of UIN Syarif Hidayatullah Jakarta Academic Year 2013/2014)
“ASkripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) In English Language Education
BY:
HAYIN AZIZAH NIM: 109014000191
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Department Students of UIN Syarif Hidayatullah Jakarta Academic Year 2013/2014)
“ASkripsi”
Presented to the Faculty ofTarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) In English Language Education
Compiled by:
Hayin Azizah
Approved by:
Advisor I Advisor II
Ismalianing Eviyuliwati, M.Hum Zaharil Anasy, M.Hum
NIP.19740723 200003 2 001 NIP.19761007 200710 1 002
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ii
certifies that the “Skripsi” scientific paper entitled, “The Correlation between Listening Comprehension and Speaking Ability (A Correlational Study The 3rd Semester of English Education Department of UIN Syarif Hidayatullah Jakarta)” written by Hayin Azizah, student’s registration number:
109014000191, was examined by committee on April 3rd 2014, and was declared to have passed and have fulfilled one of the requirements for the degree of S.Pd. (Bachelor of Arts) in English language Education at the Department of English Education.
Jakarta, April 17th2014
EXAMINATION COMMITTEE
Chairman : Drs. Syauki, M.Pd. (………..)
NIP. 19641212 199103 1 002
Secretary : Zaharil Anasy, M.Hum. (………..)
NIP. 19761007 2007101 002
Examiner I : St. Nurul Azkiya, M.Sc, Ph. D. (………..) NIP. 19760511 200501 2 003
Examiner II : Drs. A.M. Zaenuri, M.Pd. (………..)
NIP. 19530304 197903 1 001
Acknowledged by
The Dean of Faculty of Tarbiya and Teachers Training
Nurlena Rifa’i, MA, Ph.D.
v
All praised is due to Allah, Lord of the world, who has given the writer
love and blessing to finish her last assignment in her study, “Skripsi”. Peace and
salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirement for the degree S.Pd. (Bachelor of Arts) in English Language Education.
The first, she would like to give her sincere thanks to her advisorsMrs. Ismalianing Eviyuliwati, M.Hum and Mr. Zaharil Anasy, M.Hum who have given the writer precious help, the guidance, and the advices patiently during the completion and the development of the study.
Then, the writer also realized that she will never finish this paper without the help of some people around her. Therefore, the writer would like to give her gratitude and appreciations to:
1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd, as the Head of English Education Department. 3. Zaharil Anasy, M.Hum, as the Secretary of English Education
Department.
vi English Education Department.
7. All Classes of the third semester of English Education Department Academic Year 2013/2014, as the participants of this research.
8. All of her friends in English Education Department 2009 academic year, especially E class and her friends (Bayyini, Sari, Reni, Trianti, Hari, Arif, and Zen).
The words are not enough to say any appreciation for their help
and contribution in this paper. May Allah, the Almighty bless them all. Moreover, the writer also realized that this paper is far from perfect. It is a pleasure for her to get critiques and suggestions to make this paper better.
Ciputat, 4thFebruary, 2014
vii
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS... vii
LIST OF TABLE ... ix
LIST OF APPENDICES ... x
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study... 1
B. Identification of Problem ... 3
C. Limitation of the Problem ... 4
D. Formulation of Problem ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II: LITERATURE REVIEW... 5
A. Listening... 5
1. The Nature of Listening Comprehension... 5
2. The Types of Listening ... 8
3. The Processes of Listening... 8
4. Some Problems in Listening ... 9
5. The Testing of Listening ... 10
B. Speaking... 11
1. The Nature of Speaking ... 11
viii
C. The Correlation Between Listening Comprehension and Speaking
Ability ... 20
D. Previous Studies ... 22
E. Theoretical Thinking... 23
F. Hypotheses ... 25
CHAPTER III: RESEARCH METHODOLOGY ... 26
A. Research Method and Design ... 26
B. Place and Time of the Research ... 27
C. Population and Sample ... 27
D. Instruments of the Research ... 28
E. Technique of Data Collection ... 28
F. Technique of Data Analysis ... 29
G. Statistical Hypotheses ... 31
CHAPTER IV: RESEARCH FINDINGS ... 32
A. Data Description ... 30
B. Data Analysis ... 39
C. Data Interpretation ... 43
CHAPTER V: CONCLUSION AND SUGGESTION ... 44
A. Conclusion ... 45
B. Suggestions ... 45
BIBLIOGRAPHY ... 47
ix
Table 3.1 The Score of “r”Product Moment ... 30
Table 4.1Score of Students’Listening Comprehension (X Variable) ... 32
Table 4.2 Descriptive Statistic of Listening Scores ... 34
Table 4.3Score of Students’ Speaking Test (Y Variable)... 35
Table 4.4 Final Scores of Speaking Test... 36
Table 4.5 Descriptive Statistic of Speaking ... 38
Table 4.6 Data Analysis Table ... 39
Table 4.7 SPSS Correlation Table ... 41
x
APPENDIX 2 Gained Scores of Speaking... 55
APPENDIX 3Students’Listening Comprehension Score ... 57
APPENDIX 4 Speaking Test ... 59
APPENDIX 5 Transcript of Students’ Oral Test... 60
APPENDIX 6 Output SPSSof Students’Listening Score ... 62
APPENDIX 7Output SPSS of Students’ Speaking Score... 63
APPENDIX 8 Output SPSS of Correlation ... 64
APPENDIX 9 Listening Syllabus ... 65
1 A. Background of the Study
One of the most popular languages in the world is English. It is very popular among people in every country, and so is our country – Indonesia. English becomes popular because English is a medium of communication for people in some developing countries and becomes an international language.
“By the end of the twentieth century English was already well on its way to becoming a genuine lingua-franca, that is a language widely used for communication between people who do not share the same first (or even second) language.”1 Therefore, that is not an odd that English becomes the most interesting language that people want to learn.
In this era, which is well known as globalization era, English is such a need to learn. The reason of why it is such a need to learn because it is a language of trade, education, and technology; where people live with these three in daily life. For the need of it nowadays, English becomes a compulsory subject in schools; and English courses are spread everywhere in this country to make people master it.
