CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Language is a means of communication. Although not the only form of communication among human beings, it is certain the most important ( Wilkin, 1981:1 ). By using language, people are able to express their ideas, thoughts and opinions.
Todd (2000 : 6 ) states that :
Language is a set of signals by which we communicate.
......... There are a number of other general points that are worth making about language. First, human language is not only a vocal system of communication. It can be expressed in writing, with the result that it is not limited in time or space. Secondly, each language is both arbitrary and systematic.
Another definition says that language is an arbitrary system of articulated sounds made use of by a group of humans as a means of carrying on the affairs of their society (Francis, 1958 ).
According to the definitions above, the writer concludes that :
· Language is a set of signals
· Language is arbitrary and systematic.
· Language is very important in human life as a means of communication with each other.
English has already become an international language for many years. It has been spoken by people of different ways of life, such as students, government or private employees, businessmen, etc. in all parts of the world. In our country, English is used as a foreign language because it is not an every day medium. Instead, it is used for international business and communication purpose. It has been compulsory for all Indonesian students to learn from primary school level to university level.
According to the KTSP 2006, the teaching and learning of English at the Junior High School functions as a means of self development of students in the field of science, technology and arts. The ultimate instructional objective of the teaching and learning of English has been clearly stated, that is, the mastery of the four language skills, that is reading, listening, speaking, and writing which is supported by other language functions such as vocabulary, grammar and pronunciation .The implication is obvious. The teaching and learning activities in the classrooms should always be oriented toward the mastery of the four language skills. The teacher should always make every effort to involve the students in language activities using the language for communication. The language activities should be designed in such a way that students will have to read, listen, speak, and write in the activities. The language activities should involve the students in using the language for communicative functions in their real life.
The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel have improved in their English language proficiency.
In reality, the students fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors, among other things are as follows : a lack qualified teachers; a lack of motivation in learning; a lack of standardized textbooks, too many students in one classroom. But one of the big problems is that the students often feel afraid of making mistakes when they want to practice speaking. They have no bravery, especially to talk with other people. Another problem is that the mastery of vocabulary is not sufficient.
Concerning the facts above, the writer is interested in discussing The Correlation Between Speaking Skill And Vocabulary Mastery Of The Seventh Year Students Of SMPN 1 Palimanan Cirebon.
1.2. Statement of the Problem
Vocabulary has always been a problem to students who are learning to speak English, especially the first year students of SMPN 1 Palimanan Cirebon.
The writer tries to take the problem as follows :
§ Does vocabulary mastery influence the ability of speaking English of the Seventh Year Students of Junior High School?
1.3. The Aim Of The Study
The writer states the aims of the study as follows :
· To find out how the vocabulary mastery affects on the seventh year students’ speaking skills at SMPN 1 Palimanan.
1.4. Limitation of The Problem
There are a lot of topics of speaking materials which are taught in the seventh year of Junior High School (SMP).
However, because of lack of time, in this research the writer will limit herself to analyze the scores of speaking skill and vocabulary about hobbies of the seventh year students of SMPN 1 Palimanan.
1.5 Assumption
In relation to the study, the writer states an assumption as follows:
§ The mastery of vocabulary can influence the students’ speaking skill.
1.6 Hypothesis
A research question is often restated as a hypothesis. A hypothesis is a prediction of some sort regarding the possible outcomes of a study ( Fraenkle and Wallen, 1993 : 51 )
The hypotheses of this study can be mastered alternative (Ha) and null hypotheses (Ho). The hypotheses are, as follows:
1. Ha : There is a correlation between speaking skills and vocabulary mastery of the seventh year students of SMPN1 Palimanan Cirebon.
2. Ho : There is no correlation between speaking skills and vocabulary mastery of the seventh year students of SMPN 1 Palimanan Cirebon.
1.7 The Research Method
The writer uses a correlational research. This type of research is used to determine relationships among two or more variables ( Fraenkle and Wallen,1993:8 ). A correlational study investigates the possibility of relationships between only two variables, although investigations of more than two variables are common. In contrast to experimental research, however, there is no manipulation of variables in correlational research.
Correlational research is also sometimes referred to as a form of descriptive research because it describes an existing relationship between variables ( Fraenkle and Wallen,1993:288 )
1.8 Population and Sample
1.8.1 Population
Frankle and Wallen (1993:80) say that the population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics.
The population of this research is the total number of the seventh year students of SMPN 1 Palimanan Cirebon, that consists of 400 students and divided into ten classes.
1.8.2 Sample
According to Fraenkle and Wallen (1993 : 79 ), a “sample” in a research study refers to any group on which information is obtained. The larger group to which one hopes to apply the results is called the population.
In this research, the writer takes the sample 80 students ( two classes ) of the whole population, that is Class 7 A and Class 7 B.
CHAPTER II
THEORETICAL FOUNDATION
Speaking Skill
The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency (Richards, http://www.Professor jackrichards.com/pdfs/developing-classroom-speaking-activities.pdf).
2.2. The Elements Of Speaking
The ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001 : 269).
2.2.1 Language Features
Among the elements necessary for spoken production are the following :
· 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’. In connected speech sounds are modified (assimilation), omitted (elision), added (linking r), or weakened (through contractions and stress patterning).
· 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 on verbal means how they are feeling. The use of these devices contributes to the ability to convey meanings.
· 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. Teachers should therefore supply a variety of phrases for different functions such as agreeing or disagreeing, expressing surprise, shock, or approval.
· Negotiation language : effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.
2.2.1 Mental / Social Processing
If part of a speaker’s productive ability involves the knowledge of language skills, success is also dependent upon the rapid processing skills that talking necessitates.
· Language processing : Effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reason for including speaking activities in language lesson is to help students develop habits of rapid language processing in English.
· Interacting with others : most speaking involves interaction with one or more participants. This means that effective speaking involves a good deal of listening, an understanding of the other participants are feeling, and a knowledge of how linguistically to take turns or allow others to do so.
· ( On the spot ) information processing : quite apart from the response to other’s feelings, It is necessary for us to be able to process the information they tell us the moment we get it.
2.3. What Makes Speaking Difficult
In Indonesia, English is used as a foreign language, because it is not an everyday medium. Instead, it is used for international business and communication purposes. English has been compulsory for all Indonesia students from primary school level to university level, yet they fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors as follows (Tananuraksakul, 2003 :1) :
· A lack of qualified teachers;
· A lack of motivation in learning;
· A lack of standardized textbooks;
· A lack of teaching materials;
· A lack of standard curriculum.
The following problems can also make teaching speaking skills a difficult task (http://www.realschule.bayern.Deufberatungfachmitarbeiter Englischdownloadsspeaking.pdf.pdf) :
· Classrooms full with furniture
· Unmotivated students
· Students‘ lack of vocabulary
· Students‘ lack of grammar
· Too many students in one classroom
· Teachers feeling useless if they allow their students to produce faulty English
Brown states that these characteristics of spoken language can make oral performance easy as well as, in some cases, difficult ( 2001 : 270 ) :
2.3.1 Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically (in breath groups) through such clustering.
2.3.2 Redundancy
Spoken language, unlike most written language, has a good deal of redundancy. The use of rephrasing, repetition, elaborations, and little insertion of “I mean” and “ You know” in a conversation are examples of redundancy. Such redundancy helps the hearer to process meaning by offering more time and extra information.
Below is an example of redundancy:
Amir : Hey, Andi, how’s it going?
Andi : Pretty good, Amir. How was your weekend?
Amir : Aw, it was terrible, I mean the worst you could imagine. You know what I mean?
Andi : Yeah, I’ve had those days.
2.3.3 Reduced Forms
Contractions, elisions, reduced vowels, etc., in all form special problems in teaching spoken English. Students who do not learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatizes them.
Reduction can be phonological, morphological, syntactic or pragmatic. For examples :
Phonological : “Djeetyet?” for “ Did you eat yet?”
Morphological: contraction like I’ll, we’re, I’m
Syntactic : “When will you back?” “Tomorrow, may be.”
Pragmatic : Phone rings in a house, child answers and yells to another room in the house, “ Mom! Phone!”.
2.3.4 Performance Variables
One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking and corrections. Learners can actually be taught how to pause and hesitate.
For example, in English our “thinking time” is not silent; we insert certain “fillers” such as uh, um, well, you know, I mean, like, etc. One of the most salient differences between native and nonnative speakers of a language is in their hesitation phenomena.
2.3.5 Colloquial Language
Make sure your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms.
2.3.6 Rate Delivery
Another salient characteristics of fluency is rate of delivery. One of your tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
2.3.7 Stress, Rhythm, and Intonation
This is the most important characteristics of English pronunciation. The stress-times rhythm of spoken English and its intonation patterns convey important messages.
For example :
Stress : The PREsident is Interested in eLIMinating the embargo.
Rhythm : Where do you want to go?
2.3.8 Interaction
Learning to produce waves of language in a vacuum – without interlocutors – would rob speaking skill of its riches component : the creativity of conversational negotiation.
2.4 Speaking Assessment
A language proficiency test of a productive level, such as a speaking test. Has got little attention from language teachers. It is not uncommon that speaking assessment for classroom purposes has been done without any theoretical basis. So far, they use their own technique in assessing the learner’s achievement by making a kind of field notes on the basis of their direct observation on the learner’s performance in the classroom activities. The so called on - going evaluation is quite practical and easy to do, as the teacher does not need to make a formal speaking test with a suitable scoring guide. In this case he/she uses his/her feel judgment to score the learner’s performance. By doing so, the teacher determines the scores on the basis of his/her general impression without necessarily making an analysis of the aspect or features of speaking ability.
