abstract grade students at smk islam bustanul ulum...
TRANSCRIPT
ABSTRACT
Hamimah. 2016. The Correlation Between Interest and Speaking Ability of the TenthGrade students at SMK Islam Bustanul Ulum Pakusari in the 2015/2016Academic Year. Thesis. English Language Education Program, Faculty ofTeacher Training and Education, Muhammadiyah University of Jember.Advisors: (1) Dr. Tanzil Huda, M.Pd (2) Indri Astutik, M.Pd
Key Word: Correlation, Interest, Speaking Ability
Speaking is definitely the main way people communicate. It is important forstudents to master speaking. In this research, the researcher uses correlation design.Correlation is a research that intends to find the correlation between two variables(Arikunto, 2002:31). Interest is the factor which determines one’s attitude in working orstudying actively.
The objective of this research was to find out whether there was a significantcorrelation between interest and speaking ability of the tenth grade students at SMKIslam Bustanul Ulum Pakusari in the 2015/2016 academic year. The primary data in thisresearch consisted of the data obtained from giving questionnaire and oral test. Afterthat, the teacher gave them score and it was continued to counting the data. Thehypothesis of this research would be tested to know whether or not there was asignificant correlation between interest and speaking ability. The Pearson ProductMoment formula was used to calculate the result of the data analysis found that therewas a significant correlation between interest and speaking ability, the result showedthat the value of Pearson Correlation was .613 it was significance at the level 5% (.05).The result of the research score would be tested with r-table .344 of significance level5%. The hypothesis of the research said that there was a relationship between interestand speaking ability of the tenth grade students at SMK Islam Bustanul Ulum in the2015/2016 academic year. It can be concluded that there is a significant correlationbetween interest and speaking ability of the tenth grade students at SMK Islam BustanulUlum Pakusari in the 2015/2016 academic year.
THE CORRELATION BETWEEN INTEREST AND SPEAKING ABILITY OFTHE TENTH GRADE STUDENTS AT SMK ISLAM
BUSTANUL ULUM PAKUSARI IN THE2015/2016 ACADEMIC YEAR
THESIS
By :HAMIMAH
NIM 1110231156
MUHAMMADIYAH UNIVERSITY OF JEMBERFACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH LANGUAGE EDUCATION PROGRAM2016
APPROVAL SHEET
This is to certify that the Sarjana thesis of Hamimah has been approved by the
Board of Examiners as the requirement for the degree of Sarjana in English Language
Education in 2016.
Jember , 11th Pebruary 2016
Board of Examiners,
Fitrotul Mufaridah, M.Pd ChairwomanNPK. 03 12 446
Dr. Tanzil Huda, M.Pd MemberNPK. 00 10 280
Indri Astutik, M.Pd MemberNPK. 04 08 639
Acknowledged byDean of Faculty of Teacher Training and Education
Drs.H. Moch. Zaki Hasan, M.Si.NPK. 09 83 023
PREFACE
Thesis is one of the important parts that cannot be separated from the students of
University. It is a requirement for the degree of Sarjana.
The title of this thesis is “The Correlation Between Students’ Interest and
Speaking Achievement of The Tenth Grade Students at SMK Islam Bustanul Ulum
Pakusari in the 2015/2016 Academic Year”. The result of this research can be used by
the readers, especially for English teachers as a reference in teaching and learning
process of English.
The writer realizes that this thesis has weaknesses, and the correction is hoped to
make this thesis better. Finally, the writer hopes that this research will be useful for the
English teaching and learning and knowledge development.
