THE WASHBACK OF SPEAKING TEST ON EXTROVERSION STUDENT`S LEARNING IN EFL CLASSROOM (A Case Study at 11th Grade of SMAN 7 Surakarta in 2016/2017 Academic Year).
THE WASHBACK OF SPEAKING TEST ON EXTROVERSION
STUDENT`S LEARNING IN EFL CLASSROOM
(A Case Study at 11th Grade of SMAN 7 Surakarta in 2016/2017 Academic Year)
A THESIS
FITRIYA DESSI WULANDARI
S891502010
Submitted as a Partial Fulfillment of the Requirement for the Attainment of
Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
ii
iii
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled THE WASHBACK OF
SPEAKING TEST ON EXTROVERSION STUDENT`S LEARNING IN EFL
CLASSROOM (A Case Study at 11th Grade of SMAN 7 Surakarta in 2016/2017
Academic Year). It is not plagiarized or made by others. This thesis does not contain
any other’s work except for some parts from other work as the reference is written in
quotation by following the procedure and ethiics of academic writing. if then this
pronouncement is incorrect, I am ready to accept any academic punishment, including
the withdrawal or cancellation of my academic degree.
Surakarta, 10 Januari 2017
FITRIYA DESSI WULANDARI
iv
ABSTRACT
Fitriya Dessi Wulandari. S 891502010. 2016. The Washback of Speaking Test on
Extroversion Student`s Learning in EFL Classroom (A Case Study at 11th Grade
of SMAN 7 Surakarta in 2016/2017 Academic Year). THESIS. Consultant 1: Dr.
Sumardi, M.Hum; Consultant 2: Dr. Sujoko, M.A. English Education Department.
Graduate Program. Sebelas Maret University.
Language testing emerges effect, which is known as washback. The study of
washback of a test and student`s personality brings great contributions to the success of
language learning. Positive or negative washback may affect student`s learning strategy
and motivation towards the test, the lesson or the teacher, thus the study comes to the
significance. Examining the washback of speaking test, the research focused on the
implementation of speaking test, washback of speaking test on extroversion student`s
learning strategy, washback of speaking test on extroversion student`s learning
motivation.
Case study, a type of qualitative research method, was implemented to
investigate the washback phenomenon. Data were collected by questionnaires,
interviews and observations. The data were checked by using triangulation.
The results of the study came to three findings. First, speaking test was
important to be done because it measured student`s speaking ability and balanced the
oral and written test conformed to the two personality types of the students, extroversion
and introversion. Second, in performing speaking test, extroversion students used direct
and indirect strategies. The direct strategies are memory strategy, cognitive strategy and
compensation strategy. The indirect strategies are metacognitive strategies, affective
strategies and social strategies. Third, the extroversion student`s learning motivation
emerged in intrinsic-extrinsic and instrumental and integrative. The drawn conclusion
from the research findings are positive washback found in the speaking test of the
extroversion students which affected student`s learning strategy and motivation
positively.
Keywords
: Washback, speaking test, learning strategy, learning motivation
v
MOTTO
“Man Jadda Wa Jada”
LOVE WHAT YOU DO, DO WHAT YOU LOVE
The most precious thing to be given for family is time
Stay calm, keep spirit and don’t forget to eat
By Danang Kristiono :*
vi
DEDICATION
This thesis is dedicated for:
my parents, Bapak Narko Sukirno & Ibu Sunarni
my fiancé Danang Kristiono, S.Kom
my sister Yuli Hastuti & Family
my brother Sigit Nobiyanto & family
thankyou for all kindness ,support, love, affection and every second of your live for me
vii
AKNOWLEDGEMENT
In the name of Allah SWT, the Almighty God, the researcher would like to
thank for blessing to finish this thesis proposal. This thesis proposal cannot be
completed without help of so many incredible people who have offered their time,
guidance, inspiration and support to write this thesis proposal. Thus, the researcher
would like to express her gratitude and appreciation to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University who has allowed the researcher to write this thesis proposal.