2.4.1 Speaking Test
A speaking test is a procedure to measure speaking ability that requires the learner to speak, or to produce utterances and he/she is assessed on the basis of his/her utterances ( Underhill, 1987 : 10). In an elementary level, a speaking test may be focused on assessing one or two aspects of speaking skills, such as the pronunciation, intonation, and stress. In advance level, on the other hand, the assessment is focused on the language function. In other words, it does not merely measure the language components, which have been mastered by the learner, but it covers all the communicative ability of the learner covering fluency, grammatical accuracy, vocabulary choice, and interactive communication. Harmer (1993:13) states that learning a foreign language for communicative purposes requires the learner to master the pronunciation, grammar, vocabulary, discourse, and other relevant skills. Therefore, a functional speaking test should be one which measures the learner’s speaking ability covering all the language components and his/her interactive skills.
2.4.2. The Scoring Procedure of Speaking Tests
Theoretically speaking, there are two ways usually used in the scoring procedures of a speaking test : Global assessment scales and Analytic profiles ( Harmer, 2001 : 329 ).
An analytic scoring procedure is a technique of scoring the learner’s speaking ability by separating the components of speaking skill into sub skills, and the rater scores each component, and then sums the sub scores into a final score. For oral assessment, the teacher can judge a student’s speaking in a number of different ways such as pronunciation, fluency, use of lexis and grammar, and intelligibility. In contrast to the analytic profiles, the global assessment scales is a way of specifying scores that can be given to productive skill work is to create “pre-defined descriptions of performance. Global assessment scales are not without problems, however, perhaps the description does not exactly match the student who is speaking as in a case where he or she had very poor pronunciation but was nevertheless grammatically accurate.
In this research, the writer used the analytic profile as the scoring guide of the speaking test, with some modifications.
The scoring guide consists of two parts : (1) a description of the aspects of speaking ability to be assessed, and (2) the scale criteria based on which the teacher makes a judgment.
THE SCORING GUIDE OF SPEAKING ASSESSMENT
1. Description
Aspects to be Evaluated
Description
1. Pronunciation
1.Pronunciation of individual sounds and words.
2. Pronunciation of sentences : the right intonation and stress
2. Grammatical Accuracy
Accurate use of structure, or how the learner gets his/her utterance correct.
3. Vocabulary
The learner’s ability in choosing appropriate words and how to solve the problems when he/she cannot find suitable words
4. Fluency
1. The ability to keep the conversation going.
2. Read a text smoothly without hesitation, or inappropriate pause, or repeating words / lines.
2. Scale Criteria
Scale
Proficiency
Category
Description of Criteria
0
10%-39%
Very Poor
Pron:Many wrong pronunciation
GA : No mastery of sentence construction
Vo : Little knowledge of English words.
Flue : Dominated by hesitation
1
40%-50%
Poor
Pron: Frequent pronunciation
GA : Major problems in structure
Vo : Frequent errors of word choice
Flue : Frequent hesitation
2
60%-70%
Average
Pron:Occasional errors in pronunciation
GA : Several errors in structure
Vo : Occasional errors of word choice
Flue : Occasional hesitation
3
75%-80%
Good
Pron: Some errors pronunciation
GA : Minor problems in structure
Vo : Minor errors of word choice
Flue : Minor hesitation
4
85%-100%
Very Good
Pron: No errors/minor
GA : Demonstrate mastery of structure (few errors)
Vo : Effective/appropriate word choice
Flue : No hesitation
2.5 Vocabulary
Vocabulary is a fundamental component of comprehension. The mastery of vocabulary is a must, especially for a student who is learning a language. It will affect the students’ ability in reading, writing, listening and speaking skills.
The American Heritage Dictionary defines vocabulary as “the sum of words used by, understood by, or at the command of a particular person or group.” In this paper the writer is concerned with extending the sum of words that are used by and understood by students.
However, it seems important to point out that in almost all cases there are some differences in the number of words that an individual understands and uses. Even the terms “uses” and “understands” need clarification. For example, the major way in which we “use” vocabulary is when we speak and write; the term expressive vocabulary is used to refer to both since these are the vocabularies we use to express ourselves. We “understand” vocabulary when we listen to speech and when we read; the term receptive vocabulary is used to refer to listening and reading vocabularies. Finally, to round out the terminology, meaning or oral vocabulary refers to the combination of listening and speaking vocabularies, and literate vocabulary refers to the combination of our reading and writing vocabularies ( Pikulski and Templeton, 2004 : 1).
The classification of vocabulary can be shown in the following figure :
From the figure above, vocabularies are classified as follows :
· Meaning or oral vocabulary : words that we use in speaking and the words that we recognize in listening
· Literate / written vocabulary : the collection of words that we read, use or recognize in printed material.
Vocabularies can also be classified into :
· Receptive Vocabulary : words which are used in listening and reading.
· Expressive Vocabulary : the collection of words which are used in speaking and writing.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Methods
The writer uses a correlational research. This type of research is used to determine relationships among two or more variables. ( Fraenkle and Wallen,1993:8 ). A correlational study investigates the possibility of relationships between only two variables, although investigations of more than two variables are common. In contrast to experimental research, however, there is no manipulation of variables in correlational research.
Correlational research is also sometimes referred to as a form of descriptive research because it describes an existing relationship between variables ( Fraenkle and Wallen,1993:288 )
3.2 Variables
In the simple terms, a variable is something that may vary or differ. (Brown, 1990 : 7).
A variable can be dependent and independent. A dependent variable is observed to determine what effect, if any, the other types of variables may have on it. In other words, it is the variable of focus – the central variable – on which other variables will act if there is any relationship.
Independent variables are variables selected by the researcher to determine their effect on or relationship with the dependent variable. An independent variable is one that is selected and systematically manipulated by the researcher to determine whether, or the degree to which, it has any effect on the dependent variable.
3.3 Population and Sample
3.3.1 Population
Frankle and Wallen (1993:80) say that the population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics.
The population of this research is the total number of the seventh year students of SMPN 1 Palimanan Cirebon, that consists of 400 students and divided into ten classes.
3.3.2 Sample
According to Fraenkle and Wallen (1993 : 79 ), a “sample” in a research study refers to any group on which information is obtained. The larger group to which one hopes to apply the results is called the population.
In this research, the writer takes the sample 80 students ( two classes ) of the whole population, that is Class 7 A and Class 7 B.
3.4 Technique of Collecting Data
3.4.1 Observation
Surakmad (1998:15) says that observation is “ teknik pengumpulan data yang mengamati penomena penelitian secara dekat. “
The writer visited SMPN 1 Palimanan to observe directly about the reality in the field.
3.4.2 Documentation Method
The Documentation Method is used to find the data about SMPN 1 Palimanan, such as the history, location, vission and mission, number of teachers, organization structure, and so on. The data are taken from the school archive.
3.4.2 Test
The writer provides two kinds of tests, namely, oral test and written test. Oral test is used to test speaking skills, whereas the written test is used to check the students’ mastery in vocabulary.
3.5 Technique of Data Analysis
After all the data have been collected, the writer will analyze them by using “Product Moment Pearson Coefficient of Correlation”. Faisal (1982 : 305) says that coefficient correlation is used to know any correlation or not between the students’ achievement in speaking skills and their vocabulary mastery. The formula is as follows :
Where :
r : Coefficient of Correlation - value
N : The Total Scores which are paired
: Total Scores X
: Total Scores Y
: Quadrate Total Scores X
: Quadrate Total Scores Y
: The Total Scores of Multiplication of Scores X and Y
The Process of Counting uses the following table.
X
Y
X2
Y2
XY
CHAPTER IV
DATA ANALYSIS ABOUT THE CORRELATION OF SPEAKING SKILLS AND VOCABULARY MASTERY OF THE SEVENTH YEAR OF SMPN 1 PALIMANAN
4.1 The General Description of The Research Location
4.1.1 A Brief History of SMPN 1 Palimanan
SMPN 1 Palimanan has been existing since 1958. It was formerly the distance classes of SMPN Cirebon. Two years later, the distance classes formarly became SMPN Palimanan which is now called SMPN 1 Palimanan.
Since the first period until now, SMPN 1 Palimanan has been led by some headmasters as follows :
NO
NAMES OF HEADMASTERS
PERIOD
1
Sugiono
1958 – 1960
2
Ibu
1960 – 1962
3
Santoso
1962 – 1985
4
Suradi M
1985 – 1990
5
Djohoed Arbi
1990 – 1995
6
H. Dulhadi
1995 – 2001
7
Drs. H. Masduki
2001 – 2005
8
H. Aenudin, S,Pd., M.Pd.
2005 – 2008
9
Nono Sudjono, S.Pd., M.Pd.
2008- up to now
4.1.2 Vision and Mission of SMPN 1 Palimanan
The School Vision
The School Vision of SMPN 1 Palimanan is to bring into reality the students’ achievements, the school whose a wide perspective in science and technology with belief and fear in God.
The School Mission
The mission of SMPN 1 Palimanan is carrying out education and teaching to achieve students’ success in attending the 3 years learning process at SMPN 1 Palimanan through the following efforts :
1. To increase the effectiveness of the teaching-learning process.
2. To support and help students develop their aptitudes and interests.
3. To grow their loveliness in science and technology.
4. To grow patience in raising belief and fear in God.
5. To support and help students work creatively.
6. To implement and grow discipline attitude to the whole family of school.
4.1.3 The Organization Structure
The following is the Organization Structure of SMPN 1 Palimanan.
The Organization Structure of SMPN 1 Palimanan.
Headmaster
Nono Sudjono, S.Pd. M.Pd
Vice Headmaster
Moh. Irfanudin, S.Pd.
Teachers
Administration Staffs
Students
Names of Administration Staffs :
No
Names
No
Names
No
Names
1
Junedi
6
Suhartini
11
Muryadi
2
Unu
7
Indah Hidayati
12
Bando
3
Subago
8
Ita Puspita
13
Toto, S
4
Kadmini
9
Rianita
14
Munir
5
Desi Irnawati
10
Yunianingsih
Names of Teachers
No
Nama
No
Nama
No
Nama
1
Askadi A.Md.Pd.
