chapter i-5 bru

CHAPTER I

INTRODUCTION

A. Background of the Problem

2006 English Curriculum has stated some purposes of teaching

English in Islamic Junior High School. The first purpose of teaching

English in Islamic Junior High School is, developing ability in

communication both spoken and written form to reach functional literacy.

The second purpose is, having awareness about the sense of English and

importance to survive in global society. The third purpose is, developing

students understanding about language and culture. To get the purposes,

teaching English in school will be guided several standard and basic

competences. Those are developed from four skill, listening, speaking,

reading, and writing, hope the students are able to communicate on certain

literacy.

Dealing with the literacy should be acquired by the students in

Islamic Junior High School that is functional literacy; the scope of this

literacy is the students are able to use English to get things done. It means

the students will have capability in using language like: reading

newspaper, manual or directions in daily life etc. It is for survival

communication.

As explained before, students in Junior/ Islamic Junior High

School are expected to reach functional literacy and to be able to

communicate both spoken and wriitten in daily life. To gain the goal, the

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students will be taught by some genres. Christie in Hardy and Damien

Klarwien (1990:2) defines genre;

“ Genre refers to any staged, purposeful, cultural activity and thus it includes oral language and genres as well as written language genres. A genre characterised by having a schematic structure-a distinctive beginning, middle and end.”

Each genre has its communicative purpose, generic structure (the

beginning, middle, and end structure of a type of text), and certain lexicon

grammatical features (the word choices, the use of tenses, etc.). Students

will benefit a lot in studying genre. The awareness of genre will enable

them to produce an effective text that will have function in English

communication, either spoken or written. Thus, the goal of English

language teaching stated in 2006 English Curriculum will be achieved.

The genres suggested in 2006 English Curriculum for Junior High

School/ Islamic Junior High School are descriptive, recount, procedure

and narrative. Those genres will be taught in different semester of

students’ level. Especially in third semester students will be taught by

descriptive and recount genre. One of the genres of the text is recount.

Sofyanda, et al (2005:95) states recount is a report of events or activity in

the past. It is inform or to entertain the readers. It has three structure they

are orientation (gives information about who, what, when and where),

event (tells what happened, in what sequence) and re-orientation (shows

personal comments). Recount text also has language features they are past

tense, chronological order, focused on individual or group participants

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Those genres will be given in two forms: spoken and written. In

spoken form, the genres will belong to listening and speaking while

reading and writing are involved to written form. In speaking as stated in

standard competence of 2006 English curriculum, ones are able to express

idea both functional and monologue. Functional is used for everyday

information, such as; announcement, advertisement, offering something,

memo and etc. Monologue is oral text, such as; recount, procedure,

narrative and etc. The genres suggested are belonging to monologue.

Especially in third semester students of Junior/ Islamic Junior High School

students, they will be provided with two genres, they are; descriptive and

recount. The standard competence of those is the students are able to

express idea in short monologue in descriptive and recount text to interact

around environment. It is expected that the students can reach the standard

competence.

The expectation is hoped can be manifested to encourage students

in having good communication especially in developing the ability to

express a discourse either in spoken or written. One of the tools to share

ideas, opinions, and thought is speaking. The ability of speaking can help

the students to express what they feel in delivering a discourse. A

discourse that is very near with students is tell and share about what had

already occurred to them. Everyone has own experience. Usually he/ she

has desire to share their experience as information or entertainment. The

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experience is expressed through spoken text. According to Jones in

Richard (2008:27) spoken text is

“…. Often have identifiable generic structures and the language used is more predictable. .. Because of less contextual support, the speaker must include all necessary information in the text- hence the importance of topic as well as textual knowledge. And while meaning is still important, there will be more emphasis on form and accuracy”.

Recount text is a text tells about past event(s). The awareness of

recount text help students to tell past events well organized. This text is

very familiar in daily life, which the students often tell what had

experienced to others. Telling past event(s) is near with time in the past.

For that reason the correct words and the grammar are needed to avoid

misunderstanding. Some guidance of this text- language feature and

generic structure guide students to choose the appropriate words and

grammar in order to gain a well organized text. Thus speaker goal to

inform the past event delivered well.

In one side, speaking is not easy. Ur (1991:121) argues some

things make speaking difficult. They are inhibition; learners are often

inhibited about trying to say things in foreign language in the classroom,

worried about making mistakes, nothing to say; they have no motive to

express themselves beyond the guilty feeling that they should be speaking,

low or uneven participation; this problem is compounded by the tendency

of some learners to dominate, while others speak very little or not at all

and mother tongue use; in class where all, or a number of, the learners

share the same mother tongue, they may tend to use it: because it easier,

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because it feels unnatural to speak to one another in a foreign language.

Those are the factors which are influencing speaking become not easy task

to students.

While, Thornbury (2005:25) states that the more students familiar

with the topic the more easily the speaking task; this is why it is generally

easier to talk about job, family than it is to talk about something very

removed from your day-to-day life. One topic that is very familiar with

students’ life is recount text. It matches with the expectation in standard

competence of third semester students of Junior/ Islamic Junior High

School that is the students should have be able to do monologue of

recount text.

As fact as the matter in Islamic Junior High School Bonjol, the

students rarely speak English. Those things happened because students

worry in making mistake in speaking. The phenomenon that was found the

students are still difficult to tell the past event in recount form. The

students feel shy when speaking and English are very rarely used by the

students there. Even with recount, the students are expected to be able to

tell their experience or some thing happened in the past well organized.

As Junior/ Islamic Junior High school students especially at the

third semester, it can be assumed they will be able to identify and do

monologue of recount genre with its components. It seems like the

students unrealized that recount is a text that very familiar with their life

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and they are demanded to obtain the standard competence of the recount

genre in speaking.

Based on explanation above, the researcher interests to conduct a

study and describe about students ability in performing oral recount text of

third semester students’ of Islamic Junior High School Bonjol.

B. Identification of the Problem

Dealing with the 2006 curriculum for Junior High School or

Islamic Junior High School there are several genres that will be learnt by

students. They are descriptive, recount, narrative and procedure. It was

known that they will be taught different genre every semester. At the third

semester, students will be offered descriptive and recount text.

Each genre has different characteristic. Larson (1984) defines a

descriptive text is a text which lists the characteristics of something.

Its purpose is to describe and reveal a particular person, place, or thing.

While, recount text is a text retells events for the purpose of informing or

entertaining. The purpose of recount is retelling something that happened

in the past. In each genre students have to master to use it both spoken and

written.

C. Limitation and Formulation of the Problem

Based on the identification the problem, this research will be

limited on students’ ability in performing recount text in speaking.

Furthermore, the problem can be formulated in following question:

What is student ability in performing oral recount text?”

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1. What is students’ ability in term of content?

2. What is students’ ability in term of language feature?

3. What is students’ ability in term of fluency?

4. What is students’ ability in term of pronunciation?

D. Definition of Key Terms

In order to avoid misunderstanding of these key terms, the

researcher defines:

1. Students’ ability refers to the scores obtained by the students in

performing an oral recount text.

2. Recount text is a text that tells about past event. It construct with two

components Generic structure and language feature. Generic

structures of recount are orientation, events and re-orientation.

Language feature of its, uses of simple past tense, uses of temporal

conjunctions and uses of personal pronoun.

E. Purpose of the Research

The main purpose of this research is to describe students’ ability in

performing oral recount text doing by the third semester students’ of

MTsN Bonjol in academic year 2010/2011.

F. Significances of the Research

The result of this research expected to give some contributions to:

1. Students

The benefit of the research can give information to students of their

ability in performing oral recount text.

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2. Teachers

The research is expected providing additional references to the

English teachers about the students’ ability in performing oral recount text.

3. Researcher

The research is hoped, that it can broaden knowledge of the field of

the researcher and requirement to get academic degree S1 at STAIN

Batusangkar.

4. Next researcher

The study is conducted to provide a reference for the next researcher

in the study of genre.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theories

1. Teaching Speaking

a. Definition of speaking.

The goal of language course is to enable the students to

communicate in English, and then speaking is one of skill that becomes a

priority in learning English as foreign language. Some experts give their

opinion about speaking. Nunan (2003:48) defines speaking is productive

aural/ oral skill. It consists of producing systematic verbal utterances to

convey meaning. According to Fulcher (2003:23), speaking is the verbal

use of language to communicate with others. Furthermore Morris in

Zulfahmi in Mahdalena (2008:4) speaking serves as a natural means of

communication between members of community in which language is

used both for expression of thought and as a form of a social behavior.

The Oxford Pocket Dictionary of Current English (2009) writes the

definition of speaking is the action of conveying information or expressing

one's thoughts and feelings in spoken language. In addition Brown

(2004:140) says speaking is the product of creative contraction of

linguistics string, the speaker make choices of lexicon, structure and

discourse. Widdowson in Asmelawati (2006: 4) stresses that speaking is

the active or productive skill and make use oral communication.

Communications through speaking is commonly performed by face to face

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http://www.encyclopedia.com/The+Oxford+Pocket+Dictionary+of+Current+English/publications.aspx?pageNumber=1

interaction and usually occurs form of dialogue or other forms of verbal

change. Speaking can be described as the ability of someone to express the

idea and feeling to other by using spoken language.

Then, Harris in Asmelawati (2006:2) states speaking is productive

skill. Since in speaking students should be able to produce utterances in

expressing ideas or feelings. Hall in Fulcher (2003:22) adds speaking is an

ability that is taken for granted, learned as it is through a process of

socialization through communication. Moreover Chaney in Kayi (2006:1)

defines speaking as the process of building and sharing meaning through

the use of verbal and non-verbal symbols, in a variety of contexts.

From the previous definitions, it can be concluded that speaking is

productive skill and through speaking ones deliver the opinions, feelings,

ideas, and thought to communicate in spoken language.

b. Importance of Speaking.

Speaking is fundamental to human communication. Because by

speaking, one can express his/her ideas, feelings and also opinions. Ur

(1991:120) states that of all the four skill (listening, speaking, reading, and

writing), speaking seems intuitively the most important. Likewise,

Thornburry (2005:1) mentions speaking is so much a part of daily life that

we take it for granted. Furthermore, Nunan in Lawtie (2004) writes

success is measured in terms of the ability to carry out a conversation in

the (target) language. It means speaking is an important thing to be

mastered, since speaking is a part of our life.

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Then Striven in Helmayesi in Mahdelana (2008:26) says the goal of

language learning is to enable students to use the language in

communication. It means speaking is crucial to be learnt and practiced in

language learning to get good communication. Swain in Lawtie (2004)

stresses we learn to speak by speaking. The more practice, the more it can

improve our skill. Consequently, speaking is crucial to be learnt and

practiced in language classroom to achieve good communication.

If the major of the goal of language learning is to enable students to

communicate, then speaking skills should be taught and practiced

continuously in the language classroom. So that students know how

importance speaking is and they have capability to face global challenging

that is able to communicate in English as widely language used in the

world.

c. Speaking Ability

Speaking ability is the ability to communicate orally. Kim (2005: 8)

Speaking ability is defined as communicative language ability realized in a

variety of oral communication situations. Communicative language ability

consists of grammatical form, grammatical meaning, discourse

competence, and sociolinguistic competence.

Harmer (2004:269) states that the ability to speak fluently

presupposes not only knowledge of language features, but also the ability

to process information and language on the spots. The language features of

speaking as Brown explains are:

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1). Connected speech: Effective speakers of English need to be able

not only to produce the individual phonemes

of English but also to use fluent ‘connected

speech’.

2). Expressive devices: Native speakers of English change the pitch

and stress of particular parts of utterances,

vary volume and speed, and show by other

physical and non-verbal (paralinguistic)

means how they are feeling (especially in

face-to-face interaction). The use of these

devices contributes to the ability to convey

meanings.

3). Lexis and grammar: Spontaneous speech is marked by the use of

a number of common lexical phrases,

especially in the performance of certain

language functions.

4). Negotiation language: Effective speaking benefits from the

negotiatory language we use to seek

clarification and to show the structure of

what we are saying.

Then, Mckay (2006:179) states that when people speak, it is not the

case that they simply open their mouths and speak the words and sentences

but they are doing so in cultural context. As Finnochiaro and Bonomo in

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Suzanne (2005:12) express their opinion about speaking, they state that

speaking is complication of several skills such as, the skill to decide what

ones to say, select the pattern he or she is going to use, choose the word

that fits into pattern and conveys the meaning, use correct arrangement of

sound, voice, pitch and form, make sure what one wants to says is

appropriate in the situations, and place tongue and lips in certain position

to produce linguistics sound.