Jember, 11th Pebruary 2016
The Researcher
TABLE OF CONTENT
COVER .................................................................................................. i
TITLE SHEET ....................................................................................... iiLOGO ..................................................................................................... iiiMOTTO ................................................................................................. ivAGREEMENT ....................................................................................... vAPPROVAL ........................................................................................... viPREFACE .............................................................................................. viiACKNOWLEDGMENT......................................................................... viiiDEDICATION ....................................................................................... ixTABLE OF CONTENT ......................................................................... xLIST OF TABLE .................................................................................... xiiLIST OF APPENDICES ........................................................................ xiiiABSTRACT............................................................................................ xiv
CHAPTER I INTRODUCTION1.1 Background of the Research ...................................................... 11.2 Problem of the Research ............................................................ 31.3 Purpose of the Research ............................................................. 31.4 Operational Definitions .............................................................. 3
1. Interest ......................................................................................... 42. Speaking Achievement................................................................ 4
1.5 Significance of the Research ....................................................... 41. Theoritical Significance ............................................................. 42. Practical Significance ................................................................. 5
1.6 Scope of the Research ................................................................ 5
CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS2.1 Review of Related Literature..................................................... 62.1.1 The Nature of Speaking .............................................................. 62.1.2 The Components of Speaking..................................................... 82.1.3 The Goal of Speaking ................................................................. 102.1.4 The Difficulties of Speaking ...................................................... 112.1.5 Types of Classroom Speaking Activities ................................... 142.2 Interest In Learning .................................................................... 162.2.1 The Nature of Interest In Learning ............................................. 162.2.2 The Impact of Interest In Learning ............................................. 192.2.3 Kinds of Interest ......................................................................... 202.2.4 The Roles of Interest................................................................... 242.2.5 Affecting Factors of Interest ....................................................... 242.3 The Relationship between Students’ Interest and
Speaking Achievement ............................................................... 28CHAPTER III RESEARCH METHOD
3.1 Kind of the Research .................................................................. 293.2 Research Design ......................................................................... 293.3 Population and sample ................................................................ 303.3.1 Population ................................................................................... 303.3.2 Sample ..................................................................................... 313.4 The Data Collecting Method .................................................... 31
3.5 Developing Instrument ............................................................. 343.5.1 Validity of the Test ................................................................... 343.5.2 Reliability of the Test ............................................................... 353.5.2.1 Reliability of Students’ Speaking Achievement....................... 363.5.2.2 Reliability of Students’ Interest ................................................ 373.6 Data Analyis ............................................................................ 39
CHAPTER IV RESEARCH FINDING4.1 The Data Description ............................................................... 414.2 Hypothesis Verification ........................................................... 43
CHAPTER V DISCUSSION................................................................ 45
CHAPTER VI CONCLUSION AND SUGGESTION6.1 Conclusion .................................................................................. 476.2 Suggestion ................................................................................... 47
1. For The Teacher .......................................................................... 472. For The Students ......................................................................... 483. For The Other Researcher ........................................................... 48
REFERENCES ................................................................................... 49
LIST OF TABLES
Tables Page
3.1 The English Speaking Test Rating............................................. 32
3.2 Content of Test Item of Speaking Achievement ........................ 35
3.3 Content of The Questionnaire Items of Interest ........................ 35
3.4 The Table of Reliability of Speaking Achievement................... 37
3.5 The Table of Reliability of Interest............................................ 38
3.6 The Table of Interpretation ....................................................... 40
4.1 The Interest and Speaking Score ............................................... 41
4.2 The Table of Descriptive Data ................................................... 42
4.3 Correlation Between Interest and Speaking
Achievement .............................................................................. 44
LIST OF APPENDICES
Appendix Page
1. Research Matrix ......................................................................... 51
2. The Name of Students of The Try Out Test .............................. 53
3. The Name of Students ............................................................... 54
4. Certificate of Execution of The Try Out .................................... 55
5. Questionnaire of Interest Try Out .............................................. 56
6. The Test Item of Speaking Achievement Try Out ..................... 59
7. The Result Score of Questionnaire ........................................... 60
8. The Global Score of Interest and SpeakingTry Out................... 61
9. The Reliability of Interest ........................................................ 64
10. The Reliability of Speaking Achievement ................................. 66
11. Certificate of Execution Research ............................................. 69
12. Interest Questionnaire .............................................................. 70
13. Speaking Achievement Items Test............................................. 73
14. The Result score of Questionnaire ............................................. 74
15. The Global Score of Questionnaire............................................ 75
16. The Result Score of Speaking Achievement.............................. 78
17. Descriptive Data of Interest ....................................................... 81
18. Descriptive Data of Speaking Achievement .............................. 84
19. The Correlation Between Interest and
Speaking Achievement ............................................................. 87
20. Attendance List of Thesis Seminar ............................................ 89
21. Thesis Seminar Card .................................................................. 90
22. Statement of Originality of Sarjana Thesis ................................ 91
23. Curriculum Vitae ...................................................................... 92
REFERENCES
Arikunto, Suharsimi. 2010 Prosedur Penelitian Satuan Pendekatan Praktik, Edisi RevisiCetakan Ke-14, Jakarta: Rineka Cipta.
Brown, Douglas H. 2002 Teaching by Principle: An Interactive Approach to LanguagePedagogy, Second Edition, New York: Pearson Education Company.
Brown, Yule. 1997 Teaching Spoken Language, London: Longman.
Byrne, Donn. 1976 Teaching Oral English, London: Longman.
Crawford, Jane. 2002 The Role of Materials in the Language Classroom: Finding theBalance, New York: Cambridge University Press.