17
Bambang Usdeka, S.Pd.
33
Rohani
2
Hj. Sururoh, S.Pd.
18
Rahman, S.Pd.
34
Rohani
3
Wawan Gunawan, S.Pd.
19
Dra. Iis Sartika
35
Mustika Y,S.Pd.
4
E. Sundari S.Pd
20
Jaji, S.Ag., M.A.
36
Hartin, S.Pd.
5
Amito, S.Pd
21
Nining Nuryati
37
Suaebah, S.Pd.
6
Syaeful Hidayat, S.Pd.
22
Dra. Surtini Maryam
38
Ihat Sholihat, S.Pd.
7
Tutaryo S, S.Pd.
23
Sirep Dody, S.Pd.
39
Asih Kurniasih. S.Pd
8
Yapii S.Pd.
24
Demi Tambunan, S.Pd.
40
Rendra Suyatno, S.Pd.
9
Eliya Rosa, S.Pd.
25
Amah Rohamah, S.Pd.
41
Murfaman, S.E.
10
Hj. Rasinah, S.Pd.
26
Majid, A.Md.
42
Rusyani
11
Sarwijaya, S.Pd.
27
Nano Sutarno
43
Atif Yuliana, S.Sos.
12
Tri Handayani
28
Drs. Ahmad Rifa’i
44
Nuryadi, S.Pd.
13
Setianingsih
29
Mamah, S.Pd.
14
Sumbada
30
Popon Isnaeni, S.Pd.
15
Sustiani
31
Ani Lianti, S.Pd.
16
Jakim, S.Pd.
32
Muh. Fathoni, S.Ag.
4.2 The Description of Data
The technique of collecting data is implemented through :
- Observation
- Documentation
- Test.
Observation Method is used to observe directly about the reality in the field. The use of The documentation Method is to find out any data about SMPN 1 Palimanan in general, such as its location, its history, school vision and mission, number of teachers and administration staffs, the organization structure, and so on. And the test method is used to know the speaking scores and vocabulary scores. The writer provides two kinds of tests, namely: oral test and written test. Oral test is used to test speaking skills, whereas the written test is used to check the students’ mastery in vocabulary.
4.2.1 Vocabulary Scores
For vocabulary test, the writer took 79 students as a sample which consist of class VII A : 41 students, and class VII B : 38 students.
Testing vocabulary used written multiple choice questions consisting ten items. The results are as follows :
Class VII A : Class VII B :
No
Names
Scores
No
Names
Scores
1
Agus Sugianto
10
1
Aditya Arga S
10
2
Aisyah Agni
10
2
Agum Ginanjar
8
3
Alfiani Fauziah.S
10
3
Agus Tryono
9
4
Astrie Rahmawati
8
4
Alviya Turrohmah
10
5
Calista Syah.A
9
5
Ananda Putri
10
6
Dara Alfiani.M
9
6
Ayu Ambarwati
10
7
Deden Kurniawan
9
7
Ayu Fikriyah Dewi
10
8
Dewi Intan
10
8
Bakti Rifa'i
10
9
Dieri.P.Asmadi
9
9
Budi Kurniawan
9
10
Ewith Dianing Tias
10
10
Dedes Prantino
9
11
Fani Gunawan
9
11
Deni Praseto
10
12
Fauzi Anhari
9
12
Dwi Kartika
10
13
Fijri Fikriyah
9
13
Fatimah
9
14
Fitri Amaliah
10
14
Firda Mulyani
10
15
Giffarina.K
9
15
Firdha Pramudita
10
16
Gina Aulia
8
16
Galuh Wening
9
17
Aman Sudrajat.R
8
17
Ibnu Faisal
10
18
Jaki Mubarok
10
18
Iin Suhartini
10
19
Jeffri Saputra.N
8
19
Ika Merdeka Wati
8
20
Jubaedah
10
20
Lia Yulianti
8
21
Lya Ulfiyana
8
21
Mifta Yulia A
9
22
Mualim
10
22
Muh. Ibrohim
9
23
Mohamad Helmi
7
23
Nurfi Dewi
7
24
Nur Afifah
8
24
Obby Robidin
9
25
Nirbachtiar
6
25
Putri Fauziah T
8
26
Nurdin Fasyah
9
26
Rahmat Wahidin
10
27
Nurmansyah
10
27
Raka Arya Adi P
10
28
Pebi Yansyah
9
28
Ridwanullah
10
29
Ratih Dwi.P
9
29
Sari
8
30
Revan.Dwi.H
9
30
Siti Inten S
10
31
Rrizkiana Nurfauzi
9
31
Siti Sriati
9
32
Rizki Riyandi.P
9
32
Sri Nopyanti
8
33
Rizky Fitriyani
10
33
Syaeful N
9
34
Rukhayati
10
34
Syaeful Rizkky
10
35
Salman Alparisi
7
35
Veranika Agustin
9
36
Seno Pamungkas
9
36
Via Oktaviani
10
37
Siti Mamnu'ah
7
37
Weni Ayu Agustin
9
38
Suffah Hasbi
9
38
Yandi Suparno
9
39
Tira Wulandari
10
40
Yupita Endah.P
9
41
Yandi Suparno
10
4.2.2 Analysis of Vocabulary Scores
No
Names
Score for every item
X
Y
X2
Y2
XY
1
2
3
4
5
6
7
8
9
10
Total
Odd
Even
1
AGUS SUGIANTO
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
2
AISYAH AGNI
1
1
0
0
1
1
1
1
1
0
7
4
3
16
9
12
3
ALFIANI FAUZIAH.S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
4
ASTRIE RAHMAWATI
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
5
CALISTA SYAH.A
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
6
DARA ALFIANI.M
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
7
DEDEN KURNIAWAN
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
8
DEWI INTAN
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
9
DIERI.P.ASMADI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
10
EWITH DIANING TIAS
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
11
FANI GUNAWAN
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
12
FAUZI ANHARI
1
0
0
1
1
1
1
1
0
1
7
3
4
9
16
12
13
FIJRI FIKRIYAH
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
14
FITRI AMALIAH
1
0
0
0
1
1
1
1
1
0
0
4
2
16
4
8
15
GIFFARINA.K
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
16
GINA AULIA
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
17
AMAN SUDRAJAT.R
1
1
0
1
1
0
1
1
1
1
8
4
4
16
16
16
18
JAKI MUBAROK
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
19
JEFFRI SAPUTRA.N
1
1
1
1
1
1
0
1
0
1
8
3
5
9
25
15
20
JUBAEDAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
21
LYA ULFIYANA
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
22
MUALIM
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
23
MOHAMAD HELMI
0
1
1
0
1
1
1
1
0
1
7
3
4
9
16
12
24
NUR AFIFAH
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
25
NIRBACHTIAR
0
1
1
0
1
0
1
1
0
1
6
3
3
9
9
9
26
NURDIN FASYAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
27
NURMANSYAH
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
28
PEBI YANSYAH
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
29
RATIH DWI.P
1
1
1
0
1
1
1
1
1
1
9
5
4
25
16
20
30
REVAN.DWI.H
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
31
ERIZKIANA NURFAUZI
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
32
RIZKI RIYANDI.P
1
1
0
1
1
1
0
1
1
1
8
3
5
9
25
15
33
RIZKY FITRIYANI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
34
RUKHAYATI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
35
SALMAN ALPARISI
0
1
1
0
1
1
0
1
1
1
7
3
4
9
16
12
36
SENO PAMUNGKAS
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
37
SITI MAMNU'AH
1
1
1
0
1
0
1
1
0
1
7
4
3
16
9
12
38
SUFFAH HASBI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
39
TIRA WULANDARI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
40
YUPITA ENDAH.P
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
41
ADITYA ARGA S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
42
AGUM GINANJAR
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
43
AGUS TRYONO
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
44
ALVIYA TURROHMAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
45
ANANDA PUTRI
1
1
0
0
1
1
1
1
0
1
7
3
4
9
16
12
46
AYU AMBARWATI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
47
AYU FIKRIYAH DEWI
1
1
0
1
1
1
1
1
1
0
8
4
4
16
16
16
48
BAKTI RIFA'I
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
49
BUDI KURNIAWAN
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
50
DEDES PRANTINO
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
51
DENI PRASETO
1
1
0
0
1
0
1
1
0
1
6
3
3
9
9
9
52
DWI KARTIKA
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
53
FATIMAH
1
1
1
0
1
1
1
1
1
1
9
5
4
25
16
20
54
FIRDA MULYANI
1
1
0
1
1
1
1
1
1
0
8
4
4
16
16
16
55
FIRDHA PRAMUDITA
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
56
GALUH WENING
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
57
IBNU FAISAL
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
58
IIN SUHARTINI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
59
IKA MERDEKA WATI
1
1
0
1
1
1
1
1
0
1
8
3
5
9
25
15
60
LIA YULIANTI
1
0
0
1
1
1
1
1
1
1
8
4
4
16
16
16
61
MIFTA YULIA A
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
62
MUHAMMAD IBROHIM
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
63
NURFI DEWI
1
1
0
1
1
1
1
0
1
0
7
4
3
16
9
12
64
OBBY ROBIDIN
1
1
1
1
1
1
0
1
1
1
9
4
5
16
25
20
65
PUTRI FAUZIAH T
1
1
0
1
1
1
1
1
0
1
8
3
5
9
25
15
66
RAHMAT WAHIDIN
1
1
1
0
0
1
1
1
1
1
8
4
4
16
16
16
67
RAKA ARYA ADI P
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
68
RIDWANULLAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
69
SARI
1
1
0
1
0
1
1
1
1
1
8
3
5
9
25
15
70
SITI INTEN S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
71
SITI SRIATI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
72
SRI NOPYANTI
1
1
1
0
1
1
0
1
1
1
8
4
4
16
16
16
73
SYAEFUL N
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
74
SYAEFUL RIZKKY
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
75
VERANIKA AGUSTIN
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
76
VIA OKTAVIANI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
77
WENI AYU AGUSTIN
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
78
YANDI SUPARNO
1
1
1
1
1
1
1
0
1
1
9
5
4
25
16
20
∑X=
∑Y=
∑X2=
∑Y2=
∑XY=
335
355
1477
1651
1536
From the above table, it is known that :
∑ X = 335 (∑ X)2 = 112225
∑ Y = 355 (∑Y)2 = 126025
∑ X2 = 1477
∑Y2 = 1651
∑XY = 1536
To Count the reliability of the test was used the product moment correlation ( r ) as follows :
Because r = 0,3082 > 0220 > 0,286, so, the vocabulary test is reliable.
