THE CORRELATION OF STUDENTS’ COLLOCATION MASTERY ON SPEAKING PERFORMANCE (A STUDY FOR THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARMENT OF IAIN SALATIGA IN THE ACADEMIC YEAR OF 20162017) A GRADUATING PAPER Submitted to the Board of Examiners as a partial

  

THE CORRELATION OF STUDENTS’ COLLOCATION

MASTERY ON SPEAKING PERFORMANCE

(A STUDY FOR THE SECOND SEMESTER STUDENTS OF

ENGLISH DEPARMENT OF IAIN SALATIGA

IN THE ACADEMIC YEAR OF 2016/2017)

  

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd)

in English and Education Department

  

By

NUR ISNAINI FEBRIANA

113 13 097

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2017

  

MOTTO

“Allah burdens not a person beyond his ability.”

  

(Quran surah Al BaqarahQS2: 286)

  DEDICATION

  This graduating paper is whole heartedly dedicated to: 

  My Lord, Allah SWT… Thanks to Allah for giving me guidance and strength in my life, especially to finish this graduating paper.

  Alhamdulillahirobbilalamin! 

  My beloved parents: Buseri and Asih Tafrikhah. Thanks for your love, prayer, motivation, and your sacrifice to me. I cannot compare my love for both of you with anything in this world. 

  My sister and brother, ( Asri, Fitri and Arbi) and all of my big family, thanks a lot for your continued encouragement, advice, and pray.

   Someone who always accompany me and always remind me to finish this graduating paper, thank you for loving me Unconditionally.

   My closets friends, Rossi, Via, Eka, Nurul, Lilis and all friends in Kost Bu Surati.

  

ABSTRACT

  Febriana, Nur Isnaini. 2017. “The Correlation of Students’ Collocation Mastery on

  Speaking Performance for The Second Semester Students of English Deparment of Iain Salatiga In The Academic Year Of 2016/2017”. A

  Graduating Paper.Teacher Training and Education Faculty.English Education Department.State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, S.PdI M.A. The objectives of this research were to determine and to investigate the influence of students’ collocation mastery toward students’speaking performance of

  English deparment of IAIN Salatiga in the academic year of 2016/2017. This research

  will answer these main questions 1) How is the profile of students' mastery on their

  collocation for the second semester students of English Department of IAIN Salatiga in the academic year of 2016/2017, 2) How is the profile students’ speaking performance for the second semester students of English Department of IAIN Salatiga in the academic year of 2016/2017 and 3) Is there any influence of students’ collocation mastery on speaking performance for the second semester students of English department of IAIN Salatiga in the academic year of 2016/2017. This

  th th

  research was conducted from July 17 until Augustus 4 2017 . The sample of this research was the Second Semester English Student of speaking class of IAIN Salatiga in the academic year of 2016/2017. The methodology in this research was quantitative statistical research design. The result of this research gained the score of r count was 0.229 from the interpretation of r value 0.229 was existing between 0,200

• – 0,400. The r count which 0.229 was smaller than the r table 0.444. It means that the result of the study indicates that there was correlation between students’ mastery on collocation and their speaking performance, but the correlations were low.

  Keywords: Mastery, collocation, speaking performance .

  TABLE OF CONTENTS

TITLE ............................................................................................................ i

DECLARATION ............................................................................................ ii

ATTENTIVE COUNSELOR NOTES ......................................................... iii

PAGE OF CERTIFICATION ...................................................................... iv

MOTTO .......................................................................................................... v

DEDICATION ................................................................................................ vi

ACKNOWLEDGMENT ............................................................................... vii

ABSTRACT .................................................................................................... viii

TABLE OF CONTENTS ............................................................................... ix

LIST OF TABLES ......................................................................................... xiii

CHAPTER I: INTRODUCTION .................................................................