In this country, English is learned as foreign language. The process of foreign language learning is the same as learning mother tongue; it starts from listening.“The first step in speech perception is the auditory step, in which in this step, listening has an important role to receive the information. Moreover, in this step, human beings receive utterances in un-instantly. Sounds of the
utterances that are heard will be saved in the memory.”2 What comes after listening ability is speaking. Speaking often becomes the icon of students’
success in learning language. It is no wonder that some teachers emphasize
their students to speak without considering the students’ readiness. It may
1
Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Pearson Education Limited, 2007), p.13.
2
Soejono Dardjowijojo, Psikolinguistik Pengantar Pemahaman Bahasa Manusia,
difficult for beginners because speaking need language competence in order to produce speech. Besides, speaking another language may be difficult for foreign language learners because the target language is not exposed as much as possible and the chance to use target language is sometimes limited.
In listening activity, people have to decode the meaning of language before they produce the language. The speech they listened will help them build understanding the language that they will produce in the future. Rost in
Nunan stated that “Krashen claimed that comprehension is necessary in order for input to become 'intake', i.e. language data that is assimilated and used to promote further development.”3Likewise, people know how to make sounds
after they have listened to the sound they heard. Moreover, the sounds that people listen will be the standard of how they will imitate in speaking. This is proved by deaf cannot speak well because they cannot listen well. They cannot speak in proper way because they do not receive any input through their listening; so they do not know how to speak in proper way.
In non-native speaking country, foreign language will not be exposed as much as the native one. It means that foreign language learning may happen at school and private courses (optional). However, to learn another language, people need exposure of the language they learn. People master their native language because they live in the environments which expose a lot of their native language. Therefore, exposing the target language makes the language become familiar and understandable to the listener and they can use the language later on.
An experience of the researcher, there are some students who are really fluent in speaking English when she attended Micro Teaching class in the 7th semester of English Education Department (EED) at UIN Jakarta. When the teacher asked them how they can get such a good pronunciation and fluency in speaking English, some of them answer that they often listen to English songs and the other ones answer that they often watch English
3
movies and often imitate how the native speakers speak from the movie. Some researches show that the ability to comprehend speech through listening can affect speaking ability. Maesaroh found out through her research on 2006 that students who have good score at listening also have good score at speaking. Another one is Budianto; he also found that students who have ability of listening have good performance in speaking. Knowing this phenomenon, the researcher was curious abouther friends’listening skill and assumed that there are good in their listening. Then, the researcher investigated them about their listening score. As the result, not only had they speaking fluency, but they also got good score at their listening subject. After
the investigation, the researcher assumed that students who speak English fluently are the result of good listening skill. On the contrary, there are some students who have good score at listening subject but they do not speak as much as the students who are investigated before. The researcher found quotes of Wong which stated that “knowing a language rule does not mean one will be able to use it in communicative interaction.”4 In other words, the fluency of ears does not always reflect the fluency of tongue. This phenomenon leads the researcher to conduct a research with the title: The Correlation between Listening Comprehension and Speaking Ability (A
Correlational Study at the 3rd Semester of English Education Department
Students of UIN Jakarta).
B. Identification of the Problem
1. Speaking in target language is difficult for beginners.
2. Some people got difficulties to speak in target language because it is less exposed in non-native speaking country.
3. Because speaking is seen as the icon of the success of language learning, some teachers emphasize their students to speak without
considering the students’ readiness.
4
Wynne Wong, Input Enhancement (From Theory and Research to the Classroom),
4. Language exposure through listening is important to improve speaking skill but it still happened very little in non-native speaking country. 5. Some students are good in listening but they still speak English very
little.
C. Limitation of the Problem
Avoiding of being too broad, the study was focused to observe the 3rd semester of EED students of UIN Jakarta, academic year 2013/2014. This
study was focused on observing students’ ability to speak in groups and observing their ability to respond to their interlocutors.
D. Formulation of the Problem
Based on the problem that the writer has explained briefly in the background of the study, the writer chooses one problem to be researched and the research question can be formulated as: “Is there any significant
correlation between listening comprehension mastery and speaking ability?”
E. Purpose of the Study
This study was conducted in order to know to what extend the correlation between listening comprehension and speaking ability. Moreover, this study was conducted to get the empirical data about the correlation between listening comprehension and speaking ability.
F. The Significance of the Study
5 A. Listening
1. The Nature of Listening Comprehension
Human beings start listening since they were babies. They can listen before they can start bubbling. Listening is the first skill they have. Since in the womb, babies could listen to what their mothers says to them. The ability of the babies to listen sounds and speech make them know how to speak later on. Listening is an activity of giving attention in order to get some information of what the speakers are saying. Due to its process, it is called as a receptive skill, in which in this activity people decode the meaning of what they listen to. Although listening is a receptive skill, Harmer stated that it involves active participation in language acquisition.1
Listening has active participation because in listening process, the listeners have to cope meaning as much as possible. It means that many students may cope the meaning of the spoken language more than they produce. Student with good listening will make some responds that they get the point of the speakers and it will make the conversation keep going on. On the contrary, students who do not have good listening skill will make the conversation stuck because they cannot listen well to reply the speakers.
To listen well, students have to comprehend the meaning of the spoken language. To comprehend means to understand completely. To comprehend is not only a matter of knowing the meaning of the spoken language but it includes the matter of knowing the context of the spoken language. To comprehend something spoken by someone needs a total and complete understanding. It can be said that understanding is to know the meaning of something that someone says, and to comprehend the meaning
1
of something needs a skill in order to reach the ability to understand completely to what have spoken by the speakers. The example is like the word “mad”. It contains more than one meaning that the listeners should comprehend carefully. The meaning of the word “mad” can be “mentally ill” and can be“angry”,2 it depends on the context. It is clearly explained from the definition above that comprehension needs the ability to understand on something.
