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THE CORRELATION BETWEEN LISTENING
COMPREHENSION AND SPEAKING ABILITY
(A Correlational Study at the 3rd Semester of English Education Department Students
of UIN Syarif Hidayatullah Jakarta Academic Year 2013/2014)
“A Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) In English Language Education
BY:
HAYIN AZIZAH
NIM: 109014000191
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
THE CORRELATION BETWEEN LISTENING
COMPREHENSION AND SPEAKING ABILITY
(A Correlational Study at the 3rd Semester of English EducationDepartment Students of UIN Syarif Hidayatullah Jakarta Academic Year
2013/2014)
“A Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) In English Language Education
Compiled by:
Hayin Azizah
Approved by:
Advisor I Advisor II
Ismalianing Eviyuliwati, M.Hum Zaharil Anasy, M.Hum
NIP.19740723 200003 2 001 NIP.19761007 200710 1 002
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiya and Teachers Training
certifies that the “Skripsi” scientific paper entitled, “The Correlation between
Listening Comprehension and Speaking Ability (A Correlational Study The
3rd Semester of English Education Department of UIN Syarif Hidayatullah
Jakarta)” written by Hayin Azizah, student’s registration number:
109014000191, was examined by committee on April 3rd 2014, and was declared
to have passed and have fulfilled one of the requirements for the degree of S.Pd.
(Bachelor of Arts) in English language Education at the Department of English
Education.
Jakarta, April 17th 2014
EXAMINATION COMMITTEE
Chairman : Drs. Syauki, M.Pd. (……………………..)NIP. 19641212 199103 1 002
Secretary : Zaharil Anasy, M.Hum. (……………………..)NIP. 19761007 2007101 002
Examiner I : St. Nurul Azkiya, M.Sc, Ph. D. (……………………..)NIP. 19760511 200501 2 003
Examiner II : Drs. A.M. Zaenuri, M.Pd. (……………………..)NIP. 19530304 197903 1 001
Acknowledged byThe Dean of Faculty of Tarbiya and Teachers Training
Nurlena Rifa’i, MA, Ph.D.Nip. 19591020 198603 2 001
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praised is due to Allah, Lord of the world, who has given the writer
love and blessing to finish her last assignment in her study, “Skripsi”. Peace and
salutation be upon to the prophet Muhammad SAW, his family, his companion,
and his adherence.
It is a pleasure to acknowledge the help and contributions to all of
lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which
will be presented to the Faculty of Tarbiyah and Teachers Training in partial
fulfillment of the requirement for the degree S.Pd. (Bachelor of Arts) in English
Language Education.
The first, she would like to give her sincere thanks to her advisorsMrs.
Ismalianing Eviyuliwati, M.Hum and Mr. Zaharil Anasy, M.Hum who have given
the writer precious help, the guidance, and the advices patiently during the
completion and the development of the study.
Then, the writer also realized that she will never finish this paper without
the help of some people around her. Therefore, the writer would like to give her
gratitude and appreciations to:
1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and
Teachers Training Syarif Hidayatullah State Islamic University
Jakarta.
2. Drs. Syauki, M.Pd, as the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education
Department.
4. All lecturers in English Education Department who always give
motivation and valuable knowledge during her study.
vi
5. Mr. Dr. Atiq Susilo, M.A, as the lecturer of speaking III of English
Education Department.
6. Mrs. Neneng Sunengsih, M.Pd, as the lecturer of Listening III of
English Education Department.
7. All Classes of the third semester of English Education Department
Academic Year 2013/2014, as the participants of this research.
8. All of her friends in English Education Department 2009 academic
year, especially E class and her friends (Bayyini, Sari, Reni, Trianti,
Hari, Arif, and Zen).
The words are not enough to say any appreciation for their help
and contribution in this paper. May Allah, the Almighty bless them all.
Moreover, the writer also realized that this paper is far from perfect. It
is a pleasure for her to get critiques and suggestions to make this paper
better.
Ciputat, 4th February, 2014
The writer
vii
TABLE OF CONTENTS
APPROVAL ................................................................................................... i
ENDORSEMENT SHEET ........................................................................... ii
ABSTRACT ................................................................................................... iii
ABSTRAK ..................................................................................................... iv
ACKNOWLEDGEMENT............................................................................. v
TABLE OF CONTENTS............................................................................... vii
LIST OF TABLE .......................................................................................... ix
LIST OF APPENDICES .............................................................................. x
CHAPTER I: INTRODUCTION ................................................................. 1
A. Background of the Study................................................................ 1
B. Identification of Problem ............................................................... 3
C. Limitation of the Problem .............................................................. 4
D. Formulation of Problem ................................................................. 4
E. Objective of the Study ................................................................... 4
F. Significance of the Study ............................................................... 4
CHAPTER II: LITERATURE REVIEW.................................................... 5
A. Listening......................................................................................... 5
1. The Nature of Listening Comprehension................................. 5
2. The Types of Listening ............................................................ 8
3. The Processes of Listening....................................................... 8
4. Some Problems in Listening .................................................... 9
5. The Testing of Listening .......................................................... 10
B. Speaking......................................................................................... 11
1. The Nature of Speaking ........................................................... 11
2. The Ability of Speaking .......................................................... 13
viii
3. The Processes of Oral Production Skill ................................... 14
4. Some Problems in Speaking .................................................... 15
5. The Testing of Speaking Skill ................................................. 17
C. The Correlation Between Listening Comprehension and Speaking
Ability ............................................................................................ 20
D. Previous Studies ............................................................................. 22
E. Theoretical Thinking...................................................................... 23
F. Hypotheses ..................................................................................... 25
CHAPTER III: RESEARCH METHODOLOGY ..................................... 26
A. Research Method and Design ........................................................ 26
B. Place and Time of the Research ..................................................... 27
C. Population and Sample .................................................................. 27
D. Instruments of the Research ........................................................... 28
E. Technique of Data Collection ........................................................ 28
F. Technique of Data Analysis .......................................................... 29
G. Statistical Hypotheses .................................................................... 31
CHAPTER IV: RESEARCH FINDINGS ................................................... 32
A. Data Description ............................................................................ 30
B. Data Analysis ................................................................................ 39
C. Data Interpretation ......................................................................... 43
CHAPTER V: CONCLUSION AND SUGGESTION ............................... 44
A. Conclusion .................................................................................... 45
B. Suggestions .................................................................................... 45
BIBLIOGRAPHY ......................................................................................... 47
APPENDICES ................................................................................................ 50
ix
LIST OF TABLES
Table 2.1 David P. Harris’ Scale Rating Scoresof Oral Test ........................... 18
Table 3.1 The Score of “r” Product Moment ................................................... 30
Table 4.1 Score of Students’ Listening Comprehension (X Variable) ........... 32
Table 4.2 Descriptive Statistic of Listening Scores ......................................... 34
Table 4.3 Score of Students’ Speaking Test (Y Variable) ............................... 35
Table 4.4 Final Scores of Speaking Test.......................................................... 36
Table 4.5 Descriptive Statistic of Speaking ..................................................... 38
Table 4.6 Data Analysis Table ......................................................................... 39
Table 4.7 SPSS Correlation Table ................................................................... 41
Table 4.8 Interpretation Table.......................................................................... 44
x
LIST OF APPENDICES
APPENDIX 1 Rating Scale of Speaking Score ............................................... 50
APPENDIX 2 Gained Scores of Speaking....................................................... 55
APPENDIX 3 Students’ Listening Comprehension Score .............................. 57
APPENDIX 4 Speaking Test ........................................................................... 59
APPENDIX 5 Transcript of Students’ Oral Test ............................................. 60
APPENDIX 6 Output SPSS of Students’ Listening Score .............................. 62
APPENDIX 7 Output SPSS of Students’ Speaking Score .............................. 63
APPENDIX 8 Output SPSS of Correlation ..................................................... 64
APPENDIX 9 Listening Syllabus .................................................................... 65
APPENDIX 10 Speaking Syllabus .................................................................. 68
1
CHAPTER I
INTRODUCTION
A. Background of the Study
One of the most popular languages in the world is English. It is very
popular among people in every country, and so is our country – Indonesia.
English becomes popular because English is a medium of communication for
people in some developing countries and becomes an international language.
“By the end of the twentieth century English was already well on its way to
becoming a genuine lingua-franca, that is a language widely used for
communication between people who do not share the same first (or even
second) language.”1 Therefore, that is not an odd that English becomes the
most interesting language that people want to learn.
In this era, which is well known as globalization era, English is such a
need to learn. The reason of why it is such a need to learn because it is a
language of trade, education, and technology; where people live with these
three in daily life. For the need of it nowadays, English becomes a
compulsory subject in schools; and English courses are spread everywhere in
this country to make people master it.
In this country, English is learned as foreign language. The process of
foreign language learning is the same as learning mother tongue; it starts from
listening. “The first step in speech perception is the auditory step, in which in
this step, listening has an important role to receive the information. Moreover,
in this step, human beings receive utterances in un-instantly. Sounds of the
utterances that are heard will be saved in the memory.”2 What comes after
listening ability is speaking. Speaking often becomes the icon of students’
success in learning language. It is no wonder that some teachers emphasize
their students to speak without considering the students’ readiness. It may
1 Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: PearsonEducation Limited, 2007), p.13.
2 Soejono Dardjowijojo, Psikolinguistik Pengantar Pemahaman Bahasa Manusia,(Jakarta: Yayasan Obor Indonesia, 2005), p.50.
2
difficult for beginners because speaking need language competence in order
to produce speech. Besides, speaking another language may be difficult for
foreign language learners because the target language is not exposed as much
as possible and the chance to use target language is sometimes limited.
In listening activity, people have to decode the meaning of language
before they produce the language. The speech they listened will help them
build understanding the language that they will produce in the future. Rost in
Nunan stated that “Krashen claimed that comprehension is necessary in order
for input to become 'intake', i.e. language data that is assimilated and used to
promote further development.”3 Likewise, people know how to make sounds
after they have listened to the sound they heard. Moreover, the sounds that
people listen will be the standard of how they will imitate in speaking. This is
proved by deaf cannot speak well because they cannot listen well. They
cannot speak in proper way because they do not receive any input through
their listening; so they do not know how to speak in proper way.
In non-native speaking country, foreign language will not be exposed
as much as the native one. It means that foreign language learning may
happen at school and private courses (optional). However, to learn another
language, people need exposure of the language they learn. People master
their native language because they live in the environments which expose a
lot of their native language. Therefore, exposing the target language makes
the language become familiar and understandable to the listener and they can
use the language later on.
