PROPOSAL THESIS.docx

8/9/2019 PROPOSAL THESIS.docx

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CHAPTER I

INTRODUCTION

A. BACKGROUND

People use language to express their thoughts, dreams and ideas. Language

is a means of communication in order to share ideas with others. Ramelan

(1992:14 sa!s: "the use of language ena#les the mem#ers of a social group to

cooperate with one another for their own #enefits. Language has to #e learned and

used in a social communit!, without which the existence of language is #e!ond

understanding. $ good relationship needs a good communication too, in order that

the people understand the topic the! are spea%ing of their nati&e language.

'nglish language is &er! important for education, for teaching and

learning. t is #ecause 'nglish is the international language. )an! countries are

learning 'nglish from elementar! up to uni&ersit!. $nd e&er!#od! #elie&es that

'nglish is one of the important languages in the world. Learners are taught that

the 'nglish is one of the important languages in the world. *he students are gi&en

the fact that 'nglish will #ring the world. +e can sa! that 'nglish is &er!

important in life. *he students ha&e to learn the language in reading, writing,

listening and especiall! in spea%ing s%ill.

$ccording to uri%ulum *ing%at -atuan Pendidi%an 2/ (*-P

2/:20 the aim of the 'nglish teaching in ndonesia especiall! teaching

'nglish to unior 3igh -chool is to ena#le students to ha&e the a#ilit! in

de&eloping communicati&e competenc! in #oth oral and written form in achie&ing

functional literar! le&el, to ha&e the awareness a#out the essence and the

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important of 'nglish in impro&ing competition in glo#al communit!, and the last

is de&eloping personal communication.n unior 3igh -chool, 'nglish is one of the main su#ects that ha&e to #e

de&eloped extensi&el!. n learning spea%ing s%ill, the student often find some

pro#lems. *he pro#lem fre5uentl! found is that their nati&e language has caused

them to ha&e difficult! in using foreign language. 6ther reason is #ecause of lac%

of moti&ation to practice the second language in dail! con&ersation. *he! are also

too sh! and afraid to ta%e part in the con&ersation.7orries (198:19 sa!s that it is not alwa!s the students fault if the! get

#ad result, perhaps the material and or the st!le of presentation is not appropriate

to them. $ccording to that opinion, the researcher thin%s that factors such as

teachers, material, learning st!le, students, and teaching method #ecome the

general pro#lem of teaching 'nglish.

Precisel!, man! factors can cause the pro#lems of the students spea%ing

s%ill such as: parents educational #ac%ground as extrinsic factor and &oca#ular!

master! as intrinsic factor could colla#orati&el! dri&e the students spea%ing s%ill,

#ecause man! research findings sa! that those factors pro&ed to #e effecti&e to use

in teaching s%ill.

Parents educational #ac%ground is the information which is needed to

re&eal what %ind of educational #ac%ground possessed #! the parents. *his is so

important to %now, whether the educational #ac%ground will directl! affect the

students achie&ement. -o far it has #een pro&en that, parental education could

dri&e the student to gain success in education. ts #ecause the parents will simpl!

thin% that their children are their future protot!pes. *heir success is the childrens

success either.

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)eanwhile, to #e a#le to spea%, one should ha&e sufficient &oca#ular!,

since &oca#ular! is a small part of sentences which is practicall! used to spea%.

$ccording to the definition, &oca#ular! master! is someones proficienc! in using

words and their meaning appropriatel! in language. )astering the &oca#ular!,

learners could express their idea precisel!. ! ha&ing man! stoc%s of words,

learners will #e a#le to comprehend the reading materials, catch someones tal%,

gi&e a response, spea% fluentl!, and write some %inds of topics. 6n the contrar!, if

the learners are unfamiliar with the meaning of the words #! those who address

them, the! will #e una#le to participate in con&ersation, as% for the information or

express some ideas and thoughts.

ased on the explanation a#o&e, the research will #e conducted under the

title: The Effects of Parents Educationa Bac!"round and #oca$uar%

&aster% to'ards (tudents ()ea!in" (!i *(ur+e% at (tate ,unior Hi"h

(choo in Indra-a%u est ,a+a/.

B. IDENTI0ICATION O0 THE PROB1E&

n accordance to the #ac%ground, the pro#lem can #e formulated as

follows:

1. +hat influences that affect student in spea%ing;2. +hich factors hamper the student to spea% fluentl!;

8. +hat can the teachers do to upgrade the students &oca#ular! master!;

4. an the &oca#ular! master! directl! impro&e the spea%ing s%ill of the

students;

0. 3ow far is the parental in&ol&ement towards students encouragement;

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. +hich one contri#utes more, parents education #ac%ground or &oca#ular!

master! towards students spea%ing s%ill;9. $re the effects of parents education #ac%ground and &oca#ular! master!

towards students spea%ing s%ill significant or insignificant;

C. 1I&ITATION O0 THE PROB1E&

*o conduct the research, it is necessar! to determine some limitation.

Researcher limits the pro#lems as follows:

1. *he effect of parents educational #ac%ground and &oca#ular! master!

towards students spea%ing s%ill at state unior 3igh -chool in ndrama!u

+est a&a.

