THEIR ENGLISH SPEAKING SKILL
(A Comparative Study at the Second Year Student of SMP Wijayakusuma)
By:
MUCHAMAD YUSUP 106014000403
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
THEIR ENGLISH SPEAKING SKILL
(A Comparative Study at the Second Year Students of SMP Wijayakusuma)
By:
MUCHAMAD YUSUP
106014000403
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
ii
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Muchamad Yusup
Tempat/Tanggal lahir : Jakarta, 04 Oktober 1985
NIM : 106014000403
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : A Comparative Analysis on Sanguine and Phlegmatic Students Concerning their English Speaking Skill
(A Comparative Study at the Second Year Students of SMP Wijayakusuma)
Dosen Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, Juli 2013
iii
THEIR ENGLISH SPEAKING SKILL
(A Comparative Study at the Second Year Students of SMP Wijayakusuma)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
MUCHAMAD YUSUP
106014000403
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl. Ed.
NIP: 19440719 196510 2 001
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
v
Praise be to Allah, the Cherisher and Sustainer of the Worlds
Great praise is only for Allah, God of all his creation in the universe,
which His rububiyah is witnessed by all creatures without one is forgotten. His uluhiyah is pledged by every living creature. And we, human beings, are to express the very special testimony to our Prophet Muhammad Peace be upon Him
that He, Allah’s apostle, is most adoration under Allah’s mercies which were
given in a prestigious mandatory on a true religion and its tents.
The writer sends words of regards to his beloved father, Sopari, and his
beloved mother, Chotimah, and also his siblings Muhamad Purwadi, Mohamad
Suprianto, Sri Nurchayati, Sri Agustini, and Siti Chodijah. They give many things
as in learning a lot of aspects in life in order to be better with their abundant loves
and cares including their helps during “skripsi” writing until the writer could
finish the undergraduate study (S1) at Faculty of Tarbiyah and Teacher Training
of Syarif Hidayatullah State Islamic University Jakarta on the writer’s major in
English Education.
The writer deeply expresses thanks to his advisor, Drs. Sunardi
Kartowisastro, Dipl. Ed., for his guidance in development during the “skripsi”
writing. There are many constructive corrections, suggestions, and comments the
writer has got from him. Mr. Sunardi is also the impressive, charismatic and nicest
lecturer.
All the perfection belongs to Allah and the writer can only make efforts.
Moreover, the writer’s effort in doing “skripsi” may not be separated from the
involvement and contributions of others, so that the writer is to say a lot of thanks
and appreciations to:
1. All the honorable lecturers who have given their best to the students for more
than four years until the examination day. All you give are really worthy
remembering in our memory.
2. The chairman of English Education Department, Drs. Syauki, M.Pd. and his
vi for the sake of fulfilling teaching competence.
4. Riyanto the headmaster of SMP Wijayakusuma, for his permission to hold the
research and to the teachers, especially to the English teachers and the
counseling teacher who is so kind to share their information, ideas and
experiences.
5. The staff of all libraries; the main library of Syarif Hidayatullah State Islamic
University, the Faculty Tarbiyah and Teachers’ Training library, State
University of Jakarta (UNJ) library, the Faculty of Psychology library of
University of Indonesia (UI), the Indonesia Catholic University of Atmajaya
library and PKBB Atmajaya to their services in providing the references of the
‘skripsi’.
6. Umi Kulsum, Muhajar, Jannah, Fernando, Afif for as many kindness to share
ideas and time to accompany the writer in finishing this ‘skripsi’, and to all PBI
B friends and English Department friends for their prayer, cheerfulness, and
support.
The words are not enough to say any appreciations for their help and
contributions on this skripsi. May Allah SWT protect and give them happiness
throughout their life. Finally, the writer realizes that the skripsi is far from being
perfect. It is a pleasure for him to receive constructive critiques and suggestions
from the readers.
Jakarta, Juli 2013
vii
Students Concerning their English Speaking Skill (A Comparative Study at the Second Year Students of SMP Wijayakusuma)”. Strata 1 (S1). Department of English Education, Faculty of Tarbiyah and Teachers’ Training ‘Syarif Hidayatullah’ State Islamic University Jakarta, 2013.
Advisor: Drs. Sunardi Kartowisastro, Dipl. Ed.
