Nana Nurjanah

8/20/2019 Nana Nurjanah

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THE RELATIONSHIP BETWEEN STUDENTS’ INTEREST IN

SPEAKING AND THEIR SPEAKING SCORE

(A Correlational Study at the Second Grade of MTsN Parung)

A ‘Skripsi’

Presented to the Faculty of Tarbiyah and Teachers Training

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Arts) in English Language Education

By

Nana Nurjanah

NIM: 104014000304

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011 M/ 1432 H


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THE

RELATIONSHIP

BETWAEN STT'DENTS'

NTEREST

IN

SPEAKTNG

AND

THEIR SPEAKING

SCORE

(A ConelationalStudyat theSecondGradeof MTsN Parung)

A Skripsi

.

Presented

o the

Faculty of

Tarbiyahand

Teachers

raining

in Partial

Fulfillment

of the

Requirements

for the Degree

f S.

Pd

(Bachelor

f Arts)

in English

Language

ducation

by:

NanaNurjanah

NIM:

104014000304

Approved

by

Advisor:

vra__*,

Dr. H.

Atiq

Susilo.

M.A

NrP.19491r22r

978

031001

DEPARTMENT

OF

ENGLTSH

EDUCATION

FACULTY

OF

TARBIYAH

AIID

TEACHERS

TRAINING

I

1

STATE

ISLAMIC

UNTVERSITY

SYARIF

HIDAYATTJLLAH

JAKARTA

z0fl]s'Ill432H


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ENDORSEMENT

BY THE

EXAMINATION

COMMITTEE

The examinationcommitteeof the faculty of Tarbiyah and Teachers'

Training certifies

that the

'skripsi'

(scientific paper),

The Relationship

betweenStudents'

nterest and

Their Speaking

Score,

written

by

Nana Nurjanah

student's

egistration

umber104014000304,

as examined

on28

June

20ll, and

was declared o

have

passed

and therefore,

ulfilled

one

of the'requirements

of

academic itle

of

'S.Pd'

in English

Language

Education

at the

Deparhbnt

of

EnglishEducation.

EXAMINATION

COMN{ITTEE

Chairman

Drs,

Syauki,

M. Pd

( . . . . .

. .

NrP.

19641212199103

002

Secretary

Neneng

Sunengsih,

M. Pd

. . . . . - . . . . . . . )

Examiner

NIP. 19730625199903

001

Drs. NasrunMahmud-M. Pd

NIP.

15004t 070

Drs. Bahrul

Hasibuar-

M. Ed

Acknowledge

y:

Pgs.Deanof Tartiyah

and Teachers'

Training

Faculty

'€

Nurlena

Rifa'I, MA,

Ph.

D

Examiner

2

Iakarta 8June2011

NrP.1959 020

986 3

2 001


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KEMENTERIAN

GAMA

,ffik

ulN

JAKARTA

in$fu 1

FtrK

{.

rys:-s-

J

Jl. It. H.

Juanda No

95

Ciputat 15412 ndonesia

FORM

FR)

No.Dokumen

: FITK-FR-AKD-088

Tgl.Terbit

: 1 Maret201O

No. Revisi:

02

Hal

1t1

SURAT

PERNYATAAN

ARYASENDIRI

Sayayangbertanda angandibawah ni:

Nama

Tempat/Tanggal

ahir

NIM

Jurusan

Prodi

Judul

Skripsi

:

TheRelationship

etweenStudents'nterest

n Speaking

andTheir

Speaking

core

1.

Dr. H. Atiq

Susilo,MA

osen

Pembimbins

:

Dengan

ni

menyatakan

bahwa

skripsi

yang

sayabuat benar-benarhasil

karya sendiri dan

saya

bertanggung

awab

secaraakademis

atasapa

yang

saya

ulis.

Pernyataan

ni

dibuat

sebagai

salah

satu syarat

menempuhujian Munaqasyah.

Jakarta,28 wi2}ll

Mahasiswa bs.

: Nana

Nurjanah

:

Bogor,24

Oktober 985

: 104014000304

:PBI /S l

ffi,

Nana Nurjanah


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ii

ABSTRACT

Nana Nurjanah 2011: The Relationship between Students’ Interest in Speaking

and Their Speaking Score (A Correlational Study at the Second Grade of MTsN

Parung)

Advisor: Dr. H. Atiq Susilo, M.A

Key words: Interest, Speaking, Speaking Score

English is a language used in all aspects of communication, science, and

technology. All of them can be actualized through speaking, beside other basicskill such as listening, reading, and writing. Many students do not realize the

importance of speaking, therefore, the teacher are hoped to make the students

interested in speaking and motivate them to speak. The students, who are

interested in speaking, enjoy their learning. They always feel happy and ready to

do any task given by the teacher. As a result, they can get a good score in doing

the tasks.

This purpose of the research is to find out the question of: “is there any

correlation between students’ interest in speaking and their speaking score?”

The method used in conducting this research is correlational study. She

takes only one class as the subject. She gave each of the students a questionnairerelated to the students’ interest in speaking to be collaborating with their speaking

score.

The research itself takes place at MTsN Parung. It is located at

Lebakwangi Parung-Bogor.

The result of the analysis in the research showed that there is positive

correlation between students’ interest in speaking and their speaking score.

Interest gives positive influence in teaching-learning speaking skill. Students who

have higher interest in speaking get a better score than the lower one.


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iii

ABSTRAK

Nana Nurjanah 2011: Hubungan antara Minat Siswa dalam Berbicara dan NilaiBerbicara (Study Korelasi pada Siswa Kelas Dua MTsN Parung)

Pembimbing: Dr. H. Atiq Susilo, M.A

Kata Kunci: Minat, Berbicara, Nilai Berbicara

Bahasa Inggris merupakan bahasa yang digunakan di semua aspek

komunkasi, ilmu pengetahuan dan teknologi. Semua itu dapat diaktualisasikan

melalui berbicara, dan kemampuan dasar lainnya seperti mendengarkan, membaca

dan menulis. Banyak siswa yang tidak menyadari akan pentingnya berbicara, olehkarena itu, guru diharapkan membuat siswa tertarik dan memberikan motivasi

mereka untuk berbicara. Siswa yang tertarik dengan berbicara menikmati proses

belajar. Mereka selalu merasa senang dan siap untuk mengerjakan tugas yang

diberikan guru. Hasilnya, mereka mendapat nilai yang baik dalam mengerjakan

tugas tersebut.

Tujuan dari penelitian ini adalah untuk menjawab pertanyaan: “apakah

terdapat hubungan antara minat siswa dalam berbicara dengan nilai speaking

mereka?”

Metode yang digunakan dalam pelaksanaan penilitian ini adalah studi

korelasi. Penulis hanya mengambil satu kelas sebagai subjek penelitian. Dia

memberikan angket kepada masing-masing siswa terkait dengan minat siswa

dalam berbicara yang kemudian digabungkan dengan nilai speaking mereka.

Penelitian itu sendiri bertempat di Madrasah Tsanawiyah Negeri Parung.

Berlokasi di Lebakwangi Parung-Bogor.

Hasil dari analisa penelitian menunjukkan bahwa terdapat korelasi positif

antara minat siswa dalam berbicara dan nilai berbicara mereka. Minat memiliki

pengaruh dalam proses belajar mengajar. Siswa yang memiliki minat lebih besar

dalam berbicara, memperoleh nilai berbicara yang lebih baik dari pada siswa yang

memiliki minat yang lebih rendah.


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iv

ACKNOWLEDGMENT

Bismillahirrahmanirrahim

All praise be to Allah, the lord of the worlds, a word gratefulness should

come out from the writer to Allah for His Mercy and guidance. Without his

blessing, the writing of this skripsi could never been finished. Peace and blessing

be upon Muhammad SAW, his descendants, his companion and his followers.

