CHAPTER II LITERATURE REVIEWLITERATURE REVIEW
B. Theoretical Framework
2. The Female Eighth Graders’ Speaking Achievement
students gained score 3 (three) which meant their intonation had many errors and interfered the meaning. The lowest score was gained by three students which meant their intonation had too many errors and interfered the meaning, while the highest score was reached by a student which meant only one student who had almost perfect intonation.
In fluency aspect, most of students gained score 3 (three) which meant their fluency was less fluent. There were four students who gained the lowest score which meant their fluency was not fluent, but there was no student who reached the highest score in fluency aspect. In accuracy, most students gained score 3 (three) which meant their accuracy was less accurate, and the lowest score was gained by three students which meant their accuracy was not accurate, but the highest score was reached by not even a single male student.
The conclusion of male students’ speaking achievement was that the mean score of male students was under the minimum mastery criteria (KKM). The KKM of English lesson in Junior High School Nuris was 75 while the mean score of male students was 55.5. It did not mean that there was no male student who reached above KKM. There were three male students reached the score above KKM, but twelve students gained under KKM.
pronunciation, intonation, fluency, and accuracy. Each aspect had range scores from 1 (one) to 5 (five). The lowest score was 1 (one), while the highest score was 5 (five). The table of the speaking test result would be shown below:
Table 3.8
The Result of Female Speaking Test No.
of Resp
No. of Quest
Pronunci ation
Intonation Fluency Accuracy Total Score
Total Score
1 2 3 4 5 6 7 8
1 1 3 3.5 3 4 13.5 70
2 4.5 3.5 3 4 13.5
3 3.5 3 3.5 2.5 12.5
4 4.5 3.5 3 3 14
5 4 3.5 3.5 3 14
2 1 3 4 3.5 4.5 15 71
2 3.5 3 2.5 2 11
3 4 3.5 3.5 4 14.5
4 5 3.5 3 4 15.5
5 4 4 3.5 3.5 15
3 1 4 3 3.5 4 14.5 50.5
2 1.5 1 1 1 4.5
3 2 1.5 1 1.5 6
4 3.5 3 3.5 3 13
5 3 3 3.5 3 12.5
4 1 3.5 4 3.5 4 15 80.5
2 3.5 4 3 2.5 13
3 4 4 3.5 3.5 15
4 5 5 5 5 20
5 5 4 4.5 4 17.5
5 1 3 3 2.5 2.5 11 62.5
2 3.5 3.5 3 3 13
3 3.5 3 2 2.5 11
4 4.5 4 4 2.5 15
5 4.5 3 3 2 12.5
6 1 3 3.5 3 3 12.5 58
2 3 3 2.5 3 11.5
3 3.5 3 2 2 10.5
4 3 2.5 3 3.5 12
5 2.5 3 3 3 11.5
7 1 4 3.5 4 3.5 15 80.5
2 5 3.5 3.5 4 16
1 2 3 4 5 6 7 8
3 4 4 4.5 4.5 17
4 5 3.5 3 3 14.5
5 4.5 5 5 3.5 18
8 1 5 4.5 4 4 17.5 86.5
2 5 4.5 4 2.5 16
3 5 5 4.5 4 18.5
4 4.5 4.5 4.5 4.5 18
5 5 4 3.5 4 16.5
9 1 3.5 4.5 4 5 17 93.5
2 4 4.5 5 5 18.5
3 4 5 5 5 19
4 4.5 5 5 4.5 19
5 5 5 5 5 20
10 1 4 3.5 3 3.5 14 76.5
2 4 3.5 4 3 15
3 4.5 4 3.5 2.5 14.5
4 4.5 4.5 4 4.5 18
5 5 4 3.5 4 15
11 1 3 3.5 3 3 12.5 49.5
2 1.5 1.5 2.5 1 6.5
3 2.5 2 1.5 1.5 7.5
4 3.5 2 2 2 9.5
5 4 3 3 3.5 13.5
12 1 4.5 3.5 4 3.5 15.5 81.5
2 4.5 4 4 3 15.5
3 5 4 4 4.5 17.5
4 5 4 4 3.5 16.5
5 4.5 4 4.5 3.5 16.5
13 1 2.5 2.5 2 1.5 8.5 45.5
2 3.5 2.5 2 2 10
3 2.5 2.5 1.5 1 7.5
4 2.5 2 1.5 1 7
5 2.5 3 3 4 12.5
14 1 3 3.5 4 4 14.5 77
2 2.5 3.5 4 5 15
3 2.5 3 3.5 5 14
4 2.5 3.5 4 5 15
5 5 4 4.5 5 18.5
15 1 4 4 3 4 15 71.5
2 4.5 3.5 2.5 3 13.5
3 2.5 2.5 2 3 10
4 4.5 4 4.5 4 17
5 5 4 3.5 3.5 16
To know the report of female eighth graders’ speaking score, the table would be shown below:
Table 3.6
The report of female eighth graders’ speaking score gender Mean N Std.