Moreover Bachman and Palmer in McKay (2006:183) describe

some characteristics of oral language ability, namely organizational

knowledge and pragmatic knowledge. Organizational knowledge provides

two points that are grammatical knowledge-the knowledge of vocabulary,

syntax and phonology- and textual knowledge, the knowledge to speak

cohesive and well organized ways. Yet, the pragmatic knowledge provides

functional knowledge and sociolinguistic knowledge. Functional

knowledge is speaker ability to use language for many different functions,

how to use language to get what speaker wants, learn, imagine and think

about things. Sociolinguistic knowledge is the knowledge to use oral

language appropriate to the language use situation that speaker are in.

The ability of speaking will create good atmosphere of

communication later in which consider what will be said, and supported

with the aspects of speaking like the sound, structure and etc.

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d. Types of Classroom Speaking Performance.

Speaking is one of productive skill belongs to performance test.

According to Green (1975:86), performance are the only test designed

specificity measure directly the actual job performance of pupils, and since

successful job performance is an ultimate objective of many courses.

There are several types of classroom speaking performance that is

related with the speaking skill in classroom activities. Brown (2001: 271)

mention six categories that include in speaking performance, they are:

1). Imitative

Imitative is the activity that performance to simply parrot

back (imitate) a word or phrase or possibly a sentence. While this

is purely phonetic level of oral production, a number of prosodic,

lexical, and grammatical properties of language include in criterion

performance.

2). Intensive

Intensive speaking goes one step beyond imitative to

include any speaking performance that is designed to practice some

phonological or grammatical aspect of language. Intensive

speaking can be self-initiated or it can even form part of some

pair work activities, where learner are “going over” certain form of

language.

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3). Responsive

Responsive: short replies to teacher or students initiated

questions or comments. These replies are usually sufficient and do

not extend into dialogues.

4). Transactional (dialog)

Transactional language, carried out for the purpose of

conveying or exchanging specific information, is an extended form

of responsive language.

5). Interpersonal (dialog)

Interpersonal dialogue carried out more for the purpose of

maintaining social relationship than for the transmission of facts

information.

6). Monolog

Students are called on to give extended monologues in the

form of oral report, summaries, or perhaps short speech. Here the

register is more formal and deliberative. These monologues can be

planed or impromptu.

Those types of performance can be done to assess students speaking

in classroom. The types can be used in appropriate topics. For example

transactional is used to measure students ability in speaking to get things

done and monologue can be used to asses students’ ability in speaking

some genres which are developing in language learning today.

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Furthermore McKay states some task types for assessment of oral

interaction (2008:198). They are:

1). News telling

News telling involves student telling other students what

they have done recently. If the audiences are encouraged to ask

questions then the task becomes interactive.

2). Storytelling.

Story telling includes telling a story with the use of

illustrations cut away and laminated into a book.

3). Picture talks

Students can be asked to describe a picture. They can be

given one or two minutes to look at the pictures before they

describe the picture.

4). Categorization tasks

A categorization task involves sorting ad finding patterns.

5). Oral presentations

Oral presentation is also extended speaking tasks. Students

may be talking their own experiences without preparation, or may

be delivering project that has been prepared over number of weeks.

6). Other speaking-only genres.

Students may be asked to do the following in speaking- only

situation: describe an event, place or person.

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. Based on the categories suggested by two experts above, it can be

concluded that there are many ways to assess students’ ability in speaking

in classroom. One of types of speaking performance that is showed by

them is monologue or oral presentation.

e. Components of Speaking Performance.

Now a day, teaching English in Indonesia has been colored by the

application of genre based approach. Dealing with that condition Hardy

and Klarwien (1990:7) describe the textual features in speaking, namely:

generic structures, cohesive, vocabulary, grammar, intonations, phonology

and paralinguistic. Then Harris in Rahamawati (2009:11) describes several

factors in speaking they are, grammar, pronunciation, vocabulary, fluency

and comprehension.

Dealing with the application of genre in English learning and the

basic competence should be obtained by students as stated in 2006 English

curriculum, that is Mengungkapkan makna dalam monolog pendek

sederhana dengan menggunakan ragam bahasa lisan secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar then it

is decided to choose some aspects of speaking offered by the experts. The

features of speaking in genre level are:

1). Generic structures.

Looking at definition of genre, Byram in Kim (2007:34)

defines genre as a staged, goal-oriented, purposeful activity in

which speakers engage as members of their culture. Furthermore,

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Swales and Martin in Kim (2007:35) shares the essential

viewpoint that all genres control a set of communicative purposes

within certain social situations and that each genre has its own

structural quality according to those communicative purpose.

The own structural of genre include the generic structure

and linguistic features. Generic structures refer to how the text is

sequenced. Har (2010:1) adds generic structure of the text or

organization structure is the text organization or text arrangement.

Furthermore he explains language features or lexical grammar

that is such things as the grammar, vocabulary and connectors

that we use.

2). Grammar.

Communication in speaking will runs smoothly if its

grammar can be understood. Harris in Rahmawati (2009:11) says

grammar covers the ability to arrange the sentence in a good

structure. McKay (2006:192) argues grammar may simply as

defined as accuracy like, is the students speaking the language

without errors of word order and word endings? Actually,

speaker should build grammatical sentence in order the listener

can easily catch the meaning carried in their utterances.

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3). Vocabulary.

Vocabulary deals with word choices. McKay (2006:1920

says teachers and assessors can check if the vocabulary is learned

to the point where it is being used appropriately to the topic.

4). Fluency.

Communication is also marked by fluency. Nunan

(2003:58) states fluency as using the language quickly and

confidently, with few hesitation or unnatural pauses, false starts,

words searched, etc. Harris in Rahmawati (2009:11) mentions that

Fluency is the case and speed of the flow of speech.

Furthermore Fulcher (2003:30) states some points can be

used to define what means by fluency (or lack of fluency):

a). Hesitation consisting or pauses, which can be fulfilled

(silence) or filled (with noises like ’erm’).

b). Repeating syllables or words.

c). Changing the words.

d). Correcting the use of cohesive devices, particularly

pronouns.

e). Beginning in such a way that the grammar predicts what

come next, but the speaker changes the structures of the

utterance part way through.

Then Thornburry (2005:8) adds that fluency are also

marked by the some following features:

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a). Pauses may be long but not frequent.

b). Pauses are usually filled.

c). Pauses occur at meaning full transition points.

d). There are long runs of syllables and words between

pauses.

5). Pronunciation.

According to Harris in Asmelawati (2006:23) pronunciation

includes vowels, consonant, stress and intonation pattern. Then,

Fulcher (2003:25) says problem with pronunciation at the level of

the words may be distracting for the listener, but they rarely lead

to miscommunication or misunderstanding. Good pronunciation

of sounds is necessary in order to prevent misunderstanding.

f. Characteristics of Spoken Language.

Spoken language is different from written language. For that

reason, spoken language has many different features. Uefa (2010) explains

spoken language is grammatically less complex than written language. It

has fewer subordinate clauses, fewer "that/to" complement clauses, fewer

sequences of prepositional phrases, fewer attributive adjectives and more

active verbs than written language. Then Luoma (2005: 11) mentions

speech can be considered to consist of idea units, which are short phrases

and clauses connection with but, or, but or that. Otherwise, Halliday in

Uefa (2010) states spoken language has the following characteristics, they

are variation in speed - but it is generally faster than writing, loudness or

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quietness, gestures - body language, intonation, Stress, rhythm, pitch range

and Pausing and phrasing. It means that spoken language has different

characteristics with written language in the use of grammar, clauses

connection, short phrases are often occur in spoken language .

Talking about spoken text, Jones in Richard (2008:27) spoken text

defines spoken text as have identifiable generic structures and the

language used is more predictable. The speaker must include all necessary

information in the text- hence the importance of topic as well as textual

knowledge. Uefa (2010) states that spoken texts have shorter, less complex

words and phrases. They have fewer nominalizations, more verb based

phrases, and a more limited vocabulary. Spoken texts are lexically less

than written language.

g. Rubrics of Speaking Assessment.

Speaking is one way to deliver message or information to other.

Brown (2004:140) writes speaking is a productive skill that can be directly

and empirically observed. Some rubrics of speaking can be used to

observe it.

A scoring rubrics or proficiency scale is defined by Davies et all in

Fulcher (2003:88) as:

“A scale for the description of language proficiency consisting of a series of constructed levels against which a language learner’s performance is judged. Like a test, a proficiency (rating) scale provides an operational definition of linguistics constructs such as proficiency. Typically such scale range from zero mastery through to an end point representing the well educated native speaker. The levels or bands are commonly characterized in terms of what subject can do with the language (tasks and functions which can performed and their

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mastery of linguistic features such as vocabulary, syntax, fluency and cohesion)…”.

Harris and McCann (1994:10) say the rubrics help us to place a

student on a scale according to his/her performance at any one given

moment in time. A rubric is made depend on the need of the performances

going to be measured.

In this research, speaking performance that will be assessed is

monologue or oral presentations. Brown (2004: 172) suggests a checklists

or grid to evaluate an oral presentation. He breaks down the aspects in to

two, they are content and delivery. Content contains about how the

presentation presented and the unity of the idea. While delivery belongs to

how well the presentation present to audience in such term, like the

grammar, pronunciation, gesture, visual aids that is used and etc. The

aspects are involved in a rubric of checklist.

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Table 1: Oral Presentation Checklist (Suggested by Brown (2004:172)

Then Harris and McCann (1994: 46) divide some aspects can be

assessed in oral presentations namely fluency (speed/amount of

hesitation), message (relevancy and appropriacy), accuracy (grammatical

and lexical errors) and pronunciation (sounds/intonation/stress).

Harris and McCann (1994:47-48) give examples of criteria going to

be assessed in oral presentations.

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Evaluation of oral presentationAssign a number to each box according to your assessment of the various aspects of the speaker’s presentation.

3 excellent2 good 1 fair 0 poor

Content:o The purpose or objective of the presentation was

accomplished.o The introduction was lively and got my attention.o The main idea or the point was clearly stated toward the

beginning.o The supporting points were

Clearly expressed. Supported well by facts,

arguments.o The conclusion restated the main idea or the purpose.

Delivery:o The speaker used gestures and body language well.o The speaker maintained eye contact with the audience.o The speaker’s language was natural and fluent.o The speaker’s volume of speech was appropriate.o The speaker’s rate of speech was appropriate.o The speaker’s pronunciation was clear and

comprehensible.o The speaker’s grammar was correct and didn’t prevent

Table 2: Oral Assessment Rating Scale

Level AspectsFluency Pronunciation Structure vocabulary

5 Speaks fluently – almost no errors.

Clear pronunciation.

Wholly appropriate use of structure.

Wholly appropriate for task.

4 Speaks quite fluently – some errors

Few inaccuracies of pronunciation

Few inaccuracies of structure

Few limitations

3 Some difficulty in speaking – many errors

pronunciation do not seriouslyimpede understanding

Inaccuracies of structure do not seriously impede understanding

Sometimes limited

2 Difficulty with speaking – almost incomprehensible

pronunciation impedeunderstanding

Inaccuracies of structure impedeunderstanding

Limitations affected task considerably

1 Unable to use language – incomprehensible

Inaccuracies of pronunciation make understandingalmost impossible

Inaccuracies of pronunciation make understandingalmost impossible

Inadequate for task

Likewise McKay (2006:281) argues some dimensions considered

relevant to an oral presentation are text content and organization,

vocabulary and sentence, and structure and responsive. Text content and

organization contain the key information about genre going to be

delivered. Then McKay (2006:74) adds content refers to the topic about

which students are communicating and for which they are using the

language. Furthermore she says the influence of content on language

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becomes stronger as students grow familiar with the subject they are

studying, different discipline. These patterns are evident in the words and

sentences that are used, and also at the paragraph and whole text or genre

level.

Vocabulary and sentences belongs to the choice of words.

Vocabulary deals with word choices and sentences contains about the

structure of sentence. McKay (2006:192) says teachers and assessors can

check if the vocabulary is learned to the point where it is being used

appropriately to the topic.

Responsive is the art of delivering the presentation such the eyes

contact, how well the respond of the speaker to appropriately questions.

The dimensions of the rubrics expressed in checklist way and provide the

comment of the assessor or teacher about the presentation. McKay

(2006:281) suggests a criteria sheet for oral presentation in checking

students speaking.

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Table 3: A Criteria Sheet for News Telling Oral Presentation to Class

Student’s name:_________level/stage:_______date:_______Characteristics off the students note:

Assessment criteria comment Low High

Text content and organization Includes key information (where , when,

who, what) Provides appropriate elaboration and detail Maintains fluency Concludes appropriately

Vocabulary and sentence structure Connects ideas using appropriate

conjunctions (and, but, then, unless, so) Uses adjectives Uses varied and specific vocabulary Is generally accurate in structure Articulates words clearly

Responsiveness Is aware of interest needs of other children Makes appropriate eye contact Responds appropriately to questions.