2. Dr. Ngadiso, M.Pd, the Head of English Education Department of Sebelas Maret
University who has approved this thesis proposal.
3. Dr. Sumardi, M.Hum, the first consultant, for having suffered to revise this
thesis proposal.
4. Dr. Sujoko, M.A, the second consultant, for his invaluable guidance, patience
and carefulness from beginning until finalizing this thesis proposal.
5. Dra. Adkha Dewi Gayatri, M.Pd, M.M, the Headmistress of SMA Negeri 7
Surakarta, for her generously in permitting the researcher to conduct the
research.
6. Triyaningsih, M.Pd, the XI grade English teacher of SMA Negeri 7 Surakarta,
for being a private consultant in the research.
7. The eleventh grade students of SMA Negeri 7 Surakarta for their participation in
this research.
The researcher would be very gratefully to accept any criticism and
suggestion for the improvement of this thesis. Hopefully, this thesis proposal will be
useful for the readers.
Sukoharjo, 10 Januari 2017
Fitriya Dessi Wulandari
viii
TABLE OF CONTENT
TITLE .............................................................................................................
APPROVAL ...................................................................................................
LEGITIMATION ..........................................................................................
PRONOUNCEMENT ...................................................................................
ABSTRACT ...................................................................................................
MOTTO .........................................................................................................
DEDICATION ...............................................................................................
ACKNOWLEDGEMENT ............................................................................
TABLE OF CONTENT ................................................................................
LIST OF TABLES ........................................................................................
i
ii
iii
iv
v
vi
vii
viii
ix
x
LIST OF ABBREVIATIONS .....................................................
xii
LIST OF APPENDICES................................................................................
LIST OF FIGURES ......................................................................................
xiii
xiv
CHAPTER I. INTRODUCTION
A. Background .........................................................................................
B. Research Problem…………… ...............................................................
C. Objective of the research ........................................................................
D. Significance of the research ...................................................................
1
5
6
6
CHAPTER II. LITERATURE REVIEW
A. Washback
1. Notion of Washback ..........................................................................
2. Kinds of Washback ............................................................................
a. Positive Washback .........................................................................
b. Negative Washback .......................................................................
B. Speaking Test
1. Definition of Speaking ........................................................................
2. Testing Speaking ................................................................................
3. Indicator of speaking ..........................................................................
C. Students Learning Strategy
1. Notion of Learning Strategy ...............................................................
2. Classification of Learning Strategy ...................................................
D. Students Personality
1. Personality ........................................................................................
2. Extroversion ....................................................................................
E. Learning Motivation
1. Type of motivation .............................................................................
a. Intrinsic and Extrinsic ....................................................................
b. Integrative and instrumental...........................................................
2. Characteristic of motivated student ....................................................
E. English as Foreign Language (EFL) ...................................................
F. Review of Relevant Study ....................................................................
ix
8
10
11
12
14
15
17
18
19
23
25
27
27
28
30
30
31
CHAPTER III: RESEARCH METHODOLOGY
A. Context of the Research
1. Setting of Place .................................................................................
2. Setting of Time ..................................................................................
3. Subject of the Research ......................................................................
4. Profile of SMA N 7 Surakarta ...........................................................
B. Research Design… ................................................................................
C. Sources of Data
1. Informant .........................................................................................
2. Events .............................................................................................
3. Document
..................................................................................
D. Technique of Collecting Data
1. Questionnaire ..................................................................................
2. Interview .........................................................................................
3. Classroom Observation ......................................................................
E. Technique of Analyzing Data
1. Data Reduction ..................................................................................
2. Data Display ..................................................................................
3. Drawing and Verifying Conclusion ...................................................
F. Trustworthiness
1. Source Triangulation ..........................................................................
2. Technique Triangulation .....................................................................
3. Time Triangulation .............................................................................
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
A. Reseach Findings
1. The Implementation of Speaking Test .............................................
2. The Washback of speaking test towards extroversion student`s
learning strategy ..............................................................................