Deviation
Med Sum Min Max Range
female 70.30 00
15 14.32131 71.50 00
1054.
50
45.5 0
93.50 48.00 By SPSS 22
From the table above, it could be seen that the mean of total score of female students was 70.30, and the standard deviation was 14.32, and the median was 71.50, and the range was 48.00. To see more details about the percentages of female students’ speaking scores in each question, the table would be shown below:
Table 3.7
The percentages of speaking score in question number one No Aspect Point score Frequency Percentage
1 2 3 4 5
1 Pronunciation 1 0 0%
2 1 6.7%
3 8 53.3%
4 5 33.3%
5 1 6.7%
Intonation 1 0 0%
2 1 6.7%
3 9 60%
4 5 33.3%
5 0 0%
Fluency 1 0 0%
2 2 13.3%
3 8 53.3%
4 5 33.3%
5 0 0%
Accuracy 1 1 6.7%
2 1 6.7%
1 2 3 4 5
3 5 33.33%
4 7 46.7%
5 1 6.7%
∑
Regarding the table above, in pronunciation aspect there were many students gained score 3 (three) which meant their pronunciation still had some errors and interfered the meaning. There was no student gained the lowest score, while one student reached the highest score which meant she had almost perfect pronunciation. In intonation aspect, most of students gained score 3 (three) which meant there were some errors and it interfered the meaning. There was no student gained the lowest and the highest score of intonation.
In fluency aspect, most of them gained score 3 (three) which meant their fluency was less fluent. There was no student gained the lowest and the highest score of fluency. In accuracy aspect, most of students gained score 4 (four) which meant their speaking was accurate. The lowest and the highest score were gained by one student only.
Table 3.8
The percentages of speaking score in question number two No Aspect Point score Frequency Percentage
1 2 3 4 5
1 Pronunciation 1 0 0%
2 1 6.7%
3 8 53.3%
4 5 33.3%
5 1 6.7%
intonation 1 0 0%
2 1 6.7%
1 2 3 4 5
3 9 60%
4 5 33.3%
5 0 0%
Fluency 1 1 6.7%
2 5 33.3%
3 4 26.7%
4 4 26.7%
5 1 6.7%
Accuracy 1 1 6.7%
2 5 33.3%
3 5 33.3%
4 2 13.3%
5 2 13.3%
∑
Regarding the table above, in pronunciation aspect there were many students attained score 3 (three) which meant their pronunciation still had some errors and interfered the meaning. There was no student attained the lowest, while one student reached the highest score of pronunciation which meant her pronunciation was almost perfect. In intonation aspect, most of students attained score 3 (score) which meant there were some errors and it interfered the meaning. There was no student attained the lowest and the highest score.
In fluency aspect, most of them attained point 2 (two) which meant their fluency was less fluent and fluent enough. There was a student attained the lowest and the highest score of fluency. In accuracy aspect, most of students attained score 2 (two) and 3 (three) which meant some of them had less accurate speaking and some of them had accurate enough
speaking. There was a student who attained the lowest score, however two students reached the highest score of accuracy.
Table 3.9
The percentages of speaking score in question number three No Aspect Point score Frequency Percentage
1 Pronunciation 1 0 0%
2 5 33.3%
3 4 26.7%
4 4 26.7%
5 2 13.3%
intonation 1 1 6.7%
2 3 20%
3 5 33.3%
4 4 26.7%
5 2 13.3%
Fluency 1 3 20%
2 3 20%
3 5 33.3%
4 3 20%
5 1 6.7%
Accuracy 1 3 20%
2 4 26.7%
3 2 13.3%
4 4 26.7%
5 2 13.3%
∑
Based on the table above, in pronunciation aspect there were many students gained score 2 (two) which meant their pronunciation still had many errors and interfered the meaning. There was no student gained the lowest score, while two students reached the highest score which meant their pronunciation was almost perfect. In intonation aspect, most students gained score 3 (three) which meant there were some errors that interfered the meaning. There was a student gained the lowest score which meant her
intonation had too many errors and interfered the meaning, while there were two students reached the highest score of intonation which meant their speaking was almost perfect.