  1 A. Background of Study .....................................................................

  1 B. Statement of the Problem .............................................................

  4 C. Purpose of Study ...........................................................................

  4 D. Benefits of Study ...........................................................................

  5 E. Definition of Key Term .................................................................

  6 F. Research Methodology ..................................................................

  7 G. Hypothesis ..................................................................................... 10

  H. Previous Researches ...................................................................... 11

  I. Thesis Organization....................................................................... 12

  

CHAPTER II: THEORETICAL FRAMEWORK ..................................... 14

A. Literature Review .......................................................................... 15

  1. Mastery ................................................................................... 15

  2. Collocation ............................................................................. 15

  a. Collocation Classifications .......................................... 16

  b. Types of Collocation .................................................... 18

  c. Grammatical and Lexical Collocation ......................... 20

  3. Speaking Performance ........................................................... 22

  a. Definition of Speaking ................................................. 24

  b. Types of Classroom Speaking Performance ................ 23

  

CHAPTER III: RESEARCH METHODOLOGY ...................................... 26

A. The Type of Research ................................................................... 26 B. Research Setting ............................................................................ 26

  1. Location of the Research ....................................................... 26

  2. Time of the Research ............................................................ 27

  C. Subject of the Study ...................................................................... 27

  1. Population ............................................................................. 27

  2. Sample ................................................................................... 28

  D. Data Collection .............................................................................. 29

  1. Technique of collecting data ................................................. 29

  2. Scoring .................................................................................. 30

  3. Analyzing the data ................................................................. 35

  

CHAPTER IV: DATA ANALYSIS .............................................................. 37

A. Data Analysis ................................................................................ 37

  1. Students’ Collocation Mastery ............................................... 38

  2. Students’ Speaking Performance ........................................... 39

  3. Finding out the Average of Collocation Mastery Score and speaking performance Score .................................................. 40

  4. Finding out the Correlation between students’ collocation mastery of speaking performance. ......................................... 43 B. Discussion ..................................................................................... 47

  C. Hypothetical Conclusion ............................................................... 48

  

CHAPTER V: CLOSURE ............................................................................. 49

A. Conclusion ..................................................................................... 49 B. Suggestions.................................................................................... 51 REFERENCES CURRICULUM VITAE APPENDIXES

  

LIST OF TABLES

  Table 2.1Example of errors combining words ...................................................... 15 Table 2.2Type of Grammatical ............................................................................. 20

Table 2.3 Type of lexical collocation ................................................................... 22Table 3.1 Respondents .......................................................................................... 28Table 3.2 Coverage of Collocation Test ............................................................... 30Table 3.2 Oral rating sheet.................................................................................... 31Table 4.1 Score of Students’ Collocation Mastery ............................................... 38Table 4.2 Score of Students’ Speaking Performance ........................................... 39Table 4.3 Classifies the Range of Scores.............................................................. 40Table 4.4 The Squared and multiple of X and Y .................................................. 43Table 4.5 Interpretation of r value ........................................................................ 45

CHAPTER I INTRODUCTION A. Background of Study Language is means of communication, language is a system for the

  expression of meaning and language is viewed as a vehicle for communicating meaning and message (Richards and Rodgers, 1986). Meanwhile, vehicle means a tool which people can use to communicate with others to deliver certain goals or to express their opinions, intentions, hopes and feelings. Language also can eliminate misunderstanding among people because it can explain more about the purpose. Many languages in this world, such as Germany, Chinese, Thai, Bahasa and English as a tool for communication. English is a language that most used by people around the world as an international language.

  Abousenna said that “In the age of globalism we live nowadays, the interdependence of nations and countries creates a need for a global language and no language qualifies for this better than English” (Abousenna , 1995). Because of that, many countries where English not as a mother tongue, use it as a second language or foreign language. In Indonesia, English is as a foreign language. Government decided English as one of subject that students must be learned in school. In learning English, students must know about basic knowledge, such as grammar, vocabulary, sentence, etc. To be like a native speaker, there are many of components must be learned to make a students like native speaker closer. One of important things is to combine the word into a good sentence therefore it is easy and natural. The study about combining the words (noun, adjective, verb and adverb) in English is called collocation.

  A collocation is a combination of two or more words which frequently occur together (McCarthy and O’Dell, 2006). It can be difficult for students of English to know which words collocate, as natural collocations are not always logical or guessable. The students probably understand the utterance “There was

  

very hard rain this morning,”but it sound feels unnatural. Please check in this

  sentence “There was very heavy rain in this morning.” it very different about “hard rain” and “heavy rain” since “hard” is not collocation by “rain” and “heavy” is collocated by “rain” thus it is natural (McCarthy and O’Dell, 2006).

  One of the most difficult tasks of second or foreign language students is appropriately combining words. Different with native speakers, they have the knowledge about which words go together and how to use the diverse words. The proper use of collocations is crucial to sound like a native speaker (Ellis, 1996).

