




































Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

79 
 

SEATING ARRANGEMENT IN IMPROVING  

STUDENTS’ SPEAKING SKILL AT IQRA BURU UNIVERSITY 

Riki Bugis 

Email: rizkyc87@gmail.com 

(Dosen di English Language Letter Faculty of Iqra Buru University) 

 

ABSTRACT 

Speaking is one of the problems which is faced by anyone who learn English. In this research, the 

implementation of classroom management in this case seating arrangement aimed to find out to what 

extent seating arrangement improve students’ speaking skills at the second semester students of 

English Department of Letters Faculty at Iqra Buru University. The participants of this research were 

the English speaking lecturer and 30 students of Iqra Buru University. This research employed quasi 

experimental design, which consist of two groups namely control group and experimental group. 

Control group were treated by implementing orderly rows seating arrangement while for experimental 

were treated by implementing circle seating arrangement. The data were collected by using two kinds 

of research instruments namely test and recorder. The data were analyzed by statistical analysis SPSS 

program, version 20.0.The result shows that the implementation of seating arrangement can improve 

students’ speaking skill in term of accuracy, fluency and comprehensibility. It is supported by the 

mean score of the students’ posttests (74.48) was higher than pretests (56.07). on the other hand, there 

is also significant correlation among accuracy, fluency and comprehensibility. 

 

Salah satu masalah yang sering dihadapi oleh seseorang dalam belajar bahasa inggris yaitu 

keterampilan berbicara. Manajemen ruang kelas yang berfokus pada pengaturan tempat duduk dalam 

penelitian ini bertujuan untuk mengetahui sejauh mana pengaturan tempat duduk dalam meningkatkan 

kemampuan berbicara mahasiswa semester 2 pada jurusan Bahasa Inggris di Fakultas Sastra, 

Universitas Iqra Buru. Partisipasi dalam penelitian adalah dosen speaking dan mahasiswa semester 2 

yang berjumlah 30 orang di Universitas Iqra Buru. Penelitian ini menggunakan bentuk penelitian 

kuasi experimental, dimana terdapat dua grup yaitu grup control dan grup eksperimen. Pengaturan 

tempat duduk berbentuk Orderly Rows  diimplementasikan kepada grup kontrol sedangkan untuk 

eksperimen berbentuk Circle. Data di kumpulkan dengan menggunakan dua jenis instrumen 

penelitianya knites dan rekaman. Data dianalisis dengan menggunakan program SPSS versi 20.0 Hasil 

menunjukan bahwa pengimplementasian pengaturan tempat duduk dapat meningkatkan keterampilan 

berbicara siswa dalam hal ini akurasi, fluensi dan komprehensi. Hal ini didukung oleh nilai rata-rata 

posttest (74.48) siswa lebih besar dari hasil pretest (56.07). Selain itu terdapat pula korelasi yang 

signifikan antara akurasi, fluensi dan komprehensi pada perkembangan keterampilan berbicara. 

Keyword : Classroom management, seating arrangement, speaking skills 

 

 

 

 

 

 

 

 

mailto:rizkyc87@gmail.com


Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

80 
 

A. Introduction  

English is an important language in the globalization era where people from many 

countries used it as lingua franca to communicate each other in daily activities. People will 

have an additional skill which can be used to compete in the globalization era if they are able 

to communicate using this language. 

English is an important language in the globalization era where people from many 

countries used it as lingua franca to communicate each other in daily activities. People will 

have an additional skill which can be used to compete in the globalization era if they are able 

to communicate using this language. 

In Indonesia, the government realizes that English competency has an impact on 

global development not only for education purpose but also for carrier purpose. English has 

been playing a major role in many sectors. There are some reasons why learning English is 

important. The first, students can get high-quality job. In business, language that commonly 

used is English. The second, learners will be able to communicate with other people around 

the world. The last, learners will be easy to get the data all over the world. (Tari, et al. 2013). 

