For Students For the Next Researchers

45

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the research finding in the previous chapter, it can be concluded that there is a significant correlation between listening comprehension mastery and speaking ability. The research shows that the correlation in the medium level, 0.46. Then, when it was tested by the significance t contribution, it shows that the result was significant. The score of t o is bigger than t table , in which 2.852 2.76. Therefore the researcher summarizes that listening comprehension really gives contribution and has correlation to the ability of speaking. A good speaking performance is gotten from the listening skill. The better listening the students have the better speaking they will perform.

B. Suggestions 1.

For Teachers Knowing the result of this research, it is suggested that to give students input of listening as much as possible because the input of listening will be an encouragement and references for students to speak. Therefore, before asking students to speak the teachers are better to expose the language as much as possible, so the students have reach vocabularies and know how to speak.

2. For Students

For language learners, it is suggested to enrich their knowledge through listening if they want to improve their speaking skill. The language knowledge through listening can be accessed easily nowadays such as watching English movies, listening to English songs, listening to English reports on radio, etc. 46

3. For the Next Researchers

When the researcher conducted this research, she found some students who still speak very little so the writer got difficulties in assessing their performances. In addition, it is also suggested to know what makes them speak so little. Therefore, it is suggested for the next researchers to concern more to stimulate students to speak. Hopefully, this suggestion can be beneficial for the next researchers 45 47 Bibliography Arikunto, Suharsimi. ProsedurPenelitianSuatuPendekatanPraktek. Jakarta: RinekaCipta, 1996. Budianto, Agus. The Correlation between Listening and Speaking Ability of the Fifth Semester Students of English Education Department, A Thesis. Kudus: MuriaUniversity, 2011. Broughton. Geoffrey et. al.. Teaching English As A Foreign Language. New York: Routledge, 2003. Dardjowijojo, Soejono. Psikolinguistik.PengantarPemahamanBahasaManusia. Jakarta: YayasanObor Indonesia, 2005. Farrel, Thomas S.C. Succeeding with English Language Learners. Thousand Oaks: Corwin Press, 2006. Gleason, Jean Berko Ratner, Nan Bernstein. Psycholinguistic Second Edition.Florida: Harcourt Brace Collage, 1998. Guillot, Marie-Noelle.Fluency and its Teaching. Philadelphia: Multilingual Matters LTD, 1999. Harmer, Jeremy.The Practice of English Language Teaching, Harlow: Longman, 1991. Harmer, Jeremy. How to Teach English. England: Pearson Longman Publisher, 2007. Harmer, Jeremy.The Practice of English Language Teaching. Cambridge: Pearson Education Limited, 2007. Harris, David P. Testing English as a Second Language. New Delhi: Tata Mc.Graw-Hill, 1969. Heaton, J.B. Writing English Language Tests. New York: Longman, 1995. Horwitz, Eliane K. Becoming A Language Teacher A practical Guide to Second Language Learning and Teaching. Boston: Pearson Education Inc., 2008. http:eprints.undip.ac.id66081Korelasi_Product_Moment.pdf Hughes, Rebecca. Teaching and Researching Speaking. Harlow: Pearson Education, 2002. 48 Lander, Cathy. Oral Communication TestingA Handbook for the Foreign Language Teacher. New York: National Textbook Company, 1977. Long, Michael H. and ChaterineJ.,Doughty.The Handbook of Language Teaching.Oxford: Blackwell Publishing, 2009. 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. McDonough, Christopher Shaw Jo. Material and Method in ELT, SecondEdition ATeacher’s Guide. Cornwall: Blackwell Publishing, 2003. Nation, I.S.P. Newton, J. Teaching ESLEFl Listening and Speaking. New York: Routledge, 2009. Nation, I.S.P. Teaching Listening and Speaking.Wellington: Victoria University, 1995. Nunan, David Ronald,Carter.The Cambridge Guide to Teaching English to Speakers of other Languages.Cambridge: Cambridge University Press, 2001. Richard, Jack C. Schmid.Longman Dictionary of Language Teaching and Applied Linguistics.London: Pearson Education Limited, 2002. Richards, Jack C. Teaching Listening and Speaking From Theory to Practice. New York: Cambridge University Press, 2008. RidwanandSunarto.PengantarStatistikaPendidikan, Sosial, Ekonomi, Komunikasi, danBisnis. Bandung: Alfabeta, 2011. Sangadji, Etta Mamang. MetodologiPenelitian. Yogyakarta: Andi Yogyakarta, 2010. Snow, Don. From Language Teachers to Language Learners.Alexandria: TESOL, 2007. Sudijana, Nana. PenelitidanPenelitiPendidikan, EdisiPertama.Bandung:PT. SinarBaru, 1989. Sudijono, Anas. PengantarStatistikPendidikan.Jakarta:Rajawali, 2006. Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press, 1996. Ur,Penny.TeachingListeningComprehension. Cambridge: Cambridge University Press, 2009. 49 Wong, Wynne. Input Enhancement From Theory and Research to the Classroom. New York: McGrow-Hill, 2005. Woods, Caroline. Teaching and Assessing Skills in Foreign Languages. Cambridge: Cambridge University Press, 2005. 50 APPENDIX 1 Rating Scale of Speaking Scores Rater : Assessor 1 Date : December 27 th 2013 No. Participants Pronunciation Grammar Vocabulary Fluency Comprehension Score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 Student 1      22 2 Student 2      18 3 Student 3      21 4 Student 4      21 5 Student 5      19 6 Student 6      20 7 Student 7      13 8 Student 8      16 9 Student 9      19 10 Student 10      16 51 11 Student 11      18 12 Student 12      21 13 Student 13      16 14 Student 14      18 15 Student 15      23 16 Student 16      21 17 Student 17      17 18 Student 18      19 19 Student 19      15 20 Student 20      16 21 Student 21      20 22 Student 22      16 23 Student 23      19 24 Student 24      21 25 Student 25      17 26 Student 26      21 27 Student 27      24 52 x 100 25 28 Student 28      21 29 Student 29      17 30 Student 30      16 31 Student 31      19 53 Rater : Assessor 2 Date 27 th December 2013 No. Participants Pronunciation Grammar Vocabulary Fluency Comprehension Score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 Student 1      21 2 Student 2      17 3 Student 3      22 4 Student 4      16 5 Student 5      15 6 Student 6      18 7 Student 7      12 8 Student 8      17 9 Student 9      16 10 Student 10      14 11 Student 11      19 12 Student 12      21 13 Student 13      16 14 Student 14      15 15 Student 15      22 16 Student 16      21 17 Student 17      12 18 Student 18      16 54 Score x 100 25 19 Student 19      11 20 Student 20      17 21 Student 21      20 22 Student 22      16 23 Student 23      19 24 Student 24      18 25 Student 25      16 26 Student 26      20 27 Student 27      23 28 Student 28      19 29 Student 29      17 30 Student 30      16 31 Student 31      19 55 APPENDIX 2 Speaking Scores No. Participants Assessor 1 Assessor 2 Gained Score 1 Student 1 88 84 86 2 Student 2 72 68 70 3 Student 3 84 88 86 4 Student 4 84 64 74 5 Student 5 76 60 68 6 Student 6 80 72 76 7 Student 7 52 48 50 8 Student 8 64 68 66 9 Student 9 76 64 70 10 Student 10 64 56 60 11 Student 11 72 76 74 12 Student 12 84 84 84 13 Student 13 68 64 66 14 Student 14 72 60 66 15 Student 15 92 96 94 16 Student 16 88 84 86 17 Student 17 68 48 58 18 Student 18 76 64 70 19 Student 19 60 52 56 20 Student 20 68 68 68 21 Student 21 80 80 80 22 Student 22 64 64 64 23 Student 23 76 76 76 24 Student 24 84 72 78 25 Student 25 68 64 66 56 26 Student 26 84 80 82 27 Student 27 96 92 94 28 Student 28 84 76 80 29 Student 29 68 68 68 30 Student 30 64 64 64 31 Student 31 76 76 76 57 APPENDIX 3 DAFTAR NILAI MAHASISWA FAKULTAS ILMU TARBIYAH DAN KEGURUAN PRODI PENDIDIKAN BAHASA INGGRIS TAHUN AKADEMIK 20132014 SEMESTER 3 C MATAKULIAH LISTENING III No. NAMA Formatif 30.0 UTS 30.0 UAS 40.0 Nilai 1 Student 1 78 75 73 75 2 Student 2 77 80 61 71 3 Student 3 78 78 80 79 4 Student 4 80 66 56 60 5 Student 5 80 79 83 81 6 Student 6 77 69 68 70 7 Student 7 77 67 70 71 8 Student 8 77 73 73 74 9 Student 9 80 72 86 82 10 Student 10 78 73 63 70 11 Student 11 77 71 68 72 12 Student 12 80 71 82 78 13 Student 13 78 68 74 73 14 Student 14 79 64 66 69 15 Student 15 85 84 80 83 58 16 Student 16 78 75 77 77 17 Student 17 78 80 68 75 18 Student 18 77 77 79 78 19 Student 19 79 65 67 70 20 Student 20 77 66 77 74 21 Student 21 78 78 80 79 22 Student 22 78 63 59 66 23 Student 23 78 76 67 73 24 Student 24 88 82 84 85 25 Student 25 83 73 87 85 26 Student 26 83 70 76 76 27 Student 27 80 82 92 85 28 Student 28 83 73 76 77 29 Student 29 78 62 57 65 30 Student 30 78 71 73 74 31 Student 31 80 70 76 77 59 APPENDIX 4 Speaking Test Persuading people to buy something Topics: 1 Persuading people to buy a house 2 Persuading people to buy a gadget 3 Persuading people to buy a book 4 Persuading people to rent a house 5 Persuading people to buy an antique thing 6 Persuading people to buy a used