This study is aimed at knowing whether the sanguine students get better English speaking score than the phlegmatic students in speaking activity at the second year students of SMP Wijayakusuma.
This research is started by collecting theory. After wards, giving personality test which is taken from a standardized test in Personality Plus written by Florence Littauer to the second grade students of SMP Wijayakusuma, and then he separates the sanguine students from the phlegmatic students. After that both personalities of students’ speaking skill are measured. The students’ speaking will be about one topic chosen, and after the writer discuses with Mrs. Ririn as a teacher in second grade students of Wijayakusuma School, we determine that the best topic is interview. Each of them should be expressed by their own words with their best. After the students’ speaking are recorded, they are scored by their own English teacher. When all scores finished, he designs frequency distribution and a comparative analysis with two independent samples. T-test calculation, then, is used to prove the significant data. And the last step to do is answering hypotheses of the research.
The results of the study states that the students’ personality difference has no statiscally significant difference to the students’ English speaking competence. Both groups, the sanguine and the phlegmatic students may perform better English speaking skill through their own way of learning.
viii
Plegmatis Mengenai Keterampilan Berbahasa Inggris Mereka (Studi Komparatif pada Siswa Kelas Dua SMP Wijayakusuma)”. Strata 1 (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.
Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.
Penelitian ini bertujuan untuk mengetahui apakah siswa sanguin mendapatkan nilai berbahasa Inggris lebih baik daripada siswa plegmatis dalam aktivitas berbicara pada siswa kelas 2 SMP Wijayakusuma.
Penelitian ini dimulai dengan mengumpulkan teori pendukung, kemudian memberikan tes kepribadian yang diambil dari tes standar dalam Personality Plus yang ditulis oleh Florence Littauer pada siswa kelas 2 SMP Wijayakusuma, kemudian ia memisahkan siswa sanguin dari siswa plegmatis. Setelah itu kedua kepribadian siswa itu diukur keterampilan berbicaranya. Materi berbicara siswa akan dipilih satu topik, dan setelah penulis berdiskusi dengan Ibu Ririn selaku guru siswa kelas 2 SMP Sekolah Wijayakusuma, kami menentukan bahwa topik yang terbaik adalah wawancara. Masing-masing harus diungkapkan dengan kata-kata mereka sendiri dengan sebaik-baiknya. Setelah keterampilan berbicara siswa direkam, mereka dinilai langsung oleh guru bahasa Inggris mereka sendiri. Ketika semua nilai selesai, dia merancang distribusi frekuensi dan analisis komparatif dengan dua sampel independen. Sedangkan perhitungan T-test digunakan untuk membuktikan data yang signifikan. Dan langkah terakhir yang harus dilakukan adalah menjawab hipotesis penelitian.
Hasil penelitian menyatakan bahwa perbedaan kepribadian siswa secara statistik tidaklah mempunyai perbedaan yang signifikan terhadap kemampuan berbicara bahasa inggris mereka. Karenanya siswa sanguin ataupun siswa plegmatik dapat berbicara bahasa inggris lebih baik dengan cara belajar mereka sendiri.
ix
SURAT PERNYATAAN KARYA SENDIRI ... ii
APPROVAL ... iii
ENDORSEMENT ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I : INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 5
E. Objective of the Study... 5
F. Significance of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK ... 6
A. Personality ... 6
1. The Understanding of Personality ... 6
2. Psychology of Personality ... 8
3. The Sanguine Personality ... 10
a.The Strength of the Sanguine Students ... 11
b.The Weakness of the Sanguine Students ... 12
4. The Phlegmatic Personality ... 14
a.The Strength of the Phlegmatic Students ... 15
b.The Weakness of the Phlegmatic Students ... 16
B. Speaking ... 18
1. The Understanding of Speaking ... 18
2. The Functions of Speaking ... 19
a.Talk as Interaction ... 20
b.Talk as Performance ... 21
3. Types of Speaking Skill to Promote Skill ... 22
a.Discussion ... 22
b.Information Gap/Problem Solving ... 23
x
C. Relevant Study ... 30
D. Research Hypotheses ... 31
CHAPTER III : RESEARCH METHODOLOGY ... 32
A. The Location and Time of the Research ... 32
B. The Method of the Research ... 32
C. The Population and Sample ... 33
D. The Technique of Collecting Data ... 34
E. The Technique of the Data Analysis ... 37
F. The Hypotheses of the Research ... 39
CHAPTER IV : RESEARCH FINDINGS ... 40
A. The Data Description ... 40
B. The Data Analysis ... 45
C. The Data Interpretation ... 50
1. The Frequency of the Sanguine and the Phlegmatic Students ... 50
2. The Better Ability in English Speaking Skill ... 51
3. The Hypotheses Interpretation ... 51
CHAPTER V : CONCLUSION AND SUGGESTION ... 53
A. Conclusion ... 53
B. Suggestion ... 54
xi
