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“LECTURER’S ENGLISH LANGUAGE TEACHING METHOD TOWARD
STUDENTS’ SPEAKING FLUENCY AND ACCURACY”
(The Correlational Study of Fourth Semester of English Education Department of State
Institute for Islamic Studies (IAIN) Salatiga in the Academic Year 2014/2015)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the
degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
Mujiyati 113 11 O82
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
MOTTO
Be Blessed, Be Loved, Be Proud
Do the Best, Don’t Feel the Best, and Always Be the Best
(Mujiyati)
DEDICATION
Special dedicated for,
My beloved parents, Wongsodinomo (alm)- Sumilah
All of my family
The members of ―Yaa Bismillah‖ (Bidik Misi Scholarship Program)
The Members Of Yayasan Pondok Pesantren Wahid Hasyim Yogyakarta
ACKNOWLEDGMENTS
In the name of Allah, the Most Gracious and the Most Merciful, the Lord of Universe.
Because of Him, the researcher could finish this graduating paper as one of the requirements
for Sarjana Pendidikan Islam in English Educationl Department of Teacher Training and
Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW who has guided
us from the darkness to the lightness.
This success would not be achieved without support, guidance, advice, help, and
encouragement from individuals and institution. Therefore, the writer would like to extend
the deepest gratitude to:
1. Dr H. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN)
Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph. D., the Head of English Education Department.
4. Rr. Dewi Wahyu Mustikasari, M.Pd as the Counselor. The countless hours of reading
and revising are invaluable to this graduating paper. Thank you so much for your
guidance.
5. Muhamad Hasbi, S.Pd.I., MA TESL, as a collaborator in this research, thanks for your
help, for your cooperation.
6. All lecturers, especially the lecturers of English and Education Department of State
Institute for Islamic Studies (IAIN) Salatiga
7. All staffs and officials of State Institute for Islamic Studies (IAIN) Salatiga
8. My family, my beloved mother who always care and pray for me, thanks a lot for your
love, for your sacrifices.
9. My brother, thanks for your spirit.
10. KH. Drs. Jalal Suyuthi and all teachers, officials and staffs of Yayasan Pondok
Pesantren Wahid Hasyim Yogyakarta.
11. All members of Pondok Pesantren Edi Mancoro Kab Semarang
12. All grantees of Bidik Misi Scholarship, thanks for supporting me.
13. All my friends and others who cannot mentioned one by one.
Thank you so much for any helps, prays, support, guidences and advises which are
given to the researcher. May Allah blesses all of you.
Salatiga, August 12th
, 2015
The researcher,
Mujiyati
113 11 082
ABSTRACK
Mujiyati. 2015. Lecturer‘s English Language Teaching Method toward Students‘ Speaking
Fluency and Accuracy (The Correlational Study of Fourth Semester of English Education
Department of State Institute for Islamic Studies (IAIN) Salatiga in The Academic Year
2014/2015) A Graduating Paper. Teacher Training and Education Faculty. English Education
Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu
Mustikasari, M.Pd.
The researcher objectives of this research are to identify the correlation of the lecturer‘s
english language teaching methods and the students‘ fluency and accuracy, to know the
lecturer‘s english language teaching methods, and to know the students‘ mastery on speaking
fluency and accuracy. The method of this research is correlation research, and the approach
of this research is combination of quantitative and quantitative research. The subject of this
research is fourth semester students of English Education Department of State Institute For
Islamic Studies (IAIN) Salatiga. The total respondents of this research are a lecturer with his
30 students. The data of this research are collected by giving an interview to the lecturer to
know the English language teaching which is applied, questionnaire to know students‘
responds toward lecturer‘s English language teaching method, oral test to know the students
ability on speaking English fluency and accuracy, observation and documentation to know
the class condition. The data which have been collected are analyzed by SPSS windows
program. Furthermore, the result of calculating the correlation between lecturer‘s English
language method and speaking English fluency and accuracy is 0.271. The result of the
research shows there is correlation between lecturer‘s English language method and speaking
English fluency and accuracy although the correlation is weak with different number 0.090
which is caused by students‘ English language background. The students‘ mastery on
speaking English fluency and accuracy is good (30%) and the students‘ the classification of
their feedbacks on the application of English language method was agreed with the total score
1194.
Key words: Language Teaching Method, Fluency and Accuracy
TABLE OF CONTENTS
TITLE PAGE
DECLARATION...................................................................................... i
ATTENTIVE COUNSELOR.................................................................. ii
MOTTO.................................................................................................... iv
DEDICATION.......................................................................................... V
ACKNOWLEDGEMENT....................................................................... vii
ABSTRACK.............................................................................................. viii
TABLE OF CONTENTS......................................................................... ix
LIST OF TABLES................................................................................... xii
LIST OF FIGURES................................................................................. xiii
LIST OF APPENDICES.......................................................................... xiv
CHAPTER I INTRODUCTION
A. Background of the Research............................................................ 1
B. Problems of the Research........................................................……. 5
C. Objectives of the Research............................................................... 6
D. Benefits of the Research................................................................... 6
E. Hypotheses………………………………………………..……...... 7
F. Definition of Key Terms…………………………………………... 8
G. Outline of the Research ………………………………………........ 12
CHAPTER II THEORITICAL FRAMEWORK
A. Report of the Previous Researches……………………………....... 13
B. Literature Review………………………………………………..... 14
1. Teaching Method and Approach……………………………...... 16
2. Communicative Language Teaching…………………………... 17
3. Speaking Fluency and Accuracy……………………………...... 24
4. Extemporaneous Speaking…………………………………....... 33
CHAPTER III METHODOLOGY OF RESEARCH
A. Setting of Research………………………………………............... 36
1. Location of Research………………………………………....... 36
2. Time Setting of Research…………………………………......... 36
3. Schedule of the Research…………………………………......... 36
B. Research Methodology……………………………………............. 37
1. Approach of Research………………………………………...... 37
2. Types of the Research………………………………………....... 38
3. Population and Sample……………………………………......... 40
4. Technique of Data Collection………………………………...... 42
5. Technique of Data Analysis………………………………......... 50
6. Validity and Reliability Test………………………………........ 52
CHAPTER IV THE IMPLEMENTATION OF RESEARCH
A. Findings……………………………………………………............ 57
B. Discussion……………………………………………………......... 73
CHAPTER V CLOSURE
A. Conclusions…………………………………………………........... 75
B. Suggestions……………………………………………………....... 77
REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1. Schedule of the Research.......................................................... 36
Table 3.2. Instrument of Students Feedbacks............................................ 44
Table 3.3. Band Score of Oral Test Criteria for Speaking Fluency........... 47
Table 3.4. Band Score of Oral Test Criteria for Speaking Accuracy......... 49
Table 3.5. Score of Students Feedbacks..................................................... 55
Table 3.6. Result of Validity Test.............................................................. 58
Table 3.7. Reliability Statistic.................................................................... 59
Table 4.1. Accumulation Score of Variable X and Y................................ 60
Table 4.2. Result of Correlation Test......................................................... 61
Table 4.3. Score of Students Feedback...................................................... 65
Table 4.4. Students Feedback Classification.............................................. 66
Table 4.5. Presentage of Students Feedback.............................................. 67
Table 4.6. Speaking Score Qualification.................................................... 73
Table 4.7. Score of Speaking Fluency and Accuracy Test......................... 74
LIST OF FIGURES
Figure 4.1. Scatterplots of Correlation....................................................... 64
Figure 4.2. Chart of Students Feedback..................................................... 68
LIST OF APPENDICES
1. Time Schedule of the Research........................................................ 1
2. List of Respondents.......................................................................... 2
3. Schedule of Students‘ Presentation................................................... 4
4. Band Score of Fluency and Accuracy............................................... 6
5. Result of Students‘ Speaking Score.................................................. 10
6. Instrument of Questionnaire............................................................. 11
7. Result of Questionnaire.................................................................... 12
8. Instrument of Interview.................................................................... 14
9. Result of Interview............................................................................ 15
10. Observation Letter............................................................................ 17
11. Observation Sheet............................................................................. 18
12. Proposal Letter of Counsellor........................................................... 24
13. Consultation‘s Sheet......................................................................... 25
14. SKK.................................................................................................. 28
15. Curriculum Vitae.............................................................................. 33
16. Pictures............................................................................................. 34
CHAPTER I
INTRODUCTION
A. Background of the Research
Approach is the nature of language learning and the principle of language
teaching. As Anthony (1963) which is quotes by Richard and Theodore (2007: 17) ―an
approach is a set of correlative assumption dealing with the nature of language teaching
and learning. An approach is axiomatic. It describes the nature of the subject matter to
be taught‖. It means language teaching approach is the explicit beliefs of the language
and its basis in the language teaching.
After describes about approach Antony (1963) also discribes about method as
quotes by Kumaravadivelu (2006: 85) ―Method is an overall plan for the orderly
presentation of language material‖. It means that method is a central part of any
language teaching because method is a plan of the whole teaching-learning process. It
is a step which lecturer has to prepare before doing teaching as some strategies or
prosedures which are planned by the lecturer before they teaches the students. The
simple word, method is lecturer‘s plan to convey the material.
In addition, method is one of the prime purposes of the teacher to discover the
proper and appropriate one to be applied in their english langguage teaching process.
As Richard (1987: 11) which is quoted by Nunan (1991: 2):
Point out, the goal of many language teachers is to find the right
method: the history of our profession in the last hundred years has
done much to support the impression that improvement in language
teaching will come about as a result of improvements in the quality of
methods, and that ultimately an effective language teaching method
will be developed
It concludes that method is applied to know the developement of method and to
find the appropriate one. It is also used to know the students‘ langguage achievement
proggress in langguage teaching activity.
Dealing with approach and method, there are many approach methods which can
be applied by the lecturers in the purpose of helping the students accept the materials in
teaching-learning process. According to Richards and Rodgers (1986) which is quoted
by Tarigan (2009: 24) there are ten methods of language teaching, they are the oral
approach and situational language teaching audiolingual, communicative langguage
teaching, total physical response, the silent way, community language learning, natural
approach, sugestopedia, grammar translated method, and direct method.
Related to the application of approach method there is fatal problem which is
often appeared from the lecturers. Many of them in the english language teaching use
so many methods frequently but they seldom recognize its problematic nature. As Kuhn
(2007) which is quoted by Westwood (2008: 17):
―One single method of teaching cannot suit all types of learning;
common sense indicates that different methods are required in order
to achieve different types of learning objectives. Methods of teaching
should be selected therefore according to their fitness for specific
purposes‖.
It means what the lecturers actually do in the classroom is different from what is
advocated by the theorists. In contrary, they are often trapped in focusing to the
method application but they occasionally forget about the condition and the
atmosphere of the class.
In addition, common problem which is happened in the application of lecturers‘
language teaching method and approach in language teaching-learning process
especially in speaking class refers to the communication problem is unbalancing
students‘ speaking fluency and accuracy. As quoted by Nilson (2012: 12), Richards
(2006) states:
Points out that within the field of CLT approach, the terms accuracy
and fluency are often used. If the aim is to gain fluency, the focus
should be on exercises that give the student an opportunity to
communicate freely and naturally, and to practice their
communication strategies as they try and improvise to keep the
conversation flowing. Errors do not matter. If on the other hand the
aim is to gain accuracy, the exercises should focus on eliminating
errors by using correct grammar and set sentences. These do not have
to be relevant to the situation. When teaching second languages the
teaching methods should be in accordance with the student‘s goal.
From the quotes above, students who master about grammar and know well about
the correct structure of sentence sometimes have difficulties in conveying the sentence.
In the other hand, the students who speak english fluently sometimes do not know the
correct structure of sentence that they convey. Occasionally, they feel counfused in
balancing between fluncy and accuracy on their speaking.
Furthermore, accuracy and fluency are closely related, which lead to the notion
that accuracy as well as fluency is necessary for successful communication. As
language lecturers they should be able to explore along with their students not only
grammar of forms but also grammar of functions. A grammar of forms makes them
familiar with the grammatical structures and rules designed to show how the systems
and subsystems of a language work.
In addition, the differences background of students also create another problem.
In the conveying their speaking activity, the students who have a good backgroud of
language teaching like vocabulary mastery certaintly different from who they are have
not. Of course this problem also influnces to the method that lecturers apply in their
class.
In the same manner as the problem above the lecturers are expected to make a
balance between accuracy and fluency. Main thing is that they should provide a natural
atmosphere or they should immerse the students in the atmosphere so that they should
speak naturally or not feel that they are doing something different by applying a
suitable method of teaching in their speaking class and do not forget to pay more
attention about the base of teaching such as integration of skills, real life (authentic)
material, learning by doing, class organisation (individual, pair, group, whole) focus on
meaning, learner involvement, extending language use beyond the class, focus on using
the language, focus on the process as oppose to product.
From all the reasons above, the rearchers wants to do research about the
correlation of lecturers‘ English language teaching method toward students‘ fluency
and accuracy on speaking calss, the researcher wants to make this reseach as a title
―THE CORRELATIONAL STUDY OF LECTURERS‘ ENGLISH LANGUAGE
TEACHING METHOD TOWARD STUDENTS‘ FLUENCY AND ACCURACY ON
SPEAKING CLASS‖
B. Problems of the Research
From the background of the study above, the researcher tries to arrange some
problems of the research which can be the guidance of the study. They are:
1. What is the correlation between the lecturer‘s English language teaching methods
and the students‘ fluency and accuracy in the Speaking IV class of English
Education Department of State Institute for Islamic Studies (IAIN) Salatiga?
2. What are the lecturer‘s english language teaching methods which are used in the
Speaking IV class of English Education Department of State Institute for Islamic
Studies (IAIN) Salatiga?
3. How are the students‘ mastery on speaking fluency and accuracy in the Speaking IV
class of English Education Department of State Institute for Islamic Studies (IAIN)
Salatiga?
C. Objectives of the Research
The researcher has some objectives from the correlation study of lecturer‘s
English language teaching methods toward students‘ fluency and accuracy on speaking
class. The objectives of this research are
1. To identify the correlation between the lecturer‘s English language teaching methods
and the students‘ fluency and accuracy in the Speaking IV class of English
Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
2. To know the lecturer‘s English language teaching methods which are used in the
Speaking IV class of English Education Department of State Institute for Islamic
Studies (IAIN) Salatiga.