4.2.3 Speaking Scores
Because of lack of time, not all of the students in class VIIA and VII B were evaluated in speaking skills. The writer pointed out 21 students in Class VIIA and 19 students in Class B.
The aspects to be evaluated in speaking are : pronunciation, grammar, vocabulary, and fluency.
Class VIIA
No
Names
Pronun- ciation
Grammar
Vocabulary
Fluency
Total Score
1
AGUS SUGIANTO
5,5
6,5
7
7,5
6,63
2
AISYAH AGNI
6,5
6,5
6,5
6,5
6,50
3
ASTRIE RAHMAWATI
5,5
5,5
5,5
4
5,13
4
DARA ALFIANI.M
5,5
7
7
6
6,38
5
DEDEN KURNIAWAN
7
6
6,5
7,5
6,75
6
DEWI INTAN
6,5
6,5
6,5
7
6,63
7
EWITH DIANING TIAS
7,5
8
8,5
8,5
8,13
8
FANI GUNAWAN
4,5
7
6,5
6
6,00
9
FIJRI FIKRIYAH
7
6,5
6,5
7,5
6,88
10
GINA AULIA
4
5
5,5
5
4,88
11
JEFFRI SAPUTRA.N
6
5
5,5
5
5,38
12
MOHAMAD HELMI
3
5,5
6
4
4,63
13
NIRBACHTIAR
5,5
5,5
5,5
7,5
6,00
14
PEBI YANSYAH
7
8
8
7,5
7,63
15
RIZKIANA NURFAUZI
3,5
6,5
6,5
6,5
5,75
16
RUKHAYATI
6
7
7,5
6,5
6,75
17
SALMAN ALPARISI
5,5
6
6
5,5
5,75
18
SITI MAMNU'AH
6
5,5
5,5
5
5,50
19
SUFFAH HASBI
6
7,5
7,5
7,5
7,13
20
TIRA WULANDARI
5,5
6,5
6
7,5
6,38
21
YUPITA ENDAH.P
7
6,5
6
7,5
6,75
Class VIIB
No
Names
Pronun-ciation
Grammar
Vocabulary
Fluency
Total
1
ADITYA ARGA S
7
6
7,5
7,5
7
2
AGUM GINANJAR
6,5
6
7
7
6,625
3
ALVIYA TURROHMAH
7,5
7,5
8
7,5
7,625
4
AYU AMBARWATI
7
7
8
7
7,25
5
BUDI KURNIAWAN
6,5
7
7,5
7
7
6
DEDES PRANTINO
7,5
6,5
7,5
7
7,125
7
FIRDHA PRAMUDITA
7
6,5
7,5
7,5
7,125
8
GALUH WENING
7,5
7,5
8
7
7,5
9
IKA MERDEKA WATI
8
7,5
8
8,5
8
10
MIFTA YULIA A
6,5
6,5
7,5
7
6,875
11
NURFI DEWI
4
6
7
6,5
5,875
12
OBBY ROBIDIN
6,5
7
8
7
7,125
13
PUTRI FAUZIAH T
6,5
5,5
7
6
6,25
14
RAKA ARYA ADI P
7,5
7,5
8,5
8
7,875
15
RIDWANULLAH
8
7
7,5
7
7,375
16
SARI
6
6,5
6,5
7
6,5
17
VERANIKA AGUSTIN
7,5
7
8
7
7,375
18
WENI AYU AGUSTIN
6
6
7
6,5
6,375
19
YANDI SUPARNO
6,5
6,5
7,5
6,5
6,75
4.3 Analysis of Data
To determine whether there is a correlation between speaking skill and vocabulary mastery, the writer uses the product moment (Pearson) correlation formula as follows :
Where :
r : Coefficient of Correlation - value
N : The Total Scores which are paired
: Total Scores X
: Total Scores Y
: Quadrate Total Scores X
: Quadrate Total Scores Y
: The Total Scores of Multiplication of Scores X and Y
No
Names
X
Y
X2
Y2
XY
Speaking
Vocab
1
AGUS SUGIANTO
6,63
10
43,89
100
66
2
AISYAH AGNI
6,50
10
42,25
100
65
3
ASTRIE RAHMAWATI
5,13
8
26,27
64
41
4
DARA ALFIANI.M
6,38
9
40,64
81
57
5
DEDEN KURNIAWAN
5,13
9
26,27
81
46
6
DEWI INTAN
6,63
10
43,89
100
66
7
EWITH DIANING TIAS
8,13
10
66,02
100
81
8
FANI GUNAWAN
6,00
9
36,00
81
54
9
FIJRI FIKRIYAH
6,88
9
47,27
81
62
10
GINA AULIA
4,88
8
23,77
64
39
11
JEFFRI SAPUTRA.N
5,38
8
28,89
64
43
12
MOHAMAD HELMI
4,63
7
21,39
49
32
13
NIRBACHTIAR
6,00
6
36,00
36
36
14
PEBI YANSYAH
7,63
9
58,14
81
69
15
RIZKIANA NURFAUZI
5,75
9
33,06
81
52
16
RUKHAYATI
6,75
10
45,56
100
68
17
SALMAN ALPARISI
5,75
7
33,06
49
40
18
SITI MAMNU'AH
5,50
7
30,25
49
39
19
SUFFAH HASBI
7,13
9
50,77
81
64
20
TIRA WULANDARI
6,38
10
40,64
100
64
21
YUPITA ENDAH.P
6,75
9
45,56
81
61
22
ADITYA ARGA S
7
10
49
100
70
23
AGUM GINANJAR
6,625
8
43,89063
64
53
24
ALVIYA TURROHMAH
7,625
10
58,14063
100
76
25
AYU AMBARWATI
7,25
10
52,5625
100
73
26
BUDI KURNIAWAN
7
9
49
81
63
27
DEDES PRANTINO
7,125
9
50,76563
81
64
28
FIRDHA PRAMUDITA
7,125
10
50,76563
100
71
29
GALUH WENING
7,5
9
56,25
81
68
30
IKA MERDEKA WATI
8
8
64
64
64
31
MIFTA YULIA A
6,875
9
47,26563
81
62
32
NURFI DEWI
5,875
7
34,51563
49
41
33
OBBY ROBIDIN
7,125
9
50,76563
81
64
34
PUTRI FAUZIAH T
6,25
8
39,0625
64
50
35
RAKA ARYA ADI P
7,875
10
62,01563
100
79
36
RIDWANULLAH
7,375
10
54,39063
100
74
37
SARI
6,5
8
42,25
64
52
38
VERANIKA AGUSTIN
7,375
10
54,39063
100
74
39
WENI AYU AGUSTIN
6,375
9
40,64063
81
57
40
YANDI SUPARNO
6,75
9
45,5625
81
61
265,125
355
1784,109
3195
2375
N
40
∑X
265,125
∑Y
355
∑X2
1784,109
∑Y2
3195
∑XY
2375
(∑X)2
70291,27
(∑Y)2
126025
So,
Interpretation
Based on the above counting, the coefficient correlation (r) is 0,6235. If consulted to the table r-product moment, 0,6235 > 0,312 (at 95% level of confidence) > 0,403 ( at 99% level of confidence). This means that there is a strong enough correlation between speaking skill and vocabulary mastery. The null hypothesis (Ho) which states there is no correlation between speaking skill and vocabulary mastery is then rejected.
The coefficient correlation (r) ,which is 0,6235, indicates that the correlation between speaking skill and vocabulary mastery is not too high. It is because vocabulary is not the only factor which influences speaking skill. There are some other factors that support students’ ability in speaking, such as :
· Good and Qualified teachers;
· Students’ motivation in learning to speak
· Standardized textbooks;
· Representative Class rooms
· Students‘ mastery of grammar
CHAPTER V
CONCLUSION
Based on the theoretical foundation and the research outcome, the writer tries to conclude as follows :
5.1 The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency.
5.2 English has been compulsory for all Indonesia students from primary school level to university level, yet they fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors as follows :
· A lack of qualified teachers;
· A lack of motivation in learning;
· A lack of standardized textbooks;
· A lack of teaching materials;
· A lack of standard curriculum.
· Classrooms full with furniture
· Students‘ lack of vocabulary
· Students‘ lack of grammar
· Too many students in one classroom
· Teachers feeling useless if they allow their students to produce faulty English
5.3 As indicated in Chapter IV, the writer concludes that there is a correlation between speaking skill and vocabulary mastery at the Seventh Year of SMPN 1 Palimanan Cirebon. The correlation is strong enough, although not very high. It indicates that vocabulary is not the only factor that influences the ability of speaking skills.
INTRODUCTION
1.1 Background of the Problem
Language is a means of communication. Although not the only form of communication among human beings, it is certain the most important ( Wilkin, 1981:1 ). By using language, people are able to express their ideas, thoughts and opinions.
