THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1 KOTAGAJAH

ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ SCHEMATA
AND THEIR SPEAKING ABILITY AT THE SECOND GRADE
OF SMA NEGERI 1 KOTAGAJAH

By
NI WAYAN DRESTIANI

The objective of this research is to investigate whether there is positive significant
correlation between students’ schemata and their speaking ability. The research
was conducted at SMA Negeri 1 Kotagajah. This quantitative research used ex
post facto design.
The data was taken from the tests given to the class XI IPA 3 as the sample. The
sample was chosen randomly through lottery. There were four kinds of test:
content schemata, formal schemata, linguistic schemata and speaking. The
questions consist of 15 multiple choices for each item. The data was analyzed by
using the statistical formula of Pearson Product Moment and SPSS 17. The result
of the analyses showed that the coefficient correlation between students’ content
schemata and their speaking ability was 0.43, between students’ formal schemata
and their speaking ability was 0.46, between students’ linguistic schemata and
their speaking ability was 0.91 and between the whole schemata and students’

speaking ability was 0.81. Linguistic schemata is closely correlated to students’
speaking ability. It means that the null hypothesis (H0) was rejected and Hi was
accepted. It indicates there is a positive significant correlation between students’
schemata and their speaking ability.

i

THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR
SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1
KOTAGAJAH

(A Script)

By
NI Wayan Drestiani
0913042112

Advisors:
1. Hery Yufrizal, M.A.,Ph.D.
2. Drs. Sudirman, M.Pd.

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
2013

CURRICULUM VITAE

Ni Wayan Drestiani was born on July 20th,1990 in Rama Indra, Seputih Raman
Discrict. She is the oldest daughter of Drs. I Made Pakis and Ida Ayu Putu
Sukerti. She has one beloved sister, Ni Made Ratna Sari.

She went to formal education institution for the first time at TK Tunas Bangsa,
Seputih Raman in 1995 and graduated in 1997 and then she continued her study at
SD Negeri 1 Rama Indra, Seputih Raman and graduated in 2003. After that she
continued her study at SMP Negeri 2 Kotagajah and graduated in 2006, and then
she enrolled Senior High School at SMA Negeri 1 Kotagajah and graduated in
2009. Having graduated from Senior High School she enrolled English Education
Study Program of Lampung University. She accomplished her PPL as one of the
requirements for FKIP students at SMP Negeri 2 Way Bungur, Lampung Timur

from Jully 2012 to September 2012.

iv

CURRICULUM VITAE

Ni Wayan Drestiani was born on July 20th,1990 in Rama Indra, Seputih Raman
Discrict. She is the oldest daughter of Drs. I Made Pakis and Ida Ayu Putu
Sukerti. She has one beloved sister, Ni Made Ratna Sari.

She went to formal education institution for the first time at TK Tunas Bangsa,
Seputih Raman in 1995 and graduated in 1997 and then she continued her study at
SD Negeri 1 Rama Indra, Seputih Raman and graduated in 2003. After that she
continued her study at SMP Negeri 2 Kotagajah and graduated in 2006, and then
she enrolled Senior High School at SMA Negeri 1 Kotagajah and graduated in
2009. Having graduated from Senior High School she enrolled English Education
Study Program of Lampung University. She accomplished her PPL as one of the
requirements for FKIP students at SMP Negeri 2 Way Bungur, Lampung Timur
from Jully 2012 to September 2012.

iv

MOTTO:

“Many People who fail did not realize how close they
were to success when they gave up”

(Thomas Alfa Edison)

vi

DEDICATION
This script is proudly dedicated to:

1. My parents (Drs. I Made Pakis and Ida Ayu Putu Sukerti)
2. My sister (Ni Made Ratna Sari)
3. My Grandpa
4. My Best Friend and classmates
5. My Big Family
6. My beloved almamater, the University of Lampung

v

TABLE OF CONTENTS
ABSTRACT ............................................................................................
APPROVAL............................................................................................
CURRICULUM VITAE .........................................................................
DEDICATION ........................................................................................
MOTTO ..................................................................................................
ACKNOWLEDGEMENT ......................................................................
TABLES OF CONTENTS......................................................................
LIST OF TABLE ....................................................................................
LIST OF APPENDICES .........................................................................

I.

i
ii
iv
v

vi
vii
ix
xi
xii

INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6

Background of the Problem ....................................................
Formulation of the Problem....................................................
Objective of the Research .......................................................
Uses of the Research...............................................................
Scope of the Research.............................................................
Definition of Terms ................................................................

1
4
5
5
6
6

II. FRAME OF THEORIES
2.1
2.2
2.3

24.
2.5
2.6

Concept of Schemata ..............................................................
Types of Schema ....................................................................
Concept of Speaking...............................................................

