Kumpulan Skripsi Bahasa Inggris Terbaru
THE CORRELATION BETWEEN STUDENTS’ LISTENING ABILITY AND THEIR SPEAKING PERFORMANCE AT TENTH GRADE OF SMAN 03 METRO ACADEMIC YEAR 2011/2012.
By
Yunita ratnasari
Abstract: The objective of the research is to know the positive correlation and significant correlation between the students’ listening skill and their speaking performance. This research is a quantitative descriptive research. This research applies correlational study, one of the kinds of expost facto design. The population of this research is the students at the tenth grade of SMA N 3 Metro in 2011/2012 that consist of 367 students. The sample is 37 students. In taking sample, the researcher uses the cluster proportional random sampling. In collecting the data the researcher uses two test, namely listening test and oral test for speaking performance and in analyzing the data, the researcher uses Product Moment Formula.
Key words: Correlation, listening abilty, speaking performance.
The statement about the aims of teaching is very commonly defined in terms of four skills there are listening, speaking, reading and writing. Listening is an activity that is inspirable part in teaching learning process. Listening is one of the important and fundamental of the four skills in language learning. Emmert in Raroz (2011:2) said that Listening is an active process by which students receive, construct meaning form, and respond to spoken form. In Listening classes, students are usually given practice in listening but they are not actually taught listening. They just getting exercises without learning how to sharp their ears so they
can do the listening practise well. Listeningand speaking are often taught together, but beginners,especially non literate ones,
should be given more listening than speaking practice. Based on Brown (2001:247) states: Listening as major component in language learning and teaching first hit spotlight in the late 1970s with Asher’s work on Total Physical Response, in which the role of comprehension was given prominance as learners were given great quantities of language to listen
to before they encouraged to respond orally”.Teaching listening is not merely to get the concentration of the students just listen to, but rather it should be integrated involving other important activities or skills.
Moreover, Nation in Raroz (2010:18 ) adds that: Listening is not only the way of learning huiguage that ran give the learner information from which to build up the knowledge necessary for using he language but also the way to get information or to understand the sense of communication which will be sent in oral.
Based on Rust's in Raroz (2010:21) views, the researcher assumes that in the process of listening when the students first confronted with a foreign language, the students only hear meaningless noise. They notice and recognize such elements, then keep them in their memory through comprehension. Teaching listening is not merely to get the concentration of the students just listen to, but rather it should be integrated involving other important activities or skill such as speaking, reading, and writing.
In teaching learning, the teachers always involves listening directly because when the teacher speaks and reads in class the students will listen too or try to understand what the teacher says. However, listening cannot absolutely be separated from those who acquire a foreign language. For the importance of listening, the proportion of skills must be emphasized on listening because a listener must listen something before he speaks.
In English learning procces, when students have listened English languange, they will have passive vocabularies in their mind. It automatically saved by listening English languange as many as possible. Then, The next process is speak up or using the vocabularies in speaking activity. Speaking is a procces of communication between speaker and listener. It means that the speakers expresses her or his ideas of thingking skills or ability in conversation or in speaking ability to listener.
According to Welty and welty in Santoso script (2011:10) said “ speaking is the skill of communication. Based on this idea, it is understood through speaking: someone can communicate or wants in order to understand to another.
Lien in Nurmalia(2010:2) states that speaking can be considered as the second skill should be gained after mastering listening skill. It means that speaking is belong to important part in languange.
Rivers in Santoso (2011:2) states that it will more effective to produce utterances based on the basic structure which they have known. When the students understand the structure, they will be able to construct new utterances. Speaking is a manifestation learning of language, because usually someone who is learning language hopes to be able to speak by using the language which is learnt.
Byrne in Muawiyah (2011:12) defines speaking as a two way process between speakers and listeners. It involves the productive skills and respective skills of understanding; it means that in the process of speaking, we try to communicate with each others and use our language to send our message to the second person. In this case, the speaking process needs at least two person, one is speakers who produce information speaking activity happens for many reasons. One of the reason is for communication as Doff said in Muawiyah (2011:13) that very often peole talk in order to tell other peole things to do from other people.