  In Indonesia, English is as a foreign language and become a compulsory subject thought in formal school from lowest level to university level. In Indonesian curriculum there are four major skills which have to be taught in the English teaching and learning process, those are listening, speaking, reading and writing. Language as a tool for communication, especially English need more competence in speaking to deliver the aim or information among speaker. Speaking is means through which a person can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. Furthermore, in almost any setting, speaking is the most frequently used language skill (El Fattah,2006).

  In speaking, collocation is regarded as a more complicated topic to be mastered. The students should give more attention to their collocation mastery to help them speaking more fluently and naturally. Mc Cathy and O’dell in the English Collocation in Use say that the types of collocation there are adjective and noun, noun and verb, noun and noun, verb and expression with prepositions, verb and adverb, adverb and adjective. All of them facilitate us to combine the word as a collocation.

  Derived from the writer’s interest in analyzing the correlation of students’ collocation mastery on speaking performance, the writer select the students second semester of English Department as a subject of the research to support the study entitles “THE CORRELATION OF STUDENTS’ COLLOCATION MASTERY ON SPEAKING PERFORMANCE (A STUDY FOR THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARMENT OF IAIN SALATIGA IN THE ACADEMIC YEAR OF 2016/2017)”

  Statement of the Problem

  Regarding to the background of study, the proposed statement of the problem are follows:

  1. How is the profile of students' mastery on their collocation for the second semester students of English Department of IAIN Salatiga in the academic year of 2016/2017?

  2. How is the profile students’ speaking performance for the second semester students of English Department of IAIN Salatiga in the academic year of 2016/2017?

  3. Is there any correlation of students’ collocation mastery on speaking performance for the second semester students of English department of

  IAIN Salatiga in the academic year of 2016/2017?

B. Purpose of Study

  This study has certain goals as follow:

  1. To identify how far the students’ collocation mastery for the second semester students of English department of IAIN Salatiga in the academic year of 2016/2017.

  2. To know how far the students’ speaking performance for the second semester students of English department of IAIN Salatiga in the academic year of 2016/2017.

  3. To examine the correlation of students’ collocation mastery on speaking performance for the second semester students of English department of

  IAIN Salatiga in the academic year of 2016/2017.

C. Benefit of Study

  This study expects that the result of the study gives benefit in case of :

  1. Theoretical Benefit The result of this research is expected to be able to encourage the next researcher to conduct further research.

  2. Practical Benefit

  a. The English Teacher The result of this study might be useful for additional information in teaching speaking concerning in collocation. The teachers can improve their capability through many ways to develop the new method of language learning to enhance the knowledge about language teaching especially about collocation in speaking performances.

  b. The English Students This study is hoped to be able to improve the students’ interest on collocation and to get more information about relevant case. The students be able to speak more fluently with collocation correctly.

  c. The writer From this study, the writer gets many experiences being useful in the future as an English teacher. The important point is the writer can apply the collocation in speaking performance.

D. Definition of Key Term

  1. Mastery Based on the American Heritage Dictionary of the English Language

  (2000:1078) Mastery is possession of consummate skill of a subject of the study. According to Webster (1974: 586) mastery is the state of having control over something, superiority in competition, victory, eminent skill or through knowledge. Based on the definition, mastery can conclude as someone ability to understand about something or knowledge from their experience to their daily activity.

  2. Collocation Taken from Lewis (2000) Collocation is the way in which words co- occur in natural text in statistically significant ways. For instance “Jane’s

  got the yellow hair”, probably be understood by the listener or the reader but

  it more naturally with “Jane’s got blond hair”. Moreover “yellow” do not collocate with “hair” because it is collocate with “paint” or “flower”.

  3. Speaking Speaking is means through which a person can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. Furthermore, in almost any setting, speaking is the most frequently used language skill (Fattah,2006).

  4. Performance Performance is something performedand accomplishment. In linguistics,performance is one of actual use of language in actual situations

  (The American Heritage Dictionary of the English Language, 2000). According to Marvin Carlson performance is always performance for someone, some audience that recognizes and validates it as performance (Carlson, 2003).

E. Research methodology

  1. Population The population of this research is speaking class for the second semester students of English Education Department of IAIN Salatiga in the academic year of 2016/2017.

  2. Sample Sample is clearly proper for intended population for generalization.

  The sample of this research consists of 20 students of speaking class of English Education Department of IAIN Salatiga in the academic year of 2016/2017.