2.3.1 Definition of Speaking ..................................................
2.3.2 Component of Speaking ................................................
The Correlation between Students’ Schemata and Their
Speaking Ability .....................................................................
Theoretical Assumption..........................................................
Hypothesis ..............................................................................

8
10
15
15
19
21
23
24

III. RESEARCH METHOD
3.1
3.2
3.3

3.4

Research Design .....................................................................
Population and Sample...........................................................
Variables .................................................................................
Research Procedures ...............................................................

ix

25
26
27
27

3.5
3.6
3.7

Data Collecting Technique......................................................
Research Instrument ................................................................

Scoring Criteria .......................................................................
3.7.1 Scoring Criteria for Schemata Test ...............................
3.7.2 Scoring Criteria for Speaking Test .............................
3.8 Tryout of the Test ....................................................................
3.8.1 The Difficulty level .......................................................
3.8.2 The Discrimination Power .............................................
3.8.3 Validity and Reliability .................................................
3.8.3.1 Validity of the Test ...........................................
3.8.2.2 Reliability of the Test ........................................
3.9 Data Analysis ........................................................................
3.10 Hypothesis Testing.................................................................

IV

RESULTS AND DISCUSSIONS
4.1

Result of Research ..................................................................
4.1.1 Result of Tryout Test ....................................................
4.2 Result of the Test ...................................................................

a. The Result of Content Schemata Test.................................
b. The Result of Formal Schemata Test .................................
c. Result of Linguistic Schemata Test ....................................
d. Result of Speaking Test ......................................................
4.3 Hypothesis Testing..................................................................
4.4 Correlation between Students’ Schemata and Their Speaking
Ability .....................................................................................
4.5 Discussion of Findings ............................................................

V

28
29
30
30
30
34
34
35
36
36
37
39
40

42
42
43
44
45
46
47
44
49
52

CONCLUSIONS AND SUGGESTIONS
5.1
5.2

Conclusions ............................................................................
Suggestions ...........................................................................

59
60

REFERENCES .......................................................................................

61

APPENDICES .......................................................................................

64

x

1

I. INTRODUCTION

This chapter describes the background of problem. It includes the reason to
conduct the research, formulation of the problem, objective of the research, use of
the research, scope of the research, and definition of the term.

1.1 Background of the Problem

English as an international language has grown broadly in the world. It is in line
with Hutchinson and Walters (1986: 6) who say that English is used in scientific,
technical, and economic field. It is a universally accepted language with widely
important role. It means that English is used as a mean of communication by most
of countries in the world. It is used both in spoken and written in their relationship
with other countries in Indonesia, English becomes the first foreign language.
Indonesian’s students should learn English from elementary level to university
level. At school, English is a compulsory subject that should be taught to students.
In learning English there are four skills that must be mastered, they are listening,
speaking, reading and writing. Every school expects its students to be able to
communicate in English in both spoken and written.

Learning a language is learning how to speak in the target language. The objective
of learning a language is to be able to speak in the target language. So, speaking is
one of the most important skills to be taught. Uttering the language is not an easy

2

thing to do because English is not formally spoken in Indonesian society.
Students need some efforts to speak in English. This is why most of students
rarely use English in their conversation.

Speaking as the productive skill is the way how students carry out the ideas in
their mind to the other students. In learning English, especially in speaking class
the students are taught to ask and answer the question. They also learn how to
express their feeling and their idea. They should learn how to deliver their feeling
and idea in appropriate sentences. So, the information is well understood by the
listener.

Speaking is uttering or expressing the message to other people. Speaking is also as
a form of communication between an individual to other individual or a group of
people. It is in line with Doff (1978: 163) who states that very often people talk in
order to tell people things they do not know, or to find things out from other
people. In short speaking can be said as a means that makes people keep survives
in their environment, because through speaking they can ask other people what
information they need and try to fulfill what other people ask them. Besides that,
speaking is a tool of language and the main purpose of speaking is to deliver the
message. In daily life, people need to communicate in order to interact with other
people.

Barlett (1932) states that schemata are a hypothetical mental structure for
representing generic concepts store in memory. It is a sort of framework or plan or
script. Schemata are created through experience with people, objects and events in

3

the world. From the statement above every people have their own schema that will
be used to deliver the message to other people.

Briggs (1970) states that skill schema includes skill in reading, writing, listening
and talking. In listening ability, background knowledge assists listening
comprehension because listeners have various resource of information which
makes listening comprehension easier. Then, in speaking ability, the students’ can
speak if they have kind of schemata. They can deliver what should they deliver
and use appropriate diction so that the goal of communication can run effectively.
And then reading comprehension is affected by the topic familiarity. The more the
content familiar, the easier the reading comprehension. Background knowledge
toward the topic given assists students to write what are the content of the writing
and how they can write in appropriate text genre. Schemata are often used in
reading ability. Based on the theory and explanations above schemata is also used
in speaking ability, people may not speak without having idea or content, because
speaking relate toward the existing thing. The researcher is curious to know
whether there is also correlation between schemata and speaking ability. This
study primarily examines schemata and speaking, because during the past years
schemata is only studied for reading.