Crow, Lester D, Alice Crow. 1958 Educational Psychology, revised edition, New York:American Book Company.
Dornyei, Zoltan. 2001 Teaching and Researching Motivation, London: PearsonEducation Limited.
Elizabeth. B. Hurlock. 1987Child Development, Singapore: Mc. Graw-Hill BookCompany.
Friederike, Klippel. 1984 Keep Talking: Communication Fluency Activities forLanguage Teaching, London: Cambridge University Press.
Fulcher, Glenn. 2003 Testing Second Language Speaking, London: Pearson EducationLimited.
Gage, N.L, David C.B. 1997 Educational Psychology, Chicago: Rand Mc Nally Pub.
Handscombe, Richard. 1973 Linguistic and Children’s Interest: Applied Linguistic andthe Teaching of English, A Collection of Papers, London: Longman GroupLimited.
Harmer, Jeremy. 1986 The Practice of English Language Teaching, Third Edition,London: Longman.
Hughes, Rebeca. 1986 English in Speech and Writing, London: Routledge.
Leighton, David. 1988 Aptitudes and Interest – Who Learn a Language Best? :Journalof the Modern Language Association, London: Modern Languages.
Linn, Robert, L. Norman E.G. 1955Measurement and Assessment in Teaching SeventhEdition, New York: Prentice – Hall inc.
Mahmud, Drs. H. M. Si. 2005 Psikologi Pendidikan Mutakir, Bandung: Sahifa,.
McDonough, Jo. 1993 Christoper Shaw, Materials and Method in ELT, A Teacher’sGuide, Oxford: Blackwell Publisher.
Muhajir, Ahmad. 2007 Faktor-faktor yang Mempengaruhi Minat Siswa dalamMengikuti Kegiatan Ekstra Kurikuler, Semarang: Universitas Negri Semarang
Nitko, Anthony J. 1983 Educational Test and Measurements, An Introduction, NewYork: Harcourt Brace Jovanovich Inc.
Richard, Jack C, Theodore S Rodgers. 2002 pproach and Method in LanguageTeaching: Description and Analysis, Cambridge: Cambridge University Press
Slameto. 2003 Belajar dan Faktor-faktor yang Mempengaruhinya, Jakarta: RinekaCipta.
Santoso, Didik. 2007 Accerelated Learning: An Alternative Approach in TeachingEnglish Speaking Skill, Jakarta: UIN Jakarta.
Sudijono, Prof. Drs. Anas. 2005 Pengantar Statistik Pendidikan, Jakarta: PT. RajaGrafindo Persada.
Thornburry, Scott. 2006 An A – Z of ELT: A Dictionary of Term and Concepts Used inEnglish Language Teaching, Oxford: McMilan.
Tohirin, Drs. 2005 Psikologi Pembelajaran Pendidikan Agama Islam, Jakarta: PT RajaGrafindo Persada.
Ur, Penny. 1996 A Course in Language Teaching Practice and Theory, London:Cambridge University Press.
http//:Suhadinet.files.wordpress.com/2008/
http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/ainley_etal02.pdf
RESEARCH METHOD
3.1 Kind of ResearchIn this research, the writer used correlation design. Correlation is a research that intendsto find the correlation between two variables (Arikunto, 2002:31). This idea is alsosupported by Lodico et al (2006:14) that correlation research is a quantitative methoddesigned to show the relationships between two or more variables. The extent ofrelationship is expressed as a numerical data. It can be interpreted that the correlation isstatistical instrument which is used to measure the correlation level between twodifferent variables such as X variable and Y variable. Those two variables in thisresearch are interest and speaking achievement.
3.2 Research DesignThis research belongs to correlational one. The variables of the research are interest andspeaking ability of the tenth grade students at SMK Islam Bustanul Ulum Pakusari inthe 2015/2016 academic year. These two variables would be measured throughstatistical analysis of numerical data that determine the relationship between the twovariables.
According to Arikunto (2006:279) correlation can be classified intopositive and negative correlation. Positive correlation is signed by therise of X variable is followed by the rise of Y variable and other wise.Negative correlation is signed by the rise of X variable is followed bythe fall of Y variable and vice versa.
The procedural design of this research is as follows:
1. Defining the research problem and determining the objective of the research.
2. Choosing the research subject and the research area.
3. Reviewing the research literature.
4. Constructing the instrument of the research to collect the data the form of speaking
test and questionnaire.
5. Performing try out of the instrument of the research before being given to the
respondent.