2. *he effect of parents educational #ac%ground towards students spea%ing

s%ill at state unior 3igh -chool in ndrama!u +est a&a.

8. *he effect of &oca#ular! master! towards students spea%ing s%ill at state

unior 3igh -chool in ndrama!u +est a&a.

D. 0OR&U1ATION O0 THE PROB1E&

ased to the #ac%ground pre&iousl! mentioned, the pro#lems of the stud!

can #e formulated as follows:

1. $re there effects of parents educational #ac%ground and &oca#ular!

master! towards students spea%ing s%ill at state unior 3igh -chool in

ndrama!u +est a&a;

2. s there an effect of parents educational #ac%ground towards students

spea%ing s%ill at state unior 3igh -chool in ndrama!u +est a&a;

8. s there an effect of &oca#ular! master! towards students spea%ing s%ill at

state unior 3igh -chool in ndrama!u +est a&a;

E. PURPO(E O0 THE (TUD2

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ased on the pro#lem statement a#o&e, the purposes of the stud! are stated

as follows:

1. *o find out whether there are effects of parents educational #ac%ground

and &oca#ular! master! towards students spea%ing s%ill at state unior

3igh -chool in ndrama!u +est a&a.

2. *o find out whether there is an effect of parents educational #ac%ground

towards students spea%ing s%ill at state unior 3igh -chool in ndrama!u

+est a&a.8. *o find out whether there is an effect of &oca#ular! master! towards

students spea%ing s%ill at state unior 3igh -chool in ndrama!u +est

a&a.

0. BENE0IT( O0 THE (TUD2

*he result of the stud! is expected to #ring some significance and

contri#ution in teaching and learning 'nglish as follows:

1. ?or 'nglish teacher

*he result of this research is expected to #e useful for the students. *he

teacher can use this data to upgrade students spea%ing s%ill.

2. ?or researcher

t can gi&e insights that parental education and &oca#ular! master! #oth

are needed to increase students spea%ing s%ill effecti&el!.

8. ?or the students

t can gi&e input to impro&e their a#ilit! and competence in spea%ing s%ill.

*he students will also comprehend that not onl! intrinsic #ut also extrinsic

factors are needed most to support their spea%ing domain.

4. ?or the other Researcher

t can gi&e the contri#ution to the other researcher in teaching spea%ing.

G. (2(TE&ATIC ORGANI3ATION O0 RITING

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*o #e organi@ed, this research is presented in fi&e chapters with following

s!stematic:

1. >hapter 6ne

>hapter one consist of introduction that includes an explanation of the

#ac%ground of the research, identification of the pro#lem, limitation of the

pro#lem, statement of the pro#lems, o#ecti&e of the research and

s!stematic of the writing.

2. >hapter *wo

>hapter two consists of the theories description, the frame of thin%ing and

the research h!pothesis.

8. >hapter *hree

>hapter three is a#out research methodolog!. t consists of place of time of

the research, the method of research, the research &aria#les, the population

and samples the research instruments, the instruments testing, the

sampling techni5ues, the data anal!sis techni5ues and statistical

h!pothesis.

4. >hapter ?our

>hapter four is a#out the result of the stud! as well as its discussion, data

description, data anal!sis, h!pothesis testing and data interpretation.

=. >hapter ?i&e

>hapter fi&e is the concluding part. *here might also #e implication as

well as suggestion.

CHAPTER II

THEORETICA1 RE#IE4 0RA&E O0 THINKING4

AND RE(EARCH H2POTHE(I(

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A. THEORETICA1 RE#IE

*he theoretical re&iew in this chapter will descri#e man! theories from the

experts and then the theories will #e ela#orated as the guidance in this research.

*he things address definitions of: parents education #ac%ground and its &icinit!,

&oca#ular! master! and its &icinit! and spea%ing s%ill also with its &icinit!. )ore

detailed discussion a#out those concepts is depicted #elow.

5. Parents education $ac!"round

a. >onception of parental education

$s we %now that e&er! parent has a different degree of life. -ome

come from wealth! famil! and some come from the poor famil!. -ome

come from high educated familiesA some come from lowBeducated

families. *hose #ring conse5uences to the le&el of education which

#elongs to certain people. ?or those who come from mere affluentCrich

families get the highest chance for schooling, due to afforda#le cost. 6n

the other hand, for those who come from poor families, not man! get a

chance to school #ecause the high cost that do not support to do so.

-imilarit!, for those who come from educated families, the! also

ma! ha&e opportunit! for a high school #ecause their parents will ha&e

responsi#ilit! for their children. 3owe&er, for those who come from

families with less education, the! ma! lac% a lot of opportunities to school

#ecause parents are less aware of their responsi#ilities towards the

education of their children.

*herefore the experiences of one particular to ta%e the education

ma! &ar!, whether &iewed from the path and le&el of education. ?or more

details, the authors descri#e on matters relating to education.

