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CORRELATION BETWEEN STUDENTS’ LANGUAGE HABIT AND THEIR SPEAKING SKILL
IN SMPN I CISAUK TANGERANG
PROPOSAL
Submitted As the Fulfillment of the Degree of Sarjana Pandidikan
ENGLISH DEPARTEMENT SCHOOL OF TEACHER TRAINING AND EDUCATION
KUSUMA NEGARAJAKARTA
2009
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TABLE OF CONTENT
TABLE OF CONTENT i
CHAPTER I. INTRODUCTION
A. Background of the Study…………………………………
B. The Identification of the Problem………………………..
C. The Limitation of the Problem…………………………..
D. The Formulation of the Problem…………………………
E. Benefit of Research………………………………………
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4
5
5
6
CHAPTER II THEORETICAL FRAMEWORK
A. Definition of Habit……………….………………………..
B. Speaking………………….. …………………………........
C. Classroom Communication………..………..…………….
D. Hypothesis………………………………………………..
E..Learning Style in Speaking Class…………….……………
F. Technique of Teaching English Speaking…………………
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9
11
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CHAPTER III RESEARCH METODOLOGY
A. Purpose of the Study………………..…………………
B. Research Method ………………..………………………
C. The Place and Time ……….………………..…………
D. Subject of the Research …………………..……………
E. Data Collecting Instrument…………………..…………
F. Technique of Data Collection……………………………
G. Technique of Data Analysis……………………………..
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18
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BIBLIOGRAPHY ………………………………………………………………... 21
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CHAPTER I
INTRODUCTION
A. Background of the Study
As a professional teachers in the language teaching, especially the
teaching of English a foreign language, teachers mostly spend much of time on
appropriate teaching methodologist for greater effectiveness in students
acquisitions on English, designing and implementing materials, test, and practice
Teacher are responsible to educate the students from little or no knowledge to
sufficient English speaking environment.
Mostly of the teaching method before the past few decades, found the
teacher tend to carry out the teaching process in the classroom by applying
traditional and monolingual principle ways of teaching with unsatisfactory. This
shows that teachers need enrichments with appropriate ways of teaching
atmosphere, that why in teaching English as the second language by applying
new and modified fashions in order that the result of the teaching learning
process would contribute more input to reach satisfied learning outcome. Whole
around the world recently, where the people encourage that English as their
target or second language used based on whole interactions and communication
holding the dominant role of very aspects of their life. English is most widely
4
used in teaching learning process of broader Educational occasions either formal
or informal environment.
It is reasonable that English is progemmed as the first foreign or second
language in many countries on this earth, furthermore in present global era. That
is why experts on language and language teaching range must invent today
English teaching and learning environment.
In KTSP Curriculum, it is clearly stated that one of the objectives of the
English subject in Junior High School is developing the ability to communicate
in English, either in written or oral form which covers listening, speaking,
reading and writing. Unfortunately the fact has shown that the students are quite
difficult to improve their speaking ability because they are accustomed to use
their native language language in their daily life than using English. This is the
reason why we can not deny the fact that the students still considered speaking
skill as the most difficult skill to be mastered. In class, we as teachers often find
the students can hardly use English for communicative objectives even in the
simple form or we may find the students who are able to point the answer of the
question on a text but they can not explain their reason in choosing the answer. It
is also evident that in class, the students have limited time to practice their
speaking skills, and it resulted on their ability to use the target language, as the
old saying “Practice makes perfect”
5
Considering problem, relating to speaking activities in class and helping
students to improve their speaking skill is part of the teacher’s job. He or she is
expected to have right teaching techniques to provide students with appropriate
teaching materials and to create a positive classroom environment. Therefore, the
students will have opportunity to use English among themselves. The teaching –
learning process should not only happen between teacher and students but also
between students and students.
Speaking is an activity used by someone to communicate with other. It
takes place very where and has become part of our daily activities. When
someone speaks, he or she interacts and uses the language to express his or her
ideas, feeling and thought. He or she also shares information to other trough
communication.
People communicate in various diferent formal and nonformal setting,
from giving a presentation in abusiness meeting to chatting at acoctail party.