An experience of the researcher, there are some students who are
really fluent in speaking English when she attended Micro Teaching class in
the 7th semester of English Education Department (EED) at UIN Jakarta.
When the teacher asked them how they can get such a good pronunciation
and fluency in speaking English, some of them answer that they often listen
to English songs and the other ones answer that they often watch English
3 David Nunan & Ronald Carter, The Cambridge Guide to Teaching English to Speakersof other Languages, (Cambridge: Cambridge University Press, 2001), p.7.
3
movies and often imitate how the native speakers speak from the movie.
Some researches show that the ability to comprehend speech through
listening can affect speaking ability. Maesaroh found out through her research
on 2006 that students who have good score at listening also have good score
at speaking. Another one is Budianto; he also found that students who have
ability of listening have good performance in speaking. Knowing this
phenomenon, the researcher was curious about her friends’ listening skill and
assumed that there are good in their listening. Then, the researcher
investigated them about their listening score. As the result, not only had they
speaking fluency, but they also got good score at their listening subject. After
the investigation, the researcher assumed that students who speak English
fluently are the result of good listening skill. On the contrary, there are some
students who have good score at listening subject but they do not speak as
much as the students who are investigated before. The researcher found
quotes of Wong which stated that “knowing a language rule does not mean
one will be able to use it in communicative interaction.”4 In other words, the
fluency of ears does not always reflect the fluency of tongue. This
phenomenon leads the researcher to conduct a research with the title: The
Correlation between Listening Comprehension and Speaking Ability (A
Correlational Study at the 3rd Semester of English Education Department
Students of UIN Jakarta).
B. Identification of the Problem
1. Speaking in target language is difficult for beginners.
2. Some people got difficulties to speak in target language because it is
less exposed in non-native speaking country.
3. Because speaking is seen as the icon of the success of language
learning, some teachers emphasize their students to speak without
considering the students’ readiness.
4 Wynne Wong, Input Enhancement (From Theory and Research to the Classroom),(New York: McGrow-Hill, 2005), p.16.
4
4. Language exposure through listening is important to improve speaking
skill but it still happened very little in non-native speaking country.
5. Some students are good in listening but they still speak English very
little.
C. Limitation of the Problem
Avoiding of being too broad, the study was focused to observe the 3rd
semester of EED students of UIN Jakarta, academic year 2013/2014. This
study was focused on observing students’ ability to speak in groups and
observing their ability to respond to their interlocutors.
D. Formulation of the Problem
Based on the problem that the writer has explained briefly in the
background of the study, the writer chooses one problem to be researched and
the research question can be formulated as: “Is there any significant
correlation between listening comprehension mastery and speaking ability?”
E. Purpose of the Study
This study was conducted in order to know to what extend the
correlation between listening comprehension and speaking ability. Moreover,
this study was conducted to get the empirical data about the correlation
between listening comprehension and speaking ability.
F. The Significance of the Study
By conducting this research, the researcher hopes that her research
will give valid information about the correlation between listening and
speaking. The researcher also hopes that the result of this study will become
input to English teachers and also English learners for their teaching and
learning.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Listening
1. The Nature of Listening Comprehension
Human beings start listening since they were babies. They can
listen before they can start bubbling. Listening is the first skill they have.
Since in the womb, babies could listen to what their mothers says to them.
The ability of the babies to listen sounds and speech make them know how
to speak later on. Listening is an activity of giving attention in order to get
some information of what the speakers are saying. Due to its process, it is
called as a receptive skill, in which in this activity people decode the
meaning of what they listen to. Although listening is a receptive skill,
Harmer stated that it involves active participation in language acquisition.1
Listening has active participation because in listening process, the listeners
have to cope meaning as much as possible. It means that many students
may cope the meaning of the spoken language more than they produce.
Student with good listening will make some responds that they get the
point of the speakers and it will make the conversation keep going on. On
the contrary, students who do not have good listening skill will make the
conversation stuck because they cannot listen well to reply the speakers.
To listen well, students have to comprehend the meaning of the
spoken language. To comprehend means to understand completely. To
comprehend is not only a matter of knowing the meaning of the spoken
language but it includes the matter of knowing the context of the spoken
language. To comprehend something spoken by someone needs a total and
complete understanding. It can be said that understanding is to know the
meaning of something that someone says, and to comprehend the meaning
1 Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Longman,1991), p.181.
6
of something needs a skill in order to reach the ability to understand
completely to what have spoken by the speakers. The example is like the
word “mad”. It contains more than one meaning that the listeners should
comprehend carefully. The meaning of the word “mad” can be “mentally
ill” and can be “angry”,2 it depends on the context. It is clearly explained
from the definition above that comprehension needs the ability to
understand on something.
The meaning of two terms –listening and comprehension- lead the
writer to define listening comprehension is the way of understanding
completely the spoken language through listening and then making up the
meaning of the language being spoken by the speakers. Some experts of
language teaching define the term listening comprehension in some ways.
Richard stated that “Listening comprehension is the process of
understanding speech in a first or second language.”3 Thus, listening and
listening comprehension actually have the same meaning because listening
always needs comprehension, so the listeners understand completely the
information they seek to know. Richard stated that “Listening and
listening comprehension are synonymous. This view of listening is based
on the assumption that the main function of listening in second language
learning is to facilitate understanding of spoken discourse.” 4 Another
statement is stated McDough that “Listening comprehension, then, is not
only a function of the interplay between language on the hand and what
the brain does with it on the other; it also requires the activation of
contextual information and previous knowledge.”5
As what have been stated by McDough and Shaw above, listening
is not just hearing the sounds. The activity of listening needs the activation
2 Cambridge Advanced Learners Dictionary (Third Edition)3 Jack. C. Richard & Schmid, Longman Dictionary of Language Teaching and Applied
Linguistics, (London: Pearson Education Limited, 2002), p.313.4 Jack C. Richards, Teaching Listening and Speaking From Theory to Practice, (New
York: Cambridge University Press, 2008), p.3.5 Christopher Shaw Jo McDonough, Material and Method in ELT, Second Edition, (A
Teacher’s Guide) (Cornwall: Blackwell Publishing, 2003), p.123.
7
of the understanding to the context that being spoken by the speakers and
the background knowledge in order to get a complete understanding. To
comprehend the spoken language well, teachers may use the exposure of
the target language as much as possible. Exposing language means
showing students how the target language is spoken and used. To expose
target language in the classroom, teachers can give them records to be
listened and teach them using the target language.
In listening activity students listen to spoken language in which
spoken language is little bit different to the written one. Spoken language
has some features like incomplete sentences, the using of clauses, and
repetitions. These phenomena occur because people speak with their styles
and as long as the listeners understand what the speakers say, the language
is complete. It is different to the written language. Written language need a
complete utterances in sentences or the written language will make
fragments or other mistakes. Like what has been stated by Harmer that
“Listening is special too because spoken language, especially when it is
informal, has a number of unique features including the use of incomplete
utterances (e.g. ‘Dinner?’ serving as a perfectly functional way of asking
‘is dinner ready?’ repetitions (e.g. ‘I’m absolutely sure, absolutely sure
you know that she’s right’), hesitations (e.g. ‘Yes, well, ummm, yes,
possibly, but, er….’) etc.” 6 These examples may occur when students are
asked to listen to the spoken language then they are asked to write down or
choose the correct answers correspond to what the speakers says. This
activity sometimes takes extra effort for those students who are not
familiar to the spoken language being said in the form of short or long
dialogue and monologue. For this, the writer says that listening activity
takes extra effort because the students have to listen and comprehend the
foreign language then they have to infer or conclude what they have heard
in order to answer the exercise of listening activity.
6 Jeremy Harmer, How to Teach English, (England: Pearson Education Limited, 2000),p.99.
8
2. Types of Listening
People have their purpose in doing something, so does in listening
activity. In a condition, people need listening for the purpose of their
curious or desire to know the information of what they listen. However,
there is a situation when people need to listen in order to keep interaction
between two people or more go on. Nation and Newton divide the types of
listening into two types:7
a. One-way listening (transactional listening)
This type of listening is associated with the transfer of information. It is
the process of the information is being transmitted like the activity of
listening to some teaching materials that given by the teachers.
b. Two-way listening (interactional listening)
This type of listening is associated with keeping the social relations. It
means that two-way listening is the activity of listening in everyday life
such as when people listen to their interlocutor in order to reply them in
conversation.
3. Processes of Listening
Listening itself is a process of interpreting meaning of the spoken
language. Farrel states that there are two process in meaning interpretation
activity that happens in listening. These processes are:8
a. Top-down Process
Top-down listening is a point of view that sees listening is a skill that built
up from complex skill in which the listeners use what they know of
communication context –the situation which cause language be used- to
predict what the message will contain. It involves the listeners in going
from the whole –their prior knowledge- to the parts. On the other words,
7 I.S.P. Nation & J. Newton, Teaching ESL/ EFL Listening and Speaking, (New York:Routledge, 2009), p.40.
8 Thomas S.C. Farrel, Succeeding with English Language Learners, (Thousand Oaks:Corwin Press, 2006), pp.108-109.
9
top-down process refers to the use of background knowledge in
understanding meaning of a message.
b. Bottom-up Process
Bottom-up listening is the process of listening where the listeners
assemble the message piece-by-piece by the speech stream, going from the
parts to the whole. On the other words, bottom-up listening is the process
of listening which use the incoming input as the basis for understanding
message.
4. Some Problems in Listening
Being learned as a foreign language, English is sometimes not
familiar or even a new language for those students who learn English in
this country. Learning a new language means learning a new system of the
new language. Therefore, it is not an odd that students face some problems
in the learning process. Why does the writer state that learning English can
lead some problems?
a. Problems in New Sound System
English has unpredictable pronunciation and spelling. The written
forms are usually different and the pronunciation that people used to know
give them confused when they find a word with different way to be
pronounced and not like they used to know. This may be difficult to some
students to listen and to figure out the written form to process the meaning
of what the speakers are saying. For the example is the word “enough” the
/gh/ is pronounced as /f/ like in the word “fish”, “blood” is not pronounced
like “book” because the /oo/pronounced by /Ʌ/.This kind of sounds is not
found in Indonesian language system, so this may confuse English foreign
learners listening to this kind of sounds. Like what stated by Penny Ur that
English language learners may have difficulty when the new sound does
not exist in the native language.9The more different the foreign language
9 Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge UniversityPress, 2009), p.11.