Indonesia had implemented school-based curriculum which accommodates the 

actual needs and condition of the school. This curriculum provides space to include the local 

needs as well as the national standard as developed by the department of national education. 

Among a list of subjects, English is considered as one of the most important subject.    

In a university, English is a general course that should be taught in all departments. 

The objective of teaching English is to provide the students with communicative ability in 

order that the students are able to communicate. There are four skills that should be mastered 

by the students in order to be able to speak English well, those are listening, reading, writing 

and speaking. Among of those, speaking skill perhaps the most important skill for success in 

learning a language. However, in mastering speaking is not easy as we thought. Mogrovejo 

and Ayabaca (2013) in Adnyaniet al (2013), revealed that speaking is one of the skill which 

most difficult to be developed by the students because of some factors such as pronunciation, 

grammar structure, lack of vocabulary, or just because of the low motivation.   

As happened at Iqra Buru University, the only one university which is located in 

Buru Island, Maluku Province where English speaking subject is presented into four 

semesters. However, the students at Iqra Buru University still have problem with speaking. 

Based on the observation at English and Literature Department of University of Iqra Buru 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

81 
 

(UNIQBU) in Buru Island, Maluku Province, researcher gets some problems occur, such as: 

(1) many students cannot communicate each other in English either in the classroom or 

outside the classroom. They are frequently vacuum and passive in English communication; 

(2) many students are not interested in joining the speaking class. The students’ lack of 

opportunity to practice, and some lecturers are hardly to choose and to create teaching 

techniques and teaching activities. 

Rasyid in Jabu (1995), states that the factors that cause the English teaching failure 

are: (1) the big number of students in each class more than 20, (2) the minimum of meeting 

frequency, (3) the unavailability of learning source center, the library which prepares 

authentic materials for the students, (4) the unavailability of multimedia, (5) the low 

motivation of students, and (6) the unprofessional English teacher. 

In solving those problems, teacher should provide effective plans or strategies to 

fulfill students’ needs, whose general purposes to communicate using the language being 

learnt. It means teacher have responsible to make students speak English by employing 

suitable teaching strategies. The means of teaching strategies in this research is not only 

refers to teaching methodology but also classroom management, or how the teachers manage 

their classroom.  

Generally, classroom management refers to the process where a teacher organizes 

and controls students’ movement, behavior and interaction during a lesson. Teacher’s job in 

the classroom is to create the conditions in which effective learning can take place. In order 

to make a course effective, a teacher should have the skill to manage the classroom, and it 

can be done through teacher’s positive attitude, intentions, personality and a good 

relationship between teacher and the students. It also requires certain organizational skills 

such as task organization, lesson organization and techniques, Wright (1987:51) 

Oliver and Reshchly (2007:44) define classroom management as the ability of teacher 

to organize classrooms and manage the behavior of their student to achieve positive 

educational outcomes. In addition, effective teaching and learning cannot take place in a 

poorly managed classroom. In contrast, well managed classroom provide an environment in 

which teaching and learning can flourish. (Marzano and Pickering 2003:1) 

Tsui (2003:138) assumed that classroom management is refer to aspects of 

classroom organization, such as conducting individuals, pairs, or group work , maintaining 

order; dealing with disruptive behavior, and handling daily business, such as collecting 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

82 
 

assignment and taking roll class. Paramita (2013), states that when the teacher does not have 

any sufficient knowledge about classroom management, they could not easy to maintain their 

cl ass and give a good model for students for their learning. She also added, if the classroom 

is not managed properly, ineffectiveness of learning will become disadvantage for the 

teacher’s achievement.  

Classroom management includes grouping and seating, setting up activities, time 

management, teacher’s control, proper start and end the lesson, maintaining discipline, using 

proper tool and techniques, giving instruction, monitoring, etc. 

When managing the classroom, it is important for teacher to manage all the aspects 

that refers to the right circumstances which will help them in developing teaching and 

learning process. Bachar (2010: 3) outlined that there are four aspects in managing 

classrooms. They are Physical environment, managing learning, procedures and rules, and 

managing discipline.  

