department of english education faculty of tarbiyah …
TRANSCRIPT
THE RELATIONSHIP BETWEEN STUDENTS’ INTEREST IN
SPEAKING AND THEIR SPEAKING SCORE
(A Correlational Study at the Second Grade of MTsN Parung)
A ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teachers Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) in English Language Education
By
Nana Nurjanah
NIM: 104014000304
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011 M/ 1432 H
THE RELATIONSHIP BETWAEN STT'DENTS' INTEREST INSPEAKTNG AND THEIR SPEAKING SCORE
(A Conelational Study at the Second Grade of MTsN Parung)
A "Skripsi" .
Presented to the Faculty of Tarbiyah and Teachers Trainingin Partial Fulfillment of the Requirements
for the Degree of S. Pd (Bachelor of Arts) in English Language Education
by:NanaNurjanah
NIM: 104014000304
Approved byAdvisor:
vra__*,
Dr. H. Atiq Susilo. M.ANrP. 194 91r22r 978 031 001
DEPARTMENT OF ENGLTSH EDUCATION
FACULTY OF TARBIYAH AIID TEACHERS TRAINING
I 1 STATE ISLAMIC UNTVERSITY SYARIF HIDAYATTJLLAH
JAKARTA
z0fl]s'Ill432H
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The examination committee of the faculty of Tarbiyah and Teachers'
Training certifies that the 'skripsi' (scientific paper), The Relationship
between Students' Interest and Their Speaking Score, written by Nana Nurjanah
student's registration number 104014000304, was examined on28 June 20ll,"and
was declared to have passed and therefore, fulfilled one of the'requirements of
academic title of 'S.Pd' in English Language Education at the Deparhbnt of
English Education.
EXAMINATION COMN{ITTEE
Chairman Drs, Syauki, M. Pd ( . . . . . . . .
NrP. 19641212199103 I 002
Secretary Neneng Sunengsih, M. Pd . . . . . - . . . . . . . )
Examiner I
NIP. 19730625199903 2 001
Drs. Nasrun Mahmud- M. Pd
NIP. 150 04t 070
Drs. Bahrul Hasibuar- M. Ed
Acknowledge by:
Pgs. Dean of Tartiyah and Teachers' Training Faculty
'€
Nurlena Rifa'I, MA, Ph. D
Examiner 2
Iakarta" 28 June 2011
NrP. 1959 1020 1986 03 2 001
KEMENTERIAN AGAMA
,ffik ulN JAKARTAin $fu 1 FtrK{. rys:-s- J Jl. It. H. Juanda No 95 Ciputat 15412 tndonesia
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SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini:
Nama
Tempat/Tanggal lahir
N IM
Jurusan / Prodi
Judul Skripsi : The Relationship between Students' Interest in Speaking
and Their Speaking Score
1. Dr. H. Atiq Susilo, MADosen Pembimbins :
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasyah.
Jakarta,28 Jwi2}ll
Mahasiswa Ybs.
: Nana Nurjanah
: Bogor,24 Oktober 1985
: 104014000304
:PBI /S l
ffi,
Nana Nurjanah
ii
ABSTRACT
Nana Nurjanah 2011: The Relationship between Students’ Interest in Speaking
and Their Speaking Score (A Correlational Study at the Second Grade of MTsN
Parung)
Advisor: Dr. H. Atiq Susilo, M.A
Key words: Interest, Speaking, Speaking Score
English is a language used in all aspects of communication, science, and
technology. All of them can be actualized through speaking, beside other basic
skill such as listening, reading, and writing. Many students do not realize the
importance of speaking, therefore, the teacher are hoped to make the students
interested in speaking and motivate them to speak. The students, who are
interested in speaking, enjoy their learning. They always feel happy and ready to
do any task given by the teacher. As a result, they can get a good score in doing
the tasks.
This purpose of the research is to find out the question of: “is there any
correlation between students’ interest in speaking and their speaking score?”
The method used in conducting this research is correlational study. She
takes only one class as the subject. She gave each of the students a questionnaire
related to the students’ interest in speaking to be collaborating with their speaking
score.
The research itself takes place at MTsN Parung. It is located at
Lebakwangi Parung-Bogor.
The result of the analysis in the research showed that there is positive
correlation between students’ interest in speaking and their speaking score.
Interest gives positive influence in teaching-learning speaking skill. Students who
have higher interest in speaking get a better score than the lower one.
iii
ABSTRAK
Nana Nurjanah 2011: Hubungan antara Minat Siswa dalam Berbicara dan Nilai
Berbicara (Study Korelasi pada Siswa Kelas Dua MTsN Parung)
Pembimbing: Dr. H. Atiq Susilo, M.A
Kata Kunci: Minat, Berbicara, Nilai Berbicara
Bahasa Inggris merupakan bahasa yang digunakan di semua aspek
komunkasi, ilmu pengetahuan dan teknologi. Semua itu dapat diaktualisasikan
melalui berbicara, dan kemampuan dasar lainnya seperti mendengarkan, membaca
dan menulis. Banyak siswa yang tidak menyadari akan pentingnya berbicara, oleh
karena itu, guru diharapkan membuat siswa tertarik dan memberikan motivasi
mereka untuk berbicara. Siswa yang tertarik dengan berbicara menikmati proses
belajar. Mereka selalu merasa senang dan siap untuk mengerjakan tugas yang
diberikan guru. Hasilnya, mereka mendapat nilai yang baik dalam mengerjakan
tugas tersebut.
Tujuan dari penelitian ini adalah untuk menjawab pertanyaan: “apakah
terdapat hubungan antara minat siswa dalam berbicara dengan nilai speaking
mereka?”
Metode yang digunakan dalam pelaksanaan penilitian ini adalah studi
korelasi. Penulis hanya mengambil satu kelas sebagai subjek penelitian. Dia
memberikan angket kepada masing-masing siswa terkait dengan minat siswa
dalam berbicara yang kemudian digabungkan dengan nilai speaking mereka.
Penelitian itu sendiri bertempat di Madrasah Tsanawiyah Negeri Parung.
Berlokasi di Lebakwangi Parung-Bogor.
Hasil dari analisa penelitian menunjukkan bahwa terdapat korelasi positif
antara minat siswa dalam berbicara dan nilai berbicara mereka. Minat memiliki
pengaruh dalam proses belajar mengajar. Siswa yang memiliki minat lebih besar
dalam berbicara, memperoleh nilai berbicara yang lebih baik dari pada siswa yang
memiliki minat yang lebih rendah.
iv
ACKNOWLEDGMENT
Bismillahirrahmanirrahim
All praise be to Allah, the lord of the worlds, a word gratefulness should
come out from the writer to Allah for His Mercy and guidance. Without his
blessing, the writing of this skripsi could never been finished. Peace and blessing
be upon Muhammad SAW, his descendants, his companion and his followers.
This skripsi is written to fulfill one of the requirements for the degree of
Strata I (SI) in English Language Education of the Faculty of Tarbiyah and
teachers Training, Syarif Hidayatullah State Islamic University.
In this occasion, the writer also would like to give her great appreciation,
honor and gratitude to Dr. H. Atiq Susilo M.A as her advisor, for his time,
guidance, kindness, contribution, and patience in correcting and helping her in
finishing this skripsi.
