ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017
A CORRELATION BETWEEN THE STU DENTS’ SPEAKING
ANXIETY AND FLUENCY
(A Study of the Tenth Grade Students of SMA Negeri 1 Karanggede, Boyolali
in the Academic Year 2016/2017)
A GRADUATING PAPER
Submitted to the Broad of Examiners as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department
of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Written By:
ANIS MAYA SURYA
NIM: 113-12-018
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
MOTTO
“SCIENCE IS A LIFE FOR HEART FROM BLINDNESS, LIGHT
FOR SEEING FROM CRUEL THINGS AND POWER FOR BODY
FROM WEAKNESS”
(Imam Al Ghazali)
“BE SERIOUS WHEN LEARNING THE SCEINCE, AVOID
LAZINESS AND BOREDOM CAUSE IF YOU DIDNOT DO
THAT YOU WILL BE IN DANGER LOSE”
(Imam Al Ghazali)
DEDICATION
I dedicate this graduating paper to;
1. Allah SWT always gives me strength, thanks for listening to me, takes care of me, and gives me the best thing ever in my life
2. Rasulullah SAW the best guid and the best inspiration in this life
3. All of my family, especially for my mother (Mrs. Murmiyati) and my father (Mr. Sariyanto), thanks for your guidance, motivation, prayer, supports and everything till I finished this graduating paper, thanks for love that give to me
4. My Sapta Arja Sena, thanks for your prayers and attendance give me power to always move on
5. My best friend Miftakhul Munawaroh, Alfida Alfiani M, Lutfi Masulah, Tria Puji Lestari, thanks for always be together to finish this paper
ACKNOWLEDGMENT
Firstly, In the name of Allah, the most gracious and merciful, the Lord of universe. Because of Him, the researcher can finish this graduating paper as one of the requirements for Sarjana Pendidikan at English Department of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2017.
Secondly, peace and mercy may always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.
However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and the researcher somehow realizes that an appropriate moment for her to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M. Pd, the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd, as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga
3. Noor Malihah, Ph.D, as the Head of English Education Department
4. Rr. Dewi Wahyu Mustikasari, M.Pd, as the researcher ’s counselor, who has reminded, advised, and guided the researcher from the beginning until the end
5. All the lecturers at English Education Department
ABSTRACT
Maya Surya, Anis. 2017. A CORRELATION BETWEEN THE
STUDENTS’ SPEAKING ANXIETY AND FLUENCY (A Study of
theTenth grade students of SMA Negeri 1 Karanggede, Boyolali 2016/2017) in Karanggede district, Boyolali regency. Graduating Paper. English Education Department. Teacher Training Program and Education Faculty. State Institutes of Islamic Studies (IAIN) Salatiga. Consultant: Rr. Dewi Wahyu M, S.S., M.Pd.
Key words: Correlation, Speaking anxiety and fluency.
The research questions were: (1) To describe the students’speaking anxiety of the tenth gradestudents of SMA N 1 Karanggede, (2) To define the students’speaking fluency of the tenth gradestudents of SMA N 1 Karanggede?, (3) To find the correlation between the students’ anxiety and speaking fluency of the tenth grade students of SMA N 1 Karanggede?. The researcher conducted the research of the tenth grade students of SMA Negeri 1 Karanggede. In addition, this research used descriptive quantitative approach. The methods of collecting data were questionnaire, test and documentation. The results of the research showed that (1) most of the students are at “Anxious” level, (2) the result of this result show that most of the students are in the middlespeaking fluency, (3) there are weak significant relationship between students’ speaking anxiety and their fluency.