Table 3.1 The Four Personality Assessment ... 34
Table 3.2 The Sample Result of Personality Test ... 36
Table 4.1 The Sanguine Student ... 40
Table 4.2 The Phlegmatic Student ... 41
Table 4.3 The Classification of Score ... 43
Table 4.4 Percentage Range of Sanguine Students ... 44
Table 4.5 Percentage Range of Phlegmatic Students ... 44
Table 4.6 The Frequency Distribution of Single Data ... 45
xii
Appendix 2 A Sheet of Personality Assessment
Appendix 3 The Word Definition of Student Personality Test
Appendix 4 Scoring Criteria of Speaking, The Way of Scoring, and Questions of Interview
Appendix 5 The Result of Students’ Personality Test Appendix 6 English Speaking Score
Appendix 7 T table for Variety of Value Distribution for Various Degree of freedom (df)
1 A. Background of the Study
Most people assume that language is one of the cultures that cannot be separated from human life and there is no activity without using language. Language is a symbolic guide to culture.1By language, people understand each other, and interest as part of a society. There are many languages used in this world, such as Indonesia, English, Arabic, French, Chinese, Japanese, and many others. One of languages used in this world is English language, and now English becomes an international language.
English as a compulsory subject to learn in formal school in Indonesia was concentrated on the four skills: listening, speaking, reading, and writing. Beside that, one of the four skills which play a significant role in mastering English is speaking. As a skill, speaking is the most used skill by people rather than the three other skills. According to Richards, “Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in
1
their spoken proficiency.”2From the statement, the writer would say that most language learners study English in order to develop proficiency in speaking. Besides, many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication
People have known about the branch of science since hundreds years ago which is named by psychology. One of the most popular discussions in the science of psychology is personality. If we look into the history of philosophy for a moment, we observe that personality has been often associated with what we call thinking or reasoning. According to Leibnitz, personality referred to “a substance gifted with understanding.”3
If we consider the reaction of various persons to the same experience, we will find that it is different in every one of them; it may be quick and lasting, or slow but lasting; or it may be quick but of short duration, or slow and of short duration. This personality or manner of reaction, or the different degrees of excitability, is what we call "temperament." According to Socrates, one of the most renowned of the Greek sages, there are four temperaments: the sanguine, the choleric, the melancholic, and the phlegmatic.
The first two are also called extroverts which have active trait, and the last two are introverts which have passive trait. The active trait and the passive trait affect an individual willingness to speak, of course the extrovert students are more talkative than the introvert students which rather like to keep silent. As English teacher, we are required to understand students through their
2
Jack C. Richards, Developing Classroom Speaking Activities: From Theory to Practice, http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.1.
Successfully retrieved on April 23, 2012. 3
personality. And in this case, the discussion merely narrowed to the sanguine and the phlegmatic.
The writer chooses the different classification of personality, one from extrovert and another from introvert. It is because the writer arranges to do comparative analysis in this study. The analysis is aimed to seek similarities and differences from the theory that is about the sanguine and the phlegmatic. After that, the performance in speaking of a group of students who belong to both personality types is compared by using their score.
After the author consulted with his colleague who once has taught at SMP Wijayakusuma before, then followed by visiting and sharing his opinions with SMP Wijayakusuma English teacher about the speaking subject, it was clearly seen that both type of personality were found at school. During learning the sanguine and the phlegmatic students demonstrate different style and performance; they also participated differently in class.
The students’ level which becomes the object of the study should be specific. Therefore the writer selects the students on the second year of SMP Wijayakusuma. The second grade students’ competency in English speaking skill based on suggestion from English teacher at that school is pretty good. That is because many are able to engage themselves in a good and fair communication in speaking session, and some of them can perform almost excellent English when they speak.