10
system to native language the more difficulties the learners will face.
Nation stated that “learners’ first language can have major influence on
learning the sound system of another language”.10 It influence since the
speaker typically pronounce the foreign language like a substitution of
their natives. This may become a long-term difficulty for language learners
if they do not notice the language system carefully.
b. Problems in New Vocabularies
Understanding other language vocabulary is very gradual process
and it is partly a matter of time. Vocabulary activation is very important in
listening process. It will very useful to comprehend the speech being
spoken by the speakers. Comprehending the meaning of spoken language
is not gotten by translating word to word from foreign language to the
native one, but it tends to know the purpose and the context of the spoken
language.
In vocabulary aspect, English has too many idioms. English native
speakers tend to use idioms rather than the usual form that the foreigners
know and the meaning is really different from the words formed of, such
as the use of hang up, look after, break up, break down, etc. English also
has too many exceptions in which in every rule in English has exception
such as collocation. “Collocation refers to the degree to which words tend
to appear together.”11For the example is the word quick, fast and rapid,
these three words have the same meaning but the word food can only be
attached to the word fast (fast food) and cannot used quick or rapid. Those
exceptions above can lead students’ errors in listening because the students
can only listen and not look at the written form of what they listen.
5. The Testing of Listening
Like other language skills (speaking, reading, and writing), the
listening skill can be tested. The testing of listening can be such as
10 Nation & Newton, Op. cit., p.8.11 Don Snow, From Language Teachers to Language Learners, (Alexandria: TESOL,
2007), p.172.
11
understanding utterances, implying, and sometimes making inference of
the spoken language. Although listening skill is usually correlates to
speaking, it is possible to separate these two skills in testing in order to
make the test more focused on one skill. Heaton stated that “Although the
auditory skills are closely linked to the oral skills in normal skill situation
it may sometime to separate the two skills for teaching and testing.”12
A good listening test is if the test that is tested is on a recording.
The reason is because the recording has higher reliability than non-
recorded. Nation stated that “A listening test will be more reliable if the
material that the learners listen to is on tape. The tape recording ensures
that whenever the test is used, the speed of the speaking and the accent
will be the same.”13
B. Speaking
1. The Nature of Speaking
One of the skills learned in language learning is speaking. Having
the ability to speak is considered as the successful of language learning.
The reason is because speaking may need courageous for language
learners. It takes courageous because speaking is not only producing
sounds, but it needs the knowledge of how to pronounce, to deliver
meaning, and to turn ideas into words. Speaking has some sub-skills and it
also may become essential for learners in language learning.
Hughes stated that “Speaking is not a discrete skill.”14 It cannot
stand alone because some complex activities or sub-skills such as
vocabulary mastery, grammar competence, comprehension, inputs of
language, phonology, and pronunciation are included. People speak using
words in which the words have meaning that the speakers have to choose
12 J.B. Heaton, Writing English Language Tests, (New York: Longman, 1995), p.64.13 I.S.P. Nation, Teaching Listening and Speaking, (Wellington: Victoria University,
1995), p.186.14 Rebecca Hughes, Teaching and Researching Speaking, (Harlow: Pearson Education,
2002), p. 6.
12
and use them appropriately and of course this activity needs a skill in
choosing and using the proper ones. Not only does the word order that
people should notice, but the knowledge of how to pronounce words is
also should be noticed in speaking. The reason of why pronunciation
should be noticed because in speaking in foreign and second language the
written form and the pronunciation are far different. Those sub-skills are
merely needed for successful of communication activities.
Speaking, according to Bygate in Nunan “Speaking is typically
reciprocal: interlocutors are normally all able to contribute simultaneously
to the discourse, and to respond immediately to the each other’s
contributions.”15 The brief explanation about speaking above inspires the
writer that in speaking, speakers produce language which has meaning in
order to express some ideas or thoughts. In other words, people speak in
order to express their ideas and in order to give information to who they
talk to. This means that speakers need listeners to keep the conversation
going. Speakers and listeners are interchangeable in their roles. In
communicative activities, speakers are listeners at the same time because
speakers need listeners to listen what they are saying and listeners need
spoken language from the speakers to be listened to or to be reacted to
what they have heard. When speakers and listeners do their roles in
conversation, the conversation will keep going on. This is because
listening and speaking are interconnected in which the listener listen to the
speaker and make a reaction. Therefore, the comprehension of listening is
a way to the listener and the speaker keeps going on a conversation.
In language learning, speaking may essential for learners. Horwitz
stated that “speaking is the hallmark of second language learning.
Although some learners may have personal goals for language learning
that do not include speaking, most educators accept speaking as an
15 Nunan, Op. Cit., p.7.
13
essential goal of language learning and teaching.”16 Speaking becomes
essential because it is the skill which people can see directly that the
learners of a language are succeed. People may judge that the successful of
language learning is when the learners can produce the language they are
learning. Like what stated by McDough and Shaw “In many contexts,
speaking is a skill upon which person is judged ‘at face value’.17 In other
words, people may sometimes make judgment about language competence
from speaking skill rather than any other skill. Moreover, Farrel, stated
that “One of the main sources of evidence of language competency is the
ability to speak the language you are learning.”18Therefore, speaking can
be a direct judgment for language learners, because speaking performance
can define the knowledge of the speakers in using the language.
2. The Ability of Speaking
As what have been discussed above, the ability of speaking is the
language skill that is seen as the evidence and the hallmark of language
teaching and learning. Discussing about speaking ability, the question that
may appear is to what extend learners can be judged that they have ability
in speaking?
Woods stated that “Speaking effectively depends very much on the
speakers’ ability to interact with an interlocutor.”19Another statement is
stated by Linder that the “Communicative competence is measured
according to the degree of fluency with the spoken language, but it also
includes comprehension of that language in real-life situation.”20 Referring
to the statements of Woods and Lander, it can be concluded that the ability
16 Eliane K. Horwitz, Becoming A Language Teacher (A practical Guide to SecondLanguage Learning and Teaching, (Boston: Pearson Education Inc., 2008), p.91.
17 McDough& Shaw, Op. cit., p.6.18 Farrel, Op. cit., p.8.19 Caroline Woods, Teaching and Assessing Skills in Foreign Languages, (Cambridge:
Cambridge University Press, 2005), p.41.20 Cathy Lander, Oral Communication Testing (A Handbook for the Foreign Language
Teacher, (New York: National Textbook Company, 1977), p.5.
14
of speaking is the ability to speak and interact with the interlocutor with
fluently and comprehensibly.
In classroom, speaking activities may happen to practice
communicative competence. Ur stated some characteristics of a successful
speaking activity such as bellow:21
a. Learners talk a lot. As much as possible of the period of time
allotted to the activity is in fact occupied by learner talk. This may
seems obvious, but often most time is taken up with teacher talk or
pauses.
b. Participation is even. Classroom discussion is not dominated by a
monitory of talkative participants: all get chance to speak, and
contributions are fairly evenly distributed.
c. Motivation is high. Learners are eager to speak: because they are
interested in the topic and have something new to say about it, or
because they want to contribute to achieving a task objective.
d. Language is of an acceptable level. Learners express themselves in
utterances that are relevant, easily comprehensible to each other, and
of an acceptable level of language accuracy.
3. Processes of Oral Production Skill
Speech, like written language, needs to be processed. People speak
what they have in their mind. There are some phases in speaking
processes:
a. Conceptualization
“Conceptualization is a phase of forming ideas (what is going to be
spoken) or principles in the mind.”22 During this phase the intention is
conceived. This phase is also known by the lexical level. In lexical
level is the stage of brain conveys meaning of a word. For the example
21 Penny Ur, A Course in Language Teaching (Practice and Theory), (Cambridge:Cambridge University Press, 1996), p.120.
22 Michael H. Long and Chaterine J. Doughty, The Handbook of Language Teaching,(Oxford: Blackwell Publishing, 2009), p.419.
15
is when someone figures out “Goat”, there will be an activation of the
lexical module carrying all the features of goat.
b. Words Level
The words level is the level of carrying the meaning of
words.23The meanings of the words are carried out based on the
syntactic frame. It is the process of the mind to arrange meaning from
the smallest unit of the words into sentences.
c. Articulation
This phase is the phase of turning the idea or concept into a spoken
word.24 This phase of oral production requires matching the syntactical
elements from the words level to the sound that make up the language.
4. Some Problems in Speaking
Speaking in target language needs skills since speakers need to
know the vocabularies and to know how to use the language, so the
interlocutors could understand the speakers. Some learners may be
reluctant to speak. Nation found some possibilities that make some
learners have no willingness to speak:25
a. Inadequate Vocabulary
Vocabulary is needed since it is the thing that the speakers are
going to produce. It also that learning foreign language involves learning
thousands of words. The lack of vocabulary may cause learners choose to
make no sounds in speaking class. To be functional, students need a
relatively small fund of words that they know well and can use
productively in speaking. The teachers’ role is facilitating students to
study and to provide them vocabularies to study.
b. Inadequate Control of Grammar
23 Jean Berko Gleason & Nan Bernstein Ratner, Psycholinguistic, (Second Edition,(Florida: Harcourt Brace Collage, 1998), p.337.
24 Ibid.25 Nation & Newton, Op. Cit., p.8.
16
Some learners who are not good in grammar may be reluctant to
speak. However, it is not absolutely that students with good grammar
knowledge are good is speaking. At least, students with good grammar
knowledge are more encouraged than who do not. Understanding grammar
can be a way for learners to produce language. Due to understanding
grammar is understanding rules and patterns of foreign language, the
learners can use the rules and the patterns of language they know to
produce language. Snow stated that “understanding English grammar rules
can help students both produce and understand English more accurately.”26
This means that learning grammar will make the learners understand
foreign language more accurate.
c. Lack of Fluency
Fluency is a skill aspect of language. It is a skill in which the
speaker of a language speaks easily. Guillot defined fluency as “fluidity”,
the absence of hesitation.27 Fluency involves and is extended to the
comprehension of the speech. Learners with lack of fluency may get
reluctant to speak because they realize that they do not have fluency in
speaking. This may make them choose to make no participations in
speaking. The teachers should know and aware to this situation. This
condition can be seen when students make such periods or “wait time” to
see if the learners are able to construct a spoken sentence. If the cause like
this happens, it may be that the learners are lack of fluency in speaking.
d. Shyness
Some students may be shy to speak or unconfident to do it. This
may occur because of fear and negative experience. Students fear to take
risks for making any mistakes and errors in speaking. Moreover, what
makes some students being anxiety is bad experience they have. They may
have negative experience like making mistakes in pronouncing the words.
