THE EFFECT OF ATTITUDE TO THE STUDENTS’ SPEAKING ABILITY AT THE SECOND YEAR OF SMA NEGERI 1 KALIREJO

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ABSTRACT

THE EFFECT OF ATTITUDE TO THE STUDENTS’ SPEAKING

ABILITY AT THE SECOND YEAR OF SMA NEGERI 1 KALIREJO

By

VERY INDRA WAHYU

This research is about the effect of attitude to the students’ speaking ability of SMAN 1 Kalirejo. The objective of this research was to find out the differences between two types of attitude (positive and negative) to their speaking ability. The population of this research was the second year students of SMAN 1 Kalirejo. There were six classes and class XI IPS 3 was chosen as the sample of this research that consisted of 32 students. This research used ex post facto design. There was no treatment done. The writer used questionnaire to know the students’ attitude and gave an oral test to measure the students’ speaking ability.

The result showed that students with positive attitude got the highest score in speaking ability. It means that they were more successful in English speaking ability rather than those with negative or middle attitude. Positive students got the highest score 75.87 for general speaking, pronunciation (73.89), fluency (74.67), and comprehensibility (76.00). It means that attitude had a positive impact on students’ ability in learning. The positive students had a positive impact on students’ ability in speaking. The significance was 0.000 < 0.05, it means that there was a significant difference on English speaking ability between students with positive attitude and those with negative attitude.

In short, positive attitude has a good impact to the students’ speaking ability. It happened because positive attitude makes students enjoy in the class and make their confidence raises to speak in English. For the future researchers who will conduct the same research, it is recommended to conduct study about speaking with some changes in term of text types and student’s level.

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LIST OF CONTENTS

ABSTRACT……….i

CURRICULUM VITAE………ii

MOTTO……….iii

DEEDICATION………iv

ACKNOWLEDGEMENT……….v

TABLE OF CONTENT………vi

LIST OF TABLE………viii

LIST OF FIGURE………ix

LIST OF APPENDICES………x

I. INTRODUCTION ... 1

1.1 Background of the Problem ... 1

1.2 Research Question ... 5

1.3 Objective of the Research ... 5

1.4 Uses Of the Research ... 5

1.5 Scope of the Research ... 6

1.6 Definition of Terms ... 7

II. LITERATURE REVIEW ... 8

2.1 Concept of Attitude ... 8

2.2 Types of Attitude ... 10

2.3 Characteristics of Attitude………12

2.4 Components of Attitude ... 14

2.5 Function of Attitude ... 15

2.6 Attitude in Second Language Learning ... 17

2.7 Notion of Speaking ... 20

2.8 Types of Speaking Skill ... 23

2.9 Aspects of Speaking….. ... 24

2.10 Evaluation on Speaking Ability.………25

2.11 The Relationship Between Attitude and Speaking in EFL.………...28

2.12 Theoretical assumption.……….30

2.13 Hypothesis………..30

III. RESEARCH METHOD ... 32

3.1 Research Design ... 32

3.2 Population and Sample ... 33

3.3 Research Instruments ... 33

3.3.1 Test of Attitude ... 34

3.3.1.1 Design of Questionnaire ... 34

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3.3.2.1 Speaking Topics……….35

3.3.2.2 Speaking Scoring System ………..36

3.4 Reliability and Validity of the Instruments ……….38

3.4.1 Reliability of the Instruments ………...39

3.4.2 Validity of the Instrument……….40 3.5. Research Procedure ………41 3.6 Data Treatment ………41 3.7 Hypothesis Testing ………..42 IV. RESULT AND DISCUSSION ……….43

4.1 Result of the Research………..43

4.1.1 Result of Attitude Test ...………..44

4.1.2 Result of Speaking Ability Test ...………45

4.1.3 Hypothesis Testing …...………53

4.1.4 The Better Attitude on Speaking Ability.………...…………..54

4.2 Discussion………54

V. CONCLUSION AND SUGGESTION ..………62

5.1 Conclusions………..62

5.2 Suggestions ...………..63

REFERENCES ... 65

I.

INTRODUCTION

In this chapter, the writer presents six topics which consist of background of the problem, research question, objectives, uses, scope of the research and definition of terms.

1.1 Background of the Problem

In Indonesia English is considered as a foreign language (EFL). It has been introduced to educational institution which is learnt from Elementary School to university as a compulsory subject. The ability in speaking English is always become a very important goal for language learners. In English subject, especially speaking skill at the second grade of senior high school, the standard competence requires the students to be able to express the meaning of short functional text and monologue text in form of recount, narrative, and procedure in daily context and in accessing the science. Whereas in basic competence, the students are hoped to be able to express the meaning of simple monologue text that uses language accurately, fluently, and acceptably in form of recount, narrative, and procedure text. Based on the statement above, the students are hoped to be able to express their mind or idea using English in daily activity. However, more failures than successes have always marked the English teaching when the teacher attempts to deal with ability to communicate. Many learners know about the language, but

only some of them understand how to use it in daily social use correctly, not necessarily appropriately. As we know that English is already taught since they were in elementary school but the fact shows that they are still lack of ability in speaking English.

Based on the observation at SMA N 1 Kalirejo, it was found out that there was still limited interaction in speaking class. Most of the students were unwilling to express their idea or opinion in English. They thought that speaking was the most difficult part. It was also supported by some students’ statement that English is one of the difficult subjects to study. Therefore, they need a teacher who can make a good atmosphere to increase their eagerness in learning English. In fact, mostly, at the first time the students are glad when they would like to face English as their school subject. They feel happy and curious to study English. But the new words, the different grammar, and the difficulties in practicing English make them difficult to learn this subject. Considering the statements above, the writer realizes that it is the negative attitude that makes students find difficulties. The students tend to be lazy to learn the language. Consequently they are not able to speak in English well.

In teaching learning process, there are some components which influence this success, i.e., students, teacher, aim, material, method, media and evaluation (Tarigan, 1987:7). For students, attitude becomes one of important factors that are able to determine their learning motivation. It also happens in learning a second/ foreign language. Setiyadi (2003: 28) states that the problems and the progress in

learning the language may depend on the factor that language learners have, that is attitude.

Attitude is human tendency with certain feeling to accept or reject an object based on his/ her own judgment and evaluation as well as his/ her experience towards the object, whether good or not. Therefore, the judgment has a quality of positive and negative. The attitude leads to the development of the degree and kind of attitude that has such an important influence on the amount of effort a learner is prepared to make in learning a second language (Spolksky, 1898: 136). So, it is clear that students themselves also determine their success in learning a language.

Language is a means of communication (Allen and Widdowson, 1983:125). And one way to communicate with others is by speaking. Since speaking is a productive skill, it is believed that more practice will make the students better than before. Therefore, the students need to practice in expressing their ideas in their speaking class. The purpose of English teaching is to develop the students’ awareness of the ways in which the language system is used to express scientific facts and concepts (Setiyadi, 2006:143). Based on this idea, it is clear that the main goal of teaching English is to develop the students’ communicative competence in varieties of contexts and situations. But there are obstacles in making a positive attitude of students to English as Bygate (1987: vii) states that one of the basic problem in foreign language is to prepare learners to be able to use the language. It is clear that psychological factor may give some contributions in successful learning especially English speaking. Moreover, the teacher has an

important role in motivating the students to make them more active and brave to use their English orally, since the standard competence and basic competence in KTSP curriculum generally requires the students to be able to communicate in English. How this preparation is doing successfully depends very much on how we as the teacher understand the aim of teaching.

Klausimer (1985:382) states that attitude may be learned by observing an object. Students in second grade have learnt and observed English since they studied at elementary school. So, after finishing their study from junior high school and coming to senior high school they have an attitude to like or dislike a subject. For example if they like the English subject they will have a big effort to study English, they will give serious attention in the English class, they will try to speak in English, and ask the questions to the teacher. Conversely, the dislike students tend to follow the lesson without thinking whether or not they understand the materials.

Based on the statements above, the writer decided to investigate the effect of students’ attitude to English toward their speaking ability. So far, people believe that the more positive attitude the students have, the more ability of speaking they have too. Therefore, this research is entitled the effect of attitude to the students’ speaking ability

1.2 Research Question

Based on the background above, the problem is formulated as follow:

1. Is there any significant difference on speaking ability between positive and negative type of attitude at the second grade students of SMA N 1 Kalirejo?

2. Is there any effect of attitude to the three speaking aspects (pronunciation, fluency, and comprehension)?

1.3 Objectives

Based on the formulation of the problem above, the objective of this research is to investigate:

1. To find out the significant differences between students’ attitude type (positive and negative) toward their speaking ability at the second grade students of SMA N 1 Kalirejo.