Based on brief background about the students’ personality and the students’ learning of English speaking skill above, the writer wants to have the study for his “skripsi” under the title “A Comparative Analysis on Sanguine
B. Identification of the Problem
Problem and challenge for teacher clearly appear because students with different personality are in one class. There is a group with active and talkative students and other group is the group of passive students who really love to keep silent when they are learning. The active students in speaking are named by sanguine personality then the passives belong to phlegmatic personality.
The related problems that can be identified to the sanguine personality and the phlegmatic personality of students are such the example below:
1. The sanguine is extrovert person and the phlegmatic is the introvert person. They may create gap in learning,
2. The sanguine has mostly a strong leadership and the phlegmatic tends to be a follower,
3. The sanguine student is domineering speaker than the phlegmatic student, 4. The sanguine student likes speaking in less intensity and quantity than the
phlegmatic student.
However, several problems between the sanguine students and the phlegmatic students were identified. The problems occur in teacher and learner interactions. Now the writer just needs to specify them in order to be focus on the following point
C. Limitation of the Problem
Due to the broadness of the topic discussion as the problems have been identified above, this study will be limit on the area how sanguine and phlegmatic type of personality is different and similar.
D. Formulation of the Problem
Based on the background and limitation of the problem that is about comparing the sanguine and the phlegmatic students to their English speaking score, the research question of this ‘skripsi’ can be formulated as
Do the sanguine students get better English speaking score than the phlegmatic students in English speaking activity?
E. Objective of the Study
In this comparative study, the writer wants to know whether the sanguine students get better English speaking score than the phlegmatic students in English speaking activity.
F. Significance of the Study
6
In this chapter the writer tries to give clear description of theoretical framework which is consisting of personality, speaking, relevant study and research hypothesis. Personality consists of the understanding of personality, psychology of personality, the sanguine personality, and the phlegmatic personality. Speaking consist of the understanding of speaking, the functions of speaking, types of speaking skill to promote skill, and the assessment grading scale of speaking.
A. Personality
1. The Understanding of Personality
Many different descriptions about personality are possible, but when most people use the term “personality”, sometimes they are using it for one of two purposes. In several examples, personality is labeling an obvious feature. Someone is sweet, or introverted, or shy, or aggressive.
Each child is born with a unique personality. A great deal is learned through circumstances and other people, but most people believed it was inherent in us by the time we are born. Personality is made up the characteristic patterns of thoughts, feelings and behaviors that make a person unique. Personality arises from within the individual and remains fairly consistent throughout life.
The meaning of the word “personality” may be somewhat vaguely associated with the idea of social attractiveness. To say that one has personality is generally considered to be a compliment, implying a high degree of acceptability by some group. The exact meaning of the word is seldom clear to those who use it, but if pressed to explain further what they mean by personality, they may describe it as charm, good manners, verbal facility, and physical attractiveness.1
Allport2 has made perhaps the most exhaustive survey of definitions of personality, some fifty in number, beginning with the etymology of the word “persona,” which originally denoted the theatrical mask worn in the Greek drama and later used by the Romans. In extending the concept of “persona,” it came to mean external appearance (not the true self).3
Allport attempted to combine the best elements of the previous definitions while avoiding their major shortcomings. First, he suggested that one might briefly define personality as “what a man really is”. However, he agreed that this is too abbreviated to be very helpful and
1
Robert W. Lundin, Personality, A Behavioral Analysis, (The macmillan Company, Collier-Macmillan Limited, London, 1969), p. 2.
2
G. W. Allport, Personality: a psychology interpretation,(New York: Henry Holt & Co., 1937), p. 41.
3
preceded to the better known definition: Personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment.4
Whereas in Personality Psychology, Larsen defines personality as the set of psychological traits and mechanisms within the individual that are organized and relatively enduring and that influence his or her interactions with, and adaptations to, the intrapsychic, physical, and social environments.5 Good-organized traits make students’ personality shaped well from his adaptation and interaction, and after that he is ready to engage in school environment and society.
From the definitions of different psychologist written above, the writer can conclude that personality is total-complex psychophysics (trait, behavior, taste, etc) of an individual influenced by several factors; innate capacity and environment which determine an individual action and reaction.