There are many considerations in mastering speaking skill, one of them is
students’ schemata. Students have some problems in delivering their idea in
speaking class for example they are not fluent in speaking, they often stop in the
middle of conversation and repeat the same word. It is caused by their language
proficiency and background knowledge that they have to deliver the topic being

4

discussed. In order to have good ability in speaking English, the students should
have the schemata to convey what they talk. In short, schemata have a role in
organizing pattern of thought, so that students have enough preparation in their
mind to be spoken.

Based on the explanation above, the researcher is interested to analyze the
correlation between the students’ schemata and their speaking ability. Therefore,
the researcher focuses on the schemata with an indication that the schemata have
contribution to the development of the speaking ability. Thus, the researcher
wants to know the significance of correlation between the students’ schemata and
their speaking ability.

1.2 Formulation of the Problems

In line with the background above, the research problems are formulated as
follows:
1. Are there any positive significant correlations between: students’ schemata
and their speaking ability at the second grade of SMA N 1 Kotagajah?
2.

Are there any significant correlation between content schemata, formal
schemata, linguistic schemata and students’ speaking ability at the second
grade of SMA N 1 Kotagajah?

3. Which schema is closely correlated to students’ speaking ability at the
second grade of SMA N 1 Kotagajah?

5

1.3 Objectives of the Research

In line with the research problems, the objectives of this research are:
1. To find out whether there are any positive significant correlation between
students’ schemata and their speaking ability at the second grade of SMA
Negeri 1 Kotagajah.
2. To find out whether there are any significant correlation between students’
content schemata, formal schemata, linguistic schemata and their speaking
ability at the second grade of SMA N 1 Kotagajah.
3. To find out which schemata is closely correlate to students speaking
ability at the second grade of SMA N 1 Kotagajah.

1.4 Uses of the Research

The result of this research can have the following uses:

1.4.1 Theoretically, the result of this research could give contribution and verify
the previous theory. This research also contributes some information about
the understanding of language process. Furthermore, this research can be
used as the logical consideration for the next researcher who is going to
concentrate on speaking ability.
1.4.2 Practically, the result of this research could be used as the information to
both English teacher and students about the importance of schemata to
speaking ability.

6

1.5 Scope of the Research

This is quantitative co-relational study which is focused on the relation of
students’ schemata and their speaking ability. The research was conducted at
SMA N 1 Kotagajah. The researcher had chosen the second grade because they
have learnt English in novice level. The schemata tests were in the form of
multiple choice tests covering the content schemata, linguistic schemata and
formal schemata. Then the speaking test focused on accuracy, fluency, and
comprehension. The topic which was chosen was Indonesian’s Independence
Day. This topic was interesting because it covered the history of Indonesian’s
freedom. The consideration in choosing this topic also deals with students’
schemata or knowledge about independent day. The multiple choice test was
continued by speaking test done in conversation form between student and student
in pair. During the conversation, the researcher did the recording.

1.6 Definition of Key Term
a) Students’ schemata are the term of the whole concept and perception in
students’ mind about knowledge.
b) There are three types of schemata as propose by Carrell (in Journal of
English Language Teaching.2012: 2-3):
1)

Linguistic

schemata

refer

to

students’

proficiency in vocabulary and grammar.

existing

language

7

2)

Content schemata refer to the background knowledge of the
content area of a topic. It includes the topic familiarity, cultural
knowledge and previous experience with a field.

3)

Formal schemata refer to knowledge the organizational forms and
rhetorical structure of written texts.

c) Speaking ability is the capability of uttering and producing sound that has
a meaning in English.

8

II. FRAME OF THEORIES

This chapter explains the concepts that are related to the research dealing with the
concept of schemata, types of schemata, concept of speaking and hypothesis.

2.1 Concept of Schemata

Every people have their own experience which become an active knowledge that
is stored in their mind. It is in line with Barlett in Drewer and Nakamura (2007: 3)
states that schema as an active organization of past reactions, or past experience,
which must always be supposed to be operating in any well-adapted organic
response. It can be concluded that schema is an active knowledge that is stored in
the mind which is believed to be operating in any well-adapted basic response.

Schema is used to store and process an information or knowledge and conceptual
understanding in our mind. It is in line with Widdowson (1983: 54) who states
that schema concerns of how we organize information to long term memory. In
other hand, schema represents the knowledge, information and the conceptual
understanding to be interpreted and mastered.

In addition, Carrell and Eisterhold (1983: 537-553) who states that schema is an
abstract structure which describe the concept that is stored in mind. The concept
in mind will make an understanding of new knowledge. It can be said that schema

9

is an organization of past knowledge which will relate to the present knowledge to
be understanding.