Todd (2000 : 6 ) states that :
Language is a set of signals by which we communicate.
......... There are a number of other general points that are worth making about language. First, human language is not only a vocal system of communication. It can be expressed in writing, with the result that it is not limited in time or space. Secondly, each language is both arbitrary and systematic.
Another definition says that language is an arbitrary system of articulated sounds made use of by a group of humans as a means of carrying on the affairs of their society (Francis, 1958 ).
According to the definitions above, the writer concludes that :
· Language is a set of signals
· Language is arbitrary and systematic.
· Language is very important in human life as a means of communication with each other.
English has already become an international language for many years. It has been spoken by people of different ways of life, such as students, government or private employees, businessmen, etc. in all parts of the world. In our country, English is used as a foreign language because it is not an every day medium. Instead, it is used for international business and communication purpose. It has been compulsory for all Indonesian students to learn from primary school level to university level.
According to the KTSP 2006, the teaching and learning of English at the Junior High School functions as a means of self development of students in the field of science, technology and arts. The ultimate instructional objective of the teaching and learning of English has been clearly stated, that is, the mastery of the four language skills, that is reading, listening, speaking, and writing which is supported by other language functions such as vocabulary, grammar and pronunciation .The implication is obvious. The teaching and learning activities in the classrooms should always be oriented toward the mastery of the four language skills. The teacher should always make every effort to involve the students in language activities using the language for communication. The language activities should be designed in such a way that students will have to read, listen, speak, and write in the activities. The language activities should involve the students in using the language for communicative functions in their real life.
The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel have improved in their English language proficiency.
In reality, the students fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors, among other things are as follows : a lack qualified teachers; a lack of motivation in learning; a lack of standardized textbooks, too many students in one classroom. But one of the big problems is that the students often feel afraid of making mistakes when they want to practice speaking. They have no bravery, especially to talk with other people. Another problem is that the mastery of vocabulary is not sufficient.
Concerning the facts above, the writer is interested in discussing The Correlation Between Speaking Skill And Vocabulary Mastery Of The Seventh Year Students Of SMPN 1 Palimanan Cirebon.
1.2. Statement of the Problem
Vocabulary has always been a problem to students who are learning to speak English, especially the first year students of SMPN 1 Palimanan Cirebon.
The writer tries to take the problem as follows :
§ Does vocabulary mastery influence the ability of speaking English of the Seventh Year Students of Junior High School?
1.3. The Aim Of The Study
The writer states the aims of the study as follows :
· To find out how the vocabulary mastery affects on the seventh year students’ speaking skills at SMPN 1 Palimanan.
1.4. Limitation of The Problem
There are a lot of topics of speaking materials which are taught in the seventh year of Junior High School (SMP).
However, because of lack of time, in this research the writer will limit herself to analyze the scores of speaking skill and vocabulary about hobbies of the seventh year students of SMPN 1 Palimanan.
1.5 Assumption
In relation to the study, the writer states an assumption as follows:
§ The mastery of vocabulary can influence the students’ speaking skill.
1.6 Hypothesis
A research question is often restated as a hypothesis. A hypothesis is a prediction of some sort regarding the possible outcomes of a study ( Fraenkle and Wallen, 1993 : 51 )
The hypotheses of this study can be mastered alternative (Ha) and null hypotheses (Ho). The hypotheses are, as follows:
1. Ha : There is a correlation between speaking skills and vocabulary mastery of the seventh year students of SMPN1 Palimanan Cirebon.
2. Ho : There is no correlation between speaking skills and vocabulary mastery of the seventh year students of SMPN 1 Palimanan Cirebon.
1.7 The Research Method
The writer uses a correlational research. This type of research is used to determine relationships among two or more variables ( Fraenkle and Wallen,1993:8 ). A correlational study investigates the possibility of relationships between only two variables, although investigations of more than two variables are common. In contrast to experimental research, however, there is no manipulation of variables in correlational research.
Correlational research is also sometimes referred to as a form of descriptive research because it describes an existing relationship between variables ( Fraenkle and Wallen,1993:288 )
1.8 Population and Sample
1.8.1 Population
Frankle and Wallen (1993:80) say that the population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics.
The population of this research is the total number of the seventh year students of SMPN 1 Palimanan Cirebon, that consists of 400 students and divided into ten classes.
1.8.2 Sample
According to Fraenkle and Wallen (1993 : 79 ), a “sample” in a research study refers to any group on which information is obtained. The larger group to which one hopes to apply the results is called the population.
In this research, the writer takes the sample 80 students ( two classes ) of the whole population, that is Class 7 A and Class 7 B.
CHAPTER II
THEORETICAL FOUNDATION
Speaking Skill
The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency (Richards, http://www.Professor jackrichards.com/pdfs/developing-classroom-speaking-activities.pdf).
2.2. The Elements Of Speaking
The ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001 : 269).
2.2.1 Language Features
Among the elements necessary for spoken production are the following :
· 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’. In connected speech sounds are modified (assimilation), omitted (elision), added (linking r), or weakened (through contractions and stress patterning).
· 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 on verbal means how they are feeling. The use of these devices contributes to the ability to convey meanings.
· 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. Teachers should therefore supply a variety of phrases for different functions such as agreeing or disagreeing, expressing surprise, shock, or approval.
· Negotiation language : effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.
2.2.1 Mental / Social Processing
If part of a speaker’s productive ability involves the knowledge of language skills, success is also dependent upon the rapid processing skills that talking necessitates.
· Language processing : Effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reason for including speaking activities in language lesson is to help students develop habits of rapid language processing in English.
· Interacting with others : most speaking involves interaction with one or more participants. This means that effective speaking involves a good deal of listening, an understanding of the other participants are feeling, and a knowledge of how linguistically to take turns or allow others to do so.
· ( On the spot ) information processing : quite apart from the response to other’s feelings, It is necessary for us to be able to process the information they tell us the moment we get it.
2.3. What Makes Speaking Difficult
In Indonesia, English is used as a foreign language, because it is not an everyday medium. Instead, it is used for international business and communication purposes. English has been compulsory for all Indonesia students from primary school level to university level, yet they fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors as follows (Tananuraksakul, 2003 :1) :
· A lack of qualified teachers;
· A lack of motivation in learning;
· A lack of standardized textbooks;
· A lack of teaching materials;
· A lack of standard curriculum.
The following problems can also make teaching speaking skills a difficult task (http://www.realschule.bayern.Deufberatungfachmitarbeiter Englischdownloadsspeaking.pdf.pdf) :
· Classrooms full with furniture
· Unmotivated students
· Students‘ lack of vocabulary
· Students‘ lack of grammar
· Too many students in one classroom
· Teachers feeling useless if they allow their students to produce faulty English
Brown states that these characteristics of spoken language can make oral performance easy as well as, in some cases, difficult ( 2001 : 270 ) :
2.3.1 Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically (in breath groups) through such clustering.
2.3.2 Redundancy
Spoken language, unlike most written language, has a good deal of redundancy. The use of rephrasing, repetition, elaborations, and little insertion of “I mean” and “ You know” in a conversation are examples of redundancy. Such redundancy helps the hearer to process meaning by offering more time and extra information.
Below is an example of redundancy:
Amir : Hey, Andi, how’s it going?
Andi : Pretty good, Amir. How was your weekend?
Amir : Aw, it was terrible, I mean the worst you could imagine. You know what I mean?
Andi : Yeah, I’ve had those days.
2.3.3 Reduced Forms
Contractions, elisions, reduced vowels, etc., in all form special problems in teaching spoken English. Students who do not learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatizes them.
Reduction can be phonological, morphological, syntactic or pragmatic. For examples :
Phonological : “Djeetyet?” for “ Did you eat yet?”
Morphological: contraction like I’ll, we’re, I’m
Syntactic : “When will you back?” “Tomorrow, may be.”
Pragmatic : Phone rings in a house, child answers and yells to another room in the house, “ Mom! Phone!”.
2.3.4 Performance Variables
One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking and corrections. Learners can actually be taught how to pause and hesitate.
For example, in English our “thinking time” is not silent; we insert certain “fillers” such as uh, um, well, you know, I mean, like, etc. One of the most salient differences between native and nonnative speakers of a language is in their hesitation phenomena.
2.3.5 Colloquial Language
Make sure your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms.
2.3.6 Rate Delivery
Another salient characteristics of fluency is rate of delivery. One of your tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
2.3.7 Stress, Rhythm, and Intonation
This is the most important characteristics of English pronunciation. The stress-times rhythm of spoken English and its intonation patterns convey important messages.
For example :
Stress : The PREsident is Interested in eLIMinating the embargo.
Rhythm : Where do you want to go?
2.3.8 Interaction
Learning to produce waves of language in a vacuum – without interlocutors – would rob speaking skill of its riches component : the creativity of conversational negotiation.
2.4 Speaking Assessment
A language proficiency test of a productive level, such as a speaking test. Has got little attention from language teachers. It is not uncommon that speaking assessment for classroom purposes has been done without any theoretical basis. So far, they use their own technique in assessing the learner’s achievement by making a kind of field notes on the basis of their direct observation on the learner’s performance in the classroom activities. The so called on - going evaluation is quite practical and easy to do, as the teacher does not need to make a formal speaking test with a suitable scoring guide. In this case he/she uses his/her feel judgment to score the learner’s performance. By doing so, the teacher determines the scores on the basis of his/her general impression without necessarily making an analysis of the aspect or features of speaking ability.
