficulty in the change of pronoun.
2.6.2 Error Analysis on Learning Tenses in Transforming
Direct into Indirect Speech by The Second Year Students OF SMK 1
Boyolali.

37

This research was writed by Emi Taufanawati form Universitas

Muhammadiyah Surakarta. The writer formulated the problem of the study as
follows firstly how is the achievement of the student in doing test? Secondly that
kind of Direct and indirect speech errors made by the second year students of
SMK N1 Boyolali? Thirdly what is the most dominant type of error made by the
students of SMK N1 Boyolali? And the last what are the sources of error made by
the students of SMK N1 Boyolali?
The objective in conducting this study, they are as follows 1. To know the
achievement of the student in doing test. 2. To know the kinds of direct ad indirect
speech errors as a result of analyzing the errors made by the second year student
of SMK N1 Boyolali 3. To find the most dominant type of error made by the
student of SMK N1 Boyolali. 4. To know sources of error made by the student of
SMK N1 Boyolali.
There are two kinds of benefits in this study. The expected benefits of the
study are both theoretical and practical. Theoretical benefit, The result of this
research paper can be used as a reference for everyone who wants to conduct a
research in relation with error analysis and passive voice. Practical benefits for the
writer, she can get boarder knowledge about analyzing errors and for the English
teachers, they can predict the errors made by their students, so they can design
their materials and determine what parts of materials should emphasized in
teaching direct and direct speech.
As the result of this research study is intended to give two positive
contributions to teaching and learning English. The type of this study is

38

descriptive qualitative method. To analyze the data, the writer uses the surface
strategy taxonomy . It means that the writer classifying the errors based on their
type of errors. The result of the research shows that (1) the achievement of the
students in doing test is fair. (2) The types of direct and indirect speech errors
done by the students are addition, omission, misorde ring and misformation. After
analyze the data, the writer finds that the number of errors are 51 sentences,
consist 7 error of omission sentences, 5 error of addition sentences, 2 error of
misordering sentences and 37 error of misformation. (3) The most dominant type
of error made by the students is misformation error. (4) The sources of error done
by the students are intralingual transfer and interlingual transfer.
From the two previous research above the writer analyze the students
faced some difficulties to change the direct speech into the indirect speech. There
are two difficulties such as the change of tenses and the change of pronouns. So
this findings becomes the main concern for the writer in this research. The writer
suggests in teaching learning grammar especialy reported speech need an
approach to make students understand and improve their grammar ability such as
inductive approach.
2.6 Hypothesis
Hypothesis is the tentative answer from research problem until the
research problem can be answered by the data has been collected. This statement
base on Arikunto (2002: 64), hipotesis dapat diartikan sebagai jawaban yang
bersifat sementara terhadap permasalahan penelitian, sampai terbukti melalui

39

data yang terkumpul. State from the assumption above, the writer has two
hypotheses as follow:
Ha: using inductive approach is effective for teaching reported speech to the 11th
grade students of SMA Negeri 5 Kota Cirebon.

40

CHAPTER III
RESEARCH METHODOLOGY

3.1

Reasearch Methodology
In this reasearch, the writer chooses that Control Group Pre-test and Post-

test belonging to Quasi Experimental Design is appropriate for his research.

According to Cohen and Manion (1997:214) At best, they may be able to employ
something approaching a true experimental design in which they have control
over what Campbell and Stanley (1963) refer to as the who and to whom of
measurement but lack control over the when and to whom of exposure, or the
randomization of exposuresessential if true experimentation is to take place.
The experimental method means the writer look at the effect(s) of at least one
independets variable and one or more depent variables. The independets variable
in experimnetal reaserch is also frequently referred to as the experimental or
treatment variable. The dependent variable also known as the creation or out come
variable refers to the result outcomes of the study.