2. To find out the effect of attitude to the three speaking aspects (pronunciation, fluency, and comprehension).

1.4 Uses of the Research

Based on the research objectives above, the result of this research hopefully would give some benefits as:

1. Theoretically

a. This research confirmed on previous research that there is an effect of students’ attitude to their English speaking ability.

b. The result of this research can be used as the reference for those who want to conduct the research in English teaching learning process especially in speaking.

2. Practically

a. Information for English teachers, especially at SMA N 1 Kalirejo to make a positive attitude to the students in learning English so that the students have a high motivation in speaking English.

b. A contribution for the school to improve and increase English teaching learning process especially in speaking class.

c. It may be used to inform the readers about contribution of the attitude toward students’ awareness in speaking English.

1.5 Scope of the Research

This research is a quantitative research which is focused on the effect of students’ attitude to English as a foreign language and attitude to English teaching learning towards their speaking ability of English at the second year of senior high school. Travers (1982:376) states that attitude refers to positive approach or negative avoidance of an object. The researcher observed the responses of the students’

attitude whether it is positive or negative towards English. The speaking ability here referred to pronunciation, fluency, and comprehension in form of dialogue.

1.6 Definition of Terms

In order to avoid misunderstanding, the writer clarified some definition of key terms as stated below:

a. Attitude in this study means a tendency in human to accept or reject an object based on his evaluation.

b. Speaking in this study means an activity of interacting and communicating among people in social life. Lado (1960) defines speaking as the ability to express oneself in life situation, or the ability to converse, or to express a sequence of ideas fluently (dialogue speaking).

c. English speaking ability in this research refers to as an ability or skill which the learners have in communicating, conveying the meaning, and using a meaningful conversation in English that cover pronunciation, idea, grammar, fluency, comprehension, and vocabulary.

d. Effect here is the situation or condition that is caused by an antecedent. An effect is produced by the action of an agent or a cause and follows it in time.

II. FRAME OF THEORIES

This chapter deals with the concept of attitude, types of attitude, characteristics of attitude, components of attitude, function of attitude, attitude in second language learning, notion of speaking English, types of speaking skill, aspects of speaking, evaluation on speaking ability, the relationship between attitude and speaking in EFL, theoretical assumption and hypothesis.

2.1 Concept of Attitude

In education, attitude plays an important role in accepting or rejecting something (object). Attitude is a product of interaction process in which somebody gives respond from the received stimulus. So, attitude is related to object, and in order to make adaptation towards object, it is influenced by social environment as well as the readiness to accept/ respond it. It is supported by Baron and Byrne (1994) “attitudes are enduring mental representations of features of the social or physical world. These representations include evaluations of attitudes object plus information pertaining to them”.

Gardner and Lambert (1972:9) state that an individual attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of individual’s

beliefs or opinions about the referent. In practical term, then, an attitude is a construct derived from subjects’ answer to a number of questions about an object. As said by Travers (1982:376), attitude refers to positive approach or negative avoidance of an object. So, attitude involves the concept of rejection or acceptance and also involves some kind of affecting (feeling) responses to the object involves. For an individual, to answer all the questions about the object, and also to have positive or negative attitude towards an object, the individuals have to observe the object.

Klausmeier (1985:382) states that attitude may be learned by observing an object. A positive attitude may be formed for the first time as the observer reacts favourably to the object. It is strengthened if the objects’ behaviour is rewarded in the presence of the observers by observing the object. The observer will get the information from the object, and it will affect the observer to decide accepting or refusing an object. If the subject accepts the object, the output of this action will be positive attitude. Conversely, if the subject refuses an object, negative attitude will be as the output.

Then according to Walgito (1980: 52), attitude is human tendency involving certain feelings in responding to an object and it is born as the effect of his experiences. It means that human tendency to accept or reject the object is influenced by his experience, understanding, belief, thinking also to respond the object with certain ways towards his environment. Therefore, in teaching learning process, students attitude towards the object is a crucial thing, because it can

produce positive and negative action, in which those actions will influence the students’ ability.

Based on the opinions above, it can be inferred that attitude is subject tendency with certain feelings to refuse or accept an object based on his own judgment and evaluation as well as their experience towards an object as the output from his own observation. After observing the object, then, the subject will have his own attitude in the form of positive or negative attitude.

People with certain attitude toward an object will show certain action toward it. For instance, students who have favourable attitude (happy, like, accept) towards English will give different action from those who have unfavourable attitudes (reject, hate) towards English lesson. The first students will tend to get in touch with the people or the culture, they will give big effort to gain it to be able to communicate in English in many way such as want to have conversation with the native, want to know more about their culture and many things even may be want to be native speaker and stay with them in their country. While the second one will tend to stay away, avoid, hate and dislike it. They do not want to do anything to improve or at least to follow English teaching learning process well.

2.2 Types of Attitude

Relating to the teaching English as a second / foreign language, there are three types of attitudes (Setiyadi, 1999), they are:

1. Attitude to English as a foreign language

As we know that English is the international language. In Indonesia English is a second language. Attitude to English as a foreign language is he human tendency about how important is the English in this era, how the people understand that English is the international language, and how the people know the beauty of English as a language.

2. Attitude to English teaching learning

Attitude to English teaching learning is an attitude to the process of teaching learning of English. The students who have a positive attitude will think that English is interesting, English is fun, and they will learn English out of school hours. Different with the students’ negative attitude who don’t like to study English anywhere.

3. Attitude to native speakers of English

It is about how the people or students think about the native speakers of English. Are they a good people, a bad people, a smart people, or an arrogant and selfish people, etc. It is based on the attitude of the students whether it is positive or negative.

Attitude in general is human tendency involves certain feelings in responding an object and it is born as the effect of his experiences. From these three types of attitudes above, it is suitable to the second year students of senior high school that learn English as a second / foreign language.

2.3 Characteristics of Attitude

Attitudes emotionally toned predispositions to react in a confident way towards persons, object, and ideas. According to Klausmeier (1985:376) an attitude has four characteristics:

1. Attitude influence approach and avoidance behaviors

Attitudes are very important in daily life because they determine the direction of many activities. If individuals have a favourable attitude towards something, they approach it, or support it. Conversely, an unfavourable attitude leads to avoidance or conflict. For example, high school students with favourable attitude towards English take elective courses in English. But the negative attitude’s students complete only the required courses and manifest their dislike of the subject matter while taking the courses.

2. Attitude are based on feelings and information

The affective component of an attitude refers to the individual feeling towards an object, person, event, or idea. While the cognitive component refers to person’s knowledge about entity.

3. Attitudes may become stronger or may change direction

Some attitudes are learned initially, become stronger or endure. Others are learned, but the later modified. Moreover which ones endure and which are modified vary from one individual to another and from one group to another. In this regard, our attitudes are less permanent than our understanding of concept and principle.

4. Attitudes vary in significance to the individual and society

Some attitudes are higher significance to the individual than others. Attitudes towards other persons are typically high significance. For example, students who feel that other students are friendly and helpful, they will approach them with opennes and warmth. These students express their emotional dependency freely favourably towards themselves. On the other hand, students who feel that other students are unfriendly and naughty, they will reject or isolate them.

Attitudes and values vary in their importance to differently organized segments of society, such as the community, state and nation, and therefore can cause problems. As an example, differences in values among groups of parents of a community result in failure to agree upon the attitudes and values that students should learn in school.

From the characteristics above, it can be inferred that each characteristic of attitudes will help the students to react towards an object, person, event or idea. Thus, since attitudes can be changed or modified, therefore students’ bad attitudes towards language learning (English) also can be repaired to become positive. Even if it has been endured by students. So, at least it can be modified to be better. Therefore it is an English teachers’ duty to change their students’ unfavourable attitudes towards English lesson become the favourable one since they learn English formally at school. What the English teacher can do is basically by

improving their motivation as well as correct their miss-perception about English lesson it self which firstly they got at the first time they learn English.

2.4 Components of Attitude

Attitude is a unit of some evaluative components. They are beliefs, knowledge, or observation, and then emotion or feeling, the last is a tendency to do an action based on those evaluations before. Those components cannot be separated since it is a fixed system of individual which result on positive or negative evaluation. Thus, the evaluation followed by certain feeling which leads to a tendency whether pro or contra. Katz and Scotland (1959) in Travers (1982:377) suggest that attitudes include the following components:

1. Cognitive Components

It corresponds to a persons’ knowledge about entity. Attitudes differ in the extent to which they involve knowledge and believe. Some attitudes are highly intellectualized. The cognitive basis for many attitudes may be misinformation. Travers (1982: 377) assumes that the word cognitive implies knowing, hence, the cognitive component of an attitude is that aspect based on beliefs or knowledge.