TABLE OF CONTENTS
TITLE ............................................................................................................ i DECLARATION .......................................................................................... ii ATTENTIVE COUNSELOR’S NOTES ...................................................... iii STATEMENT OF CERTIFICATION .......................................................... iv MOTTO ........................................................................................................ v DEDICATION .............................................................................................. vi ACKNOWLEDGMENT ............................................................................... vii ABSTRACT .................................................................................................. ix TABLE OF CONTENT ................................................................................ x LIST OF TABLES ........................................................................................ xiv
CHAPTER I: INTRODUCTION A. Background of the Research ................................................................... 1 B. Problems of the Research ........................................................................ 4 C. Objectives of the Research ...................................................................... 5 D. Limitation of the Research ...................................................................... 5 E. Benefits of the Research.......................................................................... 5 F. Classification of the Key Terms .............................................................. 6 G. Hyphothesis of the Research.................................................................... 7 H. Graduation Paper Organization ............................................................... 9 CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Researches ................................................................................ 10 B. Anxiety................................................................................................... 11
C. Kinds of Anxiety .................................................................................... 13
2. Lenght ............................................................................................. 18
4. Validity and Reability ................................................................ 26
3. Documentation ............................................................................ 25
2. Test ............................................................................................. 24
1. Questionnaire .............................................................................. 23
CHAPTER III: RESEARCH METHODOLOGY A. General Description of SMA Negeri 1 Karanggede ................................ 20 B. Method of the Research ......................................................................... 20 C. Population and Sample ........................................................................... 21 D. Time Allocation of Research .................................................................. 22 E. Subject of the Research ............................................................................ 23 F. Technique of Data Collection ................................................................. 23
2. Anxiety ............................................................................................ 19
1. Conflict between fluency and accuracy .......................................... 19
H. Problems in Speaking Activity .............................................................. 19
3. Independence .................................................................................. 18
1. Lack of hesitation ............................................................................ 18
D. Speaking ................................................................................................. 14
G. Elements of Speaking ............................................................................. 18
3. Informative................................................................................... 17
2. Explanatory................................................................................... 17
1. Personal......................................................................................... 17
F. Purpose of Speaking .............................................................................. 17
3. Speaking happen in real time ........................................................... 16
2. Speaking is interactive ..................................................................... 16
1. Speaking is face to face.................................................................... 16
E. Aspects of Speaking ............................................................................... 16
5. Data Analysis ............................................................................. 28
CHAPTER IV: RESEARCH DISCUSSION A. Students’ Speaking Anxiety ............................................................... 30 B. Students’ Speaking Fluency ............................................................... 34 C. Correlations
between Students’ Speaking Anxiety and Fluency Scores 36
1. Normality Test ...............................................................................37
2. Correlation result ...........................................................................38
D. Discussion of the Data ............................................................................39
E. Hyphoteses Test .......................................................................................40
CHAPTER V: CLOSURE A. Conclusions ............................................................................................. 41 B. Recomendatios ........................................................................................ 43 C. Direction for Future Research .................................................................43
REFERENCES............................................................................................ 44
APPENDICES.............................................................................................. 47
CHAPTER I INTRODUCTION A. Background of the Research Based on 2004 curriculum, one of the aims of learning English is
developing the ability to communicate in English in the form of spoken or written text. The ability involves four skills, and they are, listening, speaking, reading and writing.In additition, according to curriculum 2013, the purpose of learning English is increasing students
’ ability to communicate in English in the spoken and written form. Moreover, Baker (2001:6) states that there are four language skills that must be mastered by the students, those are speaking, reading, writing and listening. The students can master the language if they can express their ideas and opinions. It means that there are 4 skills that have to be mastered in learning English, and the researcher focuses to discuss speaking in this research.
Rebecca (2006:144) states that speaking is the first way in which the students acquire language. It is part of daily involvement of most the students with language activities. In addition, Bailey (2003:47-66) in Nunan (2003:47) claimsthat unlike reading or writing speaking happens in real time; usually the listenerthat the students are talking to is waiting for the students to speak right then. The students cannot edit or revise what they want to say. It could be concluded that the first way the students understand the language is by speaking because it is the first way for the students make communication to the listener.
Speaking is one way to communicate ideas orinformationof a message orally.
O’Malley & Pearce (1996:59) state that speaking involves two or more people in negotiating meanings, and it always related to the context in which it occurs. Moreover, Gert and Hans (2008:207) say that speaking is speech or utterances with the purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intention. It means that speaking is speech process which aspeaker needs a partner or listener to speak, and purpose of speaking process is to convey message.
In the speaking activity, there are some processes that have to be through. According to Brown (2001:9 ), “Speaking is not a single skill rather speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.” In addition, Aliya (2007:1) claims that speaking is complicated soul process and productive skill. It could be concluded that speaking is productive process of building, transferring, receiving and processing information. Purpose to convey information that involving speaker and the receiver both verbal and non-verbal interaction.