Moreover, Hardy and Klarwien (1990:7) list some aspects in

assessing spoken language in speaking genre. The aspects will be

described in terms of its textual features which include::

1). How the text is organized? : The selection and sequencing of

subject matter (generic structure):

2). How are the ideas related?: The linking words and phrases

within and across sentences which make clear or imply the

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Comments

Final mark:

logical relationship among items of subject matter

(cohesive):

3). When words are used and why? : The words appropriate to

the contextual factors, especially subject matter

(vocabulary):

4). How are the words organized?: The ordering of the word in

phrase, clauses, and sentences, including forms of questions,

command, and statements, and placement of auxiliary verbs

(grammar):

5). How are important ideas indicated?: The stress and pitch

patterns( intonation)

6). What are the sounds or letter patterns?: The pronunciation

(phonology).

7). What else conveys the meaning?: The gestures, expressions,

music and spatial arrangements (paralinguistic features).

The some experts above explain some aspects that can be assessed

in speaking performance. The own aspects that are offered by the experts

will be pictured in this table below.

Table 4: Comparative Table of Speaking Aspects Offered by Some Experts.

Expert 1 Expert 2 Expert 3 Expert 4Brown Harris and

McCannMcKay Hardy and

KlarwienContent Message Text content and

Organization.Delivery

Fluency Grammatical

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Sentence structure

Grammar

Brown Harris and McCann

McKay Hardy and Klarwien

Lexical or vocabulary

Vocabulary Vocabulary

Pronunciation PhonologyResponsive

Generic structureCohesiveIntonationParalinguistic features

In doing this research, especially to assess students’ speaking

ability, the researcher will use a rubric that is compiled from some experts’

opinion. The some criteria of assessing oral presentation offered from the

experts will be used as are content; focus on using generic structures of

genre, vocabulary, grammar, fluency, and pronunciation. As McKay

(2006:164) explains the scope of assessments mirrors the scope of the

teaching and learning program, what is assessed is always derived from

the curriculum, from the individual teacher’s teaching objectives or from

the teacher’s theory of language ability.

The criteria of the oral presentations will break to analytical score.

According to McKay (2006:288), analytical rating scales split up the

specified criteria so that markers makes a decision about the level of

performance on each dimension (or criteria) and then come up with the

final score, single composite or profile by checking across the overall

pattern of levels achieved. Consequently, analytical scale provides clear

28

guidance to markers on what they are looking for. Furthermore, Bachman

and Palmer in McKay (2006:288) explain analytical rating scales are made

up of the same number of separate scales as there are distinct components

in the construct definition.

Then McKay tells the weighting of each level for each dimension

or criteria can be stipulated. Weighting can be equal, or different

percentages are allocated. The dimension of the criteria that get the big

percentages than others aspects is content. Because of content is the primer

in genres level. Then Brown and Yule in Suzanne (2005:11) states the

purpose of the speaker in speaking is primarily to communicate his

message rather than to be nice to the listener. It means the hearer can get

the information from the speaker well. That is why the content becomes

the big percentages of the criteria.

Moreover, Harris and McCann (1994:9) add the fewer the bands

we have, the easier the task is to assigned band numbers to students as the

distinction between a 3 and a 4 on a 5 band scale will be greater than on a

10 band scale and will more easy identified.

In summary, the scale that will be used in this research is analytical

rating scale with 5 bands scale include some criteria, due to analytical

scale provides clear descriptor on each level of bands. The criteria,

content, vocabulary, grammar, pronunciation, and fluency, are modified

from the experts to fulfill the needs of the research later on.

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Table 5: Speaking Rubric of Oral Presentation (Modified from some expert)

Students name :Schools name :Title of recount :Year level/class :

Criteria Descriptor1 2 3 4 5

ContentUsing of Generic structures.

Language features1). vocabulary2). Grammar

Fluency

Pronunciation

As known in speaking genre, the content will get big percentage it

is caused the content will give guiding for listener to know about the text

being delivered by the speaker. Then the language features will be the

second aspects that get big point, due to the using of appropriate language

features will help the listener understand about the genre that is talking.

The other important point speaking is fluency because the students are

hoped to be able to deliver a genre in fluent. The last is pronunciation.

Each criterion will have different point due to the need of the

research. 40 point for content where 10 point for orientation, 20 point for

event and 10 point for re-orientation. Language feature will be 30 point, 20

30

point for the use of vocabulary that involves the using of specific

participant and temporal conjunction and 10 point for the use of past tense.

Then fluency will be 20 point and the last pronunciation gets 10 point.

2. Nature of Recount text

a. Definition of Recount Text

There are many expert opinions about recount text. According to

Hodgson (2007), recount tells the reader about something happened in the

past. It might happen to the writer or to someone else. Gerrot and Wignell

(1994:194) define recount as a text retell events for the purpose of

informing or entertaining. Then Derewianka in McKay (2008:182) writes

recount text is giving an account of what happened.

Rajan et al (2000: 21) write recounts are a text type we use when

we want to tell what happened and sometimes to teach a lesson. Hardy and

Klarwien (1990:26) argue recount has purpose to inform or to entertain by

retelling past events/experiences. Barwick (2005:4) states that recount

describes an event that has occurred in the past. Furthermore Sudarwati

(2007:30) says recounts tell the readers what happened in the past through

a sequence of events.

The definitions that are argued by the experts above have same

view points about recount text. Recount text tells event or event(s) in the

past. Its purpose is either to inform or to entertain the audience.

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a. Generic Structures of Recount Text

A generic structure of text is the text organization or the text

arrangement. Derewianka in Trames (2010) mentions recount generally

begins with an orientation giving the reader/listener the background

information needed to understand the text (i.e., who was involved, where it

happened, when it happened).Then, the Recount unfolds with a series of

events ordered in a chronological sequence. At various stages there may be

some personal comment on the incident (e.g., we had a wonderful time).

Then Gerrot and Wignell (1994:194) orientation provides the setting and

introduce participants, events tell what happened, in what sequence and

the last re-orientation is closure of events (optional). According to

Hodgson (2007:1) a recount focuses on a sequence of event and follows

three stages, namely: orientation tells the background information when,

who, what and where the story happened, events contain the event in a

time sequence and re-orientation refers to the closing statement..

Hardy and Klarwein (1990:26) also states three generic structures

of recount text. They are: orientation sets the recount in time and place,

series of events is arranged in a temporal sequence, often expressed in

terms of cause and effect and re-orientation is optional element. Rajan et

all (2000:22) writes recount text has three part, first part provides an

orientation, the second part contains a series of events and the third part

has a personal comment on the events, this is an optional part. Then

Sudarwati (2007:30) divides the generic structure of recount as orientation

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deals with who were involved in the story, when and where, events tell

what happened in chronological order, evaluation is comment of the

writer/speaker about the experience and the last re- orientation (optional)

belongs to the conclusion of the experience.

The experts have same opinion about the generic structure of

recount text. The generic structure of a recount consists of three parts; they

are the setting or orientation, events, and conclusion. The orientation is the

background information answering who, when, where and why. Events tell

about the things that happened and are identified and described in

chronological order. And the conclusion expresses a personal opinion

regarding the events described. In other words this is saying what speaker

felt about the things that happened.

c. Language Features of Recount Text

Language features are dealing with grammar, vocabulary, and

connectors that used in a text. Gerott and Wignell (1994:145) say the

significant of lexicon grammatical features of recount text are, focus on

specific participants, use of material processes [action], circumstances of

time and place, use of past tense, and focus on temporal sequence.

Hardy and Klarwein(1990:26) writes textual features of recount

are the use of vocabulary, grammar and language functions. In

vocabulary, emotive to describe the events/experience, in the subject

matter, e.g., spectacular, lucky, worst, destruction. In grammar verb type

used are: action verbs, mental verbs, e.g. (I think …) and the verb from

33

(Tense): Past tense. The language functions are telling about the past

events, cause-effect, expressing sequence and expressing time (temporal

sequence). Then Rajan et al (2000: 22) recount has language features as,

specific participant, past tense form of verbs, action verbs, connector of

time, and details about matter, the participants’ words and the first person.

Sudarwati (2007: 30) says the language features of recount are the use of

nouns and pronouns, the use of action verbs, the use of time conjunctions,

the use of adverbs and adverbs of phrase and the use of adjectives.

Likewise Hodgson (2007:1) mention the language feature of recount text

are, written in the past tense, in chronological order that using connectives

of signal time and focused on individual or group participants.

The table below shows the different opinion about the language

features of recount text expressed by some experts:

34

Table 6: Comparative Table of Language Features of Recount Text Based on Some Experts.

Expert 1 Expert 2 Expert 3 Expert 4 Expert 5Gerrot and

Wignell Hardy and Klarwien

Rajan et al Sudarwati Hodgson

Focus on specific participants

Specific participant.

.

Focused on individual or group participant.

Use of material processes [action],

Actions verbs, mental

Action verbs The use of action verbs

Circumstances of time and place,

Expressing sequence and time

The use of time conjunctions

Use of past tense, In the verb of form past tense

Past tense form of verbs.

Past tense.

Focus on temporal sequence.

Temporal conjunctions

Chronological order by using connectives signal time.

The use of vocabulary

Connector of time, and details about matter.

The use of nouns and pronounsThe use of adverbs and adverbs of phraseThe use of adjectives

35

The language features offered by the experts can be simply as

personal participant (he, she I, they and etc), temporal conjunction (next,

then, and then and etc), and past tense (I went to the beach, etc).

d. Recount in School

According to the 2006 English Curriculum, recount is being taught

in eighth year. The basic competence is the students can use various kinds

of language, either written or verbal in smooth and accurate transactional

and monologue texts especially on the form of descriptive and recount.

Example of recount text

Going to Sanur Beach

Orientation : Last holiday our family went to Bali to have a picnic. We went there by plane. We were in Bali for six days, so we had to stay in a hotel because we didn’t have any relatives there. We stayed in Bali Beach Hotel near Sanur Beach.

Event 1 : The first day, When we came to the hotel, we didn’t come to our room directly, but we have to check in first. We were received by the receptionists who were friendly and kind, and then we were helped by a room boy who took us to our room.

Event 2 : Then second day, we visited Sanur beach. We just took a walk, because the beach is in front of the hotel. We walked along the seashore, played water and sand. Actually we also wanted to swim in the beach but the lifeguard didn’t allow us.

Event3 : After doing many activities we also watched some foreign tourists’ activities. Some tourists were lying on the beach, while others were having message or surfing

36

Re-orientation : When we felt tired, we took a rest to have some meals and drinks. And at 2 p.m. we went to the hotel. It was tiring but we were happy.

http://one.indoskripsi.com/judul-skripsi-tugas-makalah/bahasa-inggris/recount

Note: : Participants. Italic words : Past tense.

Bold words : temporal conjunctions.

Paragraph one as orientation because in that paragraph tell who is

involve (our family), where (Bali) and when (last holiday). Then

paragraph two (came to hotel), three (visited Sanur beach) and four

(watched some foreign activities), belong to event since those paragraph

mention the activity that has been done during the holiday or the sequence

of event (s). The last paragraph as re-orientation because the writer state

the writers’ feeling about the event.

B. Review of Relevant Studies

Based on literature that writer has read there is a researcher had been

conducted that have relevance with the problem of the research. Listi Ariani

(2010) has conducted about an analysis of the generic structure and language

features applied by the students in writing a recount text. The research was

done in MAN Sampur of tenth grade students in academic year 2010/2011.

The researchers got the result 31 of students wrote a recount by applying

generic structure and language features from 39 students as sample.

Then the other descriptive research was conducted by Nina Suzanne

under the title Grammatical and diction errors made by the first year students

of SMAN 2 Padang when Speaking English. The research was conducted to

37



fulfill the degree of Magister Pendidikan. In the research, the researcher found

that 48 errors in the use of article occurred during the interviewed and 39

diction errors in the students’ utterances was found from 20 sample students of

SMAN 2 Padang.

C. Conceptual Framework

The third semester students of Junior/Islamic Junior High School learn

two kinds of genre, they are: descriptive and recount. The genres will be given

in two forms, spoken and written. In this research, the researcher wants to

know the students speaking ability in performing oral recount text. In building

recount text, the two points will be concerned, generic structure and language

features. The generic structures of recount text are orientation, event(s), and

re-orientation. The language features of recount text are past tense, temporal

conjunction and personal participant. While speaking itself has some crucial

part in it, they are: the message/ content, vocabulary, grammar, fluency and

pronunciation. All the criteria will be measured in this research. Then the

writer will find the result of the research. The following diagram shows the

conceptual framework of this research.