Managing physical environment where teaching and learning process take place is very 

important because a good progression and effective interaction of both students and teachers 

cannot take place without appropriate atmosphere and well managed environment. Ming Tak 

and Wai-Shing (2008:47) outlined that physical environment involves the management of 

floor space, wall space, countertop space, shelf, cupboard and closet space and the general 

ambience.  

Managing learning is the teachers’ responsibility and it is the main role can any 

teachers play. Teachers are required to prepare validity lessons with the necessary materials 

and audio-visual aids in addition to assessing both students’ progression and material used as 

well as the good planning for the sequences of the lessons’ parts in the allotted time.  

Managing learning can include managing activities which are the main issues that make 

students involve and interact in the classroom.  

Teacher must set up their principle from the beginning to do not let the students go out 

of their control and disturb the learning process. Oliver and Reschly, (2007:07) claim that 

teacher should be aware of the students’ negative and positive behavior and must prepare the 

right feedback for each behavior. These expectation deal with any kind of behaviors allow 

teachers to get the respect of the students and to decrease disruptive behavior that could have 

a bad impact on the development of the students’ learning. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

83 
 

Rules and procedure are very important to be applied. Brophy and Evertson (1986:16)  

asserts that teachers’ achievement could be reached by the explanation of the objectives of 

the rules and the objectives behind using them, so students will acknowledge and respect 

them. Discipline is about the rules teachers apply in order to decrease students’ misbehavior 

and make the classroom environment suitable for the smooth running of the teaching and 

learning process. Every teacher has their own procedures and rules which they are not 

acceptable to be broken by the students. However if the students did not obey the teacher’s 

rule, teachers may have them warm. 

As mentioned above that one of the classroom management is physical environment. 

One of the most parts of physical environment is seating arrangement. Seating arrangement is 

a very important factor in the process of beginning a lesson smoothly and promptly (Laslett& 

Smith, 2008). It also plays an important role to make the learners more involved in the class 

and also can help students in interacting with different people. Moreover, students who are 

weaker have less chance of hiding themselves and the students who are stronger have less 

chance to dominate in the classroom.   

B. Literature Review 

Seating arrangements are the main part in teaching plan for classroom management. 

Baron (1992:13) believed that seating arrangement should be treated as a priority when 

thinking of classroom with maximum on task behavior.  

Teacher’s position in the classroom is very important factor of classroom management. 

To communicate with all students in the classroom, teacher sometimes need to move from 

one place to another place which requires some free space in class. Jones (2000) in Ming-Tak 

and Wai-Shing,(2008:49) stated that leaving sufficient space in the classroom is very 

important to give teachers easy and efficient access to different groups of the students. He 

added that movement areas of the classroom should be free from congestion to avoid 

disruptive behavior.  

Harmer (1998:31-32) suggest three types of seating arrangements. Those are:  

1. Orderly Rows  

In orderly rows seating arrangement, both teacher and students can see each other 

clearly and can have eye contacts. Maintaining discipline is easier in this seating 

arrangement. Teacher can also walk up and down if there is an aisle and can have personal 

interaction with the students. This type of arrangement is suitable for watching a video, using 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

84 
 

the board, explaining a grammar point, demonstrating text organization etc. where the teacher 

can work with the whole class. Teacher needs to engage the whole class while working with 

them in this arrangement and for this teacher must move round. Orderly row is best suited for 

medium to large classrooms. However, there are some disadvantages of this seating 

arrangement. In this kind of seating arrangement, the teacher could not maintain the students’ 

behavior. Besides, the teacher could not move easily from one place to one place to watch the 

students’ movement or attitude during the lesson given.  

2. Circles and Horseshoes 

In smaller classes, many teachers and students prefer circles or horseshoes. In a 

horseshoe, the teacher will probably be at the open end of the arrangement since that may 

well be where the board, overhead projector and/or computer are situated. In a circle, the 

teacher’s position - where the board is situated - is less dominating. Classes which are 

arranged in a circle make quite a strong statement about what the teacher and the students 

believe in. The Round Table in the British and French legends about King Arthur was 

specially designed so that there would not be arguments about who was more important than 

who - and that included the king himself when they were in a meeting. So it is in classrooms. 