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5/ Education

'ducation in general means the guidance which is gi&en #! a

person to the de&elopment of others, and mo&ing towards a certain ideas

(-uwarno, 19/:/. 'ducation is an acti&it! that is #oth institutional (such

as: schools and madrasah and used to enhance indi&idual de&elopment in

mastering the %nowledge, ha#its, attitude and so on. 'ducation can ta%e

form in informal and nonBformal as well as formal schools, madrasah and

other institutions (-hah, 21:11.

'ducation is a process of o&ercoming natural inclination and

su#stituting and its place ha#its ac5uired under external pressureD

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Parents (#oth mother and father pla! an important role and are

&er! influential on the education of their children. -ince a child is newl!

#a#! #orn, his mother will ta%e care of him. *herefore he mimics

temperament and ha#its, and furthermore a child will #e more in lo&ing his

mother, if she carries out its duties properl! and responsi#l!. )other is the

first person %nown #! the child, who #ecame his first and initiall!

dependa#le. +hate&er a mother does to her children will #e highl!

considered as useful, except when the children are a#andoned. ! %nowing

e&er!thing that lies within the childs desire, also if the child has started to

grow older, with affection, the mother ma! get childs attention fore&er.

*he influence of the father to his son is as #ig as the mothers refer

to the childs point of &iewA father is one of the highest prestige and the

#rightest among the people he e&er %nown. 3ow father did his dail! wor%

affect the wa! the child wor%s. ?ather is the main helper, especiall! for

growing up child, through thisA father can interact and ma! ta%e the childs

attention.

*o sum up, according to the facts mentioned a#o&e, this condition

did happen to all families. t is shown that the character traits such as

responsi#ilit! of e&er! parent could affect their childrens li&es for present

and also for the future, e&en parents generall! feel responsi#le for their

childrens adapta#ilit! in the future. t is therefore un5uestiona#le that

education is a fundamental responsi#ilit! which is ta%en #! parents.

?or the sa%e of the relationship and responsi#ilit! of parents

towards their children, so the suscepti#ilit! of education #asicall! cannot

#e carried out #! others, for example teachers. *he education suscepti#ilit!

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which is practicall! ta%en #! educators than parents is a delegation of

parental responsi#ilit! which for one reason or another ma! not perfectl!

implement on their childs education (


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stated in >onstitution 7o. 2 Gear 28 on 7ational 'ducation -!stem of

ndonesia, are di&ided into three, namel! primar! education, secondar!

education, and higher education.

a/ Pri-ar% education

Primar! education is education that underlines secondar!

education. *he forms of primar! education are primar! school (-


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-), )$, or its e5ui&alent, higher education (uni&ersit!, college,

institute or uni&ersit!.

9/ Parenta education e+e

$ccording to ndonesian


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that parents can #e regarded as real educator, #ecause of nature the!

possess. '&er! parent has the desire to see hisCher children to grow #ecome

children who excel in education. Parents want their children to achie&e

maximum performance at school. *he! also hope that their children ha&e a

good personalit! and no#le characters which in return li%ea#le #! societ!.

Parents who ha&e a high le&el of education and full!Bexperienced surel!

will affect their leadership st!le in the famil!. f the parents education

le&el is getting more ad&anced, it could expand the &iews and insights,

including in managing their famil!.

?urthermore, 3anl! (218 added that parents with more education

are more li%el!:

*o get in&ol&ed in the school. etter educated parents are familiar

with how schools wor% and li%el! comforta#le with school structure.

>hildren are aware of their parents comfort le&els with education and

it is reflected in their grades.

*o #e more afforda#le to send their children to a #etter school. eing

in #etter school gi&es children a #etter chance at academic success and

achie&ement.

*hus it can #e concluded that the purpose of parents education

le&el in the famil! is to ena#le the ad&ancement of parents leadership in

the famil!, especiall! in fostering and educating their children. t is hoped

that parental education could stimulate the pattern of educating their

children.

6. #oca$uar% &aster%

a. The Nature of #oca$uar% &aster%

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-pea%ing of &oca#ular! master!, the first thing that should #e

explained is the definition of master! since the primar! goal of &oca#ular!,

which is master!. $ccording to $llen (2:=/. )aster! is a s%ill or

%nowledge that ma%es one master of su#ect. *he 3einemann oncise 6xford 'nglish


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Referring to the concept of master!, &oca#ular! master! is

someones proficienc! in using words and their meaning appropriatel! in

language. ! reading text, learners will #e accustomed to loo%ing the

dictionar! up, guessing the words, and using the words in the context

properl!. Eood master! of &oca#ular! helps the learners express their idea

precisel!. ! ha&ing man! stoc% of words, learners will #e a#le to

comprehend the reading materials, catch someones tal%, gi&e a response,

spea% fluentl!, and write some %inds of topics. 6n the contrar!, if the

learners are unfamiliar with the meaning of the words #! those who

address them, the! will #e una#le to participate in con&ersation, as% for the

information or express some ideas and thought.

?rom the pre&ious statement mentioned, it can #e inferred that

&oca#ular! is a collection of words, which is collected through language,

con&ersation and a dictionar! used #! people in &er#al communication.

Hoca#ular! master! is someones proficienc! in using words and meaning

and 'nglish language which fre5uentl! come up. esides, &oca#ular! is

also important in language learning which has to #e mastered #! students

to de&elop the language s%illsA especiall! in reading that students should

ha&e ade5uate &oca#ular! as a result the! can understand the reading

materials.