38

39

Students’ speaking

Recount text

ContentLanguage features Fluency Pronunciation

Generic structures

Orientation

Event(s)

Re orientation

Vocabulary

Pronouns/personal participant

Temporal conjunction

Past tense

Analysis

Result

Grammar

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research belongs to descriptive research. According to Gay and

Airasian (2000: 315), descriptive research involves collecting data in order to

answer the questions concerning the current status of the subject of the study.

In this case, the researcher described the ability of students in performing oral

recount text.

B. Population and Sample

1. Population

According to Gay and Airasian (2000:122), population is the group

of interest to the researcher, the group to which she or he would like the

results of the study to be generalized. The populations of this research was

the third semester students of Islamic Junior High School Bonjol. The

third semester of Islamic Junior High School students were chosen as the

population because it was assumed that they had adequate knowledge in

performing oral recount text since they had learned about recount text. The

total population of this research is 110 students: they are divided into three

classes VIII 1, VIII 2, and VIII 3.

40

40

Table 7Population of This Research

No Class Number of Students

1 VIII 1 35 students2 VIII 2 39 students

3 VIII 3 36 students

Total 110 students

2. Sample

Sample constitutes as sub part of the population. According to Gay

and Airasian (2000: 122), sampling is the process of selecting a number of

individual for a study in such a way that they represent the larger group

from which they were selected. The purpose of sampling is to gain

information about population using sample. In this research, the researcher

used stratified proportional random sampling because the sample can be

generalization of the population. As stated by Gay and Airasian (2000:126)

that stratified sampling is the process of selecting a sample such as way that

identified subgroup in the population in same proportional that they exist in

the population.

The population of this research was 110 students. Gay and Airasian

(2000:135) suggest if population of the research 110 the sample will be 86.

Then dealing with the statement, the researcher took 80% of population as

the sample since 80% constitutes the number that near with the total of

sample as proposed by Gay and Airasian.

41

To gain the same proportional sample, the researcher classified the

sample into three strata: high, average, and low. This classification based on

their score of mid term test on going semester. The criteria to classify them

described in Anas (2005: 176):

H M + 1 SD

A M – 1 SD

L The researcher got the result of each class as the sample for this

research later on by using standard deviation and mean. The standard

deviation and mean that were acquired for each class will be drawn into

table below:

Table 8: M and SD for Three Classes have been Chosen

M and SD

VIII- 1 VIII-2 VIII-3HM+ 1 SD

AM

LM- 1SD

HM+ 1 SD

AM

LM- 1SD

HM+ 1 SD

AM

LM- 1SD

MVIII-1= 68,75

VIII-2= 48,42

VIII-3= 52,5

≥88,45

≥ 49, 05 and ≤ 88, 45

≤ 49, 05 ≥ 71, 2 ≥ 25, 57 and ≤ 71, 2

≤ 25, 57

≥ 67, 82 ≥37,18 and ≤ 67, 82

≤ 37, 18

SDVIII-1= 19,70

VIII-2= 22,85

VIII-3= 15,32

42

Then based on formulation above, she got the number of sample

was90 students. The table below will picture the way of choosing the

sample from the exist population.

Table 9Sample of the Research

Class Number of students

Population Sample 80% of population

Sampling Technique

H A L H A L Stratified proportional

random sampling

VIII 1 35 8 24 3 7 19 2VIII 2 39 6 27 6 5 22 5VIII 3 36 7 25 4 6 21 3Total 110 18 62 10

Total sample

90 Students

Notes: H = HighA = AverageL = Low

C. Technique of Data Collection

1. Research Instrument

The instrument that used in this case is speaking test especially oral

presentation and an analytic scoring rubric. According to Candlin

(1995:75), oral presentation involve the expectation of the candidate to

give a short talk on a topic which he has either been asked to prepare

beforehand or has been informed of shortly before the test. In this case, the

students performed oral recount text. In scoring students’ oral

presentation, analytic scale was used as the rubric of the speaking test.

Furthermore, the aspects involved in the rubric are content, language

features (vocabulary and grammar), fluency and pronunciation.

43

A good test should be valid and reliable. Gay (2000:128) states that

validity is degree to which the instrument measures what it is intend to

measure. Furthermore, Harmer (2004:322) states that a test is said to be

valid if it tests what it is supposed to test. It means the test is valid if the

test measures what should be measure. While Gay (2000: 169) defines

reliability as the degree to which a test consistently measures. Moreover

Brown (2004:20) mentions reliable test is consistent and dependable.

Consistently, reliable test show the consistent result of test taker.

In consequent, in getting the validity of the test, the writer gave

speaking test that was arranged based on English syllabus of third

semester students of Islamic Junior High School. While, to ensure the

reliability of the test the researcher used intra judge reliability. Gay and

Airasian (2000:176) mention intra judge reliability would involve a single

judge scoring the same test at two different times and correlating the two

sets of scores. In consequent, the speaking was scored twice and the

scoring was done at different time. Then, the result of the test will be

correlated by product moment formula as suggested by Suharsimi (1996:

69):

rxy = N∑XY- (∑X) (∑Y)

√{ N∑X²- (∑X)² [N∑Y²- (∑Y)²}

Where: N = The numbers of case

rxy = The coefficient correlation”r” Product Moment ∑XY = Sum of variable X and variable Y ∑X = The sum of X ∑Y = The sum of Y

44

In analyzing the reliability of the test items, the researcher will

consult the coefficient of correlation or “r” to the interpretation for

coefficient correlation as proposed by Suharsimi (1996:71) as follow:

0.80 –1.00 = very high

0.60- 0.80 = high

0.40 –0.60 = sufficient

0.20 –0.40 = low

0.00 –0.20 = very low

2. Research procedures

The researcher conducted the research by applying these following

steps:

a. Preparation

1). Constructing instruments of speaking test.

2). Consulting the test to the advisors.

3). Revising the instruments of speaking test

b. Operation

1). Giving the test to student

2). Beginning the test by telling the procedure of oral test.

3). Starting the test.

4). Recording test takers’ speaking of recount text.

c. Post operation

1). Transcribing the record of testee speaking.

2). Scoring the test guided by analytic scale.

3). Analyzing the data by using descriptive analysis.

45

4). Discussing research finding.

5). Reporting the conclusion of the research.

D. Technique of Data Analysis

In analyzing the data, the researcher used descriptive analysis. To

analyze the data, researcher followed steps, they are:

1). Transcribing the record of students speaking

2). Giving grade of students’ speaking based on aspects included in

speaking rubric.

3). Totaling the grade that is got by the students.

4). Analyzing the data by using statistic descriptive. According to

Subana (2005:12) statistic descriptive is statistic that pictures of

collecting, arranging, analyzing data that is drawn into table,

graphics or diagram. Then, mean and standard deviation are used

to change the score obtained by the students to standard 5 scale as

offered by Anas (2005:174) as follows:

ExcellentMean + 1, 5 SD Very goodMean + 0, 5 SD GoodMean - 0, 5 SD

PoorMean - 1, 5 SD

Very Poor

46

5). Interpreting the data into percentage. It will be calculated by using

formula suggested by Anas (2005:43) as follow:

P = F X 100% N It means P : The index of percentage. F : The number of frequency.

N : The number of sample.

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

This chapter presents the result of the research about students’ ability in

performing oral recount text. The data of the research were students’ score on

speaking that was administered to the third semester students’ of Islamic

Junior High School Bonjol register in 2010/2011 year. When the research was

conducted, there were only 87 students, from 90 students as sample, who

joined the test because of 3 students were sick.

In conducting the research, the students’ were asked to perform oral

recount text and recorded. Then analytic rating scale was used to score the

recorded monologue (see appendix 2, p..). In this research, the researcher

analyzed students’ ability in performing oral recount text based on four

components, they are content, language features, fluency and pronunciation. In

analyzing descriptive statistic of each form, she used statistical analyses SPSS

for Windows, version 17.0.

After collecting the data, the researcher scored the students’ recorded

monologue twice. To obtain the final score of students speaking, the

researcher added the first score and the second score and divided it two (see

appendix..p..). After scored the speaking test, the researcher analyzed

students’ ability in performing oral recount text of each terms of speaking

component. Then, the researcher found the result of the reliability of the scorer

as 0.85 with interpretation very high (see appendix 3, p ).

48

48

B. Data Analysis

After getting the first (see appendix 4, p..) and second score (see

appendix 5, p..) of students’ ability in performing oral recount text, the

researcher found the final score of the students’ (see appendix 6, p..).Then she

found students’ ability in performing oral recount text were in various levels.

Students’ score are presented in table 9.

Table 9Students’ Score of Oral Recount Text.

R SS SL R SS SL1 53 Sufficient 45 53 Sufficient

2 66 Good 46 78 Very Good3 82 Sufficient 47 49 Poor4 45 Poor 48 47 Poor5 59 Sufficient 49 52 Sufficient

6 29Very Poor 50 61 Sufficient

7 55 Sufficient 51 48 Poor8 47 Poor 52 54 Sufficient

9 63 Good 53 34 Very Poor10 66 Good 54 43 Poor

11 67 Good 55 32 Very Poor12 66 Good 56 47 Poor

13 81Very Good 57 38 Poor

14 51 Sufficient 58 47 Poor15 69 Good 59 66 Good16 41 Poor 60 60 Sufficient17 50 Sufficient 61 72 Good18 53 Sufficient 62 64 Good


20 71 Good 64 54 Sufficient21 67 Good 65 66 Good

22 77Very Good 66 37 Very Poor

49

23 67 Sufficient 67 45 Poor24 65 Good 68 50 Sufficient

25 75Very Good 69 69 Good


27 64 Good 71 58 Sufficient28 61 Sufficient 72 57 Sufficient

29 46 Poor 73 28 Very Poor30 42 Poor 74 60 Sufficient31 51 Poor 75 56 Sufficient32 46 Poor 76 49 Poor33 73 Good 77 64 Good34 38 Poor 78 51 Sufficient

35 58 Sufficient 79 32 Very Poor36 54 Sufficient 80 68 Good37 57 Sufficient 81 65 Good38 53 Sufficient 82 68 Good39 53 Sufficient 83 58 Sufficient40 58 Sufficient 84 59 Sufficient

41 78Very Good 85 65 Good

42 61 Sufficient 86 54 Sufficient


44 60 Sufficient

Note: R : RespondentSS: Students’ ScoreSL : Students’ Level

After getting the raw score of the students’ performance of oral

recount text, the researcher found the mean score and standard deviation of

oral recount text by using SPSS, version 17.0

50

Table 10Students’ Mean Score and

Standard Deviation of Performing Oral Recount Text

Statistics

x

N Valid 87

Missing 0

Mean 55.8391

Median 57.0000

Mode 53.00a

Std. Deviation 12.49267

Minimum 26.00

Maximum 82.00

Sum 4858.00

a. Multiple modes exist. The smallest value is shown

Based on the table above, it can be seen the mean score and standard

deviation of students’ score in performing oral recount text are 55.83 and

12.49. Then students’ score distribution and percentage of oral recount text are

as follow:

Table 11Students’ Score Distribution and Percentage of

Oral Recount TextNo Class Interval Interpretation Frequency Percentage%1 ≥ 74. 56 Excellent 6 6,89%2 ≥ 62.07, < 74.56 Very Good 22 25,29%3 ≥ 49.59, < 62.07 Good 34 39,08%4 ≥ 37.1, < 49.59 Poor 16 18,39%5 < 37.1 Very Poor 9 10,34%

Histogram

51

Students’ Score of Oral Recount Text.

Based on the data above, it can be seen that students’ ability in

performing oral recount text are various, as follow: 6 students (6.9%) have

very good level, 22 students (25.29%) have good level, 34 students (39.08%)

have sufficient level, 16 students (18.39%) have poor level, and 10 students

(10.34%) have very poor level. In conclusion, generally the ability of students’

performance of oral recount text was in sufficient level. It was shown by the

highest percentage (39.08%) 34 of students were in sufficient level.

To be specific, the analysis of students’ ability in performing oral

recount text oral recount text is presented in each of terms of component,

namely:

1. Content

Content form includes the generic structure of recount text namely,

orientation, event (s) and re- orientation. After the researcher getting the

52

first and second score of students’ ability in performing oral recount text in

term of content, the researcher found the final score of the students’ (see

appendix 7, p..). Then, the following table shows the result of the data.