The meaning of two terms –listening and comprehension- lead the writer to define listening comprehension is the way of understanding completely the spoken language through listening and then making up the
meaning of the language being spoken by the speakers. Some experts of language teaching define the term listening comprehension in some ways. Richard stated that “Listening comprehension is the process of
understanding speech in a first or second language.”3 Thus, listening and listening comprehension actually have the same meaning because listening always needs comprehension, so the listeners understand completely the
information they seek to know. Richard stated that “Listening and listening comprehension are synonymous. This view of listening is based on the assumption that the main function of listening in second language learning is to facilitate understanding of spoken discourse.” 4 Another statement is stated McDough that “Listening comprehension, then, is not
only a function of the interplay between language on the hand and what the brain does with it on the other; it also requires the activation of
contextual information and previous knowledge.”5
As what have been stated by McDough and Shaw above, listening is not just hearing the sounds. The activity of listening needs the activation
2
Cambridge Advanced Learners Dictionary (Third Edition) 3
Jack. C. Richard & Schmid, Longman Dictionary of Language Teaching and Applied Linguistics, (London: Pearson Education Limited, 2002), p.313.
4
Jack C. Richards, Teaching Listening and Speaking From Theory to Practice, (New York: Cambridge University Press, 2008), p.3.
5
Christopher Shaw Jo McDonough, Material and Method in ELT, Second Edition, (A
of the understanding to the context that being spoken by the speakers and the background knowledge in order to get a complete understanding. To comprehend the spoken language well, teachers may use the exposure of the target language as much as possible. Exposing language means showing students how the target language is spoken and used. To expose target language in the classroom, teachers can give them records to be listened and teach them using the target language.
In listening activity students listen to spoken language in which spoken language is little bit different to the written one. Spoken language has some features like incomplete sentences, the using of clauses, and
repetitions. These phenomena occur because people speak with their styles and as long as the listeners understand what the speakers say, the language is complete. It is different to the written language. Written language need a complete utterances in sentences or the written language will make fragments or other mistakes. Like what has been stated by Harmer that
“Listening is special too because spoken language, especially when it is
informal, has a number of unique features including the use of incomplete utterances (e.g. ‘Dinner?’ serving as a perfectly functional way of asking ‘is dinner ready?’ repetitions (e.g. ‘I’m absolutely sure, absolutely sure
you know that she’s right’), hesitations (e.g. ‘Yes, well, ummm, yes,
possibly, but, er….’) etc.” 6These examples may occur when students are asked to listen to the spoken language then they are asked to write down or choose the correct answers correspond to what the speakers says. This activity sometimes takes extra effort for those students who are not familiar to the spoken language being said in the form of short or long dialogue and monologue. For this, the writer says that listening activity takes extra effort because the students have to listen and comprehend the foreign language then they have to infer or conclude what they have heard in order to answer the exercise of listening activity.
6
2. Types of Listening
People have their purpose in doing something, so does in listening activity. In a condition, people need listening for the purpose of their curious or desire to know the information of what they listen. However, there is a situation when people need to listen in order to keep interaction between two people or more go on. Nation and Newton divide the types of listening into two types:7
a. One-way listening (transactional listening)
This type of listening is associated with the transfer of information. It is
the process of the information is being transmitted like the activity of listening to some teaching materials that given by the teachers.
b. Two-way listening (interactional listening)
This type of listening is associated with keeping the social relations. It means that two-way listening is the activity of listening in everyday life such as when people listen to their interlocutor in order to reply them in conversation.
3. Processes of Listening
Listening itself is a process of interpreting meaning of the spoken language. Farrel states that there are two process in meaning interpretation activity that happens in listening. These processes are:8
a. Top-down Process
Top-down listening is a point of view that sees listening is a skill that built up from complex skill in which the listeners use what they know of communication context –the situation which cause language be used- to predict what the message will contain. It involves the listeners in going from the whole –their prior knowledge- to the parts. On the other words,
7
I.S.P. Nation & J. Newton,Teaching ESL/ EFL Listening and Speaking, (New York: Routledge, 2009), p.40.
8
top-down process refers to the use of background knowledge in understanding meaning of a message.
b. Bottom-up Process
Bottom-up listening is the process of listening where the listeners assemble the message piece-by-piece by the speech stream, going from the parts to the whole. On the other words, bottom-up listening is the process of listening which use the incoming input as the basis for understanding message.
4. Some Problems in Listening
Being learned as a foreign language, English is sometimes not familiar or even a new language for those students who learn English in this country. Learning a new language means learning a new system of the new language. Therefore, it is not an odd that students face some problems in the learning process. Why does the writer state that learning English can lead some problems?
a. Problems in New Sound System
English has unpredictable pronunciation and spelling. The written forms are usually different and the pronunciation that people used to know give them confused when they find a word with different way to be pronounced and not like they used to know. This may be difficult to some students to listen and to figure out the written form to process the meaning of what the speakers are saying.For the example is the word “enough” the /gh/ is pronounced as /f/ like in the word “fish”, “blood” is not pronounced like “book” because the /oo/pronounced by / /.This kind of sounds is not
found in Indonesian language system, so this may confuse English foreign learners listening to this kind of sounds. Like what stated by Penny Ur that English language learners may have difficulty when the new sound does not exist in the native language.9The more different the foreign language
9
system to native language the more difficulties the learners will face.
Nation stated that “learners’ first language can have major influence on
learning the sound system of another language”.10 It influence since the speaker typically pronounce the foreign language like a substitution of their natives. This may become a long-term difficulty for language learners if they do not notice the language system carefully.
b. Problems in New Vocabularies
Understanding other language vocabulary is very gradual process and it is partly a matter of time. Vocabulary activation is very important in listening process. It will very useful to comprehend the speech being
spoken by the speakers. Comprehending the meaning of spoken language is not gotten by translating word to word from foreign language to the native one, but it tends to know the purpose and the context of the spoken language.
In vocabulary aspect, English has too many idioms. English native speakers tend to use idioms rather than the usual form that the foreigners know and the meaning is really different from the words formed of, such as the use of hang up, look after, break up, break down, etc. English also has too many exceptions in which in every rule in English has exception such as collocation. “Collocation refers to the degree to which words tend
to appear together.”11For the example is the word quick, fast and rapid, these three words have the same meaning but the word food can only be attached to the wordfast(fast food) and cannot usedquickorrapid. Those
exceptions above can lead students’ errors in listening because the students
can only listen and not look at the written form of what they listen.
5. The Testing of Listening
Like other language skills (speaking, reading, and writing), the listening skill can be tested. The testing of listening can be such as
10
Nation & Newton,Op. cit., p.8. 11
understanding utterances, implying, and sometimes making inference of the spoken language. Although listening skill is usually correlates to speaking, it is possible to separate these two skills in testing in order to make the test more focused on one skill. Heaton stated that “Although the
auditory skills are closely linked to the oral skills in normal skill situation it may sometime to separate the two skillsfor teaching and testing.”12
A good listening test is if the test that is tested is on a recording.