3. The Washback of speaking test towards extroversion student`s
learning motivation ..........................................................................
B. Discussion
1. The implementation of speaking test ...............................................
2. The washback of speaking test affects the extroversion
student`s learning strategy ...............................................................
3. The washback of speaking test affects extroversion
student`s learning motivation .........................................................
34
34
35
35
35
36
36
36
37
38
39
40
40
41
41
42
42
44
53
63
68
69
72
CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion .........................................................................................
B. Implication ......................................................................................
C. Suggestion .........................................................................................
75
77
78
REFERENCES ..............................................................................................
APPENDIXES ...............................................................................................
79
81
x
LIST OF TABLE
Table 2.1 Positive Washback
12
Table 2.2 Negative Washback
13
Table 2.3 Characteristic of Introvert and extrovert
25
Table 2.4 Dimension of Personality
26
Table 2.5 Level of Extroversion
26
Table 2.6 Dimension of Motivation
27
Table 2.7 Types of motivation
29
Table 3.1 Research Plan
34
Table 4.1 Points of Findings
43
Table 4.2 Personality Questionnaire Result
46
Table 4.3 Extroversion students learning strategy 1
58
Table 4.4 Extroversion students learning strategy 2
59
Table 4.5 Extroversion students learning motivation
64
xi
LIST OF ABBREVIATIONS
ES
: Extroversion Student
EPQ
: Eysenk Personality Questionnaire
EPI
: Eyesenk Personality Inventory
EFL
: English as Foreign Language
ENE
: English National Examoination
TI
: Teacher`s Interview
SI
: Student`s Interview
ST
: Sapeaking Test
LS
: Learning Strategy
WS
: Washback of Speaking Test
xii
LIST OF APPENDICES
Appendix 1
: Interview questions guideline
81
Appendix 2
: Teacher`s interview
83
Appendix 3
: Student`s interview
90
Appendix 4
: Student`s Questionnaire
95
xiii
LIST OF FIGURE
Figure 3.1 Data Anlysis Model of Miles and Huberman
xiv
39
STUDENT`S LEARNING IN EFL CLASSROOM
(A Case Study at 11th Grade of SMAN 7 Surakarta in 2016/2017 Academic Year)
A THESIS
FITRIYA DESSI WULANDARI
S891502010
Submitted as a Partial Fulfillment of the Requirement for the Attainment of
Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
ii
iii
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled THE WASHBACK OF
SPEAKING TEST ON EXTROVERSION STUDENT`S LEARNING IN EFL
CLASSROOM (A Case Study at 11th Grade of SMAN 7 Surakarta in 2016/2017
Academic Year). It is not plagiarized or made by others. This thesis does not contain
any other’s work except for some parts from other work as the reference is written in
quotation by following the procedure and ethiics of academic writing. if then this
pronouncement is incorrect, I am ready to accept any academic punishment, including
the withdrawal or cancellation of my academic degree.
Surakarta, 10 Januari 2017
FITRIYA DESSI WULANDARI
iv
ABSTRACT
Fitriya Dessi Wulandari. S 891502010. 2016. The Washback of Speaking Test on
Extroversion Student`s Learning in EFL Classroom (A Case Study at 11th Grade
of SMAN 7 Surakarta in 2016/2017 Academic Year). THESIS. Consultant 1: Dr.
Sumardi, M.Hum; Consultant 2: Dr. Sujoko, M.A. English Education Department.
Graduate Program. Sebelas Maret University.
Language testing emerges effect, which is known as washback. The study of
washback of a test and student`s personality brings great contributions to the success of
language learning. Positive or negative washback may affect student`s learning strategy
and motivation towards the test, the lesson or the teacher, thus the study comes to the
significance. Examining the washback of speaking test, the research focused on the
implementation of speaking test, washback of speaking test on extroversion student`s
learning strategy, washback of speaking test on extroversion student`s learning
motivation.