2. Affective Components

Affective components consist of positive or negative affect (feelings). Klausimeier (1985: 376) states that affective cognitive refers to the individuals feelings associate with an object, person or idea that is something pleasing or displeasing, liked or disliked. So, affective component gives evaluation towards

knowledge or experience about like or dislike. If he likes the object, he will tend to have positive attitude, but if he doesn’t like, he will give negative attitude.

3. Action Components

An individual knowledge is evaluated by his feeling. After evaluating process happened, an individual will have a tendency to react towards the object. These individuals’ tendency to behave and to react is the final decision after the whole process.

Knowing those three attitude components, then the writer formulates that those three components have an important relation each other. It means that to build an individual attitude is started by an individual knowledge, certain feeling up to the final component, that is individual tendency to react and behave towards the object, whether in the form of positive or negative attitude.

2.5 Function of Attitudes

McGuire (1969) identified a number of different categories of attitude function: 1. Adaptive Functions

Some attitudes serve highly utilitarian purposes. The function of attitude is adaptive to enable the subject to get the purpose. For example, in learning language a student who finds difficulties in learning a language will develop his attitude by recognizing his weakness in learning a language, and then he will overcome it and find the solution. Recognizing weaknesses in language learning

by a student represents an adaptive function of attitude that serves the purpose of mastering the language.

2. Cognitive Functions

Another section of McGuire’s book makes the point that concept permit the classification of the endlessly varied phenomena of the world into a limited number of categories. In this way the environment is simplified, so that interactions with it can be more readily handled. In more simple term, we perceive an object and classified it as an object we have already known before, or we have knowledge about it. After classified the object, we are in a position to respond it same objects we knew before. Perceiving an object and classifying it using our knowledge about the object, we use cognitive function of attitude, so that we can respond it in a right way. For example, we have ever studied English in First grade of SMA. Then we in second grade certainly know and have knowledge about the English subject. Then because of our knowledge we will perceive and classify the object and give respond as the same subject we knew before. We use cognitive function of attitude when we perceive and classify the English subject.

3. Need Gratification Functions

This function involves the direct gratification of need. For example, if we find the benefit in learning a language, we will feel that it is necessary to learn the language. It will build a positive attitude because of that necessary or need.

4. Ego Defense Functions

Someone has ego defense function of attitude to maintain his belief. For example, a student who believes that learning English will be more useful than learning mathematics, he will ignore someone’s opinion who said that learning mathematics is more useful than learning English. This ignoring is the effect of ego defense as the function of attitude.

According to those four functions of attitude, the researcher concludes that the functions of attitude are very important for the students in learning the language. Each function of attitude will be able to guide the students to have an attitude to the object after observing it. The function of attitude will help them to overcome the problem they have towards an object and finally it will produce a solution to behave an object. So, again the functions or roles of attitude are very important for the students to make them have a positive attitude towards an object (English lesson) which finally increase their ability.

2.6 Attitude in Second Language Learning

As mentioned previously, attitude is a tendency in human to accept or reject object based on his evaluation as the result of their observation towards the object. Thus, students’ attitude towards English lesson is students’ tendency towards English lesson as a result of their evaluation towards English as a language. Students may evaluate English both through formal situation that is teaching learning process in the class and informal media like English news programs,

television, films, music, and many other in which from those experiences they will process them in their mind through three components of attitude and then they evaluate and decide whether it is acceptable or not. In other sentences “all of students” experience both from formal and informal will determine their attitude towards language learning. If their experiences towards English are favourable, then their attitudes towards English language learning will be positive and conversely, their unfavourable experiences towards English make them less motivated to learn and finally their English ability won’t be maximal, as it is said by Spolksky (1989: 136), the attitudes lead to the development of the degree and kind of motivation that has such an important influence on the amount of effort a learner is prepared to make in learning a second language. Relating to the teaching English as a second / foreign language, there are three types of attitudes, they are attitudes to English as a foreign language, attitudes to English teaching learning, and attitudes to native speakers of English (Setiyadi, 1999).

As we know, English is learnt as a foreign language. It means that the language is not the mother tongue. Language also is a part of a culture and culture is a part of a language. The two are intricately interwoven and both of them can’t be separated. Therefore in learning English as a foreign language, we also learn about the culture of English.

Lambert’s (1967) work on attitudes in second language learning referred often to Hui (2003: 340) states that in the foreign language context, students are able to succeed if they are engaged in learning materials which are related their needs and

interest. The degree of relevance affects the degree of willingness, which in turn, influences the degree of participation and commitment. Material might include cross cultural text for students to become culture sensitive and syllabuses may spell out the capability of students engaging in meaning negotiation at the level of cultural schemas as one of the goals of foreign language learning.

Supporting Hui’s statement, Lambert (1963: 358) states that an individual acquires a second language gradually adopts various aspects of behaviour which characterized members of another linguistics- cultural group. The learners’ ethnocentric tendencies and his attitudes towards the other group are believed to determine his success in learning the new language. The orientation is instrumental if the purpose of language reflects the more utilitarian value of linguistics achievement, such getting ahead in one’s occupation, and integrative if the students are oriented to learn more about the other cultural community as if he desired to become a potential member of the group.

From the description above, English culture of course has different values with Indonesians. It will lead the students to like or dislike English. By the different values, it can be make the students less interested in learning English, moreover to be involved in English culture. Then, they tend to give negative attitude towards English such as avoid, hate and no motivation to learn the language intensively. Finally their English ability will be low.

So, it is clear that how important the attitude is in determining the students’ success in learning a language. Attitude in learning a target language may affect motivation and motivation can mediate any relation between attitudes and language ability.

Realizing how crucial the role of attitude is, therefore this research tried to investigate students’ attitudes of SMA N 1 Kalirejo towards three types of attitudes as mentioned before, they are attitudes towards English, attitudes towards learning English and attitude towards native speaker (Setiyadi, 2003). But, the researcher just used two types of attitude that more suitable to the second year students, that are attitude to English as a foreign language and attitude to English teaching learning. To gain the data of students’ attitudes, the researcher applied a questionnaire which consists of those two types of attitude. After that the data was analyzed whether there was a significant effect of students' attitudes to their English speaking ability or no.

2.7 Notion of Speaking English

Speaking ability is an aptitude of human being in communicating each other even in different language. Speaking is one of effective way to interact and communicate among people in social life. Brown (1980) states, that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Based on the theory above, there are three main important points of view which must be occurred to the participants of

communication (speakers and listeners) to construct the meaning during the interaction among them.

Speaking is also the ability to receive and to produce the words which have meaning. Byrne (1984:9) defines speaking as two-ways process between speaker and listener and it involves the productive skill and receptive skill of understanding. Actually, speaking process needs at least two peoples , one as a speaker and the other as listener.

Brown also classifies types of spoken language into two types, they are monologue and dialogue. In monologue, when a speaker uses spoken language like in speech, lecture, etc, the hearer must process long stretches of speech without interruption the stream of speech will go on whether the listener comprehend or not. While dialogue, involves two or more speakers and can be subdivided into interpersonal and transactional. An interpersonal language is a dialogue with the purpose is to promote social relationship between speakers. On the other hand transactional language is dialogue which involves two or more speakers and the purpose is to convey propositional or factual information.

On the relevancies of curriculum that were applied in Indonesia, especially in speaking subject, students are hoped to be able to express the meaning of short functional text and monologue text in form of recount, narrative, and procedure in daily context and in accessing the science. Therefore, after being taught the English, the students are hoped to have a good ability in speaking. They have to

be able to communicate, convey the meaning, and have a good conversation. But, there some factors should be underlined in speaking, according to Heaton (1991):

1. Standard of voice

According to Gilman (1968) the characteristics of voices is commonly described as pitch, loudness, fluency, duration, and quality. Brown (2001:198) separates teaching pronunciation into two, they are:

a. The beginning levels: learner hopefully can surface that threshold beneath which pronunciation detracts from their ability to communicate.

b. The advanced level: learners focus on elements that entrance communication intonation features that go beyond basic patterns, voice of quality, phonetic distinction between registers and others refinements that are far more important in the several stream of clear communication than rolling the English/r/or getting vowel to perfectly imitate a native speaker.

2. Comprehensibility

Heaton (1991:35) describes that comprehensibility denotes the ability of understanding the speakers’ intension and general meaning. It means that the speakers and listeners must grasp the meaning quickly and correctly while speaking so that the conversation can run well.