With all the people in the room sitting in a circle, there is a far greater feeling of equality than 

when the teacher stays out at the front. This may not be quite so true of the horseshoe shape 

where the teacher is often located in a commanding position but, even here, the rigidity that 

comes with orderly rows, for example, is lessened. If, therefore, teachers believe in lowering 

the barriers between themselves and their students, this kind of seating arrangement will help. 

There are other advantages too, chief among which is the fact that all the students can see 

each other. In an ‘orderly row’ classroom, you have to turn round - that is, away from the 

teacher - if you want to make eye contact with someone behind you. In a circle or a 

horseshoe, no such disruption is necessary. The classroom is thus a more intimate place and 

the potential for students to share feelings and information through talking, eye contact or 

expressive body movements (eyebrow-raising, shoulder-shrugging, etc) is far greater.  

3. Separate Tables. 

Even circles and horseshoes seem rather formal compared to classes where students 

are seated in small groups at individual tables. In such classrooms, you might see the teacher 

walking around checking the students’ work and helping out if they are having difficulties - 

prompting the students at this table, or explaining something to the students at that table in 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

85 
 

the corner. When students sit in small groups at individual tables, it is much easier for the 

teacher to work at one table while the others get on with their own work. This is especially 

useful in mixed-ability classes where different groups of students can benefit from 

concentrating on managing the classroom different tasks (designed for different ability 

levels). Separate table seating is also appropriate if students are working around a computer 

screen, for example where students are engaged in collaborative writing or where they are 

listening to different audio tracks in a jigsaw listening exercise 

However, this arrangement is not without its own problems. In the first place, students 

may not always want to be with the same colleagues; indeed, their preferences may change 

over time. Secondly, it makes ‘whole-class’ teaching more difficult, since the students are 

more diffuse and separated. 

Ramsden (1999:3), proposed five common types of seating arrangement which can 

be used by the teachers. Those are: 

4. Cluster 

Clusters are scattered in different places of the classroom and there is enough space 

between two clusters so that the chairs do not smack each other and the teacher can easily 

move from one place to another. This seating arrangement consist of four to five desk 

together facing each other.  

5. Desk Rows 

Desk rows are the traditional seating arrangement. In this seating arrangement, desk 

are placed in several rows facing towards the front of the classroom. There is a gap between 

each desk so the teacher can walk back and forth without moving anything.  

6. Table Rows 

Long tables are placed in rows vertically from the front to back of the room. 

Students sit next to each other. It is suitable for group work because the purpose of this 

seating arrangement is collaborative learning.   

7. Semi-circle  

Semi-circle seating arrangement consists of few desks touching each other placed in 

semi-circle shape. All desks are faced in front of classroom. In this arrangement, both teacher 

and students can see each other. 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

86 
 

8. Pairs  

Pairs consists of two desks are placed together. Each pair of desks is away from 

other pairs. Students are faced towards the front of the class in this seating. Teacher in this 

seating arrangement, can walk around the whole class and monitor the students easily.  

C. Research Method 

This research aimed to determine existence of casual relationship between two 

research variables.  The research was designed in quasi-experimental type in which there 

were a control and an experimental group.   

As in this research, the circle seating arrangement was treated to the experimental 

group, while the control group had orderly rows seating arrangement of teaching.  At the end, 

the result of pre-test and post-test from control and experimental groups were compared to 

seek the significant difference. 

The population of the research was English Speaking lecturer and English 

department students of Letters faculty in Iqra Buru University, Buru Island, Maluku 

Province.  The students consisted of one class and the number of the students was 30 

students. In this case, the researcher chose the sample by using purpossive technique 

sampling in which one class acted as the control group, while the other class was the 

experimental group, and each class consisted of 15students.  To ensure that the sample of this 

research was in the same level of competence, the researcher did small talk with a lecturer 

who taught speaking subject and the lecturer gave information about the students’ level of 

ability. Furthermore, in choosing sample, the researcher took from the studentspre-test’ score.  