The writer would like to say her great honor and deepest gratitude to her
beloved parents, Satibi and Rukmanah, for their irreplaceable encouragement and
patience to motivate the writer to finish her study, thanks for the guidance and
support in her various endeavors, and especially to her beloved brother, Anwar,
and sisters, Munawaroh, Nurhayati, Neneng Hasanah, Nining Muniroh, Een
Nuraeni, Nurul Khoiriah, who always give support and moral encouragement in
finishing her study.
The writer also realizes that she would never finish writing this skripsi
without the help of some people around her. Therefore she would like to give
special gratitude to:
1. All inspiring lecturers in the English Education Department who have
taught and educated the writer during her study at UIN Syarif Hidayatullah
Jakarta.
v
2. Dra. Hj. Eti Munyati, S.Ag as the headmaster of MTsN Parung and Ade
Amalia, S.Pd, who have given the opportunity to carry out the research.
3. Drs. Syauki, M.Pd, the Head of English Education Department, and
Neneng Sunengsih, M.Pd the Secretary of English Education Department.
4. Prof. Dr. H. Dede Rosyada, M.A as the Dean of the Faculty of Tarbiyah
and Teachers’ Training Syarif Hidayatullah State Islamic University
Jakarta.
5. All her best friends in the English Department especially Tsuraya, Imas,
Isna, Novi and the other friends which is unwritten in this paper, who have
given support and motivation.
May Allah SWT the Almighty bless them all. So be it.
Finally the writer realizes that this skripsi is still far from being perfect.
Therefore, it is pleasure for her to accept constructive criticism and suggestion in
improving this skripsi.
Jakarta, June 18, 2011
The writer
v
TABLE OF CONTENTS
THE LEGALIZATION OF THE COMMITEE ............................................ i
ABSTRACT ....................................................................................................... ii
ACKNOWLEDGMENT ................................................................................... iv
TABLE OF CONTENTS ................................................................................... vi
LIST OF TABLES ......................................................................................... viii
CHAPTER I INTRODUCTION
A. The Background of the Study ...................................... 1
B. The Limitation and Formulation of the Study ............... 3
C. The Method of the Study ............................................... 3
D. The Objective of the Study............................................ 3
E. The Organization of Writing ......................................... 3
CHAPTER II THEORETICAL FRAMEWORK
A. Speaking ......................................................................... 5
1. The Understanding of Speaking ................................ 5
2. The Elements of Speaking ........................................ 7
3. The Goal of Speaking ................................................ 8
4. The Difficulties of Speaking .....................................10
5. Types of Classroom Speaking Performance ……… 11
B. Interest …….................................................................. 13
1. The Understanding of Interest …............................. 13
vi
2. The Role of Interest …………................................. 16
C. Affecting Factors of Interest ......................................... 16
D. The Relationship between students’ interest and their
speaking score .............................................................. 20
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. Research Methodology ................................................. 23
1. Purpose of the Study ................................................. 23
2. Place and Time of the Study .................................... 23
3. The Method of the Research .................................... 23
4. The technique of sample taking ................................ 24
5. The technique of Collecting Data ............................ 24
6. The technique of Data Analysis ............................... 25
B. Research Findings ....................................................... 26
1. Data Description ...................................................... 26
2. Data Interpretation ................................................... 32
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ................................................................... 34
B. Suggestion .................................................................... 34
BIBLIOGRAPHY
APPENDIX
viii
LIST OF TABLES
Table 2.1. The English Speaking Test Rating…………….……………………. 20
Table 3.1. The Specification of Instrument…………………………………….. 24
Table 3.2. Students’ Interest and Their Speaking score ....................................... 27
Table 3.3. The Correlation between Students’ Interest and Their Speaking Score
............................................................................................................. 29
1
CHAPTER 1
INTRODUCTION
A. The Background of the Study
English is one of the well known languages in the world. It has become the
most widely studied foreign language on the earth.1 English is a language used in
all aspects of communication, science, and technology. All of them can be
actualized through speaking and other basic skill such as listening, reading, and
writing.
English plays an important role as a global language, for instance in
educational field, many projects which aim to improve a better concept of
education such as student exchanges, researches, seminars, workshops, etc. have
been using English as their media of communication.
In Indonesia, the Ministry National of Education has decided that English,
as the first foreign languages have to be taught in every school, taught from
primary school to university.
The teaching-learning process of English language concentrates on four
skills. They are listening, speaking, reading, and writing.
One of the four skills which play a significant role in mastering English
language is speaking. Penny Ur stated that “…As a skill, speaking is the most
used skill by people rather than the three other skills. People who know a
language are referred to as “speaker” of that language, as if speaking including all
other kinds of knowing; and many if not most foreign language learners are
primarily interested in learning to speak….”2
Learning speaking English skill is not only learning the language, but also
learning how to speak. Learning the language means learning the forms of
language grammatically and semantically. On the other hand, learning how to
speak means something different because it deals not only with the efforts of the
1 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language
Teaching, (London: Cambridge University Press, 1986), p.1. 2 Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge
University Press, 1996), p.120.
2
students to understand the patterns of speaking but also the psychological
problems inside themselves.
One of the psychological problems is students’ interest. According to the
writer’s observation during PPKT, most of students feel shy or even scared to
speak English. They cannot express their ideas orally. They are fear of making
mistakes, fear of being laugh by their friends, and having less confidences of their
own ability. However, English learning is more effective if the learners are
actively involved in the process.3
Interest is one of psychological factors effecting students’ achievement in
quantity and quality.4 Interest is as a drive in successful learning.
From the quotation above, it shows that students’ interest will drive people
to do something. For example, a person who likes singing will sing more and
more. Besides, he/ she might be eager to learn how to sing. The case is same as in
speaking. If students like speaking, the will try to speak more and more. In
learning English, in this case speaking, it is easier for the students if they have
high interest. Because it can be made as a tendency to pay attention to and the
students can enjoy activities in speaking.5
From the example above, the writer assumes that students with higher
interest in speaking are supposed to speak more and learn how to speak more than
those with lower interest. As a result, students with higher interest will get a better
score in speaking than those with lower interest.
Based on that reason, the writer is interested in finding out whether there is
correlation between students’ interest in speaking and their speaking score. Based
on the statement above, the writer intended to study more and choose the topic
about “THE RELATIONSHIP BETWEEN STUDENTS’ INTEREST IN
3 Friederike. Klippel, Keep Talking; Communicative Fluency Activities for Language
Teaching, (London: Cambridge University Press, 1984), p. 5. 4 Drs. Tohirin, Psikologi Pembelajaran Pendidikan Agama Islam, (Jakarta: PT Raja
Grafindo Persada, 2005), p. 117. 5 Slameto, Belajar dan Faktor-faktor yang Mempengaruhinya, (Jakarta: Rineka Cipta,
2003), p.57.
3
SPEAKING AND THEIR SPEAKING SCORE (A Correlational Study at the
Second Grade of MTsN Parung”.
B. The Limitation and Formulation of the Study
In this paper, the writer limits the study on the discussion on students’
interest in correlation with students’ speaking score. In this research, the object of
the study is limited on the Eighth Grade of MTsN Parung.
The formulation of the problem in this paper is; “is there any correlation
between students’ interest in speaking and their speaking score?”
C. The Methods of the Study
In this research the writer used correlational study as its method. She
correlated the score of students’ interest in speaking with their speaking score.
The data were collected by giving questionnaires to the students about
students’ interest in speaking, and the speaking score was taken from the speaking
test.