Based on the ideas above to acquire the language especially in speaking, the pioneer of education must give more opportunities to the students to practice speaking during the class in order to make them accustomed in speaking English.

2.8 Types of Speaking Skill

Based on categorical level of proficiency of speaking in foreign language, speaking can be divided into three types of speaking skill

1. Beginner level

In this type, people can’t speak in foreign language. When they make a conversation, their partner totally do not understand what are being said by him/her.

2. Intermediate level

People with this type are able to speak in English but sometimes they still make some mistakes but not totally wrong. It can be tolerated because he/she only makes local errors not global errors so that it will not influence the whole meaning. People in this type have a little ability to communicate in English but not too fluently.

3. Advance level

This type is the highest level on English proficiency, people in this level are able to communicate in English even in the native environment. They can speak English fluently and totally understandable by others. Beside that, their pronunciation almost likes a native speakers.

2.9 Aspects of Speaking

The aspects of speaking are as follows: a. Speaking mode

The first feature is the speaking mode: it can be isolated (the words are pronounced in isolation with pauses between two successive words), connected (usually used when spelling names or giving phone numbers digit by digit), or continous (fluent speech).

b. Speaking fluency

With the three speaking modes, the speech input can be spontaneous or read (scripted speech for data entry by computer operators or a text dictated to a secretary from a manuscript document).

c. Speaking rate

It is obvious that the speech production rate varies from one speaker to another. The speaking rate depends on the explanation conditions in particular due to stressful operating conditions such as adverse physical environments. The speaking rate can be slow, normal or fast. This may be measured by statistical distribution of the average number of speech frames within a set of sentences that has given. If the performance result is obtained with a particular speaking rate that is not used during the exploitation it has to be specified. A tool may be required by the application developer to measure speaking rate.

d. Non-speech sound

The users are likely to produce acoustic sound that are not relevant to the application, such as cough, sneeze, lip smacks, clicks, etc. these extra-linguistic phenomena (or non extra-linguistic phenomena) may be considered as part of the speech modeling (implementation of the rejection mode described below), or may be tackled at the linguistic level or other higher levels.

The application developer has to know if these phenomena are handled or not, and how to tune the system for that purpose if any intervention is needed.

2.10 Evaluation on Speaking Ability

Tests are most powerful as they often the single indicators for determining the future of individualism (Shohamy 1997:2). According to Douglas Brown (2000:390), there are many kinds of tests in second language learning, each with a specific purpose, a particular criterion to be measures. They are as follows:

a. Proficiency tests

A proficiency test is not intended to be limited to any course, curriculum, or single skill in the language. Proficiency test have traditionally consisted of standardized multiple-choices items on grammar, vocabulary, reading comprehension. And sometimes is a sample of writing.

b. Diagnostic tests

A diagnostic test is designed to diagnose particular aspects of language. Achievement tests are useful for analyzing the extent to which students have acquired language that have already been taught.

c. Placement tests

Certain proficiency tests and diagnostic test can act in the role of placement tests, whose purpose is to place a student into an appropriate level or section of a language curriculum.

d. Achievement tests

An achievement test is related directly to classroom lessons, units, or even a total curriculum. Achievements test are limited to particular material covered in a curriculum within a particular time frame, and are offered after a course has covered the objectives in question.

e. Aptitude tests

A language aptitude test is designed to measure a person’s or general ability to learn a foreign language and to be successful in that undertaking.

In interpreting a test it is important to note which linguistic units are being tested. Speaking or oral production tests can be test of overall conversational fluency or pronunciation of a particular subset of phonology, and can take the form imitation, structure responses, or free responses.

Speaking is probably the most difficult skill to test. It involves a combination of skills that may have no correlation with each other, and which do not lend themselves well to objective testing. In (Kitao & Kitao, 1996), mention that there are not yet good answers to questions about the criteria for testing these skills and weighing of these factors.

It is possible to find people who can produce the different sounds of a foreign language appropriately; hence they lack the ability to communicate their ideas correctly. This is one of the difficulties that testers encounter when testing the oral production of learners. However, the opposite situation could occur as well; some people do have the ability of expressing their ideas clearly, but at the same time they cannot pronounce all the sounds correctly.

Another difficulty is the administration of speaking skills testing. That is because it is hard to test large numbers of learners in a relatively short time. Therefore, the examiner of an oral production is put under great pressure (Heaton, 1988).

Finally, the assessment and scoring of speaking skills are the biggest problems. If possible, it is better to record the examiners’ performance and the scoring will be done upon listening to the tape. In testing oral proficiency, or oral skills of second language learning, four components are emphasized. These include: vocabulary, grammar, semantic, and phonology. Accurate assessment of limited-English speaking learners requires a total description of the communication skills, linguistic structures, and functional usage of the learner’s language within all social domains (Silverman, Noa & Russel, 1977).

2.11 Relationship Between Attitude and Speaking in EFL

As mentioned in the previous pages, one of the students’ factors of ability towards English is attitude. Attitude means students’ tendency to accept or reject object based on their evaluation towards the object, whether it is good or not. Therefore students’ evaluation can be positive and negative. Winkle (1983: 30) stated that positive evaluation reflects on favourable feeling such as satisfactory, happy, sympathy. Conversely, the negative one will reflects unfavourable feeling, like avoid, hate and afraid. Those feelings play important role in students’ attitude establishment.

Referring to those statements, in learning English, students’ positive attitude comes from positive evaluation and negative comes from negative evaluation towards English as a language and English as a subject. Students’ negative perception or experience towards those two types of attitude causes unfavourable attitude towards English lesson which then make them less motivated in learning English and finally make them unwilling to speak in English. For example if students have negative evaluation towards English teaching learning, they will not interested and dislike the lesson, their mind will refuse to learn English intensively. As a result they will be less motivated to do some effort in order to understand the material in English subject. They don’t respond the material and don’t want to try speaking English.

There are some indicators that show the negative students’ attitude towards English, such as the students pay less attention to teacher, refuse to accept suggestion, do not want to ask or discuss some problems in English, and last ignore the school task and homework (Travers, 1982). Leng Hui (2003:340) stated that in the foreign language context, students are able to succeed if they are engaged in learning materials which are related to their needs and interest, the degree of relevance affects the degree of willingness, which in turn, influences the degree of participation and commitment.

Based on those statements, it can be concluded that if students already have positive attitudes, it automatically will affect their willingness as well as their participation and commitment to study well. Finally those positive actions will encourage them for example, try to speak in English when the lesson occur, read English books much, pay attention to the lesson intensively, ask questions, do more practice in speaking English both at school and home, take an English course after class in which all of that positive action make their English ability increased and they can speak English well.

The relationship between students’ attitude and their speaking ability can be seen below: “Students who learn a lesson attentively, doing an assignment well, participate actively in discussion, also give a good response to the challenge that appear in learning English. Those are students’ attitude whose will get success in learning English” (Russeffendi, 1980: 130-131).

2.12 Theoretical Assumption

Based on the theoretical review, attitude has important role in the students’ learning ability. Thus, the writer believes that attitude to English and speaking ability are strongly interrelated that the students will not have a good ability without have a good attitude on its subject.

In this study, the writer assumes that the students who have a positive attitude in English, they will have a good ability on it. They will try to study about English and its culture and also try to speak English in English class at school.

Based on the statements above, the writer wants to investigate the effect of students’ attitude to English on their speaking ability and also analyze the effect of attitude to the three speaking aspects. They are pronunciation, fluency, and comprehension.

2.13 Hypothesis

Referring to the theoretical views, and assumption above, he writer stated the hypothesis as follow:

1. There is a significant difference between students with positive and negative attitude toward their speaking ability at the second grade of SMA N 1 Kalirejo.

2. There is an effect of students’ attitude to the three speaking aspects. They are pronunciation, fluency, and comprehension.

III. THE RESEARCH METHODOLOGY

The writer elaborates this chapter into seven topics. They are research design, population and sample, research instruments, reliability and validity of the instruments, research procedure, data treatment, hypothesis testing.

3.1 Research Design

This research is quantitative research. The researcher used expost-facto design

because there is no treatment done, but collecting the data to see the effect of students’ attitude towards their speaking ability. This research has two variables, they are attitude (positif and negatif) as independent variable (formulated as X1 and X2), and the second is students’ ability as dependent variable (Y). Those data then was analyzed to find out the effect of attitude towards speaking ability. X1

Y X2

Explanation: Variable X1 (positive attitude), variable X2 (negative attitude), and how those two variables give the effect to variable Y (speaking ability).