Most speakers of language speak one way with their friends , another on a job
interview or presenting report in class, another talking to small children, another
with their parents and so on. These speaking activities are called daily language.
Nearly everybody has at least an informal and a formal style in speaking.
In an informal style therule of contraction are used more often, the syntactic rules
and agreement may be altered, and many words are used that do not occur in the
formal style.
6
Informal style, although permitting certain abbreviations and deletions
not permited in formal speech, are olso rule governed. For example, question are
often shortened with the subject you and the auxilary verb deleted.. One can ask
You running the marathon? Instead of the more formal Are you running the
marathon?
In any speaking class, our students may be very different from one
another in terms of how they participate. Some iteractional differences are due
personality factor (such as being shy or having n outgoing nature). Other may
stem from cultural difference (e.g., some cuilures value silence more than other).
There many methode and thecnique to make improvement ability to
speaking skill. The other ways are doing group work or pair work, and limiting
teacher talk.
In this research, the researcher focuses to how students’ language habit
toward speaking skill for students. The reason for using students’ language habit
is give more opportunities to students to make turns in speaking during the times
allocated. The researcher assumes that students’ languages habit are combination
between language practice and role play. They can express their ideas freely
because they do activities with their friends.
B. The Identification of the Problem
Based on the background of the study mentioned above, the
identification of the problems of the research is:
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1. What kinds the effectiveness method of students’ language habit toward
speaking skill?
2. Is English learning more interested to teach speaking use students’
language habit?
3. Is a teacher more interested to teach speaking English use students’
language habit?
4. Is learning speaking to make students confident to talk in?
5. Is daily language more interesting for student to learn English?
6. Is daily language suitable to teach speaking at ninth grade?
C. The Limitation of the Problem
The researcher limits the discussing of the study about, “The Correlation
between the Student’s Language Habit and Their Speaking Skill.” The
researcher fined the effective technique to teach using students’ language habit
for junior height school ninth grade.
D. The Formulation of the Problem
Based on limitation of problem mentioned above, the problem of the
research can be formulated as follows: The correlation between the students’
language habit and their speaking skill to the ninth grade of SMP Negeri 1
Cisauk Tangerang.
8
E. Benefit of Research
The researcher hopes that this thesis can develop education institution to
perform a language laboratory, teacher to use the approach and method
properly in teaching speaking to their students; it can be refer for English
teacher in studying which pursuant and guide liner of the better ways to achieve
the successful English Study.
The benefit of this research for elementary in SMPN 1 Cisauk that the
headmaster of the school knows actually teaching and teaching speaking are
really acceded by the teacher. The students of course the headmaster tries
provide the equipment of speaking so that, the students speaking can be
improved by practicing actively.
The students of STKIP Kusuma Negara can have a good reference for
their knowledge and someday they will make tries connected with learning
speaking. Then they may make some references of this thesis because this
thesis can be put in the library of STKIP Kusuma Negara and every body can
read it.
Using student’s habit language in teaching speaking skill to the ninth
grade students of SMPN 1 Cisauk Tangerang. It motivates and encourages
students of SMPN 1 Cisauk Tangerang; it motivates and encourages students
to practice speaking English. It makes them enjoy expressing their feeling,
9
ideas, and opinion and even in messages and suggestions and helps students to
take port in practice.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Definition of Habit
Habits are routines of that behavior are repeated regularly and tend to
occur subconsciously, without directly thinking consciously about them1
Habitual behavior sometimes goes unnoticed in persons exhibiting them,
because it is often unnecessary to engage in self-analysis when undertaking in
routine tasks. Habituation is an extremely simple form of learning, in which an
organism, after a period of exposure to a stimulus, stops responding to that
stimulus in varied manners. Habits are sometimes compulsory.2
Habit formation is the process by which a behavior becomes habitual.