6. Analyzing the result of the try out.
7. Collecting the primary data by giving speaking test and questionnaire of the
students’ interest.
8. Analyzing the data by using Pearson’s product moment formula.
9. Making a conclusion and creating the report.
3.3 Population and Sample
3.3.1 PopulationAccording to McMilan (1992:69) population is the group of elements or cases, whetherindividuals, objects, or events, that confirm to specific criteria and which to intend togeneralize the result of the research. Population is the entire of the research subject(Arikunto, 2006:130).Based on these descriptions, the population of this research is the tenth grade students atSMK Islam Bustanul Ulum Pakusari in the 2015/2016 academic year. There are 6classes of the tenth grade in SMK Islam Bustanul Ulum Pakusari in the 2015/2016academic year, those are X MM 1, X MM 2, X MM 3, X MM 4, X MM 5 and X MM 6.The population of X class MM is about 206 students.
3.3.2 SampleAccording to Lodico (2006:143) sample is a small group selected from a largerpopulation (in this case, a realistic population) that is representative of the largerpopulation. The sample in this research is one of 17 classes. Sample is a part ofpopulation on the research subject, as the representative taken by using particular ways.In addition, if the population less than 100 people, the whole population can be taken asthe subject. Nevertheless, if the population more than 100 people, it can be taken only10-15 % or 20-25% of the population as the subject (Arikunto, 2006:134). In thisresearch, the researcher use cluster random sampling. The class is X MM 6 class, whichconsists of 34 students that are 23 % of the population.
3.4 The Data Collecting MethodData collecting method is needed in order to get the data for the research. This researchuses oral test and questionaire as the instrument. The questionnaire is used to collect thedata of the interest variable and test to collect the data of speaking ability variable.
a. Oral test
The speaking test is a subjective type test. As a research instrument to know thespeaking ability, the writer will give an oral test. The test is based on the lesson that thestudents have learned. It is describing people practice that they have to perform in frontof the class. It is about the expressions which have to be mastered by the student at thesecond term of the second grade. Such as giving and asking opinion, asking and givinginformation, asking and offering help, and so on. The indicators of the oral test consistof pronunciation, grammar, vocabulary, and fluency. The score of each indicators rangerfrom 1 – 5. The highest score is 5. The lowest score is 1.
Table 3.1 The English Speaking Test Rating
No. Score Note Indicators
1. 5 Has few traces of foreign accent Pronunciation
4 Always intelligible, though one is conscious of adefinite accent
3 Pronunciation problems necessity concentratedlistening and occasionally lead tomisunderstanding
2 Very hard to understand because of pronunciationproblem must frequently be asked to repeat
1 Pronunciation problem to severe as to makespeech virtually
2. 5 Makes few (if any) not cable errors of grammar orword order
Grammar
4 Occasionally makes grammatical or word ordererrors do not, however obscure meaning
3 Makes frequent errors of grammatical or wordorder which occasionally obscure meaning
2 Grammar and word orders make comprehensiondifficult. Most often word order so severe as tomake speech virtually intelligible
1 Rephrase sentences and or restrict to basic patternerrors in grammar
3. 5 Use vocabulary and idioms is virtually that ofnative speaker
Vocabulary
4 Sometimes use inappropriate term and or mustrephrase ideas because lexical inadequacies
3 Frequently use wrong word; comprehensionsomewhat limited because of inadequatevocabulary
2 Miss use of word and very limited vocabularymake comprehension quite difficult
1 Vocabulary limitation so extreme as to makeconversation virtually impossible
4. 5 Speech as fluent and effortless as that a nativespeaker
Fluency
4 Speed of speech seems to be slightly affected bylanguage limitation
3 Speed and fluency are rather strongly affected bylanguage limitation
2 Usually hesitant; often forced into silence bylanguage imitation
1 Speech is so halting and fragmentary as to makeconversation virtually impossible
(Suhardi 2008)
In this research, writer uses instrument in collecting data by test. SuharsimiArikunto (2002:126) explains that instrument are some tools used when a research isconducted in particular method they are needed in order to get the data of the research.
b. Questionnaire
The writer gave questionnaire to the respondent related to interest in speaking.The questionnaire is adopted from written Suhardi in 2008. It also used the Likert scale,which contain five alternatives of answer namely, “strongly agree (sangat setuju (SS)),agree (setuju(S)), do not know (Tidak Tahu (TT)), disagree (tidak setuju (TS)), Stronglydisagree (Sangat Tidak Setuju (STS)). The questionnaire have five indicators they areenjoyment, attention, curiosity, extrinsic motivation and intrinsic motivation. The totalitems of questionnaire are 40 items where the 8 items deals with enjoyment, 9 itemsdeals with attention, 8 items deals with curiosity, 8 items deals with extrinsic motivationand 7 items deals with intrinsic motivation. The score of each indicator on the statementranger from 1 – 5. For items the SS is given 5 score , the S is given 4 score , the TT isgiven 3 score , the TS is given 2 score, and the STS is given 1 score.