$. As)ect of +oca$uar%

$ccording to *horn#ur! (22:8B9, there are some wa!s of

presenting a word meaning namel!:

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5/ ord cassesA the words pla! different roles in a text. *he! fall into

one of eight different word classes such as nouns, pronouns, &er#s,

adecti&e, ad&er#, preposition, conunction, and determiner.

6/ ord fa-iiesA how words ma! share the same #ase or root #ut ta%e

different endings. $ word famil! comprises the #ase word plus its

inflexions and its most common deri&ati&es (e.g. pla! I er J pla!er, re

I pla! J repla!, pla! I ful J pla!ful.

7/ CoocationsA how words Kcouple upD to form compounds, and how

the! Khunt in pac%sD in the shape of multiBword units. t is seen as part

of a continuum of strength of association: a continuum that mo&es

from compound words (second hand, record player, through multiB

word units or lexical chun%s (#its and pieces. ncluding idioms (out

of the #lue and phrasal &er# (do up, to collocations of more or less

fixedness (set the record straight, set the new record.

8/ (%non%-sA words that share a similar meaning. *hus: old, ancient,

anti5ue, aged, elderl! are all s!non!ms in that the! share the common

meaning of not !oungCnew. -!non!ms are similar, #ut seldom the

same.

9/ Anton%-sA words with opposite meanings li%e oldand new.

*he implication of the aspects ust mentioned in presenting a word

meaning, learning the &oca#ular! of a second language present the

following conse5uences for teaching as stated #! *horn#ur! (22:8:

1 Learners need tas% and strategies to help them organi@e their mental

lexicon #! #uilding networ%s of association the more the #etter.

2 *eachers need to accept that the learning of new words in&ol&es a

period of Kinitial fu@@inessD.

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8 Learners need to wean themsel&es off a reliance on direct translation

from their mother tongue.4 +ords need to #e presented in their t!pical contexts, so that learners

can get a feel for their meaning, their register, their collocations, and

their s!ntactic en&ironments.

= *eaching should direct attention to the sound of new words,

particularl! the wa! the! are stressed.

/ Learner should aim to #uild a threshold &oca#ular! as 5uic%l! as

possi#le.0 Learners need to #e acti&el! in&ol&ed in the meaning of words.

Learners need multiple exposures to words and the! need to retrie&e

words from memor! repeatedl!.

9 Learners need to ma%e multiple decisions a#out words.

1)emor! of new words can #e reinforced in the! are use to express

general rele&ant meaning.

11 7ot all the &oca#ular! that the learners need can #e taught. Learners

will need plentiful exposure to tal% and text as well as training for

selfBdirected meaning.

?rom the explanation stated pre&iousl!, it can seen that so man!

components in mastering &oca#ular! master! it consists of words, which

ha&e special features, when someone onl! %nowing the content words,

without %nowing the function words, and other components of words, he

or she will ne&er understand 'nglish sentences in paragraph, or in a

passage. 3a&ing lac% of &oca#ular!, students will #e difficult in expressing

their ideaA as well as the! will find man! difficulties in using language

s%ills. n enriching students &oca#ular! therefore, the first thing has to do

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#efore starting lessonA students are introduced with the new &oca#ular! in

the content of a passage.$s a result, &oca#ular! master! is the students a#ilit! in finding

out the words meaning in a sentence or paragraph, in the content,

functional words, idioms, and also phrasal &er#s. *he &oca#ular! master!

can #e enriched #! gi&ing a test to a student a#out words implementation,

la#eling a word to a picture, descri#ing someone or something, finding the

s!non!ms or anton!ms from the text passage.

7. ()ea!in" s!i

$s a matter fact, spea%ing is one of communication s%ills in which the

spea%er shares information while at the same heCshe also gets information from

the listener. ?or most people, the a#ilit! to spea% a language has often #een

&iewed as the most demanding of the other three s%ills. >ane! (199:18 as

5uoted #! a!i stated that Kspea%ing is the process of #uilding and sharing

meaning through the use of &er#al an nonB&er#al s!m#ols, in a &ariet! of context.D

! spea%ing someone can communicate his ideas or information, and share them

to others at an! situation a in a &arious contexts.

?lore@ (1999:2 stated that Kspea%ing is an interacti&e process of

constructing meaning that in&ol&es producing and recei&ing and processing

informationD. $ccording to aile! spea%ing is the producti&e auralCoral s%ill

which consists of producing s!stematic &er#al utterances to con&e! meaning.

)oreo&er,


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expressing idea and feeling through &er#al utterances at an! situations and in

&arious contexts.-pea%ing a language is reall! difficult for foreign language learners

#ecause effecti&e oral communication re5uires the s%ills to use the language

appropriatel! in social interactions. +e#ster (2/:920 stated that s%ill refer to

the a#ilit! to use ones %nowledge effecti&el! in doing something.

n order to spea% communicati&el! and effecti&el!, one should ha&e

spea%ing s%ill. -pea%ing s%ill has to #e learned, practiced and e&aluated o&er a

period of time. 3!per dictionar! (20 stated that spea%ing s%ill in is descri#ed

as an a#ilit! to spea% that has #een ac5uired #! training.