One of the skills learned in language learning is speaking. Having the ability to speak is considered as the successful of language learning. The reason is because speaking may need courageous for language learners. It takes courageous because speaking is not only producing sounds, but it needs the knowledge of how to pronounce, to deliver meaning, and to turn ideas into words. Speaking has some sub-skills and it also may become essential for learners in language learning.
Hughes stated that “Speaking is not a discrete skill.”14 It cannot stand alone because some complex activities or sub-skills such as vocabulary mastery, grammar competence, comprehension, inputs of language, phonology, and pronunciation are included. People speak using words in which the words have meaning that the speakers have to choose
12
J.B. Heaton,Writing English Language Tests,(New York: Longman, 1995), p.64. 13
I.S.P. Nation, Teaching Listening and Speaking, (Wellington: Victoria University, 1995), p.186.
14
and use them appropriately and of course this activity needs a skill in choosing and using the proper ones. Not only does the word order that people should notice, but the knowledge of how to pronounce words is also should be noticed in speaking. The reason of why pronunciation should be noticed because in speaking in foreign and second language the written form and the pronunciation are far different. Those sub-skills are merely needed for successful of communication activities.
Speaking, according to Bygate in Nunan “Speaking is typically
reciprocal: interlocutors are normally all able to contribute simultaneously to the discourse, and to respond immediately to the each other’s
contributions.”15 The brief explanation about speaking above inspires the writer that in speaking, speakers produce language which has meaning in order to express some ideas or thoughts. In other words, people speak in order to express their ideas and in order to give information to who they talk to. This means that speakers need listeners to keep the conversation going. Speakers and listeners are interchangeable in their roles. In communicative activities, speakers are listeners at the same time because speakers need listeners to listen what they are saying and listeners need spoken language from the speakers to be listened to or to be reacted to what they have heard. When speakers and listeners do their roles in conversation, the conversation will keep going on. This is because listening and speaking are interconnected in which the listener listen to the speaker and make a reaction. Therefore, the comprehension of listening is a way to the listener and the speaker keeps going on a conversation.
In language learning, speaking may essential for learners. Horwitz
stated that “speaking is the hallmark of second language learning.
Although some learners may have personal goals for language learning that do not include speaking, most educators accept speaking as an
15
essential goal of language learning and teaching.”16 Speaking becomes essential because it is the skill which people can see directly that the learners of a language are succeed. People may judge that the successful of language learning is when the learners can produce the language they are learning. Like what stated by McDough and Shaw “In many contexts, speaking is a skill upon which person is judged ‘at face value’.17 In other words, people may sometimes make judgment about language competence from speaking skill rather than any other skill. Moreover, Farrel, stated
that “One of the main sources of evidence of language competency is the
ability to speak the language you are learning.”18Therefore, speaking can be a direct judgment for language learners, because speaking performance can define the knowledge of the speakers in using the language.
2. The Ability of Speaking
As what have been discussed above, the ability of speaking is the language skill that is seen as the evidence and the hallmark of language teaching and learning. Discussing about speaking ability, the question that may appear is to what extend learners can be judged that they have ability in speaking?
Woods stated that “Speaking effectively depends very much on the
speakers’ ability to interact with an interlocutor.”19Another statement is stated by Linder that the “Communicative competence is measured
according to the degree of fluency with the spoken language, but it also includes comprehension of that language in real-life situation.”20Referring to the statements of Woods and Lander, it can be concluded that the ability
16
Eliane K. Horwitz, Becoming A Language Teacher (A practical Guide to Second Language Learning and Teaching,(Boston: Pearson Education Inc., 2008), p.91.
17
McDough& Shaw,Op. cit.,p.6. 18
Farrel,Op. cit.,p.8. 19
Caroline Woods, Teaching and Assessing Skills in Foreign Languages, (Cambridge: Cambridge University Press, 2005), p.41.
20
of speaking is the ability to speak and interact with the interlocutor with fluently and comprehensibly.
In classroom, speaking activities may happen to practice communicative competence. Ur stated some characteristics of a successful speaking activity such as bellow:21
a. Learners talk a lot. As much as possible of the period of time 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.
3. Processes of Oral Production Skill
Speech, like written language, needs to be processed. People speak what they have in their mind. There are some phases in speaking processes:
a. Conceptualization
“Conceptualization is a phase of forming ideas (what is going to be spoken) or principles in the mind.”22During this phase the intention is conceived. This phase is also known by the lexical level. In lexical level is the stage of brain conveys meaning of a word. For the example
21
Penny Ur, A Course in Language Teaching (Practice and Theory), (Cambridge: Cambridge University Press, 1996), p.120.
22
Michael H. Long and Chaterine J. Doughty, The Handbook of Language Teaching,
is when someone figures out “Goat”, there will be an activation of the
lexical module carrying all the features of goat. b. Words Level
The words level is the level of carrying the meaning of words.23The meanings of the words are carried out based on the syntactic frame. It is the process of the mind to arrange meaning from the smallest unit of the words into sentences.
c. Articulation
This phase is the phase of turning the idea or concept into a spoken word.24This phase of oral production requires matching the syntactical
elements from the words level to the sound that make up the language.
4. Some Problems in Speaking
Speaking in target language needs skills since speakers need to know the vocabularies and to know how to use the language, so the interlocutors could understand the speakers. Some learners may be reluctant to speak. Nation found some possibilities that make some learners have no willingness to speak:25
a. Inadequate Vocabulary
Vocabulary is needed since it is the thing that the speakers are going to produce. It also that learning foreign language involves learning thousands of words. The lack of vocabulary may cause learners choose to make no sounds in speaking class. To be functional, students need a relatively small fund of words that they know well and can use productively in speaking. The teachers’ role is facilitating students to study and to provide them vocabularies to study.
b. Inadequate Control of Grammar
23
Jean Berko Gleason & Nan Bernstein Ratner, Psycholinguistic, (Second Edition,
(Florida: Harcourt Brace Collage, 1998), p.337. 24
Ibid.