The important of learning speaking, Fauzan (2014:14) states that speaking skill is very important in the context of English learning. It is because through speaking, the students enable to express their ideas and being able to speak is one of indicators of mastering language.Moreover, according to Ur (1996:120) , “Speaking seems intuitively the most important: people who know a language are referred to as ‘speaker’ of that language, and many if not most foreign language learners are primarily interest in the learning to speak. Abousenna (1995:15) claims
” In addition,
that in this globalism we live nowadays, the relationship of nations and
countries make a need for global language and no language qualifies for
this better than English. It could be concluded that the important part of
mastering the language is speaking because through speaking the students can express their idea and being able to speak. Moreover, live in this
globalism time, it is very principal for the students to master speaking
English because through English they can study abroad, and do many other positive acts.
However to make the students speak English is not always easy and there can be several different reasons why this is happen, those are; Brown and Yule (1994:14) claim that speaking is depending on the complexity of the information to be communicated.In addition,Young (1990:539)states that speaking is often said by the students as their most producing anxiety experience. Moreover, Horwitz (1986:126) claims thatdifficulty speaking in class is probably the most frequently cited concern by the students. It can be said that among the other English skill, speaking is a skill that makes the students to experience nervous or feel anxious toward the complexity of the information to be communicated. Furthermore, Cui (2011:875) states that anxiety has been believed influencing students in learning new language. In addition,MacIntyre &Gardner (1991:86) claim that anxiety cause potential problem for language learners.It can be concluded that anxiety in learning new language can cause potential problem of doing mistake.
Based on the description above, the students get difficulties to speak English because of the anxiety. That is serious problem that make them speak slowly or even make them lost the words that they want to say.
Based on the reasons stated above, the researcher is interestedto conduct a research entitled: “A CORRELATION BETWEEN THE STUDENTS’ SPEAKING ANXIETY AND THE FLUENCY (A Study of the Tenth Grade Students of SMA N 1 Karanggede in Academic Year 2016/2017) ”. The researcher hopes that this research can provide benefit for many people.
B. Problems of the Research
The researcher formulates the problem as follow:
1. How is the students ’ speaking anxiety of the tenth grade students of SMA N 1 Karanggede?
2. How is the students ’ speaking fluency of the tenth grade students of
SMA N 1 Karanggede?
3. How is the correlation between the students’ anxiety and speaking fluency of the tenth grade students of SMA N 1 Karanggede?
C. Objectives of the Research
The objective of the research is:
1. To describe the students ’ speaking anxiety of the tenth grade students of SMA N 1 Karanggede
2. To define the students ’ speaking fluency of the tenth grade students of
SMA N 1 Karanggede?
3. To find the correlation between the students’ anxiety and speaking fluency of the tenth grade students of SMA N 1 Karanggede?
D. Limitation of the Research
The limitation of this research only focuses on the students’ speaking anxiety which predicted to be correlat ed to the students’ speaking anxiety.
Other factors which arises in the production of speaking are not discussed.
E. Benefits of the Research
By conducting this research, the researcher hopes that her research could give benefit to anybody who reads this research paper. The researcher also hopes that the teachers would give more attention toward students’ anxiety and the best way on how to overcome students’ anxiety to speak fluently. The researcher expects that this study could be useful for both practically and theoretically.
1. Practically
a. For the Teacher Generally, it enables the students to enrich their knowledge about language skills, especially in speaking skills.
b. For the Students The findings of this study can be used as a reference in their knowledge about language skills, especially in speaking skills.
c. For other researcher The findings of this study can be used as a reference in conducting an analysis of speaking subject.
2. Theoretically a. It gives a clear explanation about anxiety and speaking fluency.
b. It can be used as a reference for the other researcher to conduct such kind of the research in the future.
F. Classification of the Key Terms
To avoid any misinterpretations toward the title, the researcher needs to explain the terms in the title as follows:
1. Anxiety According to Lejl a (2011:15), “Anxiety is a fear of expressing oneself orally
”. It can be assumed that anxiety gives influence to the students’ speaking ability.
2. Speaking According to Brown (1994:22),
“Speaking is an interactive process of constructing meaning that involves producing, receiving and also processing information.”It can be said that there are three processes in speaking those are producing, receiving and processing information.
3. Speaking anxiety Lanerferdt (1992:53-54) sates that speaking anxiety is something that has big impact on students confidence cause speaking often make students fail to speak. It can be concluded that the students may fail in their speaking because of anxiety.
