Affecting Factors of Interest

c. the teacher as assessor, obviously the examiner role is one of our traditional functions d. the teacher as participant co-communicator in an organized activity such as debate or role play e. the teacher as resource consultant, adviser, most obviously as language informant These various roles can be put together under the „umbrella‟ idea of teacher as facilitator. Teacher is not only as an information giver in the learning process, but also heshe should have an ability to raise students‟ interest in subject in this case raise students‟ interest in speaking. The good teacher is ….. constantly striving for congruence among several related variables: teaching materials, methodology, students, course objectives, the target language and its context, and the teacher‟s own personality and teaching style. MTsN Parung has about five English teachers. Most of them have graduated from English Department of several Universities in Jakarta and Bogor such as State Islamic University “Syarif Hidayatullah”, Ibnu Khaldun University, and Pakuan University. But, one of them has graduated not from English Department. But, they have competence and experience in teaching English for several years. In teaching speaking, theachers at MTsN Parung have their own technique in delivering speaking material. Most of them usually use “Role Play” technique to get students ‟ attention. According to Ade Rahmalia English teacher at MTsN Parung, it is not easy to make students have an interest in speaking especially having their attention, it is because English is not their own language. 3. Purpose There are many reasons why people may wish to speak in any language. If we are hoping to make the learners communicatively competent in English as a foreign or second language, then it seems fair to assume that speaking skills will play a large part in this overall competence. 26 Basically interest is as a causal of someone‟s experience, interest raise as a result from hisher activity and it will continue to the same activity.

D. The Relationship between Students’ Interest and Their Speaking Score

Building students‟ interest in English subject is not easy. Moreover English is not student‟s own language so it is difficult to understand the subject. Especially in speaking skill, students not only have to understand language verbally but also non verbally. Interest is something which drives the person to participate in some activities. Interest can motivate students to enjoy the lesson. Beside that, high interest in speaking English makes the students possible concentrate on learning speaking. The more the students‟ concentration on the lesson, the better the score they obtain, because concentration can increase the motivation. High motivated students can arise a feeling and emotional connection to the lesson. The students who have a feeling and emotional connection to the material, they are easier to activate previous experience, and then the retention can be enhanced. Therefore their speaking score is better. According to David P. Harris, speaking score can be seen by the elements of the speaking. They are pronunciation, grammar, vocabulary, fluency, and comprehension 27 . And the speaking score can be rated by the following rules: Table 2.1 The English Speaking Test Rating Pronunciation Score Note 5 Has few traces of foreign accent 4 Always intelligible, though one is conscious of a definite accent 26 Jo McDonough and Christoper Shaw, Materials and Methods in English Language Teaching, Oxford: Blackwell Publisher, p. 152. 27 David P. Harris, Testing English As a Second Language, Washington, DC: Georgetown University, 1969, p. 81. 3 Pronunciation problems necessity concentrated listening and occasionally lead to misunderstanding 2 Very hard to understand because of pronunciation problem must frequently be asked to repeat 1 Pronunciation problem to severe as to make speech virtually Grammar Score Note 5 Makes few if any not cable errors of grammar or word order 4 Occasionally makes grammatical or word order errors do not, however obscure meaning 3 Makes frequent errors of grammatical or word order which occasionally obscure meaning 2 Grammar and word orders make comprehension difficult. Most often word order so severe as to make speech virtually intelligible 1 Rephrase sentences and or restrict to basic pattern errors in grammar Vocabulary Score Note 5 Use vocabulary and idioms is virtually that of native speaker 4 Sometimes use inappropriate term and or must rephrase ideas because lexical inadequacies 3 Frequently use wrong word; comprehension somewhat limited because of inadequate vocabulary 2 Miss use of word and very limited vocabulary make comprehension quite difficult 1 Vocabulary limitation so extreme as to make conversation virtually impossible Fluency Score Note 5 Speech as fluent and effortless as that a native speaker 4 Speed of speech seems to be slightly affected by language limitation 3 speed and fluency are rather strongly affected by languge limitation 2 Usually hesitant; often forced into silence by language limitation 1 speech is so halting and fragmentary as to make conversation virtually impossible Comprehension Score Note 5 appears to understand everything is that difficult 4 Understand nearly everything at normal speed, although occasional repetition maybe necessary 3 Understand most of what is said at slower – than-normal speed with repetition 2 Has great difficulty following what is said or comprehend onl y “social conversa tion” spoken slowly and with frequent repetition 1 Cannot be said to understand even simple conversation CHAPTER III THE IMPLEMENTATION OF THE RESEARCH

A. RESEARCH METHODOLOGY

1. Purpose of the Study

This study is aimed to: a. Know the students’ interest in speaking and their speaking score. b. Know the relationship between students’ interest in speaking and their speaking score.

2. Place and Time of the Study

The research of this study was held at MTsN Parung. It is located on Jl. Raya Parung-Bogor Kp. Lebakwangi Bogor. This research was started on 14 th March to 25 th April 2009. It was conducted at the eighth year students of MTsN Parung.

3. The Method of the Research

In doing this research, the writer uses quantitative approach by using correlational study as its method. In this method, she measures students’ interest in speaking by distributing 25 item questions rega rding with students’ interest in speaking. After she got the score of students’ interest in speaking, she took the students’ speaking score. The speaking score was taken from the document of speaking test. It was taken from the two dialogues which are performed by the students. After that, she analyzed the research by using Pearson Correlation Product Moment to know the result.