Cook (1997) proposes that schema is a mental representation of a typical instance.
Schema theory suggests that people understand new experiences by activating
relevant schemas (also called 'schemata') in their minds. They then assume, unless
there is evidence to the contrary that the new experience conforms to their
schematic representation. Schematic processing allows people to interpret new
experiences quickly and economically, making intelligent guesses as to what is
likely, even before they have explicit evidence. It can be said that schemata are
used to understand and make an assumption of new experience. People will
receive the information which fits to their schemata.

People will understand a topic when he or she has schemata on a topic being
discussed in the text or it can be said that schemata will help people to connect the
thought and concept on the topic being discussed. For example, Students think of
the word “motorcycle,” this word does not exist in their brain but in an isolated
vacuum. Rather, along with motorcycle, they have an entire web of concepts
connected to it that they understand. They know the appearance of motorcycle; it
has two wheels, a handlebar, and a muffler. They know the function of the
motorcycle and certain people use motorcycle. All of this information connected
to the idea of a “motorcycle” is a schema. In other words, schema is like a
connection, where some ideas and experiences are united in some ways.

10

Schema is a framework or plan which is store in mind. Schema is used to prepare
what students need to say, what kind of information to be given to their friend. In
speaking skill, students always do planning or preparation or rehearsals before
perform their speaking .It is in line with Harmer (2007) states that planning and
rehearsal has great value for speaking success. Students will perform much better
if they have the chance to think about what they are going to say and how to say
it. It can be said that when students prepare their speaking they use their schemata
of past experience to provide and explore a lot of information to be delivered.
For example, when David Wilson was trying to use German while living in
Austria, he found out something that most speakers of foreign languages know. If
he was to go into a restaurant and order something, it was much better if he spent
some time outside the restaurant, reading the menu and then rehearsing (in his
head) what he was going to say. Then when he went in and placed his order, he
did it fluently and without panic.

2.2 Types of Schema
The types of schemata for speaking skill is adapted from Carrell’s theory in
(Zhao and Zhu, 2012: 2-3) who states that there are three kinds of schemata,
namely, content schemata, formal schemata and linguistic schemata. The
researcher used the types of schemata from Carrel theory because it is more
simple and complete.

11

A.

Content Schemata

Content schemata refer to the background knowledge of content area of the topic
talks about or the knowledge of the world. They include the topic familiarity
about previous experience with a field. Students will easily deliver the idea about
the content of the topic given if they have previous knowledge of that topic. They
also have a lot of information to be informed to the listener. The existing previous
knowledge will enable students to deliver the information fits to the topic given.
In short, content schemata are the knowledge, message and information about the
topic given which include topic familiarity and previous experience. For example;
knowledge about Physics, Indonesia’s history and story of Malin Kundang.
B. Formal Schemata
Formal schemata are background knowledge of organizational pattern of different
types of texts (i.e. narration, analytical exposition, and recount) has its own
conventional structure, which presents a schema of ways speaker include all
necessary information in the topic given. By having formal schemata, students can
arrange their ideas in logical ways.

Table 1
The following table is the genre of the texts.

No
1

Genre
Recount

Social Function
To retell events for
the purpose of
informing or
entertaining

Generic Structure
Orientation: provides
the setting and
introduces
participants
Events: tell what
happened in what
sequence
Re-orientation:
optional closure of
events

Language Features
Focus on specific
participants
Use of material
processes
Circumstances of
time and place
Use of past tense
Focus on temporal
sequence

12

2

Analytical
Exposition

To persuade the
reader or listener
that something
should the case

3

Narrative

To amuse, entertain
and to deal with
actual or vicarious
experience in
different ways;
narratives deal with
problematic events
which lead to a
crisis or turning
point of some kind,
which in turn finds
a resolution

Thesis
- Position :
introduces topic
and indicates
writer’s position
- Preview:
outlines the
main arguments
to be presented
Arguments
- Point: restates
main arguments
outlined in
preview
- Elaboration:
develops and
supports each
point/argument
Reiteration : restates
writer’s position
Orientation: sets the
scene and introduces
the participants
Evaluation: a
stepping back to
evaluate the plight
Complication: a
crisis arises
Resolution: the crisis
is resolved, for better
or for worse
Re-orientation:
optional

Focus on generic
human and non
human participants
Use of simple
present tense
Use of relational
processes
Use of internal
conjunction to state
argument
Reasoning through
causal conjunction
or nominalization

Focus on specific
and usually
individualized
participants
Use of material
processes (and in
this text,
behavioural and
verbal processes)
Use of relational
processes and
mental processes
Use of temporal
conjunctions and
temporal
circumstances
Use of past tense

C. Linguistic Schemata
Linguistic schemata refer to students’ existing language proficiency in vocabulary
and grammar. Linguistic knowledge plays an essential part in productive skill. It
affects students’ fluency in speaking. Students who have a lot of vocabulary will
speak without too much effort. While grammar helps students to construct the
correct sentences in conversation. In conclusion, the more students have linguistic
schemata, the more fluency they have in speaking.