car Rules: 1 Create your own group and each group consists of 4 people 2 Some of you will be the vendors and will be the costumers a. Vendors: • Persuade people to buy what you sell • Make the things that you sell as interesting as possible b. Costumers: • Give a lot of question to the vendors • Be as curious as possible to the things that the vendors sell 3 Discuss with your groups within 5 minutes 4 Present in front of the class in 5 – 10 minutes 60 APPENDIX 5 Transcript of Oral Test Student A : Guys, how are you? Student B C: We are fine, and you? Student A : I’m not so good because my husband was sick and I need a lot of money for that. Student B : Oh my God Feeling sad, you need a lot of money? I have a plan to buy a car, so do you have any car? Student A : Actually I have a car but it’s an old car. You can see it Showing a picture of a car. It’s an old car. It doesn’t have air conditioner but I make sure that the engine is very good and you can use it for 4-4-3. Student BC : look little confused about “4-4-3” Student B : Alright, this is a old car. This is eeemmmm… how about the prize? Student A : Ehhmmmm because my husband want to have eehhhmm surgery, so I need 50millions for it. Student C :Ooow, it’s so expensive for me. Student A : I was sell this car for 45 millions. Come on, my husband is sick. Student B : Oh, your car is eehhmmm don’t have air conditioner. That only the engine that’s good. How about the color of this car? Student C : Nodding, agree with student B Student A : The color is so beautiful. It’s blue with the stripes. Student B : Wow. Blue with the stripes? seems she likes the car 61 Student A : Yeah. It’s blue with the stripes. It’s good enough for you actually. You are still teen, so you can use it when you want to go with your friend. Student B : speak to student A Ok. Because you are my friends, eh because you are our friends, how about 38 millions? Student A : Ok. How bout 40 millions? Student C : Well, How about 39 millions? Student B : Yes. 39. Student A : Add it 1 million, please. It’s not expensive. It’s an antique car also. Student B : 40 million. Ehhmm Yeah, I love antique car but it don’t have air conditioner. Student A : I think you can add repeating 3x air conditioner…… Student B : Oh I forget. Is that car have a radio tape or televition? Student A : Ow. Yeah there is a radio tape in this car. So, 40 million is cheap, right? Student B : speak to student C do you agree with the price? Student C : It’s 40 M. Oke nodding. Student B : speak to student A ok 40 M, but we don’t bring much money today. How about tomorrow? We go to your house and we’ll pay cash. Cash right? asking student C Student C : Yes nodding Student A : Ok. I’ll see you tomorrow. See you. Student B : Bye. Thank you. 62 APPENDIX 6 Output SPSS of of Listening Scores Listening N Valid 31 Missing 1 Mean 74 Median 75 Mode 70 Std. Deviation 6 Variance 36 Minimum 60 Maximum 85 Listening Frequency Percent Valid Percent Cumulative Percent Valid 60.00 1 3.1 3.2 3.2 65.00 1 3.1 3.2 6.5 66.00 1 3.1 3.2 9.7 69.00 1 3.1 3.2 12.9 70.00 3 9.4 9.7 22.6 71.00 2 6.3 6.5 29.0 72.00 1 3.1 3.2 32.3 73.00 2 6.3 6.5 38.7 74.00 3 9.4 9.7 48.4 75.00 2 6.3 6.5 54.8 76.00 1 3.1 3.2 58.1 77.00 3 9.4 9.7 67.7 78.00 2 6.3 6.5 74.2 79.00 2 6.3 6.5 80.6 81.00 1 3.1 3.2 83.9 82.00 1 3.1 3.2 87.1 83.00 1 3.1 3.2 90.3 85.00 3 9.4 9.7 100.0 Total 31 96.9 100.0 Missing System 1 3.1 Total 32 100.0 63 APPENDIX 6 Output SPSS of of Speaking Scores Speaking N Valid 31 Missing 1 Mean 72 Median 70 Mode 66 Std. Deviation 10 Variance 113 Minimum 50 Maximum 94 Speaking Frequency Percent Valid Percent Cumulative Percent Valid 50.00 1 3.1 3.2 3.2 56.00 1 3.1 3.2 6.5 58.00 1 3.1 3.2 9.7 60.00 1 3.1 3.2 12.9 64.00 2 6.3 6.5 19.4 66.00 4 12.5 12.9 32.3 68.00 3 9.4 9.7 41.9 70.00 3 9.4 9.7 51.6 74.00 2 6.3 6.5 58.1 76.00 3 9.4 9.7 67.7 78.00 1 3.1 3.2 71.0 80.00 2 6.3 6.5 77.4 82.00 1 3.1 3.2 80.6 84.00 1 3.1 3.2 83.9 86.00 3 9.4 9.7 93.5 94.00 2 6.3 6.5 100.0 Total 31 96.9 100.0 Missing System 1 3.1 Total 32 100.0 64 APPENDIX 7 SPSS Correlations “r” Product Moment Listening Speaking Listening Pearson Correlation 1 .463 Sig. 2-tailed .009 N 31 31 Speaking Pearson Correlation .463 1 Sig. 2-tailed .009 N 31 31 . Correlation is significant at the 0.01 level 2-tailed. 65 APPENDIX 8 SATUAN ACARA PERKULIAHAN Mata Kuliah : Listening III Jurusaanprodi : Pendidikan Bahasa Inggris Pengajar : Neneng Sunengsih. M.Pd, Semester : III tiga Mata Kuliah Pra syarat : Listening IV

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