3.5 Developing Instrument3.5.1 Validity of the Test
Validity is the appropriateness, meaningfulness, and usefulness of the specificinferences researchers make based on the data they collect (Fraenkel, 2000:169). A testcalled valid if it can measure to what can be measured. In this research, the writer useslogical validity that is content validity in speaking test. It is because the entire test thatwill be presented to the students based on the curriculum that is taught.
A test is said to have content validity if its content constitutes a representatives sampleof language skills, structure and etc which is meant to be concerned (Hughes 2003:22).
In this case the test item in this research consulted by regarding the materials given inthe compulsory book used by the teacher and the indicators of the research. Accordingto Heaton (1979:160) content validity depends on a careful analysis of language beingtested and of the particular objective. The questionnaire based on guidance of Suhardi2008. The distribution for each indicator in the test is also equal. So, the test isconsidered as a valid test.
Table 3.2 Content of Test Item of Speaking Ability
No. Standard Competence Basic Competence Indicators1. Describing objects ,
people , characteristics ,time , day , month , andyear.
Arrange the word todescribe objects bycolor , shape ,origin, size ,material , quantityand quality.
1. Students are able to pronounce theword
2. Students are able to know the newvocabulary
3. Students are able to comprehendthe grammar
4. Students are able to fluent inspeaking
The content of the test suits the 2006 curriculum (KTSP) for senior high school in X
class.
3.3 Content of Interest
No. Indicators Item Number Total
1.
2.
3.
Enjoyment
Attention
Curiosity
1, 3, 4, 11, 12, 14, 15, 18
5, 6, 7, 8, 9, 13, 16, 21, 24
2, 10, 17, 19, 20, 22, 23, 25
40
The Impacts of Interest In Learning
1.
2.
Extrinsic motivation
Intrinsic motivation
28, 30, 31, 33, 35, 36, 38, 40
26, 27, 29, 32, 34, 37, 39
3.5.2 Reliability of the Test
Reliability is the consistency and accuracy of the evaluation instrument (Purwanto,1985:138). The test is reliable if it can be trusted, consistent, stable and productive.According to Kartono (1990:124) reliability is the power of a test in the consistency ofthe score after being used to measure the same group for many times. It means that the
research instrument is reliable if it can give a constant result constantly, it iscontinuously.
3.5.2.1 Reliability of Speaking Achievement TestA research instrument which is trusted and reliable will produce a real data (Arikunto2006:178). In this research uses test method of reliability of the research, so it will getscore.
The procedure of calculating the reliability of the test item in this research useAlpha Cornbach formula is as follows:
2
2
11
)1(
1
b
K
Kr
Where:
11r : Reliability of the instrument
K : Number of Questionnaire item
2b : Variant item
2: Total variant
(Siregar 2014:91)
The way to interpret the validity is by the following criteria of correlationcoefficient:0. 00 – 0. 20 : Very Low0. 21 – 0. 40 : Low0. 41 – 0. 60 : Medium0. 61 – 0. 80 : High0. 81 – 1. 00 : Very High
(Arikunto,2006: 170)
Table 3.4 The table of Reliability of Speaking Ability
Reliability Statistics
Cronbach's Alpha Cronbach's AlphaBased onStandardizedItems
N of Items
.855 .857 4
After doing the try out, the result shows the test is reliable by coefficient correlation.855 it is very high reliability. The analyses process is done by SPSS 21 version.
3.5.2.2 The Reliability of InterestReliabilities can be shown in one meaning that some instrument can be trusted to use thedata collection because the instrument is good. In this study the writer use AlphaCornbach to analyze the reliability of subjective test.Alpha Cornbach formula is as follows:
2
2
11
)1(
1
b
K
Kr
Where:
11r : Reliability of the instrument
K : Number of Questionnaire item
2b : Variant item
2: Total variant
(Siregar 2014:91)
The way to interpret the validity is by the following criteria of correlationcoefficient:0. 00 – 0. 20 : Very Low0. 21 – 0. 40 : Low0. 41 – 0. 60 : Medium0. 61 – 0. 80 : High0. 81 – 1. 00 : Very High
(Arikunto,2006: 170)
Table 3.5 The Table of The Reliability of Interest
Reliability Statistics
Cronbach'sAlpha
Cronbach'sAlpha Based
onStandardized
Items
N ofItems
.603 .611 5
After doing test, the result shows that the test is reliable by coefficientcorrelation .603 it is medium reliability.