2.4.1 Speaking Test
A speaking test is a procedure to measure speaking ability that requires the learner to speak, or to produce utterances and he/she is assessed on the basis of his/her utterances ( Underhill, 1987 : 10). In an elementary level, a speaking test may be focused on assessing one or two aspects of speaking skills, such as the pronunciation, intonation, and stress. In advance level, on the other hand, the assessment is focused on the language function. In other words, it does not merely measure the language components, which have been mastered by the learner, but it covers all the communicative ability of the learner covering fluency, grammatical accuracy, vocabulary choice, and interactive communication. Harmer (1993:13) states that learning a foreign language for communicative purposes requires the learner to master the pronunciation, grammar, vocabulary, discourse, and other relevant skills. Therefore, a functional speaking test should be one which measures the learner’s speaking ability covering all the language components and his/her interactive skills.
2.4.2. The Scoring Procedure of Speaking Tests
Theoretically speaking, there are two ways usually used in the scoring procedures of a speaking test : Global assessment scales and Analytic profiles ( Harmer, 2001 : 329 ).
An analytic scoring procedure is a technique of scoring the learner’s speaking ability by separating the components of speaking skill into sub skills, and the rater scores each component, and then sums the sub scores into a final score. For oral assessment, the teacher can judge a student’s speaking in a number of different ways such as pronunciation, fluency, use of lexis and grammar, and intelligibility. In contrast to the analytic profiles, the global assessment scales is a way of specifying scores that can be given to productive skill work is to create “pre-defined descriptions of performance. Global assessment scales are not without problems, however, perhaps the description does not exactly match the student who is speaking as in a case where he or she had very poor pronunciation but was nevertheless grammatically accurate.
In this research, the writer used the analytic profile as the scoring guide of the speaking test, with some modifications.
The scoring guide consists of two parts : (1) a description of the aspects of speaking ability to be assessed, and (2) the scale criteria based on which the teacher makes a judgment.
THE SCORING GUIDE OF SPEAKING ASSESSMENT
1. Description
Aspects to be Evaluated
Description
1. Pronunciation
1.Pronunciation of individual sounds and words.
2. Pronunciation of sentences : the right intonation and stress
2. Grammatical Accuracy
Accurate use of structure, or how the learner gets his/her utterance correct.
3. Vocabulary
The learner’s ability in choosing appropriate words and how to solve the problems when he/she cannot find suitable words
4. Fluency
1. The ability to keep the conversation going.
2. Read a text smoothly without hesitation, or inappropriate pause, or repeating words / lines.
2. Scale Criteria
Scale
Proficiency
Category
Description of Criteria
0
10%-39%
Very Poor
Pron:Many wrong pronunciation
GA : No mastery of sentence construction
Vo : Little knowledge of English words.
Flue : Dominated by hesitation
1
40%-50%
Poor
Pron: Frequent pronunciation
GA : Major problems in structure
Vo : Frequent errors of word choice
Flue : Frequent hesitation
2
60%-70%
Average
Pron:Occasional errors in pronunciation
GA : Several errors in structure
Vo : Occasional errors of word choice
Flue : Occasional hesitation
3
75%-80%
Good
Pron: Some errors pronunciation
GA : Minor problems in structure
Vo : Minor errors of word choice
Flue : Minor hesitation
4
85%-100%
Very Good
Pron: No errors/minor
GA : Demonstrate mastery of structure (few errors)
Vo : Effective/appropriate word choice
Flue : No hesitation
2.5 Vocabulary
Vocabulary is a fundamental component of comprehension. The mastery of vocabulary is a must, especially for a student who is learning a language. It will affect the students’ ability in reading, writing, listening and speaking skills.
The American Heritage Dictionary defines vocabulary as “the sum of words used by, understood by, or at the command of a particular person or group.” In this paper the writer is concerned with extending the sum of words that are used by and understood by students.
However, it seems important to point out that in almost all cases there are some differences in the number of words that an individual understands and uses. Even the terms “uses” and “understands” need clarification. For example, the major way in which we “use” vocabulary is when we speak and write; the term expressive vocabulary is used to refer to both since these are the vocabularies we use to express ourselves. We “understand” vocabulary when we listen to speech and when we read; the term receptive vocabulary is used to refer to listening and reading vocabularies. Finally, to round out the terminology, meaning or oral vocabulary refers to the combination of listening and speaking vocabularies, and literate vocabulary refers to the combination of our reading and writing vocabularies ( Pikulski and Templeton, 2004 : 1).
The classification of vocabulary can be shown in the following figure :
From the figure above, vocabularies are classified as follows :
· Meaning or oral vocabulary : words that we use in speaking and the words that we recognize in listening
· Literate / written vocabulary : the collection of words that we read, use or recognize in printed material.
Vocabularies can also be classified into :
· Receptive Vocabulary : words which are used in listening and reading.
· Expressive Vocabulary : the collection of words which are used in speaking and writing.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Methods
The writer uses a correlational research. This type of research is used to determine relationships among two or more variables. ( Fraenkle and Wallen,1993:8 ). A correlational study investigates the possibility of relationships between only two variables, although investigations of more than two variables are common. In contrast to experimental research, however, there is no manipulation of variables in correlational research.
Correlational research is also sometimes referred to as a form of descriptive research because it describes an existing relationship between variables ( Fraenkle and Wallen,1993:288 )
3.2 Variables
In the simple terms, a variable is something that may vary or differ. (Brown, 1990 : 7).
A variable can be dependent and independent. A dependent variable is observed to determine what effect, if any, the other types of variables may have on it. In other words, it is the variable of focus – the central variable – on which other variables will act if there is any relationship.
Independent variables are variables selected by the researcher to determine their effect on or relationship with the dependent variable. An independent variable is one that is selected and systematically manipulated by the researcher to determine whether, or the degree to which, it has any effect on the dependent variable.
3.3 Population and Sample
3.3.1 Population
Frankle and Wallen (1993:80) say that the population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics.
The population of this research is the total number of the seventh year students of SMPN 1 Palimanan Cirebon, that consists of 400 students and divided into ten classes.
3.3.2 Sample
According to Fraenkle and Wallen (1993 : 79 ), a “sample” in a research study refers to any group on which information is obtained. The larger group to which one hopes to apply the results is called the population.
In this research, the writer takes the sample 80 students ( two classes ) of the whole population, that is Class 7 A and Class 7 B.
3.4 Technique of Collecting Data
3.4.1 Observation
Surakmad (1998:15) says that observation is “ teknik pengumpulan data yang mengamati penomena penelitian secara dekat. “
The writer visited SMPN 1 Palimanan to observe directly about the reality in the field.
3.4.2 Documentation Method
The Documentation Method is used to find the data about SMPN 1 Palimanan, such as the history, location, vission and mission, number of teachers, organization structure, and so on. The data are taken from the school archive.
3.4.2 Test
The writer provides two kinds of tests, namely, oral test and written test. Oral test is used to test speaking skills, whereas the written test is used to check the students’ mastery in vocabulary.
3.5 Technique of Data Analysis
After all the data have been collected, the writer will analyze them by using “Product Moment Pearson Coefficient of Correlation”. Faisal (1982 : 305) says that coefficient correlation is used to know any correlation or not between the students’ achievement in speaking skills and their vocabulary mastery. The formula is as follows :
Where :
r : Coefficient of Correlation - value
N : The Total Scores which are paired
: Total Scores X
: Total Scores Y
: Quadrate Total Scores X
: Quadrate Total Scores Y
: The Total Scores of Multiplication of Scores X and Y
The Process of Counting uses the following table.
X
Y
X2
Y2
XY
CHAPTER IV
DATA ANALYSIS ABOUT THE CORRELATION OF SPEAKING SKILLS AND VOCABULARY MASTERY OF THE SEVENTH YEAR OF SMPN 1 PALIMANAN
4.1 The General Description of The Research Location
4.1.1 A Brief History of SMPN 1 Palimanan
SMPN 1 Palimanan has been existing since 1958. It was formerly the distance classes of SMPN Cirebon. Two years later, the distance classes formarly became SMPN Palimanan which is now called SMPN 1 Palimanan.
Since the first period until now, SMPN 1 Palimanan has been led by some headmasters as follows :
NO
NAMES OF HEADMASTERS
PERIOD
1
Sugiono
1958 – 1960
2
Ibu
1960 – 1962
3
Santoso
1962 – 1985
4
Suradi M
1985 – 1990
5
Djohoed Arbi
1990 – 1995
6
H. Dulhadi
1995 – 2001
7
Drs. H. Masduki
2001 – 2005
8
H. Aenudin, S,Pd., M.Pd.
2005 – 2008
9
Nono Sudjono, S.Pd., M.Pd.
2008- up to now
4.1.2 Vision and Mission of SMPN 1 Palimanan
The School Vision
The School Vision of SMPN 1 Palimanan is to bring into reality the students’ achievements, the school whose a wide perspective in science and technology with belief and fear in God.
The School Mission
The mission of SMPN 1 Palimanan is carrying out education and teaching to achieve students’ success in attending the 3 years learning process at SMPN 1 Palimanan through the following efforts :
1. To increase the effectiveness of the teaching-learning process.
2. To support and help students develop their aptitudes and interests.
3. To grow their loveliness in science and technology.
4. To grow patience in raising belief and fear in God.
5. To support and help students work creatively.
6. To implement and grow discipline attitude to the whole family of school.
4.1.3 The Organization Structure
The following is the Organization Structure of SMPN 1 Palimanan.
The Organization Structure of SMPN 1 Palimanan.
Headmaster
Nono Sudjono, S.Pd. M.Pd
Vice Headmaster
Moh. Irfanudin, S.Pd.
Teachers
Administration Staffs
Students
Names of Administration Staffs :
No
Names
No
Names
No
Names
1
Junedi
6
Suhartini
11
Muryadi
2
Unu
7
Indah Hidayati
12
Bando
3
Subago
8
Ita Puspita
13
Toto, S
4
Kadmini
9
Rianita
14
Munir
5
Desi Irnawati
10
Yunianingsih
Names of Teachers
No
Nama
No
Nama
No
Nama
1
Askadi A.Md.Pd.