Here the researcher steps in choosing the sample: 

1. The first step, the researcher scored the students’ writing narrative text from pre-test score 

and put them from the highest to the lowest score. 

2. After that, the researcher chose the students who had odd number as a sample. 

In collecting the data, the researcher employed two kinds of research instrument, 

speaking test and recorder. Speaking test was used to assess the students’ speaking skills in 

term of accuracy, fluency and comprehensibility. It was applied in pre-test and post-test. The 

pre-test was intended to find out the prior level of the students’ speaking skills before giving 

treatment, while post-test was aimed to find out the improvement of the students’ speaking 

skills after giving treatment. And Recorder was used to record the students’ speaking. In this 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

87 
 

case, according to Heaton (1988: 88), recorder functions to provide accurate analysis based 

on information that is expressed by the speaker. 

Independent variable was the variable that causes a change, and in this research it 

referred to the kinds of seating arrangement. While dependent variable was the variable that 

changes as the effect from independent variable itself.  Students’ achievement in speaking 

was the dependent variable of this research.  

In avoiding the subjectivity in assessing students’ speaking score, the researcher 

used three inter-raters to score the students’ speaking. The scoring of the tests (pretest-

posttest) can range from an impression mark to a mark arrived at on the basis of a fairly 

detailed marking schemes in present day use. The students’ speaking on several pretests and 

posttests will be recorded, transcribed, and rated them. The transcription and score are subject 

to analyze using the following criteria level introduced by Heaton (1988: 100). 

The final scores of the students’ speaking skill convert by using the score from 

Heaton score 1 up to 6 and the Depdiknas score of students divided by the top of Heaton’s 

band score (6) multiplied by the two of depdiknas’s score (100).  

In calculating the mean score and standard deviation of the students speaking skill 

(accuracy, fluency, and comprehensibility), the researcher used SPSS program version 20.0. 

In calculating the correlation score, the researcher used Jonathan’s interval correlation 

to find out whether the data are correlated each other or not 

D. Finding and Discussion  

The students’ Speaking Achievement 

Deals with seating arrangement, the lecturer applied two kinds of seating 

arrangement for two groups. They were circle and horseshoes for experimental group and 

orderly rows for control group.  The result shows that students under the guidance of 

experimental group which applied circle and horseshoes performed significantly better than 

students in control group which applied orderly rows. The experimental group shows score of 

post-test was greater than control group by gaining mean score 74.48 and control group 

gained mean score 72.20.  The data also computed and analyzed by using Statistical Package 

for Service Solution (SPSS) version 20. The normality test of the data shows that it was 

normally distributed where (p > 0.5). Thus, parametric was used which covered Independent 

T-Test to analyze for a statistically significant difference between control group and 

experimental group, and Pair T-test to look for a statistically significant difference in a pre-



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

88 
 

test and post-test. Furthermore, the result of independent T-test in pre-test shows that the 

significance gained was 0.604.  The data indicates that there was no significance different 

between control and experimental group in pre-test.  It means that H0 is accepted since p > 

0.5.  In contrast with the result of independent T-test for post-test in which, it shows that the 

significance gained was .000.  The data indicates that there was a significant difference 

between control and experimental group in post-test.  It means that H1 is accepted and H0 is 

rejected because p < 0.5. 

The data also was computed to know the result of pair T- Test for control and 

experimental groups where control group shows that the significance gained was 0.000. The 

data indicates that p < 0.5. For experimental group also indicates that p < 0.05 by gaining 

.000, which means that H0 is rejected and H1 is accepted. There was significant different 

between pre-test and post-test for both of control and experimental groups. 