2. Psychology of Personality
Psychology of personality is not a new case to be discussed in psychology. The branch of knowledge has been studied by the experts for a long period. This study doesn’t try to make a wide discussion in psychology, which has sub-discussions; general psychology, specialized psychology, and applied psychology. In specialized psychology, Nana Syaodih gives some examples such as psychology of development, male and female psychology, psychology of personality, abnormal psychology, differential psychology, and animal psychology.6
4
Calvin Springer Hall and Gardner Linzey, Theories of Personality.3rded. (Toronto: John Wiley & Sons, Inc., 1987), p. 443.
5
Randy J. Larsen and David M. Buss, Personality Psychology, 2nd ed. (New York: McGraw-Hill, 2005), p. 4.
6
The psychology of personality which is our focus expects to show about the perspective in understanding human beings. It is based on their personality from variety of theories analyzed by psychoanalysts from the early beginning of study.
When people open a discussion in a psychology of personality field, there is clear description of several theories. Sumadi Suryabrata gives categories that could be used to classify the theories. They are:
a. Based on the personality component set as the framework or stepping stone in compiling theoretical formulations. The theories are as follow:
1) Constitutional theories, such as Italian-based theories, French-based theories, Kretschmer, Sheldon, and so on.
2) Temperament theories, such as the theories of Kant, Meumann, Enselhans, Heymans, and Ewald.
3) Unconscious theories, as in the theories of Freud, Jung, Adler, and their followers.
4) Factors theories, like the Eyssenck’s theories, Cattell, and so on. 5) Cultural theories, such as in Spranger theory.
b. Besides the category above, the basic of categorization that estimated to be very useful is the arrangement on the basis of approach. This segment is divided into two groups of theories.
1) Theories of typological approach, as in Plato, Hippocrates-Galenus, and Enselhans theories, and the modern Experts; Heymans and Ewald.
2) Theories of traits approach, such as the theories of Klages, Allport, Rogers, Freud, Jung, Murphy, etc.7
For more than a century, psychologists have attempted to identify and understand systematic, observable differences between individuals that seem stable over time. Among these individual differences, personality has received widespread attention.
On this discussion, the writer only concentrates on temperament theory of typological approach as the main terms that are used concerning on Immanuel Kant ideas of personality which grouped into big four temperament-namely sanguine, choleric, phlegmatic, and melancholic.8
7
Drs. Sumadi Suryabrata, B.A., M.A., Ed.S, Ph.D, Psikologi Kepribadian(Jakarta: PT. Raja Grafindo Persada, 2007), p. 3-4.
8
The big four personality study was firstly begun by Hippocrates (460-377 BC)9, which then be developed by Galenus. The four personalities are used to define theories from recent psychologists.
3. The Sanguine Personality
The cheerful sanguine is temperament which a warm, vibrant, lively and "fun". He can receive all the circumstances, and the impressions that seen can be easily affected his heart that quickly responded. His decisions are more determined by feeling than thinking.
The Sanguine type requires a great deal of personal space and cannot tolerate restrictions of personal freedom. While usually not bossy, they cannot tolerate being bossed and always want to work on their own terms. They like the outdoors and physical activity. They often act before they think, not naturally thinkers. They are acquisitive, territorial, and action oriented.
The sanguine is the creative, fun-loving, high-spirited sanguine’s natural tendency to look on the bright side, to enjoy people, and to seek out adventure sometimes results in a label of superficiality and frivolity, more joyful place because of the inspiration, enthusiasm, and fellowship he provides.10
The sanguine person is carefree and full of hope; attribute great importance to what ever he may be dealing with at the moment, but may have forgotten all about it the next. He means to keep his promises but fails to do so because he never considered deeply enough beforehand whether he would be able to keep them. He is good-natured enough to helps others but is a bad debtor and constantly asks for time to pay. He is very sociable, given to pranks, contented, does not take anything very seriously, and has many, many friends. He is not vicious but difficult to convert from his sins; he may repent but this contrition (which never becomes a felling of guilt) is soon forgotten. He is easily
9
Dr. Sarlito Wirawan Sarwono, Berkenalan dengan Aliran-aliran dan Tokoh-tokoh Psikologi(Jakarta: PT. Bulan Bintang, 2002), p. 20.
10
fatigued and bored by work but is constantly engaged in mere games – these carry with them constant change, and persistence is not his forte.11 The following are several descriptions of strength and weakness of the sanguine personality:
a. The Strength of the Sanguine Students
The points below are from the book of ‘Personality Plus’ authored by Florence Littaure, they are traits which appear in variety of quantity. A trait is the representative of personality structure,12 as Springer defined. All the structures construct a personality. The traits may not find totally once in a while.