Learning to spea% a foreign language re5uires more than %nowing its

grammatical and semantic rules. Richards (22:24 stated that the learners must

also re5uire the %nowledge of how to the language in the context of structured

interpersonal exchange. *herefore, the students need explicit instruction in

spea%ing, which generall! has to #e learned and practiced.

Learning spea%ing s%ill is &er! challenging for students in foreign

language context, such as ndonesia. -tudents ha&e &er! few opportunities to use

the target language outside the classroom. *hat is the teachers role to facilitate

the communicati&e learning and teaching process so that the students can practice

and impro&e their spea%ing s%ill.?rom the a#o&e explanation we can conclude that spea%ing s%ill is ones

a#ilit! to perform and share meaning through the %nowledge of a language s!stem

in the form of oral acti&it! that has #een ac5uired #! practicing and training.

?rom a pragmatic &iew of language performance, listening and spea%ing

are almost alwa!s closel! interrelated. rown (24:14B1/= stated that Kas

spea%ing in producti&e s%ill that can #e directed and empiricall! o#ser&ed, the

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accurac! and effecti&eness of listening s%ill can comprise the &alidit! and

relia#ilit! of an oral production.D.n accessing the spea%ing s%ill, Fnderhill (24:9/ stated that there are

fi&e aspect should #e measuredA fluenc!, grammar, pronunciation, &oca#ular!, and

comprehension. rown (24:=0 stated that there are six cases to #e e&aluated in

accordance with the spea%ing assessmentA (1 grammar, (2 &oca#ular!, (8

comprehension, (4 fluenc!, (= pronunciation, and (/ tas% (accomplishing the

o#ecti&e of elicit tas%

1. ?luenc! according to #aile! (2=:= refers to the capacit! to spea%

fluidl!, confidentl!, and a rate consistent with the norm of the rele&ant

nati&e speech communit!. oponen in Louma (24: stated the

definition of fluenc! often include references to flow smoothness, rate

of speech, a#sence of excessi&e pausing, a#sence of distur#ing

hesitation mar%ers, length of utterances, and connectedness. n order

to decide the fluenc! le&el of a learner, 7a%ano in ouichi (2

stated that there are fi&e factors to #e anal!@ed:

*he total num#er of words spo%en in a fixed time.

*he num#er of silent pauses for thin%ing.

*he num#er of repetition of words, phrases, or clauses.

*he num#er of repair or reformulation for correction.

)ean length of utterance.2. *he second aspect of spea%ing s%ill is grammar. $lmost all spea%ing

criteria ma%e some reference to grammar, either as a part of holistic

description or it separate anal!tic rating criterion. 3owe&er, the

grammar that is e&aluated is assessing spea%ing should #e specificall!

related to the grammar of speech.

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8. *he third aspect of spea%ing s%ill is pronunciation which is including

features, &owels and consonants, and the stress and intonation

patterns. Louma (24:12 stated that pronunciation which, the sound

of speech can refer to man! features of speech stream, such as

indi&idual sounds.

4. )an! things scales for spea%ing include description of &oca#ular!

use. Hoca#ular! is the fourth aspect of spea%ing s%ill which related to

the words that are used #! the spea%er.=. *hu fifth aspect of spea%ing s%ill to #e assessed is comprehension

which is related to the a#ilit! to understand the utterances. Eenerall!

comprehension refers to the fact or grasping the meaning, nature, or

understanding.

*he aforementioned explanation of spea%ing aspects gi&es the

conclusion that there are fi&e important aspects to #e measured in the

spea%ing assessment, namel!: fluenc!, grammar, pronunciation,

&oca#ular!, and comprehension.

B. 0RA&E O0 THINKING

ased on theoretical studies in this research can #e structured in the

following frame wor% of thin%ing:

5. There are effect of )arents education $ac!"round and +oca$uar%

-aster% ato"ether to'ards students s)ea!in" s!i.

Parental education ma! dri&e the children to get the #etterment in

education. t means the more educated the parents, the more chance for the

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children to stri&e the #est in education. Parents will simpl! see that

children could #e their futuristic protot!pe.)eanwhile &oca#ular! master! is the students a#ilit! in finding

out the words meaning in a sentence or paragraph, in the content,

functional words, idioms, and also phrasal &er#s. *hrough a context of

communication, one cannot produce producti&e s%ill without ha&ing

sufficient %nowledge of &oca#ular!.

*hus, it is clear that parents education #ac%ground could

encourage the children to stri&e the #est achie&ement in learning. t could

happen since children will simpl! imitate what their parents did, especiall!

in education. ust li%e the pro&er#s sa!: li%e father li%e son. 6ne aspect of

education for this research is manifested through spea%ing s%ill.

*his condition would #e strengthened #! the existence of

&oca#ular! master!. -tudents could spea% easil! if their &oca#ular!

master! is sufficient, #ecause &oca#ular! master! is small part of sentence

which will #e uttered automaticall! in communication. $t the end, it is

#elie&ed that parents education #ac%ground and &oca#ular! master! could

#ring affirmati&e effects towards students spea%ing s%ill.