3. To know the students‘ mastery on speaking fluency and accuracy in the Speaking IV
class of English Education Department of State Institute for Islamic Studies (IAIN)
Salatiga.
D. Benefits of the Research
The researcher hopes that the result of this research gives something worth while:
1. Lecturers
a. Helps lecturers repair their English language teaching process.
b. Helps the lecturers to know about the appropriate method which they will use in
their English language teaching.
c. Helps the lecturers prepare their material.
2. Students
a. Helps the students in improving their fluency and accuracy on speaking class.
b. Helps the students express their ideas, values and judgement by using English
language.
c. Helps the students develope their english langguage skills more easily especially
in speaking ability.
3. University
The result of this research can be used as an additional reference for English
Educational Department students.
4. Reader
The researcher hopes this research gives new information and measurement about
the research of english language teaching method application in the speaking class in
improving fluency and accuracy.
E. Hypotheses
Hyphotheses is a provisional answer which is probably happened related to the
relationship of the variables. As quoted by Setyosari (2010: 123) Tuckman (1988,
1999) explained that hypothesis is an expectation about events, based on generalization
of the assumed relationship between variables‖. It means that hypothesis needs as a
result approximation of the research.
In addition, hypoteses is probable result of the research as James Dean Brown
(2002: 109) defines hypotheses as statements about possible outcomes of a study. It
means that hypotheses is resercher‘ result pretension of the reseach.
Related to the possible result of the research, there are two types of hypotheses,
null hypothesis and alternative hypothesis. According to Kohtari (2004: 186)
Null hypotheses and alternative hypotheses:If we are to compare method
A with method B about its superiority and if we proceed on the
assumption that both methods are equally good, then this assumption is
termed as the null hypothesis. As against this, we may think that the
method A is superior or the method B is inferior, we are then stating
what is termed as alternative hypothesis. The null hypothesis is generally
symbolized as H0 and the alternative hypothesis as Ha.
Based on the statement above, the researcher can take a provisional answer about
the correlation of lecturers‘ English language teaching method toward students‘ fluency
and accuracy in speaking class as:
1. H0: there is no significant relationship between lecturer‘s language teaching method
toward students‘ speaking fluency and accuracy.
2. Ha: there is significant positive relationship between lecturer‘s language teaching
method toward students‘ speaking fluency and accuracy.
F. Definition of Key Terms
1. Teaching Method and Approach
Method is the preparation of the implementation of the theory into practice in
the language teaching-learning process as Richard and Theodore (2007: 17)
comments ―method is the level at which theory is put into practice and at which
choices are made about the particular skill to be taught, the content to be taught, and
the order in which the content will be presented‖ which defines method as selection
degree of the implementation of theory toward practice and its ways in presenting
the implementation of that theory.
In the other hand, Jeremy Harmer (2010: 78) states ―an approach describes
how people acquire their knowledge of their language and makes statement about
the condition which will promote successful language learning‖ which means that an
approach is people opinion in boosting the language learning development related to
their depth of their knowledge about language.
2. Fluency and Accuracy on Speaking
Based on Competence Based Curriculum speaking is one of the four basic
competences that the students should gain well. It has an important role in
communication. Speaking can find in spoken cycle especially in Joint Construction
of Text stage (National Education Department of Republic Indonesia, 2004)
Furthemore, one of the goal attainments of speaking skill is fluency according
to Bryne in Syakir (2004) ―the main goal in teaching the productive skill of speaking
will be oral fluency. Fluency as a part of speaking indicates how well or how smooth
a speaker expresses ideas in terms of sentences. Fluency in speaking is the quality of
being fluent and it needs the intensity or practices, talent, habit and proper speech‖.
It concludes that fluency as the principle of speaking skill is necessitated to be
practice.
In addition, fluency is the student way in revealing their idea by speech or
writing as Longman Dictionary (2001: 541) defines fluency as ―mode expressing
thought in a language, whether oral or written, especially such use of a language in
the expression of thought as exhibits the spirit and faculty of an artist, choice or
arrangement of words in discourse, rhetorical expression‖. It concluds that fluency is
students manner to show their expression in speaking or writing.
In order to the students‘ soul in speaking, fluency is needed to be practice time
by time and step by step as Robert Carmen ‖(2010: 25) states ―Fluency comes with
time and practice and it should not to be expected in the beginning of learning‖
fluency is not innate skill, it should be practice and it is need to be accustomed.
Perfect fluency is identified by limited pause of utterance. Students with
imperfect fluency will stop and start to talk in uttering the sentences. Refers to the
typical speaking, the more pauses subject performs a speech the more indicates that
he has poor fluency in uttering sentences in terms of explaining the information
within. In this regard, when students performs speech, they might think for a while
to find the other words to continue the whole explanation to get the information
clear.
3. Communicative Language Teaching
Communicative Language Teaching is the fundamental goals of language
teaching which focuses on the communication competence. As Richard (2006: 2)
states:
Communicative language teaching can be understood as a set of
principles about the goals of language teaching, how learners learn a
language, the kinds of classroom activities that best facilitate learning,
and the roles of teachers and learners in the classroom.
Communicative language teaching sets as its goal the teaching of
communicative competence.
The state above concludes CLT as basis aim of language teaching. It focuses
on communicative competence which manages the whole activity of the classroom
from the way the students learn the language until the roles of each students and
lecturer in the classroom.
Related to the type of classroom activities proposed in CLT, Richard (2006: 5)
also state:
―It implied new roles in the classroom for teachers and learners.
Learners now had to participate in classroom activities that were
based on a cooperative rather than individualistic approach to
learning. They were expected to take on a greater degree of
responsibility for their own learning. And teachers now had to assume
the role of facilitator and monitor. Rather than being a model for
correct speech and writing and one with the primary responsibility of
making students produce plenty of error-free sentences, the teacher
had to develop a different view of learners‘ errors and of her/his own
role in facilitating language learning‖.
From the state above, Richard (2006: 5) implies new duty of each lecturer and
students. The lecturer is not only expected becomes real model which abridge and
observe the students‘ activity but the lecturer also expected makes the great
cooperation with the students in the language teaching-learning process.
G. Outline of the Research
The researcher organizes this graduating paper in the five chapters. In order to the
final paper can be arranged clearly. The first chapter is introduction. It introduces the
background of the research, problems of the research, objectives of the research,
benefits of the research, hypotheses, definition of key terms, and outlines of the
research.
The second chapter consists of the review of the related literature or theoretical
framework. It contains two sections. The first section, the researcher repots the previous
researches related to the English language teaching method toward students‘ fluency
and accuracy. The second section is about literature review which is explained about
teaching method and approach, communicative language teaching (CLT), speaking
fluency and accuracy, and extemporanuous speech.
The next chapter of this research is methodology of the research. In this chapter
discuss about the setting of research and research methodology.
The fourth chapter is research finding and discussion which contains of the result
of the research. Then the last chapter is chapter five which contain of closure.
CHAPTER II
THEORETICAL FRAMEWORK
A. Report of the Previous Researches
The quantitative study of improving speaking skill through Debate Plus Method
has ever been written by Pratiwi (2012). This research study about a Classroom Action
Research (CAR) of the aplication of Debate Plus method in improving students‘
speaking skill on English lesson by give a questionnaire and test to the respondents.
This research showed in the cycle I the students get 64% from the target score 65%. In
the cycle II the students get score 65%. It concluded that the students improve their
speaking skill after the application of debate plus method.
In the other hand, Kim (1999) explores ways to enhance the speaking proficiency
of Korean EFL students. This research was about experimental research in the
classroom activity. The result of the research although most Korean students spend
much time and effort to attain English proficiency, they often fail to see satisfying
results in their study English. After reviewing English language education practice in
Korea this journal gave two suggestions for helping Korean EFL students improved
their speaking english accuracy and fluency by reducing their foreign language anxiety
during speaking activities and providing comfortable learning and practicing
environtment where students feel free to express themselves.
Related to the development of teaching metode in improving the students‘
fluency was also taken as a thesis by Nilsson (2012). This study compared two ways of
learning and their effects on self-esteem, motivation, accuracy and fluency. The
subjects were all the students in the college that started year one, and on paper had the
grade pass from compulsory school, but in reality had not reached that level. The
students were divided into two groups, one with focus on accuracy, and one with focus
on fluency. The accuracy-based task followed the style of a traditional English course
book. The fluency-based task had one part where the students told each other about
various topics and another where they were encouraged to practice their writing skills
by keeping a journal. The students were assessed using one evaluation test, a
questionnaire and a final test. The results in this study showed an overall increase in
accuracy, fluency and self-confidence in the accuracy-based task, but that only the
fluency-based task enhanced motivation.
Wang (2014) writes the research entitled ―Developing Accuracy and Fluency in
Spoken English of Chinese EFL Learners‖. The aim research was to enhance learners‘
oral proficiency. It discussed three effective models of teaching English speaking, and
then proposes a four-step pedagogical method in which activities are carried out
through four stages: Pre-speaking, while-speaking, post-speaking and extension
practice. It concluded, learners before speaking, should be helped sufficiently in
knowledge, vocabulary and strategies so as to reduce their anxiety and pressure. While
speaking, learners needed to be given time and space to mainly develop their fluency,
with full attention to express their meanings. After speaking, learners should be offered
chances to notice the correct use of language so as to improve their speaking accuracy.
At last, extension practice was significant to reinforce learners‘ language use, for task
repetition helps learners to develop fluent and accurate spoken English. This four-step
pedagogical method can be also significant for EFL learners in other countries.
Related to the previous researches above, the researcher believes that this
research is different from that researchs, dealing with the methodologies, objects,
respondent and theme. Furthermore, this study only focuses on the lectuter‘s english
language method and its correlation with the students‘ speaking fluency and accuracy.
This research completes the research that already exist to provide complete information
about lectuter‘s english language method toward the students‘ speaking fluency and
accuracy.
B. Literature Review
1. Teaching Method and Approach
There is a widely held distinction between method and approach. According to
Melinda (2011: 122)
―An approach to teaching refers to the conceptual principles, views or
assumptions that underpin the way one teaches. These beliefs may be
explicit and supported by research, or they may be deeply held
intuitions of which a teacher is not even explicitly aware. In terms of
language teaching, it includes the understanding of what language is
and how it develops; this influences a teacher's fundamental
decisions. Method refers to the way the language is taught, the type of
activities and how these are structured and presented‖.
From the state above, it concludes an approach refer to the principle of
language and the way to develop its language. In the other hand, method is a plan of
presenting the activity related to developing the language.
In addition, Antony (1963) states in diferentiating about approach and method
which is quoted by B. Kumaravadivelu (2006: 85):
―An approach embodies the theoretical principles governing language
learning and language teaching. Method is an overall plan for the
orderly presentation of language material, no part of which
contradicts, and all of which is based upon, the selected approach. An
approach is axiomatic,a method is procedural. As such, within one
approach there can be many methods within one approach there can
be many methods.‖
Related to Antony (1963) which is quoted by Kumaravadivelu (2006: 85) an
approach is the explicit fundamental of language learning and language teaching.
Different to approach, method is some strategies or prosedures which are planned by
the lecturers before they teach the students. The simple word, method is lectures‘
planning to convey the material.
In addition, method is systematic and scientific way of teaching any subject. It
guides teacher to teach effectively. It is very necessary for teacher to know various
types of teaching english language methods. Patel (2008: 71-72) quoted Anthony‘s
(1963) statement. He defines the term Method as ―a particular trick, strategy or
contrivance used to accomplish an immediate objective. It must be consistent with a
method and harmony with an approach as well." It may also be defined as: The
process of planning, selection and grading language materials and items, techniques
of teaching, etc.
2. Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) is one of the principles of
language teaching. According to Whong (2011: 129):
CLT is an approach, and not a method. It adheres to a range of
principles, which in turn give rise to particular teaching methods. We
will discuss the main basic principles underlying CLT. The first basic
premise is that language is communication which develops through
use. Because of the importance of language use, it may be more
appropriate to refer to students as language users than language
learners‖.
As the state above, CLT is categorized as an approach of language teaching
which related to the development of teaching method coherently. It focuses on the
communication and the use of the language.
In addition, Communicative approach in language teaching starts from a
theory of language as communication. The goal of language teaching is to develop
communicative competence (Richard and Rodger, 2007: 69). As quoted by
Efrizal(2012):
―CLT is the name which was given to a set of beliefs which
included not only a re-examination of what aspect of language to
teach, but also in a shift in emphasis in how to teach. The ―what to
teach‖ aspect of the communicative approach stressed the
significance of language function rather than focusing solely on
grammar and vocabulary. A guiding principle was to train students
to use these language forms appropriately in variety of context and
for a variety of purposes. The ―how to teach aspect‖ of
communicative approach is closely related to the idea that
language learning will take care of its self and that plentiful
exposure to language in use and plenty of opportunities to use it
are vitally important for students‘ development and skill (Harmer,
1998: 84)
In aggrement to Harmer (1998:84) statement which emphasize the important
of language function rather than focusing on grammar and vocabulary principle and
train students to use these language forms appropriately, Savignon (2002: 22) states
―Communicative language teaching does not require work in small groups or pairs;
group tasks have been found helpful in many contexts as a way of increasing the
opportunity and motivation for communication‖. It concludes that the purpose of
CLT is to improve spirit and occasion of communication.