To get the result in the study, the writer used statistic calculation of the
Pearson Product Moment. And the formula is:
𝑟𝑥𝑦 =N Σxy − Σx ∙ (Σy)
N ∙ Σx2 − (Σx)2 ∙ N ∙ Σy2 − (Σy)2
D. The Objective of the Study
The objective of the research is to find an empirical evidence whether or
not the students’ interest has any correlation with their speaking score.
E. The Organization of the Writing
This research is divided into five chapters as follow:
Chapter one is introduction consist of five parts, they are the background
of the study, the limitation and formulation of the study, the method of the study,
the objective of the study, and the organization of the writing.
4
Chapter two is theoretical framework which consists of four parts; the first
is speaking discuss about speaking, the elements of speaking, the goals of
speaking, and the difficulties of speaking. The second is interest deals with the
interest, the role of interest. And the third is affecting factors of interest in
speaking at MTsN Parung, and the fourth is the correlation between students’
interest and their speaking score.
Chapter three is the implementation of the research. It consists of two
parts, first is research methodology which consists of purpose of the study, place
and time of the study, technique of sample taking, technique of data collecting,
and technique of data analysis. The second is research finding which consist of
data description, and data interpretation.
And in the last chapter the writer gives conclusion and suggestion.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
As stated before in the first chapter that speaking is one of the four skills
that play a significant role in mastering English. The people learning speaking
deal not only with their cognitive basis to learn the forms of language but also
deal with some internal psychological materials that affect people in learning
process.
1. The Understanding of Speaking
According to Widdowson speaking is defined as usage and use.
Speaking, in the usage sense, involves the manifestation either of the
phonological system or the grammatical system of the language or both by
using the speech organs. In term of use, however, the act of speaking involves
not only the production of sounds but also the use of gesture, the movement of
the muscles of the face, and indeed of the whole body.1
According to Byrne speaking is a two-ways process.2 In the process of
speaking a person does not only consider the informational content of what
they are saying but also try to project their own ideas appropriately and
effectively, and present themselves to the world of the listeners in a way
which engages their attention.
Speaking ability is indeed an important aspect in learning a certain
languages. However, speaking is an ability that is taken for granted, learned as
it is through a process of socialization through communicating.3
In addition, to reach a high achievement of speaking ability, learner
must practice more and more.
1 Didik Santoso, A Journal; Accelerated Leraning: An Alternative Approach in Teaching
English Speaking Skill, (Jakarta: Universitas Islam Negeri Jakarta, 2006), p. 42. 2 Donn Byrne, Teaching Oral English, (London: Longman, 1976), p. 8.
3 Glenn Fulcher, Testing Second Language Speaking, (London: Pearson Education
Limitied, 2003) p. 22.
6
Like writing, speaking is a complex skill requiring the simultaneous
use of a number of different abilities, which often develop at the different
rates. Either four or five components are generally recognized in analyzing the
speech process.
a. Pronunciation and intonation
b. Grammar (accuracy)
c. Vocabulary
d. Fluency
e. Comprehension
On the other hand, there is difference between spoken language and
written language in some aspects. In contrast to the written language, where
sentences are carefully structured and linked together, speech is characterized
by incomplete and sometimes ungrammatical utterances and by frequent start
and repetitions.4 For the purposes of most day-to-day talk, however, the
grammar that is required is not as complex nor need be as accurate as the
grammar that is required for writing.
Both speaking and writing is a process which takes place through the
dimension of time. The difference is writing has inherent potential to persist
through time and for different sections to be revisited in the same form. But
speaking cannot persist through time without secondary apparatus, such as
tape-recorder. When a word is spoken, it cannot be taken back or altered.
From many definitions explained above, speaking is a skill which
deals not only the production of what the speaker says but also the expressions
of the speaker in order people understand what he/she say. Speaking is a skill
which is used in daily life and the skill is required by much repetition.
Someone who speaks should have sufficient vocabulary to express what he
wants to say.
4 Donn Byrne, Teaching Oral English…, p. 8.
7
2. The Elements of speaking
There are some elements in speaking that have to be considered by the
speakers as follow:
a. Pronunciation
The outer manifestation of speech is sound. The speaker must first
decide what to say, be able to articulate the words, and create the
physical sounds that carry meaning. According to Oxford Advanced
Learner‟s Dictionary, pronunciation is the way in which a word is
pronounced, the way a person speaks the word of a language. In
pronouncing the words, the learners regularly have problems
distinguishing between sounds in the new language that do not exist in
languages they already know. Problems with pronunciation may be
distracting for the listener, but they rarely lead to miscommunication
or misunderstanding.5
b. Grammar
H. Douglas Brown affirms that grammar is a system of rules governing
the conventional arrangement and relationship of word in a sentence.6
In popular use, the term „grammar‟ describes what people-usually
native speakers-ought or ought not to say or write. This is called
prescriptive grammar because it prescribes correct usage.
c. Vocabulary
“Vocabulary is defined as the “words” in foreign language. Words are
perceived as the building blocks upon which knowledge of a second
language can be built. However, a new item of vocabulary may be
more than a single word. For example, post office and mother-in-law,
which are, made up two or three words but express a single idea. They
5 Glenn Fulcher, Testing Second LanguageSpeaking, …, p. 25.
6 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, (San Francisco: Addison Wesley Longman, Inc, 2001), Second Edition, p. 362.
8
are also multi-word idioms such as call it a day, where the meaning of
the phrase cannot be deduced from analysis of the word components”.7
d. Fluency
In fluency practice, the learners concentrate on communicating
fluently, paying little attention to accuracy.8 Their attention on the
information they are communicating than on the language itself.
According to Scott Thornbury, fluency is primarily the ability to
produce and maintain speech in real time. To do this, fluent speakers
are capable of two things: first, appropriate pausing (their pauses may
be long but are not frequent, their pauses are usually filled with pause
fillers like erm, you know), second, long runs (there are many syllables
and words between pauses).
e. Comprehension
“Comprehension is the process of understanding speech or writing. It
results from an interaction between different kinds of knowledge. For
example: a knowledge of words (including the way to spell and
pronounce), and a knowledge of grammar. Comprehension also
involves different psychological operations, including perception,
recognition, and inference. Comprehension contributes to language
learning and without comprehension there is no learning.”9
3. The Goal of Speaking
The main goal in teaching the productive skill of speaking will be oral
fluency: the ability to express oneself intelligibly, reasonably accurately and
without undue hesitation (otherwise communication may break down because
the listener loses interest or gets impatient).
7 Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge
university Press, 1996), p. 75. 8 Glenn Fulcher, Testing Second Language Speaking, … p. 26.
9 Scott Thornbury, An A-Z of ELT, … p. 43.
9
To attain this goal, the students will have to be brought from the stage
where they merely imitate a model respond to cues to the point where they can
use the language to express their own ideas.
According to Brown and Yule the intention of teaching speaking is
that the students should be able to „express himself‟ in the target language, to
cope with basic interactive skills like exchanging greetings and thanks and
apologies, and to „express his needs‟ –request information, service etc.,10
in
other word speaking classes should be directed to communicative activity.