6. There is an effect of )arents education $ac!"round to'ards

students s)ea!in" s!i.

Parental education ma! lead the children to get the #etterment in

education. t means the more educated the parents, the more chance for the

children to stri&e the #est in education. Parents will simpl! see that

children could #e their futuristic protot!pe.

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Parents education #ac%ground will determine their future, which in

return will determine what %ind of education their children deser&e. !

ha&ing 5ualified education, it is hoped that their 5ualit! of education will

#e impro&ed either, especiall! in language. 6ne domain of language is

spea%ing s%ill. $s the conse5uences, the spea%ing s%ill could #e impro&ed

through the 5ualit! of education le&el.

-o it is announced that the parents education #ac%ground could

#ring affirmati&e effect towards students spea%ing s%ill.

7. There is an effect of +oca$uar% -aster% to'ards students

s)ea!in" s!i.

Hoca#ular! master! is the students a#ilit! in finding out the words

meaning in a sentence or paragraph, in the content, functional words,

idioms, and also phrasal &er#s. *hrough a content of communication, one

cannot produce producti&e s%ill without ha&ing sufficient %nowledge of

&oca#ular!.

*o #e a#le to spea%, students need not onl! &oca#ular! #ut also

%nowledge to appl! certain words so that their spea%ing s%ill could #e

impro&ed maximall!.

*hrough this research, it is assumed that the higher the students

a#ilit! in mastering the &oca#ular!, the higher the students spea%ing s%ill.

Hoca#ular! is the most important thing to achie&e to produce the good

spea%ing s%ill.

C. RE(EARCH H2POTHE(I(

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ased on the theories description and conceptual framewor%, the

h!pothesis can #e formulated as follows:

1. *here are effects of parents educational #ac%ground and &oca#ular!

master! towards students spea%ing s%ill.

2. *here is an effect of parents educational #ac%ground towards students

spea%ing s%ill.

8. *here is an effect of &oca#ular! master! towards students spea%ing s%ill.

CHAPTER III

RE(EARCH &ETHODO1OG2

A. P1ACE AND TI&E O0 RE(EARCH

5. Pace of research

*he research was conducted at the -tate unior 3igh -chools in

ndrama!u +est a&a. *he research was done purposi&el! to se&eral

schools (especiall! eighth grade students due to se&eral criteria:

a. *he schools are relati&el! good. *his school is designed for learners

who can create not onl! ha&e the intellectual capacit! #ut also ha&e

spiritual &alues. Researcher feels that these schools suit for conducting

the research.

#. *he schools are relati&el! close to #e reached #! researcher in charge

so hopefull! in time allotment there will #e no #arriers while

conducting the research.

6. Ti-e of research

*he research is scheduled to #egin in anuar! 21=, which #egins

with o#ser&ation. n terms of #ureaucrac!, researcher did not find an!

difficulties. 3ence this research could go on schedule naturall!.

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Ta$e 7.5The students Co-)osition of

(tate ,unior Hi"h (choo in Indra-a%u4 est ,a+a

N

o

(CHOO1

A&OUNT O0 (TUDENTTOTA1

#II #III I;

)$L' ?')$L' )$L' ?')$L' )$L' ?')$L'

1 -)P7 1 0 112 98 14 = 11 =91

2 -)P7 2 02 04 8 0= 00 4/9

Ta$e 7.6

Ti-e (chedue of Research

No Acti+it% Ite-s&onth

,an 0e$ &ar A)r &a% ,un

5. Pannin"

1.1. $rranging proposal

1.2. $rranging instrument

1.8. nstrument tr!out

6. I-)e-entin"

2.1. >ollecting data

2.2. $nal!@ing data

7. Acco-)ishin"

8.1. Reporting

8.2. Re&ising the report

8.8. ?inali@ing report

B. RE(EARCH &ETHOD

*his stud! emphasi@es on the effects of parentsM educational #ac%ground

and &oca#ular! master! altogether towards studentMs spea%ing s%ill. t means there

are two independent &aria#les and one dependent &aria#leA &aria#le N1, as the first

independent &aria#le (parentsM educational #ac%ground and &aria#le N2, as the

second independent &aria#le (&oca#ular! master! which ha&e interconnected and

influenced the &aria#le G as the dependent &aria#le

(-tudents spea%ing s%ill. *he method used is a sur&e! with multiBcorrelation

techni5ue.

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rx1x2

rx2y

Rx1x2y

rx1y

Parents Education Background (X1)

Vocabulary Mastery

(X2)

Students Seaking Skill (!)

*herefore, this research will #e seen clearl! throughout the research design

in the following figure:

0i"ure 7.5Research Desi"n

G J le&el of students spea%ing s%ill

rx1! J *he effects of parents educational #ac%ground

and &oca#ular! master! towards students

spea%ing s%ill.

rx2! J *he effect of &oca#ular! master! towards

students spea%ing s%illRx1x2! J *he effect of parents educational #ac%ground

and &oca#ular! master! towards students

spea%ing s%ill.