  3. Techniques of Collecting Data The writer uses a test and video as a technique of collecting data. The writer will give the collocation test to identify the students’ mastery on collocation. To get the data or information about their speaking performance, the writer uses analyzingvideos from the speaking class in second semester students of English Education Department of IAIN Salatiga in the academic year of 2016/2017.

  4. Data Analysis

  The writer uses a statistic formula to conduct a good arrangement.

  a. Calculating the score of students’ collocation mastery by using the formula: ∑

  = Nx100 × 100%

  By which: Px = score obtained Ʃ X = sum of X N = number of sample

  b. Calculating the score of students’ speaking performance: ∑

  = Nx100 × 100%

  By which Py = score obtained Ʃ Y = sum of Y N = number of samples c. Calculating the correlation between students’ mastery on collocation and their speaking performance: N∑XY (∑X)(∑ )

  = √{N∑X (∑X) }{N∑Y (∑Y) }

  By which: Rxy = is product moment correlation score between variable X and

  Y ( students’ mastery on collocation and their speaking performance) Ʃ X = is the total score of variable X (students’ mastery on collocation) Ʃ Y = is the score of variable Y (students’ speaking performance) Ʃ XY = is the total score of variable X and Y (students’ mastery on collocation and their speaking performance) N = is the number of students

F. Hypothesis

  Hypothesis is the purpose statement in quantitative research, but

  hypotheses advance a predictionabout what the researcher expects to find (Creswell, 2012). Here the writer or the researcher narrow the focus of the study

  

to at least one hypothesis that provides a prediction about the outcome of the

research .

  Related to the possible result of the research, there are two types of hypotheses, null hypothesis and alternative hypothesis. According to John W.

  Creswell (2012:126)

  Null hypothesis is to test in the general population that there is no

  change, no relationship, and no difference. Alternative hypothesis is the hypothesis that may be true if the null is rejected, it suggests a change, a relationship, or a difference. The null hypothesis is generally symbolized as H0 and the alternative hypothesis as Ha.

  Based on the statement above, the writer can take a provisional answer about the correlation of students’ collocation mastery on speaking performance as:

  1. H0: There is no significant correlation between students’ collocation mastery on speaking performance in the second semester students of English department of IAIN Salatiga in the Academic year of 2016/2017.

  2. Ha: There is a significant correlation between students’ collocation mastery on speaking performance in the second semester students of English department of IAIN Salatiga in the Academic year of 2016/2017.

G. Previous Researches

  In this part, the writer would reviewsome relating previous studies from two collaborative research papers. The first was arranged by Nur Cahyo year 2015 with their study entitled “A Correlative Study between Students’ Lexical Knowledge of Collocations toward Their Reading Comprehension”. The research

  was aimed to find out the correlation between students’ lexical knowledge of

  collocation and their reading comprehension on the sixth semester of English Department Students’ of IAIN Salatiga 2014/2015 . The population of the

  research was the Sixth Semester of English Department Students of IAIN

  Salatiga in the academic year of 2014/2015. The methodology in this research

  was mixed forms of research design specifically the exploratory-quantitative-

  statistical research design. T he result of calculating the correlation between students’ mastery on collocation and their reading comprehension is 0.6989.

  From the interpretation of r value, 0.6989 is between 0,600 - 0,800. It indicates that the correlation between students’ lexical knowledge of collocation and their reading comprehension in Sixth semester of IAIN Salatiga in the academic year of 2014/2015 is high.

  The next relevant study was from Wakhidatu Sofi in year 2013 with their study entitled “The Influence of Students’ Mastery on Collocation toward Their Writing Achievement (A Correlative Study of The Eighth Semester Students of English Department of Stain Salatiga In The Academic Year of 2012/2013)”.

  They identified investigating the influence of students’ mastery on collocation toward their writing achievement. The result of this research showed that the Writing achievement significantly improved. Based on the index of correlation rxy count = 0,280, it means that the result of correlation was positive, therefore, the good mastery on collocation of the students were followed by the good writing achievement. In other word the students’ mastery on collocation could influence their writing achievement.

H. Thesis Organization

  The first chapter, introduction, introduces the research by giving a description of background of the research, research problem, purpose of study, benefit of study, definition of key term, research methodology, hypothesis, and the outline of the research. The second chapter is the theoretical framework of students’ mastery on collocation and their speaking performance that are discussed.