Table 12Students’ Score in Term of Content

R SS SL R SS SL

1 23 Sufficient 45 19 Sufficient2 28 Good 46 24 Good3 33 Very Good 47 14 Poor4 18 Good 48 12 Poor5 24 Poor 49 17 Sufficient6 11 Sufficient 50 22 Sufficient7 20 Sufficient 51 18 Sufficient8 19 Sufficient 52 18 Sufficient9 25 Good 53 12 Poor10 26 Good 54 13 Poor

11 22 Sufficient 55 8 Very Poor12 28 Good 56 17 Sufficient

13 33 Very Good 57 10 Very Poor14 18 Sufficient 58 16 Poor15 23 Sufficient 59 20 Sufficient16 17 Sufficient 60 22 Sufficient

17 20 Sufficient 61 32 Very Good18 24 Good 62 27 Good19 11 Poor 63 21 Sufficient20 29 Good 64 20 Sufficient21 28 Good 65 24 Good22 35 Very Good 66 12 Poor23 29 Good 67 14 Poor24 28 Good 68 17 Sufficient25 32 Very Good 69 24 Good26 13 Poor 70 23 Sufficient27 25 Good 71 21 Sufficient

53

28 21 Sufficient 72 14 Poor

29 12 Poor 73 8 Very Poor30 13 Poor 74 26 Good31 14 Poor 75 23 Sufficient32 11 Poor 76 17 Sufficient33 22 Sufficient 77 24 Good34 12 Poor 78 16 Poor

35 22 Sufficient 79 10 Very Poor36 14 Poor 80 26 Good37 18 Sufficient 81 24 Good38 21 Sufficient 82 23 Sufficient39 16 Poor 83 27 Good40 20 Sufficient 84 24 Good41 30 Very Good 85 29 Good42 17 Sufficient 86 23 Sufficient43 16 Poor 87 20 Sufficient44 21 Sufficient



recount text in term of content, the researcher found the mean score and

standard deviation of oral recount text by using SPSS, version 17.0

Table 13Students’ Mean Score and Standard Deviation of Students’ Score

in Term of Content

54

Statistics

X

N Valid 87

Missing 0

Mean 20.3793

Median 21.0000

Mode 24.00


Minimum 8.00

Maximum 35.00

Sum 1773.00

Based on the table above, it can be seen the mean score and

standard deviation of students’ score in performing oral recount text in

term of content were 20.37 and 6.30. Then, it can be drawn students’ score

distribution and percentage of content form in table 12.

Table 14Students’ Score Distribution and Percentage in Term of

Content No Class Interval Interpretation Frequency Percentage% 1 ≥ 29.45 Very Good 6 6,89% 2 ≥ 23.15, < 29.45 Good 23 26,43% 3 ≥ 16.85, < 23.15 Sufficient 35 40,22% 4 ≥ 10.55, <16.85 Poor 21 24,14% 5 < 10,55 Very Poor 2 2,29%

HistogramStudents’ Score in Term of content

55

Based on the data above, it can be seen that students’ ability in

delivering oral recount text in term of content are 6 students (6.9%) have

very good level, 23 students or (26.43%) have good level, 35 students

(40.22%) have sufficient level, 21 students (24.14%) have poor level, and

2 students (2.29%) have very poor level. It can be concluded that students’

ability in terms of content was in sufficient level. It was shown by the

highest frequency of students 35 (40.22%).

2. Language Features

Language features of recount text are specified in using of specific

participant, temporal conjunction and past tense form. After the researcher

getting the first and second score of students’ ability in performing oral

recount text in term of content, the researcher found the final score of the

students’ (see appendix, 8 p..). Then, the result of students’ score in

applying the language feature will be presented in the table 15.

Table 15Students’ Score in Term of Language feature

R SS SL R SS SL

1 22 Good 45 12 Poor

56

2 23 Very Good 46 20 Good3 27 Very Good 47 16 Poor4 15 Sufficient 48 16 Poor5 18 Good 49 14 Poor6 6 Very Poor 50 12 Poor7 17 Sufficient 51 12 Poor8 14 Sufficient 52 12 Poor

9 22 Good 53 8 Very Poor10 22 Good 54 12 Poor11 24 Very Good 55 10 Poor12 21 Good 56 12 Poor13 21 Good 57 12 Poor14 15 Sufficient 58 12 Poor15 17 Sufficient 59 16 Sufficient16 13 Poor 60 12 Poor17 14 Sufficient 61 16 Sufficient18 13 Poor 62 16 Sufficient19 7 Very Poor 63 16 Sufficient20 24 Very Good 64 12 Poor21 21 Sufficient 65 16 Sufficient22 26 Very Good 66 12 Poor23 17 Sufficient 67 12 Poor24 22 Good 68 12 Poor25 21 Good 69 18 Good26 7 Very Poor 70 18 Good27 22 Good 71 18 Good28 16 Sufficient 72 18 Good29 12 Poor 73 10 Poor30 10 Poor 74 14 Sufficient31 11 Poor 75 12 Poor32 9 Poor 76 9 Poor33 22 Good 77 18 Good34 11 Poor 78 11 Poor

35 22 Good 79 7 Very Poor36 13 Poor 80 18 Good37 21 Good 81 17 Sufficient38 14 Sufficient 82 20 Good

57

39 16 Sufficient 83 18 Good40 15 Sufficient 84 12 Poor41 16 Sufficient 85 14 Sufficient42 18 Good 86 14 Sufficient43 16 Sufficient 87 18 Good44 14 Sufficient



recount text in term of

language feature,

the researcher found the

mean score and

standard deviation

of oral recount text in

term of language

feature by using

SPSS, version 17.0


Standard Deviation of Language Features of Recount Text

Statistics

x

NValid 87

Missing 0

Mean 15.5287

Median 16.0000

Mode 12.00


Minimum 6.00

Maximum 27.00

Sum 1351.00

58



term of language feature were 15.28 and 4.62. Then it can be drawn

students’ score distribution and percentage in term of language feature in

table 17.

Table 17Students’ Score Distribution and Percentage

in Term of Language feature

No Interval Interpretation Frequency Percentage 1 ≥ 22,45 Very Good 5 5,75% 2 ≥ 17,83, < 22,45 Good 25 28,74% 3 ≥ 13.21, < 17.83 Sufficient 23 26,44% 4 ≥ 8.59, < 13.21 Poor 30 34,48% 5 < 8.59 Very Poor 4 4,59%

HistogramStudents’ Score in Term of language features

59

Based on the data above, it can be seen that students’ ability in delivering

oral recount text in term of language feature are 5 students (5.75%) have very

good level, 23 students (28.74%) have good level, 23 students (26.44%) have

sufficient level, 30 students (34.48%) have poor level, and 4 students (4.59%)

have very poor level. It can be concluded that students’ ability in term of

language features was in poor level. It was shown by the highest frequency of

students 30 (34.48%).

3. Fluency

Term of fluency in delivering of recount text was marked by hearing the

recorded monologue. After the researcher getting the first and second score of

students’ ability in performing oral recount text in term of fluency, the

researcher found the final score of the students’ (see appendix 9, p..). Then,

the following table shows the result of the data.

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Table 18Students’ Score in Term of Fluency

R SS SL R SS SL

1 6 Very Poor 45 12 Sufficient

2 10 Poor 46 20Very Good

3 16 Good 47 16 Good4 8 Very Poor 48 16 Good5 12 Sufficient 49 14 Sufficient6 8 Very Poor 50 12 Sufficient7 12 Sufficient 51 12 Sufficient8 10 Poor 52 12 Sufficient

9 12 Sufficient 53 8Very Poor

10 12 Sufficient 54 12 Sufficient11 14 Sufficient 55 10 Poor12 12 Sufficient 56 12 Sufficient13 16 Good 57 12 Sufficient14 12 Sufficient 58 12 Sufficient

15 16 Good 59 16Very Good

16 6 Very Poor 60 12 Good

17 12 Sufficient 61 16Very Good

18 10 Poor 62 16Very Good

19 6 Very Poor 63 16Very Good

20 12 Sufficient 64 12 Sufficient


22 12 Sufficient 66 12 Sufficient23 14 Sufficient 67 12 Sufficient24 10 Poor 68 12 Sufficient

25 16 Good 69 18Very Good

26 8 Very Poor 70 18Very Good

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28 16 Good 72 18very good

29 14 Sufficient 73 10 Poor30 12 Sufficient 74 14 Sufficient31 14 Sufficient 75 12 Sufficient32 14 Sufficient 76 16 Good33 20 Very Good 77 14 Sufficient34 9 Poor 78 16 Good35 14 Sufficient 79 10 Poor36 18 Very Good 80 16 Good37 12 Poor 81 16 Good38 12 Sufficient 82 16 Good39 16 Good 83 8 Good40 15 Good 84 16 Good41 16 Good 85 16 Good42 18 Very Good 86 12 Sufficient43 16 Good 87 12 Sufficient44 14 Sufficient



recount text in term of fluency, the researcher found the mean score and

standard deviation of oral recount text in term of fluency by using SPSS,

version 17.0


Standard Deviation in Term Fluency

62

Statistics

X

N Valid 87

Missing 0

Mean 13.2414

Median 12.0000

Mode 12.00


Minimum 6.00

Maximum 20.00

Sum 1152.00


standard deviation of 13.24 and 3.11. Then it can be drawn students’ score

distribution and percentage in term of fluency in table 20


Fluency No Class Interval Interpretation Frequency Percentage 1 ≥ 17.9 Very Good 13 14,94% 2 ≥ 14.79, < 17.9 Good 18 20,69% 3 ≥ 11,69, < 14.79 Sufficient 40 45,98% 4 ≥ 8.58, < 11.69 Poor 8 9,19% 5 < 8.58 Very Poor 8 9,19%

HistogramStudents’ Score in Term of Fluency

63

Based on the data above, it can be seen that students’ ability in delivering

oral recount text in fluency term are 13 students (14.94%) have very good

level , 18 students (20.69%) have good level, 40 students (45.98%) have

sufficient level, 8 students or (9.19%) have poor level, and 8 students (9.19%)

have very poor level. It can be concluded that students’ ability in term of

fluency was in good level. It was shown by the big percentage (45.98%) of

students was in good level.

4. Pronunciation

Pronunciation term was also marked because pronunciation will

influence information that was delivered to the hearer. The term of

pronunciation are marked by whether the scorer understands or not of the

words were saying. After the researcher getting the first and second score of

students’ ability in performing oral recount text in term of fluency, the

64

researcher found the final score of the students’ (see appendix 8, p..). Then,

the following table shows the result of the data.

Table 21Students’ Score in Term of Pronunciation

R SS SL R SS SL

1 2 Very Poor 45 6 Sufficient2 5 Poor 46 10 Very Good3 6 Sufficient 47 8 Good4 4 Poor 48 9 Good5 5 Poor 49 8 Good6 4 Poor 50 7 Sufficient7 6 Sufficient 51 6 Sufficient8 4 Poor 52 6 Sufficient9 4 Poor 53 4 Poor10 6 Sufficient 54 7 Sufficient11 7 Sufficient 55 6 Sufficient12 5 Poor 56 5 Poor13 8 Good 57 7 Sufficient14 6 Sufficient 58 8 Good15 8 Good 59 10 Very Good16 2 Very Poor 60 5 Poor17 4 Poor 61 8 Good18 6 Sufficient 62 9 Good19 2 Very Poor 63 8 Good20 6 Sufficient 64 6 Sufficient21 6 Sufficient 65 7 Sufficient22 4 Poor 66 6 Sufficient23 7 Sufficient 67 7 Sufficient24 5 Poor 68 6 Sufficient25 6 Sufficient 69 10 Very Good26 4 Poor 70 8 Good27 5 Poor 71 9 Good28 8 Good 72 9 Good29 8 Good 73 4 Poor30 7 Sufficient 74 7 Sufficient31 75 6 Sufficient32 8 Good 76 7 Sufficient33 9 Good 77 8 Good34 7 Sufficient 78 8 Good

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35 5 Poor 79 5 Poor36 9 Good 80 8 Good37 6 Sufficient 81 8 Good38 6 Sufficient 82 9 Good39 7 Sufficient 83 5 Poor40 8 Good 84 7 Sufficient41 9 Good 85 6 Sufficient42 10 Very Good 86 5 Poor43 7 Sufficient 87 6 Sufficient44 8 Good



recount text in term of pronunciation, the researcher found the mean score and

standard deviation of pronunciation term by using SPSS, version 17.0.


Standard Deviation in Term of Pronunciation

Statistics

X

N Valid 87

Missing 0

Mean 6.5632

Median 7.0000

Mode 6.00


Minimum 2.00

Maximum 10.00

Sum 571.00

66



term of pronunciation were 6.56 and 1.83. Then it can be drawn students’

score distribution and percentage in term of pronunciation in table 23.