13

Furthermore, types of Schemata by Al Salmi (2011). Generally, there are three
major types of schemata, namely, linguistic schemata, formal schemata and
content schemata.

A.

Linguistic schemata

Linguistic schemata refer to readers’ existing language proficiency in vocabulary
and grammar. They are the foundation of other schemata. As is known, linguistic
schemata plays an essential part in text comprehension. Without linguistic
schemata it is impossible for the reader to decode and comprehend a text.
Therefore, the more linguistic schemata a reader has in his mind, the faster the
reader acquires information and better understanding the reader may get.
Linguistic schemata also used in speaking ability because without linguistic
schemata students do not have background knowledge about vocabulary and
grammar. The more linguistic schemata the students have, the more fluent their
speaking.

B.

Formal Schemata

Formal schemata are the organizational forms and rhetorical structure of written
texts. They include knowledge of different text types and genres, and also include
the knowledge that different types of texts use: text organization, language
structures, vocabulary, grammar and level of formality differently. Formal
schemata are described as abstract, encoded, internalized, coherent patterns of
meta-linguistic, discourse and textual organization that guide expectation in our
attempts to understand a meaning a piece of language. Readers use their schematic
representations of the text such as fictions poems, essays, newspaper articles in

14

magazines and journal to help comprehend the information in the text. Studies
shows that knowledge of what type and genre of text is can facilitate reading
comprehension for readers because they type of text will offer detailed evidence
of content of the text (Carrel, 1984). In speaking ability formal schemata is used
to provide a schema of ways speaker include all necessary information in the topic
given.

C. Content Schemata
Content schemata refer to the background knowledge of the content area of a text,
or the topic a text talks about. They include topic familiarity, cultural background
knowledge and previous experience with a field. Content Schemata deal with the
knowledge relative to the content domain of the text. This is the key to the
understanding of texts. Since one language is not only the simple combination of
vocabulary, sentence structure and grammar but also the bearer of different levels
of the language’s culture. To some extent, content schemata can make up for the
lack of language schemata. In speaking ability, speaker who have more content
schemata are able to deliver the information fit to the topic given. More over they
also able to inform a lot of information toward the topic given so their fluency in
speaking will be better.

Types of Schemata by Yang (2010). There are several kinds of schemata,
including content schemata, formal schemata, and linguistic schemata. First,
content schema is a reader’s comprehension of cultural background and the whole
world, which is a basis of culture comparison. Content schemata play an
important role in speaking ability because it is relates to the existing thing.

15

Speaker may not speak if he or she does not know about thing and event. Second,
formal schema, often called text schema, refers to the layout and rhetoric structure
of a text; consisting of the literature types, writing style, language structure. Text
schema enables students to arrange the argument in correct order of text schema.
By having text schema knowledge, students will easily to include the necessary
information in each part of the text schema. So they can speak fluently because
they able to connect their argument to other argument interrelated. Linguistic
schemata refer to vocabulary and grammar which enable students to use the
appropriate diction and construct the grammar both in written and spoken form.

2.3 Concept of Speaking

Speaking is one of important skill that should be though to students. In this
section the researcher tries to present the definition of speaking and component of
speaking.

2.3.1 Definition of Speaking.
Speaking is an oral production in which a speaker utters the spoken message to
the listener and the listener receives the information from the speaker. This is in
line with Byrne (1984: 8) who mentions that speaking or oral communication is a
two way process between speaker and listener and involves the productive skills
and the receptive skill of understanding. Therefore, there are two processes in
speaking, the process of giving information and receiving the information.
Speaking is the primary thought in communication. Through speaking the
interaction between people in the society will run well. According to Harris

16

(1974:81-82), speaking is a complex skill requiring the simultaneous use of a
number of different abilities which often develop at different rates. The
fundamental concern in speaking is the ability to communicate in formally on
everyday subjects with sufficient ease and fluency to hold the attention of the
listener.

Further more Haris in Lamsiah (2011:7) state that speaking as the encoding
process whereby we communicate our ideas, thought and feeling orally. It means
that communication is delivering our idea that contain message to persuade people
and give the information. The content of the information should be based on the
situation. So, here, speaking is a communication process where the thought, idea,
and message flow orally to give the information to other individual.

Speaking skill has main role in people life as a society. Because people needs to
interact with other people using spoken language. They can express their ideas,
thoughts and feelings through spoken language. In accordance with Chaney
(1998:3) speaking describe as a process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts. Speaking can
take place if the speaker uses verbal symbols like words and sentences and nonverbal symbols like gesture or sign to convey the meaning. Meanwhile Brown
(2001:250) state that speaking is an interactive process of constructing meaning
that involves producing, receiving and processing information.