  The third chapter contains the data presentation which shows the data of respondents, data of students’ mastery on collocation and the data of students’ speaking performance.

  The fourth chapter deals with the analysis of the data collected and the hypothetical conclusion. The fifth chapter that is the last chapter contains the conclusion and the suggestion.

CHAPTER II THEORITICAL FRAMEWORK A. Literature Review

  1. Mastery Based on the American Heritage Dictionary of the English Language

  (2000:1078) Mastery is possession of consummate skill of a subject of the study. According to Webster (1974: 586) mastery is the state of having control over something, superiority in competition, victory, eminent skill or through knowledge. Based on the definition above, mastery can conclude as someone ability to understand about something or knowledge from their experience to their daily activity.

  2. Collocation Taken from (Lewis, 2000:132) collocation is the way in which words co-occur in natural text in statistically significant ways. Beside that Cathy and O’dell (2006:6) state that Collocation means a pair of words which used together. From definition above the writer concludes that the meaning of collocation is a way in which some words are often used together, and sound natural together. This also refers to restrictions on how words may be used together, such as which verbs and nouns can be used together, and which prepositions and verbs can be used together.

  Choosing the right collocation will make speech and writing sound much natural, more native speaker-like, and will express much more clearly and be able to convey not just a general meaning, but something quite precise.For example: people often say heavy rain, or light rain, instead of

  

strong rain or mild rain, heavygoes well with rain, whereas strong does not.

  There are many cases in English when it is difficult to know which words go well with the word want to use, because there are no clear rules. Some words just sound right together, while others do not.

  The form is natural to the language in which it occurs but would not sound natural if translated literally into the other language.

Table 2.1 Example of errors combining words Indonesian: English:

  mature water boiled water bitter coffee black coffee return-go ticket round-trip ticket born room delivery room These types of errors occur as a result of combining words in the target language inappropriately. It can be difficult for students to know which words collocate, as natural collocations are not always logical or guessable. To make a combination, many words can combine based on the type of the collocation such as verb + noun (e.g. lead a seminar), noun + noun (e.g. word of wisdom), adverb + verb (e.g. flatly contradict). Moreover, these combinations do not make a new meaning because the meaning is from each of word. However, the meaning of some fixed collocations cannot be guessed from the individual word.

a. Collocation Classifications

  In the collocation we find the difficulty or facility when make a combination words. Since the words are that collocation are strong, fixed or weak. 1) Strong collocation

  The strong collocation is a combination of words which are very closely associated with each other. In the strong collocation, the words not only collocate with one word but also two or three words. For instance “The chairperson adjourned the meeting”.

  The word “adjourned” always collocates with “meeting and trial”. “She has auburn hair”, “auburn” only collocates with words connected with “hair”. “Inclement weather was expected”, means that “unpleasant weather was expected”. “Inclement” collocates almost exclusively with “weather”. Beside that “I felt deliriously

  happy”, “deliriously” associated with “happy” not used with

  “glad” or “sad”. It can be easy us to make a collocation because the one or two words which associated with them.

  2) Fixed collocation Based on McCarthy and O’Dell (2008:8) the fixed collocation is collocation which so strong and cannot be combined in any kind words. The meaning of some fixed collocations cannot be guessed from the individual word. These types are called idioms. For example “I was walking to and fro”. “To” and “fro” cannot be changed by other word because is a completely fixed. “I

  put up a shelf in the kitchen”, “put up” is a fixed collocation. “She has to cook up an excuse for being late to work”, “cook up” is a

  fixed. These collocations are called idioms. 3) Weak collocation

  The weak collocation those words that can be collocated by any words, they have a wide range of combination with other words. For instance “A board avenue, a board smile, board

  shoulders, a board accent, and a board hint”. The combination of

  “board” can be replaced by any word according the type of collocation. “Have a bath, have a drink, have a haircut and hair a

  rest”. “Do nothing, do the shopping, do your hair and so on”.

  “Have” and “do” have the other word which combination them.

b. Types of Collocation

  In the collocation there are different types, so we can predict the word having collocation or not. According to McCarthy and O’Dell (2005:12) the types consist of: 1) Adjectives and nouns

  There are many adjective which can gather with noun, but here will give some adjectives to give obvious example. Here are the examples of collocation adjective + noun.

  For example: “He has been a heavy smoker and drinker all his adult life”.