As behaviors are repeated in a consistent context, there is an incremental
increase in the link between the context and the action. This increases the
ability to do things without occupying the mind with the low level details
required, allowing it to become an automatic response pattern or habit. It is
usually the result of learning, repetition, and practice of the behavior in that
context.3 Features of an automatic behavior are all or some of: efficiency, lack
1 Butler, Gillian. Hope, Tony. Managing Your Mind: The Mental Fitness Guide (Oxford Paperbacks.1995)p, 120
2 Merriam Webster Dictionary. Definition of Habit (Retrieved: August 2008), page. 2253 Wood W.Neal. A New Look at Habit and The habit-Goal interface: Psichological Review.
(Cambridge. 2007), p. 843-869
11
of awareness, unintentionally, uncontrollability4 Habit formation is modeled as
an increase in automat city with number of repetitions up to an asymptote.5
Author John Tesh advises that it takes about 21 days to establish or break a
habit.6
The habit–goal interface is constrained by the particular manner in
which habits are learned and represented in memory. Specifically, the
associative learning underlying habits is characterized by the slow, incremental
accrual of information over time in procedural memory.7 Habits can either
benefit or hurt the goals a person set for themselves.
Goals guide habits most fundamentally by providing the initial outcome-
oriented impetus for response repetition. In this sense, habits often are a vestige
of past goal pursuit8
B. Speaking
Speaking, as one of the linguistic skills, is often perceived to be task
that comes naturally to an individual. Culture plays a very significant role in
determining how language is spoken. In school base Curriculum 2006, there are
4 Barg JA. The four horsemen of automaticty. Awareness, intention, efficiency, and control social cognition. In Wyer RS, Srull TK (ed.s), Handbook of social cognition: Vol. 1 Basic processes, pp. 1–40. Hove: Lawrence Erlbaun Associates Publishers
5 Hull CL (1951). Essentials of behavior. Westport, CT: Greenwood Press6 John Tesh (2008), Intelligence for Your Life, p. 397 Bas Verplanken, Suzanne Faes , "Good intentions, bad habits, and effects of forming
implementation intentions on healthy eating",(European Journal of Social Psychology 21 Juni 1999) (5-6): 591-604
8 ibid.
12
some competition standard and basic competitions which have to be reached by
students in learning English.
Speaking is the productive skill in the oral mode. It like the other skill
is more complicated than seems at first and involves more than pronouncing
words.
It is thinking of what one wishes to say, choosing the right words from our vocabulary, putting the words in the proper grammatical framework; communicating the felling we have and so on speaking is producing movement: movement of the rib cage, the vocal cord and the mouth9
There are three kinds of speaking situation in which we find ourselves:
1. Interactive, include face to face conversation and telephone calls, in
which we are alternately speaking and speaking and in which we have a
chance to ask for clarification, repetition, or shower speech from our
conversation partner.
2. Partially interactive, such as when giving a speech to a live audience,
where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the
expressions on their faces and body language whether or not he or she is
being understood
3. Non-interactive, such as when recording a speech for a radio broadcasts.
9 Anne. Smith. Speaking Communication. (Berkeley Press.2009),p. 125
13
Some of the micro-skill involved is speaking. The speaker had to:
a. Pronounce the distinctive sound of language clearly enough so that
people can distinguish them. This including making tonal distinctions
b. Use stress and rhythmic pattern, and intonation of the language clearly so
that people can understand what is said.
c. Use the correct from words, this may mean for example changes in the
tense, case or gender
d. Put word together in correct word order
e. Use vocabulary appropriately
f. Use the register or language variety that is appropriate to the situation
and the relationship to the conversation partner.
g. Make clear to the listeners the main sentence constituents, such as
subject, verb, object by whatever means the language uses
h. Make the main ideas stand out from supporting ideas or information
i. Make the discourage hang together so that people can follow what you
are saying
C. Classroom Communication
Communication in a classroom setting is unique because there are highly
regulated patterns of communication between teacher and students, both of
14
whom definitely have different status, that are not present in any other
communication even or setting.
Barnes suggests that how much success a student achieves in classroom
depend on different patterns of communication that they are able to recognize
and that are set up by the teacher.10 In fact the teacher who controls the whole
structure of classroom communication.