C. POPU1ATION AND (A&P1E

5. Po)uation

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$ccording to -ugi!ono (2:10 population is an area of

generali@ation which comprises o#ect or su#ect that has 5ualit! and

certain characteristic determined to #e anal!@ed and then made a

conclusion #! researcher. ?urthermore, ?raen%el and 7orman

(28:9/O90 find out that population is the larger group to which one

hopes to appl!Bthe result in other words. it is the group of interest to the

researcher. *he group to whom the researcher would li%e to generali@e the

results of the stud!, Population in this research is all -tate unior 3igh

-chools students grade eighth in +est a%arta.

6. (a-)e

?raen%el and 7orman (28:90 stated that sampling refers to the

process of selecting indi&iduals. -ample in a research stud! refers to an!

group on which information is o#tained. *he sampling techni5ue used for

this sur&e! research is a clusterBsimple random sampling it means

ta%ing a sample in cluster, random, and in a simple wa!. t is done #ecause

of the wide area and a great deal of population. $ccording to -e&illa

(2/:1/0B1/, the clusterBsimple random sampling is used in which

related to a geographic location of respondents where the! are in one

school selected randoml! as a cluster and regarded that the! ha&e an e5ual

position for rele&ant characteristics towards examined &aria#les. n

choosing the sample, there are two schools of two su#Bdistricts with an

accreditation chosen, namel!: -)P7 2/ and -)P7 219. $fter that, 8

students in each selected school #ecome samples. $s a result, / students

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in grade eighth in the odd semester, academic !ear 218 214 to #e the

samples in this sur&e! research.

D. TECHNI Educationa

Bac!"round

a. Conce)tua Definition

Parents educational #ac%ground is the formal education

experienced #! parents through elementar! education le&el (graduate from

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-


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Hoca#ular! master! is an a#ilit! of understanding words of

foreign language that someone has to #e explained or descri#ed to

someone else. $nd the others can understand what is #eing explained.

Learning &oca#ular! is important #ecause to #e a#le to spea%, write,

and listen nicel! we ha&e to %now &oca#ular! first. t means that in

learning &oca#ular! we ha&e to %now the meaning of a word and also

understand and can use it in sentence context.

$. O)erationa Definition

*o get studentMs data in &oca#ular!, a &oca#ular! test as

instrument has #een de&eloped. *he t!pe of test is in multiple choice

5uestions consist of 2 items with 4 options (a, #, c, and d. *he true

answer is gi&en point and the false answer is gi&en point. n this

instrument, the writer selects some of word lists stated in 'nglish

curriculum and the text #oo% used to teach in the class.

c. Bue)rint of Instru-ent

*he #lueprint of the instrument is presented as follows:

Ta$e 7.8

Bue)rint of #oca$uar% &aster% Instru-ent

No Indicator Nu-$er of


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4

-tudent is a#le to explain the meaning of

unfamiliar word and pro&ide se&eral

possi#le meaning B paraphrase

1/,10,1 8

=

-tudent is a#le to complete the sentence

with the right word B completion

19,2 2

TOTA1 ITE& O0 IN(TRU&ENT( 6@

7. Definition of De)endent #aria$e= ()ea!in" (!i


?lore@ (1999:2 defined spea%ing as an interacti&e process of

constructing meaning that in&ol&es producing and recei&ing and

processing information. -pea%ing is the producti&e auralCoral s%ill

which consists of producing s!stematic &er#al utterances to con&e!

meaning.

$. O)erationa Definition

6perationall!, in assessing the spea%ing s%ill, Fnderhill

(24:9/ stated that there are li&e aspects should he measuredA

fluenc!, grammar, pronunciation, &oca#ular!, and comprehension.

*hus, in measuring the spea%ing s%ill, the range of s%ill is set in the

following: = (outstanding, 4 (excellent, 8 (good, 2 (fair, and 1

(need impro&ement.

c. Bue)rint of Instru-ent

*he #lueprint of the instrument is presented as follows:

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Ta$e 7.9

Bue)rint of Instru-ent (tudents ()ea!in" (!i

No #aria$es Indicators

(corin

"

Tota

1 ?luenc! Student is able to speak fluently 1 B = 1

2 Erammar

Student is able to speak correctly

according to the grammar context

1 B = 1

8 Pronunciation

Student is able to use correct

pronunciation while speaking

1 B = 1

4 Hoca#ular!

Student is able to use various

vocabulary while speaking

1 B = 1

=

>omprehensio

n

Student comprehends what he said all

about

1 B = 1

T O T A 1 9

G. THE RE(U1T 0OR IN(TRU&ENT>( TR2 OUT

5. #aidit% Test.a. #oca$uar% &aster%

ecause the data is dichotomist, so the &alidit! for instrument

is measured #! using point bi-serial technique, and the formula is

stated as follows:

rbis=MpM1

Stxpqr#is J coefficient correlation of point #iBserial

)p J the a&erage score for those who got the correct answer

)1 J the a&erage of total score

-t J standard of de&iation of total score

p J le&el of difficult!

5 J 1 B p

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$fter conducting the first tr! out for this instrument to non

sample of 8 people, it is found that = items of instruments are in&alid.