In short, speaking defines as the communication tool which plays an important
role in daily life. It means that speaking is delivering our idea that contain

17

message to persuade people and give the information. The speaker uses
appropriate sentences in order to give clear message to the listener.

Brown (2001: 251) also classifies the types of spoken language. Those types are
as follows:
1.

Monologue
In monologue, when a speaker uses spoken language like speech, lectures,
readings, news broadcast and the like. The listener must process long
stretches of speech without interrupting the steam of the speech will go on
whether or not the listener comprehends.

2.

Dialogue
Dialogue involves two or more speakers and can be subdivided into
interpersonal and transactional dialogue. In a dialogue involves two or more
speakers to convey propositional or factual information.
A.

Transactional dialogue is a dialogue that speaker simply need to do

if he or she wants to get something done. In addition, transactional
dialogue is carried out for the purpose of conveying or exchanging specific
information. For example: to get vegetables, we need to speak to
merchant. In transactional dialogue usually use some of expressions:
sympathy, selling and buying, asking forgiving, making appointment,
regret, and hope. The following conversation is the example of
transactional dialogue.

18

X: what is the main idea of the first paragraph of this text?
Y: The United Nations should have more authority.
X: More authority than what?
Y: Than it does right now.
X: what do you mean?
Y: well, for example, the united Nation should have the power to force a
country like Iraq to destroy its nuclear weapons.
X: you do not think the United Nation has that power?
Y: Obviously not. Iraq is still manufacturing nuclear bombs.

B. Interpersonal dialogue is a dialogue that speaker simply do because there
is somebody around her or him. Furthermore, it carried out more for
maintaining social relationship than for the transmission of the facts and
information. For example: someone talk for the shake of talking, so it can
be chatting, gossiping and etc. interpersonal dialogue is done by the
speaker with purpose: to get intimate, to kill the time, to talk as matter of
politeness, and to sustain or keep the conversation long. The following
dialogue is the example of interpersonal dialogue.

Jeny

: Hi, Jordan How’s it going?

Jordan : oh, so-so.
Jeny

: Not a great weekend, huh?

Jordan : well, far be it from me to criticize, but I’m pretty miffed about last
week.
Jeny

: what are you talking about?

19

Jordan : I think you know perfectly well what I’m talking about.
Jeny

: oh that…how come you get so bent out of shape over something
like that?

Jordan : well, whose fault was it, huh?
Jeny

: oh wow, this is great, wonderful. Back to square one. For crying
out loud, Jordan, I thought we would settle this before. Well, what
more can I say?

In relevance with the curriculum of class XI, the researcher used transactional
dialogue to measure students’ speaking ability.

2.3.2 Component of Speaking

Syakur (1987: 3) states that there are five component of speaking as follows:
a. Comprehension
For oral communication, it certainly requires a subject to respond to speech as
well as to initiate it.
b. Grammar
It is needed for students to arrange a correct sentence in conversation. It is in line
with explanation suggested by Heaton (1978:5) that student’s ability to
manipulate structure and to distinguish appropriate grammatical form in
appropriate ones. This utility of grammar is also to learn to the correct way to gain
expertise in a language in oral and written form.

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c. Vocabulary
One can not communicative effectively or express their ideas both oral and
written from if they do not have sufficient vocabulary. So, vocabulary means the
appropriate diction which is used in communication.
d. Pronunciation
Pronunciation is the way for the students’ produce clearer language when they
speak. It deals with the phonological process that refers to the component of a
grammar made up of the elements and principles that determine how sounds vary
and pattern in a language.
e. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in
speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “urns or
ers. These signs indicate that the speaker does not have spread a lot of time
searching for the language items needed to express the message (Brown. 1997:4).

Furthermore, Haris (1974: 75) says that speaking has some aspects as described
below.
1. Pronunciation refers to be the person’s way of pronunciation words. One
who learns English as foreign language must be able to use English
pronunciation as well as other skill (Oster, 1985:431)
2. Grammar is the study of rule of language infletion. It is a system of units
and patterns of language (Lado,1969:221).

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3. Vocabulary refers to the words used in language. Phases, clauses, and
sentences are built up by vocabulary. In short, vocabulary is very
important because without words we can not speak at all (wilkins,
1983:111)
4. Fluency refers to the one who express quickly and easily (Ostler,
1985:210). It means that when a person making a dialogue with another
person can give respond well without difficulty.
5. Comprehension denotes the ability of understanding the speaker’s
intention and general meaning (Heaton, 1991: 35). It means that if person
can answer or express well and correctly, it shows that he comprehends of
understands well.
6. Accuracy is related to the closeness of a measurement, within certain
limits, with the true value of the quantity under measurement. For
instance, the accuracy of those determinations by LTD is given by the
difference between the measured value (British Calibration Society, BCS
Draft Document 3004)

2.4 The Correlation between Schemata and Students’ Speaking Ability
Carrels in Kang (1987) states that in the ESL reading classroom, content is
primary importance. Reading is easiest when content is familiar and that reading
is most difficult when contain are difficult. In relevance with Charles theory,
while in speaking ability also has content. It can be said that students’ can speak if
they have a content schemata. In this case, when students’ have schemata about

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topic being talked the communication will successful and run fluently or it can be
said they can deliver message appropriate with the topic being talked.