Jeremy Harmer stated that when people speak they probably have
some communicative purposes. It means that people say things because they
want something to happen as a result of what they say. The speaker may want
to charm his listener; he may want to give some information to express
pleasure; he may decide to be rude or to flatter, to agree or complain. In each
of those cases he is interested in achieving this communicative purpose- it is
to say being successful at what he wants to convey.11
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language
input, structured input, and communicative output. Language input comes in
the form of teacher talk, listening activities, reading passages, and the
language heard and read outside of class. It gives learners the material they
need to begin producing language themselves. Structured output focuses on
correct for. In structured output, students may have options for responses. But
all of the options require them to use the specific form or structure that the
teacher has just introduced. In communicative output, the learners‟ main
purpose is to complete a task, such as obtaining information, developing a
travel plan, or creating a video.12
10
Brown and Yule, Teaching Spoken Language, 1997, p. 27. 11
Jeremy Harmer, The Practice of English Language Teaching, 3rd
Ed., (London:
Longman,1986), p. 42. 12
Donn Byrne, Techniques for Classroom Interaction, (London: Longman, 1992), p. 8.
10
4. The Difficulties of Speaking
The ability to speak a second or foreign language is often equated with
proficiency in the language. Indeed, one frustration commonly voiced by
learners is that they have spent many years studying English, but still can‟t
speak it. One of the main difficulties is that speaking usually takes place
spontaneously and in real time, which means that planning and production
overlap. If too much attention is paid to planning, production suffers, and the
effect is a loss of fluency. On the other hand, if the speaker‟s attention is
directed on production, it is likely that accuracy will suffer.13
Penny Ur describes some difficulties in speaking activities that faced
by the learners as below:
a. Inhibition. Unlike reading, writing and listening activities, speaking
requires some degree of real-time exposure to an audience. Learners
are often inhibited about trying to say things in a foreign language in
the classroom; worried about mistakes, fearful of criticism or losing
face, or simply shy of the attention that their speech attracts.
b. Nothing to say. Even if they are not inhibited, you often hear learners
complain that they cannot think of anything to say: they have no
motive to express themselves beyond the guilty feeling that they
should be speaking.
c. Low or uneven participation. Only one participation can talk a time if
he or she is to be heard; and in a large group, this means that each one
will have only very little talking time. This problem is compounded by
the tendency of some learners to dominate, while others spend very
little or not at all.
d. Mother-tongue use. In classes where all, or a number of the learners
share the same mother-tongue, they may tend to use it: because it is
easier, because it feels natural to speak to one another in a foreign
language, and because they feel less “exposed” if they are speaking
their mother-tongue. If they are talking in a small group, it can be quite
difficult to get some classes – particularly the less disciplines or
motivated one – to keep to the target language.14
On the other hand, she also classified some characteristics of a
successful speaking activity, as follow:
a. Learners talk a lot. As much as possible of the period allotted to the
activity is in the fact occupied by learners talk.
13
Scott Thornbury, An A-Z of ELT, … p. 208. 14
Penny Ur, A Course in Language Teaching, … p. 121.
11
b. Participation is even. Classroom discussion is not dominated by a
minority of talk active participants: all get a chance to speak and
contributions are evenly distributed.
c. Motivation is high. Learners are eager to speak: because they are
interested in the topic and have something new to say about it, or
because they want to contribute to achieving a task objective.
d. Language is of an acceptable level. Learners express themselves in
utterances that are relevant, easily comprehensible to each other, and
of an acceptable level of language accuracy.15
Speaking in a foreign language in front of the class for the students is
quite difficult. Most of the students are afraid or shy if they make mistakes,
afraid of being laugh by their friends. So, they prefer to be quite to speak in
the classroom. On the other hand, in speaking they need to practice.
Practicing what they have learned in the classroom.
On the other side the main problem that makes students difficult to
speak in the classroom is lack of vocabulary. It is a common reason for
students when the writer asks their difficulties in speaking; most of their
answers are vocabulary. When they want to express their idea they do not
know the word to use.
5. Types of Classroom Speaking Performance
According to Douglas Brown, there are six activities can be applied to
the kind of oral production that students are expected to carry out in the
classroom:16
a. Imitative
In this kind of speaking performance learners try to imitate what the
teacher says. For example the learners practice an intonation or try to
pinpoint a certain vowel sound. Imitation of this kind is carried out not
for the purpose of meaningful interaction, but for focusing on some
particular element of language form.
15
Penny Ur, A Course in Language Teaching, … p. 120. 16
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy 2nd
edition, (New York: Pearson Education Company, 2001), p. 271.
12
b. 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 activity, where
learners are “going over” certain forms of language.
c. Responsive
This kind of speaking performance is short replies to the teacher or
student-initiated question or comments. And these replies do not
extend into dialogues. For example:
Teacher: How are you today?
Student: Pretty good, thanks, and you?
d. Transactional
Transactional language is an extended form of responsive language.
The purpose of this kind of speaking performance is to delivering or
exchanging specific information.
e. Interpersonal
The other form of conversation is interpersonal dialogue, carried out
more for the purpose of maintaining social relationship than for the
transmission of facts and information.
f. Extensive (monologue)
Students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries or
perhaps short speeches. Extensive (monologue) is more formal and
deliberative.
These types of speaking performance need creative teachers who will
always measure speaking ability of his or her students through many kinds of
13
techniques that are agreed by students and suitable with their level, whether
beginner, intermediate or advanced students.
Beside those kinds of speaking activities in the classroom, we have to
consider the aim of activity when we talk about it whether the activity is given
to improve student‟s accuracy, or to improve student‟s fluency.
In accuracy activity, teacher perhaps want to make sure the students
get enough practice in a particular point of grammar, vocabulary, or
pronunciation, because their purpose is to make sure the students get
something right. The teacher will often work with the whole class.
In fluency activity, teachers want to give the students opportunities to
use the language they have learnt, to use it freely, even if they make mistakes.
In this activity, the teachers want the students to work in groups or sometimes
in pair more often with a whole class, such as “group discussion, or role play”.
B. Interest
When someone did some activities such as studying or other activities,
he/she has to have a good reason to make him/her sure that the activities could be
successful. It concludes that he is interested in that activity.
1. The Understanding of Interest
Many people fail to understand the true meaning of the term „interest‟.
The meaning of interest is of many kinds, which is scientists give different
definition about it.
In general, interest is related to intrinsic motivation and is centered on
the individual‟s inherent curiosity and desire to know more about himself or
herself and his or her environment.17
Elizabeth B. Hurlock said that “interests
17
Zoltan Dornyei, Teaching and Researching Motivation, (London: Pearson Education
Limited, 2001), p. 110.
14
are sources of motivation which drive people to do what they want to do when
they are free to choose”.18
Interest is the factor which determines one‟s attitude in working or
studying actively. The stronger he or she has, the harder he or she wants to
learn. N.L. and David C. Barliner said:
“Students with an interest in a subject tend to pay attention to it. They
feel it makes a difference to them. They want to become fully aware of its
character. They enjoy dealing with it, either for what it can lead to or for its
own sake. Their attention level is high; their work output is sustained….”19
According to Hilgard which is quoted by Slameto, interest is persisting
tendency to pay attention to and enjoy some activities or content. This
definition tells us that an interest is shown by a pay attention and enjoyment in
any activity. So, by having interest we are going to be able to get attention in
learning fully. It means that when a person is interested in something he/she
will pay it full attention and also feels enjoyable it. In other words, in
teaching-learning process, a teacher needs paying attention on students‟
interest and need, because both of them caused an attention. Something
interest and needed by students make them to learn seriously.