This skripsi is written to fulfill one of the requirements for the degree of

Strata I (SI) in English Language Education of the Faculty of Tarbiyah and

teachers Training, Syarif Hidayatullah State Islamic University.

In this occasion, the writer also would like to give her great appreciation,

honor and gratitude to Dr. H. Atiq Susilo M.A as her advisor, for his time,

guidance, kindness, contribution, and patience in correcting and helping her in

finishing this skripsi.

The writer would like to say her great honor and deepest gratitude to her

beloved parents, Satibi and Rukmanah, for their irreplaceable encouragement and

patience to motivate the writer to finish her study, thanks for the guidance and

support in her various endeavors, and especially to her beloved brother, Anwar,

and sisters, Munawaroh, Nurhayati, Neneng Hasanah, Nining Muniroh, Een

Nuraeni, Nurul Khoiriah, who always give support and moral encouragement in

finishing her study.

The writer also realizes that she would never finish writing this skripsi

without the help of some people around her. Therefore she would like to givespecial gratitude to:

1. All inspiring lecturers in the English Education Department who have

taught and educated the writer during her study at UIN Syarif Hidayatullah

Jakarta.


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v

2. Dra. Hj. Eti Munyati, S.Ag as the headmaster of MTsN Parung and Ade

Amalia, S.Pd, who have given the opportunity to carry out the research.

3.

Drs. Syauki, M.Pd, the Head of English Education Department, and

Neneng Sunengsih, M.Pd the Secretary of English Education Department.

4. Prof. Dr. H. Dede Rosyada, M.A as the Dean of the Faculty of Tarbiyah

and Teachers’ Training Syarif Hidayatullah State Islamic University

Jakarta.

5. All her best friends in the English Department especially Tsuraya, Imas,

Isna, Novi and the other friends which is unwritten in this paper, who have

given support and motivation.

May Allah SWT the Almighty bless them all. So be it.

Finally the writer realizes that this skripsi is still far from being perfect.

Therefore, it is pleasure for her to accept constructive criticism and suggestion in

improving this skripsi.

Jakarta, June 18, 2011

The writer


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v

TABLE OF CONTENTS

THE LEGALIZATION OF THE COMMITEE ............................................ i

ABSTRACT ....................................................................................................... ii

ACKNOWLEDGMENT ................................................................................... iv

TABLE OF CONTENTS ................................................................................... vi

LIST OF TABLES ......................................................................................... viii

CHAPTER I INTRODUCTION

A. The Background of the Study ...................................... 1

B. The Limitation and Formulation of the Study ............... 3

C. The Method of the Study ............................................... 3

D. The Objective of the Study............................................ 3

E. The Organization of Writing ......................................... 3

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking ......................................................................... 5

1. The Understanding of Speaking ................................ 5

2. The Elements of Speaking ........................................ 7

3. The Goal of Speaking ................................................ 8

4. The Difficulties of Speaking .....................................10

5. Types of Classroom Speaking Performance ……… 11

B. Interest …….................................................................. 13

1. The Understanding of Interest …............................. 13


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2. The Role of Interest …………................................. 16

C. Affecting Factors of Interest ......................................... 16

D. The Relationship between students’ interest and their

speaking score .............................................................. 20

CHAPTER III THE IMPLEMENTATION OF THE RESEARCH

A. Research Methodology ................................................. 23

1. Purpose of the Study ................................................. 23

2. Place and Time of the Study .................................... 23

3. The Method of the Research .................................... 23

4. The technique of sample taking ................................ 24

5. The technique of Collecting Data ............................ 24

6. The technique of Data Analysis ............................... 25

B. Research Findings ....................................................... 26

1. Data Description ...................................................... 26

2. Data Interpretation ................................................... 32

CHAPTER IV CONCLUSION AND SUGGESTION

A. Conclusion ................................................................... 34

B. Suggestion .................................................................... 34

BIBLIOGRAPHY

APPENDIX


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viii

LIST OF TABLES

Table 2.1. The English Speaking Test Rating…………….……………………. 20

Table 3.1. The Specification of Instrument…………………………………….. 24

Table 3.2. Students’ Interest and Their Speaking score ....................................... 27

Table 3.3. The Correlation between Students’ Interest and Their Speaking Score

............................................................................................................. 29


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1

CHAPTER 1

INTRODUCTION

A. The Background of the Study

English is one of the well known languages in the world. It has become the

most widely studied foreign language on the earth.1 English is a language used in

all aspects of communication, science, and technology. All of them can be

actualized through speaking and other basic skill such as listening, reading, and

writing.

English plays an important role as a global language, for instance in

educational field, many projects which aim to improve a better concept of

education such as student exchanges, researches, seminars, workshops, etc. have

been using English as their media of communication.

In Indonesia, the Ministry National of Education has decided that English,

as the first foreign languages have to be taught in every school, taught from

primary school to university.The teaching-learning process of English language concentrates on four

skills. They are listening, speaking, reading, and writing.

One of the four skills which play a significant role in mastering English

language is speaking. Penny Ur stated that “…As a skill, speaking is the most

used skill by people rather than the three other skills. People who know a

language are referred to as “speaker” of that language, as if speaking including all

other kinds of knowing; and many if not most foreign language learners are

primarily interested in learning to speak….”2

Learning speaking English skill is not only learning the language, but also

learning how to speak. Learning the language means learning the forms of

language grammatically and semantically. On the other hand, learning how to

speak means something different because it deals not only with the efforts of the

1 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language

Teaching , (London: Cambridge University Press, 1986), p.1.2

Penny Ur, A Course in Language Teaching Practice and Theory, (London: CambridgeUniversity Press, 1996), p.120.


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students to understand the patterns of speaking but also the psychological

problems inside themselves.

One of the psychological problems is students’ interest. According to the

writer’s observation during PPKT, most of students feel shy or even scared to

speak English. They cannot express their ideas orally. They are fear of making

mistakes, fear of being laugh by their friends, and having less confidences of their

own ability. However, English learning is more effective if the learners are

actively involved in the process.3

Interest is one of psychological factors effecting students’ achievement in

quantity and quality.4 Interest is as a drive in successful learning.

From the quotation above, it shows that students’ interest will drive people

to do something. For example, a person who likes singing will sing more and

more. Besides, he/ she might be eager to learn how to sing. The case is same as in

speaking. If students like speaking, the will try to speak more and more. In

learning English, in this case speaking, it is easier for the students if they have

high interest. Because it can be made as a tendency to pay attention to and the

students can enjoy activities in speaking.5

From the example above, the writer assumes that students with higher

interest in speaking are supposed to speak more and learn how to speak more than

those with lower interest. As a result, students with higher interest will get a better

score in speaking than those with lower interest.

Based on that reason, the writer is interested in finding out whether there is

correlation between students’ interest in speaking and their speaking score. Based

on the statement above, the writer intended to study more and choose the topic

about “THE RELATIONSHIP BETWEEN STUDENTS’ INTEREST IN

3 Friederike. Klippel, Keep Talking; Communicative Fluency Activities for Language

Teaching, (London: Cambridge University Press, 1984), p. 5.4 Drs. Tohirin, Psikologi Pembelajaran Pendidikan Agama Islam, (Jakarta: PT Raja

Grafindo Persada, 2005), p. 117.5 Slameto, Belajar dan Faktor-faktor yang Mempengaruhinya, (Jakarta: Rineka Cipta,

2003), p.57.


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SPEAKING AND THEIR SPEAKING SCORE (A Correlational Study at the

Second Grade of MTsN Parung”.

B. The Limitation and Formulation of the Study

In this paper, the writer limits the study on the discussion on students’

interest in correlation with students’ speaking score. In this research, the object of

the study is limited on the Eighth Grade of MTsN Parung.

The formulation of the problem in this paper is; “is there any correlation

between students’ interest in speaking and their speaking score?”