25
Some learners who are not good in grammar may be reluctant to speak. However, it is not absolutely that students with good grammar knowledge are good is speaking. At least, students with good grammar knowledge are more encouraged than who do not. Understanding grammar can be a way for learners to produce language. Due to understanding grammar is understanding rules and patterns of foreign language, the learners can use the rules and the patterns of language they know to
produce language. Snow stated that “understanding English grammar rules can help students both produce and understand English more accurately.”26
This means that learning grammar will make the learners understand
foreign language more accurate. c. Lack of Fluency
Fluency is a skill aspect of language. It is a skill in which the speaker of a language speaks easily. Guillot defined fluency as “fluidity”, the absence of hesitation.27 Fluency involves and is extended to the comprehension of the speech. Learners with lack of fluency may get reluctant to speak because they realize that they do not have fluency in speaking. This may make them choose to make no participations in speaking. The teachers should know and aware to this situation. This
condition can be seen when students make such periods or “wait time” to
see if the learners are able to construct a spoken sentence. If the cause like this happens, it may be that the learners are lack of fluency in speaking. d. Shyness
Some students may be shy to speak or unconfident to do it. This may occur because of fear and negative experience. Students fear to take risks for making any mistakes and errors in speaking. Moreover, what makes some students being anxiety is bad experience they have. They may have negative experience like making mistakes in pronouncing the words.
26
Snow,Op.cit.,p.11. 27
Therefore, sometimes some students choose to be passive in speaking class.
e. Lack of Encouragement
It takes some courageous to start speaking in another language. Some learners may be reluctant to speak because they feel discourage to speak in front of whole class. Another, they may feel inconvenient to speak because they feel that they do not have any chances to speak. The teachers should see and be aware of this. This may make the students to be passive in classroom activities. The solution of this is the teacher should make groups or pairs, so they are motivated to speak.
5. The Testing of Speaking Skill
Testing speaking skill seems to be challenging because the oral production test has a high subjectivity28. It tends to be subjective because it tested orally and assessing spoken language is so difficult because in this test we have to discriminate whether or not the speakers have the ability to speak the target language. For this reason, in testing speaking, to be wise is a must to make the test valid and reliable. Moreover, the evaluation of speaking needs some guidance or scales of to what extend people have the ability to speak in foreign language. It needs guidance to let the testers have a standard that have to be required by the test takers.
According to Harris, there are some components that are scored in speaking test. The components that have to be scored are pronunciation, grammar, vocabulary, fluency, and comprehension.29 Then, the criteria of
speaking assessment are adapted from Harris’s speaking rubrics. The components of the score are illustrated such as bellow.
28
Heaton,Op. cit.,p.12. 29
Table 2.1 Speaking Rubrics
No. Criteria Scale Description
1 Pronunciation 5 Has little foreign pronunciation.
4 Clear enough to be understood.
3 The pronunciation leads to misunderstanding.
2 Very hard to understand. Must frequently be asked to repeat.
1 Unclear pronunciation
2 Grammar
5 Makes only little error on grammar and word order.
4 Occasionally makes errors and unclear meaning.
3 Makes frequent errors of grammar and word order.
2 Grammar and word-order errors make comprehension difficult.
1 Makes some errors in grammar which leads to unclear meaning.
3 Vocabulary
5 Use of vocabulary and idioms like native speakers.
4 Sometimes uses inappropriate terms.
3 Frequently uses wrong words / Inadequate vocabulary.
2 Misuse of words and very limited vocabulary.
4 Fluency
5 No hesitation in speaking like the native speakers.
4 Speed of speech seems to be slightly affected by language problems.
3
Speed and Fluency are rather
strongly affected by language problems.
2 Usually hesitant: often forced into silence.
1 Speech is so halting (stop moving) & impossible to make conversation.
2 Has great difficulty following what is said & needs frequent repetitions.
1 Cannot be said to understand even simple conversational English. Adapted from David P. Harris: Testing English as a Second Language
The rubric above is used to reduce the subjectivity of the test. In case, to judge the skill that the students have is not easy to do because judgments are sometimes subjective. For the example is discriminating the skill of grammar;
once it can be judged good, but the criteria of “good” itself is an opinion ora point
C. The Correlation between Listening Comprehension and Speaking Ability As what have been explained above, speaking need complex skills to be learned and it also takes courageous. It means that speaking in target language may not easy to some learners. There is a skill which correlates to the process of speech production.
Snow stated “Listening is the language skill used most often and the
channel through which students get much of their language input.”30Not only can listening activity be a native exposure for students, but listening also can
be used for teacher in developing students’ pronunciation. The better the input that the listeners get, the better the pronunciation will be. Harmer stated
“Listening is good for our students’ pronunciation too, in that the more they
hear and understand English being spoken, the more they absorb appropriate pitch and intonation, stress and the sounds of both individual words and those which blend together in connected speech.”31However, Broughton and friends
argued that “Good astudent may be at listening and understanding, it need not follow that he will speak well. A discriminating ear does not always produce a fluent tongue.”32 Wong also argued that having a good listening does not always reflect the fluency of communication.33 Broughton and Wong’s point
of view is sometimes true because in real communication people who do not talk a lot do not mean that they do not understand the interlocutors. Although good listening does not always reflect good speaking, in fact, listening can lead learners to speak. Moreover, it is impossible to speak like native if the speakers do not know how native speak. At least, they have role models of how to speak. Like what Harmer stated in How to Teach English “One of the
main reasons for getting students to listen to spoken English is to let them hear the different varieties and accents – rather than just the voice of their teacher
30
Don Snow,Op. cit.,p.10. 31
with its own idiosyncrasies”34, listening has the contribution and correlation to build speaking ability.