From the definitions explained above, we can get a point that interest
is the internal power as sources of motivation in teaching-learning process. It
makes students easier to involve in the subject because they will pay attention
fully on that subject in this case is speaking. In term of mental condition,
interest does not only form one‟s behavior but also support him or herself to
the activity in speaking and as a result, one pays attention and makes him or
herself to be a part in the activities.
18
Elizabeth B. Hurlock, Child Development, (Singapore: Mc. Graw-Hill Book Company.
1987) p. 420.
19
N.L. Gage and David C. Berliner, Educational Ps ychology, (Chicago: Rand McNally
Pub, 1997) p. 374.
15
From the definitions from many experts above, it can be shown that
students‟ interest will be shown by some aspect, they are: curiosity, attention,
and enjoyment.
a. attention
Student will called interested in something, if he/ she has an
attention toward it. Attention can be directed toward objects,
people, or one‟s own thought and emotions. To give attention is to
direct one‟s thinking toward a particular idea or to alert one‟s self
to certain sound, sights, or other selective stimuli in one‟s
environment. Many stimuli are present in the classroom, each
competing for the attention of the learners. Therefore they need
help from the teacher to enable them to bring their attention back to
the subject of the lesson. The more interesting the subject matter
and its presentation, the more likely are mental operation of the
learners to focus on the ideas under consideration.20
b. enjoyment
Feeling like toward something or person will build an enjoyment to
do the activities related to it. When students feel enjoy in learning,
in this case learning speaking, it is easier for them to understand
the material given.
c. curiosity
A curiosity is a strong desire to know or to learn. Curiosity is a
willing to know the subject material. When someone interest to
something, he/she will have a curios to know it more. He/she will
search all the information related to it. Students, who are interested
in speaking try to understand the lesson, practice the speaking
material at class or outside the class.21
20
Lester D. Crow, Alice Crow, Educational Psychology: Revised Edition, (New York:
American Book Company) p. 256. 21
Ahmad Muhajir, Faktor-faktor yang Mempengaruhi Minat Siswa dalam Mengikuti
Kegiatan Ekstra Kulikuler, (Semarang: Universitas Negeri Semarang), p.11.
16
Those three kinds of aspect we can use to know whether students are
interested in something or not.
2. The Roles of interest
Interest is a popular term in psychology because its relations to many
terms.22
It has an important role in teaching and learning process. However,
whether interest popular or not, it can affect the students‟ learning activities
including speaking.
The important role of interest in a whole life is to:
a. provide a strong motivation to learn
b. influence the form and intensity of children aspiration
c. add enjoyment to any activity the individual engages in
d. Lead the people to achievement.23
Related to the statement above, Crow and Crow said interest may refer
to the motivating force that impels students to attend to a person, a thing, or an
activity.24
In other words, interest is as a power to force students to learn.
Someone who has interest in speaking will be forced to learn and practice it.
But, someone who has no interest in speaking will have no motivated to learn
moreover have no motivated to practice it.
C. Affecting Factors of Interest
As we know, interest does not exist itself. Interest cannot possessed by
anybody just that way, but it is something that can be developed and trained. A
child‟s experience interferes whether he or she is going to be interested in
something or not.
According to L D Crow and Alice Crow (in Ahmad Muhajir, 2007: 11-12)
there are three factors in raising students‟ interest:
22
Drs. H. Mahmud, M.Si, Psikologi Pendidikan Mutakhir, (Bandung: Sahifa, 2005), p.
95.
23
Elizabeth B. Hurlock, Child Development, … P. 420. 24
Lester D. Crow and Alice Crow, Educational Psychology, Revised Edition, (New York:
American Book Company), p. 248.
17
1. The factor inner urge: Rangsangan yang datang dari lingkungan atau ruang
lingkup yang sesuai dengan keinginan atau kebutuhan seseorang akan
mudah menimbulkan minat misalnya, cenderung terhadap belajar, dalam
hal ini seseorang mempunyai hasrat ingin tahu terhadap ilmu pengetahuan.
The stimulus which is come from the environment related to someone‟s
desires and needs is easier for him/her to build the interest. Such as,
someone who tends toward learning, in this case he has a higher desire to
know knowledge.
2. The factor of social motive: Minat seseorang terhadap obyek atau sesuatu
hal, di samping dipengaruhi oleh faktor dari dalam diri manusia juga
dipengaruhi oleh motif social, misalnya seseorang berminat pada prestasi
tinggi agar mendapat status yang tinggi pula.
Someone‟s interest in one object or something not only caused by
something come from inside of him or herself but also caused by social
motive. For an example someone who is interested in getting high
achievement is in order to get a high social status also in the society.
3. The factor of emotional: Faktor perasaan dan emosi ini mempunyai
pengaruh terhadap obyek. Misalnya perjalan sukses yang dipakai individu
dalam suatu kegiatan tertentu dapat membangkitkan perasaan senang dan
dapat menambah semangat atau kuatnya minat dalam kegiatan tersebut.
These factors of feeling and emotion have effects to the object. Such as
someone‟s experience in getting success in his/her life, it can raise
enjoyment and spirit or have more interest in that activity. (Translated by
the writer).
According to Erwin Ridha Ardhi (2007:7), there are three factors affecting
students‟ interest in speaking:
1. The Material
Material is one of several ways in which attention can be paid to the
learners themselves. No set of materials is likely to be perfect.
18
Some speaking materials have been designed in order for learners to
become more closely involved with the materials so that they can have
more meaningful things to talk about and thereby learn more readily and
efficiently.
Some materials may seem attractive for the teacher but would not be very
motivating for the learners. A balance therefore has to be sought. At this
stage it is also useful to consider how the material may guide and frame
teacher-learner interaction and the teacher-learner relationship.
Teachers in MTsN Parung use many kinds of speaking material.
Usually it is taken from English text book.25
Sometimes it is taken from
many kinds of article related to the subject learned. The important one is
the teachers try to give speaking material which involved the students and
make them have an eager to learn it.
2. The Teacher
Teacher is affected directly and indirectly. He/she has to be able to
influence or even control. The role of teacher in the modern system of
education is indeed a complex and important one. His/her duty is not
merely assign lesson to the students and check to see whether the lessons
have been learned.
In the new system of curriculum, which broadly gives chance to the school
to manage their own curriculum, teachers are demanded to be more
creative, and be brave to make new innovation and convince the public in
its application.
There are several roles of teacher in teaching and learning process as
follow:
a. the teacher as controller of everything that goes on in the
classroom
b. the teacher as organizer (classroom manager) of a range of
activities
25
See appendices, p. 35.
19
c. the teacher as assessor, obviously the examiner role is one of our
traditional functions
d. the teacher as participant (co-communicator) in an organized
activity such as debate or role play
e. the teacher as resource (consultant, adviser), most obviously as
language informant
These various roles can be put together under the „umbrella‟ idea of
teacher as facilitator. Teacher is not only as an information giver in the
learning process, but also he/she should have an ability to raise students‟
interest in subject (in this case raise students‟ interest in speaking). The
good teacher is ….. constantly striving for congruence among several
related variables: teaching materials, methodology, students, course
objectives, the target language and its context, and the teacher‟s own
personality and teaching style.