G. Hyphothesis of the Research
) : There is significant relationship between X (students’ speaking anxiety) and Y (students’ speaking fluency) variable. The significance hyphotesis was formulated as follow: H o : r = 0 H
If r xy <r table means There is no significant relationship between X and Y variable. H o is accepted and H a is rejected.
o is rejected.
is accepted and H
a
: r ≠ 0 If r xy >r table means There is significant relationship between X and Y variable. H
a
To know weather there is any significant relation or not between X and Y variables, the researcher formulate H
o
2) Alternative Hyphotesis (H
) : There is no significant relationship between X (students’ speaking anxiety) and Y (students’ speaking fluency) variable.
o
(Alternative Hyphotesis) as follows: 1) Null Hyphotesis (H
a
(Null Hyphotesis) and H
a
H. Graduation Paper Organization
This graduating paper consists of five chapters. Each chapter is going to discuss such terms: Chapter I is introduction.It is explains of the background of the research, problemsof the research,objectives of the research, limitation of the research, benefitsof the research, classificationof the key terms, hyphotesis of the researchand graduating paper organization.
Chapter II is review of related literature.It is explains about the previous study, the theories of keyword based on the experts. Chapter III is research methodology. It is consists of general description of SMA N 1 Karanggede, method of the research, population and sample, time allocation of the research, subjects of the research, technique of instrument and data collection.
Chapter IV is research discussions. It is present the data analysis. Chapter V is closure. It is presents of the conclusions and suggestions.
CHAPTER II REVIEW OF LITERATURES A. Previous Researches There are some related researches have been done previously. Those previous researches are discussed in the following paragraphs. Firstly,Thorky (2006) who had done the research of the effectiveness
of a task-based instruction program in developing the English language speaking skills of secondary stage students. In this research, the researcher usedtest instrument that was adapted from Horwitz. In the conclusion, there were significant correlations in the students’ speaking skill and anxiety.
Secondly, Praditha (2014) who had done the research ofthe relationship be tween students’ anxiety and their English reading comprehension. In this research she used survey employing correlation study. In her conclusion, there were no significant correlation between students’ anxiety and their English reading comprehension.
Thirdly, Kamiskiene and Kavaliauskiene (2014) who had written the attitudes in improving speaking skill by guided individual activities. In this research, the researcher usedan application and questionnaire.In the conclusion, there were significant correlation between students’ guided individual activities and their speaking skill.
Those previous researches are used as comparisons and foundations of this research. This research is a correlation between the students’ speaking anxiety and fluency. The difference between this research and Praditha (2014) are the objective of this research isgrammar, whereas the objective of Pradhita’s research is reading comprehension.
Then, the difference between thisresearch with Thorky (2006) is the first variable of this research is speaking anxiety whereas the first variable of Thorky’s research is grammar. In addition the objective of this research is speaking fluency whereas Thorky’s research is speaking skill.
The last, the difference between this research and Kamiskiene and Kavaliauskiene (2014) is the first variable. The first variable of this research is speaking anxiety whereas the first variable of Kavaliauskiene is attitudes.It can be concludedthat this research contains different variables and object with those three previous researches above, namelyanxiety and speaking fluency.
B. Anxiety
Lejla (2011:15) state that anxiety is a fear of expressing oneself orally. It is most like a sign that can blocks tudent’s ability to speak. It make the students will not be able to focus on the speaking process. In addition,according to Lanerferdt (1992:53-54) , “Anxiety is something that has a great impact on students self-confidence since it often made students experience failure when not being able to speak out and show what the students knows.
”It means that anxiety is feeling of worry that make the students cannot speak well or even fail in the speaking process.
According to Lightbown and Spada (2003:60- 61), “Anxiety is something that is more likely depend on special situation that can make the students feel uncomfortably for example, an oral presentation in front of a large group people.” Further, MacIntern (1999:27) states that anxiety is worry and negative emotional reaction appears when learning or using the second language. It could be concluded that anxiety is a feeling of fear and negative reaction that can happen in the common or certain situation in the learning process.
Melouah (2013:66) claims that anxiety is a state of uneasy, a kind of trouble feeling in the mind marked by excessive uneasiness.
Moreover,Howirtz (1986:31) saysthat anxiety is a distinct complex of self- perception, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process. It means that anxiety is a kind of trouble feeling about self-perception when facing uneasiness situation. To sum up, anxiety is a feeling of worry that may happen to the students who cannot handle their fear of fail in common and certain situation when facing uneasiness situation in the learning process. C. Kinds of Anxiety Macintyre and Gardner (1991:85-177) divide anxiety into two types, trait anxietyand state anxiety. Trait anxiety is a sense of uneasiness that may be experienced at a particular moment in time, as a responds to a certain situation. Another definition of trait anxiety according toHuberty (2009:13)
, “Anxiety refers to anxiety that occurs in specific situations and usually has a cl ear trigger.”Itmeans that state anxiety is felling of worry that happen in the certain situation.