Listening is the language skill used most often and the channel through which students get much of their language input. In addition, students will absorb the structure and the sound of a sentence at once. Moreover, when the students get exposures through listening, they will automatically imitate and say what they have heard involving the structures of the language they have heard. Thus, the listeners can absorb the structures because they imitate the spoken language they have heard whether the speakers are grammatically correct or not. What they tend to give attention to is the way of the language
being spoken. Like what have been stated by Newton and Nation that
“Listening is the natural precursor to speaking; the early stages of language
development in a person’s first language (and in naturalistic acquisition of
other languages) are dependent on listening. Moreover, no model of second language acquisition does avail itself of input in trying to explain how learners
create second language grammars.”35
Such us the previous explanation, listening is a gate that will get students to speak. This is not only the theory of second language learning and acquisition, but this has been happened in first language acquisition. Babies start bubbling and make reactions when their names are called after they got exposures from their mother everyday by speaking to them and calling their step human receive utterances in un-instantly. Sounds of the utterances that
are heard will be saved in the memory.”36Building understanding in the mind is important for those who learn language. Even though the speaking skill is
34
Harmer,Op. cit.,p. 7. 35
Nation & Newton,Op. cit.,p.8. 36
good but the listening is not, this phenomenon can take for granted that the conversation cannot go on. How the speakers could will replay their
interlocutors when they do not listen well. “Students who are able to speak in target language but they are not able to listen to it well, they will face difficulty in oral interaction. Don Snow stated this phenomenon asputting the horse before the cart.”37The proverb meansto do things in wrong order. That was the reason of why Snow states that proverb is because listening is involved and correlates to communication activity.
To sum up, oral and auditory skills correlate each other in the way of the communication between people. Thus, listening is the way of receiving
messages from interlocutor and it also the way of comprehending speech. The messages that are processed are spoken language which is produced by the speakers. That is why listening comprehension correlates to speaking ability.
D. Previous Studies
The study of correlation between listening comprehension and speaking has been researched by some previous researchers. They found out whether or not listening comprehension affect speaking skill.
One of the researchers is Maesaroh.38 The research was conducted at UIN Syarif Hidayatullah Jakarta in 2006 and exactly on English Education Department students (EED). The objects of the research were the first semester students of EED at UIN Jakarta. She used quantitative methodology. The object of the study was students of the first semester. The instrument that was used is thedocumentation of EED students’ scores and she did not test the students. The research finding showed that there a correlation between listening comprehension and speaking in the range of moderate or medium sized correlation.
37
Snow,Op.cit., p.10. 38
Another researcher is Budianto.39 The research was conducted at Muria University Kudus in 2011. The object of the research was the fifth semester EED students of Muria University. The instruments that were used are tests of listening and speaking. The research finding showed that there is a significant correlation between listening and speaking skill.
The other researcher is Wina. The research was conducted at SMP 1 Karawang. The aim of her research is to know how is the implementation of English syllabus at the school especially in the aspect of listening and speaking. Students’ listening and speakingskills are tested. As the result, there is a strong/high correlation in which the correlation between listening skill and
speaking skill.
In this research, the research was conducted at the 3rdsemester students of EED because the researcher consider that 3rd semester students are the step where they are ready to speak in group. This research is a little bit resembles
to Maesaroh’s andBudianto’s research, but this research takes difference in a
case. Like the previous researches, this research compares between two scores (listening and speaking), but what makes this research different from the previous ones is the researcher in this research does the test of speaking of the 3rd semester of EED students to see directly their speaking abilities, while the previous ones not.
E. Theoretical Thinking
According to the researcher, listening comprehension is an activity of receiving sounds and having a willingness to listen in order to get something of what the speakers are saying. Listening is the only way to get audio input in which the audio input will be applied to speaking. This is related to Nation’s and Newton’s theory that explained that listening is the natural precursor to
speaking skill. It means that listening is the process that precedes speaking
39
skill. People can speak because they know how to make the sound that they heard. The better input the listener gets the better output the listener produces.
In language learning, speaking is a skill of producing and creating a conversation between two or more people using a language and the participants of the conversation are giving attention and also there is a turn taking between a speaker and the interlocutor. Woods stated that good speakers are the speakers who can interact with the interlocutor. Moreover, in conversation speakers have a role as the listeners at the same time, because the speakers have to respond to what the interlocutor as their message sources to speak.
Language output production has a role as a self-correction to the students. When the students produce language into speaking, they will get feedback from the teacher whether their speaking or pronunciation are correct or not. Without willingness of speaking, students will have no chance to improve their speaking skill because the skill will not be seen by the teacher or their friends to be evaluated. That is no wonder that learners who are exposed with lot of language inputs are better in pronouncing the words in foreign language than who are not. This can happen because the learners who often listen to the original English pronunciation will be more stimulated to imitate the native
speakers’ pronunciation more that who do not. The reason is because they
know how to pronounce and how to articulate the words such as what have they listen.
The researcher assumes that building comprehension in language learning is the paramount thing in language learning. It becomes paramount because before any skills are mastered, what the language learners can do is only listening and comprehending what they heard. Although the ability to speak in foreign language is the aim of language learning, listening still take an important role in language learning. Moreover, learning a language is not only learning how to speak, but it is more on how to build the comprehension in the mind. From the comprehension that built up in the mind the language learners
how the researcher assumes that there is a correlation between listening comprehension mastery and speaking ability in language learning.
F. Hypotheses
A Hypothesis in the research is a basic assumption of how the result of the research will be. It is a prediction of a phenomenon. Moreover, in formulating hypothesis, the researcher has to ensure that the hypothesis is real or based on fact. There are two kinds of hypotheses:40
a. Alternative Hypothesis (HA): There is a correlation between listening comprehension and speaking ability.
b. Null Hypothesis (HO): There is no correlation between listening comprehension and speaking ability.
40
26 A. Research Method and Design
The study was conducted through quantitative method and the design is correlational study. This study tends to be a study of correlation because it investigates the correlation between two variables. As stated by Sangadji that correlational research is a type of research with certain characteristic of the
problems of the relationship or correlation at least two variables.1Variable is the object of the research or what is being noticed in a research.2
In statistical science, the correlation between two variables is known as bivariate correlation, while the correlation between more than two variables is known as multivariate correlation. Since the correlation study searches for whether or not there is a correlation between two variables or more, the correlation between two variables can be a positive correlation and negative correlation.3 A study has a positive correlation when two variables (or more) move in tandem. It means if the X variable decreases, the Y variable also decreases and vice versa. However, a study has a negative correlation when one variable decreases, while the others increase and vice versa.
In this research, bivariate correlation is used. There are two variables that are researched. Those are independent and dependent variables. In this research, the independent variable or the variable that explains and affects another variable is “Listening comprehension mastery” or usually known as
X variable. For the dependent variable or the variable that being affected by
the independent one is “speaking ability” or usually known as Y variable.