According to Siregar (2014:90) the criteria of the instrument is called reliableby using this formula if the coefficient of reliability (r11) > 0,6. After doingquestionnnaire, the result shows that the test is reliable by coefficient correlation .603The analysis process is done by SPSS 21 version.
3.6 Data AnalysisData analysis method is a way to analyze the obtained data. Arikunto (2006:11) saysthat there are two groups of the kind of data, they are qualitative and quantitative data.Qualitative data is a data in the form of words or symbols. Quantitative data is a data inthe form of the numbers. This research deals with quantitative data in the form score ofthe test. The writer needs to use statistical analyzes through computation to examine theresult of the students speaking achievement test and students interest test, because thisresearch is correlation between those two variables. The writer uses Pearson productmoment formula to compute the interval data from both variables. Using this way thehypothesis of this research will be tested to know whether or not there is a significantcorrelation between students’ interest and speaking achievement.
The following is the Pearson product moment formula:
2222 )()(
))((
YYNXXN
YXXYNrxy
(Arikunto,2006:170)
Notes:
xyr : Correlation coefficient between each item and the total score
N : Total number of respondent
X : Sum of the interest
Y : Sum of the speaking ability
2X : The total score of X square
2Y : The total score of Y square
The result of the research score will be tested with r-table of significance level5%.
To know the degree of the correlation above it can be interpreted by using this tablebelow:
Table 3.6 The Table of Interpretation
r-Scores Interpretation
0.800-1.000.600-0.8000.400-0.6000.200-0.4000.000-0.200
HighEnoughLow EnoughLowVery Low
(Arikunto, 2006:276)
Then the result statistical computing value of r-statistic is compared with the r-table ofproduct moment with the significance level 5%. If the r-statistic is higher than r-table, itmeans that there is correlation between two variables, interest and speaking ability.
RESEARCH FINDING
4.1 The Data Description
The primary data in this research consist of the data obtained from giving interest
questionnaire and speaking ability test on Monday, Nopember 27th, 2015, from 07.30 to
09.00 A.M. which were given to the tenth grade students of SMK Islam Bustanul Ulum
Pakusari especially class X MM 3 as the respondent of the research. The data obtained
from giving questionnaire and test were stated in the following:
Table 4.1 The Interest and Speaking Ability Score
NO NAME Score of Interest
(Total Score ÷Maximum Score X
100)
Score of SpeakingAbility
(Total Score ÷Maximum Score X
100)
1 AHMAD ZAINI 96 90
2 ALIEF EKA FIRMANSYAH 92 95
3 ANGGITA EKA SAPUTRI 92 85
4 AVI YANTI RIA ANDINI 96 90
5 DIAH AYU MAUFIROH 96 90
6 ERNA NUR AIFAH 88 85
7 FERDI MARDIYANTO 96 95
8 FIRNANDA YUNI MUSLIM 92 85
9 HILMI 92 90
10 HOLILAH 92 80
11 IDA YANA SARI 84 80
12 IKA PUTRI YULIANA 92 90
13 ILFAN HAKIKI 88 90
14 LAILATUL FADILAH 92 95
15 LINDA FATMALA 84 80
16 M YOGA RAHMATULLAH 96 95
17 MOCH. ANDREAN WARDANA 84 80
18 MOCHAMMAD SOLEH HUDIN 92 95
19 MUHAMMAD DHAFIER 92 85
20 MUHAMMAD FAISOL 96 95
21 MUHAMMAD IKROM 96 95
22 RENIATUL ULFA 96 95
23 RISKI HIDAYATULLAH 88 90
24 SATI ATUL BAHROH 96 85
25 SISI RANTIKA 92 90
26 SITI LAILINA 92 95
27 SITI RAFIKA 96 95
28 SITI SUMA' ILAH 92 95
29 UMAR ABDULLAH 96 95
30 UMI MASRUROH 92 95
31 WAHYU RISTI ANA 96 90
32 YULIA ANGGRAINI 96 90
33 ZAHROTUL JANNAH 96 90
Based on the data of students score above, it was continued to counting the
descriptive data. The result is as follow:
Table 4.2 The Table of Descriptive Data
Score of Interest Score of Speaking Ability
N Valid
Missing
33
3
33
3
Mean
Std. Deviation
Minimum
Maximum
92.61
3.768
84
96
90.00
5.154
80
95
Interest consisted of three indicators they were: Attention, Enjoyment and
Curiosity. Speaking ability consists of four indicators they were: pronunciation,
vocabulary, grammar and fluency.