3.2 Population and Sample

Population means the entire mass of observations, which is the parent group from which a sample is to be formed. Population also means the characteristics of a group (Singh, 2006:82). In doing a research, all students in grade XI of SMA N 1 Kalirejo were used as population. However, it needed extra time, energy, and money to do it. Therefore, to overcome this problem, the concept of sample was used. According to Tayie (2005:32), a sample is the subset of the population that is taken to be the representative of the entire population. While, Dawson (2002: 47) defines the sample is as a smaller, more manageable number of people who take part in the research. From the definition above, it is concluded that sample means a smaller unit of the population that represents the whole characteristics of the population. For that reason, the researcher chose one class from class XI as the sample by using random technique through lottery.

3.3 Research Instruments

In collecting the data of variables X and Y (attitude and speaking ability), the writer used questionnaire to know the student’s attitude (variable X), while for measuring student’s ability in speaking the writer applied a test by asking the students to make a conversation with their chairmate (variable Y). And for technique, the writer implemented pair work technique because the writer assumed that the students will be more enjoy in making their conversation with their chairmate.

3.3.1 Test of Attitude

As mentioned previously, the measurement of attitude (X) was carried out through questionnaire. The questionnaire was used to get information about students’ attitude towards English. The questionnaire instruments consisted of 23 items. The students only answer yes or no from the question given by the researcher.

3.3.1.1 Design of Questionnaire

The researcher designed the questionnaire from Setiyadi (2006:73-75), that includes two components of attitude in learning English:

a. Attitude to English as a foreign language

b. Attitude to English teaching learning

Table 1. Component of Questionnaire

Number of Questionnaire Component

1 – 10 Attitude to English as a foreign language 11 – 23 Attitude to English teaching learning

The researcher took the questionnaire from Setiyadi (2006: 73-75), because it is suitable for the second year students of senior high school that learn English as a second / foreign language.

3.3.2 Speaking Test

In gathering students’ speaking data, the writer matched the test with the syllabus of the second year of SMA students based on school curriculum or KTSP (an English operational curriculum which was arranged and applied by each education unit) which the newest curriculum used by the school. The writer conducted speaking test, which last for 90 minutes. In conducting the test the learners were provided a topic and guided to make a short dialogue in pair. The topic is accepting and refusing an invitation. The test was done orally, and directly the teacher called the group one by one in front of the class to perform the dialogue. The learners were asked to speak clearly since their voice was recorded during the test. The materials of the test were taken From Person to Person book which is appropriate for the students in the second grade.The form of the test is subjective test since there is no exact answer. The score of the students’ speaking ability were given based on the oral rating sheet provided. Since, this research applied Heaton (1991) as a guidance in measuring students’ speaking ability, the teacher and the writer assessed the students concerned on 3 aspects namely pronunciation, fluency, and comprehension. As stated previously, in this test inter rater was applied; the first rater is the writer himself and the English teacher as the second rater.

3.3.2.1 Speaking Topic

The speaking topic was taken from the material that they have learnt before so that the students already have the background knowledge about the topic. The

topic is accepting and refusing an invitation. It also can be considered that students who have good attitude will not forget the material they have learnt before because the writer believes that they will use it in their daily activity with their friends.

Pair work technique was used to assess English speaking ability of the students. The writer asked the students to work in pairs so that they can learn several things when working with a partner. Students learn to clarify, confirm, and comprehend information; students learn to assist each other in language learning and pronounce words correctly; and students learn what they need to work on the most.

3.3.2.2 Speaking Scoring System

The writer applied the oral ability scale proposed by Heaton (1991) as guidance for scoring the students’ speaking test that implements holistic scoring which covers pronunciation, fluency, and comprehensibility. The materials were dialogue and the students worked in pair. Each pair has 3 minutes to speak. During the speaking test the writer recorded the students’ conversation in recording tools (hand phone) so that it can be transferred into compact disk while the teachers see the process. The writer gave the copy of data that had transferred into compact disk to the teacher in order that data can be measured by her. Furthermore, the recorded data was scored to measure the English speaking ability of the students individually then the writer accumulated the result of the test with

the English teacher to fulfill the reliability of the test. The table below is the speaking scoring system proposed by Heaton (1991):

Table 2. Speaking Scoring System

Range Pronunciation Fluency Comprehensibility

81-90 Pronunciation on ly very slightly influenced by mother tongue.

Speak without too great an effort with a fairly wide range of expression. Search for words occasionally but only one or two unnatural pauses.

Easy for listener to understand the speakers’ intention and general meaning

71-80 Pronunciation is still moderately

influenced by the mother tongue with errors causing a

breakdown in

communication.

Has to make an effort at times to search for words. Nevertheless smooth very delivery on the whole and only a few unnatural pauses.

The speaker’s intention and general meaning are fairly

clear. A few

interruptions by listener for the sake of clarification are necessary.

61-70 Pronunciation is still moderately

influenced by the mother tongue but

no serious

phonological errors.

Although she/he has made an effort and search for words, there aren’t too many unnatural pauses. Fairly smooth delivery mostly.

Most of the speakers say is easy to follow. His/her intention is always clear but several interruptions are necessary to help him to convey the message or to see the clarification

51-60 Pronunciation is influenced by the mother tongue but only a few serious phonological errors

Has to make an effort for much of the time. Often has to look for the desired meaning. Rather halting delivery and fragmentary

The listener can understand a lot of things being said. But he must constantly seek clarification. Cannot understand many of speakers’ more complex or longer sentences 41-50 Pronunciation is

influenced by the mother tongue with errors causing a

Long pauses while he/she searches for the desired meaning. Frequently halting delivery and

Only a little bit (usually short

sentences and

breakdown in communicating/glob al errors

fragmentary almost gives up for making the effort at times

understood and then with considerable effort by someone who is used to listening to the speaker

31-40 Serious

pronunciation errors. No evidence of having mastered any of the language skills and areas practiced in course

Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort

Hardly anything of what being said can be understood. Even when the listener makes a great effort or interrupts the speaker is unable to clarify anything being said

The criteria of scoring: 81-90 : excellent 71-80 : very good 61-70 : good 51-60 : fair 41-50 : moderate

3.4 Reliability and Validity of the Instruments

Every research including social science and language research always use the reliable and valid instrument in order for the result to be more meaningful and believable. Therefore, the writer tries to define the definition of reliability, and validity as well as what kinds of tests that can be said valid and reliable.

3.4.1 Reliability of the Instruments

The researcher analyzed the reliability to know whether or not the questionnaire is reliable. According to Arikunto (1998: 260), the standard of reliability of the instrument can be described as follows:

a. Between 0,80 to 1,0 = very high reliability b. Between 0,60 to 0,79 = high reliability c. Between 0,40 to 0,59 = moderate reliability d. Between 0,20 to 0,39 = low reliability e. Between 0,0 to 0,19 = very low reliability

The researcher administered the questionnaire for the purpose of estimating the students’ attitude towards English. The questionnaire used in this research consists of 23 items. Those questionnaire items measure about students’ attitude to English as a subject, attitude to learning English. The questionnaire that was used by the researcher was taken from Setiyadi (2006: 73-75)

For speaking test, to ensure the reliability of scores and to keep away from the subjectively of the research, the writer used inter-rater-reliability. It is used when scores of the test are independently estimated by two or more judges or raters. It means that there will be another person who gives score besides the writer himself.

R=1 - .∑d

2

N ( N2 - 1)

R=1 - .∑

2

32 (322 - 1)

R=1 - 6.25

32.1023

R=1 - 150

23529 R=1- 0.006375

R= 0,99

3.4.2 Validity of the Instrument

Validity is a matter of relevance. It means that the test measures what is claimed to measure. To measure whether the test has a good validity, it has to be analyzed from content validity and construct validity. Content validity is concerned with whether good or not the content of the test is sufficiently representative and comprehensive for the test to be valid measure. While construct validity focused on the kind of test that is used to measure the ability. Since the purpose of the test is to measure as well as to know the students’ attitudes in learning English, so the researcher applied a test that deal with attitude taken from Setiyadi (2006: 73-75).

For the speaking test, the writer adapted the topic that was discussed in the class. The writer also applied the oral ability scale proposed by Heaton (1991) as

guidance for scoring the students’ speaking test that implemented holistic scoring which covers fluency, Pronunciation and comprehensibility.

3.5 Research Procedure

In conducting this research, the writer used the steps as follows: 1. Administrating attitude test

The writer provided a questionnaire of attitude to the students. 2. Administrating English Speaking Test

The writer conducted English speaking test by recording the result. The recorded result was rated by two raters.