C. The Methods of the Study

In this research the writer used correlational study as its method. She

correlated the score of students’ interest in speaking with their speaking score.

The data were collected by giving questionnaires to the students about

students’ interest in speaking, and the speaking score was taken from the speaking

test.

To get the result in the study, the writer used statistic calculation of the

Pearson Product Moment. And the formula is:

=N Σxy− Σx ∙ (Σy)

N ∙ Σx2 − (Σx)2 ∙ N ∙ Σy2 − (Σy)2

D. The Objective of the Study

The objective of the research is to find an empirical evidence whether or

not the students’ interest has any correlation with their speaking score.

E. The Organization of the Writing

This research is divided into five chapters as follow:

Chapter one is introduction consist of five parts, they are the background

of the study, the limitation and formulation of the study, the method of the study,

the objective of the study, and the organization of the writing.


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Chapter two is theoretical framework which consists of four parts; the first

is speaking discuss about speaking, the elements of speaking, the goals of

speaking, and the difficulties of speaking. The second is interest deals with the

interest, the role of interest. And the third is affecting factors of interest in

speaking at MTsN Parung, and the fourth is the correlation between students’

interest and their speaking score.

Chapter three is the implementation of the research. It consists of two

parts, first is research methodology which consists of purpose of the study, place

and time of the study, technique of sample taking, technique of data collecting,

and technique of data analysis. The second is research finding which consist of

data description, and data interpretation.

And in the last chapter the writer gives conclusion and suggestion.


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CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

As stated before in the first chapter that speaking is one of the four skills

that play a significant role in mastering English. The people learning speaking

deal not only with their cognitive basis to learn the forms of language but also

deal with some internal psychological materials that affect people in learning

process.

1. The Understanding of Speaking

According to Widdowson speaking is defined as usage and use.

Speaking, in the usage sense, involves the manifestation either of the

phonological system or the grammatical system of the language or both by

using the speech organs. In term of use, however, the act of speaking involves

not only the production of sounds but also the use of gesture, the movement of

the muscles of the face, and indeed of the whole body.1

According to Byrne speaking is a two-ways process.2 In the process of

speaking a person does not only consider the informational content of what

they are saying but also try to project their own ideas appropriately and

effectively, and present themselves to the world of the listeners in a way

which engages their attention.

Speaking ability is indeed an important aspect in learning a certain

languages. However, speaking is an ability that is taken for granted, learned as

it is through a process of socialization through communicating.3

In addition, to reach a high achievement of speaking ability, learner

must practice more and more.

1 Didik Santoso, A Journal; Accelerated Leraning: An Alternative Approach in Teaching

English Speaking Skill , (Jakarta: Universitas Islam Negeri Jakarta, 2006), p. 42.2 Donn Byrne, Teaching Oral English, (London: Longman, 1976), p. 8.

3

Glenn Fulcher, Testing Second Language Speaking , (London: Pearson EducationLimitied, 2003) p. 22.


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Like writing, speaking is a complex skill requiring the simultaneous

use of a number of different abilities, which often develop at the different

rates. Either four or five components are generally recognized in analyzing the

speech process.

a. Pronunciation and intonation

b.

Grammar (accuracy)

c. Vocabulary

d. Fluency

e.

Comprehension

On the other hand, there is difference between spoken language and

written language in some aspects. In contrast to the written language, where

sentences are carefully structured and linked together, speech is characterized

by incomplete and sometimes ungrammatical utterances and by frequent start

and repetitions.4 For the purposes of most day-to-day talk, however, the

grammar that is required is not as complex nor need be as accurate as the

grammar that is required for writing.

Both speaking and writing is a process which takes place through the

dimension of time. The difference is writing has inherent potential to persist

through time and for different sections to be revisited in the same form. But

speaking cannot persist through time without secondary apparatus, such as

tape-recorder. When a word is spoken, it cannot be taken back or altered.

From many definitions explained above, speaking is a skill which

deals not only the production of what the speaker says but also the expressions

of the speaker in order people understand what he/she say. Speaking is a skill

which is used in daily life and the skill is required by much repetition.

Someone who speaks should have sufficient vocabulary to express what he

wants to say.

4

Donn Byrne, Teaching Oral English…, p. 8.


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2. The Elements of speaking

There are some elements in speaking that have to be considered by the

speakers as follow:

a. Pronunciation

The outer manifestation of speech is sound. The speaker must first

decide what to say, be able to articulate the words, and create the

physical sounds that carry meaning. According to Oxford Advanced

Learner‟s Dictionary, pronunciation is the way in which a word is

pronounced, the way a person speaks the word of a language. In

pronouncing the words, the learners regularly have problems

distinguishing between sounds in the new language that do not exist in

languages they already know. Problems with pronunciation may be

distracting for the listener, but they rarely lead to miscommunication

or misunderstanding.5

b.

Grammar

H. Douglas Brown affirms that grammar is a system of rules governing

the conventional arrangement and relationship of word in a sentence.6

In popular use, the term „grammar‟ describes what people-usually

native speakers-ought or ought not to say or write. This is called

prescriptive grammar because it prescribes correct usage.

c.

Vocabulary

“Vocabulary is defined as the “words” in foreign language. Words are

perceived as the building blocks upon which knowledge of a second

language can be built. However, a new item of vocabulary may be

more than a single word. For example, post office and mother-in-law,

which are, made up two or three words but express a single idea. They

5 Glenn Fulcher, Testing Second LanguageSpeaking, …, p. 25.

6

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (San Francisco: Addison Wesley Longman, Inc, 2001), Second Edition, p. 362.


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are also multi-word idioms such as call it a day, where the meaning of

the phrase cannot be deduced from analysis of the word components”.7

d. Fluency

In fluency practice, the learners concentrate on communicating

fluently, paying little attention to accuracy.8 Their attention on the

information they are communicating than on the language itself.

According to Scott Thornbury, fluency is primarily the ability to

produce and maintain speech in real time. To do this, fluent speakers

are capable of two things: first, appropriate pausing (their pauses may

be long but are not frequent, their pauses are usually filled with pause

fillers like erm, you know), second, long runs (there are many syllables

and words between pauses).

e. Comprehension

“Comprehension is the process of understanding speech or writing. It

results from an interaction between different kinds of knowledge. For

example: a knowledge of words (including the way to spell and

pronounce), and a knowledge of grammar. Comprehension also

involves different psychological operations, including perception,

recognition, and inference. Comprehension contributes to language

learning and without compr ehension there is no learning.”9

3.

The Goal of Speaking

The main goal in teaching the productive skill of speaking will be oral

fluency: the ability to express oneself intelligibly, reasonably accurately and

without undue hesitation (otherwise communication may break down because

the listener loses interest or gets impatient).

7 Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge

university Press, 1996), p. 75.8

Glenn Fulcher, Testing Second Language Speaking , … p. 26.9 Scott Thornbury, An A-Z of ELT , … p. 43.


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To attain this goal, the students will have to be brought from the stage

where they merely imitate a model respond to cues to the point where they can

use the language to express their own ideas.

According to Brown and Yule the intention of teaching speaking is

that the students should be able to „express himself‟ in the target language, to

cope with basic interactive skills like exchanging greetings and thanks and

apologies, and to „express his needs‟ – request information, service etc.,10 in

other word speaking classes should be directed to communicative activity.