Otherwise, state anxiety according toMacIntyre and Gardner (1991:85-117 ), “Anxiety is people with high level of trait anxiety (i.e. people who are anxious in general) are usually likely to get an increase s tate anxiety.” Another definition of state anxiety according to Spielberg
(1966:3-20 ), “Trait anxiety is refers to student’s possibility of becoming anxious in any situation.”It could be concluded that trait anxiety is an anxious feeling that may happen whenever it is.
Thus, in specific situation of anxiety, it means that the studentswould feel worry in every situation that makes them feel anxious.Further, to sum up from the definition above anxiety divides into two type’s those are trait and state anxiety.
D. Speaking Speaking is one of basic skills when the students learning English.
In order to make sure that the researcher knows exactly what speaking is, the researcher writes some definitions of speaking because one definition is not enough to define the term of speaking. Thus, here are some definitions of speaking according to some experts in the following paragraphs.
Brown (1994:22) states thatspeaking is an interactive process of constructing meaning that involves producing, receiving and also processing information. In addition, according to Carter & Canthy (1997:124),
“Speaking is one of the types composing in language, the type that is swift, complicated, frequent and primary, because the language itself is a symbolic to use by communicators to construct and convey information.” It means that speaking is a complex process of constructing meaning to convey a message.
Brown (2001:267) cites that when the students can speak a language it means that they can carry on conversation reasonably competently. In addition, Brown (2001:267)states that the benchmark of successful acquisition of language is can be seen from their ability to make conversation with other speaker from other language speakers. It could be concluded that the students are success in learning English if they can speak English well.
According to Richard and Renandya (2002:204), “Effective oral communication requires the ability to use the language appropriately in social interaction that involves not only verbal communication but also paralinguistic element of speech such as pitch, stress and intonation.
Furthermore, nonlinguistic elements such as gesture, body language and expression are needed in conveying message directly without any accompanying speech. Moreover, Stack (1996:83) claims that speaking is sound production including training in correct positioning of the vocal organs and formation of linguistic habit through intensive practice. It means in speaking it is not only about conveying an utterance, but also involves another thing such stress or intonation that can make it clearer.
Speaking ability is indeed an important aspect in learning a certain language. Huebner (1960:4) states that Language is very important speech, and speech is basically communication by sounds. To sum up, from the definition above speaking is an interactive process of sound producing by their speech organ that involves complex skill to convey message. Therefore, the goal of speaking is the students can express their feeling.
Lanerferdt (1992:53-54) claims that speaking anxiety is something that has big impact on students confidence cause it often make students fail to speak and also speaking anxiety is speaking disorder such us stuttering. It means that the speaker can speak well if they can handle their worrying in front of the listener.
E. Aspects of Speaking
1. Speaking is face to face According to Cornbleet & Carter (2001:16), “Most conversation takes face to face which allows speakers to get immediate feedback.”
In addition, Fayoumy (1997:10) says that speaking has many assets, such as facial expression, gestures and even body language. Speaking also occurs, most of the time, in situation where the participants are present. It means that in the speaking process usuallythe studentstake face to face position because it involvessome elements such us facial expression and body language.
2. Speaking is interactive Miller (2001:27) state that in the speaking process usually it turns smoothly and involves participant contribution that should not be there is a gap between them. Moreover, Hughest (2002:76) claims that the use of the formulations such as; expression, self-correction, and repetition can help speaker become more fluent in speaking English. Then it can make the conversation run well. It can be concluded that speaking process itself need an interaction between the speaker and listener. The speaker cannot speak fluently if there is not good team work between the speaker and listener.
3. Speaking happen in real time Foster (2000:368) says that during conversations, responses are unplanned it is just flow. Moreover, Miller (2001:27) claims that speaker often starts to say something and change in the mid-way. The speakers’ sentence cannot be as long or as complex writing. It means that the speaking process happen in the real time. It makes the speaker can convey their message freely, although sometimes they may change their topic or even forget about the thing that they want to say.
F. Purpose of Speaking
According to Kingen (2000:281) there are several purposes of speaking those are;
1. Personal Trough speaking students can expresstheir personal feelings, opinions, believe and idea about the picture that they were described.