MTsN Parung has about five English teachers. Most of them have
graduated from English Department of several Universities in Jakarta and Bogor
such as State Islamic University “Syarif Hidayatullah”, Ibnu Khaldun University,
and Pakuan University. But, one of them has graduated not from English
Department. But, they have competence and experience in teaching English for
several years.
In teaching speaking, theachers at MTsN Parung have their own technique
in delivering speaking material. Most of them usually use “Role Play” technique
to get students‟ attention. According to Ade Rahmalia (English teacher at MTsN
Parung), it is not easy to make students have an interest in speaking especially
having their attention, it is because English is not their own language.
3. Purpose
There are many reasons why people may wish to speak in any language. If
we are hoping to make the learners communicatively competent in English
20
as a foreign or second language, then it seems fair to assume that speaking
skills will play a large part in this overall competence. 26
Basically interest is as a causal of someone‟s experience, interest raise
as a result from his/her activity and it will continue to the same activity.
D. The Relationship between Students’ Interest and Their Speaking Score
Building students‟ interest in English subject is not easy. Moreover
English is not student‟s own language so it is difficult to understand the subject.
Especially in speaking skill, students not only have to understand language
verbally but also non verbally.
Interest is something which drives the person to participate in some
activities. Interest can motivate students to enjoy the lesson. Beside that, high
interest in speaking English makes the students possible concentrate on learning
speaking. The more the students‟ concentration on the lesson, the better the score
they obtain, because concentration can increase the motivation. High motivated
students can arise a feeling and emotional connection to the lesson. The students
who have a feeling and emotional connection to the material, they are easier to
activate previous experience, and then the retention can be enhanced. Therefore
their speaking score is better.
According to David P. Harris, speaking score can be seen by the elements
of the speaking. They are pronunciation, grammar, vocabulary, fluency, and
comprehension27
. And the speaking score can be rated by the following rules:
Table 2.1
The English Speaking Test Rating
Pronunciation
Score Note
5 Has few traces of foreign accent
4 Always intelligible, though one is conscious of a definite accent
26
Jo McDonough and Christoper Shaw, Materials and Methods in English Language
Teaching, (Oxford: Blackwell Publisher), p. 152. 27
David P. Harris, Testing English As a Second Language, (Washington, DC:
Georgetown University, 1969), p. 81.
21
3 Pronunciation problems necessity concentrated listening and
occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problem must
frequently be asked to repeat
1 Pronunciation problem to severe as to make speech virtually
Grammar
Score Note
5 Makes few (if any) not cable errors of grammar or word order
4 Occasionally makes grammatical or word order errors do not, however
obscure meaning
3 Makes frequent errors of grammatical or word order which
occasionally obscure meaning
2 Grammar and word orders make comprehension difficult. Most often
word order so severe as to make speech virtually intelligible
1 Rephrase sentences and or restrict to basic pattern errors in grammar
Vocabulary
Score Note
5 Use vocabulary and idioms is virtually that of native speaker
4 Sometimes use inappropriate term and or must rephrase ideas because
lexical inadequacies
3 Frequently use wrong word; comprehension somewhat limited because
of inadequate vocabulary
2 Miss use of word and very limited vocabulary make comprehension
quite difficult
1 Vocabulary limitation so extreme as to make conversation virtually
impossible
22
Fluency
Score Note
5 Speech as fluent and effortless as that a native speaker
4 Speed of speech seems to be slightly affected by language limitation
3 speed and fluency are rather strongly affected by languge limitation
2 Usually hesitant; often forced into silence by language limitation
1 speech is so halting and fragmentary as to make conversation virtually
impossible
Comprehension
Score Note
5 appears to understand everything is that difficult
4 Understand nearly everything at normal speed, although occasional
repetition maybe necessary
3 Understand most of what is said at slower – than-normal speed with
repetition
2 Has great difficulty following what is said or comprehend only “social
conversation” spoken slowly and with frequent repetition
1 Cannot be said to understand even simple conversation
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A. RESEARCH METHODOLOGY
1. Purpose of the Study
This study is aimed to:
a. Know the students’ interest in speaking and their speaking score.
b. Know the relationship between students’ interest in speaking and
their speaking score.
2. Place and Time of the Study
The research of this study was held at MTsN Parung. It is located
on Jl. Raya Parung-Bogor Kp. Lebakwangi Bogor. This research was
started on 14th
March to 25th
April 2009. It was conducted at the eighth
year students of MTsN Parung.
3. The Method of the Research
In doing this research, the writer uses quantitative approach by
using correlational study as its method. In this method, she measures
students’ interest in speaking by distributing 25 item questions
regarding with students’ interest in speaking.
After she got the score of students’ interest in speaking, she took
the students’ speaking score. The speaking score was taken from the
document of speaking test. It was taken from the two dialogues which
are performed by the students.
After that, she analyzed the research by using Pearson Correlation
Product Moment to know the result.
24
4. Technique of Sample Taking
In this research, the writer took the population from the eighth year
students of MTsN Parung. The whole population of second class is
about 367 students, which is divided into eight classes.
Because the population is homogenous, the sample is taken only one
class; consisting of 50 students in VIII.3 class. The writer used a
purposive sampling to get representative data.
5. Technique of Data Collecting
a. Questionnaire
The writer gave questionnaire to the respondent related to students’
interest in speaking. The questionnaire is adopted from internet
written by Suhadi.1 The questionnaire have three indicators, they are:
enjoyment, attention, and curiosity. It also used the Likert scale, which
contain five alternatives of answer namely, “strongly agree (sangat
setuju(SS)), agree (setuju(S)), in doubt(Ragu-ragu ®), disagree (tidak
setuju(TS)), Strongly disagree (Sangat Tidak Setuju(STS)). For
positive items the SS is given score 5, the S is given score 4, the R is
given score 3, the TS is given score 2, and the STS is given score 1. In
contrast, for negative items, the SS is given score 1, the S is given
score 2, the R is given score 3, the TS is given score 4, and STS is
given score 5.
Table 3.1
Specification of Instrument
No Indicator Total
Item Number Positive Negative
1 Enjoyment 6 2 1, 3, 4, 11, 12, 14, 15,
18.
2 Attention 8 1 5, 6, 7, 8, 9, 13, 16, 21,
1 http//: Suhadinet.files.wordpress.com/ 2008.
25
24.
3 Curiosity 6 2 2, 10, 17, 19, 20, 22, 23,
25.
Total 20 5
b. Speaking Test
As a research instrument to know the students’ score, the writer
together with the English teacher gave speaking test. The test was based
on the lesson that the students had learned. It was dialogue practice that
they had to perform in front of the class. It was about the expressions
had to be mastered by the student at the second term of the second
grade. Such as giving and asking opinion, asking and giving
information, asking and offering help, and so on.
6. Technique of Data Analysis
This analysis is to see whether there is relationship between score
of students’ interest in speaking and their speaking score.
In this analyze, the writer used the formula of correlation product
moment.2
The formula is:
Note:
: Correlation coefficient between students’ interest and their
speaking score
N : Number of Respondents
X : Distribution of students’ interest score
2 Drs. Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo
Persada, 2000) p. 177.
26
Y : Distribution of students’ speaking score
: Total score of students’ interest distribution
: Total score of students’ speaking score distribution
: Total numbers of X multiplied by Y
: Guarded from X
: Guarded from Y
Significant critical value : 0.05 and 0.01
Criteria : If ro > rt means there is correlation and Hα is accepted, Ho is rejected.