Even though it is the classrooms (and set up through teachers’ own use of
language), they are not always aware of these patterns and the effect they have
on their students’ learning. Barnes said, it is important for teacher to study the
communication pattern they have set up in their classrooms because in doing
so, they can attempt to seek answer to the following questions 11 :
a. How are patterns of communication set up in class?
b. Who has decided these patterns of talk?
c. What are the effects of these patterns of talk on student participation?
d. How do these patterns change?
e. How do students (and teacher) learn them?
f. How much of this communication contributes to student learning and
how much perform other functions (what are these functions)?
g. Does teacher’s behavior match his/her sated intentions and beliefs?
10 D. Barnes, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120 11 ibid
15
D. Hypothesis
Assumption or basic of opinion is in the heart of thinking that
correlations acceptance by investigator, in this research the researcher
assumptions are follows:
1. The students have some problems in speaking English
2. The students no have confidence to speaking English
3. Teaching speaking by using students’ language habit will be effective to
overcome the students’ problems in speaking
E. Learning Style in Speaking Class
In any speaking class, students may be very different from one another in
term of how they participate. Some interact ional differences are due
personality factors (such as being shy or having an outgoing nature). Other may
stem from cultural difference (e.g., some culture value silence more than
others). Still other difference may come from students’ learning style.
Learning styles are “the way we learn things in general”12 They are
“natural and habitual, and preferred ways of absorbing processing and retaining
new information and skill”13
One learning style issue that influences learners’ speaking in class is the
contrast between reflectivity and impulsivity. Reflective learners prefer to think 12 H.D. Brown, Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts,
NJ: Pretice-hall Regent, 1994), p.10513 K. Kinsella. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning
Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995) p. 171
16
about their answer or comments before speaking in class. They are generally
cautious, while impulsive learners tend to be more impetuous and may take a
gamble. They may respond immediately, often before they’ve thought through
their ideas completely. So in an English speaking class, impulsive learners are
typically those who will speak out quickly, perhaps without much concern for
accuracy. Reflective learners, on the other hand, will want to think through
what they have to say before speaking out in class.14
F. Technique of Teaching English Speaking
Penny Ur said, also states some problems that may prohibit the students
to develop their speaking skill, which are inhibition, lack of ideas shy, low
participation, and students; preference to use their mother language15 And also
she says, “Of all four skills (listening, speaking, reading and writing) speaking
seem intuitively the most important.”16 Based on the statement above speaking
is the most important skill that should be mastered by students in order to
communicate in English fluently. Speaking is essential to all interaction and his
is an ability to understand and master about what an active process of
constructing a message, especially for student in high school.
14 Op cit. H.D. Brown. P. 113-11415 Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966).p. 12116 Ibid. Penny Ur, p. 120
17
It is important for us as language teacher to be aware of how much we
are talking in class so we do not take up all the time the students could be
talking.
Pair work and group work activities can be used to in crease the amount
of time that learners get to speak target language during lessons. One further
interesting point is that when the teacher is removed from the conversation, the
learner take on diverse speaking roles that normally filled by the teacher (such
as posing questions or offering clarification).
CHAPTER III
RESEARCH METHOLOGY
18
A. Purpose of the Research
Speaking is learned in two board contexts: foreign language and second
language situations. The challenges of us as a teacher are determined partly by
the target language context.
The purpose of this research is for examining and improvement speaking
skill of students to learn the target language as a foreign language. Learning
speaking skill is very challenging for students in foreign language contexts,
because they have very few opportunities to use the target language outside in
the classroom.
B. Research Method
In order to achieve the aim of the research, the researcher used
Correlation method. The researcher chooses Correlation method because he
wanted to find out whether there any correlation between habit language and
speaking skill.
The correlation is a way to measure how associated or related two
variables are. The researcher looks at things that already exist and determines if
and what way those things are related to each other. The purpose of doing
correlations is to allow us to make a prediction about one variable based on
what we know about another variable.
19
The researcher, use the students’ language habit to make improvement of
speaking’ skill. Students' experiences, observations, and interactions inside and
outside of the classroom have an impact upon what they say and how they say
it. Speaking activities involve thought and reflection, and provide opportunities
for students to plan and organize for speaking.
C. Place and Time
The research will take a place at SMPN 1 Cisauk Tangerang ninth grade
on semester II.