METHODE
In this research, the researcher uses the correlation method. Kerlinger (2003:604) mentions five types of research: ex-post facto, laboratory, experiments, field experiments, field studies and survey researches. The present study can be categorized into the ex-post facto design because there is no any treatment done to the subjects. In this research the researcher uses two tests to get the data, those tests are: the first test for students speaking ability, the second test for students listening achievement. After listening ability test (X) the researcher continued by (Y) test of application speaking. The researcher just uses those tests to get the data without giving any treatment. After the test the researcher did not give the treatment or the second test for the students who get low scores in their test. After the test the researcher hopes, based on their scores the students will know the level of their listening ability and their speaking performance. So, they will improve their speaking and their listening also, for the student who is doing the test especially to students who has low in their test. After getting the data from 37 students as sample, the researcher analyzes it and then makes the description whether there is positive correlation and significant influence of students listening ability (X) as the independent variable and students application of speaking performance (Y) as the dependent variable. To know the correlation between students’ listening ability and speaking performance, the researcher uses formula of product moment as follow:
Note :
= The coefficient correlation between X and Y
N = The number of sample
X= Listening score
Y = Speaking performance score
It is known that the coefficient value is between 1,00 + 1,00. The negative coefficient shows the contrary relation, while the positive coefficient shows that there is correlation. In other wprds the more positive the coefficient , the more significant the correlation will be. Below is the interpretation of the correlation coefficient (r):
1. Between 0.800 – 1.000 very high
2. Between 0.600 – 0.800 enough
3. Between 0.400 – 0.600 fair
4. Between 0.200 – 0.400 low
5. Between 0.000 – 0.200 very low
(Arikunto, 2006:276)
FINDING
After collecting the data, the researcher tries to find out the correlation between variable X and Y by applying Pearson Product Moment Formula above and it is found that the result is 0,884. Meanwhile to know the realibility of listening ability, the researchers uses alpha formula and uses HJ X Fernandes for finding the realibility of speaking performance. The computation result shows that there are 10 items which are not valid. They are items number 1, 3, 4, 6, 8, 10, 12, 13, 14, 16, 17, 19, 20, 23, 24, 25, 27, 28, 29, 30, 26, 2, 5, 7, 11, 18, 21, 22. It determined by using alpha formula. the researcher revised the items before being used. The items which are not valid or have the criteria of too easy and too difficult items are ommited. So, the researcher uses 20 items for the real test. The computation result is 0,78 for listening instrument and 0,77 for speaking performance instrument. Based on the criteria of reliability, both of instruments are determined that 0,60 – 0,80 is categorized as high. It means that the achievement has high reliability. After processing and computing the data obtained, the result of the computation shows that the value of robservationis 0,884. The critical value of Pearson Product Moment correlation is: the critical value r product moment (rtable) for the 99% level is 0,418 and the critical value r product moment (rtable) for the 95% level is 0,325. The result of the computation shows that among three indicators in listening ability “ hear the information, identify the information, make the restatement about information”, the second indicator has highest coefficient correlation. The result of the computation also shows that rx1y: 0,28, rx2y: 0,57 and rx3y : 0,07. It means that rx2y: 0,57 has highest coefficient correlation value among them.
DISCUSSION
From the result, the data in this research also shows the coefficient correlation value in the second indicator of listening ability is highest than others. In other words, the students’ listening ability has correlation with their speaking performance especially in the second indicator of listening ability . It means that the students who get good score in listening ability (identify the information) are able to get good score in speaking performance. According to Byrne in Santoso (2011:9) said “Speaking or oral communication is two ways procces between a speaker and listener productivity and respecttive skill of understanding or listening understanding”. From this definition it can be seemed that in order to able to speak, someone should master listening skill well. From the statement above, it means that the students who has ability in listening, they can minimize the mistakes or errors and can produce more words in speaking. In other words the students listening ability can help students in decreasing their error in speaking and help them to produce more words in speaking. It means that the students who get good score in listening ability test especially in the second indicator tend to have good score also in speaking performance test.