Content schemata are knowledge about the world which involve topic familiarity
and previous knowledge. Content schemata are also background knowledge which
is store in the mind. People will only receive the information which is fit to their
schemata. Content schemata can not be separated from the speaking skill because
without knowing the topic of the world they can not remember the things that they
concern. It is used to understand what the content or message of the
communication or it can be said that people will understand what other people
talk if they have the same schemata.

While Formal schemata, Peregoy and Boyle (2000) stated that text structure
knowledge or formal schemata enhance comprehension by helping readers to
anticipate and predict the direction of a plot or argument, thereby facilitating
attention to the larger meaning of the text. In speaking ability, it is used to deliver
the message in right order ideas. Other people will understand our conversation if
we inform the message correct organizes.

Furthermore, Al Salmi (2011) linguistic schemata refer to readers’ existing
language proficiency in vocabulary and grammar. As the basis of comprehension,
language knowledge plays an important role on understanding of the text,
especially for learners at the elementary stage of learning. Without basic language
knowledge, no reading strategy or skills can function effectively. Therefore, the
more language schemata readers have in their mind, the more information readers
may acquire from the text and the more effective readers they may become. Based

23

on the previous research above the researcher can logically infer that linguistic
schemata are also needed in speaking ability. Likewise in speaking it may happen
to a speaker that she or he has linguistic schemata, she or he will also speak
fluently or better. The more vocabulary students’ have the more efficient they can
deliver the information. The more grammar knowledge they have the more they
can produce meaningful sound.

2.5 Theoretical Assumption

In accordance with the previous theories, the researcher Justify that schemata also
has relationship to speaking ability. Content schemata in speaking ability help
students’ to communicate easily with other students. It is used to understand the
knowledge of the topic of speaking. If students have background knowledge of
topic being discussed they will know what kind of message they can deliver.
Formal schemata also has correlation, it is used to deliver the message in right
order of ideas so the listener will understand easily the message from the speaker.
Linguistic schemata also correlates to speaking ability. The language proficiency
in grammar and linguistic enable students to convey their conversation easily with
appropriate vocabulary and grammar. Students will be able to speak if they have
sufficient vocabulary. Vocabulary is a component in language that can not be
separated when learning the language. While grammar helps students to construct
the appropriate sentence to produce good and meaningful sound.

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2.6 Hypothesis

Based on the theoretical assumption above the researcher would like to formulate
the hypothesis as follows:
1. There are positive significant correlations between students’ schemata and
their speaking ability.
2. There are positive significant correlations between students’ content
schemata, formal schemata, linguistic schemata and their speaking ability.

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III. RESEARCH METHOD

This chapter contains research design, population and sample of the research,
variables, research procedure, data collecting technique, instrument of the
research, scoring criteria, try out of the test, normality test, data analysis, and
hypothesis testing.

3.1 Research Design

This research is co-relational study. In this research the researcher uses Ex Post
Facto design because the researcher wants to investigate whether schemata have
significant correlation with students’ speaking ability. Hatch and Farhady (1982:
26) states that Ex Post Facto design is often used when the researcher had control
over the selection and manipulation of the independent variable. In this research,
there was no control group and no treatment to the subject.

In doing this research, the data is taken by having a content schemata test (X1),
formal schemata test (X2), linguistic schemata test (X3), and a speaking test (Y) to
the sample. It can be described as follow:

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X1
X2

Y

X3

Where

:

X1 = Test of content schemata
X2 = Test of formal schemata
X3 =Test of linguistic schemata
Y = Test of speaking

After getting the data, the researcher will analyze them, and will present
description and explanation of whether there is positive correlation of the content
schemata (X1), formal schemata (X2), linguistic schemata (X3) and students’
speaking ability (Y) using Pearson product moment method.

3.2 Population and Sample

The research was conducted at SMA N 1 Kotagajah Lampung Tengah and the
population was the second year students. The sample was XI IPA 3. At SMA N 1
Kotagajah, there are eight classes at second grade and the researcher chose one
class as the sample which was chosen by random sampling. Random sampling
enables every individual of the population has the same opportunity to be chosen

20

as the sample. The class was chosen by using lottery. The procedures are: eight
classes written in rolled paper are put into a glass. Then the glass was shaken two
times and one class that came out was selected as sample.