3.2

Population and Sample

3.2.1 Population

41

The population is whole unit of subject that is researched. Warsito in

Maisaroh (2004: 15) states that the population of the study is the whole objects
which consist of human being. According
to Arikunto (2002: 108) in the
29
Encyclopedia of Educational Education states A population is a set (or
collection) of all elements possessing one or more attributes of interest.
The population in this research is the 11th grade students of SMA
Negeri 5 Kota Cirebon in academic years 2011/ 2012. The students are 225
students divided into seven classes.
3.2.2 Sample
Fraenkle and Wallen (1993:84) say that a sample is any group of
individual on when information is obtained. The writer chooses purposive sample
orianted to Cohen and Manion (1997:103) researchers handpick the cases to be
included in the sample on the basis of their judgement of their typicality. In this
way, they build up a sample that is satisfactory to their specific needs.
According to the statements above, the writer takes 60 students from the
population of the 11th grade of SMA Negeri 5 Kota Cirebon and two classes
namely XI Social 2 and XI Social 3 as the sample of the research.

3.3

Design of Collecting Data

Campbell and Stanly as quoted by Arikunto (2006: 84) divide kinds of

design on the basis of goodness and badness of experiment or perfection and

imperfection of experiment.

42

The writer chooses that Control Group Pre-test and Post-test belonging to True
experimental design is appropriate for his research. The pattern of this research
can be represented as:
Experimental

O1

Control

O3

O2
O4

a. X represents the exposure of a group to an experimental variable or event,

the effects of which are to be measured.
b. O refers to the process of observation or measurement.
c. Parallel rows unseparated by dashes represent comparison groups equated
by randomization, while those separated by a dashed line represent group
not equated by random assignment.
According to the diagram, the writer gives each class the pre-test has
same difficulties. After that the writer gives XI Social 3 as the experimental group
with inductive approach in teaching reported speech. In other side, the writer
gives XI Social 2 as the control group the deductive approach in teaching reported
speech.
After the treatment has been taught to each class, the writer gives the
post-test to the student with same difficulties as the pre-test.

43

3.4

Technique of Collecting Data

3.4.1

Observation

The Process of teaching and learning English was observed directly by

the writer who at the same time taught to 11th grade of students of SMA Negeri 5
Kota Cirebon.
3.4.2

Test

Arikunto (2002:127) says that the test is some questions or exercise or

other measuring the skill, computation, knowledge, ability or talent of an
individual or group. Tests in this research is divided into two namely the pretest
and posttests. Pretest was given to the experimental group and control group to
measure the ability of beginning each - each group. Pretests are given before the
learning process. Whereas Posttests are used to measure the increaseing of the
student achievement. Posttests are given after the learning process in both
experiments, and control group. The test is used for pretest and posttest are the
same.
Before the tests are used in research, the test questions are consulted to
the supervisors and English teacher at the school. The next step, the test question
is tried out to the other class that had been learned the reported speech. The step
is done with the aim to determine the validity. The criteria are as follows:

44

3.4.2.1 Validity
According to Arikunto (2006: 168) validitas adalah suatu ukuran yang
menunjukan tingkat-tingkat kevalidan atau kesahihansuatu instrumen
To count the each question in the tests use corelation product moments
formula from Pearson (Arikunto,2006: 170):

rxy=

NXY (X) (Y)

{NX2 (X2)} {NY2 - (Y2)}

rxy = corellation coefficient

N = Total subject
X = Score of each questions
Y = Total score
The resut of corellation coefficient is interpreted into the clasification of
corellation coefficient based on Arikunto (2006: 276) as follow:
Table 3.4 Table of interpetation of r score
Sum of r score

Interpretation

0,80 rxy 1,00

Very high

0,60 rxy 0,80

High

0,40 rxy 0,60

Standard

0,20 rxy 0,40

Low

0,00rxy0,20

Very Low

45

There are two ways to interprete correlation coefficient, first by looking at

the price r and interpreted, for example high correlation, standart correlation and
so on. Second, to test the significant correlation the writer use the t-test. The
criteria for determining significant by comparing the value of t- result and t-table.
If the t-result> t-table, the writer can conclude that the point the item is valid.
Looking for t-count formula used is:

The Calculation of the validity and the t-test, the writer uses MS Excel
software. The steps can be done as follows. First, Input data of questionnaire
instrument in the worksheet (worksheet). Second, in the right column, total the
score of each respondent by using the functions available in Excel, using the
syntax / command [= sum (cell range)]. Range cell filled with a range of cells
starting from the first item about the matter until the last item questionnaire
instrument. Third, in the bottom row, for each column item about the items we
calculated Pearson correlation values with excel function which has the syntax [=
Pearson (cell1 array; array cell2)]. Cell1 array contains an item about a range of
cells will be counted and cell2 array containing the range of scores as the number
of cells that had been previously calculated. Then, on the line after the Pearson
correlation, search value t is calculated by defining a function in excel the
interpretation of the formula t, the syntax can be written as [= SQRT (n-2) * rxy /
SQRT (1-rxy ^ 2)] . Value of n is filled with a number of respondents and the
questionnaire instrument rxy is filled with a correlation value has been calculated

46

on the previous line. Next step, the t-table can be calculated using the Excel
function to write the syntax [= tinv (probability; degree of freedom)]. Probability
is filled with significance level we want, we use the alpha = 0.05 with two-way,
and the degree of freedom is filled with the value of degrees of freedom = n-2.
Then, determination of significance validity can be use the command we put in
writing on the the line below the calculation t-count namely [= IF (p> q; "valid";
"morbidly valid")]. Contains the value of p and q calculated t-value t-table.
Finally, as a complement if we want to count how many items are valid, we use
the formula with the command [= COUNTIF (range cell3; "valid")]. Range cell3
filled with cell range that contains the results of the determination of the validity
of the significance of which is calculated on the previous line.
3.5

Analysis of Data
From the aim of this research, the writer decides to use the following steps

taken from Arikuntos formula (2002:280-283).

1. Tabulating the result of the pre-test and the post- test.
2. Finding mean from both sample following this formula:
a. Finding

b. Finding

1and

and

2 and

47

Where,

1and

: mean of the pre-test score of experiment

group and control group.

and

: mean of the post-test score of experiment

group and control group.

N
3. Finding

and

4. Finding

and

5. Finding

6. Finding

: Number of student

and
-

7. Finding t result :

T=

T = result
M = mean of each group
N = number of subject
X = deviation X1 and X2
Y = deviation y1 and y2

and

48

8. Determining the degree of freedom

Df = Nx + Ny - 2
After finding the correlation between inductive approach and deductive
approach in teaching reported speech, the writer should find out the criterion of
the hypothesis acceptance. The criterion acceptance is:
Ho = t result < t table Note: t table
Ha = t result > t table
Explanation:
Ho = the Null hypothesis is accepted if the t result is lower than t table
Ha = the Alternative hypothesis is accepted if the t result is higher than t table.

49

CHAPTER IV
DATA ANALYSIS

4.1 Description of the Data

The type of this research is quantitative, which is an experimental
research.

The

method

of

the

writer concerns

with

discovering

the

effectiveness of inductive approach in teaching structure especialy teaching

reported speech. The writer aims at showing the effectiveness of teaching
reported speech through inductive approach and the significant difference
between teaching reported speech using inductive approach and deductive
approach to the students of SMA Negeri 5 Kota Cirebon.
The sample are 60 students. They are 30 students of the XI social 2 as the
control gruoup and 30 students of the XI social 3 as the experimental group.
Random sampling was used to get the samples so that all individuals of
population had equal chance to be the sample. There are two kinds of group; the
experimental and the control group. Both them were given pre- test and posttest.
The preparation for the instruments

was made in the previous

months. The instruments were pre-tested in order to get valid tests. There
were 30 questions in the try-out test, and then the writer were analyzed in order
to get the valid instrument. The writer analyzed the validity instrument using