In addition, Communicative Language Teaching is distinguished into a
"strong" and a "weak" version by Howatt (1984: 279) which is quoted by Richard
and Rodger (2007: 66):
There is, in a sense, a 'strong' version of the communicative
approach and a 'weak' version. The weak version which has
become more or less standard practice in the last ten years, stresses
the importance of providing learners with opportunities to use their
English for communicative purposes and, characteristically,
attempts to integrate such activities into a wider program of
language teaching . ... The 'strong' version of communicative
teaching, on the other hand, advances the claim that language is
acquired through communication, so that it is not merely a
question of activating an existing but inert knowledge of the
language, but of stimulating the development of thenlanguage
system itself. If the former could be described as ‗learning to use‘
English the latter entails ‗using English to learn it‘‖
From the statement above, Howatt (1984: 279) in Richard and Rodger (2007:
66) distinguishes Communicative Language Teaching into a "strong" and a "weak"
version of communicative learning. The strong version accelerates students‘ view
that language is gained by communication. In the other hand, weak" version of
communicative learning is focus on the students‘ opportunities in communication
activity.
a. Characteristics
The characteristics of this method are divided into structural fungsional
communication activities and sosial interaction activities. In the other hand,
the objective of this method is improve students‘ communication competence.
There are three level of communicative competence according to Allen (1980)
and Yaden(1985: 144) in Tarigan (2009: 220)
1) Structural (focus on formal characteristics): supervisory/ structural control,
simplify the material structurely and simplify structurely the practice and
exercise
2) Fungsional (focus on discourse characteristic): supervisory/ discourse
control, simplify the materials fungsionaly and simplify fungsionaly the
practice and exercise
3) Instrumental ( focus on the used of the langguage): supervisory/ situasional
and topical control, authentic material and independent practice.
It concludes that there are three levels which is identified by Allen
(1980) and Yaden (1985: 144) which is quotes by Tarigan (2009: 220). The
first one is structural which focuses on formal characteristic. The second one is
fungsional which focuses on discourse characteristic. The last one is
Instrumental which focuses on the used of the langguage.
In addition, Jack and Richard (2007: 73) quotes the levels of objectives
in a communicative approach Piepho (1981: 8) discusses the following:
1) an integrative and content level (language as a means of expression)
2) a linguistic and instrumental level (language as a semiotic system and an
object of learning);
3) an affective level of interpersonal relationships and conduct (language as a
means of exp ressing va lues and judgments about oneself and others);
4) a level of individual learning needs (remedial learning based on error
analysis);
5) a general educational level of extra-linguistic goals (language learning
within the school curriculum).
Jack and Richard (2007: 73) identifies five objective levels of
communicative approach. The first one is an integrative and content level
which defines language as means of expression. The second one is linguistic
and instrumental level which defines language language as a semiotic system
and an object of learning. The third one is an affective level of interpersonal
relationships and conduct which defines language as a means of exp ressing
values and judgments about oneself and others. The next level is a level of
individual learning needs. The last level is a general educational level of extra-
linguistic goals which focuses the language learning within the school
curriculum.
On the other hand, Berns (1990:104) cited from Savignon (2002: 6)
provides a useful summary of eight principles of CLT:
1)Language teaching is based on a view of language as
communication. That is, language is seen as a social tool that
speakers use to make meaning; speakers communicate about
something to someone for some purpose, either orally or in
writing. 2)Diversity is recognized and accepted as part of
language development and use in second language learners
and users, as it is with first language users. 3)A learner‘s
competence is considered in relative, not in absolute, terms.
4)More than one variety of a language is recognized as a
viable model for learning and teaching. 5)Culture is
recognized as instrumental in shaping speakers‘
communicative competence, in both their first and
subsequent languages. 6)No single methodology or fixed set
of techniques is prescribed. 7)Language use is recognized as
serving ideational, interpersonal, and textual functions and is
related to the development of learners‘ competence in each.
8)It is essential that learners be engaged in doing things with
language—that is, that they use language for a variety of
purposes in all phases of learning.
Related to the state above, the principle of Communicative Language
Teaching (CLT) as:
1) View of language as communication
2) Recognize and accept of diversity
3) Recognize learners‘ competence relatively
4) Recognize more than one type of active learning and teaching model.
5) Recognize the culture which organizes the figuration of speakers‘
communicative competence.
6) Conditional
7) Recognize language function (serving ideational, interpersonal, and textual
functions)
8) Engage the students to participate in the method application especially in
use of language.
In conclusion, there are eight principle of Communicative Language
Teaching (CLT) according to Berns (1990:104) which is quoted by Savignon
(2002: 6). They are view of language as communication, recognize and accept
of divesity, recognize learners‘ competence relatively, recognize more than
one type of active learning and teaching model, recognize the culture which
organizes the figuration of speakers‘ communicative competence, conditional,
recognize language function and engage the students to participate in the
method application especially in use of language.
b. The application of CLT toward Fluency and Accuracy
Related to the application of CLT toward fluency and accuracy, both of
fluency and accuracy become prior aspect of communication successfulness.
As Melinda (2011: 130) states:
CLT is often willing to overlook accuracy at the level of detail for the
sake of promoting fluent use. Learners are encouraged to speak
without worrying too much about 'correct' forms, as long as
communication is successful. This is not to say that errors are entirely
ignored, but they are often seen as secondary to the more important
aim of maximising language production. Fluency is generally
associated with production; yet the ability to understand spoken
speech in real time as well as target-like reading speed can be seen as
other aspects of fluency which should be promoted and developed.
Additionally, in practice the emphasis on fluency over accuracy tends
to be true more for spoken than for written production, as many CLT
practitioners will overlook inaccuracies in speech which they would
correct in writing. Melinda.
From Melinda‘s argument above, researcher concludes that CLT prioritizes
both of fluency and accuracy. CLT not only focus on its purpose to optimize the
use of the language but also the correct production of the language. Both fluency
and accuracy are prioritized to optimize the correct language production for the
communication successfulness.
3. Fluency and Accuracy in Speaking English
Speaking is one of the most important skill that lecturer should be teach in
english language teaching activity because speaking is an ―activity requiring the
integration of many subsystems… all these factors combine to make foreign
language a formidable task for language learners… yet for many people, speaking is
seen as the central skill‖ (Bailey and Savage 1994) in Junio (2012). He also quotes
in his graduating paper that:
Speaking is one of the most difficult skills language learners have to
face. In spite of this, it has traditionally been forced into the
background while we, teachers of English, have spent all our
classroom time trying to teach our students how to write, to read and
sometimes even to listen in a L2 because grammar has a long written
tradition (Bueno, Madrid and Mclaren, 2006: 321).
From the state above, (Bailey and Savage 1994) in Junio (2012) show that
speaking skill is one of the complicated skill. It also should be coercived when
lecturer teaches the students in the classroom.
In addition, According to Gert and Hans (2008: 207) in Efrizal (2012)
‖speaking is speech or utterances with the purpose of having intention to be
recognized by speaker and the receiver processes the statements in order to
recognize their intentions.‖ It means that speaking skill is the most complicated due
to the fact that speakers have to interpret not only the message that other speakers try
to express, but also take into account other possibilities.
Related to the speaking difficulties before, there are three fundamental motives
to make the students speak in the class as identifies by Harmer (2010: 123).
Firstly, speaking activities provide rehearsal opportunities - chances
to practise real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the language
they know provide feedback for both teacher and students. Everyone
can see how well they are doing: both how successful they are, and
also what language problems they are experiencing. Finally, the more
students have opportunities to activate the various elements of
language they have stored in their brains, the more automatic their use
of these elements become.
This means there are three main reasons for getting students to speak in the
classroom; they are expected to be wont to practice in speaking, getting feed-back to
provide the good communication and to be more critical.
However the two aspects, fluency and accuracy, are important criteria in
foreign language teaching process. According to Arnold (1983: 122) which is quoted
by Syavriyadin (2013) ‖ Speaking English fluently is a goal for many english
language teaching-learning proccess. Fluency means being able to communicate
ideas without having to stop and think too much about what you are saying‖.
According to the state before, fluency refers to a level of proficiency in
communication. It is the ability to produce written and spoken sentences with ease,
efficiency, without pauses or a breakdown of communication. In the other hand,
accuracy refers to the ability of the learner to produce grammatically correct
sentences. The learner should not only know correct grammatical rules of the
language but also able to speak and write accurately.
In addition, accuracy and fluency are the two factors which determine the
success of English language students. It is a general problem faced by language
teachers today, whether to focus on accuracy or fluency. As stated by Swain and
Lapkin (1995) Hammerly (1987, 1991) which is quoted by Ano (2005) ―a weak
point in terms of accuracy has been reported in that immersion students become
quite fluent but their spoken language is often far from accurate.‖ It shows that
language teachers should foster their learners‘ ability while being mindful of fluency
and accuracy.
Here the researcher shows detail of the theoretical framework of fluency and
accuracy;
a. Fluency
1) The Definition of Fluncy
Fluency is the flow of speech which refer to recognition of the words. As
Walker, Mokhtari, and Sargent (2006: 87) quotes Kamhi, Allen and
Catts(2001: 176):
―Fluency is dependent on adequate word recognition,
froficiency in word recognition may be sufficient to speak
fasterwith proper expression. In order to have proper expression
(i.e., know which words to emphasize and when to pause), there
must be some sensitivity to grammatical unit (syntax ) and
punctuation cues.‖
The state above shows that doing speaking fluently means speak
smoothly, continuously and without hesitation. Fluency also refers to the
ability to speak with sufficient speed, accuracy and expression.
On the other hand, Yang (2014) quotes Hartmann and Stork (1976)
which pointed out ‗fluent‘ means ―a speaker is able to use the correct
structures of a language at normal speed, which means speaking naturally
meanwhile concentrating on the content delivery rather than the form or
structure of a language‖. It means that speaking fluently is prevalence
conveying the speaking activity with appropriate grammatical pattern.
In addition, speak fluently needs more practices qontinuously. When the
students want to achieve a high degree of fluency in spoken English, it is not
enough just pick up a lot of knowledge of English to know the students
increasement degree of mastering fluency. It is also needs an appropriate
method of achieving and maintaining a high degree of fluency in English. As
states by Shanahan (2006:23):
―Fluency is an essential aspect of literacy and it should be
taught but teaching of fluency will be most productive when
there is a sufficientamount of literacy teaching, adequate
attention to the other essentialoutcomes or components and
ongoing monitoring of students progress‖.
The states says that the success of fluency instruction depends not only
on the quality of the teaching but it is also depends on the degree to which that
quality teaching is embedded in a full agenda of other sound literacy
instruction.
2) Activities Focusing on Fluency
As said before, fluency is natural language use occurring when a speaker
engages in meaningful interaction and maintains comprehensible and ongoing
communication despite limitations in his or her communicative competence.
Fluency is developed by creating classroom activities in which students must
negotiate meaning, use communication strategies, correct misunderstandings,
and work to avoid communication breakdowns. Richard (2006: 14) differences
the activity which focus on fluency practice and accuracy practice. ―Speaking
fluency reflects natural use of language, focus on achieving communication,
require meaningful use of language, require the use of communication
strategies, and produce language that may not be predictablctivities focusing
on fluency e, seek to link language use to context‖. It concludes that activities
which focus on fluency are identified bellow:
a) Reflect natural use of language
b) Focus on achieving communication
c) Require meaningful use of language
d) Require the use of communication strategies
e) Produce language that may not be predictable
f) Seek to link language use to context
In conclusion, Richard (2006: 14) identifies six activities which focus on
fluency. They are reflect the natural use of language, focus on achieving
communication, require meaningful use of language, require the use of
communication strategies, and produce language that may not be predictable,
seek to link language use to context.
3) Aspects of Fluency
Related to the speaking fluency assessment, there are some abilities
which are needed to be master. As Fillmore (1979) in Yang (2014) defined
―four abilities of speaking fluently: a) the ability to talk at length with few
pauses; b) be able to produce the sentences coherently, reasoned and
semantically; c) have appropriate expressions in a wide range of contexts; d)
be creative and imaginative in language use‖. It means that there are four
abilities of speaking fluently. They are:
a) Length with few pauses,
b) Distinctness , consideration and meaning of the sentence,
c) Expression
d) Creativity and imagination of language
According to Fillmore (1979) which is quoted by Yang (2014) there are
four abilities related to speaking fluency. They are length with pauses,
distinctness, expression, creativity and language imagination.
In another hand, Nation (1989) Yang (2014) has different idea to
Fillmore. He provides three aspects of fluency: ―the first one is the speed and
flow of language production; secondly, the degree of control of language items
i.e. pausing, rhythm, pronunciationand stress; and the way of content
interrupting is the last one‖. According to the state, there are three aspect of
fluency, they are:
a) the speed and flow of language production
b) the degree of control of language items
c) the way of content interrupt.
a. Accuracy
Speaking English accuracy is the students‘ skill to convey the speaking
with correct form. As quoted by Shen (2013), Bryne (1988) defines accuracy as
―the use of correct forms where utterances do not contain errors affecting the
phonological, syntactic, and semantic or discourse features of a language‖.
According to accuracy which is defined by Bryne (1988), beside accuracy is
require the correct form, it is also required with correct phonological, syntactic,
and semantic or discourse features of a language
In addition, Shen (2013) quotes Ellis (2009) stated accuracy means ―the
ability to avoid error in performance, possibly reflecting higher levels of control
in the language as well as a conservative orientation, that is, avoidance of
challenging structures that might provoke error‖. It means speaking English
accuracy is the students‘ speaking skill competence to decrease the problem of
language usage in communication.
Related to the accuracy practice in speaking, accuracy practice focuses on
creating correct examples of language use as Richard (2006: 14) states
―Differences between activities that focus on fluency and those that focus on
accuracy can be summarized as follows: activities focusing on accuracy: reflect
classroom use of language, focus on the formation of correct examples of
language, practice language out of context, practice small samples of language,
do not require meaningful communication, control choice of language‖.
From the state above Richard (2006: 14) classifies the activity which focus
on accuracy practice as:
1) reflect classroom use of language,
2) focus on the formation of correct examples of language,
3) practice language out of context,
4) practice small samples of language, do not require meaningful communication,
control choice of language
In addition, the center of accuracy is grammar, pronunciation and word
choice as Whong (2011: 130) states:‖The focus of accuracy in terms of grammar,
pronunciation and word choice‖. It is concluded that the center of accuracy is not
only in grammar, pronunciation and word choice but also in maximizing the
language
Though the criteria for defining accuracy in most standardized tests include
factors such as grammar, vocabulary, pronunciation, sociolinguistic competence
or pragmatic competence, grammatical errors were the main factors in deciding
the level of accuracy for this research. it is important to investigate the learners‘
accuracy under the instruction of communication. The word usage and sentence
structure were considered as grammatical understanding, but pronunciation was
excluded because it is quite difficult to sort out correct pronunciation due to the
variety of accents. The frequency and kinds of errors were also investigated to
know the learners‘ situation.
