CHAPTER II LITERATURE REVIEWLITERATURE REVIEW
B. Theoretical Framework
1. The Male Eighth Graders’ Speaking Achievement
The male eighth graders’ speaking achievement was gained by speaking test that was conducted on 7 August 2019 in Junior High School Nuris. The format of speaking test that was used by the researcher was interview format.
The researcher gave 5 (five) questions to each student and each student had an estimated time about 5 (five) to 10 (ten) minute. The speaking test was conducted by the researcher and the teacher. So, there were two versions of students’ speaking scores, and the table below was the mean score of speaking test by the teacher and the researcher. (See the appendix for the scores by the researcher and the teacher).
Table 3.1
The Result of Speaking Test No.
of Resp
No.
of Quest
Pronunciation Intonation Fluency Accuracy Total Score
Total Score
1 2 3 4 5 6 7 8
1 1 3.5 3 3 2.5 12 55
2 2 1.5 1.5 1.5 6.5
3 2 2 1.5 1.5 7.5
4 4 4 3.5 4.5 16
5 4 3.5 3.5 2 13
1 2 3 4 5 6 7 8
2 1 4.5 5 4.5 4.5 18.5 82.5
2 5 4 4 4.5 17.5
3 3.5 3.5 4 4 15
4 5 4 3.5 4 16.5
5 4 3.5 4 4 15
3 1 2.5 2 2 2 8.5 31
2 1.5 1 1 1.5 5
3 2 1.5 1.5 1 6
4 1.5 1 1 1 4.5
5 2 2 1.5 1.5 7
4 1 4 3.5 3 3 13.5 70.5
2 4.5 4.5 4.5 4 17.5
3 4.5 4 3.5 4 16
4 2.5 2.5 2 3 10
5 4.5 3 3 3 13.5
5 1 5 3.5 3.5 3.5 15.5 55
2 4 3 3 3 13
3 1 1 1 1 4
4 3.5 2.5 2.5 2 10.5
5 3.5 3 3.5 2 12
6 1 5 4.5 4 3.5 17 93.5
2 5 5 4.5 5 19.5
3 5 5 5 4.5 19.5
4 5 5 4.5 4.5 19
5 5 5 4.5 4 18.5
7 1 3.5 3.5 3 3 13 38
2 1.5 1.5 1.5 1 5.5
3 2 1.5 1.5 1.5 6.5
4 2 1.5 1.5 1.5 6.5
5 2 1.5 1.5 1.5 6.5
8 1 2 1.5 1 1 5.5 38
2 1.5 1.5 1.5 1 5.5
3 1.5 1.5 1 1.5 5.5
4 2 2 2 1.5 7.5
5 4 3 3.5 3.5 14
9 1 3 3.5 3.5 3 13 69
2 3.5 3 3.5 2 12
3 4.5 4 4 3 15.5
4 5 3.5 4 2 14.5
5 5 3.5 3.5 2 14
10 1 1.5 2.5 2 2.5 8.5 33.5
2 1.5 1.5 1 1 5
3 2 1.5 1.5 2 7
1 2 3 4 5 6 7 8
4 2.5 1.5 1 1.5 6.5
5 1 1.5 1.5 2.5 6.5
11 1 2.5 3 2.5 2.5 10.5 57
2 4 3.5 4 4 15.5
3 1.5 1 1 1.5 5
4 3.5 3 3.5 3 13
5 4 3 3 3 13
12 1 3 2.5 2.5 2.5 10.5 43.5
2 2 2 1.5 2 7.5
3 1.5 1.5 1.5 1.5 6
4 3 2.5 1.5 1.5 8.5
5 3 3.5 2 2 11
13 1 3.5 2.5 2.5 3 11.5 44
2 1.5 1.5 1 1 5
3 3.5 2 2 2.5 10
4 3 2 1.5 2.5 9
5 1.5 2 2 3 8.5
14 1 4 4 3.5 4.5 16 77.5
2 5 4 4 5 18
3 5 4 4 4.5 17.5
4 3.5 3.5 3.5 1.5 12.5
5 4.5 3 3 3 13.5
15 1 3 3 3.5 3.5 13 45
2 2.5 2 2 2 8.5
3 2 1.5 1.5 1.5 6.5
4 3 3.5 3.5 2.5 12.5
5 1.5 1 1 1 4.5
To know the report of male students, the table of the report of male eighth graders’ speaking score would be shown below:
Table 3.2
The report of male eighth graders’ speaking score Mean N Std.