Jeremy Harmer stated that when people speak they probably have

some communicative purposes. It means that people say things because they

want something to happen as a result of what they say. The speaker may want

to charm his listener; he may want to give some information to express

pleasure; he may decide to be rude or to flatter, to agree or complain. In each

of those cases he is interested in achieving this communicative purpose- it is

to say being successful at what he wants to convey.11

To help students develop communicative efficiency in speaking,

instructors can use a balanced activities approach that combines language

input, structured input, and communicative output. Language input comes in

the form of teacher talk, listening activities, reading passages, and the

language heard and read outside of class. It gives learners the material they

need to begin producing language themselves. Structured output focuses on

correct for. In structured output, students may have options for responses. But

all of the options require them to use the specific form or structure that the

teacher has just introduced. In communicative output, the learners‟ main

purpose is to complete a task, such as obtaining information, developing a

travel plan, or creating a video.12

10 Brown and Yule, Teaching Spoken Language, 1997, p. 27.

11 Jeremy Harmer, The Practice of English Language Teaching, 3

rd Ed., (London:

Longman,1986), p. 42.12 Donn Byrne, Techniques for Classroom Interaction, (London: Longman, 1992), p. 8.


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4. The Difficulties of Speaking

The ability to speak a second or foreign language is often equated with

proficiency in the language. Indeed, one frustration commonly voiced by

learners is that they have spent many years studying English, but still can‟t

speak it. One of the main difficulties is that speaking usually takes place

spontaneously and in real time, which means that planning and production

overlap. If too much attention is paid to planning, production suffers, and the

effect is a loss of fluency. On the other hand, if the speaker‟s attention is

directed on production, it is likely that accuracy will suffer.13

Penny Ur describes some difficulties in speaking activities that faced

by the learners as below:

a.

Inhibition. Unlike reading, writing and listening activities, speaking

requires some degree of real-time exposure to an audience. Learners

are often inhibited about trying to say things in a foreign language in

the classroom; worried about mistakes, fearful of criticism or losing

face, or simply shy of the attention that their speech attracts.

b. Nothing to say. Even if they are not inhibited, you often hear learners

complain that they cannot think of anything to say: they have no

motive to express themselves beyond the guilty feeling that theyshould be speaking.

c.

Low or uneven participation. Only one participation can talk a time if

he or she is to be heard; and in a large group, this means that each one

will have only very little talking time. This problem is compounded by

the tendency of some learners to dominate, while others spend very

little or not at all.

d. Mother-tongue use. In classes where all, or a number of the learners

share the same mother-tongue, they may tend to use it: because it is

easier, because it feels natural to speak to one another in a foreign

language, and because they feel less “exposed” if they are speaking

their mother-tongue. If they are talking in a small group, it can be quitedifficult to get some classes – particularly the less disciplines or

motivated one – to keep to the target language.14

On the other hand, she also classified some characteristics of a

successful speaking activity, as follow:

a.

Learners talk a lot. As much as possible of the period allotted to the

activity is in the fact occupied by learners talk.

13 Scott Thornbury, An A-Z of ELT , … p. 208.

14

Penny Ur, A Course in Language Teaching, … p. 121.


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b. Participation is even. Classroom discussion is not dominated by a

minority of talk active participants: all get a chance to speak and

contributions are evenly distributed.c. Motivation is high. Learners are eager to speak: because they are

interested in the topic and have something new to say about it, or

because they want to contribute to achieving a task objective.

d. Language is of an acceptable level. Learners express themselves in

utterances that are relevant, easily comprehensible to each other, and

of an acceptable level of language accuracy.15

Speaking in a foreign language in front of the class for the students is

quite difficult. Most of the students are afraid or shy if they make mistakes,

afraid of being laugh by their friends. So, they prefer to be quite to speak in

the classroom. On the other hand, in speaking they need to practice.

Practicing what they have learned in the classroom.

On the other side the main problem that makes students difficult to

speak in the classroom is lack of vocabulary. It is a common reason for

students when the writer asks their difficulties in speaking; most of their

answers are vocabulary. When they want to express their idea they do not

know the word to use.

5. Types of Classroom Speaking Performance

According to Douglas Brown, there are six activities can be applied to

the kind of oral production that students are expected to carry out in the

classroom:16

a. Imitative

In this kind of speaking performance learners try to imitate what theteacher says. For example the learners practice an intonation or try to

pinpoint a certain vowel sound. Imitation of this kind is carried out not

for the purpose of meaningful interaction, but for focusing on some

particular element of language form.

15 Penny Ur, A Course in Language Teaching , … p. 120.

16

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd

edition, (New York: Pearson Education Company, 2001), p. 271.


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b. Intensive

Intensive speaking goes one step beyond imitative to include any

speaking performance, that is designed to practice some phonological

or grammatical aspect of language. Intensive speaking can be self-

initiated or it can even form part of some pair work activity, where

learners are “going over” certain forms of language.

c. Responsive

This kind of speaking performance is short replies to the teacher or

student-initiated question or comments. And these replies do not

extend into dialogues. For example:

Teacher: How are you today?

Student: Pretty good, thanks, and you?

d. Transactional

Transactional language is an extended form of responsive language.

The purpose of this kind of speaking performance is to delivering or

exchanging specific information.

e.

Interpersonal

The other form of conversation is interpersonal dialogue, carried out

more for the purpose of maintaining social relationship than for the

transmission of facts and information.

f.

Extensive (monologue)Students at intermediate to advanced levels are called on to give

extended monologues in the form of oral reports, summaries or

perhaps short speeches. Extensive (monologue) is more formal and

deliberative.

These types of speaking performance need creative teachers who will

always measure speaking ability of his or her students through many kinds of


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techniques that are agreed by students and suitable with their level, whether

beginner, intermediate or advanced students.

Beside those kinds of speaking activities in the classroom, we have to

consider the aim of activity when we talk about it whether the activity is given

to improve student‟s accuracy, or to improve student‟s fluency.

In accuracy activity, teacher perhaps want to make sure the students

get enough practice in a particular point of grammar, vocabulary, or

pronunciation, because their purpose is to make sure the students get

something right. The teacher will often work with the whole class.

In fluency activity, teachers want to give the students opportunities to

use the language they have learnt, to use it freely, even if they make mistakes.

In this activity, the teachers want the students to work in groups or sometimes

in pair more often with a whole class, such as “group discussion, or role play”.

B. Interest

When someone did some activities such as studying or other activities,

he/she has to have a good reason to make him/her sure that the activities could be

successful. It concludes that he is interested in that activity.

1. The Understanding of Interest

Many people fail to understand the true meaning of the term „interest‟.

The meaning of interest is of many kinds, which is scientists give different

definition about it.

In general, interest is related to intrinsic motivation and is centered on

the individual‟s inherent curiosity and desire to know more about himself or

herself and his or her environment.17 Elizabeth B. Hurlock said that “interests

17

Zoltan Dornyei, Teaching and Researching Motivation, (London: Pearson EducationLimited, 2001), p. 110.


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are sources of motivation which drive people to do what they want to do when

they are free to choose”.18

Interest is the factor which determines one‟s attitude in working or

studying actively. The stronger he or she has, the harder he or she wants to

learn. N.L. and David C. Barliner said:

“Students with an interest in a subject tend to pay attention to it. They

feel it makes a difference to them. They want to become fully aware of its

character. They enjoy dealing with it, either for what it can lead to or for its

own sake. Their attention level is high; their wor k output is sustained….”19

According to Hilgard which is quoted by Slameto, interest is persisting

tendency to pay attention to and enjoy some activities or content. This

definition tells us that an interest is shown by a pay attention and enjoyment in

any activity. So, by having interest we are going to be able to get attention in

learning fully. It means that when a person is interested in something he/she

will pay it full attention and also feels enjoyable it. In other words, in

teaching-learning process, a teacher needs paying attention on students‟

interest and need, because both of them caused an attention. Something

interest and needed by students make them to learn seriously.

From the definitions explained above, we can get a point that interest

is the internal power as sources of motivation in teaching-learning process. It

makes students easier to involve in the subject because they will pay attention

fully on that subject in this case is speaking. In term of mental condition,

interest does not only form one‟s behavior but also support him or herself to

the activity in speaking and as a result, one pays attention and makes him or

herself to be a part in the activities.