3. Collecting data

The writer gathered those data after the test by giving score. 4. Analyzing the data

The data were examined by using ANOVA. The data was statistically computed through the statistical package for social science (SPSS). It was tested to find out whether there was a significant difference both of the two attitude to English speaking ability.

3.6 Data Treatment

The data of the research were examined by using ANOVA. The data were statistically computed through the Statistical Package for Social Science (SPSS).

According to Hatch and Farhay (1982), using ANOVA for the hypothesis testing had underlying assumptions, they was dependent and independent variable. The writer categorized speaking skill as a dependent variable since this ability is influenced by attitude while attitude as an independent variable. The writer assumes that attitude has an influence toward the language Ability.

3.7 Hypothesis Testing

In administering hypothesis test, ANOVA is used. Its function is to know the difference among the groups is significant or not. The data were analyzed by using ANOVA. This test was used when we want to compare the means of three or more different groups.

The criteria are:

Non-directional two tailed hypothesis, the hypothesis are:

H0 = there is no significant difference of students’ speaking ability between

positive and negative attitude.

H1= there is a significant difference of students’ speaking ability between positive

V. CONCLUSION AND SUGGESTION

This chapter describes conclusions and suggestion.

5.1 Conclusions

Based on the research of data analysis and discussion, the following conclusions are drawn:

1. There is a significant difference of students’ English speaking ability between positive and negative students. This can be identified from the significant difference of students’ ability in positive and negative groups from the significant of the speaking test was Sig < a (p:0,05), from the table description of attitude and their speaking ability in general (table 4) showed that the significant was 0.000 < 0.05. It can be concluded that there was a difference on speaking ability between students with positive and negative attitude at second grade of SMA N 1 Kalirejo Lampung Tengah.

2. There is an effect of attitude to the three aspects of students’ speaking. It can be seen from the result of the test that the students with positive

attitude got the highest score in three aspects of speaking; Pronunciation (73.89), fluency (74.67), and comprehensibility (76.00).

Based on the statement above, the writer concludes that attitude has an effect on students’ speaking. The positive students have a positive impact on students’ ability in speaking. There was a significant difference of English speaking ability between students with positive attitude and students with negative attitude and positive attitude of students is better than negative attitude even middle type.

5.2 Suggestions

In line with conclusions above, the writers proposes some suggestions especially for English teacher as follow:

1. The English teachers were recommended that they should pay more attention of students’ attitude because there was a difference between positive and negative attitude of students in achieving certain language skill in this research is speaking ability. The teachers should be able to develop the students’ ability to make sense of the idea based on their characteristics optimally.

2. It is also suggested for other researcher in the future who is going to conduct the similar research, it can be used as a source of reference. Despite all of effort attempted to perfect this research, there still must be many mistakes occurred in it, it is suggested for other researcher intending to do any similar researches to comprehensively and deeply pay more

attention to academic of attitude type students so that the result will be much better and helpful for language academic development. Also to make it better, hopefully the next researcher have the data truly data about students ability in speaking to be compared with the data from the speaking test that taken in the research process to see the truly about their ability in speaking. The writer also hoped to the next researcher to find out why the students with middle attitude are lower than negative attitude. 3. Good learner should have better attitude when they learn the language.

The writer hopes that the teachers at school should be able to treat the students with their different characters. The teachers should be able to make students have good understanding about knowledge and also have good attitude.

REFERENCES

Allen, Edward David and Rebecca M. Vallete. 1972. Common Techniques: Foreign Language and English as a Second Language. New York: Harcout Brace Jovanovich Inch. New York.

Arikunto, Suharsimi. 1987. Prosedur Penelitian. Jakarta: Bina Aksara. Ary, Donald, Jacobs, C. Lucia, and Razavich, Asgar. 1979. Introduction to

Research in Education. New York: Holt, Rinehart and Winston. Brown. 1980. Principles of Language Learning and Teaching. New Jersey:

Prentice Hall, Inc. Engelwood Cliff.

Byrne, Donn. 1984. Teaching Oral English. Great Britain: Oxford University Press.

Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan Bahasa Inggris . Jakarta: Depdiknas.

Eysenck, H. J. 1961.Classification and the Problem of Diagnosis. In H. J. Eysenck (ed), Handbook of Abnormal Psychology, New York: Basic Book. Pp 1-31

Eysenck, H. J. 1975. Psychological Types: The Inequality of Man. New York: Harcourt Brace.

Finocchiaro, Mary.1986. English as a Second Language:from Theory to Practice.New York: Regent Publishing Company, Inc.

Handoko, Martin. 1992. Motivasi Daya Penggerak Tingkah Laku. Yogyakarta: Penerbit Kanisius.

Harris, D. P. 1974. Testing English as a second Language. Bombay: Mc. Graw Hill and Co.Ltd.

Heidenreich, Charles A. 1970. Personality and Social Adjustment (second ed).

Krashen, S. 1981. Second Language Acquisition and Second Language Learning. London: A. Wheaton Co. Ltd.

Lado, R.1969. Language Testing: The Construction and Use of Foreign Language Tests.London: Longman Group United.

Setiyadi, Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Penerbit Graha Ilmu.

Shohamy, Elena. 1985. Language Testing for the Second Language Teacher. Tel Aviv University.

Tarigan, Guntur. 1985. Berbicara Sebagai Salah Satu Ketrampilan Berbahasa.

Bandung: Angkasa.

Unila. 2009. Format Penulisan Karya Ilmiah Universitas lampung. Universitas Lampung, Bandar lampung.

Yufrizal, Hery. 2008. An Introduction to Second Language Acquisition. Bandung: Pustaka Reka Cipta

Wilz, B. 2000. Relationship Between Personality Type and Grade Point Average of Technical College Students. Unpublished MA thesis, University of Wisconsin-Stout.

Appendix 1

English Speaking Assessment

For second year students of senior high school

Direction: work with your partner. You will play a role. You act as a friend offering something to your friend. And you will accepts or refuse it. You may choose any sentences that fit the topics. And the topics is accepting or refusing an offer. Find out interesting offers that your friends will accepts one of them. Good Luck!!

Appendix 2

KUESIONER

PETUNJUK PENGISIAN

1. Tulis nama, nomor absen anda pada tepat yang disediakan 2. Bacalah dengan teliti, kemudian pahami isi pertanyaannya

3. Kami percaya anda mampu mengisi angket dengan cermat da jujur tanpa bantuan orang lain

4. Berikut ini terdapat sejumlah pertanyaan yang berkenaan dengan Bahasa Inggris. Anda diminta memberikan pendapat dengan cara memberi tanda (X) atau (V) pada kolom jawaban yang tersedia, yaitu:

5. Kuesioner ini ditujukan untuk penelitian, sehingga sama sekali tidak akan memberikan pengaruh negatif terhadap nilai bahasa inggris anda.

Nama :Betty Astri Jayanti No. absen :

no Pertanyaan / Pernyataan YA TIDAK

1 Apakah bahasa Inggris penting pada era globalisasi?

2 Apakah bahasa Inggris adalah bahasa yang indah?

3 Apakah anda setuju jika semua pelajaran menggunakan bahasa Inggris?

4 Apakah di Indonesia Bahasa Inggris adalah bahasa yang populer?

5 Apakah anda selalu mengerjakan PR bahasa Inggris?

6 Apakah bahasa Inggris lebih penting dari pada bahasa asing lain?

7 Apakah anda setuju jika bahasa Inggris dijadikan bahasa nomor 2 di Indonesia?

8 Apakah Bahasa Inggris adalah bahasanya orang terpelajar?

9 Medengarkan lagu dalam Bahasa Inggris sangatlah menyenangkan

10 Apakah lafal pengucapan Bahasa Inggris itu indah?

11 Apakah anda merasa nyaman ketika berada didalam kelas bahasa inggris?

No Pernyataan YA TIDAK 12 Apakah anda mengikuti les bahasa Inggris

diluar sekolah?

13 Apakah anda mengikuti organisasi bahasa Inggris di sekolah?

14 Saya lebih senang jika Bahasa Inggris diajarkan pada semua tingkatan sekolah

15 Apakah belajar Bahasa Inggris itu menarik? 16 Apakah belajar Bahasa inggris itu

menyenangkan?