If ro < rt means there is no correlation and Hα is rejected, Ho is
accepted.
Ho : There is no significant correlation between students’ interest and their
speaking score.
Hα : There is a significant correlation between students’ interest and their
speaking score.
B. RESEARCH FINDINGS
1. Data Description
As mentioned in the research methodology, to get the data, the
writer conducted a research by giving a questionnaire about students’
interest in speaking to 50 students as a sample. After the data were
collected, she analyzed them to know how many students having high
interest and how many students having low interest.
Second, to get the data about students’ speaking score, the writer
took from the English teacher.
Finally, after the writer analyzed both data to see the correlation
between students’ interest and their speaking score by applying the
formula of Pearson Product Moment Correlation.
1) Students’ Interest Score
27
In this case, students’ interest in speaking is as independent
variable (X). To know it, the writer gave questionnaire to 50
students as a sample.
2) Students’ Speaking Score
In this case, Students’ speaking Score is a dependent variable (Y).
To know it, the writer took the students’ speaking score from the
English teacher.
Below are the result of questionnaire about students’ interest in
speaking and their speaking score:
Table 3.2
The Students’ Interest and Their Speaking Score
N Students’ Interest Score
(X)
Students’ Speaking Score
(Y)
1 101 72
2 100 70
3 95 70
4 93 68
5 104 80
6 96 85
7 98 74
8 104 70
9 84 72
10 89 75
11 93 74
12 101 82
13 96 70
14 95 71
15 91 68
16 94 70
28
17 98 75
18 91 76
19 105 80
20 97 72
21 97 74
22 88 75
23 100 74
24 105 78
25 108 75
26 94 76
27 96 70
28 93 72
29 89 78
30 94 68
31 90 75
32 115 72
33 93 70
34 97 80
35 85 71
36 98 76
37 105 75
38 104 78
39 107 75
40 97 72
41 95 85
42 89 86
43 101 82
44 93 70
45 88 84
46 102 80
29
47 101 80
48 102 82
49 115 80
50 103 75
N= 50 ∑X= 4.869 ∑Y= 3.762
3) The Correlation between Students’ Interest and Students’
speaking Score
In this case, both the students’ interest and students’ speaking
scores are related by using Pearson Product moment formula. The
data are described on the following table:
Table 3.3
The Correlation between Students’ Interest and Their Speaking Score
N X Y XY X² Y²
1 101 72 7272 10201 5184
2 100 70 7000 10000 4900
3 95 70 6650 9025 4900
4 93 68 6324 8649 4624
5 104 80 8320 10816 6400
6 96 85 8160 9216 7225
7 98 74 7252 9604 5476
8 104 70 7280 10816 4900
9 84 72 6048 7056 5184
10 89 75 6675 7921 5625
11 93 74 6882 8649 5476
12 101 82 8282 10201 6724
13 96 70 6720 9216 4900
14 95 71 6745 9025 5041
15 91 68 6188 8281 4624
30
16 94 70 6580 8836 4900
17 98 75 7350 9604 5625
18 91 76 6916 8281 5776
19 105 80 8400 11025 6400
20 97 72 6984 9409 5184
21 97 74 7178 9409 5476
22 88 75 6600 7744 5625
23 100 74 7400 10000 5476
24 105 78 8190 11025 6084
25 108 75 8100 11664 5625
26 94 76 7144 8836 5776
27 96 70 6720 9216 4900
28 93 72 6696 8649 5184
29 89 78 6942 7921 6084
30 94 68 6392 8863 4624
31 90 75 6750 8100 5625
32 115 72 8280 13225 5184
33 93 70 6510 8649 4900
34 97 80 7760 9409 6400
35 85 71 6035 7225 5041
36 98 76 7448 9604 5776
37 105 75 7875 11025 5625
38 104 78 8112 10816 6084
39 107 75 8025 11449 5625
40 97 72 6984 9409 5184
41 95 85 8075 9025 8075
42 89 86 7654 7921 7654
43 101 82 8282 10201 8282
44 93 70 6510 8649 6510
45 88 84 7392 7744 7392
31
46 102 80 8160 10404 8160
47 101 80 8080 10201 8080
48 102 82 8364 10404 8364
49 115 80 9200 13225 9200
50 103 75 7725 10609 7725
N=50 ∑X= 4.869 ∑Y=3.762 ∑XY=
367240
∑X²
=476425
∑Y²=
367240
df = N – nr
= 50 – 2
= 48
32
From the calculation above, it was known that rxy = 0.55 and df = 48; if
we compare with table of “r” values at the degree significance of 5% and 1%, then
the correlation between students’ interest in speaking and their speaking score is
significant (rxy: rt = 0.55 > 0.279; rxy : rt = 0.55> 0.361)
To summarize the result of the correlation is listed below:
“r” value of product moment Interpretation
0.00 – 0.20 Considered as no correlation
0.20 – 0.40 Low Correlation
0.40 – 0.60 Medium Correlation
0.60 – 0.80 Strong Correlation
0.80 – 1.00 Very strong/perfect Correlation
Based on the table above it can be seen that the correlation index (rxy =
0.55) is in the interval of 0.40 – 0.60, this means that the correlation belongs to
“medium correlation”. In other words, there is a positive correlation between
variable X and variable Y.
As mentioned before, from the result of calculation, the value of rxy is
0.55; df is 48. If it is compared with the rt at the degree of significance 5% (0.279)
and 1% (0.361), the correlation between students’ interest in speaking and
students’ speaking score is significant (rxy : rt = 0.55 > 0.279 ; rxy : rt = 0.55 >
0.361). So, the null hypothesis (H0) of the research is rejected and alternative
hypothesis (Hα) is accepted. The meaning of this statement is the students’
interest in speaking has a significant relationship or influence with students’
speaking score.
2. Data Interpretation
From the description of the data, there is a significant correlation
between the students’ interest in learning speaking and their speaking
score. It means that the higher interest in learning speaking, the better
score will be achieved by the students.
33
This means that students who have high interest try to pursue
knowledge more than those who have the low one. They enjoy their
learning. They always feel happy and ready to do any task given by the
teacher. They do not only learn speaking in school but also out of the
school. They try to practice what they learn at school to the outside of the
school.
34
CHAPTER IV
CONCLUSSION AND SUGGESTION
A. Conclusion
According to the description of the data that mentioned in the previous
chapter, the writer concluded that there is a significant correlation between the
students’ interest and their speaking score. If the students do not have an interest
of learning speaking skill they will have difficulty to absorb the lesson. Of course
in doing the task of speaking they cannot do it well. And they will get bad score.
In other hand, the students with high interest tend to be more attentive in
learning speaking, of course, with the high frequency of attendance, and finally
they will get good score.
B. Suggestions
At the end of this paper, the writer would like to offer some suggestions,
both for the teacher and the learner:
1. The English teachers are expected to motivate their students to increase
their interest in speaking.
2. Make the atmosphere of the class more conducive in order to make the
teaching-learning process more a live, full of fun for all students.
3. As the condition of students in speaking, they often shy or even scare
being laughed by their friends. Give them motivation to be more relaxed in
speaking and tell them do not to be afraid to make mistake, because that is
a process to gain success.
4. For students, they are expected to increase their interest in speaking by
practicing what they have learned at school.