26 Snow, Op.cit., p.11.27 Marie-Noelle Guillot, Fluency and its Teaching, (Philadelphia: Multilingual Matters
LTD, 1999), p.11.
17
Therefore, sometimes some students choose to be passive in speaking
class.
e. Lack of Encouragement
It takes some courageous to start speaking in another language.
Some learners may be reluctant to speak because they feel discourage to
speak in front of whole class. Another, they may feel inconvenient to
speak because they feel that they do not have any chances to speak. The
teachers should see and be aware of this. This may make the students to be
passive in classroom activities. The solution of this is the teacher should
make groups or pairs, so they are motivated to speak.
5. The Testing of Speaking Skill
Testing speaking skill seems to be challenging because the oral
production test has a high subjectivity28. It tends to be subjective because
it tested orally and assessing spoken language is so difficult because in this
test we have to discriminate whether or not the speakers have the ability to
speak the target language. For this reason, in testing speaking, to be wise is
a must to make the test valid and reliable. Moreover, the evaluation of
speaking needs some guidance or scales of to what extend people have the
ability to speak in foreign language. It needs guidance to let the testers
have a standard that have to be required by the test takers.
According to Harris, there are some components that are scored in
speaking test. The components that have to be scored are pronunciation,
grammar, vocabulary, fluency, and comprehension.29 Then, the criteria of
speaking assessment are adapted from Harris’s speaking rubrics. The
components of the score are illustrated such as bellow.
28 Heaton, Op. cit., p.12.29 David P. Harris, Testing English as a Second Language, (New Delhi: Tata Mc.Graw-
Hill, 1969), p.84.
18
Table 2.1
Speaking Rubrics
No. Criteria Scale Description
1 Pronunciation 5 Has little foreign pronunciation.
4 Clear enough to be understood.
3The pronunciation leads to
misunderstanding.
2Very hard to understand. Must
frequently be asked to repeat.
1 Unclear pronunciation
2 Grammar5
Makes only little error on grammar
and word order.
4Occasionally makes errors and
unclear meaning.
3Makes frequent errors of grammar
and word order.
2Grammar and word-order errors
make comprehension difficult.
1Makes some errors in grammar
which leads to unclear meaning.
3 Vocabulary5
Use of vocabulary and idioms like
native speakers.
4 Sometimes uses inappropriate terms.
3Frequently uses wrong words /
Inadequate vocabulary.
2Misuse of words and very limited
vocabulary.
1Vocabulary limitations so extreme
and impossible to make conversation.
19
4 Fluency5
No hesitation in speaking like the
native speakers.
4Speed of speech seems to be slightly
affected by language problems.
3
Speed and Fluency are rather
strongly affected by language
problems.
2Usually hesitant: often forced into
silence.
1Speech is so halting (stop moving) &
impossible to make conversation.
5 Comprehension5
Appears to understand everything
without difficulty.
4
Understand nearly everything at
normal speed, although occasional
repetition may be necessary.
3Understanding with slower than
normal speed with repetitions.
2Has great difficulty following what is
said & needs frequent repetitions.
1Cannot be said to understand even
simple conversational English.
Adapted from David P. Harris: Testing English as a Second Language
The rubric above is used to reduce the subjectivity of the test. In case, to
judge the skill that the students have is not easy to do because judgments are
sometimes subjective. For the example is discriminating the skill of grammar;
once it can be judged good, but the criteria of “good” itself is an opinion or a point
of view. Therefore, to assess the performance of speaking will be better if the
assessor is two or more assessors.
20
C. The Correlation between Listening Comprehension and Speaking Ability
As what have been explained above, speaking need complex skills to
be learned and it also takes courageous. It means that speaking in target
language may not easy to some learners. There is a skill which correlates to
the process of speech production.
Snow stated “Listening is the language skill used most often and the
channel through which students get much of their language input.”30 Not only
can listening activity be a native exposure for students, but listening also can
be used for teacher in developing students’ pronunciation. The better the input
that the listeners get, the better the pronunciation will be. Harmer stated
“Listening is good for our students’ pronunciation too, in that the more they
hear and understand English being spoken, the more they absorb appropriate
pitch and intonation, stress and the sounds of both individual words and those
which blend together in connected speech.”31 However, Broughton and friends
argued that “Good a student may be at listening and understanding, it need not
follow that he will speak well. A discriminating ear does not always produce a
fluent tongue.”32 Wong also argued that having a good listening does not
always reflect the fluency of communication.33 Broughton and Wong’s point
of view is sometimes true because in real communication people who do not
talk a lot do not mean that they do not understand the interlocutors. Although
good listening does not always reflect good speaking, in fact, listening can
lead learners to speak. Moreover, it is impossible to speak like native if the
speakers do not know how native speak. At least, they have role models of
how to speak. Like what Harmer stated in How to Teach English “One of the
main reasons for getting students to listen to spoken English is to let them hear
the different varieties and accents – rather than just the voice of their teacher
30 Don Snow, Op. cit., p.10.31 Jeremy Harmer, How to Teach English, (England: Pearson Longman Publisher, 2007),
p. 133.32 Geoffrey Broughton. et. al., Teaching English As A Foreign Language, (New York:
Routledge, 2003), p. 76.33 Wong, Op. cit., p.3.
21
with its own idiosyncrasies”34, listening has the contribution and correlation
to build speaking ability.
Listening is the language skill used most often and the channel through
which students get much of their language input. In addition, students will
absorb the structure and the sound of a sentence at once. Moreover, when the
students get exposures through listening, they will automatically imitate and
say what they have heard involving the structures of the language they have
heard. Thus, the listeners can absorb the structures because they imitate the
spoken language they have heard whether the speakers are grammatically
correct or not. What they tend to give attention to is the way of the language
being spoken. Like what have been stated by Newton and Nation that
“Listening is the natural precursor to speaking; the early stages of language
development in a person’s first language (and in naturalistic acquisition of
other languages) are dependent on listening. Moreover, no model of second
language acquisition does avail itself of input in trying to explain how learners
create second language grammars.”35
Such us the previous explanation, listening is a gate that will get
students to speak. This is not only the theory of second language learning and
acquisition, but this has been happened in first language acquisition. Babies
start bubbling and make reactions when their names are called after they got
exposures from their mother everyday by speaking to them and calling their
names. The first language skill that has been active since babies are still in
womb phase is listening. Therefore, it is a common sense that pregnant
women often give their babies classical music although they have not been
born. “The first step in speech perception is the auditory step, in which this
step listening has an important role to receive the information. Also, in this
step human receive utterances in un-instantly. Sounds of the utterances that
are heard will be saved in the memory.”36Building understanding in the mind
is important for those who learn language. Even though the speaking skill is
34 Harmer,Op. cit.,p. 7.35 Nation & Newton, Op. cit., p.8.36 Dardjowijojo, Op. cit., p.2.
22
good but the listening is not, this phenomenon can take for granted that the
conversation cannot go on. How the speakers could will replay their
interlocutors when they do not listen well. “Students who are able to speak in
target language but they are not able to listen to it well, they will face
difficulty in oral interaction. Don Snow stated this phenomenon as putting the
horse before the cart.”37The proverb means to do things in wrong order. That
was the reason of why Snow states that proverb is because listening is
involved and correlates to communication activity.
To sum up, oral and auditory skills correlate each other in the way of
the communication between people. Thus, listening is the way of receiving
messages from interlocutor and it also the way of comprehending speech. The
messages that are processed are spoken language which is produced by the
speakers. That is why listening comprehension correlates to speaking ability.
D. Previous Studies
The study of correlation between listening comprehension and speaking
has been researched by some previous researchers. They found out whether or
not listening comprehension affect speaking skill.
One of the researchers is Maesaroh.38 The research was conducted at UIN
Syarif Hidayatullah Jakarta in 2006 and exactly on English Education
Department students (EED). The objects of the research were the first
semester students of EED at UIN Jakarta. She used quantitative methodology.
The object of the study was students of the first semester. The instrument that
was used is the documentation of EED students’ scores and she did not test the
students. The research finding showed that there a correlation between
listening comprehension and speaking in the range of moderate or medium
sized correlation.
37 Snow, Op.cit., p.10.38 Maesaroh, The Correlation between Listening Score and Speaking Score (A Case
Study with 1st Semester Students of English Education Department), A Thesis,(Jakarta: UINJakarta, 2006).
23
Another researcher is Budianto.39 The research was conducted at Muria
University Kudus in 2011. The object of the research was the fifth semester
EED students of Muria University. The instruments that were used are tests of
listening and speaking. The research finding showed that there is a significant
correlation between listening and speaking skill.
The other researcher is Wina. The research was conducted at SMP 1
Karawang. The aim of her research is to know how is the implementation of
English syllabus at the school especially in the aspect of listening and
speaking. Students’ listening and speaking skills are tested. As the result, there
is a strong/high correlation in which the correlation between listening skill and
speaking skill.
In this research, the research was conducted at the 3rd semester students of
EED because the researcher consider that 3rd semester students are the step
where they are ready to speak in group. This research is a little bit resembles
to Maesaroh’s and Budianto’s research, but this research takes difference in a
case. Like the previous researches, this research compares between two scores
(listening and speaking), but what makes this research different from the
previous ones is the researcher in this research does the test of speaking of the
3rd semester of EED students to see directly their speaking abilities, while the
previous ones not.
E. Theoretical Thinking
According to the researcher, listening comprehension is an activity of
receiving sounds and having a willingness to listen in order to get something
of what the speakers are saying. Listening is the only way to get audio input in
which the audio input will be applied to speaking. This is related to Nation’s
and Newton’s theory that explained that listening is the natural precursor to
speaking skill. It means that listening is the process that precedes speaking
39Agus Budianto, The Correlation between Listening and Speaking Ability of the FifthSemester Students of English Education Department, A Thesis (Kudus: Muria University, 2011).
24
skill. People can speak because they know how to make the sound that they
heard. The better input the listener gets the better output the listener produces.
In language learning, speaking is a skill of producing and creating a
conversation between two or more people using a language and the
participants of the conversation are giving attention and also there is a turn
taking between a speaker and the interlocutor. Woods stated that good
speakers are the speakers who can interact with the interlocutor. Moreover, in
conversation speakers have a role as the listeners at the same time, because the
speakers have to respond to what the interlocutor as their message sources to
speak.
Language output production has a role as a self-correction to the students.