17 Saya lebih senang belajar bahasa Inggris dibandingkan dengan bahasa asing lain

18 Apakah anda suka mengikuti lomba dalam bahasa inggris di sekolah?

19 Apakah anda akan bertanya kepada guru ketika kurang jelas dalam menyimak pelajaran bahasa Inggris?

20 Apakah bahasa Inggris adalah bahasa yang sangat penting untuk dipelajari?

21 Apakah anda suka membaca cerpen dalam bahasa Inggris?

22 Apakah anda akan merasa malu jika tidak bisa berbahasa Inggris?

23 Apakah anda merasa senang dan bangga jika bisa berbahasa Inggris dengan baik?

Nama :Eka Saputra No. absen :

no Pertanyaan / Pernyataan YA TIDAK

1 Apakah bahasa Inggris penting pada era globalisasi?

2 Apakah bahasa Inggris adalah bahasa yang indah?

3 Apakah anda setuju jika semua pelajaran menggunakan bahasa Inggris?

4 Apakah di Indonesia Bahasa Inggris adalah bahasa yang populer?

5 Apakah anda selalu mengerjakan PR bahasa Inggris?

6 Apakah bahasa Inggris lebih penting dari pada bahasa asing lain?

7 Apakah anda setuju jika bahasa Inggris dijadikan bahasa nomor 2 di Indonesia?

8 Apakah Bahasa Inggris adalah bahasanya orang terpelajar?

9 Medengarkan lagu dalam Bahasa Inggris sangatlah menyenangkan

10 Apakah lafal pengucapan Bahasa Inggris itu indah?

11 Apakah anda merasa nyaman ketika berada didalam kelas bahasa inggris?

No Pernyataan YA TIDAK 12 Apakah anda mengikuti les bahasa Inggris

diluar sekolah?

13 Apakah anda mengikuti organisasi bahasa Inggris di sekolah?

14 Saya lebih senang jika Bahasa Inggris diajarkan pada semua tingkatan sekolah

15 Apakah belajar Bahasa Inggris itu menarik? 16 Apakah belajar Bahasa inggris itu

menyenangkan?

17 Saya lebih senang belajar bahasa Inggris dibandingkan dengan bahasa asing lain

18 Apakah anda suka mengikuti lomba dalam bahasa inggris di sekolah?

19 Apakah anda akan bertanya kepada guru ketika kurang jelas dalam menyimak pelajaran bahasa Inggris?

20 Apakah bahasa Inggris adalah bahasa yang sangat penting untuk dipelajari?

21 Apakah anda suka membaca cerpen dalam bahasa Inggris?

22 Apakah anda akan merasa malu jika tidak bisa berbahasa Inggris?

23 Apakah anda merasa senang dan bangga jika bisa berbahasa Inggris dengan baik?

Nama :Sandi Febri No. absen :

no Pertanyaan / Pernyataan YA TIDAK

1 Apakah bahasa Inggris penting pada era globalisasi?

2 Apakah bahasa Inggris adalah bahasa yang indah?

3 Apakah anda setuju jika semua pelajaran menggunakan bahasa Inggris?

4 Apakah di Indonesia Bahasa Inggris adalah bahasa yang populer?

5 Apakah anda selalu mengerjakan PR bahasa Inggris?

6 Apakah bahasa Inggris lebih penting dari pada bahasa asing lain?

7 Apakah anda setuju jika bahasa Inggris dijadikan bahasa nomor 2 di Indonesia?

8 Apakah Bahasa Inggris adalah bahasanya orang terpelajar?

9 Medengarkan lagu dalam Bahasa Inggris sangatlah menyenangkan

10 Apakah lafal pengucapan Bahasa Inggris itu indah?

11 Apakah anda merasa nyaman ketika berada didalam kelas bahasa inggris?

No Pernyataan YA TIDAK 12 Apakah anda mengikuti les bahasa Inggris

diluar sekolah?

13 Apakah anda mengikuti organisasi bahasa Inggris di sekolah?

14 Saya lebih senang jika Bahasa Inggris diajarkan pada semua tingkatan sekolah

15 Apakah belajar Bahasa Inggris itu menarik? 16 Apakah belajar Bahasa inggris itu

menyenangkan?

17 Saya lebih senang belajar bahasa Inggris dibandingkan dengan bahasa asing lain

18 Apakah anda suka mengikuti lomba dalam bahasa inggris di sekolah?

19 Apakah anda akan bertanya kepada guru ketika kurang jelas dalam menyimak pelajaran bahasa Inggris?

20 Apakah bahasa Inggris adalah bahasa yang sangat penting untuk dipelajari?

21 Apakah anda suka membaca cerpen dalam bahasa Inggris?

22 Apakah anda akan merasa malu jika tidak bisa berbahasa Inggris?

23 Apakah anda merasa senang dan bangga jika bisa berbahasa Inggris dengan baik?

Appendix 3. Computation of Students’ Attitude and General Speaking

Homogeneity of Variances

Test of Homogeneity of Variances

speak-score

Levene Statistic df1 df2 Sig.

2.766 2 29 .080

ANOVA

ANOVA

speak-score

Sum of Squares df Mean Square F Sig.

Between Groups 303.01 2 151.505 14.733 .000

Within Groups 298.208 29 10.283

Total 601.209 31

Descriptive of Mean Score

Descriptives

speak_score

95% Confidence Interval for

Mean

N Mean

Std. Deviation

Std.

Error Lower Bound Upper Bound Minimum Maximum

Positive 8 75.8750 2.79987 .98990 73.5342 78.2158 70.00 79.00

Mid 6 67.6667 1.86190 .76012 65.7127 69.6206 66.00 71.00

Negative 18 69.3333 3.64611 .85940 67.5202 71.1465 63.00 75.00

Appendix 4. Computation of Students’ Attitude and Pronunciation

Homogeneity of Variances

Test of Homogeneity of Variances

Pronunciation

Levene Statistic df1 df2 Sig.

2.521 2 29 .098

ANOVA

ANOVA

Pronounciation

Sum of Squares df Mean Square F Sig.

Between Groups 230.908 2 115.454 8.675 .001

Within Groups 385.967 29 13.309

Total 616.875 31

Descriptive of Mean Score

Descriptive

Pronunciation

95% Confidence Interval for Mean

N Mean

Std. Deviation

Std.

Error Lower Bound Upper Bound Minimum Maximum

Positive 9 73.89 4.485 1.495 70.44 77.34 65 78

Mid 5 66.80 1.304 .583 65.18 68.42 66 69

Negative 18 68.39 3.583 .845 66.61 70.17 62 73

Appendix 5. Computation of Students’ Attitude and Fluency

Homogeneity of Variances

Test of Homogeneity of Variances

Fluency

Levene Statistic df1 df2 Sig.

1.443 2 29 .253

ANOVA

ANOVA

Fluency

Sum of Squares df Mean Square F Sig.

Between Groups 246.769 2 123.384 9.043 .001

Within Groups 395.700 29 13.645

Total 642.469 31

Descriptive of Mean Score

Descriptives

Fluency

95% Confidence Interval for Mean

N Mean

Std. Deviation

Std.

Error Lower Bound Upper Bound Minimum Maximum

Positive 9 74.67 4.213 1.404 71.43 77.91 66 79

Mid 5 67.60 2.074 .927 65.03 70.17 66 71

Negative 18 68.83 3.730 .879 66.98 70.69 62 75

Appendix 6. Computation of Students’ Attitude and Comprehension

Homogeneity of Variances

Test of Homogeneity of Variances

Comprehension

Levene Statistic df1 df2 Sig.

.848 2 29 .439

ANOVA

ANOVA

Comprehension

Sum of Squares df Mean Square F Sig.

Between Groups 234.169 2 117.084 7.765 .002

Within Groups 437.300 29 15.079

Total 671.469 31

Descriptive of Mean Score

Descriptives

Comprehension

95% Confidence Interval for Mean

N Mean

Std. Deviation

Std.