1
Etta Mamang Sangadji, Metodologi Penelitian, (Yogyakarta: Andi Yogyakarta, 2010),
p.71. 2
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,(Jakarta: Rineka Cipta, 1996), p.99.
3
B. Time and Place of the Research
The researcher conducted the study during February 23th 2013 up to December 27th 2013. This range time was from the first time the researcher proposed the research until she finished it. The place of this research is at Jakarta State Islamic University (UIN) Syarif Hidayatullah. The researcher chose this place for her study because she considered that English Education Department (EED) –the department for English teachers’ training- as the object of this study. Therefore, this place is chosen as the place of the study.
C. Population and Sample
Population is a place of generalization that consists of subject and object of the research with certain quality and characteristic that are standardized by the researcher in order to learn from them and then to draw a conclusion from them.4 The elements of population can be individually, family, a social group, school, class, organization, etc. In other words, population is an organization of the elements.5 It can be concluded that population is the place where information are collected by the researcher. It can be human, animate, product, or even document to be learned and to draw a conclusion from them. In this research, the populations were students of the 3rdsemester of English Education Department (EED) of UIN Syarif Hidayatullah Jakarta.
Depending on term of time, ability, and fund, the researcher took sample of the populations which have been decided. Sample, according to Arikunto is a part of the population that becomes a representative for all population. In this research, the sample of the population is taken through purposive sampling. The C class of the 3rd semester was chosen for the sample of this research.
4
Sangadji,Op.cit., p.26. 5
D. Instrument of the Research
To collect the data, the researcher used some instruments. The instruments that the researcher used are the documentation of listening III scores that was gotten from the office of English education department and test of speaking. The test that was conducted by the researcher was speaking test. The test was conducted in order to know to what extend the ability of 3rd semester students in speaking. Furthermore, the researcher wanted to see directly their performance in speaking.
Before applying the test to the participants, the researcher did the pilot study to know whether the test is valid and reliable. At first, the researcher
tried out a speaking test with topic “Agreeing and disagreeing an issue” in
which the test takers were asked to make a negotiation which was done in group. As the result of the try-out, the topic that was given did not work well because some students chose to give no opinion and only some of them participated the negotiation. After knowing the respond of the test takers, the
researcher decided to change the test. She tested “Persuading people to buy
something” and the test takers respond it better. They spoke up more than
when they tested using the first topic. Then the researcher decided to use the second test.
To assess students’ performance, the researcher asked one of her
friends to help her to assess students’ performance. This technique was used
to reduce the subjectivity of speaking test. Therefore, the scores that will be gained are the scores from two assessors.
E. Technique of Data Collection 1. Documentation
Documentation which was used is the documentation of listening comprehension scores. The data of listening score were collected through the documentation of English Education Department of UIN Syarif Hidayatullah Jakarta.
To test the speaking, the researcher used role play for the test. The students were asked to make groups consisted of 4 people. Then, they were asked to conduct conversation using the topics that were given to each group.
3. Video
To be more detail in assessing the ability of speaking, the researcher initiated to take a video of the students when they attended the speaking test. Moreover, this step of data collection was used to help the assessors easier to handle the assessment. The video was used to assess and to analyze their speaking in detail, because it can be replied anytime
and give some spaces to the assessors to understand and consider their speaking ability.
F. Technique of Data Analysis
In analyzing the data, the researcher uses correlation product moment which developed by Carl Pearson because the researcher wants to find out the influence which is related to correlational study. “Correlation product
moment is used to show whether there is a correlation or relationship between
X variable and Y variable.”6The symbol of the correlation product moment is
“r”.7Data operation technique is done through the steps below: a. Finding the number of correlation using formula:
rxy
=
Σ (Σ )(Σ )[ ( ) ][ (Σ ) )]
N = Number of Participants
X = Students’ Listening Comprehension Scores
Y = Students’ Speaking Scores
∑X = The Sum Scores of Listening Comprehension ∑Y = The Sum Scores of Speaking
6
http://eprints.undip.ac.id/6608/1/Korelasi_Product_Moment.pdf
7
∑ X2 = The Sum of the Squared Scores of listening
comprehension
∑Y2 = The Sum of the Squared Scores of Speaking ∑XY = The Sum of Multiplied Score between X and Y
This formula is used in finding index correlation “r” product moment between X variable and Y variable (rxy)
b. To know the significance between two variables, the formula of the significance test is:8
tcount=
²
tcount = t value
r = value of correlation coefficient n = number of participants
c. To interpret the index scores of “r” correlation, product moment (rxy) usually used the interpretation such as bellow:9
Table 3.1 Pearson Correlation
The score of “r”
product moment (rxy) Interpretation
0.00–0.19
There is a correlation between X and Y, but the correlation is very weak or little so it is ignored or it is considered no correlation in this rating.
0.20–0.39 There is a correlation between X and Y, but it is weak or little.
0.40–0.69 There is a correlation between X and Y. The value is medium.
0.70–0.89 There is high correlation between X and
8
Ridwan and H. Sunarto,Pengantar Statistika Pendidikan,Sosial, Ekonomi, Komunikasi, danBisnis, (Bandung: Alfabeta, 2011), p.81.
9
Y.
0.90–1.00 There is a very high correlation between X and Y.
G. Statistical Hypotheses
1. If rois the same as or higher than rt, the Hais accepted. It means that there is a correlation between listening comprehension mastery and speaking ability.