When the students produce language into speaking, they will get feedback
from the teacher whether their speaking or pronunciation are correct or not.
Without willingness of speaking, students will have no chance to improve
their speaking skill because the skill will not be seen by the teacher or their
friends to be evaluated. That is no wonder that learners who are exposed with
lot of language inputs are better in pronouncing the words in foreign language
than who are not. This can happen because the learners who often listen to the
original English pronunciation will be more stimulated to imitate the native
speakers’ pronunciation more that who do not. The reason is because they
know how to pronounce and how to articulate the words such as what have
they listen.
The researcher assumes that building comprehension in language learning
is the paramount thing in language learning. It becomes paramount because
before any skills are mastered, what the language learners can do is only
listening and comprehending what they heard. Although the ability to speak in
foreign language is the aim of language learning, listening still take an
important role in language learning. Moreover, learning a language is not only
learning how to speak, but it is more on how to build the comprehension in the
mind. From the comprehension that built up in the mind the language learners
will began to gain other skills such as speaking, reading, and writing. That is
25
how the researcher assumes that there is a correlation between listening
comprehension mastery and speaking ability in language learning.
F. Hypotheses
A Hypothesis in the research is a basic assumption of how the result of the
research will be. It is a prediction of a phenomenon. Moreover, in formulating
hypothesis, the researcher has to ensure that the hypothesis is real or based on
fact. There are two kinds of hypotheses:40
a. Alternative Hypothesis (HA): There is a correlation between listening
comprehension and speaking ability.
b. Null Hypothesis (HO): There is no correlation between listening
comprehension and speaking ability.
40 Etta Mamang Sangadji, MetodologiPenelitian, (Yogyakarta: Andi Yogyakarta, 2010),p.92.
26
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Design
The study was conducted through quantitative method and the design
is correlational study. This study tends to be a study of correlation because it
investigates the correlation between two variables. As stated by Sangadji that
correlational research is a type of research with certain characteristic of the
problems of the relationship or correlation at least two variables.1 Variable is
the object of the research or what is being noticed in a research.2
In statistical science, the correlation between two variables is known
as bivariate correlation, while the correlation between more than two
variables is known as multivariate correlation. Since the correlation study
searches for whether or not there is a correlation between two variables or
more, the correlation between two variables can be a positive correlation and
negative correlation.3 A study has a positive correlation when two variables
(or more) move in tandem. It means if the X variable decreases, the Y
variable also decreases and vice versa. However, a study has a negative
correlation when one variable decreases, while the others increase and vice
versa.
In this research, bivariate correlation is used. There are two variables
that are researched. Those are independent and dependent variables. In this
research, the independent variable or the variable that explains and affects
another variable is “Listening comprehension mastery” or usually known as
X variable. For the dependent variable or the variable that being affected by
the independent one is “speaking ability” or usually known as Y variable.
1 Etta Mamang Sangadji, Metodologi Penelitian, (Yogyakarta: Andi Yogyakarta, 2010),p.71.
2 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,(Jakarta: RinekaCipta, 1996), p.99.
3 Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali, 2006), p.167.
27
B. Time and Place of the Research
The researcher conducted the study during February 23th 2013 up to
December 27th 2013. This range time was from the first time the researcher
proposed the research until she finished it. The place of this research is at
Jakarta State Islamic University (UIN) Syarif Hidayatullah. The researcher
chose this place for her study because she considered that English Education
Department (EED) –the department for English teachers’ training- as the
object of this study. Therefore, this place is chosen as the place of the study.
C. Population and Sample
Population is a place of generalization that consists of subject and
object of the research with certain quality and characteristic that are
standardized by the researcher in order to learn from them and then to draw a
conclusion from them.4 The elements of population can be individually,
family, a social group, school, class, organization, etc. In other words,
population is an organization of the elements.5 It can be concluded that
population is the place where information are collected by the researcher. It
can be human, animate, product, or even document to be learned and to draw
a conclusion from them. In this research, the populations were students of the
3rdsemester of English Education Department (EED) of UIN Syarif
Hidayatullah Jakarta.
Depending on term of time, ability, and fund, the researcher took
sample of the populations which have been decided. Sample, according to
Arikunto is a part of the population that becomes a representative for all
population. In this research, the sample of the population is taken through
purposive sampling. The C class of the 3rd semester was chosen for the
sample of this research.
4 Sangadji, Op.cit., p.26.5 Nana Sudijana, Penelitidan Peneliti Pendidikan, (Bandung:PT. Sinar Baru, 1989, First
Edition), p. 84.
28
D. Instrument of the Research
To collect the data, the researcher used some instruments. The
instruments that the researcher used are the documentation of listening III
scores that was gotten from the office of English education department and
test of speaking. The test that was conducted by the researcher was speaking
test. The test was conducted in order to know to what extend the ability of 3rd
semester students in speaking. Furthermore, the researcher wanted to see
directly their performance in speaking.
Before applying the test to the participants, the researcher did the pilot
study to know whether the test is valid and reliable. At first, the researcher
tried out a speaking test with topic “Agreeing and disagreeing an issue” in
which the test takers were asked to make a negotiation which was done in
group. As the result of the try-out, the topic that was given did not work well
because some students chose to give no opinion and only some of them
participated the negotiation. After knowing the respond of the test takers, the
researcher decided to change the test. She tested “Persuading people to buy
something” and the test takers respond it better. They spoke up more than
when they tested using the first topic. Then the researcher decided to use the
second test.
To assess students’ performance, the researcher asked one of her
friends to help her to assess students’ performance. This technique was used
to reduce the subjectivity of speaking test. Therefore, the scores that will be
gained are the scores from two assessors.
E. Technique of Data Collection
1. Documentation
Documentation which was used is the documentation of listening
comprehension scores. The data of listening score were collected through
the documentation of English Education Department of UIN Syarif
Hidayatullah Jakarta.
2. Speaking Test
29
To test the speaking, the researcher used role play for the test.
The students were asked to make groups consisted of 4 people. Then,
they were asked to conduct conversation using the topics that were given
to each group.
3. Video
To be more detail in assessing the ability of speaking, the
researcher initiated to take a video of the students when they attended the
speaking test. Moreover, this step of data collection was used to help the
assessors easier to handle the assessment. The video was used to assess
and to analyze their speaking in detail, because it can be replied anytime
and give some spaces to the assessors to understand and consider their
speaking ability.
F. Technique of Data Analysis
In analyzing the data, the researcher uses correlation product moment
which developed by Carl Pearson because the researcher wants to find out the
influence which is related to correlational study. “Correlation product
moment is used to show whether there is a correlation or relationship between
X variable and Y variable.”6 The symbol of the correlation product moment is
“r”.7 Data operation technique is done through the steps below:
a. Finding the number of correlation using formula:
rxy = ( )( )[ ∑ (∑ ) ][ ∑ ( ) )]
N = Number of Participants
X = Students’ Listening Comprehension Scores
Y = Students’ Speaking Scores
∑X = The Sum Scores of Listening Comprehension
∑Y = The Sum Scores of Speaking
6http://eprints.undip.ac.id/6608/1/Korelasi_Product_Moment.pdf
7Sudijono, Op. cit., p.27.
30
∑X2 = The Sum of the Squared Scores of listening
comprehension
∑Y2 = The Sum of the Squared Scores of Speaking
∑XY = The Sum of Multiplied Score between X and Y
This formula is used in finding index correlation “r” product
moment between X variable and Y variable (rxy)
b. To know the significance between two variables, the formula of the
significance test is:8
tcount =√ ²
tcount = t value
r = value of correlation coefficient
n = number of participants
c. To interpret the index scores of “r” correlation, product moment
(rxy) usually used the interpretation such as bellow:9
Table 3.1Pearson Correlation
The score of “r”
product moment (rxy)Interpretation
0.00 – 0.19
There is a correlation between X and Y,
but the correlation is very weak or little
so it is ignored or it is considered no
correlation in this rating.
0.20 – 0.39There is a correlation between X and Y,
but it is weak or little.
0.40 – 0.69There is a correlation between X and Y.
The value is medium.
0.70 – 0.89 There is high correlation between X and
8 Ridwan and H. Sunarto, Pengantar Statistika Pendidikan, Sosial, Ekonomi, Komunikasi,danBisnis, (Bandung: Alfabeta, 2011), p.81.
9 Ibid.
31
Y.
0.90 – 1.00There is a very high correlation between
X and Y.
G. Statistical Hypotheses
1. If ro is the same as or higher than rt, the Ha is accepted. It means that there
is a correlation between listening comprehension mastery and speaking
ability.
2. If ro is lower than rt, the Ha is rejected. It means that there is no
correlation between listening comprehension mastery and speaking
ability.
32
CHAPTER IV
RESEARCH FINDING
A. Data Description
The researcher conducted the research at State Islamic University
Jakarta (UIN) Syarif Hidayatullah in which the 3rd students of EED were
chosen to be the participants of this research. The researcher conducted a test;
it was speaking test. The speaking test was conducted by the researcher using
simulation and role play. The researcher gave the simulation and the
participants were asked to developed conversation in group playing the roles
that were given to them. However, the researcher did not conduct the test of
listening comprehension herself; she collected the listening comprehension
scores from the lecturer of the listening of EED of UIN Syarif Hidayatullah.
The data that were gotten are:
1. Listening Scores
The scores bellow are the scores which have been collected by
researcher from the lecturer of the listening of EED UIN Jakarta. It can be
described such as bellow:
Table 4.1Listening Scores
Participants Listening Scores (X)
Student 1 75
Student 2 71
Student 3 79
Student 4 60
Student 5 81
Student 6 70
Student 7 71
Student 8 74
Student 9 82
33
Student 10 70
Student 11 72
Student 12 78
Student 13 73
Student 14 69
Student 15 83
Student 16 77
Student 17 75
Student 18 78
Student 19 70
Student 20 74
Student 21 79
Student 22 66
Student 23 73
Student 24 85
Student 25 85
Student 26 76
Student 27 85
Student 28 77
Student 29 65
Student 30 74
Student 31 77
In EED, the scores are characterized such as bellow:
80 – 100 = A
70 – 79 = B
60 – 69 = C
0 – 50 = D
An “A” is characterized as an excellent score. It is the highest score
and the students who obtained it, is passed the test excellently. Then, B is
34
characterized as good or the standardized score. Next, C is characterized as
enough, or the test takers are passed the test but it is suggested to retake the
test or remedial the test. The last, D score is characterized as not good or the
test takers are considered failed the test.