Error Lower Bound Upper Bound Minimum Maximum

Positive 9 76.00 4.153 4.153 72.81 79.19 68 80

Mid 5 68.80 2.168 .970 66.11 71.49 67 72

Negative 18 70.50 4.062 .957 68.48 72.52 63 78

Appendix 7. Students Attitude Score

Students' Type of

Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Personality

1 ACD 0 1 1 0 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 14 positive

2 AND 1 1 1 0 1 1 0 1 1 1 1 1 0 1 0 0 0 0 1 0 0 1 1 14 positive

3 ALY 0 1 1 0 1 0 0 1 1 1 1 1 0 0 1 1 0 0 1 0 0 1 1 14 positive

4 AMR 0 0 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 10 negative

5 ANT 1 1 1 0 1 1 0 1 1 0 1 1 0 0 1 0 1 0 1 1 0 1 0 14 positive

6 ARL 0 0 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 13 middle

7 ASH 0 0 1 1 1 0 0 0 1 0 0 0 0 0 0 1 0 1 1 0 0 0 0 7 negative

8 BAJ 0 1 0 0 1 1 0 1 1 1 1 1 0 0 1 1 0 0 1 0 0 1 1 14 positive

9 CHG 0 0 1 0 1 0 0 0 1 0 0 0 0 1 1 0 0 1 1 0 0 0 0 6 negative

10 DNM 0 1 1 0 1 1 0 1 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 9 negative

11 EKS 0 0 1 0 0 0 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 0 0 7 negative

12 ERW 1 1 0 1 1 1 0 1 0 0 1 1 0 0 1 1 0 0 1 1 0 1 0 13 middle

13 FTH 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 0 1 0 1 0 1 0 0 15 positive

14 HFD 0 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 1 1 7 negative

15 INM 0 0 1 0 0 1 0 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 7 negative

16 KRN 1 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 1 1 1 0 0 10 negative

17 LTN 1 0 1 0 1 0 0 1 1 0 0 0 0 1 0 0 1 1 1 0 0 0 0 10 negative

18 MGN 0 1 1 0 0 1 0 1 0 0 1 1 0 1 1 0 0 1 1 1 0 0 0 10 negative

19 M FD 0 1 1 0 1 0 0 1 1 1 1 1 1 0 0 1 1 1 0 1 0 1 0 13 middle

20 NND 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 14 positive

21 NVP 0 1 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 1 0 1 0 0 9 negative

22 NRR 1 0 1 0 1 0 1 0 0 0 1 1 0 1 1 0 1 0 1 0 0 0 0 10 negative

23 PRT 1 1 1 0 1 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 1 0 0 13 middle

24 PSP 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 14 positive

25 RRN 0 0 1 0 1 1 0 1 1 0 0 1 0 0 0 0 1 1 1 0 1 0 0 10 negative

26 RHY 0 0 1 0 1 0 0 0 1 0 1 1 0 1 1 1 0 1 1 0 0 0 0 10 negative

27 SND 1 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 0 1 0 0 14 positive

28 SPT 0 0 1 0 1 0 0 1 1 1 1 1 0 1 0 1 0 1 1 0 0 1 1 13 middle

29 SCI 0 1 1 0 0 0 0 0 0 1 0 1 0 0 1 0 0 1 1 0 0 1 0 9 negative

30 UMI 1 0 1 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 1 0 0 0 0 10 negative

31 WIS 0 0 1 1 0 0 0 1 0 0 1 0 1 1 0 0 0 1 1 0 0 1 0 9 negative

32 YYN 0 0 1 0 1 0 0 0 1 0 1 1 0 0 0 1 0 1 1 0 0 0 0 8 negative

Item Number

No Total

Appendix 9. Students Speaking Score

students'

code ΣR

R1 R2 ΣR R1 R2 ΣR R1 R2 ΣR R1 R2

1 ACD 78 72 75 72 72 76 72 76 74 74 73 76

2 AND 73 64 68 74 66 70 75 66 70 74 66 70

3 ALY 76 72 74 75 73 74 78 78 78 72 74 75

4 AMR 64 65 64 63 66 64 65 67 66 64 66 65

5 ANT 68 63 65 70 63 66 73 64 68 64 63 66

6 ARL 70 64 67 71 66 68 73 67 70 65 65 68

7 ASH 64 64 64 65 65 65 65 67 66 65 66 65

8 BAJ 79 71 75 79 74 76 80 74 77 74 73 76

9 CHG 74 73 73 73 73 73 75 75 75 74 74 74

10 DNM 70 70 70 71 70 70 73 71 72 72 70 71

11 EKS 71 69 70 70 70 70 70 72 71 70 70 70

12 ERW 72 66 69 74 68 71 74 70 72 68 68 71

13 FTH 80 75 77 81 75 78 82 76 79 76 75 70

14 HFD 68 64 66 68 65 66 69 69 69 69 66 67

15 INM 68 67 67 67 68 67 70 69 69 69 68 68

16 KRN 75 72 73 74 73 73 78 78 78 76 74 74

17 LTN 73 73 73 74 74 74 75 75 75 74 74 74

18 MGN 70 70 70 71 70 70 70 71 70 70 70 70

19 M FD 70 63 66 71 63 67 70 66 68 65 64 67

20 NND 80 71 75 79 72 75 79 73 76 74 72 75

21 NVP 68 66 67 67 65 66 69 67 68 68 66 67

22 NRR 74 70 70 73 69 71 75 72 73 74 70 72

23 PRT 70 62 72 71 61 66 70 65 67 65 63 68

24 PSP 82 74 70 80 76 78 80 76 78 76 75 78

25 RRN 67 64 66 68 63 65 67 65 66 67 64 65

26 RHY 71 68 74 71 69 70 72 71 71 72 70 70

27 SND 80 76 73 81 77 79 82 79 80 76 77 79

28 SPT 70 62 68 70 63 66 71 64 67 65 63 64

29 SCI 75 72 68 76 74 75 77 77 77 76 74 75

30 UMI 64 60 63 64 60 62 66 61 63 65 60 63

31 WIS 66 65 66 68 66 67 71 68 69 69 66 67

32 YYN 68 69 68 73 70 71 73 72 72 72 70 71

No

Aspects' of Speaking

Total

Appendix 10. Inter rater Reliability

R=1 - .∑d 2

N ( N2 - 1)

R=1 - .∑ 2

32 (322 - 1)

R=1 - 6.25 32.1023

R=1 - 150 23529 R=1- 0.006375

R= 0,99

Name : 1. FTH 2. NRR

Rohmah : Hi Ela….. how is your life?

Ela : hi Rohmah…hmmm…I’m okay. How about you? Rohmah : I’m not bad. Are you busy tonight?

Ela : No, I no. eh eh…(think a while) Why?

Rohmah : Would you want to come in new my café tonight? Ela : what you want to give to me?

Rohmah : I want give you (paused) eh eh…anu makanan from papua. That is…emmm… apa ya…papeda!! Do you want?

Ela : emmm of course. I can visit your café. Rohmah : okay, I wait you at 7 p.m. can you? Ela : yes, I can. See you later…

Rohmah : see you too…

Name :1. ARL 2. HFD A : hey guys… B : hey…he ehe…

A : I have a …apa berita (asking friend) news B : what the good news?

A : you enter goods students ehhhmmm. B : ohh…are you really?

A : yes I really really?

emmm my success with lunch in the café? A : sure no problem, go with you.

B : all rights…. Come on. A : okay….

Name : 1. NRR 2. ALY Afdul : Hai Nanda.. Nanda : haai Afdul…

Afdul : what are you doing?

Nanda : I’m written a letter (paused for a while) for my parents. Afdul : why?? Ehh ehh…

Nanda : because my parents go to my uncle’s house. Afdul : so you alone?

Nanda : yes, would you like to stay in my house. Afdul : okay, I come to your house at 7 p.m. Nanda : thanks my friend

Afdul : yes yes. See you… Nanda : see you…

Name : 1. AMR 2. MFD Amry : Hey friend…. Fadli : hey…

Amry : how are? you are you ok? Fadli : yes, I ok!

Amry : I will to perform a program dinner party with guest star “Bondan Prakoso and Fade 2 Black”

Fadli : woow…!! Amazing, I come to your house. Amry : don’t forget to invite your friends.

Fadli : yes, sure.

Amry : see you tomorrow Fadly : see you too.

Name : 1. KRN 2. SCI

Suci : hey Kurnia! How are you…

Kurnia : hello Suci… I well. How about you?

Suci : I’m ok. Hmmm….Kurnia, would you like to come to my house tomorrow?

Kurnia : what’s for?

Suci : in my house there many mango, so we can do mango party. Kurnia : wow… it is the good news…. What time?

Suci : how about 3 p.m.?

Kurnia : ok….i’m free. Wait my come. See you… Suci : see you..

Name : 1. YYN 2. RHY Yuyun : hey Yani…. Yani : hy….

Yani : I’m fine, and you? Yuyun : I’m well

Yani : mmm…. Back to we make fruit ice together, will you? Yuyun : that’s sound a nice idea

Yani : mmm… please do come in my house yeeeaahh?? Yuyun : ok! I want say no!

Yani : ok… back to school we go to the fruit store to buy milk and syrop yach? Yuyun : of course. Ok let’s go we went your house together to make a fruit ice. Yani : emm… do you think about ehh ehh… (paused) fruit ice that we make? Yuyun : I think ehh, mm…ice fruit a delicious.

Yani : all right. Okey, thank you because you want come to my house. Yuyun : you are welcome

Yani : see you tomorrow.. Yuyun : see you…