*he! are num#ers: 1,18,1/,1 and 2.

*o ma%e the instrument &alid, all the in&alid items are re&ised

and replaced #! another items and reBtried out. Fntil all the items are

sentenced &alid (see appendix. *herefore, this instrument can #e used

as the tool of measurement in this research.

$. (tudent>s ()ea!in" (!i.

ind of &alidit! measured in this research is a &alidit! internal

consistenc! #! using Pearson Product Moment. *he result gained

through the measurement then is compared to rta#leof product moment.

f the ro#ser&ed is #igger than rta#le. hence the item of instrument is

sentenced &alid, or vice versa. *he &alidit! data is presented after all

the measurement is done completel!.

?or the studentMs s%ill in descripti&e writing instrument since

the data is dichotom!. -o the data would #e parametric. *hus, the

&alidit! test is done #! using correlation of product moment, which

the formula is presented as follows:

r= n XY X . XYn. X2( X)2n . Y 2(Y)2

+hich:

r J coefficient correlation of N and G

N J total score (for independent &aria#les

G J total score (for dependent &aria#le

7 J total of respondents

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$fter conducting the first tr! out for this instrument to non

sample of 8 people. t is found that one item of instruments is

in&alid. t is num#er 1.

*o ma%e it certain, the researcher needed to conduct another

tr! out for the instrument, until all the items are sentenced &alid (see

appendix. *herefore, the instrument can #e used as the tool of

measurement in this research.

6. Reia$iit% Test.a. #oca$uar% &aster%

*he relia#ilit! test for the instrument is gained through

calculation #! using the Spearman-Brown, which the formula is stated

as follows:

r= 2 r

12

(1

+r12)

3a&ing #een calculated #! using -P-- &ersion 1/. for

+indows, it is gained that the relia#ilit! score for the instrument is

.09, which means it is higher than .0. $s the conse5uence, the

instrument is sentenced relia#le and proper to #e used as tools of

measurement for this research.

$. ()ea!in" (!i

*he result for relia#ilit! test of this research, according to


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r11={ kk11 }

{1

S i2

St

2

}+hich means:r11 J relia#ilit! of instrument

J total of &alid items

S i2

J total of item &ariance

St2 J total of &ariance

f the coefficient of instrument of relia#ilit! is #igger than ./,

it means that this instrument is fairl! relia#le. ased on the calculation

of relia#ilit! for the instrument, it is gained the score of relia#ilit!:

.02. -ince the result is #igger than ./, it #rings conse5uences that

the instrument is relia#le and is a#le to #e used as a tool of

measurement for this research.

H. TECHNI


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Yi J total score from n to

n J total sample

#. )ode J b+P[ b1b1+b2 ]# J the #order of inter&al class and the most fre5uenc!

P J the swap of inter&al class

b1 J fre5uenc! of mode class B fre5uenc! of pre&ious inter&al

class

b2 J fre5uenc! of mode class B fre5uenc! of upcoming inter&al

class

c. )edian J b+P

[1

2

nF

]# J the under limit, where the median liesn J total data or sample

? J total of all fre5uencies #efore median classes J fre5uenc! of median class

d. -tandard of de&iation J Y2(Y)2

n

n t

Y2

J total score from n to

n J total sample

6. Prereuisite Tests for Data Ana%sis

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' J

{

k

yi2

(yi )2

n

}is called the sum of false s5uare, while % is

reBgrouping for data x.

res J yi2JK(b|a)JK(a) , is called the sum of residual s5uares,

JK(b|a )=b xi, yixi yin , is called the sum of regression s5uares

(b|a ) , JK(a )= yin , is called also the sum of regression s5uares (a.

*he score of ?o#ser&ed is then compared to the score of ?ta#le with

=5 .

*he criteria for linearit! test is if ?o#ser&ed S ?ta#le, it means the regression

line is linear.

7. Testin" H%)otheses

$fter all the prere5uisite tests fulfilled, which means that the data

need ad&anced processing, the following step would #e the test for each

h!pothesis. *his test is done #! using multiple correlation techni5ue. *his

test is done to find out the effects among &aria#les, namel!: parentsM

educational #ac%ground, &oca#ular! master! and studentMs spea%ing s%ill

whether partiall! or collecti&el!. *his test is performed #! using -P--

&ersion 1/. for +indows.

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I. (TATI(TICA1 H2POTHE(I(

*he h!pothesis for this research are stated as follow:

5. H%)othesis 5

3: 1J 2J there are no effects of parents educational

#ac%ground and &oca#ular! master! altogether

towards students spea%ing s%ill

31: 1T , 2T there are effects of parents educational #ac%ground

and &oca#ular! master! altogether towards students

spea%ing s%ill

6. H%)othesis 6

3: 1J there is no effect of parents educational #ac%ground


31: 1T there is an effect of parents educational #ac%ground


7. H%)othesis 7

3: 2J there is no effect of &oca#ular! master! towards

students spea%ing s%ill

31: 2T there is an effects of &oca#ular! master! towards

students spea%ing s%ill

+here:

1 J &aria#le coefficient for parents educational #ac%ground

2 J &aria#le coefficient for &oca#ular! master!

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