The Correlation between Listening Comprehension and Speaking Ability (A Correlational Study at the Third Semester of English Education Department Students of UIN Jakarta Academic Year 2013/2014)

of UIN Syarif Hidayatullah Jakarta Academic Year 2013/2014)

“ASkripsi”

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

i

Department Students of UIN Syarif Hidayatullah Jakarta Academic Year 2013/2014)

“ASkripsi”

Presented to the Faculty ofTarbiyah 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

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 17th2014 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 by

The Dean of Faculty of Tarbiya and Teachers Training

Nurlena Rifa’i, MA, Ph.D.

v

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 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, 4thFebruary, 2014

vii

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

viii

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

ix

Table 3.1 The Score of “r”Product Moment ... 30

Table 4.1Score of Students’Listening Comprehension (X Variable) ... 32

Table 4.2 Descriptive Statistic of Listening Scores ... 34

Table 4.3Score 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

x

APPENDIX 2 Gained Scores of Speaking... 55

APPENDIX 3Students’Listening Comprehension Score ... 57

APPENDIX 4 Speaking Test ... 59

APPENDIX 5 Transcript of Students’ Oral Test... 60

APPENDIX 6 Output SPSSof Students’Listening Score ... 62

APPENDIX 7Output SPSS of Students’ Speaking Score... 63

APPENDIX 8 Output SPSS of Correlation ... 64

APPENDIX 9 Listening Syllabus ... 65

1 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: Pearson Education Limited, 2007), p.13.

2

Soejono Dardjowijojo, Psikolinguistik Pengantar Pemahaman Bahasa Manusia,

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.”3Likewise, 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 Speakers of other Languages, (Cambridge: Cambridge University Press, 2001), p.7.

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 abouther 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),

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 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.

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

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.” 6These 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.

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.

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 / /._{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 University Press, 2009), p.11.

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 wordfast(fast food) and cannot usedquickorrapid. 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.

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 skillsfor 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.

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

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.”20Referring 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 Second Language 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.

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.”22During 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,

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.24This 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

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.

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.

Table 2.1 Speaking Rubrics

No. Criteria Scale Description

1 Pronunciation 5 Has little foreign pronunciation. 4 Clear enough to be understood.

3 The pronunciation leads to misunderstanding.

2 Very hard to understand. Must frequently be asked to repeat. 1 Unclear pronunciation

2 Grammar

5 Makes only little error on grammar and word order.

4 Occasionally makes errors and unclear meaning.

3 Makes frequent errors of grammar and word order.

2 Grammar and word-order errors make comprehension difficult.

1 Makes some errors in grammar which leads to unclear meaning.

3 Vocabulary

5 Use of vocabulary and idioms like native speakers.

4 Sometimes uses inappropriate terms.

3 Frequently uses wrong words / Inadequate vocabulary.

2 Misuse of words and very limited vocabulary.

1 Vocabulary limitations so extreme and impossible to make conversation.

4 Fluency

5 No hesitation in speaking like the native speakers.

4 Speed of speech seems to be slightly affected by language problems.

3

Speed and Fluency are rather strongly affected by language problems.

2 Usually hesitant: often forced into silence.

1 Speech is so halting (stop moving) & impossible to make conversation. 5 Comprehension

5 Appears to understand everything without difficulty.

4

Understand nearly everything at normal speed, although occasional repetition may be necessary.

3 Understanding with slower than normal speed with repetitions.

2 Has great difficulty following what is said & needs frequent repetitions.

1 Cannot 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 ora point of view. Therefore, to assess the performance of speaking will be better if the assessor is two or more assessors.

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.”30Not 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.”31However, Broughton and friends

argued that “Good astudent 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

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

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 asputting the horse before the cart.”37The proverb meansto 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 thedocumentation 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: UIN Jakarta, 2006).

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 speakingskills 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 3rdsemester 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 andBudianto’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

39

Agus Budianto, The Correlation between Listening and Speaking Ability of the Fifth Semester Students of English Education Department, A Thesis (Kudus: Muria University, 2011).

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

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 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.1Variable 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: Rineka Cipta, 1996), p.99.

3

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.

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.

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.”6The symbol of the correlation product moment is

“r”.7Data operation technique is done through the steps below: a. Finding the number of correlation using formula:

rxy

=

Σ (Σ )(Σ )

[ ( ) ][ (Σ ) )]

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

6

http://eprints.undip.ac.id/6608/1/Korelasi_Product_Moment.pdf

7

∑ 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 3.1 Pearson 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.