Case study, a type of qualitative research method, was implemented to
investigate the washback phenomenon. Data were collected by questionnaires,
interviews and observations. The data were checked by using triangulation.
The results of the study came to three findings. First, speaking test was
important to be done because it measured student`s speaking ability and balanced the
oral and written test conformed to the two personality types of the students, extroversion
and introversion. Second, in performing speaking test, extroversion students used direct
and indirect strategies. The direct strategies are memory strategy, cognitive strategy and
compensation strategy. The indirect strategies are metacognitive strategies, affective
strategies and social strategies. Third, the extroversion student`s learning motivation
emerged in intrinsic-extrinsic and instrumental and integrative. The drawn conclusion
from the research findings are positive washback found in the speaking test of the
extroversion students which affected student`s learning strategy and motivation
positively.
Keywords
: Washback, speaking test, learning strategy, learning motivation
v
MOTTO
“Man Jadda Wa Jada”
LOVE WHAT YOU DO, DO WHAT YOU LOVE
The most precious thing to be given for family is time
Stay calm, keep spirit and don’t forget to eat
By Danang Kristiono :*
vi
DEDICATION
This thesis is dedicated for:
my parents, Bapak Narko Sukirno & Ibu Sunarni
my fiancé Danang Kristiono, S.Kom
my sister Yuli Hastuti & Family
my brother Sigit Nobiyanto & family
thankyou for all kindness ,support, love, affection and every second of your live for me
vii
AKNOWLEDGEMENT
In the name of Allah SWT, the Almighty God, the researcher would like to
thank for blessing to finish this thesis proposal. This thesis proposal cannot be
completed without help of so many incredible people who have offered their time,
guidance, inspiration and support to write this thesis proposal. Thus, the researcher
would like to express her gratitude and appreciation to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University who has allowed the researcher to write this thesis proposal.
2. Dr. Ngadiso, M.Pd, the Head of English Education Department of Sebelas Maret
University who has approved this thesis proposal.
3. Dr. Sumardi, M.Hum, the first consultant, for having suffered to revise this
thesis proposal.
4. Dr. Sujoko, M.A, the second consultant, for his invaluable guidance, patience
and carefulness from beginning until finalizing this thesis proposal.
5. Dra. Adkha Dewi Gayatri, M.Pd, M.M, the Headmistress of SMA Negeri 7
Surakarta, for her generously in permitting the researcher to conduct the
research.
6. Triyaningsih, M.Pd, the XI grade English teacher of SMA Negeri 7 Surakarta,
for being a private consultant in the research.
7. The eleventh grade students of SMA Negeri 7 Surakarta for their participation in
this research.
The researcher would be very gratefully to accept any criticism and
suggestion for the improvement of this thesis. Hopefully, this thesis proposal will be
useful for the readers.
Sukoharjo, 10 Januari 2017
Fitriya Dessi Wulandari
viii
TABLE OF CONTENT
TITLE .............................................................................................................
APPROVAL ...................................................................................................
LEGITIMATION ..........................................................................................
PRONOUNCEMENT ...................................................................................
ABSTRACT ...................................................................................................
MOTTO .........................................................................................................
DEDICATION ...............................................................................................
ACKNOWLEDGEMENT ............................................................................
TABLE OF CONTENT ................................................................................
LIST OF TABLES ........................................................................................
i
ii
iii
iv
v
vi
vii
viii
ix
x
LIST OF ABBREVIATIONS .....................................................
xii
LIST OF APPENDICES................................................................................
LIST OF FIGURES ......................................................................................
xiii
xiv
CHAPTER I. INTRODUCTION
A. Background .........................................................................................
B. Research Problem…………… ...............................................................
C. Objective of the research ........................................................................
D. Significance of the research ...................................................................
1
5
6
6
CHAPTER II. LITERATURE REVIEW
A. Washback
1. Notion of Washback ..........................................................................
2. Kinds of Washback ............................................................................
a. Positive Washback .........................................................................
b. Negative Washback .......................................................................