38

50

pearson formula in microsoft excel, The formula is as follows:

Then, to test the reasult of corelation the writer used t-test. Determining
the criteria of significant , the writer compared the t-value and t-table count. If t
kit> t-table, finally, the writer could conclude that the item is valid. The formula
for the t-test used is

And the result of the validity is showed below:

Tabel 4.1
The Result of Validity Test
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

rxy
-0.159
-0.331
-0.012
0.262
0.487
0.328
0.361
0.344
0.260
0.554
0.146
0.434
0.608
0.594
0.150
0.212

tkit
-0.850
-1.856
-0.063
1.438
2.951
1.840
2.046
1.941
1.422
3.523
0.779
2.549
4.049
3.911
0.800
1.148

ttable
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701

Interpretation
Very low
Very low
Very low
Low
Standard
Low
Low
Low
Low
Standard
Very low
Standard
High
Standard
Very low
Low

Note
invalid
invalid
invalid
invalid
valid
valid
valid
valid
invalid
valid
invalid
valid
valid
valid
invalid
invalid

51

17
18
19
20
21
22
23
24
25
26
27
28
29
30

0.571
0.084
0.541
0.327
0.384
0.343
0.367
0.138
0.488
0.508
0.568
0.450
0.583
0.607

3.684
0.445
3.402
1.832
2.204
1.930
2.088
0.739
2.961
3.118
3.648
2.669
3.795
4.043

1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701
1.701

Standard
Very low
Standard
Low
Low
Low
Low
Very low
Standard
Standard
Standard
Standard
Standard
High

valid
invalid
valid
valid
valid
valid
valid
invalid
valid
valid
valid
valid
valid
valid

Furthermore, 20 questions are ready for the Pre-test and post-test. The
pre-test and the post-test are used to know the significant difference between
the experimental and the control groups.
4.2

Research Findings
In this research, the writer held of pre-test (X1), Post-Test (X2) of

experimental class and pre-test (Y1) and post-test (Y2) of controlled class at the
eleveth year students of SMA Negeri 5 Cirebon. After the students answered the
tests, the writer analyzed these data by applying the following procedures:
4.2.1 Tabulating of the Data
The writer presents the result of pre-test and post-test achieved by the
students are illustrated in the table below:

Table 4.2
The Result of the Pre-test and Post-test of Experimental Class
No.
1

Pre-Test (X1)
12

Post-Test (X2)
16

(X)

(X2)

16

52

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

14
10
10
13
14
10
14
15
12
16
14
12
10
15
14
12
13
10
12
14
12
10
12
13
10
15
11
10
14
373
12.43

17
15
12
15
18
13
17
18
15
18
18
16
17
18
17
17
18
16
18
19
16
15
17
19
17
19
15
16
18
500
16.66

3
5
2
2
4
3
3
3
3
2
4
4
7
3
3
5
5
6
6
6
4
5
5
6
7
4
4
6
4
128
4.26

9
25
4
4
16
9
9
9
9
4
16
16
49
9
9
25
25
36
36
36
16
25
25
36
49
16
16
36
16
600

Table 4.3
The Result of The Pre-test and Post-test of Control Class
No.
1
2
3
4
5

Pre-Test (X1)
15
14
13
12
11

Post-Test (X2)
18
16
17
14
15

(X)

3
2
4
2
4

Squared Deviation (X2)

9
4
16
4
16

53

6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

12
15
12
15
16
14
10
14
13
11
16
14
15
14
10
12
13
12
14
12
11
13
10
12
10
385
12.83

16
18
15
18
18
16
13
18
15
15
19
17
18
16
12
16
14
17
16
15
16
16
15
16
16
481
16.03

4
3
3
3
2
2
3
4
2
4
3
3
3
2
2
4
1
5
2
3
5
3
5
4
6
98
3.26

16
9
9
9
4
4
9
16
4
16
9
9
9
4
4
16
1
25
4
9
25
9
25
16
36
346

After getting the data, the writer computed the data to find the t-test result
to compare it with t-table.