Deviation
Median Sum Min Max Range
55.533 3
15 19.18004 55.0000 833.00 31.00 93.50 62.50 By SPSS 22
Regarding the table above, it could be seen that the mean of total score of male students was 55.53, and the standard deviation was 19.18, and the median was 55, and the range was 62.50. Before going to the table of the percentage of male students’ speaking score in each question, the aspects that evaluated by the researcher had range scores that students gained. The range was 1 (one) to 5 (five). The lowest score was 1 (one) which meant their speaking was not fluent and accurate, and their pronunciation, intonation had too many errors and interfered the meaning. The highest score was 5 (five) which meant, their speaking was very fluent and accurate, also their pronunciation and intonation was almost perfect. The table of the percentage of male students speaking score would be shown below:
Table 3.3
The percentages of speaking score in question number one No Aspect Point score Frequency Percentage
1 2 3 4 5
1 Pronunciation 1 1 6.7%
2 3 20%
3 6 40%
4 3 20%
5 2 13.3%
Intonation 1 1 6.7%
2 4 26.7%
3 7 46.7%
4 2 13.3%
5 1 6.7%
Fluency 1 1 6.7%
2 5 33.3%
3 7 46.7%
4 2 13.3%
5 0 0%
Accuracy 1 1 6.7%
2 5 33.3%
3 7 46.7%
1 2 3 4 5
4 2 13.3%
5 0 0%
∑
Regarding the table above, in pronunciation aspect there were many students gained score 3 (three). There were six students gained score 3 (three) which meant their pronunciation still had some errors and interfered the meaning. The lowest score was gained by a student, which meant only one student who had too many errors and interfered the meaning, while two students gained the highest score which meant their pronunciation was almost perfect. In intonation aspect, the most score that the students gained was score 3 (three). There were seven students gained score 3 (three) which meant they had some errors and interfered the meaning. The students who gained the lowest score was one student which meant his intonation had too many errors and interfered the meaning, while the highest score was gained by a student which meant his intonation was almost perfect.
After that, in fluency aspect, there were seven students gained score 3 (three) which meant they had fluent enough speaking. The lowest score was gained by a student which meant, he had too many errors and interfered the meaning, but there was no student reached the highest score in fluency aspect. For accuracy, most of students gained score 3 (three).
There were seven students gained score 3 (three) in accuracy which meant, their accuracy was accurate enough. The lowest score was gained by one
student but there was no student who reached the highest score of accuracy.
Table 3.4
The percentages of speaking score in question number two No Aspect Point score Frequency Percentage
1 Pronunciation 1 5 33.3%
2 3 20%
3 1 6.7%
4 3 20%
5 3 20%
Intonation 1 6 40%
2 2 13.3%
3 3 20%
4 3 20%
5 1 6.7%
Fluency 1 7 46.7%
2 1 6.7%
3 2 13.3%
4 5 33.3%
5 0 0%
Accuracy 1 6 40%
2 3 20%
3 1 6.7%
4 3 20%
5 2 13.3%
∑
Based on the table above, in pronunciation aspect most of students attained score 1 (one). There were five students attained score 1 (one) which meant, they had too many errors and interfered the meaning. The highest score was attained by three students, which meant their pronunciation was almost perfect. In intonation aspect, six students attained score 1 (one) which meant they had too many errors and
interfered the meaning, while the highest score was reached by a student which meant he had almost perfect intonation.