17
Bambang Usdeka, S.Pd.
33
Rohani
2
Hj. Sururoh, S.Pd.
18
Rahman, S.Pd.
34
Rohani
3
Wawan Gunawan, S.Pd.
19
Dra. Iis Sartika
35
Mustika Y,S.Pd.
4
E. Sundari S.Pd
20
Jaji, S.Ag., M.A.
36
Hartin, S.Pd.
5
Amito, S.Pd
21
Nining Nuryati
37
Suaebah, S.Pd.
6
Syaeful Hidayat, S.Pd.
22
Dra. Surtini Maryam
38
Ihat Sholihat, S.Pd.
7
Tutaryo S, S.Pd.
23
Sirep Dody, S.Pd.
39
Asih Kurniasih. S.Pd
8
Yapii S.Pd.
24
Demi Tambunan, S.Pd.
40
Rendra Suyatno, S.Pd.
9
Eliya Rosa, S.Pd.
25
Amah Rohamah, S.Pd.
41
Murfaman, S.E.
10
Hj. Rasinah, S.Pd.
26
Majid, A.Md.
42
Rusyani
11
Sarwijaya, S.Pd.
27
Nano Sutarno
43
Atif Yuliana, S.Sos.
12
Tri Handayani
28
Drs. Ahmad Rifa’i
44
Nuryadi, S.Pd.
13
Setianingsih
29
Mamah, S.Pd.
14
Sumbada
30
Popon Isnaeni, S.Pd.
15
Sustiani
31
Ani Lianti, S.Pd.
16
Jakim, S.Pd.
32
Muh. Fathoni, S.Ag.
4.2 The Description of Data
The technique of collecting data is implemented through :
- Observation
- Documentation
- Test.
Observation Method is used to observe directly about the reality in the field. The use of The documentation Method is to find out any data about SMPN 1 Palimanan in general, such as its location, its history, school vision and mission, number of teachers and administration staffs, the organization structure, and so on. And the test method is used to know the speaking scores and vocabulary scores. The writer provides two kinds of tests, namely: oral test and written test. Oral test is used to test speaking skills, whereas the written test is used to check the students’ mastery in vocabulary.
4.2.1 Vocabulary Scores
For vocabulary test, the writer took 79 students as a sample which consist of class VII A : 41 students, and class VII B : 38 students.
Testing vocabulary used written multiple choice questions consisting ten items. The results are as follows :
Class VII A : Class VII B :
No
Names
Scores
No
Names
Scores
1
Agus Sugianto
10
1
Aditya Arga S
10
2
Aisyah Agni
10
2
Agum Ginanjar
8
3
Alfiani Fauziah.S
10
3
Agus Tryono
9
4
Astrie Rahmawati
8
4
Alviya Turrohmah
10
5
Calista Syah.A
9
5
Ananda Putri
10
6
Dara Alfiani.M
9
6
Ayu Ambarwati
10
7
Deden Kurniawan
9
7
Ayu Fikriyah Dewi
10
8
Dewi Intan
10
8
Bakti Rifa'i
10
9
Dieri.P.Asmadi
9
9
Budi Kurniawan
9
10
Ewith Dianing Tias
10
10
Dedes Prantino
9
11
Fani Gunawan
9
11
Deni Praseto
10
12
Fauzi Anhari
9
12
Dwi Kartika
10
13
Fijri Fikriyah
9
13
Fatimah
9
14
Fitri Amaliah
10
14
Firda Mulyani
10
15
Giffarina.K
9
15
Firdha Pramudita
10
16
Gina Aulia
8
16
Galuh Wening
9
17
Aman Sudrajat.R
8
17
Ibnu Faisal
10
18
Jaki Mubarok
10
18
Iin Suhartini
10
19
Jeffri Saputra.N
8
19
Ika Merdeka Wati
8
20
Jubaedah
10
20
Lia Yulianti
8
21
Lya Ulfiyana
8
21
Mifta Yulia A
9
22
Mualim
10
22
Muh. Ibrohim
9
23
Mohamad Helmi
7
23
Nurfi Dewi
7
24
Nur Afifah
8
24
Obby Robidin
9
25
Nirbachtiar
6
25
Putri Fauziah T
8
26
Nurdin Fasyah
9
26
Rahmat Wahidin
10
27
Nurmansyah
10
27
Raka Arya Adi P
10
28
Pebi Yansyah
9
28
Ridwanullah
10
29
Ratih Dwi.P
9
29
Sari
8
30
Revan.Dwi.H
9
30
Siti Inten S
10
31
Rrizkiana Nurfauzi
9
31
Siti Sriati
9
32
Rizki Riyandi.P
9
32
Sri Nopyanti
8
33
Rizky Fitriyani
10
33
Syaeful N
9
34
Rukhayati
10
34
Syaeful Rizkky
10
35
Salman Alparisi
7
35
Veranika Agustin
9
36
Seno Pamungkas
9
36
Via Oktaviani
10
37
Siti Mamnu'ah
7
37
Weni Ayu Agustin
9
38
Suffah Hasbi
9
38
Yandi Suparno
9
39
Tira Wulandari
10
40
Yupita Endah.P
9
41
Yandi Suparno
10
4.2.2 Analysis of Vocabulary Scores
No
Names
Score for every item
X
Y
X2
Y2
XY
1
2
3
4
5
6
7
8
9
10
Total
Odd
Even
1
AGUS SUGIANTO
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
2
AISYAH AGNI
1
1
0
0
1
1
1
1
1
0
7
4
3
16
9
12
3
ALFIANI FAUZIAH.S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
4
ASTRIE RAHMAWATI
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
5
CALISTA SYAH.A
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
6
DARA ALFIANI.M
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
7
DEDEN KURNIAWAN
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
8
DEWI INTAN
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
9
DIERI.P.ASMADI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
10
EWITH DIANING TIAS
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
11
FANI GUNAWAN
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
12
FAUZI ANHARI
1
0
0
1
1
1
1
1
0
1
7
3
4
9
16
12
13
FIJRI FIKRIYAH
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
14
FITRI AMALIAH
1
0
0
0
1
1
1
1
1
0
0
4
2
16
4
8
15
GIFFARINA.K
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
16
GINA AULIA
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
17
AMAN SUDRAJAT.R
1
1
0
1
1
0
1
1
1
1
8
4
4
16
16
16
18
JAKI MUBAROK
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
19
JEFFRI SAPUTRA.N
1
1
1
1
1
1
0
1
0
1
8
3
5
9
25
15
20
JUBAEDAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
21
LYA ULFIYANA
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
22
MUALIM
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
23
MOHAMAD HELMI
0
1
1
0
1
1
1
1
0
1
7
3
4
9
16
12
24
NUR AFIFAH
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
25
NIRBACHTIAR
0
1
1
0
1
0
1
1
0
1
6
3
3
9
9
9
26
NURDIN FASYAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
27
NURMANSYAH
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
28
PEBI YANSYAH
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
29
RATIH DWI.P
1
1
1
0
1
1
1
1
1
1
9
5
4
25
16
20
30
REVAN.DWI.H
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
31
ERIZKIANA NURFAUZI
1
1
1
1
1
1
1
1
1
0
9
5
4
25
16
20
32
RIZKI RIYANDI.P
1
1
0
1
1
1
0
1
1
1
8
3
5
9
25
15
33
RIZKY FITRIYANI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
34
RUKHAYATI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
35
SALMAN ALPARISI
0
1
1
0
1
1
0
1
1
1
7
3
4
9
16
12
36
SENO PAMUNGKAS
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
37
SITI MAMNU'AH
1
1
1
0
1
0
1
1
0
1
7
4
3
16
9
12
38
SUFFAH HASBI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
39
TIRA WULANDARI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
40
YUPITA ENDAH.P
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
41
ADITYA ARGA S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
42
AGUM GINANJAR
1
1
1
0
1
1
1
1
0
1
8
4
4
16
16
16
43
AGUS TRYONO
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
44
ALVIYA TURROHMAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
45
ANANDA PUTRI
1
1
0
0
1
1
1
1
0
1
7
3
4
9
16
12
46
AYU AMBARWATI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
47
AYU FIKRIYAH DEWI
1
1
0
1
1
1
1
1
1
0
8
4
4
16
16
16
48
BAKTI RIFA'I
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
49
BUDI KURNIAWAN
1
1
0
1
1
1
1
1
1
1
9
4
5
16
25
20
50
DEDES PRANTINO
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
51
DENI PRASETO
1
1
0
0
1
0
1
1
0
1
6
3
3
9
9
9
52
DWI KARTIKA
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
53
FATIMAH
1
1
1
0
1
1
1
1
1
1
9
5
4
25
16
20
54
FIRDA MULYANI
1
1
0
1
1
1
1
1
1
0
8
4
4
16
16
16
55
FIRDHA PRAMUDITA
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
56
GALUH WENING
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
57
IBNU FAISAL
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
58
IIN SUHARTINI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
59
IKA MERDEKA WATI
1
1
0
1
1
1
1
1
0
1
8
3
5
9
25
15
60
LIA YULIANTI
1
0
0
1
1
1
1
1
1
1
8
4
4
16
16
16
61
MIFTA YULIA A
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
62
MUHAMMAD IBROHIM
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
63
NURFI DEWI
1
1
0
1
1
1
1
0
1
0
7
4
3
16
9
12
64
OBBY ROBIDIN
1
1
1
1
1
1
0
1
1
1
9
4
5
16
25
20
65
PUTRI FAUZIAH T
1
1
0
1
1
1
1
1
0
1
8
3
5
9
25
15
66
RAHMAT WAHIDIN
1
1
1
0
0
1
1
1
1
1
8
4
4
16
16
16
67
RAKA ARYA ADI P
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
68
RIDWANULLAH
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
69
SARI
1
1
0
1
0
1
1
1
1
1
8
3
5
9
25
15
70
SITI INTEN S
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
71
SITI SRIATI
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
72
SRI NOPYANTI
1
1
1
0
1
1
0
1
1
1
8
4
4
16
16
16
73
SYAEFUL N
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
74
SYAEFUL RIZKKY
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
75
VERANIKA AGUSTIN
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
76
VIA OKTAVIANI
1
1
1
1
1
1
1
1
1
1
10
5
5
25
25
25
77
WENI AYU AGUSTIN
1
1
1
1
1
1
1
1
0
1
9
4
5
16
25
20
78
YANDI SUPARNO
1
1
1
1
1
1
1
0
1
1
9
5
4
25
16
20
∑X=
∑Y=
∑X2=
∑Y2=
∑XY=
335
355
1477
1651
1536
From the above table, it is known that :
∑ X = 335 (∑ X)2 = 112225
∑ Y = 355 (∑Y)2 = 126025
∑ X2 = 1477
∑Y2 = 1651
∑XY = 1536
To Count the reliability of the test was used the product moment correlation ( r ) as follows :
Because r = 0,3082 > 0220 > 0,286, so, the vocabulary test is reliable.