4. Extemporaneous Speaking
a. Definition of Extemporaneous Speaking
Extemporaneous speaking is one of the type in presenting the speeches.
According to Bailey (2013: 4) ―Extemporaneous speaking is the art of giving
speeches on the spot – without notes or memorization – relying only on the
speaker‘s depth of knowledge and their ability to explain what they know in a
coherent, engaging manner‖ which defines extemporaneous speaking as the
language refined in presenting the speech in order to excavate the students‘
knowledge understanding and improve their skill in conveying their opinions.
In addition, extemporaneous speaking is an event which teaches students to
research, analyze, organize, and express their ideas quickly. As stated by Bailey
(2013: 03):
Extemporaneous speaking is the art of giving speeches on the spot
– without notes or memorization – relying only on the speaker‘s
depth of knowledge and their ability to explain what they know in
a coherent, engaging manner. It is the manifestation of public
speaking skills in their purest form –without the support of notes or
memorization, the speaker is on her own when she is in front of an
audience, with only her memory, knowledge, and command of
language to aid her.
It means that extemporanuous speaking is students direct speech based on
their own idea and oppinions related to the topic without carriying the script. It
often referred to as extemp which give students the opportunity to demonstrate
their knowledge of current events in the form of a speech that answers a questions
dealing with issues or events important in the world today.
b. Purpose of Extemporaneous Speaking
The purpose for the extemp according to Bailey (2013: 05) ―could be to
thank someone, to persuade a jury, to make an audience laugh, or to inspire a
team. The purpose of an extemporaneous speech is less straightforward. In
extemp, we speak about current events‖. It means that there are several purposes
of extemporaneous speaking which is same as the purpose of the speaker in
conveying the speech.
c. Benefits of Extemporaneous Speaking
The benefits of the extemporaneous speaking show detail bellow:
1) Allows students to hone research skills that they also use in debate.
2) Requires a familiarity with current events
3) Enables students to practice synthesis of information quickly and efficiently.
4) Encourages students to practice speaking in front of people, where they work
on word economy and build confidence.
In conclusion, benefits of the extemporaneous speaking are allows the
students to hone research skills that they also use in debate, requires a familiarity
with current events, enables students to practice synthesis of information quickly
and efficiently and encourages students to practice speaking in front of people,
where they work on word economy and build confidence.
CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Setting of the Research
1. Location of the Research
The location of the research was at the State Institute For Islamic Studies (IAIN)
Salatiga, Tentara Pelajar Street 02 Salatiga.
2. Time Setting of the Research
The time of the research was April 30- June 9, 2015.
3. Schedule of the research
The sequences of data collection was as follows:
Table 3.1.
The Schedule of the Research
NO ACTIVITY DATE
1. Submit the proposal of graduating
paper
March 2nd
, 2015
2. Arrange the research instruments April 30th
, 2015
3. Cooperation of the researcher and
lecturer doing scoring/ oral test
April 30th
- June 9th
,
2015(every Thursday)
4. Give students questionnaire May 21st, 2015
5. Interview the lecturer May 28th
, 2015
6. Compose the report of the research March- August
B. Reseach Methodology
1. Approach of Research
This research is the combination of quantitative research and qualitatife
research approach. As stated by Creswell (1994: 174) ―The idea of combining
qualitative and quantitative approaches in a single study owes much past discussion
about mixing, linking paradigm to methods, and combining research design in all
phases of study‖. In this research, the use of quantitative research to analyze the
numerical data, the result of the instrument of test and questionaire.
a. Quantitative Research
Quantitative research approach emphasizes the analysis of numerical data
(numbers) are processed with statistical methods. While research is a research
field that uses real life as a study. So quantitative research field in question in this
research is research that emphasizes the analysis of the data is numeric and
reviewing research in the field of real life. In this research, the researcher use
quantitative research approach to analyze the numerical/ statistical data of the
result of questionnaire which is related to the students‘ feedback of the
application of their lecturer‘s English language teaching method and the result of
oral test.
b. Qualitative Research
In the other hand, The qualitative research not only describe or identify the
data but interpret and comment the data. As stated by Denzim and Lincoln (1994)
which is quoted by Setyosari (2013: 50)
―Qualitative research is multimethod in its focus, infolving an
interpretative, naturalistic approach in its subject matter. This
means that qualitative research study things in their natural
settings, attempting to make sense of, or interpret, phenomena in
terms of the meanings people bring to them‖-
This research use observational technique and intended interview to know
the problem case deeply. It is used to analyze deeply the result of the interview
which is given to the lecturer related to the application of the English language
teaching method and approach toward speaking fluency and accuracy. It is also
used to analyze the students‘ written questionnaire answer related to their
feedback of their lecturer‘s English language teaching method.
2. Type of Research
There are several types of quantitative research which are concerned to the
problem and the objective of the reseach like descriptive research, experimental
research, correlational research and so on. This study used the correlation study
because the researcher wanted to examine two variables. According to Brown (2002:
126) ―correlation studies are designed to investigate the nature and strength of
functional relationship among the variable of interest to the researcher‖. Correlation
study was designed to research the relationship of interesting variables.
In agreement to Brown‘s statement, Faenkel and Wallen (2008: 328)
Correlation or correlational research was ―a study of determining the relationship
and the level of association between two variables or more without any attempt to
influence these variables so that there is no manipulation of variables‖. It meant that
correlation study designed to involve one or more variable relationship with one or
more other variables.
Related to the determining of the relationship with one or more other variables
there were several important characteristic of correlation for researchers who want to
use. As stated by Sukardi (2004: 166)
Three characteristics of correlation study are as follows:1) Research
the exact correlation if the complex variables and researchers
impossible to manipulate and control variables as in the experimental
study. 2) Allows intensively measured variables in the setting
(environment) real. 3) Allows researchers gain a significant degree of
association.
As the characteristic above, the manipulate variable of the research was
students‘ speaking English fluency and accuracy and the control variable of the
research was lecturer‘s English language teaching method.
As the definition the existence of a relationship and the level of this variable is
important because by knowing the level of the existing relationship, researchers will
be able to develop in accordance with the purpose of research. This type of research
usually involves statistical size / level of relationship called correlation because
correlational research using instruments to determine whether, and to what extent,
there is a relationship between two or more variables that can be quantified.
From all the theoriest above this Correlation study was designed to investigate
the correlation of lecturers‘ teaching method (variable X) toward students‘ fluency
and accuracy in speaking class(variable Y).
3. Population and Sampling
a. Population
Population is a group of people, objects, and events from the sample which
is taken by the researcher. As stated by Ary, Jacob, and Sorensen (2010) which is
quoted by Setyosari (2013: 198) ―A population is defined as all member of any
well- defined class of people, events or object.‖ It means population as an object
of the research.
In addition, Setyosari (2013: 198) quotes the statement of Fraenkle, Wallen
and Hyun (2012) ―the population is the group of interest to the researcher, the
group to whom the researcher would like to generalize the result of the study‖. It
concludes population as a group which becomes the focus of the research.
Related to the theories above, the population of this research is the lecturers
and students of speaking four of English Educational Department (EED) of
Institute of Islamic State (IAIN) Salatiga which has almost 150 students and 3
lecturers.
b. Sample
Sample is a group of people, events or objects as the representative of
population. As Ary, Jacob, and Sorensen (2010) in Setyosari (2013: 196) ― a
sample in a research study is the group on which information is obtained‖. In
addition, Setyosari quotes Cohen‘s (2007) statement ―... a smaller group or subset
of the total population in such a way that the knowledge gainned is representative
of the total population(however defined) under study. This smaller group or
subset is the sample‖. It concludes that sample is part of total population.
In the other hand, sample need to be established by using appropriate
strategy according to the type of the research. As quoted by Cohen, Manion and
Morrison (2007:100) which has been adopted from Morrison (1993: 112–17)
―The quality of a piece of research stands or falls not only by the appropriateness
of methodology and instrumentation but also by the suitability of the sampling
strategy‖. The grade of the sample is established by suitable methodology,
instrument and strategy based on the type of the research.
According to the type of the research, the correlation study need thirty
sample as the minimum standard of the respondents. As stated by Borg and Gall
(1979:194-195) state in Cohen (2007:102) ―suggest that correlational research
requires a sample size of no fewer than thirty cases‖. In addition Cohen and
friends (2007: 101) state that ―a sample size of thirty is held by many to be the
minimum number of cases if researchers plan to use some form of statistical
analysis on their data‖ which concludes that the limit of the number in establish
the sample is thirty. According to the theories, the sample of this research is the
lecturer of B class of speaking IV of English Educational Department (EED) of
State Institute for Islamic Studies (IAIN) Salatiga and 30 students from that class.
4. Method of Collecting Data
Collecting data methodology is the important thing that researcher should do
to give some strategies in collecting the data that researcher need in the research.
The purpose of this collecting data is getting some facts, believable information, and
other supporting data. The researcher uses some methodologies to get the data such
as interview, questionnaire, test, observation, and documentation.
a. Interview
In this reserch, Interview is a direct asking answering question between
interviewer and the respondent. Kohtari (2004: 97) ―interviews: Personal
interview method requires a person known as the interviewer asking questions
generally in a face-to-face contact to the other person or persons‖. Interview was
given to the speaking lecturer by giving some of the question related to the
variables and the result of the test or score of the students.
In addition, interview defines by Babbie, Earl (2004: 300) ―Interview is an
interaction between an interviewer and respondents in which the interviewer has
general plan of inquiry but not spesific set of questions that must be asked with
particular words in particular order‖. Here, the researcher interviews only the
lecturer to know the english language teaching methods that are applied in the
class, to know how far the lecturer comprehend the method, to inquire deeply
what problem which the lecturer face in the class.
In collecting the data the researcher asks seven open questions related to the
application of lecturer‘s English language method. The researcher only gives the
question to the lecturer on May 28th
, 2015. Here the researcher arranges the
question as bellow:
1) How far the students‘ ability in speaking skill mastery?
2) What kind of teaching method that you use in speaking class?
3) How about the students‘ preparation in receiving your teaching method?
4) How about the students‘ feed back after receive your teaching method?
5) What are your outcomes of your teaching method?
6) How far your teaching method influence the students‘ fluency and accuracy?
7) What kind of measurement that you used to know their fluency and accuracy
expansion?
b. Questionnaire
Questionnaire is collecting data methodology by giving some writing
question to the respondent. As state by Wilson and McLean (1994) in Cohen
(2007: 317) ―The questionnaire is a widely used and useful instrument for
collecting survey information, providing structured, often numerical data, being
able to be administered without the presenece of the researcher, and often being
comparatively straightforward to analyse‖. In this case the researcher gives the
questionaire to all students of speaking IV, class B of English Education
Department (TBI) of Institute And Islamic State IAIN Salatiga to know their
respon and feedback toward the application of their lecturer‘s english language
teaching method in the speaking four Class B.
The researcer use the likert scale as the guidence in preparing the structure
of the questionnire question. The main principle of Likert scale is to know the
position of the object or the respons of another attitude.
In this research, the researcher gives the students ten questions of
questionnaire in the end of the class on May 21st, 2015. The researcher gives ten
questions by 1-5 scales related to their feedback of their lecturer‘s English
language teaching method and some blank columns which were given to ask the
students to give some personal comments about the application of the method.
Here the researcher shows the instruments as bellow:
Table 3.2.
QUESTIONNAIRE INSTRUMENT OF STUDENTS FEEDBACK
TOWARD THE APPLICATION OF ENGLISH LANGUAGE METHOD
NOTE:
SA: Strongly Agree (5 point)
A : Agree (4 point)
N : Natural (3 point)
D : Disagree (2 point)
SD: Srongly Disagree (1 point)
NO QUESTION ANSWER
SA A N D SD
1. Is CLT suitable to be applied in
speaking IV?
2. Is Extemporaneous Speech proper to
be applied in the assessment of CLT?
3. Is movie review ease in the presenting
Extemporaneous Speech ?
4. Do you get an extra time to prepare
Extemporaneous Speech ?
5. Is Extemporaneous Speech help you to
get native accent?
6. Is Extemporaneous Speech help you to
improve your vocabulary mastery?
7. Is Extemporaneous Speech help you to
master your ―pattern‖ (grammar)?
8. Is Extemporaneous Speech help you to
threat your ―Speech Flow‖?
9. Is Extemporaneous Speech help you to
threat your ―Average Speed‖/ ―Natural
Length‖ (more than 200 word/
minutes)?
10. Is Extemporaneous Speech help you to
threat your ―Pausing‖?
In the table above the researcher also asks the students‘ written comment.
The comments are about the students‘ personal feedback related to the application
of their lecturer‘ English language teaching method.
c. Test
Test is one of the ways to measure and evaluate the students‘ ability. In this
research, researcher cooperate with the lecturer to give score on the students
extemporaneous speaking activity by using an oral test. Both of the researcher
and the lecturer doing the scoring and compile the score together when the
students one by one convey their speaking in front of the class.
Here the band score of oral testing criteria of fluency and accuracy to test
and measure the students‘ fluency and accuracy in their speaking activities.
Tabel 3.2.
Band Score of Oral Test Criteria for Fluency
No Proficiency Description Score
1. Speech Flow
hesitations, slowness, or even silences in language
processing may prevent communication
1
speech is very slow and exceeding halting, strained, and
stumbling except for short or memorized expressions.
2
speech is slow and often hesitant and jerky. Sentences
may be left uncompleted, but speaker is able to continue.
3
speech is medium and there may be occasional loss of
fluency, but this does not prevent effective
communication
4
speech is fast but with some hesitation and unevenness
caused primarily by rephrasing and grouping for words
5
speech is effortless and smooth with speed that 6
approaches that of a native speaker
2. Average Speed
No word along conversation 1
Utterances are produced in few words, even in a short
and single word.