2. Explanatory The students explaining, supporting ideas and opinions about the subject that they were described.
3. Informative Sharing information with others arguments and explain their opinion about the same or even different subject about the same picture or object. G. Element of Speaking The element of speaking in this research only focuses on speaking fluency. Fluency is also used as a criterion to measure one’s speaking competence. Speaking fluently means being able to communicate one’s ideas without having to stop and think too much about what one is saying.
Richard (1992:141) defines fluency as the features which give speech the qualities of being natural and normal. More specifically, Burry (2005) points out the criteria for assessing fluency. They are as follow: 1. Lack of hesitation: students speak smoothly, at a natural speech.
They do not hesitate long and it is easy to follow what they are saying.
2. Length: the students can put ideas together to form a message or an argument. They can make not only the simplest of sentence pattern but also complex ones to complete the task.
3. Independence: the students are able to express their ideas in a number of ways, keep talking and ask questions, and many more to keep the conversation going.
H. Problem in Speaking Activity
In this research the researcher only focueses on the speaking anxiety problem. Even if they are not inhibited, the researcher is often heard the students complain that they cannot think if nothing to say or feel anxious; they have not motive to express themselves beyond the guilty feeling that they should be speaking.
According to Scarcella and Oxford (1994:165) sum several problem faced by the students while speaking English those are:
1. The conflict between fluency and accuracy: though the students may gain confidence in using new language by being let uncorrected, the sudents language will continue to be inaccurate/incorrect.
2. Anxiety : apparently, some students feel uncomfortable in their first hesitant attempt at speech in the second language.
CHAPTER III RESEARCH METODOLOGY A. General Description of State SMA Negeri 1 Karanggede The researcher conducted at SMA N 1 Karanggede. SMA Negeri
1 Karanggede is located at Jl. Sawungrono KM 2 Karanggede district, Boyolali regency 35383. SMA Negeri 1 Karanggede was built above
2
20.605m . SMA Negeri 1 Karanggede has a headmaster, fifty four teachers and eleven staffs. Totalof thestudents of SMA N 1 Karanggede on 715 January 2016.
B. Method of the Research The research method in this study was quantitative research.
According to Kasmiran (2010:172) states that, Quantitative research is a process to get knowledge that applies the nominal data as a tool to analyze the information what we want to know. The descriptive research is a research which is purposed to give the fact. Indication and phenomenon systematicly and accurately about the characteristic of the population in certain area, thus the purpose of this research is to describe systematically the facts and the characteristics of a given population or area of interest, factually and accurately. Descriptive method is not only limited to collect and arrange the data, but also to analyze and interpret the meaning of the data.
In addition in writing this research, the data were collected through field research. The researcher gave questionnaire and speaking test to the students. The researcher chose the tenth grade students of SMA N 1 Karanggede because they were still in the process of adapting with new condition in the high school and they were also have adapting with the new member of the class.
The researcher used correlation study. The correlation research design was chosen to find out whether or not relationship that exist between two variables of the research. The independent variable of the research is the students’ speaking anxiety as X variable, and the dependent variable of the research is students’ speaking fluency as Y variable.
C. Population and Sample
According to Gay (1992:125), “Population is the group of interest to the researcher, the group to which they would like the result of the study to be generalizes
”. In this research, the populations were the students in tenth grade students of SMA N 1 Karanggede in the academic year 2016/2017of science students’ classes(125 students) and they were social s tudents’ class (134 students).The totals of tenth grade students were 254 students that divided into 8 classes. Arikunto (2010:174) states thatsample is part of the representative of population that is observed.Moreover, Arikunto (2002:112) also states if the subject less than 100, it is better taken all so it is research constitutes population. Then if the total subject outgrow, therefore get among been taken 10-25% or 20- 25% or more.” In taking sample, the researcher used random sampling because it is more practical to use in large number of population. Based onthe approach that is used by the researcher in taking the sample,the researcher randomly took 16% students from 254 students that were 40 students.
D. Time Allocation of the Research
th th
The research was conducted from January 25 until February 08 , 2017. The detail time is provided in the following table:
Table.3.1 Time Allocation of the Research Num. Date Activities th
1. November 14 ,2016 Researcher submitted the proposal
th
2. January 23 , 2017 Researcher gave the letter in relation to asking permission to conduct research.
th
3. January 25 , 2017 Researcher gave the letter to meet the teacher in relation to make schedules.
th
4. January 31 Researcher distributed the questionnaire.
th 5. February 1 - February Researcher conducted speaking test. th
7 , 2017
th 6. February 8 , 2017 Researcher conductedresearchreport.