4.2.3 Speaking Scores
Because of lack of time, not all of the students in class VIIA and VII B were evaluated in speaking skills. The writer pointed out 21 students in Class VIIA and 19 students in Class B.
The aspects to be evaluated in speaking are : pronunciation, grammar, vocabulary, and fluency.
Class VIIA
No
Names
Pronun- ciation
Grammar
Vocabulary
Fluency
Total Score
1
AGUS SUGIANTO
5,5
6,5
7
7,5
6,63
2
AISYAH AGNI
6,5
6,5
6,5
6,5
6,50
3
ASTRIE RAHMAWATI
5,5
5,5
5,5
4
5,13
4
DARA ALFIANI.M
5,5
7
7
6
6,38
5
DEDEN KURNIAWAN
7
6
6,5
7,5
6,75
6
DEWI INTAN
6,5
6,5
6,5
7
6,63
7
EWITH DIANING TIAS
7,5
8
8,5
8,5
8,13
8
FANI GUNAWAN
4,5
7
6,5
6
6,00
9
FIJRI FIKRIYAH
7
6,5
6,5
7,5
6,88
10
GINA AULIA
4
5
5,5
5
4,88
11
JEFFRI SAPUTRA.N
6
5
5,5
5
5,38
12
MOHAMAD HELMI
3
5,5
6
4
4,63
13
NIRBACHTIAR
5,5
5,5
5,5
7,5
6,00
14
PEBI YANSYAH
7
8
8
7,5
7,63
15
RIZKIANA NURFAUZI
3,5
6,5
6,5
6,5
5,75
16
RUKHAYATI
6
7
7,5
6,5
6,75
17
SALMAN ALPARISI
5,5
6
6
5,5
5,75
18
SITI MAMNU'AH
6
5,5
5,5
5
5,50
19
SUFFAH HASBI
6
7,5
7,5
7,5
7,13
20
TIRA WULANDARI
5,5
6,5
6
7,5
6,38
21
YUPITA ENDAH.P
7
6,5
6
7,5
6,75
Class VIIB
No
Names
Pronun-ciation
Grammar
Vocabulary
Fluency
Total
1
ADITYA ARGA S
7
6
7,5
7,5
7
2
AGUM GINANJAR
6,5
6
7
7
6,625
3
ALVIYA TURROHMAH
7,5
7,5
8
7,5
7,625
4
AYU AMBARWATI
7
7
8
7
7,25
5
BUDI KURNIAWAN
6,5
7
7,5
7
7
6
DEDES PRANTINO
7,5
6,5
7,5
7
7,125
7
FIRDHA PRAMUDITA
7
6,5
7,5
7,5
7,125
8
GALUH WENING
7,5
7,5
8
7
7,5
9
IKA MERDEKA WATI
8
7,5
8
8,5
8
10
MIFTA YULIA A
6,5
6,5
7,5
7
6,875
11
NURFI DEWI
4
6
7
6,5
5,875
12
OBBY ROBIDIN
6,5
7
8
7
7,125
13
PUTRI FAUZIAH T
6,5
5,5
7
6
6,25
14
RAKA ARYA ADI P
7,5
7,5
8,5
8
7,875
15
RIDWANULLAH
8
7
7,5
7
7,375
16
SARI
6
6,5
6,5
7
6,5
17
VERANIKA AGUSTIN
7,5
7
8
7
7,375
18
WENI AYU AGUSTIN
6
6
7
6,5
6,375
19
YANDI SUPARNO
6,5
6,5
7,5
6,5
6,75
4.3 Analysis of Data
To determine whether there is a correlation between speaking skill and vocabulary mastery, the writer uses the product moment (Pearson) correlation formula as follows :
Where :
r : Coefficient of Correlation - value
N : The Total Scores which are paired
: Total Scores X
: Total Scores Y
: Quadrate Total Scores X
: Quadrate Total Scores Y
: The Total Scores of Multiplication of Scores X and Y
No
Names
X
Y
X2
Y2
XY
Speaking
Vocab
1
AGUS SUGIANTO
6,63
10
43,89
100
66
2
AISYAH AGNI
6,50
10
42,25
100
65
3
ASTRIE RAHMAWATI
5,13
8
26,27
64
41
4
DARA ALFIANI.M
6,38
9
40,64
81
57
5
DEDEN KURNIAWAN
5,13
9
26,27
81
46
6
DEWI INTAN
6,63
10
43,89
100
66
7
EWITH DIANING TIAS
8,13
10
66,02
100
81
8
FANI GUNAWAN
6,00
9
36,00
81
54
9
FIJRI FIKRIYAH
6,88
9
47,27
81
62
10
GINA AULIA
4,88
8
23,77
64
39
11
JEFFRI SAPUTRA.N
5,38
8
28,89
64
43
12
MOHAMAD HELMI
4,63
7
21,39
49
32
13
NIRBACHTIAR
6,00
6
36,00
36
36
14
PEBI YANSYAH
7,63
9
58,14
81
69
15
RIZKIANA NURFAUZI
5,75
9
33,06
81
52
16
RUKHAYATI
6,75
10
45,56
100
68
17
SALMAN ALPARISI
5,75
7
33,06
49
40
18
SITI MAMNU'AH
5,50
7
30,25
49
39
19
SUFFAH HASBI
7,13
9
50,77
81
64
20
TIRA WULANDARI
6,38
10
40,64
100
64
21
YUPITA ENDAH.P
6,75
9
45,56
81
61
22
ADITYA ARGA S
7
10
49
100
70
23
AGUM GINANJAR
6,625
8
43,89063
64
53
24
ALVIYA TURROHMAH
7,625
10
58,14063
100
76
25
AYU AMBARWATI
7,25
10
52,5625
100
73
26
BUDI KURNIAWAN
7
9
49
81
63
27
DEDES PRANTINO
7,125
9
50,76563
81
64
28
FIRDHA PRAMUDITA
7,125
10
50,76563
100
71
29
GALUH WENING
7,5
9
56,25
81
68
30
IKA MERDEKA WATI
8
8
64
64
64
31
MIFTA YULIA A
6,875
9
47,26563
81
62
32
NURFI DEWI
5,875
7
34,51563
49
41
33
OBBY ROBIDIN
7,125
9
50,76563
81
64
34
PUTRI FAUZIAH T
6,25
8
39,0625
64
50
35
RAKA ARYA ADI P
7,875
10
62,01563
100
79
36
RIDWANULLAH
7,375
10
54,39063
100
74
37
SARI
6,5
8
42,25
64
52
38
VERANIKA AGUSTIN
7,375
10
54,39063
100
74
39
WENI AYU AGUSTIN
6,375
9
40,64063
81
57
40
YANDI SUPARNO
6,75
9
45,5625
81
61
265,125
355
1784,109
3195
2375
N
40
∑X
265,125
∑Y
355
∑X2
1784,109
∑Y2
3195
∑XY
2375
(∑X)2
70291,27
(∑Y)2
126025
So,
Interpretation
Based on the above counting, the coefficient correlation (r) is 0,6235. If consulted to the table r-product moment, 0,6235 > 0,312 (at 95% level of confidence) > 0,403 ( at 99% level of confidence). This means that there is a strong enough correlation between speaking skill and vocabulary mastery. The null hypothesis (Ho) which states there is no correlation between speaking skill and vocabulary mastery is then rejected.
The coefficient correlation (r) ,which is 0,6235, indicates that the correlation between speaking skill and vocabulary mastery is not too high. It is because vocabulary is not the only factor which influences speaking skill. There are some other factors that support students’ ability in speaking, such as :
· Good and Qualified teachers;
· Students’ motivation in learning to speak
· Standardized textbooks;
· Representative Class rooms
· Students‘ mastery of grammar
CHAPTER V
CONCLUSION
Based on the theoretical foundation and the research outcome, the writer tries to conclude as follows :
5.1 The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency.
5.2 English has been compulsory for all Indonesia students from primary school level to university level, yet they fail to enhance their English proficiency, especially listening and speaking skills. This failure derives from many factors as follows :
· A lack of qualified teachers;
· A lack of motivation in learning;
· A lack of standardized textbooks;
· A lack of teaching materials;
· A lack of standard curriculum.
· Classrooms full with furniture
· Students‘ lack of vocabulary
· Students‘ lack of grammar
· Too many students in one classroom
· Teachers feeling useless if they allow their students to produce faulty English
5.3 As indicated in Chapter IV, the writer concludes that there is a correlation between speaking skill and vocabulary mastery at the Seventh Year of SMPN 1 Palimanan Cirebon. The correlation is strong enough, although not very high. It indicates that vocabulary is not the only factor that influences the ability of speaking skills.