D. Subject of the Research
This study, the researcher took the students of SMPN 1 Cisauk
Tangerang as population. The samples would be the ninth grade students. There
were one class and the researcher took twenty students randomly from them as
the sample by lottery.
E. Data Collecting Instrument
The data needed was taken from a test. The test is used to identify the
students’ achievement. The test is objective test in the term of essay item
consist of ten items.
F. Technique of Data Collection
Research Procedure is:
20
1. Developing the research instrument
2. Selecting the sample from the population
3. Giving pre-test
4. Treatment
- pre- speaking
- while speaking
- Post-speaking
5. Giving post-test
6. Calculating and analyzing the test scores
7. The result of the test
G. Technique of Data Analysis
The researcher gave the students pre-test to find out their skill of
speaking teaching and learning activities.
Post-test was given to students to find out their ability of speaking after
teaching and learning activities.
The data gathered from the experiment was analyzed using the t-test. The steps
of the data analysis process are as follow:
a. Find out the mean (M) of each group. According to Burn17 that for the
most common measure of central tendency in educational research is
17 Burn, Reseach Methodolody (London: Mc Graw Hill 1993), p. 33
21
the arithmetic mean, the mean (M) is simply the sum of all the score
(∑x) divided by the number of score (n), or
M = ∑X n
M is the mean of the sample
∑x is the total amount of all the individual observation
n is the sample
b. Find out standard deviation (Sd) of each group. According to Burn, that
standard deviation reflects the amount of spread that the score exhibit
around some central tendency measure, usually the ,mean. The standard
deviation advice from the variance.
The formula for obtaining the standard deviation is:
- ( ∑ X)² ∑X ² N
Sd= N - 1
Sd is standard deviation
∑X² is the sum of the squared raw scores
(∑X)² is the sum of the raw scores squared
N is number of the students
According to Burns, that as with standard error of the mean, a critical
ratio is formed to find the deviation in standard error unit teams of
the difference between the means18. The ratio is called the ratio. In
this research the researcher took the formula as follows:
M1 – M2
t = Sd1² Sd2² N
1 + N
2
M1 is mean of experimental group
M2 is mean of control group
Sd1 is standard deviation of experimental group
Sd2 is standard deviation of control group
N1 is number of students of experimental group
N2 number of students of control group
18 Barnes. F.P. Research for the Practitioner in education (Washington: National Education Assosiation 1990), p,120
BIBLIOGRAPHY
Anne. Smith. Speaking Communication. (Berkeley Press.2009)
Barnes D, From Communication to Curriculum. (Middlesex: Penguin 1976)
Brown H.D., Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts, NJ: Pretice-hall Regent, 1994)
Barnes. F.P. Research for The Practioner in Education. (Washington: National Education Assosiation)
Bas Verplanken, Suzanne Faes "Good intentions, bad habits, and effects of forming implementation intentions on healthy eating", European Journal of Social Psychology 29(21 Jun 1999)
Barg JA. The four horsemen of automaticty. Awareness, intention, efficiency, and control social cognition. In Wyer RS, Srull TK (ed.s), Handbook of social cognition:Lawrence Erlbaun Associates Publishers
Burn, Reseach Methodology (London: Mc Graw Hill 1993)
Butler, Gillian. Hope, Tony. Managing Your Mind: The Mental Fitness Guide (Oxford Paperbacks.1995)
Gage, N and Fisher. The Scientific Basic of the Art of Teaching, (New York: Teacher College Press, 1978)
Hammerly. H., Fluency an Accuracy: Toward balance in language Teaching and Learning.(Clevedon, UK : Multilingual Matters, Ltd. 1991)
Hull CL. Essentials of behavior. (Westport, CT: Greenwood Press 1951)
John Tesh (2008), Intelligence for Your Life
Kinsella.K. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995)
Merriam Webster Dictionary. Definition of Habit (Retrieved: August 2008)
24
Veenman S.. Perceived Problem of Beginning Teacher. Review of Education Reseach, (American Education Reseach Journal 1984)
Penny. Ur, A Course in Language Teaching: Practice an Theory (Great Britain: Cambridge University Press, 1966)