Pronunciation No Interval Interpretation Frequency Percentage 1 ≥ 9.3 Very Good 4 4,59% 2 ≥ 7.47, < 9.3 Good 27 31,03% 3 ≥ 5.65, < 7.47 Sufficient 33 37,93% 4 ≥ 3.82, < 5.65 Poor 20 22,99% 5 < 3.82 Very Poor 3 3,44%

HistogramStudents’ Score in Term of Pronunciation

Based on the table and histogram above, it can seen that students’ ability

in delivering oral recount text in pronunciation term are 4 students (4.59%)

have very good level, 27 students (31.03%) have good level, 33 students

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(37.93%) have sufficient level, 20 students (22.99%) have poor level, and 3

students (3.44%) have very poor level. It means that students’ ability in term

of pronunciation was in good level. It was shown by the highest frequency of

students 33 (37.93%) was in good level.

C. Discussion

Based on the research finding mentioned above, the researcher analyzed

students’ ability in performing oral recount text. In General, students’

speaking performance was in good level. It can be seen 39.08% students score

were in good level. Then, in performing oral recount text was classified in to

four terms, they were content, language features, fluency and pronunciation. It

was done because in speaking the students are not only hoped to be able to

deliver the message but also how they can deliver the speech smoothly,

accurate and accepted.

Then, the researcher found that students’ ability in four terms was gotten

in various level of ability. In term of content, it was found 40.22% were in

sufficient level. The result showed most of students included the generic

structures of recount text. Generic structures of recount text are divided in to

three namely orientation, event(s), and re- orientation. Generic structure of a

text has function to arrange a text in to good arrangement. The application of

generic structure on students’ speaking of oral recount text is caused the

generic structure of recount text is not difficult to students’ to apply them. It

seems like the students were not difficult to identify and apply its generic

structure in performing oral recount text.

68

In term of language features, the researcher found there were 30 or 34.48%

in students were in poor level of ability. Language features has function to

guide the students to use the appropriate words in a certain genre. Harr

(2010:1) writes that language features or lexical grammar that is such things as

the grammar, vocabulary and connectors that we use. It means the appropriate

language features that students used will indicates about genre they are

talking. While, the percentage showed the students still has poor ability in

language features term. It was caused the students still had poor knowledge in

locating the appropriate specific participant, temporal conjunction and past

tense.

Then, students have sufficient level in fluency term with percentage

45.98% or 40 students were in good ability. Nunan (2003:58) states fluency as

using the language quickly and confidently, with few hesitation or unnatural

pauses, false starts, words searched, etc. Fluency can be recognized from how

far students fluent in speaking. The percentage shows in average students have

good level in term of fluency.

Last, students have sufficient level in term of pronunciation. It was

showed by the highest frequency of students were in good ability that was 33

students or 37.93%. Fulcher (2003:25) says problem with pronunciation at the

level of the words may be distracting for the listener, but they rarely lead to

miscommunication or misunderstanding. Then McKay (2006:190) sadds when

assessing pronunciation, if the sounds can be understood when students’ say

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something to other. Consequently, the pronunciation of the students were

understood by the scorer even they pronounced the words in wrong sound.

70

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This study is proposed to describe students’ ability in performing oral recount

text. Then, after the research was conducted, the researcher concluded that the

students’ ability in performing oral recount text of the third semester in

Islamic Junior High School Bonjol academic year 2010/2011 was sufficient

ability.

Then, details of the students’ ability in performing oral recount text are

explained as follow:

1. The students’ ability in performing oral recount text in term of

content is in sufficient level.


language features is poor level.


sufficient level.

4. The students’ ability in performing oral recount text in term

pronunciation is sufficient level.

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68

B. Suggestion

After the researcher analyzed the data about students’ performance of oral

recount text administered to third semester students of Islamic Junior High

School Bonjol, she gives some suggestions as follow:

1. For the students, it is hoped that they can increase their speaking

by keep practicing English wherever they are in. In consequent,

they will accustom to speak English. Furthermore, the students

should do many exercise of English task so that they know how to

locate appropriate words that should be used in certain spoken

genre.

2. For English teacher, it is hoped can give more exercise in speaking

part to the students so that will increase students’ speaking. In this

occasion, especially in applying appropriate language features of

certain genre, so that the students will have adequate knowledge to

use the words choice in particular genre. And the teacher should

force the students to speak English in interesting way.

Consequently, students are accustomed to speak English at least in

classroom interaction.

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ABSTRAK

NURFITRI HANDAYANI, NIM 206 233, Judul skripsi AN ANALYSIS OF STUDENTS’ ABILITY IN PERFORMING ORAL RECOUNT TEXT (A Study of the Third Semester Students of Islamic Junior High School Bonjol) Academic year 2010/2011, Program Studi Tadris Bahasa Inggris, Jurusan Tarbiyah, STAIN Batusangkar 2011.

Permasalahan dalam penelitian ini adalah melihat bagaimana kemampuan berbicara siswa pada teks lisan Recount Text. Penelitian ini dilakukan bertujuan untuk menggambarkan kemampuan berbicara siswa semester tiga MTsN Bonjol dalam melakukan monolog Recount Text.

Jenis penelitian ini adalah penelitian deskriptif. Populasinya adalah siswa semester tiga MTsN Bonjol tahun ajaran 2010/2011 yang berjumlah 110 orang. Sedangkan sampelnya 90 orang yang diambil dari populasi dengan menggunakan Stratified Proportional Random Sampling. Namun, ketika penelitian ini dilakukan hanya 87 siswa yang ikut serta dikarenakan tiga orang siswa sakit.Instrument yang digunakan untuk memperoleh data adalah Speaking Test yang berbentuk Recorded Monologue. Adapun aspek Speaking yang dilihat adalah dalam empat terma, yaitu content, languge features, fluency dan pronunciation. Tes dilakukan berdasarkan materi yang dipelajari oleh siswa. Untuk mengetahui tes valid, maka penulis berpegang pada kurikulum dan silabus siswa semester tiga MTsN Bonjol. Sementara itu, untuk mengetahui reliable, maka penulis menggunakan Intra Judge Reliability yaitu dengan melakukan dua kali penskoran terhadap data yang telah didapatkan.

Hasil penelitian menunjukkan bahwa kemampuan berbicara siswa semester tiga MTsN Bonjol dalam teks lisan Recount Text adalah bervaraiasi. Secara umum kemampuan siswa semester tiga MTsN Bonjol dalam melakukan monolog Recount Text berada pada level good dengan persentasi 39,08%. Secara khusus kemampuan berbicara siswa semester tiga MTsN Bonjol dalam terma Content berada pada level good dengan persentasi sebesar 40,22%. Dalam terma Language Features, kemampuan berbicara siswa semester tiga MTsN Bonjol berada pada level poor dengan persentasi sebesar 34,48%. Sedangkan dalam terma Fluency, kemampuan berbicara siswa semester tiga MTsN Bonjol berada pada level good dengan persentasi sebesar 45,98%. Sementara itu pada terma Pronunciation kemampuan berbicara siswa semester tiga MTsN Bonjol berada pada level good dengan persentasi sebesar 37,93%.

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SPEAKING TESTS

School name : MTsN BonjolSubject : EnglishClass :VIII ( Eight)Semeseter : IIITime :80 minutes

DIRECTIONS FOR ORAL TEST:

1. Choose one of your personal experiences for your presentation. For

example: “My Holiday”

2. Prepare an outline to help your presentation.

3. Your outline should include:

a. Orientation.

b. Event(s)

c. Re orientation.

Remember to use appropriate language features in building your recount

such as the use of grammar and vocabulary.

4. Perform the personal experience you have chosen in front of the class.

5. Include your name in presenting the recount.

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Speaking Rubric of Oral Presentation

Students name :Schools name :Title of recount :Year level/class :

Criteria Descriptor Total1 2 3 4 5

ContentGeneric structuresOrientation

Event (s)

Re-orientation

None of key information needed to understand who was involved, when and where it happened were included.

None of elaborating event(s) of the particular occasion exact was included.

None of personal reflections or comments about events in recount was included.

Few of key information needed to understand who was involved, when and where it happened were included.

Few of elaborating event(s) of the particular occasion exact were included.

Few of personal reflections or comments about events in recount were included.

Half of key information needed to understand who was involved, when and where it happened were included.

Half of elaborating event(s) of the particular occasion exact were included.

Half of personal reflections or comments about events in recount were included.

Most of s key information needed to understand who was involved, when and where it happened were included

Most of elaborating event(s) of the particular occasion exact were included.

Most of personal reflections or comments about events in recount were included.

Exact of key information needed to understand who was involved, when and where it happened were included.

Exactly elaborating event(s) of the particular occasion were included.

Exactly personal reflections or comments about events in recount were included.

Language

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features

vocabulary

Specific participants

Temporal conjunctions

Grammar

Tense

None of using specific participants accurate.

No appropriate in using conjunctions

No appropriate maintains of past tense.

Few of using specific participants accurate.

Few appropriate in using conjunctions.

Few appropriate maintains of past tense.

Half of using of specific participants accurate.

Half appropriate in using conjunctions

Half aappropriate maintains of past tense.

Mostly used specific participants accurate.

Most appropriate in using conjunctions

Most appropriate maintains of past tense.

Exactly used specific participants accurate.

WhollyAppropriate in using conjunctions.

Wholly Appropriate maintains of past tense.

Fluency Unable to use language – incomprehensible

Difficulty with speaking – almost incomprehensible

Some difficulty in speaking – many errors

Speaks quite fluently – some errors

Speaks fluently – almost no errors

Pronunciation

Inaccuracies of pronunciation make understandingAlmost impossible

pronunciation impedeunderstanding

pronunciation do not seriouslyimpede understanding

Few inaccuracies of pronunciation

Clear pronunciation

Total

Note: The final score = The score obtained x 100 The maximal score

Maximal score = 100

Content: 40 point1. Orientation = The score obtained x 22. Event = The score obtained x 4

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3. Re orientation = The score obtained x 2

Language features: 30 pointGrammar = The score obtained x 2Vocabulary

1. Specific participants = The score obtained x 22. Temporal conjunction = The score obtained x 2

Fluency: 20 point.= The score obtained x 4

Pronunciation: 10 point= The score obtained x 2

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Appendix

Respondent 1

Holiday of school, last holiday I went to Padang city with my sister. First woke up. Next I got. Then we ar/ rived t/ here I back some e of so

what that I walked to some e Pasar Raya. And then I saw ma many to a rest sat there.

Next I say beauty and say … play. Then play. Then my sister goes to house.

Respondent 2Last holiday, I and my family went to the zoo be car. There we saw many

animals as like elephant, lion, and tiger. Af after that we gave some food to elephant. The we walk walked to to

Lim Limpapeh bridge. Next we bought some glass. The we flat hung hung hungry and we bad….The finally, we flat free and back to home we flat so happy.

Respondent 3Animal zoo. Last holiday, I and my friend went to the zoo by motorcycle.

There, we saw many animal as like lion, tiger and bird. After that we gave some food to monkey. Then we walked to Limpapeh

Bridge. Next we bought some glasses. Then we felt hungry and and we had lunch. There finally, we felt tired and back to home, we felt so happy. And we

have we can go there at next time.Respondent 4

I went to Bengkalis the house family last holiday. First, I to asked motor car. In motor car very to bore. After I to come the Dumai and morning, we to…. Park. After we for hot very tired day waljk there say and we stayed the last

night. And we I were the market is here to buy blouse and to be friend. F f finally we to return to make very.

Respondent 5The last holiday, my friend and went to to the house of my aunt and uncle

the village. And in the village clean and and need interesting the view. We spent the time holiday with the some activity with my aunt and uncle.

The were enough tired. Then then we stoped under big tree. We here swindled the bird on the the

tree. Our stomach feel hungry, we have lunch together soon. After that we bar to the house soon.The holiday very enjoyed, I happy you can go to there.

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Respondent 6Last holiday, my go to Bukittinggi together friend…… day friday, year

new three. Evening day my go to o’clock. Big o’clock, big big my see because the

moon year new night that.My go to field canteen yard. Me program and ex exploision flower fire

who clear and much once.Moment o’clock/twelve excycle year. New star white exploision flower

fire white full spirit.

Respondent 7I went to Bukittinggi. First, I Ramayana for saw shirt and bought some food.Second, I went to fat animal saw horse is tall that ate ate ate eat grass. Finally I and family ate at house eat mother. Finished ate I and family straight to return.Finally I was happy.

Respondent 8Holiday School. Holiday school I I and friend win jungle ev every it at

jungle. We looked bird and animal other. Day very hot, we looked at coconut, we very need it from one from we

look it. Day very need it, to we very get it wrong one from we look it. Day al ready afternoon. Next next we soon return.

Respondent 9Last holiday my mother and I went to tea garden. I rived I garden I looked

orange fruit. I very needed to get it three please to tell. Then I sad and think how to get it.