18 Elizabeth B. Hurlock, Child Development , (Singapore: Mc. Graw-Hill Book Company.

1987) p. 420.

19

N.L. Gage and David C. Berliner, Educational Ps ychology, (Chicago: Rand McNallyPub, 1997) p. 374.


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From the definitions from many experts above, it can be shown that

students‟ inter est will be shown by some aspect, they are: curiosity, attention,

and enjoyment.

a. attention

Student will called interested in something, if he/ she has an

attention toward it. Attention can be directed toward objects,

people, or one‟s own thought and emotions. To give attention is to

direct one‟s thinking toward a particular idea or to alert one‟s self

to certain sound, sights, or other selective stimuli in one‟s

environment. Many stimuli are present in the classroom, each

competing for the attention of the learners. Therefore they need

help from the teacher to enable them to bring their attention back to

the subject of the lesson. The more interesting the subject matter

and its presentation, the more likely are mental operation of the

learners to focus on the ideas under consideration.20

b.

enjoyment

Feeling like toward something or person will build an enjoyment to

do the activities related to it. When students feel enjoy in learning,

in this case learning speaking, it is easier for them to understand

the material given.

c. curiosity

A curiosity is a strong desire to know or to learn. Curiosity is a

willing to know the subject material. When someone interest to

something, he/she will have a curios to know it more. He/she will

search all the information related to it. Students, who are interested

in speaking try to understand the lesson, practice the speaking

material at class or outside the class.21

20 Lester D. Crow, Alice Crow, Educational Psychology: Revised Edition, (New York:

American Book Company) p. 256.21

Ahmad Muhajir, Faktor-faktor yang Mempengaruhi Minat Siswa dalam Mengikuti Kegiatan Ekstra Kulikuler , (Semarang: Universitas Negeri Semarang), p.11.


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Those three kinds of aspect we can use to know whether students are

interested in something or not.

2. The Roles of interest

Interest is a popular term in psychology because its relations to many

terms.22 It has an important role in teaching and learning process. However,

whether interest popular or not, it can affect the students‟ learning activities

including speaking.

The important role of interest in a whole life is to:

a. provide a strong motivation to learn

b. influence the form and intensity of children aspiration

c.

add enjoyment to any activity the individual engages in

d. Lead the people to achievement.23

Related to the statement above, Crow and Crow said interest may refer

to the motivating force that impels students to attend to a person, a thing, or an

activity.24 In other words, interest is as a power to force students to learn.

Someone who has interest in speaking will be forced to learn and practice it.

But, someone who has no interest in speaking will have no motivated to learn

moreover have no motivated to practice it.

C. Affecting Factors of Interest

As we know, interest does not exist itself. Interest cannot possessed by

anybody just that way, but it is something that can be developed and trained. A

child‟s experience interferes whether he or she is going to be interested in

something or not.

According to L D Crow and Alice Crow (in Ahmad Muhajir, 2007: 11-12)

there are three factors in raising students‟ interest:

22 Drs. H. Mahmud, M.Si, Psikologi Pendidikan Mutakhir , (Bandung: Sahifa, 2005), p.

95.

23 Elizabeth B. Hurlock, Child Development , … P. 420.

24

Lester D. Crow and Alice Crow, Educational Psychology, Revised Edition, (New York:American Book Company), p. 248.


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1. The factor inner urge: Rangsangan yang datang dari lingkungan atau ruang

lingkup yang sesuai dengan keinginan atau kebutuhan seseorang akan

mudah menimbulkan minat misalnya, cenderung terhadap belajar, dalam

hal ini seseorang mempunyai hasrat ingin tahu terhadap ilmu pengetahuan.

The stimulus which is come from the environment related to someone‟s

desires and needs is easier for him/her to build the interest. Such as,

someone who tends toward learning, in this case he has a higher desire to

know knowledge.

2.

The factor of social motive: Minat seseorang terhadap obyek atau sesuatu

hal, di samping dipengaruhi oleh faktor dari dalam diri manusia juga

dipengaruhi oleh motif social, misalnya seseorang berminat pada prestasi

tinggi agar mendapat status yang tinggi pula.

Someone‟s interest in one object or something not only caused by

something come from inside of him or herself but also caused by social

motive. For an example someone who is interested in getting high

achievement is in order to get a high social status also in the society.

3.

The factor of emotional: Faktor perasaan dan emosi ini mempunyai

pengaruh terhadap obyek. Misalnya perjalan sukses yang dipakai individu

dalam suatu kegiatan tertentu dapat membangkitkan perasaan senang dan

dapat menambah semangat atau kuatnya minat dalam kegiatan tersebut.

These factors of feeling and emotion have effects to the object. Such as

someone‟s experience in getting success in his/her life, it can raise

enjoyment and spirit or have more interest in that activity. (Translated by

the writer).

According to Erwin Ridha Ardhi (2007:7), there are three factors affecting

students‟ interest in speaking:

1.

The Material

Material is one of several ways in which attention can be paid to the

learners themselves. No set of materials is likely to be perfect.


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Some speaking materials have been designed in order for learners to

become more closely involved with the materials so that they can have

more meaningful things to talk about and thereby learn more readily and

efficiently.

Some materials may seem attractive for the teacher but would not be very

motivating for the learners. A balance therefore has to be sought. At this

stage it is also useful to consider how the material may guide and frame

teacher-learner interaction and the teacher-learner relationship.

Teachers in MTsN Parung use many kinds of speaking material.

Usually it is taken from English text book.25 Sometimes it is taken from

many kinds of article related to the subject learned. The important one is

the teachers try to give speaking material which involved the students and

make them have an eager to learn it.

2. The Teacher

Teacher is affected directly and indirectly. He/she has to be able to

influence or even control. The role of teacher in the modern system of

education is indeed a complex and important one. His/her duty is not

merely assign lesson to the students and check to see whether the lessons

have been learned.

In the new system of curriculum, which broadly gives chance to the school

to manage their own curriculum, teachers are demanded to be more

creative, and be brave to make new innovation and convince the public in

its application.

There are several roles of teacher in teaching and learning process as

follow:

a.

the teacher as controller of everything that goes on in the

classroom

b.

the teacher as organizer (classroom manager) of a range of

activities

25 See appendices, p. 35.


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c. the teacher as assessor, obviously the examiner role is one of our

traditional functions

d.

the teacher as participant (co-communicator) in an organized

activity such as debate or role play

e. the teacher as resource (consultant, adviser), most obviously as

language informant

These various roles can be put together under the „umbrella‟ idea of

teacher as facilitator. Teacher is not only as an information giver in the

learning process, but also he/she should have an ability to raise students‟

interest in subject (in this case raise students‟ interest in speaking). The

good teacher is ….. constantly striving for congruence among several

related variables: teaching materials, methodology, students, course

objectives, the target language and its context, and the teacher‟s own

personality and teaching style.

MTsN Parung has about five English teachers. Most of them have

graduated from English Department of several Universities in Jakarta and Bogor

such as State Islamic University “Syarif Hidayatullah”, Ibnu Khaldun University,

and Pakuan University. But, one of them has graduated not from English

Department. But, they have competence and experience in teaching English for

several years.

In teaching speaking, theachers at MTsN Parung have their own technique

in delivering speaking material. Most of them usually use “Role Play” technique

to get students‟ attention. According to Ade Rahmalia (English teacher at MTsN

Parung), it is not easy to make students have an interest in speaking especially

having their attention, it is because English is not their own language.

3.

Purpose

There are many reasons why people may wish to speak in any language. If

we are hoping to make the learners communicatively competent in English


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as a foreign or second language, then it seems fair to assume that speaking

skills will play a large part in this overall competence. 26

Basically interest is as a causal of someone‟s experience, interest raise

as a result from his/her activity and it will continue to the same activity.