  From this sentence the collocation is “heavy smoker” that in the middle of sentence. “Heavy” as an adjective and “smoker” as a noun. “The plain truth is a solution of this problem”. The collocation is “plain truth”. “They have a hard life”. “Hard life” is a collocation of this sentence.

  2) Nouns and verbs Word combinations in these types are nouns and verbs.

  For example: People feel educational standards slipped when the

   government cut finances An opportunity arises for her to school in America, so

   she went and spent a year there.

  3) Noun and noun Nouns and nouns are used in these types. However there is collocation with the pattern a… of… like the sentence “As Sony

  reads the lies about him, he felt a sugar of anger”. Noun and noun collocations used with uncountable nouns.

  For example: I would like to buy two bars of soaps

   There is a glass of water on the table.

   Her bouquet of flower is the best of all

   4) Verbs and expressions with prepositions

  Some verbs collocate with particular preposition expression. For example:

   We had to return home because we had run out of money.

   When Jean split juice on her new skirt the little girl burst intotears.

   I am going to look up the meaning in the dictionary. 5) Verbs and adverbs

  Some verbs have particular adverbs which regularly collocate with them.

  For example:

   Mary whispered softly in John’s ear.

   The accident happened because he was driving dangerously.

   After 2 years in London, he speaks English fluently. 6) Adverbs and adjectives

  Adverbs oftenhave particular adjectives which regularly collocate with them.

  For example:

  They are happily married.

   Are you okay? I am deeply concerned about you.\

   Rio’s sister was a stunningly attractive woman.

   c. Grammatical and Lexical Collocation

  By identifying the six groups of types of collocation, collocation was divided into two main collocation groups: lexical and grammatical collocations. Grammatical collocation consists of a noun, an adjective, a verb plus a preposition or grammar structure such as an infinitive and clause. It is characterized by 8 basic types in collocations:

Table 2.2 Type of Grammatical Type Example

  G 1 Noun + preposition Apathy against, blockade

  against

  G 2 Noun + to – infinitive I felt a need to do it, She was a fool to do it.

  G 3 Noun + that – clause We reached an arrangement

  that he would represent us in opening ceremony, Bram took an oath that he would

  do his duty.

  G 4 Preposition + noun by accident, in advance G 5 Adjective + preposition Afraid of, found of.

  G 6 Adjective + to – infinitive The boy is ready to go, it was necessary to work.

  he was afraid that he would

  G 7 Adjective + that – clause

  fail, it was imperative that I be here

  G 8 Nineteen different verb They began to learn, I enjoy pattern in English such as watching television. verb + to infinitive, verb + bare infinitive, gerund complement patterns

  The lexical collocation consists of noun, verb, adjective and adverb but it does not contain preposition, infinitive and clause. Here are 7 types of lexical collocation:

Table 2.3 Type of Lexical Collocation

  Type Example

  L1 Verb (transitive) + noun / make an impression,

  come to agreement

  pronoun L2 Verb meaning essentially reject an apple, lift a

  blockade

  eradication and nullification+noun L3 Adjective + noun strong tea, weak tea

  blood circulates, bomb

  L4 Noun + verb

  explodes a bouquet of flowers, a

  L5 Noun + noun

  swarm of bees

  L6 Adverb + adjective sound asleep, keenly

  aware

  L7 Verb + adverb affect deeply, argue

  heatedly

  3. Speaking Performance

  a. Definition of Speaking Speaking is the ability to produce words in language practice.

  According to Byrne (1984) speaking is oral communication. Based on this idea, speaking is when someone can communicate or express what she or he wants in order to understand one another. In other words, the main point of speaking activity is that speakers communicate their massage to the listeners. In this case, the speaker and listener should be able to understand each other. The speaker can produce the sounds that involved the massages and the listener can receive, process, and response the massages.

  Speaking is a part of linguistic performance that takes input from linguistic knowledge. Therefore, linguistic competence refers to the knowledge and ability of individuals for appropriate language use in the communicative. According to Widdowson (1983) cited byDwiWahyuni, the aims of a language teaching course are defined with reference to the four language skills: understanding speech (listening), speaking, reading, and writing. These aims relate to the kind of activity which students are to perform.

  b. Types of Classroom Speaking Performance Brown (2001) identifies six categories apply to the types of classroom speaking performance that students are expected to carry out in classroom. They are:

  1) Imitative Imitative carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. This activity is usuallyperformed in form of drilling. Drills in which the students simply repeats a phrase or structure (e.g., “Excuse me.” Or “Can you help me?”) for clarity and accuracy. This, actually, helps a lot in the process of language learning; it gives the students the chance to listen and to repeat orally some language structures that the students may find difficult to construct.