4.2.2

Finding the Mean of Experimental and Controlled Class

The mean of experimental class ( Mx )
X

= 128

= 30

54

Mx

X
N

=
= 4.27
The mean of controlled class (My)
Y

= 98

= 30

My

=
= 3.23
4.2.3 Finding the Square Deviation of Experimental and Controlled Class
Squared deviation of experimental class

= 600 = 600 546.133

= 53.87
Squared deviation of controlled class

55

= 346 = 346 320.133

= 25.87
4.2.4

Calculating t-test Usinng t- test Formula

t test

Mx My
X 2 Y 2 1 1

N1 N 2 2 N N

56

= 3.04
Then the writer computes df
df

= Nx + Ny 2
= 30 + 30 2
= 58

4.2.5 Finds the ttable

The level of significant is set on 5%
= 5% = 0.05 standard of significant
ttable =

t(0.975)(58)
t 2.002
t=2.002
(http://www.itl.nist.gov/div898/handbook/mpc/section3/mpc3652.htm)
After the writer get the t-test result and compare it with t- table, the
result is bigger than t table

(3.04 > 2.002 at level of significance is 0.05).

It means that the hypothesis is accepted.

57

4.2.6 Hypothesis Testing

The writer analyzed the data from the test into two steps, first the step was
pre-test and the second step which done after treatment was post-test. Therefore,
the result could be found and compared to the writers hypothesis.
The hypothesis of the research was Using inductive approach is effective
for teaching reported speech to the eleventh grade students of SMA Negeri 5 Kota
Cirebon. In this research, the writer took the significant level at 5% (0.05).
Based on the analysis of the students score, the writer can find the result
of ttest was 3.04 while the critical value of ttest was higher than ttable (2.002). It
means this reseacrh has positive influence for the students grammar ability
especialy reported speech. In other words, the hypothesis in this research is
accepted. In addition, it could be concluded that inductive approach is effective to
the students grammar ability especialy reported speech at the eleventh grade
students of SMA Negeri 5 Kota Cirebon.

4.3

Discussion

4.3.1 The Process of Teaching Reported Speech through Inductive

Approach
After the writer did the research and gave treatment for the experimental
class in teaching reported speech through inductive approach at the eleventh grade

58

students of SMA Negeri 5 Cirebon, it can be seen that through inductive approach
were positive progress and also can grow up for the student's interest.
When the sentences of reported speech were presented in classroom, the
students showed their interest and high spirit to make the sentences. The class was
more active and attractive. Although the class became noisy but the students could
do the exercises given by the teacher. In giving the sentences, the teacher focused
more on making students understand with the lesson. After the treatment, the
score of the students in experimental class was higher than before compared to the
control class.
To know more about the teaching learning process the teacher would show
the steps. The steps of teaching reported speech tense using inductive approach
were as follow. First the teacher greets and checks the attendance. Than the
teacher informs the target of the achieved indicators. Thrid the teacher gives
leading question about the text which will be taught. Fourth the teacher invites
students to review about the definition of discussion, its generic sturcture, and its
social function in detail. Next step, the teacher introduces students the examples
of vocabulary-usage. Than The teacher gives the monologue text in the form of
qouted speech and reported speech in the text. The teacher monitors and guides
the students reading the text to get the information of the quoted speech and
reported speech. The teacher and students discuss the different of the quoted
speech and reported speech together from the given text. The teacher explains
more what reported speech is. The teacher gives correction, reinforcement,
reward, etc. The teacher asks the students if they still have any difficulties with

59

the lesson.
Based on the explanation above, the writer could see that teaching reported
speech through inductive approach give positive effect. Actually, we may change
our steps of teaching to increase student's motivation. The writer hopes these
discussions will give better information for teacher in teaching reported speech
through inductive approach. The use of inductive approach was already known
that according to Ruin (1996:106) Grammar is here presented in context and the
students can consciously work with the language. In fact, consciousness-raising is
seen as an important feature in language learning as it focuses students attention
actively on a grammatical structure through examples and guides them to work
out the rules of the target language themselves, instead of giving them everything
ready and waiting. When the inductive approach was implemented in teaching
repoerted speech could increase students grammar ability especialy reported
speech.