The finding showed that there was significance improvement of the students’ speaking 

skills at English and Literature Department of University of Iqra Buru in aspect of accuracy, 

fluency, and comprehensibility through seating arrangement. It is proved by α (0.05) value of 

the students’ posttests are higher than P-value (0.00), it supported by Gay (2006: 358) stated 

that there is significant between pretests and posttests if the P-value or sig. (2-tailed) is less 

than or equal to α (0.05). 

The description of the data collected through the test as explained in the previous 

section shows the students who are treated by circle seating arrangement perform better than 

the students who are treated by orderly rows. It is supported by the mean score of the 

students’ pretest in orderly rows was 54.70 and posttest was 72.15. While the mean score of 

students’ pretest in circle was 56.07 and posttest was 77.73.  

In this research, there are three items that researcher try to find out, they are accuracy 

(74.47), fluency (75.60), and comprehensibility (82.53). The highest score was 

comprehensibility. Comprehensibility in speaking means that people can understand what we 

say and we can understand what they say. Harmer (1998: 107) says that if two people want to 

make communication to each other, they have to speak because they have different 

information. If there is a ‘gap’ between them, it is not a good communication if the people 

still confuse with what they say. To avoid from the gap, the speaker should pay attention to 

the process of constructing meaning. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

89 
 

An interactive process of constructing meaning involves producing, receiving and 

processing information (Burn and Joyce, 1997: 63). Its form and meaning are dependent on 

the context in which it occurs, including the participants themselves, their collective 

experiences, the physical environment, an acceptable level of language, and the purposes for 

speaking. 

Even though comprehensibility was the highest score but most students get problems 

in speaking to express their ideas so that the speaker can understand their intention and those 

caused of inhabitation, lack of vocabularies or nothing to say, and the influence of mother 

tongue or first language (Ur, 1996). Therefore, to solve students’ inhabitation, lack of 

vocabularies, and mother tongue, the teacher should pay much attention in teaching and 

learning activities such as monologue, dialogue, question and answer, and speaking game.  

Another problem faced by the students in expressing their ideas was pronunciation. 

Pronunciation is one of the important components that a good English speaker uses when 

he/she expresses his/her ideas in an interaction in order to have a good communication. In 

fact, the students made some mistakes in pronouncing some English words. They found it 

hard to pronounce some English words because mostly they were influenced by the use of 

their mother tongue. This is in line also with Wenden (1987) said that to be successful 

language leaner, one should use the language  as often as possible, think with the target 

language, and live and study in an environment here the target language is spoken. Therefore, 

to get students’ good pronunciation, the teacher should pay much attention in teaching and 

learning process.  

Students’ score in term of comprehensibility were higher than fluency and accuracy 

because fluency and accuracy did not lie totally only on mastering the language system but it 

also lays on the vocabularies as using the language system communicatively, and without too 

much hesitation. As Richard and Rodgers (2001: 90) stated that fluency is the ability to 

produce written or spoken language easily. This indicates that spoken language is produced 

naturally with hurtles. They also added fluency is the ability to speak with a good but 

necessarily perfect command of intonation, vocabulary and grammar. So the lack of 

vocabularies and grammar or mastering language system has become hindrances and 

obstacles for the students to speak fluently and accuratively. That caused of the students have 

low achievement in fluency and accuracy. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

90 
 

Although the students got high score in posttests in term of accuracy, fluency, and 

comprehensibility then in pretests, it did not mean that they are good to communicate in 

English or it did not show that they were perfect without any deficiencies and mistakes they 

have done especially in term of accuracy, fluency, and comprehensibility. 

E. Conclusions  

Based on the research findings and discussion, the researcher comes to the following 

conclusions: 

The implementation of seating arrangement can improve students’ speaking skill in 

term of accuracy, fluency and comprehensibility. It is supported by the mean score of the 

students’ posttests (74.48) was higher than pretests (56.07). The result of finding shows that 

there are strong correlation among of accuracy, fluency and comprehensibility in speaking. It 

is proved by the probability value from these three elements were higher than 0.05 with the 

interval score was 1.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

91 
 

REFERENCES 

Adnyani N.W.S. et al.  (2013). The Effect of Scripted Role Play and Foreign Language 

Anxiety on the Eleventh Grade Students’ Speaking Competency at SMA Negeri 8 

Denpasar in Academic Year 2013/2014. . E-Journal Program 

PascasarjanaUniversitasPendidikanGanesha Program StudiPendidikanBahasaInggris 

(Volume 1 Tahun 2013).  