D. The R elationship between Students’ Interest and Their Speaking Score

Building students‟ interest in English subject is not easy. Moreover

English is not student‟s own language so it is difficult to understand the subject.

Especially in speaking skill, students not only have to understand language

verbally but also non verbally.

Interest is something which drives the person to participate in some

activities. Interest can motivate students to enjoy the lesson. Beside that, high

interest in speaking English makes the students possible concentrate on learning

speaking. The more the students‟ concentration on the lesson, the better the score

they obtain, because concentration can increase the motivation. High motivated

students can arise a feeling and emotional connection to the lesson. The students

who have a feeling and emotional connection to the material, they are easier to

activate previous experience, and then the retention can be enhanced. Therefore

their speaking score is better.

According to David P. Harris, speaking score can be seen by the elements

of the speaking. They are pronunciation, grammar, vocabulary, fluency, and

comprehension27. And the speaking score can be rated by the following rules:

Table 2.1

The English Speaking Test Rating

Pronunciation

Score Note

5 Has few traces of foreign accent

4 Always intelligible, though one is conscious of a definite accent

26 Jo McDonough and Christoper Shaw, Materials and Methods in English Language

Teaching , (Oxford: Blackwell Publisher), p. 152.27

David P. Harris, Testing English As a Second Language, (Washington, DC:Georgetown University, 1969), p. 81.


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3 Pronunciation problems necessity concentrated listening and

occasionally lead to misunderstanding

2 Very hard to understand because of pronunciation problem must

frequently be asked to repeat

1 Pronunciation problem to severe as to make speech virtually

Grammar

Score Note

5 Makes few (if any) not cable errors of grammar or word order

4 Occasionally makes grammatical or word order errors do not, however

obscure meaning

3 Makes frequent errors of grammatical or word order which

occasionally obscure meaning

2 Grammar and word orders make comprehension difficult. Most often

word order so severe as to make speech virtually intelligible

1 Rephrase sentences and or restrict to basic pattern errors in grammar

Vocabulary

Score Note

5 Use vocabulary and idioms is virtually that of native speaker

4 Sometimes use inappropriate term and or must rephrase ideas because

lexical inadequacies

3 Frequently use wrong word; comprehension somewhat limited because

of inadequate vocabulary

2 Miss use of word and very limited vocabulary make comprehension

quite difficult

1 Vocabulary limitation so extreme as to make conversation virtually

impossible


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Fluency

Score Note

5 Speech as fluent and effortless as that a native speaker

4 Speed of speech seems to be slightly affected by language limitation

3 speed and fluency are rather strongly affected by languge limitation

2 Usually hesitant; often forced into silence by language limitation

1 speech is so halting and fragmentary as to make conversation virtually

impossible

Comprehension

Score Note

5 appears to understand everything is that difficult

4 Understand nearly everything at normal speed, although occasional

repetition maybe necessary

3 Understand most of what is said at slower – than-normal speed with

repetition

2 Has great difficulty following what is said or comprehend only “social

conversation” spoken slowly and with frequent repetition

1 Cannot be said to understand even simple conversation


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CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH

A. RESEARCH METHODOLOGY

1. Purpose of the Study

This study is aimed to:

a. Know the students’ interest in speaking and their speaking score.

b. Know the relationship between students’ interest in speaking andtheir speaking score.

2. Place and Time of the Study

The research of this study was held at MTsN Parung. It is located

on Jl. Raya Parung-Bogor Kp. Lebakwangi Bogor. This research was

started on 14th March to 25th April 2009. It was conducted at the eighth

year students of MTsN Parung.

3. The Method of the Research

In doing this research, the writer uses quantitative approach by

using correlational study as its method. In this method, she measures

students’ interest in speaking by distributing 25 item questions

regarding with students’ interest in speaking.

After she got the score of students’ inter est in speaking, she took

the students’ speaking score. The speaking score was taken from the

document of speaking test. It was taken from the two dialogues which

are performed by the students.

After that, she analyzed the research by using Pearson Correlation

Product Moment to know the result.


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4. Technique of Sample Taking

In this research, the writer took the population from the eighth year

students of MTsN Parung. The whole population of second class is

about 367 students, which is divided into eight classes.

Because the population is homogenous, the sample is taken only one

class; consisting of 50 students in VIII.3 class. The writer used a

purposive sampling to get representative data.

5. Technique of Data Collecting

a. Questionnaire

The writer gave questionnaire to the respondent related to students’

interest in speaking. The questionnaire is adopted from internet

written by Suhadi.1 The questionnaire have three indicators, they are:

enjoyment, attention, and curiosity. It also used the Likert scale, which

contain five alternatives of answer namely, “strongly agree (sangat

setuju(SS)), agree (setuju(S)), in doubt(Ragu-ragu ®), disagree (tidak

setuju(TS)), Strongly disagree (Sangat Tidak Setuju(STS)). For

positive items the SS is given score 5, the S is given score 4, the R is

given score 3, the TS is given score 2, and the STS is given score 1. In

contrast, for negative items, the SS is given score 1, the S is given

score 2, the R is given score 3, the TS is given score 4, and STS is

given score 5.

Table 3.1

Specification of Instrument

No IndicatorTotal

Item NumberPositive Negative

1 Enjoyment 6 21, 3, 4, 11, 12, 14, 15,

18.

2 Attention 8 1 5, 6, 7, 8, 9, 13, 16, 21,

1 http//: Suhadinet.files.wordpress.com/ 2008.


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24.

3 Curiosity 6 22, 10, 17, 19, 20, 22, 23,

25.

Total 20 5

b. Speaking Test

As a research instrument to know the students’ score, the writer

together with the English teacher gave speaking test. The test was based

on the lesson that the students had learned. It was dialogue practice that

they had to perform in front of the class. It was about the expressions

had to be mastered by the student at the second term of the second

grade. Such as giving and asking opinion, asking and giving

information, asking and offering help, and so on.

6. Technique of Data Analysis

This analysis is to see whether there is relationship between score

of students’ interest in speaking and their speaking score.

In this analyze, the writer used the formula of correlation product

moment.2

The formula is:

Note:

: Correlation coefficient between students’ interest and their

speaking score

N : Number of Respondents

X : Distribution of students’ interest score

2

Drs. Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja GrafindoPersada, 2000) p. 177.


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Y : Distribution of students’ speaking score

: Total score of students’ interest distribution

: Total score of students’ speaking score distribution

: Total numbers of X multiplied by Y

: Guarded from X

: Guarded from Y

Significant critical value : 0.05 and 0.01

Criteria : If ro > rt means there is correlation and Hα is accepted, Ho is rejected.

If ro


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In this case, students’ interest in speaking is as independent

variable (X). To know it, the writer gave questionnaire to 50

students as a sample.

2) Students’ Speaking Score

In this case, Students’ speaking Score is a dependent variable (Y).

To know it, the writer took the students’ speaking score from the

English teacher.