3.3 Variables

This co-relational study has two variables; they are independent and dependent
variable. Students schemata are independent variable because affect the students
speaking ability. Students’ schemata are divided into three types of schemata:
content schemata (X1), formal schemata (X2) and linguistic schemata (X3). While
the speaking ability (Y) is dependent variable because depend on students’
schemata.

3.4 Research Procedures

The procedure of the research as follow:
1. Deciding the population and selecting the sample.
The research was conducted in second grade of SMA N 1 Kotagajah. She
chose one class as the sample by using lottery.
2. Planning the materials for schemata and speaking test.
Material related to recount text. The researcher chose recount text because
she wanted to find the students’ schemata related to the topic of
Indonesian’s Independent Day.
3. Conducting try out
The researcher conducted the try out of schemata test in order to decide
whether the tests are well designed. The test is said to have a good quality

21

if it has a good validity, reliability, level of difficulty and discrimination
power.
4. Administering the schemata test.
The schemata test was conducted to know students’ knowledge about
Indonesian’s Independent Day.
5. Administrating the speaking test.
After conducting the schemata test, the students have speaking test. That
test was used to measure students’ speaking ability.
6. Scoring the test.
After giving schemata and speaking test, the researcher was scoring the
schemata test based on Arikunto’s formula and speaking test was scored
based on Heaton’s scoring system.
7. Analyzing the data
The researcher analyzed the data using Bivariate Correlation (SPSS 17). It
uses to find the correlation between students’ schemata and their speaking
ability.
8. Discussing and reporting the result of the data analysis

3.5 Data Collecting Technique
The data of the research is focused on students’ schemata and speaking ability.
There are two instruments to collect the data in this research; they are students’
schemata tests and speaking test. These tests were conducted to get the data about
the students’ schemata and their speaking ability. The schemata test was in the
form of multiple choice tests that consists of 15 items for each type of schema.

22

Each item has four alternatives a, b, c, and d. In the other hand, the speaking test
was administrated in transactional conversation. In transactional conversation,
students will have same schemata toward the topic given. The researcher used
recorder to gain all the data about students’ speaking test. After that, she
transcribes the data gain.

3.6 Research Instruments
The researcher used the objective test as the instrument to investigate the students’
content schemata (X1), formal schemata (X2), and linguistic schemata (X3).The
researcher conducted the try out at XI IPA 4 to determine whether the instrument
was well design. The try out consist of 20 items for each content schemata, formal
schemata and linguistic schemata test. After conducting the tryout the researcher
analyzed those items to see their difficulty level and discrimination power. While
speaking test was administrated in transactional dialogue.

Table 2. Specification of content schemata tryout test
No

Content

Number of Items

1

Previous experience

1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20

Table 3. Specification of formal schemata tryout test
No
1
2

Formal Schemata
Time
Part of generic structure

Number of Items
6,7,8,9,10,11,12,15,16,,20
1,2,3,4,5,13,14,17,18,19

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Table 4. Specification of linguistic schemata tryout test
No.
1
2

Linguistic Schemata
Grammar
Vocabulary

Number of Items
1,2,3,4,5,6,7,8,9,10
11,12,13,14,15,16,17,18,19,20

3.7 Scoring Criteria

3.7.1

Scoring Criteria for Schemata Test

The purpose of schemata test is to obtain the data about the students’ knowledge
in speech. The scoring is based on the students’ correct number in answering the
test items. The final score is gotten by dividing the correct number with the total
number (15) then multiply it with total score (100).
The formula can be seen as follow:
S=

x 100

Description:
S = the final score of the test
R = the total number of the right answers
N = the total items
(Arikunto, 1997:212)

3.7.2

Scoring Criteria for Speaking Test

Table 5. The Rubric of Grading System by Heaton (1988: 100)
Score
81-90

Accuracy
Pronunciation is only very
slightly influenced by the
mother-tongue.

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

Comprehensibility
Easy for the listener to
understand the speaker’s
intention and general
meaning. Very few
interruption or clarification

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There are no mistake of
pronunciation and
grammar at all

71-80

Pronunciation is slightly
influenced by the mothertongue. A few minor
grammatical and lexical
errors but most utterances
are correct
There are no more than 5
pronunciation and
grammatical mistake

61-70

Pronunciation is still
moderately influenced by
the mother-tongue but no
serious phonological
errors. A few grammatical
and lexical errors but only
one or two major errors
causing confusion.
There are no more then 10
pronunciation and
grammatical mistakes

51-60

Pronunciation is
influenced by the mother
tongue but only few
serious phonological
errors. Several
grammatical and lexical
errors, some of which
cause confusion.
There are no more than 15
error of pronunciation and
grammatical mistakes

41-50

Pronunciation seriously
influenced by the mothertongue which errors

required.
Each of students is able to
deliver 6 line conversations by
delivering all necessaries
content. Delivering the
conversation no