To know that, the researcher searched for the descriptive statistic
using SPSS. The researcher searched it because she wanted to know the
mean, mode, median, and standard deviation scores of listening test. It can be
described such as bellow:
Table 4.2Descriptive Statistic of Listening Scores
StatisticsListening Comprehension
NValid 31Missing 1
Mean 74Median 75Mode 70Std. Deviation 6Variance 36Minimum 60Maximum 85Range 25
From the data above, it is known that the respondents are 31 students.
The mean score of listening comprehension is 74. It means that the average
score that the students obtained is 74. Meanwhile, the highest score of
listening test is 85 while the lowest score is 60. The range score between the
highest and the lowest score is 25. Then, the median score or the middle score
of listening comprehension is 75. In addition, the mode score or the score
that appear the most is 70. It means that most of the students obtained 70 in
listening subject. The standard deviation is 6 with variance 36.
Seeing the scores above, it can be concluded that the 3rd students of
EED obtained good scores in listening. It can be seen that most of students
35
obtained score 70, in which score 70 is characterized as B, the standard score.
Although some students obtained minimum score, but some students obtained
score 85, which means they obtained A, an excellent score. Overall, the 3rd
students of EED of UIN Jakarta have good listening comprehension; they
passed listening comprehension test, which can be proved from the
description above.
2. Speaking Scores
The scores of speaking bellow are the scores that were gained from
the test that was conducted by the researcher. There were two assessors who
assessed the speaking test. The assessors were the researcher and her friend.
Moreover, the assessors used Harris’s scale to assess the ability of the test
takers. The scores are such as bellow:
Table 4.3
Speaking Scores
Participants Assessor 1 Assessor 2
Student 1 88 84
Student 2 72 68
Student 3 84 88
Student 4 84 64
Student 5 76 60
Student 6 80 72
Student 7 52 48
Student 8 64 68
Student 9 76 64
Student 10 64 56
Student 11 72 76
Student 12 84 84
Student 13 68 64
Student 14 72 60
36
Student 15 92 96
Student 16 88 84
Student 17 68 48
Student 18 76 64
Student 19 60 52
Student 20 68 68
Student 21 80 80
Student 22 64 64
Student 23 76 76
Student 24 84 72
Student 25 68 64
Student 26 84 80
Student 27 96 92
Student 28 84 76
Student 29 68 68
Student 30 64 64
Student 31 76 76
After assessing students’ speaking performance, the scores above
were counted as bellow:= Score from assessor 1 + Score from assessor 22After have been calculated, the scores were gained such as bellow:
Table 4.4Final Scores of Speaking Test
Participants Speaking Scores (Y)
Student 1 86
Student 2 70
Student 3 86
Student 4 74
37
Student 5 68
Student 6 76
Student 7 50
Student 8 66
Student 9 70
Student 10 60
Student 11 74
Student 12 84
Student 13 66
Student 14 66
Student 15 94
Student 16 86
Student 17 58
Student 18 70
Student 19 56
Student 20 68
Student 21 80
Student 22 64
Student 23 76
Student 24 78
Student 25 66
Student 26 82
Student 27 94
Student 28 80
Student 29 68
Student 30 64
Student 31 76
Such as the description in the listening section, the scores are
characterized such as bellow:
80 – 100 = A
38
70 – 79 = B
60 – 69 = C
0 – 50 = D
An “A” is characterized as an excellent score. It is the highest score
and the students who obtained it, is passed the test excellently. Then, B is
characterized as good or the standardized score. Next, C is characterized as
enough, or the test takers are passed the test but it is suggested to retake the
test or remedial the test. The last, D score is characterized as not good or the
test takers are considered failed the test.
To know that, the researcher searched for the descriptive statistic
using SPSS. The researcher searched it because she wanted to know the
mean, mode, median, and standard deviation scores of listening test. It can be
described such as bellow:
Table 4.5Descriptive Statistic of Speaking Scores
From the data above, the respondents are 31 students. The mean
score of speaking is 72. It means that the average score that the students
obtained is 72. Meanwhile, the highest score of listening test is 94 while
the lowest score is 50. Then, the median score or the middle score of
speaking is 70. In addition, the mode score or the score that appear the
StatisticsSpeaking
NValid 31Missing 1
Mean 72Median 70Mode 66Std. Deviation 10Variance 113Minimum 50Maximum 94
39
most is 66. It means that most of the students obtained 66 in speaking. The
standard deviation is 10 with variance 113.
Seeing the scores above, it can be concluded that some students of
the 3rd semester of EED still speak little. Some students are excellent and
most of them are passive. It can be seen that most of students obtained
score 66, in which score 66 is characterized as C. Although some students
still obtained C, there are some students who really good in their speaking
performance. Overall, the 3rd students of EED of UIN are still passive in
speaking. They still want not to speak up and choose to give no
participation in speaking in group, although there are some students who
are very excellent in their speaking performance.
B. Data Analysis
To analyze the data above, the researcher used the formula of “r”
Pearson product moment. Before doing the calculation, the data were
described such as bellow:
Table 4.6Data Analysis Table
Participants X Y XY X2 Y2
Student 1 75 86 6450 5625 7396
Student 2 71 70 4970 5041 4900
Student 3 79 86 6794 6241 7396
Student 4 60 74 4440 3600 5476
Student 5 81 68 5508 6561 4624
Student 6 70 76 5320 4900 5776
Student 7 71 50 3550 5041 2500
Student 8 74 66 4884 5476 4356
Student 9 82 70 5740 6724 4900
Student 10 70 60 4200 4900 3600
Student 11 72 74 5328 5184 5476
Student 12 78 84 6552 6084 7056
Student 13 73 66 4818 5329 4356
Student 14 69 66 4554 4761 4356
40
Student 15 83 94 7802 6889 8836
Student 16 77 86 6622 5929 7396
Student 17 75 58 4350 5625 3364
Student 18 78 70 5460 6084 4900
Student 19 70 56 3920 4900 3136
Student 20 74 68 5032 5476 4624
Student 21 79 80 6320 6241 6400
Student 22 66 64 4224 4356 4096
Student 23 73 76 5548 5329 5776
Student 24 85 78 6630 7225 6084
Student 25 85 66 5610 7225 4356
Student 26 76 82 6232 5776 6724
Student 27 85 94 7990 7225 8836
Student 28 77 80 6160 5929 6400
Student 29 65 68 4420 4225 4624
Student 30 74 64 4736 5476 4096
Student 31 77 76 5852 5929 5776
N = 31 X=2324 Y=2256 XY=170016 X2=175306 Y2=167592Formula:
rxy = ( )( )[ ∑ (∑ ) ][ ∑ ( ) )]
Description:
N = Number of Participants
X = Students’ Listening Comprehension Scores
Y = Students’ Speaking Scores
∑X = The Sum Scores of Listening Comprehension
∑Y = The Sum Scores of Speaking
∑XY = The Sum of Multiplied Score between X and Y
∑X2 = The Sum of the Squared Scores of listening
comprehension
∑Y2 = The Sum of the Squared Scores of Speaking
Calculation:
N = 31
X = 2324
41
Y = 2256
XY = 170016
X2 = 175306
Y2 = 167592
rxy = ( )( )[ ∑ (∑ ) ][ ∑ ( ) )]
=. ( )( ). –( )² [ . ( )²]
= [ ][ ]= [ ][ ]=√= .= 0.46
To make sure the result of the calculation above, the researcher used
SPSS program. The using of SPSS is to know whether the calculation that the
researcher did manually was correct and to make sure that there is no
mismatching calculation between scores that the researcher counted. The
calculation of SPSS was described such as follow:
Table 4.7
SPSS Correlation TableListening Speaking
Listening
PearsonCorrelation
1 .46***
Sig. (2-tailed) .009N 31 31
SpeakingPearsonCorrelation
.46*** 1
Sig. (2-tailed) .009
42
N 31 31**. Correlation is significant at the 0.01 level (2-tailed).
The Pearson correlation above means from the 31 respondents was
found the correlation between two variables rxy 0.46, which means the
correlation is positive or there is a correlation between two variables
(listening comprehension and speaking ability).
The results of those two calculations (manual calculation and SPSS
calculation) are the same. The correlation value analyzed by SPSS is rxy 0.46.
It means that there is no mismatch in the process of calculating the data.
After finding the “r” correlation score, the next step to do is to find the
significance of variables by calculating rxy is tested by significance test
formula:
Formula:
tcount=√√ ²
Description:
tcount = t value
r = 0.46
n = 31
Calculation:
tcount = √√ ²=. √√ . ²
=. √√ .
=. .√ .
=..
= 2.829
43
Before testing the tcount, the writer made two hypotheses of
significance; they are:
Ha : There is significant correlation between two variables
Ho : There is no significant correlation between two variables
The formulation of test:
1. If to > ttable, it means that the null hypothesis is rejected and there is
significant correlation.
2. If to < ttable, the null hypothesis is accepted and there is no significant
correlation.
Based on the calculation above, the result is compared by ttable in the
significant of 1% and n=31, the writer found the Degree of Freedom (Df) with
the formula:
Df = N – nr
= 31- 2
= 29
From Df = 29, it is obtained ttable of 1% = 2.76. It indicates that to >
ttable, in which 2.829 > 2.76. Therefore, the alternative hypothesis (Ha) is
accepted. In other words, there is a significant correlation between listening
comprehension and speaking ability.
C. Data Interpretation
Based on the calculation above, it shows that the correlation value is ro
0.46 and the degree of freedom (Df) is 29. In the table of significance shows
if Df value is 29, while the table of significance 1% is 0.45.
The statistical hypotheses state:
1. If ro is the same as or higher than rt, the Ha is accepted.
2. If ro is lower than rt, the Ha is rejected.
Based on the score of ro 0.46, it indicates the score of ro > rt, in which
0.46 > 0.45. It means that Ha is accepted; or in other word there is a
correlation between Listening comprehension and speaking ability.
44
To interpret the gravity of ro 0.46, the table of “r” product moment
shows that the correlation value is on the medium size, in which between 0.40
- 0.69. The table of “r” interpretation that adopted from Ridwan and Sunarto’s
theory is such as follow:
Table 4.8Correlation Interpretation Table
The score of “r”
product moment (rxy)Interpretation
0.00 – 0.19 Very low
0.20 – 0.39 Low
0.40 – 0.69 Medium
0.70 – 0.89 High
0.90 – 1.00 Very high
The medium correlation means the correlation tends to the positive
value and there is no negative correlation.