After that, I think suddenly I looked I looked me my uncle that. That I asked to help for him to get to fruit. My uncle also three fruit what climbed three tree.

After that, my uncle whished to down, but I tea mid of you my uncle slapped upon. Look luckily my uncle hold branch with so so. That that he didn’t dropped arrived at under my uncle my top tree. Three then I said thanks to my uncle.

Respondent 10Last Saturday, I went o Bukittinggi. Arrived there, I was to night bazaar,

and sleeping in the morning. At 09.00 o’clock, I went to Niagara, I by coin to now cashier. I played

play. After that long played, I went to Ramayana. After after that I return.Finally I was happy.

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Respondent 11Last holiday, my family and I went to water boom my by a car. First we swam at the swimming pool. Next we went to another please. Lunch together. Finally we went back home, we feel so get spent our holiday water boom.

Respondent 12Last holiday, last holiday, I and my family and I went to the zoo by car. There there we saw many animal animals as like snake, elephant,

kangaroo, gi giraff giraffe and alligator.After that, we gave some food to zebra.Then we walked to Jam Gadang.Next we bought bought some glass.Then we felt hungry. And we bad lunch.There, finally we feel tired and back to home we feel, so happy.

Respondent 13Last week, my friend and I went to the zoo. There there we had some

interest activity. First we gave the monkey food.Then, we drave on elephant.Next we cropped in the cottage near of the please. We felt hungry and we

had lunch soon.There we saw interesting the view, we also hard heard swindled swindled

of the bird of on the tire.Finally we back to home and we are very enjoyed. I hop, I can go to there

anymore.

Respondent 14My holiday, I went to my friend house. I went motorcycle. I went to call

for for report. I went the same my sister to come house we sitting and looking price report.

Then, I went to bath river. No lasting then, I went to return. T hen I went to play day, I sitting the same in house grand mother. Then, we to sleep.

Finally I was happy.

Respondent 15I went to Air Bangis beach last holiday.First, I around the beach and then I swam at the beach. After swam, I and my friend buy food. And then I and my friend sit around beach.Next, I and my friend went back at home.And this happy day and we hope we can go there at next time.

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Respondent 16Last week, my friend and I went to the zoo. We had intens activity.Firstly we gave the monkey food.Then we drove an line.Next we draw in the….Next of the place. We was hungry and we……..There we saw interesting new. We…………………………Finally we book back to home and and we……………….I …. I can go to there I more……..

Respondent 17Ho last holiday, family went to Bukittinggi. After after we we to open appear at Bukittinggi. We we went garde animal. We saw animal see small to we see big.Al already lasting, we garden ani animal……. We we we feeling hunger and we…… to digest…. No to no to awake day finished afternoon and we broke of to return.

Respondent 18Holiday this semester, I and family I finish family together at house. I help

mother clean at house. I divide work by my young er we will be held.The morning get up, we cleared bedroom and other. Done mother we

prepare break fast for family. After that, younger my sister to wash plate. I sweep at house and younger

my brother best clean front yard. This…. We work for holiday.Although we work for holiday, we house and average we happy, because

we can help mother like to work.

Respondent 19Time holiday my go to Bukittinggi. Arrive in there there, my…. sister my ritual zuhur.Second my go to hour…………Then my my return in house. After then evening day, after ritual ritual je jesus my ear.Next my go go co come out for evening year………………………. Hour

twelve o’clock.Finally the my return home to house sister return.Tomorrow his my return to to village with happ happy and be happy.

Respondent 20Last holiday, I and my friend went to the zoo by car. There we saw many

animal as like lion, tiger and bird. After that we gave some food to monkey. The we the we walked to Limpapeh Bridge.Next we ought some. We felt hungry and we had …. that. Finally, we felt tired and back to home we felt so happy.

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Respondent 21Last holiday, I and I family went to Padang by car.First first, we swam at the swimming pool. Next we went to another place. The we rent af after that we got…. together

family.We went back home we felt so so so so so spent our holiday, I’m very

happy this holiday.

Respondent 22Holiday my uncle house, last week I and my sister went to my went to my

o’clock house. We went went there by motorcycle. When we got there we played paper…………

After that, we watched TV. We chatted about funny story.Then we went to the river, we fished there.I was very happy because I got

many fish. But, my sister no got fish she was very disappointed and she cried…… Finally, I gave it fish for her. She was very happy. We to to turn go go

home and we cooked fish. That day was tired but really happy.

Respondent 23Holiday of school, last week I’m go to Bukittinggi. I’m resolved for go

there because me the best friend Desi to asked me to spent time on holiday there. I’m stayed at Desi house.

On Sunday, we win go to the zoo whom stand at Bukittinggi.On Monday, we went the company. I’m buy some T-shirt and shoes for

me family.I’m really enjoyed vocation because I have experience with comfortable.

Respondent 24Last holiday, I and family went to waterboom be car. Fisrt we swam at the

swimming pool.Next we went to another place. The we rent.After that we had look together. My family, we went back home, we felt

so glad so spent our holiday at water boom.

Respondent 25Holiday of school, I went to Padang beach last holiday. I went with my

best friend.First, we look for hotel for stay longer in the padang.Second, we go be behind and to play water and road I the side beach.That after all play in beach, we taste hungry and tired.After that we go go hotel for substitusi blouse and road going to mall and

in mall, we buy o’clock hand and accessories.Next we return going to hotel and ready for return home.Finally, I went back at home and feel so happy.

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Respondent 26Holiday of school, the last holiday relations we holiday waterboom Padang Panjang. To I to swim pool…. Swim and I ready to bath. We…… we ate we then ready eat we that. We……. to swim. On ending, I to happy holiday.

Respondent 27In holiday, I went to Dumai beach and I went with motorcycle. After I I to come to Dumai. I want played but I no have friend.After one holiday, I found friend and I I new played with friend. And we

to Ramayana and I have uncle.Then I went with uncle to garden and we we tired tired. Then we to stop.After we after we to stop, we straight to return.

Respondent 28Last week, me and family I went went Bukittinggi to holiday. In the walk,

I just white me young brothers nad my old sister. I enjoy natural beauty time so happy and and my heart very nice my heart very nice in course that.

Not long time when we, we arrive in Bukittinggi, there we there we I went to zoo. There very much there very much animal funny and before never I see.

After afternoon after afternoon,we we we will hungry and then then then we we to restaurant and and the we ate.

After eat, we come back. Thank you.

Respondent 29Last holiday, I went to Pekanbaru. My friend and and I we to by bus.

We went to market.After that after that we fruit.

Respondent 30Holiday I went to Bukittinggi. I go to some my sister. We want to house

mother and father. We very happy and to play with we family.

Respondent 31Last holiday, I went to Bukittinggi. My my family and I and I read

Ramayana. Thank you.

Respondent 32Next holiday, we went zoo same friend. It very happy, we see animal, lions,

tiger, bird, snake. That’s’ very wonderful and we want return house very happy. Thank you.

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Respondent 33Last holiday, I played to house my friend. My friend and I played to garden.

We very happy and very enjoy.After that we eat and drank.And then, we fishing.And then we return home.So so this very good holiday. Thank you.

Respondent 34Last holiday and I and grand mother went to went to Heramsregu. And I

and grandmother to my parent I. After that I went …. Terminal.

Respondent 35Last holiday, and and my family went to water boom by car.First, we swam at the swim swimming pool.Next we went we went to an other to another place. The the we rent.After that went had lunch…….Family we went back home we felt so lent so spent our holiday at water

boom.

Respondent 36I went to Pekanbaru. I go to same my sister. We went to house father and

mother. We very happy can to play with we family. Okay, thank you.

Respondent 37Last holidsay, I I and my parent win to Pekanbaru. There meet with my

parent. On another, my parent will went tophotography. So accompany with her and my parent nothing else. So I accompany.There we ate ,meat ball.

After that, we went to S SK mall. There we bought a hgold man to refreshing.

After that, we to return and we and we stand by went to refreshing in Alamayang. There we fishing. We sad because we no fish. So we return.

After that after that, we no fish. So we return and we to saw film Korean drama.Next we return to me ……… that day. Day very happy. Finally, experience

in holiday.

Respondent 38Last holiday, I want to the zoo I and my family to go three.After we eat lion, tiger and bird, then we to go grandmother a house. Next I next I mother fried a fish. Finally, I and my family very happy.

84

Respondent 39Last holiday, me and friend went to went to holiday. My friend and I enjoy

natural beauty time so happy. Not long time we we I arrive there, we I went I went to walk then.

After that we eat and drink.And then we played yard my uncle.And then we return home.So this a very good holiday. Thank you.

Respondent 40Last holiday, I and my friend went to the zoo by motor cycle. We there, we

saw many animal as like tiger, lion, bear and bird.After that, we gave some monkey to banana. I I and my friend very happy

the day.

Respondent 41Last holiday, I and my parent we went to Pekanbaru. There I meet my

friend.One or other my friend went will to photography. So I accompany with her

and my friend nothing also accompany. There we ate meat ball.After that we went SKA mall. We bought equipment to refreshing. There

we after that we return. And we stand by went to refreshing in Alamayang. There we fishing, we said we no fish. So e return.

Then we to saw film Korean drama. After that, we return aaa to we home each that day. Day very happy. Finally finally, experience me in ho in my holiday.

Respondent 42Last holiday yesterday, I new year in Padang. I went to supermarket. I bought jacket. I round together with my friend in

Padang. I very happy new year in Padang. I went to Padang together family.

Respondent 43Two week ago, I went to Bukittinggi. I stay at my friend house in

Bukittinggi. The house has a big….. colorful flower and a small pool.

Respondent 44Last holiday, I and grandmother went to Dharmasraya. I and grandmother

went to my parent I.After that, I pin terminal K.Jao. After went to house my parent I and my family to eat.Next and my family went to water boom M.kalaban. I and sister I swim.After that we to photography.Next we to return because ready afternoon.After back along yonder I happy.

85

Respondent 45Last holiday and I family went to Talabang. I and fam8ily look at concert

band and then I and sister I wim.After that I and sister I wim ball.After that we photography.Next we ………Next we to return because ready afternoon.After back along …… I happy.

Respondent 46Last holiday, my friend and I went to Bukittinggi. My friend and iswa all

Bukittinggi.After that we went jam Gadang.And then we went to zoo. Zoo it we saw some animals. We saw tiger and

giraffe. Tiger it big and giraffe tall.We are very happy. Thanks.

Respondent 47Two week ago I ‘m celebrate I new year in Bukittinggi. I’m saw clock

tower. I round together with my friend in Bukittinggi. I very happy new in Bukittinggi. I went together family. Thank you.

Respondent 48Last holiday, I I spent my time in Pekanbaru. My went sister and brother,

my went to house mother and father. And my went to holiday some my family and my very happy.

Respondent 49Last holiday, I went to tea zoo with my family.And we and then we saw animal lion, tiger, zebra.And we vv very happy.

Respondent 50Last holiday, I went to the zoo with friend by a car.…. We arrived there, we saw many animal, tiger, bear and the other.After that, we gave some banana to monkey and water.I and my friend vv very happy. I very like day it.

Respondent 51Last holiday my grandmother and I went to Pekanbaru. I and my grand

mother went to my friend I. After that, I pin terminal PMP. After come to house I and family to ear.

Respondent 52I went to Bukittinggi.

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Then my friend and saw all Bukittinggi.After that after that we wait Jam Gadang. And then we went to zoo. We saw tiger. Tiger it big and safe. And we saw

elephant very big. We saw snake it long.After that we saw grape it tall.We are very happy.

Respondent 53Last holiday, my grandmother and and want to Pekanbaru and my

grandmother want to my friend.And after I pin terminal PMP.After come to house and family.

Respondent 54Last holiday my grandmother and I went to Pekanbaru. I and my

grandmother went to my friend I.After that I pin terminal PMP.After come to house I and family to ear.

Respondent 55I went to Bukittinggi.Then my friend and I was all Bukittinggi. Last Holiday, my grandmother and and I want to pekanbaru. I and my

grandmother want to my parent i. After there, I pin terminal PMP.After come to house I and my family. Thank you.

Respondent 56Last holiday, I went to the zoo with me family.And the we saw animial animal like lion, tiger, alligator, zebra and we we

very happy.

Respondent 57Last holiday, I went to Bukittingi. My friend I went there by bus. We want

to.After that we fruit. Next we

Respondent 58My holiday two week ago, I went to Bukittinggi. I stay at my friend house

in Bukittinggi. The house has big garden with colorful flower and a small pool.

Respondent 59

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Last holiday I and my friend and I went to Bukittinggi. There we went to zoo. We looked some animals, such as snake, bird, monkey and pig.We were very happy.