Below are the result of questionnaire about students’ interest in

speaking and their speaking score:

Table 3.2

The Students’ Interest and Their Speaking Score

NStudents’ Interest Score

(X)

Students’ Speaking Score

(Y)

1 101 72

2 100 70

3 95 70

4 93 68

5 104 80

6 96 85

7 98 74

8 104 70

9 84 72

10 89 75

11 93 74

12 101 82

13 96 70

14 95 71

15 91 68

16 94 70


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17 98 75

18 91 76

19 105 80

20 97 72

21 97 74

22 88 75

23 100 74

24 105 78

25 108 75

26 94 76

27 96 70

28 93 72

29 89 78

30 94 68

31 90 75

32 115 72

33 93 70

34 97 80

35 85 71

36 98 76

37 105 75

38 104 78

39 107 75

40 97 72

41 95 85

42 89 86

43 101 82

44 93 70

45 88 84

46 102 80


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47 101 80

48 102 82

49 115 80

50 103 75

N= 50 ∑X= 4.869 ∑Y= 3.762

3) The Correlation between Students’ Interest and Students’

speaking Score

In this case, both the students’ interest and students’ speaking

scores are related by using Pearson Product moment formula. The

data are described on the following table:

Table 3.3

The Correlation between Students’ Interest and Their Speaking Score

N X Y XY X² Y²

1 101 72 7272 10201 5184

2 100 70 7000 10000 4900

3 95 70 6650 9025 4900

4 93 68 6324 8649 4624

5 104 80 8320 10816 6400

6 96 85 8160 9216 7225

7 98 74 7252 9604 5476

8 104 70 7280 10816 4900

9 84 72 6048 7056 5184

10 89 75 6675 7921 5625

11 93 74 6882 8649 5476

12 101 82 8282 10201 6724

13 96 70 6720 9216 4900

14 95 71 6745 9025 5041

15 91 68 6188 8281 4624


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16 94 70 6580 8836 4900

17 98 75 7350 9604 5625

18 91 76 6916 8281 5776

19 105 80 8400 11025 6400

20 97 72 6984 9409 5184

21 97 74 7178 9409 5476

22 88 75 6600 7744 5625

23 100 74 7400 10000 5476

24 105 78 8190 11025 6084

25 108 75 8100 11664 5625

26 94 76 7144 8836 5776

27 96 70 6720 9216 4900

28 93 72 6696 8649 5184

29 89 78 6942 7921 6084

30 94 68 6392 8863 4624

31 90 75 6750 8100 5625

32 115 72 8280 13225 5184

33 93 70 6510 8649 4900

34 97 80 7760 9409 6400

35 85 71 6035 7225 5041

36 98 76 7448 9604 5776

37 105 75 7875 11025 5625

38 104 78 8112 10816 6084

39 107 75 8025 11449 5625

40 97 72 6984 9409 5184

41 95 85 8075 9025 8075

42 89 86 7654 7921 7654

43 101 82 8282 10201 8282

44 93 70 6510 8649 6510

45 88 84 7392 7744 7392


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46 102 80 8160 10404 8160

47 101 80 8080 10201 8080

48 102 82 8364 10404 8364

49 115 80 9200 13225 9200

50 103 75 7725 10609 7725

N=50 ∑X= 4.869 ∑Y=3.762 ∑XY=

367240

∑X²

=476425

∑Y²=

367240

df = N – nr

= 50 – 2

= 48


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From the calculation above, it was known that rxy = 0.55 and df = 48; if

we compare with table of “r” values at the degree significance of 5% and 1%, then

the correlation between students’ interest in speaking and their speaking score is

significant (rxy: rt = 0.55 > 0.279; rxy : rt = 0.55> 0.361)

To summarize the result of the correlation is listed below:

“r” value of product moment Interpretation

0.00 – 0.20 Considered as no correlation

0.20 – 0.40 Low Correlation

0.40 – 0.60 Medium Correlation

0.60 – 0.80 Strong Correlation

0.80 – 1.00 Very strong/perfect Correlation

Based on the table above it can be seen that the correlation index (rxy =

0.55) is in the interval of 0.40 – 0.60, this means that the correlation belongs to

“medium correlation”. In other words, there is a positive correlation between

variable X and variable Y.

As mentioned before, from the result of calculation, the value of rxy is

0.55; df is 48. If it is compared with the rt at the degree of significance 5% (0.279)

and 1% (0.361), the correlation between students’ interest in speaking and

students’ speaking score is significant (rxy : rt = 0.55 > 0.279 ; rxy : rt = 0.55 >

0.361). So, the null hypothesis (H0) of the research is rejected and alternative

hypothesis (Hα) is accepted. The meaning of this statement is the students’

interest in speaking has a significant relationship or influence with students’

speaking score.

2. Data Interpretation

From the description of the data, there is a significant correlation

between the students’ interest in learning speaking and their speaking

score. It means that the higher interest in learning speaking, the better

score will be achieved by the students.


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This means that students who have high interest try to pursue

knowledge more than those who have the low one. They enjoy their

learning. They always feel happy and ready to do any task given by the

teacher. They do not only learn speaking in school but also out of the

school. They try to practice what they learn at school to the outside of the

school.


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CHAPTER IV

CONCLUSSION AND SUGGESTION

A. Conclusion

According to the description of the data that mentioned in the previous

chapter, the writer concluded that there is a significant correlation between the

students’ interest and their speaking score. If the students do not have an interest

of learning speaking skill they will have difficulty to absorb the lesson. Of course

in doing the task of speaking they cannot do it well. And they will get bad score.In other hand, the students with high interest tend to be more attentive in

learning speaking, of course, with the high frequency of attendance, and finally

they will get good score.

B. Suggestions

At the end of this paper, the writer would like to offer some suggestions,

both for the teacher and the learner:

1. The English teachers are expected to motivate their students to increase

their interest in speaking.

2. Make the atmosphere of the class more conducive in order to make the

teaching-learning process more a live, full of fun for all students.

3. As the condition of students in speaking, they often shy or even scare

being laughed by their friends. Give them motivation to be more relaxed in

speaking and tell them do not to be afraid to make mistake, because that is

a process to gain success.

4.

For students, they are expected to increase their interest in speaking by

practicing what they have learned at school.


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BIBLIOGRAPHY

Arikunto, Suharsimi, Prosedur Penelitian Satuan Pendekatan Praktik, cetakan

kelima, Jakarta: Bina Aksara, 1989

Brown, Yule. Teaching Spoken Language, 1997

Brown, Douglas H, Teaching by Principle: An Interactive Approach to Language

Pedagogy, Second Edition, New York: Pearson Education Company,

2002

Byrne, Donn, Teaching Oral English, London: Longman, 1976

Crawford, Jane, The Role of Materials in the Language Classroom: Finding the

Balance, New York: Cambridge University Press, 2002

Crow, Lester D, Alice Crow, Educational Psychology, revised edition, New York:

American Book Company, 1958

Dornyei, Zoltan, Teaching and Researching Motivation, London: Pearson

Education Limited, 2001

Elizabeth. B. Hurlock, Child Development , Singapore: Mc. Graw-Hill Book

Company, 1987

Fulcher, Glenn, Testing Second Language Speaking , London: Pearson Education

Limited, 2003

Friederike, Klippel, Keep Talking: Communication Fluency Activities for

Language Teaching , London: Cambridge University Press, 1984

Gage, N.L, David C.B, Educational Psychology, Chicago: Rand Mc Nally Pub.

1997

Handscombe, Richard, Linguistic and Children’s Interest: Applied Linguistic and

the Teaching of English, A Collection of Papers, London: Longman

Group Limited, 1973

Harmer, Jeremy, The Practice of English Language Teaching, Third Edition,London: Longman, 1986

Hughes, Rebeca, English in Speech and writing , London: Routledge, 1996

Leighton, David, Aptitudes and Interest – Who Learn a Language Best? : Journal

of the Modern Language Association, London: Modern Languages, 1988

Linn, Robert. L, Norman E.G, Measurement and Assessment in Teaching 7 th

edition, New York: Prentice - Hall inc. 1995


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Mahmud, Drs. H. M.Si, Psikologi Pendidikan Mutakhir , Bandung: Sahifa, 2005

McDonough, Jo, Christoper Shaw, Materials and Methods in ELT, A Teacher’s

Guide, Oxford: Blackwell Publisher, 1993

Muhajir, Ahmad. Faktor-faktor yang Mempengaruhi Minat Siswa dalam

Mengikuti Kegiatan Ektra Kulikuler , Semarang: Universitas Negeri

Semarang.