From the score of interest, it showed that the mean score was 92.61, the
minimum score was 84, the maximum score was 96 and standard deviation was 3.768.
The score of speaking ability showed that the mean score was 90.00, the minimum score
was 80, the maximum score was 95 and standard deviation was 5.154.
4.2 Hypothesis Verification
Hypothesis verification is needed in order to prove whether or not the hypothesis
is rejected. If r-statistic is higher than r-table, the null hypothesis is rejected and the
alternative hypothesis is accepted but if r-statistic is lower than r-table, the null
hypothesis is accepted and the alternative hypothesis is rejected. In this research, the
researcher analyzed the data by using statistical formula to identify whether the
alternative hypothesis is accepted or rejected. The researcher used quantitative data, so
the data were presented in the form of number. The data of this research were interval
data, therefore, the researcher used product moment formula in this research.
In this research, the hypothesis verification includes of null hypothesis and
alternative hypothesis. While the hypothesis for the specific objective was:
Null Hypothesis (Ho):
There is no significant correlation between interest and speaking ability of the tenth
grade students at SMK Islam Bustanul Ulum Pakusari in the 2015/2016 academic year.
Alternative Hypothesis (Ha):
There is a significant correlation between interest and speaking ability of the tenth
grade students at SMK Islam Bustanul Ulum Pakusari in the 2015/2016 academic year.
Table 4.3 Correlation Between interest and speaking ability
Pearson Correlation Sig. (2-tailed)
0.613 0.000
After doing the analysis of the test using SPSS 20 Version, the result showed that
the value of Pearson correlation was .613. It was significance at the level 5% (.05). It
means that the null hypothesis was rejected and alternative hypothesis was accepted
because the r-statistic was higher (.613) than the r-table (.344) with 33 respondent.
Finally, the significance value of interest and speaking ability was 0.000<0.05 it means
there was a significant correlation. So, there was a significant correlation between
interest and speaking ability of the tenth grade students at SMK Islam Bustanul Ulum
Pakusari in the 2015/2016 academic year.
DISCUSSION
The alternative hypothesis stated that there was significant correlation between
Interest and Speaking Ability of the tenth grade students at SMK Islam Bustanul Ulum
Pakusari in the 2015/2016 academic year. The correlation between Interest and
Speaking Ability was analyzed by using product moment correlation formula. The null
hypothesis stated that there was no significant correlation between Interest and Speaking
Ability of the tenth grade students at SMK Islam Bustanul Ulum Pakusari in the
2015/2016 academic year.
Based on the result of data analysis of this research, the coefficient correlation
between interest and speaking ability was 0.613. The statistical value was higher than
the critical value in the r-table with the level of significance 5% of 33 respondents which
was 0.344. It means that there was a significant correlation between interest and
speaking ability of the tenth grade students at SMK Islam Bustanul Ulum Pakusari. As a
result, the alternative hypothesis was accepted and the null hypothesis was rejected.
Based on the result above, we can conclude that interest and speaking ability are
closely related to one another. There was a significant correlation between interest and
speaking ability of the tenth grade students at SMK Islam Bustanul Ulum Pakusari in
the 2015/2016 academic year.
Moreover, based on the result of the research it was found that there is a
significant correlation between interest and speaking ability of the tenth grade students
at SMK Islam Bustanul Ulum Pakusari. It means that the high scores of interest tent to
be followed by the high score of speaking ability. It is supported by Berliner (1984:34)
that the students with interest in a subject tend to pay attention to it. We therefore
endorse the perspective that interest is an important outcome, and we believe that it is a
crucial component of success in academics (Harackiewicz 2005). Learners express
themselves in utterances that are relevant, easily comprehensible to each other, and of an
acceptable level of language accuracy (Penny Ur, 1996:120)
From on the explanation above, it could be concluded that interest and speaking
ability were correlated to each other. This implied that interest contributed as an
important role on the speaking ability of the students. This research confirmed that the
existence of interest in speaking was really important for successful in speaking ability
of the students.
CONCLUSION AND SUGGESTION
6.1 Conclusion
Based on the result of the data analysis and the discussion, it showed that r-
statistic (.613) was higher than r-table (.344). The hypothesis of this research has a
relationship between interest and speaking abilityof the tenth grade students at SMK
Islam Bustanul Ulum in the 2015/2016 academic year. Thus it can be concluded that
there was a significant correlation between interest and speaking ability of the tenth
grade students at SMK Islam Bustanul Ulum Pakusari in the 2015/2016 academic year.