And after that we back home

Respondent 60At last holiday, I and and my friend often spent our time together special

at new year. I and my friend made a mini party. We held the party we held in the mita’s house.At 20.00 pm, we met in the mita’s house. We ... to …….. in our planning

we would made before. We have boughth sssss 1 kg fish. I took the fish from my house.

Then I clean the fish, wait I clean the fish other friend prepare.

Respondent 61Two last year me and my mother went to Pekanbaru, Riau. We stayed at

my mother aaa grandmother house. In the house has big garden and small pool.In the morning, me and grandmother io clean the garden. In the garden

many flower, that is aaaa jasmine, rose and orchid.After that, we lunch under big tree. I hope my next holiday aaaa be more

interesting.

Respondent 62Holiday in uncle home, a month ago, I and my family go to uncle home

in Medan. I and family going to saw beaty in medan city. There I am going to Ramayana store and there I shopping.

Along day, I return home village. I I am very happy in there moment. I always want to the there.

Respondent 63Go to Bukittinggi, two week ago, I went uncle in Bukittinggi. We went

in Monday it time seven morning. We in road, we many installation luxurious.

Do not we to arrive in house uncle. In house uncle, we eat.After eat, we went to zoo. In zoo, we give the animals some food.After give the animal some food, we return to house.

Respondent 64Last week I and my friend went to Bukittinggi. We we three play

together. I very happy play with my friend.It’s water very cool but it’s clean. We took a bath together in that water.

After that I’m and my friend ready return aa home and holiday this never ready happy for me.

88

Respondent 65I went to Padang. I went with the bus. I went the same my friend. In the

traveler I looking areas very aaa beautiful. Come in the Padang, we to rest in the house my sister friend, because we very tired. In the house my sister friend, very water it difficult.

So that, we come there no bath. We only bath morning it. Then tomorrow day we went road.Finally I was happy.

Respondent 66My off day time and y family goes to bukittinggi and family welcome new year of the time of the Bukittinggi……..over there, so……….. onces again flock with family and while play fire work heart will be happy.

Respondent 67On holiday yesterday, I;m go went to catch fish friend y river. There we

to gain fish much.After that day finished afternoon, we soon to gain home the house to take

fish. Finished we to…..I’m really enjoyed vacation because I have experience with

comfortable.

Respondent 68Last holiday, I went I went to Bukittinggi in in animal garden. There

kind much animal bird, elephant and the other.After that I’m I’m go Ramayana Bukittinggi. After that I back to home.

Respondent 69Next holiday, I went to Kinantan zoo. I went to there some my family.

There I sss saw many animals, example monkey, snake, elephant and another.

After that we lunch together in near big o’clock.Next, I return home at five o’clock.My holiday was happy.

Respondent 70Last two month ago I and family go to the house uncle. My uncle have a

big garden with colorful flower.I and family went to eat the fruit to live the house uncle.I and family return return go home go home to to the house in the

afternoon. I and family very happy the holiday that.

Respondent 71My holiday I go to Bu Bukittinggi with my friend, they are name Rido, dani, Riski and Dika. So I go to Bukkittinggi zoo.

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I look some the animal, they are they are very funny.Aaa Four o’clock I go to my home.The day the day very happy for me.

Respondent 72Last holiday, we went to Lubuk Sikaping. There we there we to stauy

in the home my sister to tomorrow day. I playing sister together. There I saw people play play volleyball.

And afternoon day we come back in the home.

Respondent 73My holiday my to help person old my…….. my work plate and part

wednesday.We go to plant where is there we instruction where is and day that.After we work as like……

Respondent 74My holiday, I only in the house and helped my parents. One day, I and my sister clean the garden. In the my garden very

many flower and small pool. We there clean the garden and broomed the garden. Aaa we very happy can clean the garden.

I hope my next holiday we will be more interesting.Respondent 75

At last holiday I I and my friend ofyten spent our time together. Special at new year. I and my friend made a mini party. We held the party in the Asnah’s house.

At 20.00 pm, we met in the Asnah’s house. We start to prepare something. In our planning, we would made before, we have bought one kg fish. I took the friend the fish from my house then I clean the fish.

While I clean the fish other friend prepare.

Respondent 76My holiday last week my holiday, I and brother to look for the fish in

the river.So I to visit the fish many. So, I and brother go to home the house. I am very happy.

Respondent 77Last week, I went to garden together my parent .that garden that

garden very far from my house. We there looking vegetable kind.And then, we playing there. We we very happy then then go home

with her very happy.

Respondent 78On time holiday and I and my sister fishing to pond. We very happy,

because fish very much. We fishing to afternoon. I very happy that day.

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Respondent 79On during on during in the house help my mother to clean the house

to sweep house. After that to go garden at door.After ehmm to swim very good.

Respondent 80Holiday to hall mining, two eek ago went my holiday to hall

mining. That hall very far from my house. There are waterfall and I was swim there.

Then we go on in to the hall. There very dark and wet.Then we go out and we we swim in the waterfall very cool but we

enjoyed.Finally we go we go home with nice adventured.

Respondent 81Two last week holiday, I went to Bukittinggi in the Kinantan zoo.

The kind much animal as bird and monkey.After that I was go to aunt and uncle house to live in Ngarai

Sianok. Sianok there much plants to grow fertile. There as apple, orange, mango and the others.

After that several day, the past we return to go home.

Respondent 82Last holiday last holiday, I helped my mother everyday. I helped

washed the plate.Then I helped my mother clean the house.After that, we rest in the dining room.Next I made my homework.My holiday was happy.

Respondent 83The last holiday, my friend and I went to the house of my aunt and

uncle the village. And in the village clean and interesting the view.We we spent spent the time holiday with the same activity with my

aunt and uncle. The work enough tired. Then stopped unclean big tree. We heard swindled the bird on the

tree. Our stomach feel hungry. We have lunch together soon. After that we…. To the house we.The holiday very enjoyed. I hope I hope you to you ca go to there.

Respondent 84To holiday, I want to house grandmother. Holiday in house

grandmother I want to seek fish and we much to find fish.I went grandmother very happy. After we straight to return. I very happy holiday house grandmother.

91

Respondent 85Two last week, I I’m helped my parents.One day I’m and two my sister went to garden. In the my garden,

very many there a vegetable. My there clean the garden and broomed garden.

I am very happy went to garden. I hope next holiday will be more interesting.

Respondent 86Day Monday day Monday I’m go to danau Maninjau with father and

mother and younger brother or younger sister. we go eight o’clock morning.

And I read we many installation luxurious and we photo photo… that do not we to arrive in cafe forty for and not we to goes we to danau Maninjau.

In danau Maninjau, we photo photo. After photo photo we to ex……Not old next, day ready to point out 13.00 o’clock the day e house.In read we to have a…… stop to buy food, this opne will we to

bring to to ….. house.After to buy food, we to……… upon car do not old next, we to

arrive in house.We very happy cause here happy for me. Thank you.

Respondent 87Last week I went go to zoo. I stayed at my family in Bukittinggi.

The zoo has a big and animals.My family and I going enter the animal, example tiger, snake,

monkey, elephant and rabbit fat and still after that, we we go home before we got home, we went to the house uncle. We went in the afternoon.

We were very tired. I think it was really fun and very happy.

92

Appendix

Students’ score in performing oral recount text

Respondents 1st score2nd score

Total Score Final score = Total Score/2

1 56 50 106 532 68 64 132 663 84 80 164 824 50 40 90 455 66 52 118 596 32 26 58 297 58 52 110 558 46 48 94 479 62 64 126 63

10 68 64 132 6611 70 64 134 6712 62 70 132 6613 80 82 162 8114 50 52 102 5115 60 78 138 6916 50 32 82 4117 52 48 100 5018 52 54 106 5319 32 20 52 2620 70 72 142 7121 66 68 134 6722 78 76 154 7723 70 64 134 6724 62 68 130 6525 72 78 150 7526 36 28 64 3227 60 68 128 6428 64 58 122 6129 44 48 92 4630 46 38 84 4231 46 56 102 5132 42 50 92 4633 70 76 146 7334 42 34 76 3835 62 54 116 5836 56 52 108 5437 54 60 114 5738 46 60 106 53

93

39 48 58 106 5340 58 58 116 5841 78 78 156 7842 62 60 122 6143 48 50 98 4944 54 66 120 6045 50 56 106 5346 82 74 156 7847 52 46 98 4948 50 44 94 4749 52 52 104 5250 58 64 122 6151 48 48 96 4852 52 56 108 5453 34 34 68 3454 40 46 86 4355 30 34 64 3256 50 44 94 4757 38 38 76 3858 46 48 94 4759 64 68 132 6660 62 58 120 6061 74 70 144 7262 64 64 128 6463 58 62 120 6064 56 52 108 5465 66 66 132 6666 32 42 74 3767 46 44 90 4568 48 52 100 5069 74 64 138 6970 64 54 118 5971 58 58 116 5872 50 64 114 5773 26 30 56 2874 58 62 120 6075 56 56 112 5676 46 52 98 4977 62 66 128 6478 48 54 102 5179 30 34 64 3280 62 74 136 6881 68 62 130 6582 72 64 136 68

94

83 56 60 116 5884 64 54 118 5985 60 70 130 6586 50 58 108 5487 54 58 112 56

95

Appendix

Calculation of reliability

Respondent X Y XY X² Y²1 56 50 2800 3136 25002 68 64 4352 4624 40963 84 80 6720 7056 64004 50 40 2000 2500 16005 66 52 3432 4356 27046 32 26 832 1024 6767 58 52 3016 3364 27048 46 48 2208 2116 23049 62 64 3968 3844 4096

10 68 64 4352 4624 409611 70 64 4480 4900 409612 62 70 4340 3844 490013 80 82 6560 6400 672414 50 52 2600 2500 270415 60 78 4680 3600 608416 50 32 1600 2500 102417 52 48 2496 2704 230418 52 54 2808 2704 291619 32 20 640 1024 40020 70 72 5040 4900 518421 66 68 4488 4356 462422 78 76 5928 6084 577623 70 64 4480 4900 409624 62 68 4216 3844 462425 72 78 5616 5184 608426 36 28 1008 1296 78427 60 68 4080 3600 462428 64 58 3712 4096 336429 44 48 2112 1936 230430 46 38 1748 2116 144431 46 56 2576 2116 313632 42 50 2100 1764 250033 70 76 5320 4900 577634 42 34 1428 1764 115635 62 54 3348 3844 291636 56 52 2912 3136 270437 54 60 3240 2916 360038 46 60 2760 2116 360039 48 58 2784 2304 336440 58 58 3364 3364 3364

96

41 78 78 6084 6084 608442 62 60 3720 3844 360043 48 50 2400 2304 250044 54 66 3564 2916 435645 50 56 2800 2500 313646 82 74 6068 6724 547647 52 46 2392 2704 211648 50 44 2200 2500 193649 52 52 2704 2704 270450 58 64 3712 3364 409651 48 48 2304 2304 230452 52 56 2912 2704 313653 34 34 1156 1156 115654 40 46 1840 1600 211655 30 34 1020 900 115656 50 44 2200 2500 193657 38 38 1444 1444 144458 46 48 2208 2116 230459 64 68 4352 4096 462460 62 58 3596 3844 336461 74 70 5180 5476 490062 64 64 4096 4096 409663 58 62 3596 3364 384464 56 52 2912 3136 270465 66 66 4356 4356 435666 32 42 1344 1024 176467 46 44 2024 2116 193668 48 52 2496 2304 270469 74 64 4736 5476 409670 64 54 3456 4096 291671 58 58 3364 3364 336472 50 64 3200 2500 409673 26 30 780 676 90074 58 62 3596 3364 384475 56 56 3136 3136 313676 46 52 2392 2116 270477 62 66 4092 3844 435678 48 54 2592 2304 291679 30 34 1020 900 115680 62 74 4588 3844 547681 68 62 4216 4624 384482 72 64 4608 5184 409683 56 60 3360 3136 360084 64 54 3456 4096 2916

97

85 60 70 4200 3600 490086 50 58 2900 2500 336487 54 58 3132 2916 3364

N= 87 4842 4874 283648 283212 288244Note:X: researcher scoreY: researcher score

rxy = N∑XY- (∑X) (∑Y)

√{ N∑X²- (∑X)² [N∑Y²- (∑Y)²}

= 87. 283648- (4842) (4874)

√{87. 283212-(4842) ² [87. 288244- (4874) ²}

= 24677376- 23599908

√24639444-23444964) (25077228- 23755876)

= 1077468

√(1194480) (1321352)

= 1077468

1256315.461

= 0.857

It means has positive correlation

98

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chapter i-5 bru

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