Nitko, Anthony J, Educational Test and Measurements, An Introduction, New

York: Harcourt Brace Jovanovich Inc. 1983

Richard, Jack C, Theodore S Rodgers, Approach and Method in Language

Teaching: Description and Analysis, Cambridge: Cambridge University

Press,

Slameto, Belajar dan Faktor-Faktor yang Mempengaruhinya, Jakarta: RinekaCipta, 2003

Santoso, Didik, Accelerated Learning: An Alternative Approach in Teaching

English Speaking Skill , Jakarta: UIN Jakarta, 2007

Sudijono, Prof. Drs. Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raja

Grafindo Persada, 2005

Thornbury, Scott, An A – Z of ELT: A Dictionary of Term and Concepts Used in

English Language Teaching , Oxford: Mcmillan, 2006

Tohirin Drs, Psikologi Pembelajaran Pendidikan Agama Islam, Jakarta: PT Raja

Grafindo Persada, 2005

Ur, Penny, A Course in Language Teaching Practice and Theory, London:

Cambridge University Press, 1996

http//:Suhadinet.files.wordpress.com/2008/


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Materi 1

A.

1. You can use these expressions to ask for an opinion.

What do you think of …?

What are views …?

What are your feelings about …?

What is your opinion about …?

I’d be grateful to have your view/ opinion on ….

2. You can use these expressions to give an opinion.

I think ….

In my opinion ….

My own view of the matter of the problem is ….

3. You can use these expressions to decline an opinion.

Well, I’m thinking the opposite way ….

I don’t think so. To my mind ….

If I may so, ….

B. 1. To ask for things, you could use these expressions.

Can I have …?

Would you be so kind to give me ….?

2. To offer things, you could use these expressions.

Will you have …?

Do you want …?

Would you like …?

3. To give things or something to someone, you could use these

expressions.

Take this ….

Let me give you ….

C. 1. You can use these expressions to ask for a help.

Can you help me?


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Would you mind if I ask your help to …?

I do apologize, but would you kindly helping me to ….? (dosomething)

2. You can use these expressions to offer help.

What can I do to help?

May I help you?

May I be assistance?

3. You can use these expressions to give help to someone.

Let me …. You look like you could do with some help ….

4. You can use these expressions to decline someone’s help.

No, thanks.

That’s very kind of you, but ….

D. 1. You can use the expressions to ask for information.

Do you know …?

Can you tell me …? Excuse me Sir/Ma’am

I’d like to know …?

2. You can use the expressions to give information.

Yes. Just go …. (telling a place)

Yes, I do know that. It ….

3. You can use the expressions to deny information.

How do you know that? Are you sure? As far as I know ….

I’m really sorry, but ….


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Materi 2:

A.

1. To ask for agreement, you can use these expressions.

Do you agree?

Would you agree with …?

2. You can use these expressions to give an agreement.

That’s a good idea.

We seem to be saying the same thing.

B.

You can use these expressions to respond to a statement.

Why not?

Really

How true

C. These expressions can be used to give attention to someone.

Tell me what’s wrong?

I suggest ….

It’s okay. Let me ….. (giving help)

Would you like any help?

You look in trouble, may I help you, sir/ma’am?

D. 1. You can use these expressions to start a conversation.

Hi! ... ● Excuse me, ……

Hello! … ● Lovely/nice day, isn’t it?

2. You can use the expressions to extend a conversation.

Really?

By the way.

3. You can use the expression to end a conversation.

Sorry, I’ve got to go now

I’m afraid I must go now

E.

1. You can use the expressions to start a conversation on phone.


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Hello. This is ….

Can I speak to …. May I speak to ….

2. You can use the expressions to extend a conversation on phone.

Hold on, please.

By the way.

Moreover, ….

3. You can use the expressions to end a conversation on phone.

See you then. Bye. I’ll call you later.

All right. See you again, sir/ma’am. Thank you very much.


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Berdasarkan penelitian yang diadakan dalam rangka penulisan skripsi, anda

terpilih sebagai responden dalam penelitian ini. Kami sangat membutuhkan kerjasama

anda dalam mengisi angket ini. Isilah angket ini secara jujur tanpa bertanya kepada

teman anda atau dipengaruhi pihak lain.

Mohon isi data diri anda sebagai berikut:

Nama : ………………………………………….

Kelas : …………………………………………. Bacalah pernyataan yang diberikan dengan hati-hati dan berikan jawaban

dengan memberikan tanda (√) pada salah satu pilihan berikut: SS : Sangat Setuju

S : Setuju

TT : Tidak Tahu

TS : Tidak Setuju

STS : Sangat Tidak Setuju

No Pernyataan SS S TT TS STS

1 Bahasa Inggris merupakan mata pelajaran

yang saya gemari

2 Speaking adalah skill yang sangat ingin

saya pelajari.

3 Saya senang belajar “speaking” k arena

materi yang diberikan selalu menarik.

4 Bahasa Inggris merupakan salah satu mata

pelajaran yang tidak saya sukai, terutama

speaking karena sulit untuk dipahami.

5 Saya berlatih pronunciation dirumah untuk

menunjang speaking saya.

6 Jika guru mulai berbicara, saya akan

memperhatikan apa yang diucapkannya.

7 Jika guru bertanya, saya berusaha

menjawab dengan Bahasa Inggris

8 Materi-materi speaking yang diberikan

membuat saya ingin selalu memperhatikan

dan mempraktekannya di luar sekolah.

9 Saya selalu mengerjakan tugas-tugas yang

diberikan guru.

10 Rasa ingin tahu saya sering kali tergerak


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oleh pertanyaan yang dikemukakan dan

situasi-situasi yang diberikan guru pada

materi speaking.

11 Apapun bentuk materi yang diberikan,

menurut saya speaking sulit dipahami

apalagi dipraktekan di dalam kehidupan

sehari-hari.

12 Jika guru memberikan tugas speaking, saya

akan senang melakukannya dan berusaha

sebaik mungkin agar mendapat hasil yang

baik.

13 Berhasil atau tidaknya saya dalam

menyelesaikan tugas, tergantung usaha yang

saya lakukan.

14 saya merasa senang jika guru mengajak

saya berbicara dengan Bahasa Inggris

karena akan melatih kelancaran speaking

saya.

15 Semakin menarik materi speaking yang

diberikan semakin saya ingin menguasai

materi tersebut.

16 Saya lebih senang mengobrol dengan teman

daripada memperhatikan materi speaking

yang sedang diberikan.

17 Saya selalu ingin tahu materi speaking apa

yang akan diberikan selanjutnya.

18 Saya senang mengerjakan tugas-tugas

speaking yang diberikan oleh guru.

19 Untuk memahami materi pelajaran, saya

harus mengulangi materi tersebut di rumah.

20 Terkadang saya sulit memahami materi

yang diberikan, akan tetapi saya ingin

menguasainya dengan baik.


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21 Setelah mempelajari materi-materi

speaking, saya merasa speaking merupakan

pelajaran yang penting untuk dipelajari.

22 Saya segan mengerjakan tugas-tugas

speaking, karena menurut saya itu sulit.

23 Jika materi yang diajarkan kurang

dimengerti, saya tidak segan bertanya

kepada guru.

24 Saya harus berusaha dengan keras agar

berhasil dan memahami materi pelajaran

dengan baik.

25 Saya merasa malu dan takut jika harus

berbicara dengan Bahasa Inggris di depan

teman-teman.


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SPEAKING TEST

Speaking Test 1:

Choose one of these following expressions and make a dialogue with your

partner based on the expression you choose!

1. Asking and giving an opinion

2.

Asking and giving something

3. Asking and giving a help

4.

Offering and declining a help

5.

Asking and giving information

Speaking Test 2:

Choose one of these following expressions and make a dialogue with your

partner based on the expression you choose!

1. Asking and giving a statement, and responding to a statement

2. Starting, extending, and ending a conversation

3. Starting, extending, and ending a conversation on phone

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