To know whether the correlation value is significant, the data were
tested and the result was significant in which indicates to > ttable. The score of
significance is to 2.829. Meanwhile, the Df = 29 indicates significant score of
1% 2.76. It means that the correlation score is significant.
To sum up, the data interpretation shows a finding that listening and
speaking correlate each other. Listening Comprehension gives contribution ro
0.46 to speaking ability. It means the ability of speaking is affected by
listening comprehension. The correlation of listening comprehension and
speaking ability has significant value. It means the better listening
comprehension that the students have, the better speaking ability the students
will produce.
45
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the research finding in the previous chapter, it can be
concluded that there is a significant correlation between listening
comprehension mastery and speaking ability. The research shows that the
correlation in the medium level, 0.46. Then, when it was tested by the
significance t contribution, it shows that the result was significant. The score
of to is bigger than ttable, in which 2.852 > 2.76. Therefore the researcher
summarizes that listening comprehension really gives contribution and has
correlation to the ability of speaking. A good speaking performance is gotten
from the listening skill. The better listening the students have the better
speaking they will perform.
B. Suggestions
1. For Teachers
Knowing the result of this research, it is suggested that to give
students input of listening as much as possible because the input of
listening will be an encouragement and references for students to speak.
Therefore, before asking students to speak the teachers are better to
expose the language as much as possible, so the students have reach
vocabularies and know how to speak.
2. For Students
For language learners, it is suggested to enrich their knowledge
through listening if they want to improve their speaking skill. The
language knowledge through listening can be accessed easily nowadays
such as watching English movies, listening to English songs, listening to
English reports on radio, etc.
46
3. For the Next Researchers
When the researcher conducted this research, she found some
students who still speak very little so the writer got difficulties in
assessing their performances. In addition, it is also suggested to know
what makes them speak so little. Therefore, it is suggested for the next
researchers to concern more to stimulate students to speak. Hopefully,
this suggestion can be beneficial for the next researchers
45
47
Bibliography
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http://eprints.undip.ac.id/6608/1/Korelasi_Product_Moment.pdf
Hughes, Rebecca. Teaching and Researching Speaking. Harlow: PearsonEducation, 2002.
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49
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Woods, Caroline. Teaching and Assessing Skills in Foreign Languages.Cambridge: Cambridge University Press, 2005.
50
APPENDIX 1
Rating Scale of Speaking Scores
Rater : Assessor 1 Date : December 27th 2013
No. ParticipantsPronunciation Grammar Vocabulary Fluency Comprehension
Score5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 Student 1 22
2 Student 2 18
3 Student 3 21
4 Student 4 21
5 Student 5 19
6 Student 6 20
7 Student 7 13
8 Student 8 16
9 Student 9 19
10 Student 10 16
51
11 Student 11 18
12 Student 12 21
13 Student 13 16
14 Student 14 18
15 Student 15 23
16 Student 16 21
17 Student 17 17
18 Student 18 19
19 Student 19 15
20 Student 20 16
21 Student 21 20
22 Student 22 16
23 Student 23 19
24 Student 24 21
25 Student 25 17
26 Student 26 21
27 Student 27 24
52
Score x 10025
28 Student 28 21
29 Student 29 17
30 Student 30 16
31 Student 31 19
53
Rater : Assessor 2 Date 27th December 2013
No. ParticipantsPronunciation Grammar Vocabulary Fluency Comprehension
Score5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 Student 1 21
2 Student 2 17
3 Student 3 22
4 Student 4 16
5 Student 5 15
6 Student 6 18
7 Student 7 12
8 Student 8 17
9 Student 9 16
10 Student 10 14
11 Student 11 19
12 Student 12 21
13 Student 13 16
14 Student 14 15
15 Student 15 22
16 Student 16 21
17 Student 17 12
18 Student 18 16
54
Score x 10025
19 Student 19 11
20 Student 20 17
21 Student 21 20
22 Student 22 16
23 Student 23 19
24 Student 24 18
25 Student 25 16
26 Student 26 20
27 Student 27 23
28 Student 28 19
29 Student 29 17
30 Student 30 16
31 Student 31 19
55
APPENDIX 2
Speaking Scores
No. Participants Assessor 1 Assessor 2Gained
Score
1 Student 1 88 84 86
2 Student 2 72 68 70
3 Student 3 84 88 86
4 Student 4 84 64 74
5 Student 5 76 60 68
6 Student 6 80 72 76
7 Student 7 52 48 50
8 Student 8 64 68 66
9 Student 9 76 64 70
10 Student 10 64 56 60
11 Student 11 72 76 74
12 Student 12 84 84 84
13 Student 13 68 64 66
14 Student 14 72 60 66
15 Student 15 92 96 94
16 Student 16 88 84 86
17 Student 17 68 48 58
18 Student 18 76 64 70
19 Student 19 60 52 56
20 Student 20 68 68 68
21 Student 21 80 80 80
22 Student 22 64 64 64
23 Student 23 76 76 76
24 Student 24 84 72 78
25 Student 25 68 64 66
56
26 Student 26 84 80 82
27 Student 27 96 92 94
28 Student 28 84 76 80
29 Student 29 68 68 68
30 Student 30 64 64 64
31 Student 31 76 76 76
57
APPENDIX 3
DAFTAR NILAI MAHASISWAFAKULTAS ILMU TARBIYAH DAN KEGURUAN
PRODI PENDIDIKAN BAHASA INGGRISTAHUN AKADEMIK 2013/2014
SEMESTER 3 CMATAKULIAH LISTENING III
No. NAMAFormatif30.0%
UTS30.0%
UAS40.0%
Nilai
1Student 1
78 75 73 75
2Student 2
77 80 61 71
3Student 3
78 78 80 79
4Student 4
80 66 56 60
5Student 5
80 79 83 81
6Student 6
77 69 68 70
7Student 7
77 67 70 71
8Student 8
77 73 73 74
9Student 9
80 72 86 82
10Student 10
78 73 63 70
11Student 11
77 71 68 72
12Student 12
80 71 82 78
13Student 13
78 68 74 73
14Student 14
79 64 66 69
15Student 15
85 84 80 83
58
16Student 16
78 75 77 77
17Student 17
78 80 68 75
18Student 18
77 77 79 78
19Student 19
79 65 67 70
20Student 20
77 66 77 74
21Student 21
78 78 80 79
22Student 22
78 63 59 66
23Student 23
78 76 67 73
24Student 24
88 82 84 85
25Student 25
83 73 87 85
26Student 26
83 70 76 76
27Student 27
80 82 92 85
28Student 28
83 73 76 77
29Student 29
78 62 57 65
30Student 30
78 71 73 74
31Student 31
80 70 76 77
59
APPENDIX 4
Speaking Test
Persuading people to buy something
Topics:
1) Persuading people to buy a house
2) Persuading people to buy a gadget
3) Persuading people to buy a book
4) Persuading people to rent a house
5) Persuading people to buy an antique thing
6) Persuading people to buy a used car
Rules:
1) Create your own group and each group consists of 4 people!
2) Some of you will be the vendors and will be the costumers
a. Vendors:
Persuade people to buy what you sell
Make the things that you sell as interesting as possible
b. Costumers:
Give a lot of question to the vendors
Be as curious as possible to the things that the vendors sell
3) Discuss with your groups within 5 minutes!
4) Present in front of the class in 5 – 10 minutes!
60
APPENDIX 5
Transcript of Oral Test
Student A : Guys, how are you?
Student B & C: We are fine, and you?
Student A : I’m not so good because my husband was sick and I need a lot of
money for that.
Student B : Oh my God! (Feeling sad), you need a lot of money? I have a
plan to buy a car, so do you have any car?
Student A : Actually I have a car but it’s an old car. You can see it (Showing
a picture of a car). It’s an old car. It doesn’t have air conditioner
but I make sure that the engine is very good and you can use it
for 4-4-3.
Student B&C : (look little confused about “4-4-3”)
Student B : Alright, this is a old car. This is eeemmmm… how about the
prize?
Student A : Ehhmmmm because my husband want to have eehhhmm surgery,
so I need 50millions for it.
Student C :Ooow, it’s so expensive for me.
Student A : I was sell this car for 45 millions. Come on, my husband is sick.
Student B : Oh, your car is eehhmmm don’t have air conditioner. That only
the engine that’s good. How about the color of this car?
Student C : (Nodding, agree with student B)
Student A : The color is so beautiful. It’s blue with the stripes.
Student B : Wow. Blue with the stripes? (seems she likes the car)
61
Student A : Yeah. It’s blue with the stripes. It’s good enough for you actually.
You are still teen, so you can use it when you want to go with
your friend.
Student B : (speak to student A) Ok. Because you are my friends, eh because
you are our friends, how about 38 millions?
Student A : Ok. How bout 40 millions?
Student C : Well, How about 39 millions?
Student B : Yes. 39.
Student A : Add it 1 million, please. It’s not expensive. It’s an antique car
also.
Student B : 40 million. Ehhmm Yeah, I love antique car but it don’t have air
conditioner.
Student A : I think you can add (repeating 3x) air conditioner……
Student B : Oh I forget. Is that car have a radio tape or televition?
Student A : Ow. Yeah there is a radio tape in this car. So, 40 million is cheap,
right?
Student B : (speak to student C) do you agree with the price?
Student C : It’s 40 M. Oke (nodding).
Student B : (speak to student A) ok 40 M, but we don’t bring much money
today. How about tomorrow? We go to your house and we’ll pay cash. Cash
right? (asking student C)
Student C : Yes (nodding)
Student A : Ok. I’ll see you tomorrow. See you.
Student B : Bye. Thank you.