According to Brown (2001:247) states “Listening as major component in language learning and teaching first hit spotlight in the late 1970s with Asher’s work on Total Physical Response, in which the role of comprehension is given prominance as learners are given great quantities of language to listen to before they encouraged to respond orally”. Therefore, the students who are good in listening ability tend to get good score in speaking performance.
Reffering to the result of the test, the researcher finds students who have excellent ability, good ability, poor ability, and do not have ability in both of listening and speaking performance. The students who get good score in listening ability test especially in the second indicator tend to have good score also in speaking performance test. In this research, the researcher analysis the specific indicator in listening ability which has highest coefficient correlation value with the speaking performance. The researcher finds that the second indicators (identify the information) which consist of 17 items has highest coefficient correlation among other indicators. It means that the students have to understand much in identify the information in listening activity in order to get good score in speaking performance.
Besides, when the researcher correlates the score of listening ability test and speaking performance test, the researcher finds that the students who get bad score in listening test, they also get bad score in speaking performance test. According to Brown (2001:247) states “Listening as major component in language learning and teaching first hit spotlight in the late 1970s with Asher’s work on Total Physical Response, in which the role of comprehension is given prominance as learners are given great quantities of language to listen to before they encouraged to respond orally”. Therefore, the students who are good in listening ability tend to get good score in speaking performance.
In this research, the researcher finds students from the sample who can answer the listening test well, but having problem in speaking performance . It means that the students just having passive vocabulary which can not be applied in their speaking performance, or the students feel nervous when they speak up infront of the class . It causes students get difficulty in producing some words.
The researcher also finds students from the sample who can not answer the listening test well, but having speaking performance well . It means that the students do not have good preparation in doing the test.
CONCLUSION
Based on the findings and discussion above, the conclusion is formulated as the followings:
1. The averages of the students’ score in listening ability is poor categories. It means that the students are not able to hear, identify, and produce the new vocab in descriptive text. From three indicators which are researched, the highest average score among three indicators is gained from the second indicator.
2. The averages of the students’ score in speaking performance is poor categories. It means that the students are not able to pronunce, use grammar and vocab, and have fluency and comprehension in describing person, animals, and things. From five indicators which are researched, the highest average score among five indicators is gained from the first indicator.
3. There is indicator in listening ability which has highest coefficient correlation than others. It is identify information from the descriptive text. It shown that rx2y: 0,57 > rx1y: 0,28 > rx3y : 0,07. It can be concluded that there is fair correlation between the second indicator in listening ability and speaking prformance.
4. There is positive correlation between the students’ listening ability and their speaking performance at the tenth grade of SMA N 3 Metro.
5. There is very significant value of coefficient correlation between the students’ listening ability and their speaking performance at the tenth grade of SMA N 3 Metro. It can bee seen from the value of coefficient correlation index (rxy) >rtable. the value of coefficient correlation index “rxy” = 0,884. The value of rtable with N = 37 by using 1% will be gained value = 0.418 and using level 5% will be gained value = 0.325. It can be seen that rxy > rtable (1%) > rtable (5%) = 0,884 > 0.418 > 0.325. It can be concluded that there is very significant correlation.
SUGGESTION
1. The students should be able to identify the information well. Besides, The students should apply their passive vocabulary which they get from listening activity in speaking performance through practicing. It is hoped that they are able to communicate in spoken English well.
2. The teachers should give the students more practicing in litening skill especially in identifying information in a text. By giving more practice in listening (identifying information in a text), it will improve the students speaking peformance. And it is better for the teachers to give more practice also in speaking performance in order to over come the students in nervous problem. The teachers can apply many methods or techniques to increase students speaking performance, such as role playing and etc.
3. The other researchers to develop this research so that they can find a perfect result related to this problem.
REFERENCES
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Brown.H,Douglass. 2001. Teaching by Principle an interactive Approach to Languange Pedagogy. Longman: A Pearson Education Company.
Kerlinger, Fred N. 2003. Asas Penelitian Behavioral. Yogyakarta: Gajah Mada University Press.
Mangkuatmodjo, Soegyarto. 2003. Pengantar Statistik. Jakarta; Rineka Cipta.
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