2
Average speed indicates up to 50 words per minute. 3
Average speed indicates between 50 and 100 words per
minute
4
Average speed indicates ability to speak at length with
relative ease on familiar topics, between 100 and 200
words per minute
5
Average indicates ability to speak at natural length, more
than 200 words per minute
6
3. Pausing
Producing any pauses, whether silent pause, fillers uh/um
only, or fillers uh/um plus continuously and distractingly
1
Producing stretches of language with long pauses to get
understand with interlocutors, pauses are distracting
2
Producing sentences with pauses that are sometimes
distracting. Pauses occur when looking for lexical choices
3
Producing sentences with pauses that are sometimes not
distracting
4
Producing sentences with pauses that are not distracting 5
Source: Hughes (2003) in Syavriyadin (2013)
Tabel 3.3.
Band Score of Oral Test Criteria for Accuracy
No Proficiency Description Score
1. Accent
Pronunciation frequently unintelligible 1
Frequent gross errors and a very heavy accent make
understanding difficult, require frequent repetition
2
―Foreign accent‖ requires concentrated listening, and
mispronunciations lead to occasional misunderstanding
and apparent errors in grammar or vocabulary.
3
Marked ―foreign accent‖ and occasional
mispronunciations which do not interfere with
understanding
4
No conspicuous mispronunciations, but would not be
taken for a native
speaker.
5
Native pronunciation, with no trace of ―foreign accent‖ 6
2. Grammar
Grammar also entirely inaccurate phrases. 1
Producing pauses that are supported by good
arrangement, it approaches native speaker expression
6
Constant errors showing control of very few major
patterns and frequently preventing communication.
2
Frequent errors showing some major patterns
uncontrolled and causing occasional irritation and
misunderstanding.
3
Occasional errors showing imperfect control of some
patterns but no weakness that causes
misunderstanding.
4
Few errors, with no patterns of failure. 5
No more than two errors during the speaking. 6
3. Vocabulary
Vocabulary inadequate for even the simplest
conversation.
1
Vocabulary limited to basic personal and survival areas
(time, food, transportation, family, etc.)
2
Choice of words sometimes inaccurate, limitations of
vocabulary prevent discussion of some common
professional and social topics.
3
Producing sentences with pauses that are sometimes
not distracting
4
Producing sentences with pauses that are not
distracting
5
Producing pauses that are supported by good
arrangement, it approaches native speaker expression
6
Source: Cauldwell (2010) in Syavriyadin (2013)
d. Observation
Observation is a data collecting technique as systematic observation and
recording of the elements that appear in a phenomenon in the research object to
be observed and recorded correctly. As defined by Bernard (1994) which is
quoted by Kawulich (2005)
―Observation is the process of establishing rapport within a
community and learning to act in such a way as to blend into the
community so that its members will act naturally, then removing
oneself from the setting or community to immerse oneself in the
data to understand what is going on and be able to write about it‖
According to the definition of observation above, this technique used to
observe directly the situation of the application of lecturer‘s English language
teaching method. The researcher also observes the teaching- learning proccess of
the application of english language teaching method in speaking IV B class.
e. Documentation
Documentation is collecting data by looking or noting available report. As
stated by Bodgan and Biklen (2006) which is quoted by Kolb (2012)
―Collecting written documents provide a source of information
such as meeting dates or events as well as in-depth descriptions of
how individuals think about their world. The research examines
written documents to gain a deeper understanding and description
of the participant‘s convictions, conduct, and experiences‖.
According to that state, documentation technique benefits in the collecting
students‘ grade to know their learning process. This data was taken from
information data of phenomenon in the group learning-lecturing procces to know
the result of students‘ achievement in speaking related to their fluency and
accuracy. It is also obtained more pictures widely. The data was obtained from
observation in the learning process and analyzed by descriptive analysis based on
observation and reflection.
5. Data Analysis
a. Quantitative Data Analysis
This qualitative data analysis used SPSS for Windows. As stated by Cramer
and Bryman (2003: 33) ―The abbreviation SPSS stands for Statistical Package for
the Social Sciences. This package of programs is available for both personal and
mainframe (or multi-user) computers. These programs are being continuously
updated and so there are various versions in existence‖. SPSS program was
launched version per version.
In addition, SPSS used to examine the statistical data of the research. As
stated by Cramer and Bryman (2003: 16):
―The great advantage of using a package like SPSS is that it will
enable you to score and to analyze quantitative data very quickly
and in many different ways once you have learned how. In other
words, it will help you to eliminate those long hours spent working
out scores, carrying out involved calculations, and making those
inevitable mistakes that so frequently occur while doing this. It
will also provide you with the opportunity for using more
complicated and often more appropriate statistical techniques
which you would not have dreamt of attempting otherwise‖.
Based on what Duncan and Bryman have argues above, the advantages of
SPSS program are to analyze and examine quantitative data really fast in various
ways. The researcher used version 16 to analyze and examine the correlation of
the extemporaneous speaking test score and the result of the questionnaire.
In this research, the researcher presents and analyzes the data that have been
done by the fourth semester students of English Education Department of IAIN
Salatiga in the academic years of 2015/2016. The data analyses are about two
variables lecturer‘s english language teaching methods (variable X) toward
students‘ speaking fluency and accuracy (variable Y).
b. Qualitative Data Analysis
Qualitative data analysis was a step of the researcher in testing and
analyzing the result of the data as stated by Babbie (2004: 370) ―Qualitative
analysis is a method of for examining social research data without converting
them to a numerical format‖. It meant the data were displayed in narrative
explanations.
In this research, the researcher used the Qualitative research to analyze and
explain the result of the interview of lecturer‘s english teaching method, some
resposes and feedback from the students according to the application of lecturer‘s
english teaching method and the content of other data. This analysis also used to
explain about the result of the data which are collected by observation and
documentation technique.
6. Validity and Reliability Test
a. Validity test
Before the test data used as a mean of measuring the correlation between
lecturer‘s english language teaching method (variable X) toward students‘
speaking fluency and accuracy (variable Y), it was necessary to test the
validity of that question each item, so that the data obtained from the test later
are valid, so it is necessary to conduct a tryout and then test its validity of each
item. However, to determine whether the question items valid or not, here the
presentation of the data collected each item:
Table 3.4.
Score of Students’ Feedback
Respondents
Score of Students‘ Feedback TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
113 13 005 4 4 5 5 4 5 4 5 3 4 43
113 13 009 5 5 5 5 4 5 4 4 3 4 44
113 13 038 4 5 4 4 5 4 3 4 3 3 39
113 13 040 5 4 4 5 5 3 3 4 4 5 42
113 13 048 4 5 4 4 5 4 4 4 3 3 40
113 13 053 5 4 2 3 3 4 2 3 4 2 32
113 13 060 5 3 1 3 3 3 4 4 4 5 35
113 13 063 5 4 4 4 3 4 4 3 3 4 38
113 13 064 4 3 4 5 5 5 4 4 3 4 41
113 13 067 5 5 5 5 4 4 4 4 4 4 44
113 13 068 5 5 5 5 5 4 4 3 3 3 42
113 13 071 5 5 5 5 4 4 4 4 4 5 45
113 13 075 3 4 4 4 3 4 3 3 3 3 34
113 13 084 3 4 3 4 1 3 3 2 3 3 29
113 13 087 3 4 3 4 3 4 4 3 3 3 34
113 13 098 5 4 4 4 4 3 4 3 2 4 37
113 13 099 5 3 3 3 3 3 3 3 3 3 32
113 13 104 3 3 2 4 2 3 3 3 4 3 30
113 13 113 5 5 5 5 5 5 5 5 5 5 50
113 13 120 5 5 5 5 2 5 3 3 3 5 41
113 13 122 3 3 3 3 3 3 3 3 3 3 30
113 13 123 5 5 5 5 5 5 5 5 5 5 50
113 13 131 5 5 4 5 5 5 5 3 4 5 46
113 13 134 4 5 5 5 5 5 5 5 5 5 49
113 13 142 4 3 3 4 3 4 4 5 4 5 39
113 13 153 5 5 5 5 4 5 3 5 5 5 47
113 13 155 4 5 5 5 5 5 5 5 4 5 48
113 12 084 5 3 4 4 4 4 3 5 4 4 40
113 11 109 2 4 4 4 4 5 4 4 4 3 38
113 11 150 3 4 4 4 3 2 4 4 4 3 35
Total 1194
The tables above showed the result of the test or the data collected from
the test each number chosen by the students. This table shows the students
answer from the first number until the last number. Moreover, if it is compared
with the Pearson rank coefficient it will show which each items of the
questions which are valid or not. In this study researcher used a computer
program namely SPSS Statistic for windows V.16.0
When the data coefficient (r-count) > 0.361 it means the item is valid,
while if the data coefficient (r-count) < 0.361 means the item is not-valid.
Based on the Pearson coefficient for N = 30.
Table 3.5.
The Result of Validity Test
Correlation
between
Score of
correlation (r
count)
Score r table
(N= 30, α=
5%)
Explanation Validity
Question 1 0, 486 0, 361 r positive
r count ˃ r table
Valid
Question 2 0, 691 r positive
r count ˃ r table
Valid
Question 3 0, 789 r positive
r count ˃ r table
Valid
Question 4 0, 829 r positive
r count ˃ r table
Valid
Question 5 0, 757 r positive
r count ˃ r table
Valid
Question 6 0, 726 r positive
r count ˃ r table
Valid
Question 7 0,679 r positive
r count ˃ r table
Valid
Question 8 0, 713 r positive
r count ˃ r table
Valid
Question 9 0, 534 r positive
r count ˃ r table
Valid
Question
10
0,740 r positive
r count ˃ r table
Valid
From the data validity test using SPSS Statistic for windows V.16 can be
known also the validity of each question that represents research indicator. The
writer found all questions are valid.
b. Reliability test
Moreover, besides the validity test of the question results onstudents‘
feedback it is also needed to test the reliability of the data findings on students‘
feedback of lecturer‘s english language teaching method. The test of reliability
calculated using SPSS
Table 3.6.
The result of reliability test
Case Processing Summary
N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all
variables in the procedure.
Table. 3.7.
Reliability statistic
Cronbach's
Alpha
N of Items
.878 10
From the above results, it is shown that the value of alpha is 0.878, then
the researcher compares this value with the value of r-table, the value of r table
looking at the significance of 0.05 with a 2-sides test and the amount of data
(n) = 30, then can be concluded that the value of r table is 0.361. Since the
value of r = 0.878 > r table = 0.361, it can be concluded that the items are
reliable.
CHAPTER IV
FINDING AND DISCUSSION
A. Reseach Finding
1. Correlation Study Between the Lecturer’s English Language Teaching Methods
and the Students’ Speaking Fluency and Accuracy
In this research, the researcher used SPSS 16.0 version windows program to
calculate the correlation study between lecturer‘s English language teaching method
toward students‘ mastery on speaking English fluency and accuracy.
The table below was used by the researcher to accumulate the result of data of
the lecturer‘s English language teaching method toward students‘ mastery on
speaking English fluency and accuracy.
Table 4.1.
Accumulation Scores of Variable X and Y
No. Students Number X Y
1 113 13 005 86 76.5
2 113 13 009 88 69.75
3 113 13 038 78 93
4 113 13 040 84 62.5
5 113 13 048 80 66.75
6 113 13 053 64 54.25
7 113 13 060 70 50
8 113 13 063 76 54.25
9 113 13 064 82 70.75
10 113 13 067 88 84.5
11 113 13 068 84 83.25
12 113 13 071 90 68.25
13 113 13 075 68 61.5
14 113 13 084 58 66.5
15 113 13 087 68 57
16 113 13 098 74 68.25
17 113 13 099 64 59.75
18 113 13 104 60 77.75
19 113 13 113 100 51.5
20 113 13 120 82 68.25
21 113 13 122 60 54.5
22 113 13 123 100 61
23 113 13 131 92 76.5
24 113 13 134 98 68.25
25 113 13 142 78 69.5
26 113 13 153 94 91.5
27 113 13 155 96 73.5
28 113 12 084 80 57.25
29 113 11 109 76 69.5
30 113 11 150 70 75
∑X=2388 ∑Y=2040,75
Furthermore, the researcher analyzed the data above by using the program
SPSS 16.0 windows. The table bellow showed the result of SPSS program:
Table 4.2
Result of Correlations
VAR00001 VAR00002
VAR00001 Pearson Correlation 1 .271
Sig. (2-tailed) .147
N 30 30
VAR00002 Pearson Correlation .271 1
Sig. (2-tailed) .147
N 30 30
Notes:
Person correlation : the score of coefficient correlation between variable
Sig. (2-tailed) : the significance test of coefficient correlation
N : the number of sample
To analyze the significance correlation between lecturer‘s English language
teaching method toward students‘ mastery on speaking English fluency and accuracy
the writer uses the hypothesis formula as follow:
a. H0: there is no significant relationship between lecturer‘s language teaching
method toward students‘ speaking fluency and accuracy.
b. Ha: there is significant positive relationship between lecturer‘s language teaching
method toward students‘ speaking fluency and accuracy.
Decision rules for assessing if the test (α=0.05) are:
a. If P ≥ r- table, Ho is rejected
b. If r-calculation ≤ r- table, Ho is accepted
c. If P ≥ 0.05, the test is not significant or Ho is rejected
d. If P ≤ 0.05, the test is significant or Ho is accepted
From the result on the SPSS 16.0 windows program above, the score
correlation is 0.271 and the level of coefficient significance correlation is 0.147.
Where r- calculation= 0.271 ≤ r table=0.361 with different number 0.090.
Based the correlation coefficient r measures the strength and direction of a
linear relationship between two variables, the value of r is always between +1 and –
1. To interpret its value, see which of the following values your correlation r is
closest to:
a. Exactly –1. A perfect downhill (negative) linear relationship
b. –0.70. A strong downhill (negative) linear relationship
c. –0.50. A moderate downhill (negative) relationship
d. –0.30. A weak downhill (negative) linear relationship
e. 0. No linear relationship
f. +0.30. A weak uphill (positive) linear relationship
g. +0.50. A moderate uphill (positive) relationship
h. +0.70. A strong uphill (positive) linear relationship
i. Exactly +1. A perfect uphill (positive) linear relationship
(Deborah J Rumsey)
It means that the correlation between lecturer‘s English language teaching
method toward students‘ mastery on speaking English fluency and accuracy by
significance correlation is 0.05 or 5% is significant although the correlation is weak
with different number 0.090 which is caused by students‘ English language
background.