62
APPENDIX 6
Output SPSS of of Listening Scores
Listening
NValid 31
Missing 1
Mean 74
Median 75
Mode 70
Std. Deviation 6
Variance 36
Minimum 60
Maximum 85
ListeningFrequency Percent Valid Percent Cumulative
Percent
Valid
60.00 1 3.1 3.2 3.265.00 1 3.1 3.2 6.566.00 1 3.1 3.2 9.769.00 1 3.1 3.2 12.970.00 3 9.4 9.7 22.671.00 2 6.3 6.5 29.072.00 1 3.1 3.2 32.373.00 2 6.3 6.5 38.774.00 3 9.4 9.7 48.475.00 2 6.3 6.5 54.876.00 1 3.1 3.2 58.177.00 3 9.4 9.7 67.778.00 2 6.3 6.5 74.279.00 2 6.3 6.5 80.681.00 1 3.1 3.2 83.982.00 1 3.1 3.2 87.183.00 1 3.1 3.2 90.385.00 3 9.4 9.7 100.0
Total 31 96.9 100.0
Missing System 1 3.1
Total 32 100.0
63
APPENDIX 6
Output SPSS of of Speaking Scores
Speaking
NValid 31
Missing 1
Mean 72
Median 70
Mode 66
Std. Deviation 10
Variance 113
Minimum 50
Maximum 94
Speaking
Frequency Percent Valid Percent Cumulative
Percent
Valid
50.00 1 3.1 3.2 3.2
56.00 1 3.1 3.2 6.5
58.00 1 3.1 3.2 9.7
60.00 1 3.1 3.2 12.9
64.00 2 6.3 6.5 19.4
66.00 4 12.5 12.9 32.3
68.00 3 9.4 9.7 41.9
70.00 3 9.4 9.7 51.6
74.00 2 6.3 6.5 58.1
76.00 3 9.4 9.7 67.7
78.00 1 3.1 3.2 71.0
80.00 2 6.3 6.5 77.4
82.00 1 3.1 3.2 80.6
84.00 1 3.1 3.2 83.9
86.00 3 9.4 9.7 93.5
94.00 2 6.3 6.5 100.0
Total 31 96.9 100.0
Missing System 1 3.1
Total 32 100.0
64
APPENDIX 7
SPSS Correlations “r” Product Moment
Listening Speaking
Listening
Pearson Correlation 1 .463**
Sig. (2-tailed) .009
N 31 31
Speaking
Pearson Correlation .463** 1
Sig. (2-tailed) .009
N 31 31
**. Correlation is significant at the 0.01 level (2-tailed).
65
APPENDIX 8
SATUAN ACARA PERKULIAHAN
Mata Kuliah : Listening IIIJurusaan/prodi : Pendidikan Bahasa InggrisPengajar : Neneng Sunengsih. M.Pd,Semester : III (tiga)Mata Kuliah Pra syarat : Listening IV
1. Kompetensi DasarMahasiswa dapat memahami wacana dari kaset baik secara menyeluruhmaupun lebih rinci dalam waktu tertentu.
2. Standar kompetensiAda beberapa tujuan yang ingin dicapai setelah menjalankan perkuliahan ini,antara lain sebagai berikut mahasiswa diharapkan dapat :
- Memahami isi wacana-dialog dengan mengambil ide utama dariwacana/dialog tersebut.
- Memahami isi wacana secara detail sehingga mahasiswa dapat mebjawabpertanyaan-pertanyaan dengan lengkap dan benar sesuai isi wacana/dialogtersebut.
- Meningkatkan ketrempilan e=menyimak dan sekaligus ketrempilan bahasayang lain seperti speaking, reading dan writing.
- Memahami istilah-istilah yang dipakai dalam tempat tertentu dimanawacana itu terjadi sehingga pengetahuan kosakata mereka semakinberkembang.
- Merangkum atau menyimpulkan informasi yang didengar denganmenggunakan kata-kata sendiri.- Mahasiswa dapat mengerjakan latihan-latihan persiapan TOEFL.-
3. Deskripsi Mata KuliahMata kuliah Listening adalah mata kuliah wajib yang harus diikuti oleh
seluruh mahasiswa Bahasa Inggris. Mata kuliah listening ini juga merupakanmata kuliah berantai yang sudah diberikan mulai dari awal tahun perkuliahan(semester peretama) sampai dengan semester ke empat. Karena mata kuliahini termasuk mata kuliah pre requisite yakni harus diambil secara berurutan,maka bagi mahasiswa yang belum mengambil atau tidak lulus pada matakuliah Listening sebelumnya tidak diperbolehkan mengambil mata kuliahyang berikutnya.
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Listening III adalah mata kuliah yang diberikan pada mahasiswa semesterIII dimana mereka telah mengambil dan lulus mata kuliah Listening I dan II.Materi yang terkandung dalam mata kuliah listening III adalah terdiri atas duabagian, yakni listening for main ideas and listening for details. Kedua bagiantersebut di kembangkan dalam beberapa wacana yang menarik dan menantangyang terjadi dalam kehidupan yang nyata. Dalam hal ini terdapat sekitar 10topik yang harus diselesaikan dalam dua belas pertemuan di tambah denganujian Tengah Semester dan Ujian Akhir Semester. Dan juga pada akhirbeberapa kali pertemuan ditambahkan latihan-latihan persiapan TOEFL,dimulai dari perkenalan tetntang TOEFL itu sendiri sampai dengan copntohListening secara keseluruhan.
Materi diambil dari beberapa sumber dan pemberian contoh dalam bentukkehidupan yang nyata (dalam suasana asli yang terdapat dalam kaset yakni diNegara bahasa target atau ditambah atau dibandingkan dengan keadaan yangterjadi di Negara bahasa sumber) sehingga seolah-olah mahasiswa sedangterlibat dalam suasana tersebut.
Listening III adalah mata kuliah bahasa Inggris berjenjang yang wajibdiikuti oleh semua mahasiswa jurusan Pendidikan Bahasa Inggris. Oleh karenaitu, mahasiswa yang belum lulus/mengambil listening I dan II tidakdiperbolehkan mengambil listening IV. Sedangkan materi dalam mata kuliahini mencakup topik-topik baik umum maupun akademis, juga beberapapersiapan pemahaman wacana-wacana yang ada dalam tes TOEFL; yakni,terdiri atas tiga bagian short conversations. Extended conversations dan minitalks.
4. Indikator- Menjawab pertanyaan tentang ide utama dari wacana dengan memilih
jawaban yang paling tepat setelah menyimak wacana satu kali.- Menjawab pertanyaan tentang ide yang lebih detail setelah menyimak
wacana dari kaset dua kali.- Menjawab pertanyaan dari percakapan-percakapan pendek tentang tema-
tema tertentu yang sering muncul dalam TOEFL- Menjawab pertanyaan-pertanyaan dari percakapan yang lebih panjang
tentang tema-tema yang biasa dipakai dalam TOEFL- Menjawab pertanyaan berdasarkan wacana pendek sesuai dengan latihan-
latihan dalam TOEFL- Mengerjakan tes TOEFL secara keseluruhan.-
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5. Buku Sumber/Referensi- David Nunan & Lindsay Miller, New Ways in Teaching Listening, USA:
TESOL, Inc.1995- Helen S. Solorzano & Jennifer P.L. Schmidt, Intermediate North Star:
Listening and Speaking, USA : Pearson Education Inc., 2004- L.G. Alexander. Practice and Progress. London : Longman Group Ltd.
1989- Pamela J. Sharpe, How to Prepare for the TOEFL, Jakarta: Binarupa
Aksara, 1995- Philip Binham. How to Say It. Yogyakarta : Kanisius. 1974- R.R. Jordan. Active Listening. London : Collins Educational. 1984- Sherry Preiss, Advanced North Star; Listening and Speaking, USA:
Pearson Education, Inc.,2004- TOEFL Prpgram Listening Comprehension, Jakarta:PBB UIN Syahid Jkt
(untuk kalangan sendiri.
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APPENDIX 10
SILABI
Mata Kuliah : SPEAKING IIIKode : BHS 7024Bobot SKS : 2 sksJurusan : PBIProgram Studi : PBISemester : IIIMata Kuliah Prasyarat: Speaking I dan IIPengajar : Atiq Susilo, MA., Dr.
Standar Kompetensi: Mahasiswa mampu berkomunikasi lisan baiktransaksional maupun interaksional dengan pronunciationyang layak, kelancaran yang nyaman, ketepatan tatabahsa yang berterima, pengutaraan makna yang benar dankosakata yang cukup.
Kompetensi Dasar: Memahami struktur kalimat dengan baik, kosakata yangcukup; pengetahuan gramatika tingkat intermediate, danpemahaman jenis kalimat yang berterima.
Indikator: Setelah menyelesaikan seluruh materi perkuliahanmahasiswa diharapkan memiliki kemampuan:1. Memiliki kemampuan bahasa yang efektif meski
masih melakukan beberapa kekeliruan, ketidaktepatan ungkapan, kekurangan berterimaan ungkapandan keliru pemahaman. memahami makna dan dapatmenggunakan ungkapan yang cukup rumit (komplek)terutama pada situasi yang dekat atau diketahuinya(familiar situation).
2. Mampu bertahan pada situasi percakapan dengankepercayaan diri serta kompetensi yang cukup meskimengalami beberapa kesulitan pada tingkatanmenengah. Masih sering meminta pengulangan,sering terlewat hal-hal kecil, dan sedikitmenggunakan gaya bahasa, masih sering mengalamikesulitan memulai percakapan dan ragu-ragu berucap.
3. Mampu memelihara dialogue dengan inisiatifmemulai, meski dengan topic sederhana dan sedikitvariasi percakapan.
4. Aksen bahasa aslinya masih sangat kentara dan seringmengganggu intelligibilitas.
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Deskripsi Mata Kuliah: Speaking III adalah MK yang memfasilitasi mahasiswaberlatih dan menerapkan keterampilan berbicara dengandasar yang sudah diperoleh pada speaking I dan II sertamelatih mahasiswa mengemukakan makna denganungkapan yang berterima pada tingkat kelancaran danlafal ucapan yang nyaman dalam berbincang dalam bahsaInggris.
Materi Pokok Perkuliahan: 1. Asking for and giving personal information.2. Identifying and describing people(Age, build, look)3. Talking about daily activities.4. Describing process.5. Asking and telling an event in the past.6. Describing the past activities. (used to, continous
tenses)7. Talking about future planning.8. Mid-semester test.9. Asking and telling location.10. Telling and showing direction. (giving instruction)11. Persuading people. (selling something to others)12. Talking about future. (certainty, plan, probability)13. Asking and giving advice and suggestion.14. Asking for and giving opinion.15. Agreeing and disagreeing an issue.16. Final test
Pendekatan Pembelajaran : Student oriented methods and techniques areimplemented in the teaching and learning process.Hand out shall be the main media in learning.
Penilaian : Penilaian diperoleh dari aspek-aspek: 100%1. Class participation: 20%2. UTS………………: 30%3. UAS………………: 50%
Buku Sumber : Buku sumber yang digunakan antara lain:1. Hadfield, Jill: Intermadiate Communication
Games2. Hall, Diane and Mark Foley., Speaking Out.3. Ur, Penny., and Andrew Wright., Five Minutes
Activities.4. Rinvolucry, Mario., Grammar Games.