6.2 Suggestion
Having been proved that there was a significant correlation between Interest and
Speaking Ability, suggestion would be addressed to the English teacher, the students,
and other researchers.
1. For the Teachers
The English teacher must be more attractive in teaching the students so that their
interest in speaking would be increase. Besides that, the teacher must be collaborate
between interest and speaking in such a way especially in selecting learning materials,
so that both subjects would support each other.
2. For the Students
For all students, they are suggested to take more practices through speaking and
learning English more. The students should be motivated to learn speaking because it
would be increased their speaking ability.
3. For the Other Researcher
For other writers, they are suggested to use the information in this research as an
input in conducting other research deals with Interest or Speaking Ability in different
kind of research design such as classroom action research.
REFERENCES
Arikunto, Suharsimi. 2010 Prosedur Penelitian Satuan Pendekatan Praktik, Edisi RevisiCetakan Ke-14, Jakarta: Rineka Cipta.
Brown, Douglas H. 2002 Teaching by Principle: An Interactive Approach to LanguagePedagogy, Second Edition, New York: Pearson Education Company.
Brown, Yule. 1997 Teaching Spoken Language, London: Longman.
Byrne, Donn. 1976 Teaching Oral English, London: Longman.
Crawford, Jane. 2002 The Role of Materials in the Language Classroom: Finding theBalance, New York: Cambridge University Press.
Crow, Lester D, Alice Crow. 1958 Educational Psychology, revised edition, New York:American Book Company.
Dornyei, Zoltan. 2001 Teaching and Researching Motivation, London: PearsonEducation Limited.
Elizabeth. B. Hurlock. 1987Child Development, Singapore: Mc. Graw-Hill BookCompany.
Friederike, Klippel. 1984 Keep Talking: Communication Fluency Activities forLanguage Teaching, London: Cambridge University Press.
Fulcher, Glenn. 2003 Testing Second Language Speaking, London: Pearson EducationLimited.
Gage, N.L, David C.B. 1997 Educational Psychology, Chicago: Rand Mc Nally Pub.
Handscombe, Richard. 1973 Linguistic and Children’s Interest: Applied Linguistic andthe Teaching of English, A Collection of Papers, London: Longman GroupLimited.
Harmer, Jeremy. 1986 The Practice of English Language Teaching, Third Edition,London: Longman.
Hughes, Rebeca. 1986 English in Speech and Writing, London: Routledge.
Leighton, David. 1988 Aptitudes and Interest – Who Learn a Language Best? :Journalof the Modern Language Association, London: Modern Languages.
Linn, Robert, L. Norman E.G. 1955Measurement and Assessment in Teaching SeventhEdition, New York: Prentice – Hall inc.
Mahmud, Drs. H. M. Si. 2005 Psikologi Pendidikan Mutakir, Bandung: Sahifa,.
McDonough, Jo. 1993 Christoper Shaw, Materials and Method in ELT, A Teacher’sGuide, Oxford: Blackwell Publisher.
Muhajir, Ahmad. 2007 Faktor-faktor yang Mempengaruhi Minat Siswa dalamMengikuti Kegiatan Ekstra Kurikuler, Semarang: Universitas Negri Semarang
Nitko, Anthony J. 1983 Educational Test and Measurements, An Introduction, NewYork: Harcourt Brace Jovanovich Inc.
Richard, Jack C, Theodore S Rodgers. 2002 pproach and Method in LanguageTeaching: Description and Analysis, Cambridge: Cambridge University Press
Slameto. 2003 Belajar dan Faktor-faktor yang Mempengaruhinya, Jakarta: RinekaCipta.
Santoso, Didik. 2007 Accerelated Learning: An Alternative Approach in TeachingEnglish Speaking Skill, Jakarta: UIN Jakarta.
Sudijono, Prof. Drs. Anas. 2005 Pengantar Statistik Pendidikan, Jakarta: PT. RajaGrafindo Persada.
Thornburry, Scott. 2006 An A – Z of ELT: A Dictionary of Term and Concepts Used inEnglish Language Teaching, Oxford: McMilan.
Tohirin, Drs. 2005 Psikologi Pembelajaran Pendidikan Agama Islam, Jakarta: PT RajaGrafindo Persada.
Ur, Penny. 1996 A Course in Language Teaching Practice and Theory, London:Cambridge University Press.
http//:Suhadinet.files.wordpress.com/2008/
http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/ainley_etal02.pdf