B. Speaking Test
1. Definition of Speaking ........................................................................
2. Testing Speaking ................................................................................
3. Indicator of speaking ..........................................................................
C. Students Learning Strategy
1. Notion of Learning Strategy ...............................................................
2. Classification of Learning Strategy ...................................................
D. Students Personality
1. Personality ........................................................................................
2. Extroversion ....................................................................................
E. Learning Motivation
1. Type of motivation .............................................................................
a. Intrinsic and Extrinsic ....................................................................
b. Integrative and instrumental...........................................................
2. Characteristic of motivated student ....................................................
E. English as Foreign Language (EFL) ...................................................
F. Review of Relevant Study ....................................................................
ix
8
10
11
12
14
15
17
18
19
23
25
27
27
28
30
30
31
CHAPTER III: RESEARCH METHODOLOGY
A. Context of the Research
1. Setting of Place .................................................................................
2. Setting of Time ..................................................................................
3. Subject of the Research ......................................................................
4. Profile of SMA N 7 Surakarta ...........................................................
B. Research Design… ................................................................................
C. Sources of Data
1. Informant .........................................................................................
2. Events .............................................................................................
3. Document
..................................................................................
D. Technique of Collecting Data
1. Questionnaire ..................................................................................
2. Interview .........................................................................................
3. Classroom Observation ......................................................................
E. Technique of Analyzing Data
1. Data Reduction ..................................................................................
2. Data Display ..................................................................................
3. Drawing and Verifying Conclusion ...................................................
F. Trustworthiness
1. Source Triangulation ..........................................................................
2. Technique Triangulation .....................................................................
3. Time Triangulation .............................................................................
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
A. Reseach Findings
1. The Implementation of Speaking Test .............................................
2. The Washback of speaking test towards extroversion student`s
learning strategy ..............................................................................
3. The Washback of speaking test towards extroversion student`s
learning motivation ..........................................................................
B. Discussion
1. The implementation of speaking test ...............................................
2. The washback of speaking test affects the extroversion
student`s learning strategy ...............................................................
3. The washback of speaking test affects extroversion
student`s learning motivation .........................................................
34
34
35
35
35
36
36
36
37
38
39
40
40
41
41
42
42
44
53
63
68
69
72
CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion .........................................................................................
B. Implication ......................................................................................
C. Suggestion .........................................................................................
75
77
78
REFERENCES ..............................................................................................
APPENDIXES ...............................................................................................
79
81
x
LIST OF TABLE
Table 2.1 Positive Washback
12
Table 2.2 Negative Washback
13
Table 2.3 Characteristic of Introvert and extrovert
25
Table 2.4 Dimension of Personality
26
Table 2.5 Level of Extroversion
26
Table 2.6 Dimension of Motivation
27
Table 2.7 Types of motivation
29
Table 3.1 Research Plan
34
Table 4.1 Points of Findings
43
Table 4.2 Personality Questionnaire Result
46
Table 4.3 Extroversion students learning strategy 1
58
Table 4.4 Extroversion students learning strategy 2
59
Table 4.5 Extroversion students learning motivation
64
xi
LIST OF ABBREVIATIONS
ES
: Extroversion Student
EPQ
: Eysenk Personality Questionnaire
EPI
: Eyesenk Personality Inventory
EFL
: English as Foreign Language
ENE
: English National Examoination
TI
: Teacher`s Interview
SI
: Student`s Interview
ST
: Sapeaking Test
LS
: Learning Strategy
WS
: Washback of Speaking Test
xii
LIST OF APPENDICES
Appendix 1
: Interview questions guideline
81
Appendix 2
: Teacher`s interview
83
Appendix 3
: Student`s interview
90
Appendix 4
: Student`s Questionnaire
95
xiii
LIST OF FIGURE
Figure 3.1 Data Anlysis Model of Miles and Huberman
xiv
39