In fluency aspect, seven students attained score 1 (one) which meant their fluency was not fluent, but there was no student reached the highest score on fluency aspect. In accuracy aspect, six students attained score 1 (one) which meant their accuracy was not accurate, while two students reached the highest score of accuracy which meant their accuracy was very accurate.
Table 3.5
The percentages of speaking score in question number three No Aspect Point
score
Frequency Percentage
1 Pronunciation 1 4 26.7%
2 5 33.3%
3 2 13.3%
4 2 13.3%
5 2 13.3%
Intonation 1 8 53.3%
2 2 13.3%
3 1 6.7%
4 3 20%
5 1 6.7%
Fluency 1 9 60%
2 1 6.7%
3 1 6.7%
4 3 20%
5 1 6.7%
Accuracy 1 7 46.7%
2 3 20%
3 1 6.7%
4 4 26.7%
5 0 0%
∑
Regarding the table above, in pronunciation aspect there were five students gained score 2 (two) which meant their pronunciation still had many errors and interfered the meaning. The lowest score was gained by four students which meant their pronunciation had too many errors and interfered the meaning, while the highest score was reached by two students which meant, their pronunciation was almost perfect. In intonation aspect, most of the students gained score 1 (one). There were eight students gained score 1 (one) which meant their intonation had too many errors and interfered the meaning, while the highest score was reached by one student, which meant he had almost perfect intonation.
In fluency aspect, most of the students gained score 1 (one). There were nine students gained score 1 (one), which meant their fluency was not fluent, but there was only one student who reached the highest score in fluency aspect which meant he had very fluent speaking. In accuracy aspect, most of the students gained score 1 (one). There were seven students gained score 1 (one), which meant their accuracy was not accurate, but there was no student reached the highest score of accuracy.
Table 3.6
The percentages of speaking score in question number four No Aspect Point score Frequency Percentage
1 2 3 4 5
1 Pronunciation 1 1 6.7%
2 4 26.7%
3 6 40%
4 1 6.7%
5 3 20%
intonation 1 8 53.3%
2 2 13.3%
1 2 3 4 5
3 1 6.7%
4 3 13.3%
5 1 6.7%
Fluency 1 5 33.3%
2 3 20%
3 4 26.7%
4 3 20%
5 0 0%
Accuracy 1 6 40%
2 4 26.7%
3 2 13.3%
4 3 20%
5 0 0%
∑
Regarding the table above, in pronunciation aspect there were six students attained score 3 (three) which meant their pronunciation still had some errors and interfered the meaning. The lowest score was attained by one student which meant his pronunciation had too many errors and interfered the meaning, however the highest score was reached by three students which meant, their pronunciation was almost perfect. In intonation aspect, there were eight students attained score 1 (one) which meant their intonation had too many errors and interfered the meaning.
The highest score was reached by one student which meant he had almost perfect intonation.
In fluency aspect, there were five students attained score 1 (one) which meant their fluency was not fluent, but there was no student who attained the highest score in fluency aspect. In accuracy aspect, there were
six students attained score 1 (one) which meant their accuracy was not accurate, but there was no student reached the highest score of accuracy.
Table 3.7
The percentages of speaking score in question number five No Aspect Point score Frequency Percentage
1 Pronunciation 1 3 20%
2 5 33.3%
3 5 33.3%
4 2 13.3%
5 0 0%
intonation 1 3 20%
2 2 13.3%
3 9 60%
4 0 0%
5 1 6.7%
Fluency 1 4 26.7%
2 2 13.3%
3 7 46.7%
4 2 13.3%
5 0 0%
Accuracy 1 3 20%
2 5 33.3%
3 6 40%
4 1 6.7%
5 0 0%
∑
Based on the table above, in pronunciation aspect there were many students gained score 2 (two) and 3 (three) which meant their pronunciation still had many errors and interfered the meaning and some of them still had some errors and interfered the meaning. The lowest score was gained by three students which meant their pronunciation had too many errors and interfered the meaning, but there was no one student who reached the highest score of pronunciation. In intonation aspect, most of
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.