In addition, the researcher also enclosed the scatterplots about the analysis data
above as picture bellow:
Figure 4.1.
The Scatterplots of Correlations
From the explanation above, the writer conclude that there is significant
correlation between lecturer‘s English language teaching method toward students‘
speaking English fluency and accuracy.
2. Lecturer’s English Language Teaching Method
The researcher gave the students questionnaire which consist 10 questions
related to the application of lecturer‘s English language teaching method and
approach to get the statistical data of students‘ feedback toward the application of
lecturer‘s English language teaching (variable x). Here, the researcher used written
question feedback by 1- 5 scale. The result of the statistical data could be seen
generally as follow:
Table 4.3.
Score of Students’ Feedback
Respondents
Score of Students‘ Feedback
TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
113 13 005 4 4 5 5 4 5 4 5 3 4 43
113 13 009 5 5 5 5 4 5 4 4 3 4 44
113 13 038 4 5 4 4 5 4 3 4 3 3 39
113 13 040 5 4 4 5 5 3 3 4 4 5 42
113 13 048 4 5 4 4 5 4 4 4 3 3 40
113 13 053 5 4 2 3 3 4 2 3 4 2 32
113 13 060 5 3 1 3 3 3 4 4 4 5 35
113 13 063 5 4 4 4 3 4 4 3 3 4 38
113 13 064 4 3 4 5 5 5 4 4 3 4 41
113 13 067 5 5 5 5 4 4 4 4 4 4 44
113 13 068 5 5 5 5 5 4 4 3 3 3 42
113 13 071 5 5 5 5 4 4 4 4 4 5 45
113 13 075 3 4 4 4 3 4 3 3 3 3 34
113 13 084 3 4 3 4 1 3 3 2 3 3 29
113 13 087 3 4 3 4 3 4 4 3 3 3 34
113 13 098 5 4 4 4 4 3 4 3 2 4 37
113 13 099 5 3 3 3 3 3 3 3 3 3 32
113 13 104 3 3 2 4 2 3 3 3 4 3 30
113 13 113 5 5 5 5 5 5 5 5 5 5 50
113 13 120 5 5 5 5 2 5 3 3 3 5 41
113 13 122 3 3 3 3 3 3 3 3 3 3 30
113 13 123 5 5 5 5 5 5 5 5 5 5 50
113 13 131 5 5 4 5 5 5 5 3 4 5 46
113 13 134 4 5 5 5 5 5 5 5 5 5 49
113 13 142 4 3 3 4 3 4 4 5 4 5 39
113 13 153 5 5 5 5 4 5 3 5 5 5 47
113 13 155 4 5 5 5 5 5 5 5 4 5 48
113 12 084 5 3 4 4 4 4 3 5 4 4 40
113 11 109 2 4 4 4 4 5 4 4 4 3 38
113 11 150 3 4 4 4 3 2 4 4 4 3 35
Total 1194
From the statistical data above, the researcher counted the total score of
students‘ feedback and analyzed their feedback classification. The result of the
calculation showed detail bellow:
Max Score = Max Scale X Total Question X Total Respondents
= 5 X 10 X 30
=1500
Min Score = Min Scale X Total Question X Total Respondents
=1 X 10 X 30
=300
Interval distinction=
=
= 240
From the statistical data above, researcher showed the classification of
students‘ feedback as:
Table 4.4.
Students’ Feedback Classification
Total score Feedback Classification
1261 – 1500 Strongly agree
1021 – 1260 Agree
780 – 1020 Natural
541 – 780 Disagree
301 – 540 Strongly disagree
Related to the result calculation above, the analysis was concluded that the
classification of students‘ feedbacks was agreed. From the total score of students‘
feedback score, 1194 categorized into the agree classification. It meant that the
students agree toward the application of lecturer‘s English language method in
speaking IV class.
In completing the data before, the researcher also calculated the data to find
out the percentage score of the final calculation of students‘ feedback toward the
application of lecturer‘s English language teaching method by using the excel
windows program with the result of calculation bellow:
Table 4.5.
The percentage of Students’ Feedback toward the Application of
Lecturer’s English Language Teaching Method
Question
Strongly
Agree
(5)
Agree
(4)
Natural
(3)
Disagree
(2)
Strongly
Disagree
(1)
Qustion 1 53% 23% 20% 3% 0%
Qustion 2 43% 33% 23% 0% 0%
Qustion 3 37% 37% 17% 7% 3%
Qustion 4 47% 40% 13% 0% 0%
Qustion 5 33% 27% 30% 7% 3%
Qustion 6 37% 37% 23% 3% 0%
Qustion 7 17% 47% 33% 3% 0%
Qustion 8 27% 33% 37% 3% 0%
Qustion 9 13% 40% 43% 3% 0%
Qustion 10 37% 23% 37% 3% 0%
In addition, the researcher also showed the data into chart as bellow:
Figure 4.2.
Chart of Students’ Feedback toward the Application f Lecturer’s
English Language Teaching Method
In addition, the researcher give the lecturer seven questions interview related
to the method of English language teaching which was applied in the speaking IV
class.
In the first question, the researcher asked the lecturer about the students‘
ability in speaking skill mastery. From the interview the researcher got the result
which was showed half of the class members have good speaking skill competence
and half another have different personal background which is influence a quite
problem in their speaking skill competence. That differentiation was evidenced by
their readiness in participating the lecturer‘s English language teaching method.
The second question was about the kind of lecturer‘s English language
teaching method. In the application of lecturer‘ English language teaching method,
the lecturer dominantly used CLT. The lecturer combined English and Indonesian
language in the interaction with the students. He 90% used English language when
he communicated to the students in the class. He also engaged the student in the
0%
10%
20%
30%
40%
50%
60%
Strongly Agree
Agree
Natural
Disagree
Strongly Disagree
class communication by giving them the general and group discussion but did not
forget to focus totaly about the topic/materials.
The third question, the researcher asked about lecturer‘s outcomes of the
application of English language teaching method. Here, the lecturer wanted to make
the students enjoy and confort on their speaking fluntly and accutately. He also
wanted to make challenging speaking activities which made the students be more
creative, which was not only focus on the language but also improved their creativity
in their speaking performance.
The next question was about the kind of measurement that lecturer used to
know the students fluency and accuracy expansion. The lecturer assessed the
students‘ speaking fluency and accuracy by giving an extemporaneous speaking test.
In the extemporaneous speaking test, the students conveyed their speaking with
supporting attributes related to the theme that they convey one by one in front of the
class. After convey their extemporaneous speaking, the students who convey the
extemporaneous speaking got some feedbacks about the contents of the speech and
grammatical correction from the lecturer and the students who were not came in
front of the class.
The fifth question was about the students‘ readiness in receiving lecturer‘s
English language teaching method. The lecturer gave the students long times for
them to prepare the speech. The students were ready to join to the class and
participate to the lecturer‘s English language teaching method. They prepared the
extemporaneous speaking oral speaking test well which was showed from their
preparation before extemporaneous speaking oral speaking test. Most of the students
were ready and some of them were still nervous. The lecturer assumed that the
difference of their readiness was caused by their background of their English
language.
Here, the researcher asked the lecturer about the students‘ feedbacks toward
the application of English language teaching method. The lecturer explained that the
students‘ feedback was good which was showed from their participating and their
activeness in the speaking class. They enjoyed join the class enthusiastically. They
also became more motivated in conveying the extemporaneous speaking.
The last question was about influence lecturer English language teaching
method application toward the students‘ fluency and accuracy. After applied the
method, the lecturer concluded that most of the students showed the good progress
in their speaking fluency and accuracy which was showed from the result of the total
score of the oral test.
Beside gave the lecturer some question interview, the researcher also directly
observed the classroom activity. The observation was conducted in order to know
the teaching learning process in speaking class. From observation conducted on
March, 2nd
2015 the researcher collect data about the students‘activities while they
were in speaking class. The finding that the researcher has taken from the
observation is as follow:
1) In the speaking class, the students one by one delivered the extemporaneous
speaking in front of the class while another children listened to the
extemporaneous speaking. It was interesting for the students so that they did not
feel bored in the class.
2) Before conveyed the extemporaneous speaking, the students prepare some the
attribute to support their speaking like flash card, outfit, puppet, music and other.
It was showed that the students who delivered the extemporaneous speaking
prepare their speaking well and the students who watched the show were
understood well by that supporting attribute. It was also found that giving time to
students to prepare the extemporaneous speaking was necessary. The preparation
is helpful for the students to arrange what they would do in the extemporaneous
speaking.
3) The students who did not performed their extemporaneous speaking kept the
situation condusive. They were very supporting in the class when one of their
friends performed extemporaneous speaking in front of the class. Those situations
helped the student who performed become more focused on performing
extemporaneous speaking.
4) After performing the extemporaneous speaking, the student got a grammatical
correction and some comment from the lecturer and other students. From the
observation, the researcher found that most students were very active in the class.
They gave some comment in the class. It showed that both of lecturer and the
students gave feedback to students. Those were helpful because the students knew
their strength and weakness.
5) Based on the observation above, the funding showed that students enjoyed in
speaking class with some activities done during teaching and learning process.
Based on the result of observation, the researcher got the data that situation
and condition when their friends in front of the class to present their extemporaneous
speaking were comfortable because they could appreciate their friends‘ performance.
The lecturer gives feedback too after the students performed the extemporaneous
speaking , so the students knew the mistakes that they done.
The observation in the class that done by the researcher was resulted that the
students are able to make the situation of class comfortable. They listened to their
friends‘ performance in front of class. They were very active too, when they gave
the feedbacks.
3. Students’ Mastery on Speaking Fluency and Accuracy
The researcher used test to obtain the score of students‘ mastery on speaking
fluency and accuracy (variable y). In composing the test, the researcher used oral by
scale of 10-100.
Furthermore, the researcher calculated the data to find out the percentage score
of the final calculation for each students‘mastery on speaking fluency and accuracy
by using the formula:
P= ___∑X 100%
N
P = Percentage of fluency/ accuracy
∑X= total score of fluency (flow, speed, pause)
N = Total Maximum Score (18)
After calculating the scores of each students, it wass necessary to describe the
qualification of each student based on this scores. The description of the
qualification of each student proposed by Sudijono (2008 : 35) is shown in table 4.3.
Table 4.6.
Speaking Score Qualification
No Student‘s Score Mark Mark Qualification
1. 91-100 A Excellent
2. 79-89 A- Very Good
3. 70-78 B Good
4. 65-69 B- Good Enough
5. 55-64 C Enough
6. 45-54 D Bad
7. Bellow 45 E Very Bad
The score of students‘ mastery speaking fluency and accuracy could be seen in
the following table:
Table 4.7.
Score of the Test of Speaking Fluency and Accuracy
No
Student
Number
Fluency
Accuracy
Total
Average
Qualification
LEC RE AVE LEC RE AVE
1 113 13 005 78 78 78 72 78 75 76.5 Good
2 113 13 009 67 78 72.5 67 67 67 69.75 Good
3 113 13 038 100 83 91.5 100 89 94.5 93 Excellent
4 113 13 040 61 67 64 61 61 61 62.5 Enough
5 113 13 048 67 72 69.5 61 67 64 66.75 Good Enough
6 113 13 053 56 50 53 61 50 55.5 54.25 Enough
7 113 13 060 50 56 53 44 50 47 50 Bad
8 113 13 063 50 56 53 50 61 55.5 54.25 Bad
9 113 13 064 72 72 72 72 67 69.5 70.75 Good
10 113 13 067 83 83 83 89 83 86 84.5 Very Good
11 113 13 068 83 83 83 78 89 83.5 83.25 Very Good
12 113 13 071 72 72 72 67 62 64.5 68.25 Good Enough
13 113 13 075 67 67 67 56 56 56 61.5 Enough
14 113 13 084 72 61 66.5 72 61 66.5 66.5 Good Enough
15 113 13 087 61 50 55.5 61 56 58.5 57 Enough
16 113 13 098 67 67 67 67 72 69.5 68.25 Good Enough
17 113 13 099 56 61 58.5 61 61 61 59.75 Enough
18 113 13 104 67 83 75 67 94 80.5 77.75 Good
19 113 13 113 50 56 53 50 50 50 51.5 Bad
20 113 13 120 56 72 64 56 89 72.5 68.25 Good Enough
21 113 13 122 56 50 53 56 56 56 54.5 Enough
22 113 13 123 61 61 61 61 61 61 61 Enough
23 113 13 131 78 89 83.5 72 67 69.5 76.5 Good
24 113 13 134 67 67 67 67 72 69.5 68.25 Good Enough
25 113 13 142 67 67 67 72 72 72 69.5 Good
26 113 13 153 83 100 91.5 83 100 91.5 91.5 Excellent
27 113 13 155 78 83 80.5 61 72 66.5 73.5 Good
28 113 12 084 56 67 61.5 50 56 53 57.25 Enough
29 113 11 109 56 72 64 61 89 75 69.5 Good
30 113 11 150 83 83 83 67 67 67 75 Good
Notes: LEC: Lecturer, RE: Researcher
Next step the researcher calculate the data to find out the percentage of
students‘ mastery on speaking fluently and accurately by using the formula:
P= F X 100%
N
By which:
P= the percentage
F= the frequency
N= the number of students
1. The total number of students‘ practice on speaking fluency and accuracy that
having excellent qualification are 2 students. The percentage is as follow:
P = 2 x 100% = 6.67%
30
2. The total number of the students‘ practice on speaking fluency and accuracy that
having very good qualification are 2 students. The percentage is as follow:
P = 2 x 100% = 6.67%
30
3. The total number of the students‘ practice on speaking fluency and accuracy that
having good qualification are 9 students. The percentage is as follow:
P = 9 x 100% = 30%
30
4. The total number of the students‘ practice on speaking fluency and accuracy that
having good enough qualification are 6 students. The percentage is as follow:
P = 6 x 100% = 20 %
30
5. The total number of the students‘ practice on speaking fluency and accuracy that
having enough qualification are 8 students. The percentage is as follow:
P = 8 x 100% = 26.6%
30
6. The total number of students‘ practice on speaking fluency and accuracy that
having bad qualification are 3 students. The percentage is as follow:
P = 3 x 100% = 10%
30
Based on the result above, the highest percentage of students‘ practice on
speaking fluency and accuracy was 30% in good qualification. It means that the
fourth semester students of English Education Department of IAIN Salatiga in the
Academic year 2015/2016 have a good level in practicing speaking fluency and
accuracy.
c. DISCUSSION
Method as a planning of teaching and learning process became an important part
in English language teaching. It was necessary for lecturer to arrange and prepare
teaching and learning process well. They should be prepared every activity related to
their purposes of the teaching and learning process. In order to make well preparation,
English language teaching method help the teacher got an easier way in preparing
teaching and learning process.