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kelima, Jakarta: Bina Aksara, 1989
Brown, Yule. Teaching Spoken Language, 1997
Brown, Douglas H, Teaching by Principle: An Interactive Approach to Language
Pedagogy, Second Edition, New York: Pearson Education Company,
2002
Byrne, Donn, Teaching Oral English, London: Longman, 1976
Crawford, Jane, The Role of Materials in the Language Classroom: Finding the
Balance, New York: Cambridge University Press, 2002
Crow, Lester D, Alice Crow, Educational Psychology, revised edition, New York:
American Book Company, 1958
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http//:Suhadinet.files.wordpress.com/2008/
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Materi 1
A. 1. You can use these expressions to ask for an opinion.
What do you think of …?
What are views …?
What are your feelings about …?
What is your opinion about …?
I’d be grateful to have your view/ opinion on ….
2. You can use these expressions to give an opinion.
I think ….
In my opinion ….
My own view of the matter of the problem is ….
3. You can use these expressions to decline an opinion.
Well, I’m thinking the opposite way ….
I don’t think so. To my mind ….
If I may so, ….
B. 1. To ask for things, you could use these expressions.
Can I have …?
Would you be so kind to give me ….?
2. To offer things, you could use these expressions.
Will you have …?
Do you want …?
Would you like …?
3. To give things or something to someone, you could use these
expressions.
Take this ….
Let me give you ….
C. 1. You can use these expressions to ask for a help.
Can you help me?
36
Would you mind if I ask your help to …?
I do apologize, but would you kindly helping me to ….? (do
something)
2. You can use these expressions to offer help.
What can I do to help?
May I help you?
May I be assistance?
3. You can use these expressions to give help to someone.
Let me ….
You look like you could do with some help ….
4. You can use these expressions to decline someone’s help.
No, thanks.
That’s very kind of you, but ….
D. 1. You can use the expressions to ask for information.
Do you know …?
Can you tell me …?
Excuse me Sir/Ma’am
I’d like to know …?
2. You can use the expressions to give information.
Yes. Just go …. (telling a place)
Yes, I do know that. It ….
3. You can use the expressions to deny information.
How do you know that?
Are you sure? As far as I know ….
I’m really sorry, but ….
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Materi 2:
A. 1. To ask for agreement, you can use these expressions.
Do you agree?
Would you agree with …?
2. You can use these expressions to give an agreement.
That’s a good idea.
We seem to be saying the same thing.
B. You can use these expressions to respond to a statement.
Why not?
Really
How true
C. These expressions can be used to give attention to someone.
Tell me what’s wrong?
I suggest ….
It’s okay. Let me ….. (giving help)
Would you like any help?
You look in trouble, may I help you, sir/ma’am?
D. 1. You can use these expressions to start a conversation.
Hi! ... ● Excuse me, ……
Hello! … ● Lovely/nice day, isn’t it?
2. You can use the expressions to extend a conversation.
Really?
By the way.
3. You can use the expression to end a conversation.
Sorry, I’ve got to go now
I’m afraid I must go now
E. 1. You can use the expressions to start a conversation on phone.
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Hello. This is ….
Can I speak to ….
May I speak to ….
2. You can use the expressions to extend a conversation on phone.
Hold on, please.
By the way.
Moreover, ….
3. You can use the expressions to end a conversation on phone.
See you then. Bye.
I’ll call you later.
All right. See you again, sir/ma’am. Thank you very much.
39
Berdasarkan penelitian yang diadakan dalam rangka penulisan skripsi, anda
terpilih sebagai responden dalam penelitian ini. Kami sangat membutuhkan kerjasama
anda dalam mengisi angket ini. Isilah angket ini secara jujur tanpa bertanya kepada
teman anda atau dipengaruhi pihak lain.
Mohon isi data diri anda sebagai berikut:
Nama : ………………………………………….
Kelas : ………………………………………….
Bacalah pernyataan yang diberikan dengan hati-hati dan berikan jawaban
dengan memberikan tanda (√) pada salah satu pilihan berikut:
SS : Sangat Setuju
S : Setuju
TT : Tidak Tahu
TS : Tidak Setuju
STS : Sangat Tidak Setuju
No Pernyataan SS S TT TS STS
1 Bahasa Inggris merupakan mata pelajaran
yang saya gemari
2 Speaking adalah skill yang sangat ingin
saya pelajari.
3 Saya senang belajar “speaking” karena
materi yang diberikan selalu menarik.
4 Bahasa Inggris merupakan salah satu mata
pelajaran yang tidak saya sukai, terutama
speaking karena sulit untuk dipahami.
5 Saya berlatih pronunciation dirumah untuk
menunjang speaking saya.
6 Jika guru mulai berbicara, saya akan
memperhatikan apa yang diucapkannya.
7 Jika guru bertanya, saya berusaha
menjawab dengan Bahasa Inggris
8 Materi-materi speaking yang diberikan
membuat saya ingin selalu memperhatikan
dan mempraktekannya di luar sekolah.
9 Saya selalu mengerjakan tugas-tugas yang
diberikan guru.
10 Rasa ingin tahu saya sering kali tergerak
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oleh pertanyaan yang dikemukakan dan
situasi-situasi yang diberikan guru pada
materi speaking.
11 Apapun bentuk materi yang diberikan,
menurut saya speaking sulit dipahami
apalagi dipraktekan di dalam kehidupan
sehari-hari.
12 Jika guru memberikan tugas speaking, saya
akan senang melakukannya dan berusaha
sebaik mungkin agar mendapat hasil yang
baik.
13 Berhasil atau tidaknya saya dalam
menyelesaikan tugas, tergantung usaha yang
saya lakukan.
14 saya merasa senang jika guru mengajak
saya berbicara dengan Bahasa Inggris
karena akan melatih kelancaran speaking
saya.
15 Semakin menarik materi speaking yang
diberikan semakin saya ingin menguasai
materi tersebut.
16 Saya lebih senang mengobrol dengan teman
daripada memperhatikan materi speaking
yang sedang diberikan.
17 Saya selalu ingin tahu materi speaking apa
yang akan diberikan selanjutnya.
18 Saya senang mengerjakan tugas-tugas
speaking yang diberikan oleh guru.
19 Untuk memahami materi pelajaran, saya
harus mengulangi materi tersebut di rumah.
20 Terkadang saya sulit memahami materi
yang diberikan, akan tetapi saya ingin
menguasainya dengan baik.
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21 Setelah mempelajari materi-materi
speaking, saya merasa speaking merupakan
pelajaran yang penting untuk dipelajari.
22 Saya segan mengerjakan tugas-tugas
speaking, karena menurut saya itu sulit.
23 Jika materi yang diajarkan kurang
dimengerti, saya tidak segan bertanya
kepada guru.
24 Saya harus berusaha dengan keras agar
berhasil dan memahami materi pelajaran
dengan baik.
25 Saya merasa malu dan takut jika harus
berbicara dengan Bahasa Inggris di depan
teman-teman.
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SPEAKING TEST
Speaking Test 1:
Choose one of these following expressions and make a dialogue with your
partner based on the expression you choose!
1. Asking and giving an opinion
2. Asking and giving something
3. Asking and giving a help
4. Offering and declining a help
5. Asking and giving information
Speaking Test 2:
Choose one of these following expressions and make a dialogue with your
partner based on the expression you choose!
1. Asking and giving a statement, and responding to a statement
2. Starting, extending, and ending a conversation
3. Starting, extending, and ending a conversation on phone