E. Subjects of the Research
The subjects of the research were studentsat two classes those are, science and social classesof SMA N1 Karanggede. The students were taken from grade tenth grade students at science and social classes. They were taken from different classes. The researcher took 15% from total 254 students those were 40 students.
F. Technique of Instrument and Data Collection
To collect the data, the researcher used two instruments. They were questionnaire for assessing the students’ anxiety level and descriptive speaking test to measure the students’ speaking comprehension.
1. Questionnaire
There were 15 questions of speaking anxiety. In this research the researcher focused to use 15 questions items. The questionnaire in this researchusedLikert scaletype questionnaire which provided the students with five responses option Strongly Agree (SS), Agree (S), Neutral (N), Strongly Disagree (STS), Disagree (TS). The degree of scale by Saito et al (1999:75) is described as follow:
Table 3.2 Questionnaire Scoring4 Disagree
The researcher used speaking test to make it more objective score. The researcher showed them a picture than they have to describe that picture
In this research, the researcher administered test to the students to know about English descriptive speaking fluency comprehension score.
”To get the data the researcher used test to know the students comprehension.
According to Arikunto (1992:115), “Test is a set of stimulus that is given to the students that aims at getting answer as the basic of scoring.
Thisaims to avoid the possibility of different perception in understanding the statement. Therefore, using Bahasa Indonesia in the statement wasuseful for the students to understand and answer the question.
5 The questionnaire translated into Bahasa Indonesiaenclosed.
1
2
Scale Affirmative Statement Score Negative Statement Score
3 Strongly Disagree
3
2 Neutral
4
1 Agree
5
Strongly Agree
2. Test The test instrument played an important role in collecting the data.
orally.According to Haris (1969:84-85) all good speaking fluency must be rated by the following criteria;
Table 3.3 Speaking Fluency Test ScoringScore Fluency
5 Speech as fluent and effortless as that of native speaker
4 Speed of speech seems to be slightly affected by language problem
3 Speed and fluency are rather strongly affected by language problem
2 Usually hesitant, often forced into silence by language limitations
1 Speech is so halting and fragmentary as to make conversation virtually imposible
3. Documentation
According to Arikunto (2010:274), “Documentation is a method that used to find the data related, by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc. ”The documentation was done by taking questionnaire and recording while the researcher asked the students to describe the picture that was prepared.Based on what explained above, it can be concluded that using document as one of data resource is absolutely useful for this research.
Theresearcher also recorded the test using recordingthen transcribing it. The researcher form used to support and help the recording data in case the recoding data lost or did not clear. Bigklen (1992:121) cited in Cresswel (2001:182) that recording is a tool to divide or separate descriptive notes from reflective notes. This can be meant that recording is an activity to get data and it is used to support the researcher’s analysis.
The researcher took recording during asking the students to describe the picture that already prepared.
4. Validity of the Instrument
Validation of instrument used to see weather the instrument is capable to collect data or not. The researcher got the standard coefficient validity maximum for this instrument with N=40 and coeffisien validity is 0.312. To see the validity of instrumentt the researcher used spss 16 to measure the validity of questionnaire and annates application to measure the validity of test. In validiting the questionnaire. The result can be seen as bellow: a. Validity of questionnaire
Table 3.5 Questionnaire ValidityFrom the result it can be seen that from 15 questionnaire there were 14 valid and 1 questionnaire that were in valid. It can be said that the researcher only could gave 14 questions to the students.
b. Reliability of Instrument The researcher used SPSS 16 in order to know the reliability of questionnaire. The result can be seen as below:
No Rxy r table Keterangan 1 0.586 0.312 Valid 2 0.363 0.312 Valid 3 0.567 0.312 Valid 4 0.489 0.312 Valid 5 -0.538 0.312 Not Valid 6 0.509 0.312 Valid 7 0.722 0.312 Valid 8 0.578 0.312 Valid 9 0.570 0.312 Valid
10 0.514 0.312 Valid 11 0.455 0.312 Valid 12 0.519 0.312 Valid 13 0.531 0.312 Valid 14 0.506 0.312 Valid 15 0.624 0.312 Valid
Table 3.5 The Reliability of Questionnaire Reliability Statistics Reliability StatisticsCronbach's Alpha N of Items .821