Related to the application of English language teaching method, the appropriate
English language teaching method which was applied in speaking class was CLT which
prioritized the practice of communication aspect. It was the method which can help the
lecturer in preparing teaching and learning process well.
In addition, to examine the written/ narrative data from the result of interview,
researcher gave questionnaire to know students‘ feedback toward the application of
English language teaching method.
In the other hand, the oral test score of students‘ English fluency and accuracy
showed the highest percentage of students‘ practice on speaking fluency and accuracy
was 30% in good qualification which was meant that the fourth semester students of
English Education Department of IAIN Salatiga in the Academic year 2015/2016 have
a good level in practicing speaking fluency and accuracy.
From the result on the SPSS 16.0 windows program the score correlation is 0.271
and the level of coefficient significance correlation is 0.147. Where r- calculation=
0.271 ≥ r table=0.361. It meant that the correlation between lecturer‘s English language
teaching method toward students‘ mastery on speaking English fluency and accuracy
by significance correlation is 0.05 or 5% although the correlation was weak with
different number 0.090. This weaknesses was caused by the students‘ backgrounds in
English language.
CHAPTER V
CLOSURE
A. Conclusions
Based on the data finding and analysis in the previous chapter, the researcher
concluded the result of those data analysis as:
1. Correlation between lecturer’s English Language Teaching Method toward
Students’ Speaking Fluency and Accuracy
From the results on the SPSS 16.0 windows program in analizing the correlation
between Lecturer‘s English Language Teaching Method toward Speaking Fluency and
Accuracy, the score correlation is 0.271. Where r- calculation= 0.271 ≥ r table=0.361. It
meant that the correlation between lecturer‘s English language teaching method toward
students‘ mastery on speaking English fluency and accuracy by significance correlation
0.05 or 5% was significant although the correlation was weak with different number
0.090. The weakness was caused by the students‘ English language background.
2. The Lecturer’s English Language Teaching Methods
After analyzed the data of the students‘ feedback toward their lecturer‘s English
language teaching method the researcher concluded that the students agree toward the
application of lecturer‘s English language method in speaking IV class with the total
score 1194. In the other hand, the lecturer was mostly used CLT in the speaking IV
class by 90% used English language in the communication with the students. He
assessed and evaluated the students‘ fluency by using extemporaneous speaking oral
speaking test.
The students were ready to join to the class and participate to the lecturer‘s
English language teaching method. They also prepared the extemporaneous speaking
oral speaking test well which was showed from their preparation before
extemporaneous speaking oral speaking test. The supported their extemporaneous
speaking oral speaking test with many attributes with related to the theme that they
conveyed in their extemporaneous speaking oral speaking test.
3. The Students’ Mastery on Speaking Fluency and Accuracy
Based on the results of students‘ oral test, the total number of students‘ practice
on speaking fluency and accuracy that having excellent qualification are 2 students with
the percentage was 6.67%, the total number of the students‘ practice on speaking
fluency and accuracy that having very good qualification are 2 students with the
percentage was 6.67%, the total number of the students‘ practice on speaking fluency
and accuracy that having good qualification are 9 students with the percentage was
30%, the total number of the students‘ practice on speaking fluency and accuracy that
having good enough qualification are 6 students with the percentage was 20 %, the
total number of the students‘ practice on speaking fluency and accuracy that having
enough qualification are 8 students with the percentage was 26.6%, and the total
number of students‘ practice on speaking fluency and accuracy that having bad
qualification are 3 students with the percentage was 10%. It concluded that the highest
percentage of students‘ practice on speaking fluency and accuracy was 30% in good
qualification which meant that the fourth semester students of English Education
Department of IAIN Salatiga in the Academic year 2015/2016 have a good level in
practicing speaking fluency and accuracy.
B. Suggestions
At the end of the chapter, the researcher hopes that the result of this research gives
something worth while:
1. Lecturers
The researcher suggests the lecturer to be selective when choose the method or
approach in the teaching-learning process. Especially in speaking class, the lecturer
not only becomes facilitator, controller but also become a guidance of the students
which engage them in participating the class. In addition, the lecturer is suggested to
make enjoy and challenging speaking activity.
2. Students
The students are suggested to be active students in the class. The researcher
suggests the student do not shy and worry about the mistake, just be confident
students which explore the ability.
3. University
The researcher suggests to the university to take care of any result of the
research. It is aimed to be appreciation to the researcher.
4. Reader
The researcher hopes the readers are able to give some comments or
suggestion to the researcher related to the lack of this research.
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TIME SCHEDULE OF THE RESEARCH
NO ACTIVITY DATE
1. Submit the proposal of graduating paper March 2nd
, 2015
2. Arrange the research instruments April 30th
, 2015
3. Cooperation of the researcher and lecturer
doing scoring/ oral test
April 30th
- June 9th
,
2015(every Thursday)
4. Give students questionnaire May 21st, 2015
5. Interview the lecturer May 28th
, 2015
6. Compose the report of the research March- August
LIST OF THE RESPONDENTS
NO NAME NIM
1 ATI' MUSTAMIDDAH 113 13 005
2 TIYA ERISANTI 113 13 009
3 SITI NUR JANAH 113 13 038
4 BELLA ETIKA S U 113 13 040
5 DIYAS FITRA TRI SUBEKTI 113 13 048
6 SITI MUZAIYANAH 113 13 053
7 IDA IRMAWATI 113 13 060
8 M FARID K 113 13 063
9 ARINA NURUL IZZAH 113 13 064
10 MUNTASIROH 113 13 067
11 AGUSTINA RIDHO UTAMI 113 13 068
12 RIZQI KURNIAWAN 113 13 071
13 EVA NOR FITHROTUL H 113 13 075
14 RATEH AMBARWATI 113 13 084
15 KINGKING MEITA P 113 13 087
16 ANNISA WAKHIDA R 113 13 098
17 YENI RATNA P 113 13 099
18 RISTEIA DIAN A 113 13 104
19 ADDE FITRIA FAJAR HIDAYAH 113 13 113
20 NOVITA AYU N W 113 13 120
21 OSSI RINAWATI 113 13 122
22 IIS YULI YANTI 113 13 123
23 BETIK NURWIDYAWATI 113 13 131
24 FITRI HANDAYANI 113 13 134
25 AYU DEWI FATIMAH 113 13 142
26 RAHMAH ASHIELA N 113 13 153
27 HARTONO 113 13 155
28 MUHAMMAD BILAL 113 12 084
29 WAHYU WIDYA W 113 11 109
30 YENI WULANSARI 113 11 150
Schedule of Students’ Performance
Date NO NAME NIM
May 7th
, 2015 1 ATI' MUSTAMIDDAH 113 13 005
2 TIYA ERISANTI 113 13 009
3 AGUSTINA RIDHO UTAMI 113 13 068
4 MUNTASIROH 113 13 067
5 SITI NUR JANAH 113 13 038
6 BETIK NURWIDYAWATI 113 13 131
May 12nd
, 2015 1 RATEH AMBARWATI 113 13 084
2 EVA NOR FITHROTUL H 113 13 075
3 ARINA NURUL IZZAH 113 13 064
4 KINGKING MEITA P 113 13 087
5 SITI MUZAIYANAH 113 13 053
6 BELLA ETIKA S U 113 13 040
May 21st, 2015 1 M FARID K 113 13 063
2 OSSI RINAWATI 113 13 122
3 RIZQI KURNIAWAN 113 13 071
4 ANNISA WAKHIDA R 113 13 098
5 YENI RATNA P 113 13 099
6 RISTEIA DIAN A 113 13 104
May 28th
, 2015
1
ADDE FITRIA FAJAR
HIDAYAH 113 13 113
2 NOVITA AYU N W 113 13 120
3 RISTEIA DIAN A 113 13 104
4 IIS YULI YANTI 113 13 123
5 IDA IRMAWATI 113 13 060
6 FITRI HANDAYANI 113 13 134
June 4th
, 2015 1 MUHAMMAD BILAL 113 12 084
2 RAHMAH ASHIELA N 113 13 153
June 10th
, 2015 1 HARTONO 113 13 155
2 AYU DEWI FATIMAH 113 13 142
3 WAHYU WIDYA W 113 11 109
4 YENI WULANSARI 113 11 150
Name :
Nim :
Band Score of Oral Test Criteria for Fluency
No Proficiency Description Score
1. Speech Flow
hesitations, slowness, or even silences in language
processing may prevent communication
1
speech is very slow and exceeding halting, strained, and
stumbling except for short or memorized expressions.
2
speech is slow and often hesitant and jerky. Sentences
may be left uncompleted, but speaker is able to continue.
3
speech is medium and there may be occasional loss of
fluency, but this does not prevent effective
communication
4
speech is fast but with some hesitation and unevenness
caused primarily by rephrasing and grouping for words
5
speech is effortless and smooth with speed that
approaches that of a native speaker
6
2. Average Speed
No word along conversation 1
Utterances are produced in few words, even in a short
and single word.
2
Average speed indicates up to 50 words per minute. 3
Average speed indicates between 50 and 100 words per
minute
4
Average speed indicates ability to speak at length with
relative ease on familiar topics, between 100 and 200
words per minute
5
Average indicates ability to speak at natural length, more
than 200 words per minute
6
3. Pausing
Source: Hughes A (2003) in Syavriyadin (2013)
Producing any pauses, whether silent pause, fillers uh/um
only, or fillers uh/um plus continuously and distractingly
1
Producing stretches of language with long pauses to get
understand with interlocutors, pauses are distracting
2
Producing sentences with pauses that are sometimes
distracting. Pauses occur when looking for lexical choices
3
Producing sentences with pauses that are sometimes not
distracting
4
Producing sentences with pauses that are not distracting 5
Producing pauses that are supported by good
arrangement, it approaches native speaker expression
6
Band Score of Oral Test Criteria for Accuracy
No Proficiency Description Score
1. Accent
Pronunciation frequently unintelligible 1
Frequent gross errors and a very heavy accent make
understanding difficult, require frequent repetition
2
―Foreign accent‖ requires concentrated listening, and
mispronunciations lead to occasional misunderstanding
and apparent errors in grammar or vocabulary.
3
Marked ―foreign accent‖ and occasional
mispronunciations which do not interfere with
understanding
4
No conspicuous mispronunciations, but would not be
taken for a native
speaker.
5
Native pronunciation, with no trace of ―foreign accent‖ 6
2. Grammar
Grammar also entirely inaccurate phrases. 1
Constant errors showing control of very few major
patterns and frequently preventing communication.
2
Frequent errors showing some major patterns
uncontrolled and causing occasional irritation and
misunderstanding.
3
Occasional errors showing imperfect control of some
patterns but no weakness that causes
misunderstanding.
4
Few errors, with no patterns of failure. 5
No more than two errors during the speaking. 6
3. Vocabulary
Vocabulary inadequate for even the simplest
conversation.
1
Vocabulary limited to basic personal and survival areas
(time, food, transportation, family, etc.)
2
Choice of words sometimes inaccurate, limitations of
vocabulary prevent discussion of some common
professional and social topics.
3
Producing sentences with pauses that are sometimes
not distracting
4
Producing sentences with pauses that are not
distracting
5
Producing pauses that are supported by good
arrangement, it approaches native speaker expression
6
Source: Cauldwell, R (2010) in Syavriyadin (2013)
Score of the Test of Speaking Fluency and Accuracy
No
Student
Number
Fluency
Accuracy
Total
Average
Qualification
LEC RE AVE LEC RE AVE
1 113 13 005 78 78 78 72 78 75 76,5 Good
2 113 13 009 67 78 72,5 67 67 67 69,75 Good
3 113 13 038 100 83 91,5 100 89 94,5 93 Excellent
4 113 13 040 61 67 64 61 61 61 62,5 Enough
5 113 13 048 67 72 69,5 61 67 64 66,75 Good Enough
6 113 13 053 56 50 53 61 50 55,5 54,25 Enough
7 113 13 060 50 56 53 44 50 47 50 Bad
8 113 13 063 50 56 53 50 61 55,5 54,25 Bad
9 113 13 064 72 72 72 72 67 69,5 70,75 Good
10 113 13 067 83 83 83 89 83 86 84,5 Very Good
11 113 13 068 83 83 83 78 89 83,5 83,25 Very Good
12 113 13 071 72 72 72 67 62 64,5 68,25 Good Enough
13 113 13 075 67 67 67 56 56 56 61,5 Enough
14 113 13 084 72 61 66,5 72 61 66,5 66,5 Good Enough
15 113 13 087 61 50 55,5 61 56 58,5 57 Enough
16 113 13 098 67 67 67 67 72 69,5 68,25 Good Enough
17 113 13 099 56 61 58,5 61 61 61 59,75 Enough
18 113 13 104 67 83 75 67 94 80,5 77,75 Good
19 113 13 113 50 56 53 50 50 50 51,5 Bad
20 113 13 120 56 72 64 56 89 72,5 68,25 Good Enough
21 113 13 122 56 50 53 56 56 56 54,5 Enough
22 113 13 123 61 61 61 61 61 61 61 Enough
23 113 13 131 78 89 83,5 72 67 69,5 76,5 Good
24 113 13 134 67 67 67 67 72 69,5 68,25 Good Enough
25 113 13 142 67 67 67 72 72 72 69,5 Good
26 113 13 153 83 100 91,5 83 100 91,5 91,5 Excellent
27 113 13 155 78 83 80,5 61 72 66,5 73,5 Good
28 113 12 084 56 67 61,5 50 56 53 57,25 Enough
29 113 11 109 56 72 64 61 89 75 69,5 Good
30 113 11 150 83 83 83 67 67 67 75 Good
Notes: LEC: Lecturer, RE: Researcher
QUESTIONNAIRE INSTRUMENT OF STUDENTS FEEDBACK TOWARD THE
APPLICATION OF ENGLISH LANGUAGE METHOD
NOTE:
SA : Strongly Agree (5 point)
A : Agree (4 point)
N : Natural (3 point)
D : Disagree (2 point)
SD : Srongly Disagree (1 point)
NO QUESTION ANSWER
SA A N D SD
11. Is CLT suitable to be applied in speaking IV?
12. Is Extemporaneous Speech proper to be applied in
the assessment of CLT?