0.20–0.39 There is a correlation between X and Y, but it is weak or little.

0.40–0.69 There 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

Y.

0.90–1.00 There is a very high correlation between X and Y.

G. Statistical Hypotheses

1. If rois the same as or higher than rt, the Hais 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 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 4.1 Listening 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 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

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 4.2

Descriptive Statistic of Listening Scores

Statistics Listening Comprehension

N Valid 31

Missing 1

Mean 74

Median 75

Mode 70

Std. Deviation 6

Variance 36

Minimum 60

Maximum 85

Range 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

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 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 2 2

After have been calculated, the scores were gained such as bellow:

Table 4.4

Final Scores of Speaking Test

Participants Speaking Scores (Y)

Student 1 86

Student 2 70

Student 3 86

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:

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 4.5

Descriptive 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

Statistics Speaking

N Valid 31

Missing 1

Mean 72

Median 70

Mode 66

Std. Deviation 10

Variance 113

Minimum 50

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 4.6 Data 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 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 ΣX=2324 ΣY=2256 ΣXY=170016 ΣX2=175306 ΣY2=167592 Formula:

r

xy =

Σ (Σ )(Σ )

[ ( ) ][ (Σ ) )]

Description:

N = Number of Participants

X = Students’ Listening ComprehensionScores 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

Y = 2256

XY = 170016

X2 = 175306

Y2 = 167592

rxy

₌ Σ (Σ )(Σ )

[ ( ) ][ (Σ ) )]

=

. ( )( )

. ( )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 Table

Listening Speaking

Listening

Pearson

Correlation 1 .46

***

Sig. (2-tailed) .009

N 31 31

Speaking

Pearson

Correlation .46

***

1 Sig. (2-tailed) .009

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 rxy0.46. 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:

t

count

=

²

=

.

. ²

=

.

.

=

. _. .

=

.

.

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 ttablein 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 ttableof 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 ifDfvalue is 29, while the table of significance 1% is 0.45.

The statistical hypotheses state:

1. If rois the same as or higher than rt, the Hais accepted. 2. If rois lower than rt, the Hais 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.

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

APPENDIX 8

SATUAN ACARA PERKULIAHAN Mata Kuliah : Listening III

Jurusaan/prodi : Pendidikan Bahasa Inggris

Pengajar : Neneng Sunengsih. M.Pd,

Semester : III (tiga)

Mata Kuliah Pra syarat : Listening IV 1. Kompetensi Dasar

Mahasiswa dapat memahami wacana dari kaset baik secara menyeluruh maupun lebih rinci dalam waktu tertentu.

2. Standar kompetensi

Ada beberapa tujuan yang ingin dicapai setelah menjalankan perkuliahan ini, antara lain sebagai berikut mahasiswa diharapkan dapat :

- Memahami isi wacana-dialog dengan mengambil ide utama dari wacana/dialog tersebut.

- Memahami isi wacana secara detail sehingga mahasiswa dapat mebjawab pertanyaan-pertanyaan dengan lengkap dan benar sesuai isi wacana/dialog tersebut.

- Meningkatkan ketrempilan e=menyimak dan sekaligus ketrempilan bahasa yang lain sepertispeaking, readingdanwriting.

- Memahami istilah-istilah yang dipakai dalam tempat tertentu dimana wacana itu terjadi sehingga pengetahuan kosakata mereka semakin berkembang.

- Merangkum atau menyimpulkan informasi yang didengar dengan menggunakan kata-kata sendiri.

- Mahasiswa dapat mengerjakan latihan-latihan persiapan TOEFL.

-3. Deskripsi Mata Kuliah

Mata kuliah Listening adalah mata kuliah wajib yang harus diikuti oleh seluruh mahasiswa Bahasa Inggris. Mata kuliah listening ini juga merupakan mata kuliah berantai yang sudah diberikan mulai dari awal tahun perkuliahan (semester peretama) sampai dengan semester ke empat. Karena mata kuliah ini termasuk mata kuliah pre requisite yakni harus diambil secara berurutan, maka bagi mahasiswa yang belum mengambil atau tidak lulus pada mata kuliah Listening sebelumnya tidak diperbolehkan mengambil mata kuliah yang berikutnya.