  2) Intensive Intensive speaking goes one step beyond imitative to include anyspeaking performance that is designed for practicing somegrammatical aspect of language. It can be in the form of self-initiated or pair work activity.

  3) Responsive Responsive speaking is mean by being able to give replies to the questions or comments in meaningful in authentic one, such as short replies to teacher or students initiated question or comment. It is short replies to teacher or students questions or comments, such as a series of answers to yes/no questions. However it cannot be extended to dialogue. 4) Transactional (dialogue)

  Transactional language carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language. Dialogues conducted for the purpose of information exchange, such as information gathering- interviews, role plays, or debates. It could be part of pair work as it can be part of group work. Transactional language is often taught more thaninteractional language, as it involves shorter turns, simpler and more predictable language, and can have a measurable result.

  5) Interpersonal (dialogue) Like in the transactional, interpersonal speaking here is also carried out in a dialogue. It is purposed for maintaining social relationships than for the transmission of facts and information. These conversations are little trickier for students because they can involve some factors such as, slang, ellipsis, sarcasm, a casual register, etc. This often makes the students find it difficult to understand the language, or even misunderstood. 6) Extensive (monologue)

  Extended monologues such as short speeches, oral reports, or oral summaries. These tasks are not sequential. Each can be used independently or they can be integrated with one another, depending on students’ needs. Here the register is more formal and deliberative. These monologues can be planned or impromptu.

CHAPTER III RESEARCH METHODOLOGY A. The Type of Research Quantitative research is a means for testing objective theories by

  examining the relationship among variables. These variables in turn, can be measured. Typically on instruments, so that numbered data can be analyzed using statistical procedures. The final written report has a set structure consisting of introduction literature and theory, methods, results, and discussion (Creswell,2008). Like qualitative researchers, those who engage in this form of inquiry have assumptions about testing theories deductively, building in protections against bias, controlling for alternative explanations and being able to generalize and replicate the findings.

  In this research, the writer used correlation research. The correlation research is to test a relationship between or among variables, and to make predictions. Predictions are dependent on the outcome of a strong relationship between or among variables (Alison,2005).

B. Research Settings

1. Location of the Research

  The writer was conducted in State Institute for Islamic Studies Salatiga (IAIN Salatiga) which located on Jl. Lingkar Selatan Pulutan, Salatiga.

  There are seven departments in Tarbiyah Faculty and Science Teacher, such as: a. Education of Religion Teaching

  b. English Department

  c. Arabic of Department

  d. Education of Madrasah Ibtidaiyah Teaching

  e. Education of RaudhatulAtfal Teaching

  f. Education of Mathematic

  g. Education of Science In addition, in FTIK, there is a department which is suitable for conducting the research, English Department. English Department was chosen because the research is related with speaking performance, which can be conducted in one of the speaking classes.

2. Time of the Research

  The research was conducted from July17thuntil Augustus 4th 2017 in the speaking class for the students of second semester in English department of IAIN Salatiga.

C. Subject of the Study

  1. Population Survey designs are procedures in quantitative research in which administer a survey or questionnaire to identify trends in attitudes, opinions, behaviors, or characteristics of a large group of peopleit’s called the population (Creswell,2012)

  In this research, the population is the speaking class students of second semester of English Department of IAIN Salatiga in the academic year of 2016/2017. The total numbers of the students are 78 students.

  2. Sample In another case, sample is the survey designs are procedures in quantitative research in which administer a survey or questionnaire to identify trends in attitudes, opinions, behaviors, or characteristics of a small group of people (Creswell,2012). Accordingly, the subjects taken here are 20 students of Second Semester of English Department Students of IAIN Salatiga in academic year of 2016/2017. From these sample, hopefully, could give some data or information that supports the study. Further, the sampling technique taken up uses random sampling.

Table 3.1 The Research Respondents Name

  No SA 1. YAA 2. ASD 3. MR 4. BN 5. CFHR 6. DM 7. AO 8. NP 9. MNZ 10. SU 11. RDR 12. MDA 13. MAM 14. MA 15. NW 16.

  INS 17.