32 A. Data Description
The researcher conducted the research at State Islamic University Jakarta (UIN) Syarif Hidayatullah in which the 3rd students of EED were chosen to be the participants of this research. The researcher conducted a test; it was speaking test. The speaking test was conducted by the researcher using simulation and role play. The researcher gave the simulation and the
participants were asked to developed conversation in group playing the roles that were given to them. However, the researcher did not conduct the test of listening comprehension herself; she collected the listening comprehension scores from the lecturer of the listening of EED of UIN Syarif Hidayatullah. The data that were gotten are:
1. Listening Scores
The scores bellow are the scores which have been collected by researcher from the lecturer of the listening of EED UIN Jakarta. It can be described such as bellow:
Table 4.1 Listening Scores
Participants Listening Scores (X)
Student 1 75
Student 2 71
Student 3 79
Student 4 60
Student 5 81
Student 6 70
Student 7 71
Student 8 74
Student 10 70
Student 11 72
Student 12 78
Student 13 73
Student 14 69
Student 15 83
Student 16 77
Student 17 75
Student 18 78
Student 19 70
Student 20 74
Student 21 79
Student 22 66
Student 23 73
Student 24 85
Student 25 85
Student 26 76
Student 27 85
Student 28 77
Student 29 65
Student 30 74
Student 31 77
In EED, the scores are characterized such as bellow: 80–100 = A
70–79 = B 60–69 = C
0–50 = D
An “A” is characterized as an excellent score. It is the highest score
characterized as good or the standardized score. Next, C is characterized as enough, or the test takers are passed the test but it is suggested to retake the test or remedial the test. The last, D score is characterized as not good or the test takers are considered failed the test.
To know that, the researcher searched for the descriptive statistic using SPSS. The researcher searched it because she wanted to know the mean, mode, median, and standard deviation scores of listening test. It can be described such as bellow:
Table 4.2
Descriptive Statistic of Listening Scores
Statistics Listening Comprehension
N Valid 31
Missing 1
Mean 74
Median 75
Mode 70
Std. Deviation 6
Variance 36
Minimum 60
Maximum 85
Range 25
From the data above, it is known that the respondents are 31 students. The mean score of listening comprehension is 74. It means that the average score that the students obtained is 74. Meanwhile, the highest score of
listening test is 85 while the lowest score is 60. The range score between the highest and the lowest score is 25. Then, the median score or the middle score
of listening comprehension is 75. In addition, the mode score or the score that appear the most is 70. It means that most of the students obtained 70 in listening subject. The standard deviation is 6 with variance 36.
obtained score 70, in which score 70 is characterized as B, the standard score. Although some students obtained minimum score, but some students obtained score 85, which means they obtained A, an excellent score. Overall, the 3rd students of EED of UIN Jakarta have good listening comprehension; they passed listening comprehension test, which can be proved from the description above.
2. Speaking Scores
The scores of speaking bellow are the scores that were gained from the test that was conducted by the researcher. There were two assessors who
assessed the speaking test. The assessors were the researcher and her friend.
Moreover, the assessors used Harris’s scale to assess the ability of the test
takers. The scores are such as bellow:
Table 4.3 Speaking Scores
Participants Assessor 1 Assessor 2
Student 1 88 84
Student 2 72 68
Student 3 84 88
Student 4 84 64
Student 5 76 60
Student 6 80 72
Student 7 52 48
Student 8 64 68
Student 9 76 64
Student 10 64 56
Student 11 72 76
Student 12 84 84
Student 13 68 64
Student 15 92 96
Student 16 88 84
Student 17 68 48
Student 18 76 64
Student 19 60 52
Student 20 68 68
Student 21 80 80
Student 22 64 64
Student 23 76 76
Student 24 84 72
Student 25 68 64
Student 26 84 80
Student 27 96 92
Student 28 84 76
Student 29 68 68
Student 30 64 64
Student 31 76 76
After assessing students’ speaking performance, the scores above were counted as bellow:
=Score from assessor 1 + Score from assessor 2 2
After have been calculated, the scores were gained such as bellow:
Table 4.4
Final Scores of Speaking Test
Participants Speaking Scores (Y)
Student 1 86
Student 2 70
Student 3 86
Student 5 68
Student 6 76
Student 7 50
Student 8 66
Student 9 70
Student 10 60
Student 11 74
Student 12 84
Student 13 66
Student 14 66
Student 15 94
Student 16 86
Student 17 58
Student 18 70
Student 19 56
Student 20 68
Student 21 80
Student 22 64
Student 23 76
Student 24 78
Student 25 66
Student 26 82
Student 27 94
Student 28 80
Student 29 68
Student 30 64
Student 31 76
Such as the description in the listening section, the scores are characterized such as bellow:
70–79 = B 60–69 = C 0–50 = D
An “A” is characterized as an excellent score. It is the highest score
and the students who obtained it, is passed the test excellently. Then, B is characterized as good or the standardized score. Next, C is characterized as enough, or the test takers are passed the test but it is suggested to retake the test or remedial the test. The last, D score is characterized as not good or the test takers are considered failed the test.
To know that, the researcher searched for the descriptive statistic
using SPSS. The researcher searched it because she wanted to know the mean, mode, median, and standard deviation scores of listening test. It can be described such as bellow:
Table 4.5
Descriptive Statistic of Speaking Scores
From the data above, the respondents are 31 students. The mean score of speaking is 72. It means that the average score that the students obtained is 72. Meanwhile, the highest score of listening test is 94 while the lowest score is 50. Then, the median score or the middle score of speaking is 70. In addition, the mode score or the score that appear the
Statistics Speaking
N Valid 31
Missing 1
Mean 72
Median 70
Mode 66
Std. Deviation 10
Variance 113
Minimum 50
most is 66. It means that most of the students obtained 66 in speaking. The standard deviation is 10 with variance 113.
Seeing the scores above, it can be concluded that some students of the 3rd semester of EED still speak little. Some students are excellent and most of them are passive. It can be seen that most of students obtained score 66, in which score 66 is characterized as C. Although some students still obtained C, there are some students who really good in their speaking performance. Overall, the 3rd students of EED of UIN are still passive in speaking. They still want not to speak up and choose to give no participation in speaking in group, although there are some students who
are very excellent in their speaking performance.
B. Data Analysis
To analyze the data above, the researcher used the formula of “r”
Pearson product moment. Before doing the calculation, the data were described such as bellow:
Table 4.6 Data Analysis Table
Participants X Y XY X2 Y2
Student 1 75 86 6450 5625 7396
Student 2 71 70 4970 5041 4900
Student 3 79 86 6794 6241 7396
Student 4 60 74 4440 3600 5476
Student 5 81 68 5508 6561 4624
Student 6 70 76 5320 4900 5776
Student 7 71 50 3550 5041 2500
Student 8 74 66 4884 5476 4356
Student 9 82 70 5740 6724 4900
Student 10 70 60 4200 4900 3600
Student 11 72 74 5328 5184 5476
Student 12 78 84 6552 6084 7056
Student 13 73 66 4818 5329 4356