In fluency aspect, most of them gained score 3 (three) which meant their fluency was fluent enough. There were three students gained the lowest score which meant their speaking was not fluent, but the highest score of fluency was reached by a student who was very fluent in speaking. In accuracy aspect, most of students gained score 2 (two) and 4 (four) which meant some of them had less accurate speaking and some of them had accurate speaking. There were three students gained the lowest score, but two students reached the highest score of accuracy.
Table 3.10
The percentages of speaking score in question number four No Aspect Point score Frequency Percentage
1 2 3 4 5
1 Pronunciation 1 0 0%
2 5 33.3%
3 4 20%
4 4 20%
5 2 13.3%
intonation 1 0 0%
2 3 20%
3 5 33.3%
4 5 33.3%
5 2 13.3%
Fluency 1 1 6.7%
2 1 6.7%
3 5 33.3%
4 6 40%
5 2 13.3%
Accuracy 1 1 6.7%
2 2 13.3%
3 5 33.3%
1 2 3 4 5
4 5 33.3%
5 2 13.3%
∑
Regarding the table above, in pronunciation aspect, most of them attained score 2 (two) which meant, their pronunciation had many errors and interfered the meaning. There was no student attained the lowest score which meant there was no student had too many errors and interfered the meaning, while two students reached the highest score which meant their pronunciation was almost perfect. In intonation aspect, most of them attained score 3 (three) and 4 (four). There were five students attained score 3 (three) which meant there were some errors and interfered the meaning and five other students gained score 4 (four) which meant they had some errors but it did not interfere the meaning. There was no student attained the lowest score, however there were two students reached the highest score of intonation which meant their intonation was almost perfect.
For fluency aspect, most of them attained score 4 (four) which meant their fluency was fluent enough. Then, there was a student attained the lowest score which meant their speaking was not fluent, however the highest score of fluency was reached by two students who were very fluent in speaking. In accuracy aspect, most of students attained score 3 (three) and 4 (four). There were five students who attained score 3 (three), and
five others attained score 4 (four). There was a student got the lowest score, however two students reached the highest score of accuracy.
Table 3.11
The percentages of speaking score in question number five No Aspect Point score Frequency Percentage
1 Pronunciation 1 0 0%
2 2 13.3%
3 1 6.7%
4 6 40%
5 6 40%
intonation 1 0 0%
2 3 20%
3 5 33.3%
4 5 33.3%
5 2 13.3%
Fluency 1 1 6.7%
2 1 6.7%
3 5 33.3%
4 6 40%
5 2 13.3%
Accuracy 1 1 6.7%
2 2 13.3%
3 5 33.3%
4 5 33.3%
5 2 13.3%
∑
Regarding the table above, in pronunciation, most of them gained score 4 (four) and 5 (five). There were six students gained score 4 (four) which meant they had some errors, but it did not interfere the meaning and six other students gained score 5 (five) which meant their pronunciation was almost perfect. There was no student gained the lowest score. In intonation aspect, most of them gained score 3 (three) and 4 (four). There were five students gained score 3 (three) which meant they had some
errors and interfered the meaning, and five other students gained score 4 (four), which meant they had some errors but not interfered the meaning.
There was no student gained the lowest score, however there were two students reached the highest score of intonation which meant their intonation was almost perfect.
For fluency aspect, most of them gained score 4 (four) which meant their fluency was fluent. There was a student gained the lowest score which meant he had not fluent speaking, while the highest score of fluency was reached by two students who were very fluent in speaking. In accuracy aspect, most of students gained score 3 (three) and 4 (four).
There was a student gained the lowest score which meant she had not accurate speaking, while two students reached the highest score of accuracy which meant they had very accurate speaking.
The conclusion of female students’ speaking achievement was that, the mean score of female students was 70.3, while KKM of English lesson in Junior High School Nuris was 75. So, the mean score of female students was under KKM of Nuris Jember, but it did not mean that there was no female student reached above KKM. There were seven female students who reached the score above KKM, but eight female students gained under KKM.
3. The Differences between Male and Female Eighth Graders’ Speaking