4.3.2 Product of Learning

After the writer got the result of t-test computation. The writer tried to
compare it to the t-table. If the result of t-test is higher than t-table the hypothesis
is accepted.
From the analysis of the ttable critical value of (t) at the 0.05 is significance,
where the degree of freedom is 58, so ttable is 2.002.

60

The writer got the result of statistic calculation as the finding. Based on the
stastic calculation in the controlled class that showed the average of the pre-test
score of conrolled class is 12.83 (385 divided 30) and the post-test score of the
controlled class is 16.03 (481 diveded 30). Then the writer found the mean of
controlled class is 3.23 with sequared deviation of 25.87. In the other side, the the
test result showed the significant increase from the experimental class. The
average of the pre-test score achieved by students before the treatment (pre-test) is
12.43 (373 divided 30) while the average of post-test is 16.66 (500 divided 30)
from the result of the statistic calculation. The mean of the experimental class is
4.27 with sequared deviation is 53.87.From the result of the statistic calculation, it
proved that the ttest is 3.04 and ttable at the significant level 5% or 0.05 with degree
of freedom (df) 58 is 2.002 (3.04 > 2.002). It means that teaching reported speech
through inductive approach to 11th grade students of SMA Negeri 5 Kota Cirebon
is accepted since ttest is higher than ttable (3.04 > 2.002).

61

CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
After analyzing the research findings, finally the writer has been able to
draw a conclusion connecting with teaching reported speech through inductive
approach to the 11th grade students of SMA Negeri 5 kota Cirebon as follow:
The sample of the research was the 11th grade students consisting of 30
students for experimental class (Mx) and the other 30 students was controlled class
(My). So the total number os sample was 60 students, all of them was social class.
The mean of experimental class was 4.27 and the mean of controlled class was
3.23. Meanwhile the squared deviation of experimental class was 53.87 and the
squared deviation of controlled class was 25.87. And also, The result of the
statistic calculation shows that tresult was 3.04 and ttable was 2.002 at significance
level 5%. It showed that the score of the tresult was higher than the score of ttable. It
could be considered that using inductive approach is effective for teaching
reported speech to the 11th grade students of SMA Negeri 5 Kota Cirebon.

5.2 Suggestion

62

Finally, the writer would like to give some suggestion for the student in
learning english especially, the rules of language (grammar) namely, reported
speech by making use of the inductive approach. The rules of language (grammar)
50
are supported to be the foundation of any language ,say, English. Therefore, there
is no reason not to learn the rule of language. The writer hopes that his following
sugestions can give some advantages to the students, and the English teacher in
order to that the process of teaching and learning English, can be more seccessfull
and interesting and so do that objective of teaching. The sugestion are as follows:
1.

Learning a foreign language,say, English is not an easy thing and take a risk.
It means that the students absolutely have to be brave to take arisk when
learning English such as, making many mistakes when using English both in
oral and in written language. Englsih has so many rules of language which of
coures confuse the students. The student have to realize that lerning English
in the school does not support too much their ability to use English both in a
written and in oral language. Therefore, the students must be pro-active to
learn English out of the school, like an easy and simple example by reading
book, magazines or newspaper alot of them are written in English.

2.

The futher writer can implement the Inductive approach not only in teaching
reported speech but also can be used in the other grammars material such as
complex sentence, if conditional, subjunctive wish etc. The futher writer also
can colaborate the inductive approach with the english skills like reading and
writing.

63

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http://www.itl.nist.gov/div898/handbook/mpc/section3/mpc3652.htm/ february
2013