13. Is movie review ease in the presenting
Extemporaneous Speech ?
14. Do you get an extra time to prepare Extemporaneous
Speech ?
15. Is Extemporaneous Speech help you to get native
accent?
16. Is Extemporaneous Speech help you to improve your
vocabulary mastery?
17. Is Extemporaneous Speech help you to master your
―pattern‖ (grammar)?
18. Is Extemporaneous Speech help you to threat your
―Speech Flow‖?
19. Is Extemporaneous Speech help you to threat your
―Average Speed‖/ ―Natural Length‖ (more than 200
word/ minutes)?
20. Is Extemporaneous Speech help you to threat your
―Pausing‖?
Give some comments related to the application of your lecturer‘s English language method:
RESULT OF THE QUESTIONNAIRE
Score of Students’ Feedback
Respondents Score of Students’ Feedback Total
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
113 13 005 4 4 5 5 4 5 4 5 3 4 43
113 13 009 5 5 5 5 4 5 4 4 3 4 44
113 13 038 4 5 4 4 5 4 3 4 3 3 39
113 13 040 5 4 4 5 5 3 3 4 4 5 42
113 13 048 4 5 4 4 5 4 4 4 3 3 40
113 13 053 5 4 2 3 3 4 2 3 4 2 32
113 13 060 5 3 1 3 3 3 4 4 4 5 35
113 13 063 5 4 4 4 3 4 4 3 3 4 38
113 13 064 4 3 4 5 5 5 4 4 3 4 41
113 13 067 5 5 5 5 4 4 4 4 4 4 44
113 13 068 5 5 5 5 5 4 4 3 3 3 42
113 13 071 5 5 5 5 4 4 4 4 4 5 45
113 13 075 3 4 4 4 3 4 3 3 3 3 34
113 13 084 3 4 3 4 1 3 3 2 3 3 29
113 13 087 3 4 3 4 3 4 4 3 3 3 34
113 13 098 5 4 4 4 4 3 4 3 2 4 37
113 13 099 5 3 3 3 3 3 3 3 3 3 32
113 13 104 3 3 2 4 2 3 3 3 4 3 30
113 13 113 5 5 5 5 5 5 5 5 5 5 50
113 13 120 5 5 5 5 2 5 3 3 3 5 41
113 13 122 3 3 3 3 3 3 3 3 3 3 30
113 13 123 5 5 5 5 5 5 5 5 5 5 50
113 13 131 5 5 4 5 5 5 5 3 4 5 46
113 13 134 4 5 5 5 5 5 5 5 5 5 49
113 13 142 4 3 3 4 3 4 4 5 4 5 39
113 13 153 5 5 5 5 4 5 3 5 5 5 47
113 13 155 4 5 5 5 5 5 5 5 4 5 48
113 12 084 5 3 4 4 4 4 3 5 4 4 40
113 11 109 2 4 4 4 4 5 4 4 4 3 38
113 11 150 3 4 4 4 3 2 4 4 4 3 35
Total 1194
INSTRUMENT OF INTERVIEW
Question List of Interview
8) How far the students‘ ability in speaking skill mastery?
9) What kind of teaching method that you use in speaking class?
10) How about the students‘ readiness in receiving your teaching method?
11) How about the students‘ feed back after receive your teaching method?
12) What are your outcomes of your teaching method?
13) How far your teaching method influence the students‘ fluency and accuracy?
14) What kind of measurement that you used to know their fluency and accuracy
expansion?
RESULT OF INTERVIEW
(00.00.42) Researcher: seberapa jauh kemampuan bahasa inggris yg dimiliki oleh
mahasiswa semester IV di kelas bapak? (How far the students‘
ability in speaking skill mastery?)
(00.01.11) Lecturer :kemampuan mereka fifty-fifty, 50% dari mereka
memiliki kemampuan yang bagus sedangkan kemampuan 50%
lagi cukup. (50-50, fifty percent of the students are good)
(00.01.51)Researcher : metode pengajaran bahasa apa yang bapak gunakan
di dalam mengajar speaking IV? (What kind of teaching
method that you use in speaking class?)
(00.02.06)Lecturer : saya menggunakan CLT secara dominan dengan
melibatkan siswa secara keseluruhan untuk berkomunikasi dua
arah dengan bahasa inggris sebanyak 90%, melibatkan siswa
untuk berkomunikasi dua arah, serta mengajak mereka untuk
berdiskusi baik secara kelompok ataupun general namun tetap
focus pada topik dan materi. (Dominantly CLT (combining
english and Indonesian language), engage the student in the
class communication, general and group discussion, natural,
focus and totaly about the topic/materials)
(00.03.10)Researcher: bagaimana dengan kesiapan mahasiswa dalam mengikuti
metode yang bapak gunakan? (How about the students‘
readiness in receiving your teaching method?)
(00.03.15)Lecturer: mereka cukup siap, meskipun ada beberapa yang masih
gugup, saya memberikan waktu yang cukup lama untuk
persiapan kepada mereka. (Most of them are ready, some of
them are still nervous. I give them long times for them to
prepare the speech)
(00.05.59)Researcher: bagaimana tanggapan para mahasiswa dalam menerima
metode yg bapak gunakan? (How about the students‘ feed back
after receive your teaching method)
(00.06.02)Lecturer: mereka menjadi lebih termotivasi dan lebih aktif di kelas.
(They are motivated and become active students)
(00.07.20)Researcher: apa tujuan dari metode pengajaran yang bapak gunakan?
(What are your outcomes of your English language teaching
method?)
(00.07.34)Lecturer: saya berharap dengan metode yang saya gunakan,
mahasiswa bias berbicara dengan fun dan nyaman dengan
menggunakan bahasa inggris. (Enjoy and confort their
speaking fluntly and accutately (challenging: creative,
performance, not only the language but other)
(00.08.30)Researcher: seberapa jauh pengaruh dari metode yang bapak gunakan
dalam cara bicara mahasiswa? (How far your teaching method
application influence the 2 students‘ fluency and accuracy?)
(00.08.42)Lecturer: sebagian besar dari mereka sudah menunjukkan bahwa
mereka sudah bias berbicara dengan lancal dan benar. (Most
of them improve their speaking fluency and accuracy)
(00.09.29)Researcher: dengan cara apa anda mengukur kemampuan fluency dan
accuracy ketika siswa berbicara? What kind of measurement
that you used to know their fluency and accuracy expansion?
(00.09.42)Lecturer: saya menggunakan extemporaneous speaking untuk menguji
mereka. Mereka berbicara dengan tema yang mereka pilih dan
saya memberikan kebebasan kepada mereka untuk
menggunakan atribut tambahan yang mendukung penampilan
mereka sesuai tema seperti kartu, pakaian, music, wayang dan
yang lainnya. (Use extemporaneous oral speaking. The students
convey the speaking with the theme that they choose and
prepare their supporting attribute related to the theme.
DAFTAR SATUAN KREDIT KEGIATAN (SKK)
Name : Mujiyati
Nim : 113 11 082
Department : English Education Department
Faculty : Teacher Training and Education Faculty
No Kegiatan Pelaksanaan Partisipasi Nilai
1. Orientasi Pengenalan Akademik Dan
Kemahasiswaan (OPAK) Dewan
Mahasiswa (DEMA) Stain Salatiga
20-22 Agustus
2011
Peserta 3
2. Achievement Motivation Training
(AMT) Membangun Mahasiswa Cerdas
Emosi, Spiritual Dan Intelektual
23 Agustus
2011
Peserta 2
3. Orientasi Dasar Keislaman (ODK)
Menemukan Muara Mahsiswa
Rahmatan Lil Alamin
24 Agustus
2011
Peserta 2
4. Seminar Entrepreneurship Dan Koprasi
KOPMA Dan KSEI
25 Agustus
2011
Peserta 2
5. User Ducation (Pendidikan Pemakai)
UPT Komputer
19 September
2011
Peserta 2
6. English Public Speaking Training EPST
CEC STAIN Salatiga ―Build Your
Character And Communication Skill
With English Public Speaking Training‖
17 Maret 2012 Peserta 2
7. Public Hearing I SEMA STAIN Salatiga
―Meningkatkan Kepekaan Dan
27 Maret 2012 Peserta 2
Transparansi Kinerja Lembaga Menuju
Kampus Yang Amanah
8. Sertifikat Praktikum Publik Speaking
Departmen Of Religious Affair TBI
STAIN Salatiga
28 April 2012 Peserta 2
9. Seminar Regional LDK STAIN Salatiga
―Urgensi Media Dalam Mencerahkan
Umat‖
30 April 2012 Peserta 4
10. Akhirussanah Ma‘had Stain Salatiga 7 Juni 2012 Panitia 3
11. Public Hearing II SEMA STAIN
Salatiga ―Evaluasi Kinerja Lembaga
Menanggapi Public Hearing I‖
20 Juni 2012 Peserta 2
12. Sertifikat Kursus Satu Bulan di Pyramid
English Course Pare, Kediri
10 Juli-9
Agustus 2012
Peserta 2
13. Sertifikat Kursus Satu Bulan di Egypt
English Course Pare, Kediri
8 Agustus 2012 Peserta 2
14. English And Friendship Camp And
Social Work In Merbabu Foothill CEC
STAIN Salatiga
13-14 Oktober
2012
Peserta 2
15. Penerimaan Anggota Baru JQH STAIN
Salatiga ―Membentuk Paradigma
Mahasiswa Qur‘ani Dengan Panca
Indra, Akal Dan Hati
17-18
Nopember
2012
Peserta 2
16. Tabligh Akbar ―Tafsir Tematik Dalam
Upaya Menjawab Persoalan Israel Dan
1 Desember
2012
Peserta 2
Palestina Dengan Landasan Qs Al Fath:
27-28‖
17. Seminar Nasional ―Kepemimpian Masa
Depan Bangsa‖
23 Februari
2013
Peserta 8
18. Seminar Nasional Dan Dialog Pulik
Hmj Tarbiyah Dan Syari‘ah ―Minimnya
Pasokan Energi Dalam Negri:
Pembatasan Subsidi Bbm Dan Peran
Masyarakat Dalam Penghematan
Energi‖
20 April 2013 Peserta 8
19. Seminar Pencegahan Bahaya NAPZA
(Narkotika, Psikotropika Dan Zat
Aditif), HIV/ AIDS Dan Mewaspadai
Pergaulan Bebas Untuk Remaja Yang
Tangguh PIK SAHAJA (Pusat
Informasi Dan Konseling Sahabat
Remaja Salatiga)
23 April 2013 Peserta 2
20. Pendidikan Anggota Dasar Al kidmah
Kampus Kota Salatiga 2013
28-29
Desember 2013
Panitia 3
21. Ijazah Kursus Pembina Pramuka Mahir
Tingkat Dasar (KMD) Pengurus Cabang
Kota Salatiga
03- 08 Maret
2014
Peserta 2
22. Pelatihan Strategi Penangan Anak
Berkebutuhan (ABK) Khusus Dengan
Terapi Applied Behavior Analysis
08 Maret 2014 Peserta 2
(ABA) Biro Konsultasi Psikologi
Tazkia Besama Sekolah Autis Talenta
Kids
23. Training Workshop ―Classroom
Management: How To Engage Student
In The Classroom‖ IALF Bali
18 Juni 2014 Peserta 2
24. Sie Keamanan Ma‘had Mahasiswa
STAIN Salatiga Dalam Kepengurusan
2013/ 2014
23 Juni 2014 Panitia 3
25. Seminar Nasional Dema Stain Salatiga
―Peran Mahasiswa Dalam Mengawal
Masa Depan Indonesia Pasca Pilpres
2014)
25 September
2014
Peserta 8
26. Seminar Nasional ―Berkontribusi Untuk
Negri Melalui Televisi Di STAIN
Salatiga‖
5 November
2014
Peserta 8
27. Pendidikan Anggota Dasar Al Khidmah
Kampus Kota Salatiga 2014
06- 07
Desember 2014
Panitia 3
28. Sertifikat Pemateri Bahasa Inggris
Dalam Program Pengembangan Bahasa
Pondok Edi Mancoro Tuntang Kab
Semarang
07 April 2015 Pemateri 4
29. Silaturohmi dan Pelatihan Ustadz/
Ustadzah TPA Se- Desa Bojong
12 April 2015 Panitia 3
30. Seminar Nasional ―Mencegah Generasi Peserta 8
Muda Islam Dari Radikalisme ISIS‖
31. Bedah Novel ―Gus Dur Dan Shinta
(Sebuah Romansa Tentang Buku, Bunga
Dan Cinta)‖ UPT Perpustakaan Edi
Mancoro Tuntang Kab Semarang
17 Mei 2015 Peserta 2
32. Training Kepribadian Dan Donasi Al-
Qur‘an IAIN Salatiga
19 Mei 2015 Peserta 2
33. Sosialisasi Program Pendewasaan Usia 12 Juni 2015 Peserta 2
Speaking Activity