Bachar. 2010. Classroom management. Mohamed khidher University, Biskara. 

Baron, E.B. 1992.Discipline Strategies for Teachers. Fastback, 344.Retrieved from ERIC 

Database. Accessed internet on February 2015 

Best, J.W.  1981.  Research in Education.  Fourth Edition.  New Jersey: Prentice-Hall Inc, 

Englewood Cliffs.   

Brophy, J.E. and Evertson. 1986. Classroom Organization and Management. The elementary 

school journal, 83,4 

Gay L.R., Mills G. E., &Airasian P. (2006). Educational Research; Competencies for 

Analysis and Applications. Eight Edition. New Jersey: Pearson Precentise Hall. 

Harmer John  (1991). The Practice of English Language Teaching. Essex, UK: Longman. 

Heaton J. B. (1988). Writing English Language Tests.Longman Inc: New York. 

JabuBaso. (1995). The Assessment of the Speaking Skills of the Students of English 

Department at IKIP Ujung Pandang.Unpublished thesis, Makassar, Post Graduate 

program UNHAS. 

Laslett Robert & Colin Smith. (2008). Effective Classroom Management: A Teachers’ Guide. 

New York : Nichol’s Publishing Company.  

Marzano, Robert J., Marzano, Jana s and Pickering Debra J. 2003.Classroom management 

that works. USA. Association for Supervision and curriculum development. 

Ming-Tak Hue &Wai –Shing Li. (2008).Classroom Management: Creating a Positive 

Learning Environment. Hong kong and Aberdeen: Hong kong University Press.  



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 1 -Februari 2018 
http://journal.iaingorontalo.ac.id/index.php/al 

 
 

92 
 

Oliver, Regina M and Reschly, Daniel j.  2007. Effective Classroom Management. Teacher 

Preparation and Professional Development. 

Paramita. (2013). An analysis of teachers’ knowledge and practices of Effective classroom 

management : case study in SD Chipta Dharma Denpasar. 

 http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/611. Accessed 

electronic Journal on 6
th

 February 2015. Ramsden, Alexandra. Seating 

Arrangement.http://www4.uwsp.edu/educational/pshaw/seating%arrangements.htma

ccessed internet on February 2005.. 

Richards Jack C. & Rodgers T.S. (2001).Approaches and Methods in Language Teaching, 

2
nd

ed.Cambridge University Press. 

Silalahi, Ulbert.  2012.  MetodePenelitianSosial.Third Edition.RefikaAditama.  Bandung. 

Sparttet al. (2005).Teaching Knowledge Test: Preparation Course (TKT). Cambridge: 

Cambridge University Press. 

Tari, Nirmala, et al. 2013.  A Comparative Study of Different Teaching Strategies Based on 

Text Types on Students’ Speaking Competency. E-Journal Program 

PascasarjanaUniversitasPendidikanGanesha Program Studi Pendidikan Bahasa 

Inggris( Volume 1 Tahun 2013). 

Tsui, B.M. Amy. 2003. Understanding Expertise in teaching case studies of ESL teachers. 

Cambridge: Syndicate of the University of Cambridge.  

Ur Penny.(1996). A course in Language Teaching.Practice and theory.Cambridge Teacher 

training and development. 

Wright, Tony. 1987. Roles of Teachers and Learners. Oxford University Press. 

 

 

 

 

http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/611
http://www4.uwsp.edu/educational/pshaw/seating%25arrangements.htmaccessed
http://www4.uwsp.edu/educational/pshaw/seating%25arrangements.htmaccessed