Animated Delightful
Playful Cheerful
Sociable Inspiring
Convincing Demonstrative
Refreshing Mixes-easily
Spirited Talker
Promoter Lively
Spontaneous Cute
Optimistic Popular
Funny Bouncy13
Strengths of a Sanguine
The Extrovert | The Talker | The Optimist
The Sanguine's Emotions The Sanguine At Work • Appealing personality • Volunteers for Jobs • Talkative, Storyteller • Thinks up new activities • Life of the Party • Looks great on the Surface • Good sense of humor • Creative and colorful • Memory for color • Has energy and enthusiasm • Physically holds on to listener • Starts in a flashy way • Emotional and demonstrative • Inspires others to join • Enthusiastic and expressive • Charms others to work • Cheerful and bubbling over
• Curious The Sanguine As A Friend
• Good on stage • Makes friends easily
11
Hans Eysenck, Fact and Fiction in Psychology,(Baltimore: Penguins Book. 1965), p. 56.
12
Hall and Linzey, op. cit., p. 442.
13
• Wide-eyed and innocent • Loves People
• Lives in the present • Thrives on compliments • Changeable disposition • Seems exciting
• Sincere at heart • Envied by others
• Always being a child • Doesn't hold grudges • Apologizes quickly The Sanguine As A Parent • Prevents dull moments • Makes Home Fun • Likes spontaneous activities • Is liked by children's friends
• Turns disaster into humor • Is the circus master
The strength of the sanguine is his ability to “live in the present moment”; he has a very optimistic, joyful attitude toward life. The sanguine is often adventuresome, enterprising, and creative - and is a source of inspiration to others.14
A person with a sanguine temperament is affectionate, loving, cheerful, optimistic, hopeful, and confident. The Sanguine has more natural inner-beauty qualities than the other temperaments. They can work on calmness and on controlling their tongue.
They are emotional and demonstrative by nature. At work they provide a positive atmosphere and often volunteer to help out. Their creative and enthusiastic energy can inspire others. The sanguine child learns quickly, although he might have difficulty memorizing. Continually discovering some new interest, sanguine can find it difficult to attain great depth in one area of study. It is not that they do not have the intellectual capacity, but rather that their attention is so easily captured by something new.
b. The Weakness of the Sanguine Students
Traits below are the negative of the sanguine in some ways of the student type when he interacts in school environment. Florence Littaure mentioned the traits as follow:
14
Brassy Wants credits
Undisciplined Talkative
Repetitious Disorganized
Forgetful Inconsistent
Interrupts Messy
Unpredictable Show-off
Haphazard Loud
Permissive Scatter brained
Angered easily Restless
Naive Changeable15
Weaknesses of a Sanguine
The Sanguine's Emotions The Sanguine At Work • Compulsive talker • Would rather talk • Exaggerates and elaborates • Forgets obligations • Dwells on trivia • Doesn't follow through • Good sense of humor • Confidence fades fast
• Scares others off • Undisciplined
• Too happy for some • Priorities out of order • Has restless energy • Decides by feelings
• Egotistical • Easily distracted
• Blusters and complains • Wastes time talking • Naive, gets taken in
• Has loud voice and laugh The Sanguine As A Friend • Controlled by circumstances • Hates to be alone
• Gets angry easily • Needs to be center stage • Seems phony to some • Wants to be popular
• Never Grows Up • Looks for credit
• Dominates conversations The Sanguine As A Parent • Interrupts and doesn't listen • Keeps home in a frenzy • Answers for others
• Forgets children's appointments • Fickle and forgetful
• Disorganized • Makes excuses
• Doesn't listen to the whole story • Repeats stories
Weaknesses of the sanguine temperament include the tendency toward superficiality, inconstancy, and sensuality because he places such a high value on relationships and pleasing others, he often tempted to forsake what he knows is right in order to fit in with the crowd.16
15
Littaure,op. cit., p. 17-18.
16
Sanguine are frequently not disciplined, and this is, of course, very difficult for the third personality type called melancholy to understand. Sanguine wear their "heart on their sleeve", but they very easily “forgive and forget”.17
They are emotional and demonstrative by nature, but can tend towards arrogance and self-indulgence. At work they can be day dreamers and battle to complete work, juggling many tasks at once. They tend to lose focus on the task when the novelty wears off.