Listening III adalah mata kuliah yang diberikan pada mahasiswa semester III dimana mereka telah mengambil dan lulus mata kuliah Listening I dan II. Materi yang terkandung dalam mata kuliah listening III adalah terdiri atas dua bagian, yakni listening for main ideas and listening for details. Kedua bagian tersebut di kembangkan dalam beberapa wacana yang menarik dan menantang yang terjadi dalam kehidupan yang nyata. Dalam hal ini terdapat sekitar 10 topik yang harus diselesaikan dalam dua belas pertemuan di tambah dengan ujian Tengah Semester dan Ujian Akhir Semester. Dan juga pada akhir beberapa kali pertemuan ditambahkan latihan-latihan persiapan TOEFL, dimulai dari perkenalan tetntang TOEFL itu sendiri sampai dengan copntoh Listening secara keseluruhan.

Materi diambil dari beberapa sumber dan pemberian contoh dalam bentuk kehidupan yang nyata (dalam suasana asli yang terdapat dalam kaset yakni di Negara bahasa target atau ditambah atau dibandingkan dengan keadaan yang terjadi di Negara bahasa sumber) sehingga seolah-olah mahasiswa sedang terlibat dalam suasana tersebut.

Listening III adalah mata kuliah bahasa Inggris berjenjang yang wajib diikuti oleh semua mahasiswa jurusan Pendidikan Bahasa Inggris. Oleh karena itu, mahasiswa yang belum lulus/mengambil listening I dan II tidak diperbolehkan mengambil listening IV. Sedangkan materi dalam mata kuliah ini mencakup topik-topik baik umum maupun akademis, juga beberapa persiapan pemahaman wacana-wacana yang ada dalam tes TOEFL; yakni, terdiri atas tiga bagian short conversations. Extended conversations dan mini talks.

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.

-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.

APPENDIX 10 SILABI Mata Kuliah : SPEAKING III

Kode : BHS 7024

Bobot SKS : 2 sks

Jurusan : PBI

Program Studi : PBI

Semester : III

Mata Kuliah Prasyarat: Speaking I dan II Pengajar : Atiq Susilo, MA., Dr.

Standar Kompetensi: Mahasiswa mampu berkomunikasi lisan baik transaksional maupun interaksional dengan pronunciation yang layak, kelancaran yang nyaman, ketepatan tata bahsa yang berterima, pengutaraan makna yang benar dan kosakata yang cukup.

Kompetensi Dasar: Memahami struktur kalimat dengan baik, kosakata yang cukup; pengetahuan gramatika tingkat intermediate, dan pemahaman jenis kalimat yang berterima.

Indikator: Setelah menyelesaikan seluruh materi perkuliahan mahasiswa diharapkan memiliki kemampuan:

1. Memiliki kemampuan bahasa yang efektif meski masih melakukan beberapa kekeliruan, ketidak tepatan ungkapan, kekurangan berterimaan ungkapan dan keliru pemahaman. memahami makna dan dapat menggunakan ungkapan yang cukup rumit (komplek) terutama pada situasi yang dekat atau diketahuinya (familiar situation).

2. Mampu bertahan pada situasi percakapan dengan kepercayaan diri serta kompetensi yang cukup meski mengalami beberapa kesulitan pada tingkatan menengah. Masih sering meminta pengulangan, sering terlewat hal-hal kecil, dan sedikit menggunakan gaya bahasa, masih sering mengalami kesulitan memulai percakapan dan ragu-ragu berucap. 3. Mampu memelihara dialogue dengan inisiatif memulai, meski dengan topic sederhana dan sedikit variasi percakapan.

4. Aksen bahasa aslinya masih sangat kentara dan sering mengganggu intelligibilitas.

Deskripsi Mata Kuliah: Speaking III adalah MK yang memfasilitasi mahasiswa berlatih dan menerapkan keterampilan berbicara dengan dasar yang sudah diperoleh pada speaking I dan II serta melatih mahasiswa mengemukakan makna dengan ungkapan yang berterima pada tingkat kelancaran dan lafal ucapan yang nyaman dalam berbincang dalam bahsa Inggris.

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 are implemented 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 Games

2. Hall, Diane and Mark Foley., Speaking Out. 3. Ur, Penny., and Andrew Wright., Five Minutes

Activities.