From all description about the sanguine personality, we can look at the examples of the famous sanguine actors such as Tukul Arwana, Indra Bekti, Paris Hilton, etc. By knowing these famous people, it makes our understanding easier to draw and remind the personality of the sanguine in our mind.
4. The Phlegmatic Personality
The Phlegmatic is the peaceful person who wants to stay out of trouble, keep life on an even plane and get along with everybody. Phlegmatic like to rest and show steadiness. Phlegmatic also a very calm and relaxed so that he never seemed bothered, how ever the circumstance of his surroundings. He's hard to angry and rarely to vent his temper.
The phlegmatic is Peaceful Person, Born-follower, Likes harmony and rest, Loves to relax, Wants to calm people down, Gets along with everyone, Needs peace and sense of worth, Has little self-motivation, Gets depressed over conflict, Controls by procrastination.18
Phlegmatic are reserved, prudent, sensible, reflective, respectful, and dependable. They are not easily insulted or provoked to anger, nor are they given to exuberance or exaggeration in speech. They are loyal and committed, tolerant and supportive. They possess a hidden will of iron that is often overlooked, because they are such agreeable people. They have a knack for diffusing tense situations. Phlegmatic make superb
17
Dr. Faith C Abraham, Personality Identifier: the four temperaments, Retrieved at http://www.faithabraham.com/Personality%20Identifier.pdf on May 10, 2012, p. 5.
18
diplomats and military strategists. They also make excellent firefighters, police officers, and military officers; they excel in professions where being calm under pressure is key.19
The following are the explanation to the fundamental phlegmatic traits that should be considered in understanding the phlegmatic personality.
a. The Strength of the Phlegmatic Students
Adaptable Diplomatic
Peaceful Consistent
Submissive Inoffensive
Controlled Dry humor
Reserved Mediator
Satisfied Tolerant
Patient Listener
Shy Contented
Obliging Pleasant
Friendly Balanced20
The 20 traits above are still based on Florence Littauer. Through points, the phlegmatic personality can be observed simply. The following are some strengths of phlegmatic personality:
Strengths of a Phlegmatic
The Introvert | The Watcher | The Pessimist
The Phlegmatic's Emotions The Phlegmatic At Work • Low-key personality • Competent and steady • Easygoing and relaxed • Peaceful and agreeable • Calm, cool and collected • Has administrative ability • Patient well balanced • Mediates problems
• Consistent life • Avoids conflicts
• Quiet but witty • Good under pressure
• Sympathetic and kind • Finds the easy way • Keeps emotions hidden
• Happily reconciled to life ThePhlegmatic As A Friend • All-purpose person • Easy to get along with
• Pleasant and enjoyable
19
Bennet op. cit., p. 40.
20
The Phlegmatic As A Parent • Inoffensive • Makes a good parent • Good listener • Takes time for the children • Dry sense of humor • Is not in a hurry • Enjoys watching people • Can take the good with the bad • Has many friends
• Doesn't get upset easily •Has compassion and concern
They are known for their easy-going nature. They possess a great deal of common sense and mental balance. They are excellent listeners and have great empathy for others. They are supportive friends, patient with difficult people and situations, and considerate at all times. On the job, phlegmatic are dependable, punctual, and orderly; they can bring harmony to almost any group.
Everyone loves the low-key nature of the inoffensive phlegmatic, and though they are not loud like the Sanguine, they do have a witty sense of humor. They often lean while standing and sit in comfortable recliner chairs if at all possible.21
Conrad Hock said in his book called ‘The Four Temperament’ that there are many bright sides of the phlegmatic temperaments, those are:22
1. The phlegmatic works slowly, but perseveringly, if his work does not require much thinking.
2. He is not easily exasperated either by offenses, or by failures or sufferings. He remains composed, thoughtful, deliberate, and has a cold, sober, and practical judgment.
3. He has no intense passions and does not demand much of life.
b. The Weakness of the Phlegmatic Students
Numerous traits below are the simple descriptions to know about the weaknesses of the phlegmatic personality. Florence Littaure mentioned that traits are:
21
Abraham, op. cit., p. 10.
22
Blank Worrier
Unenthusiastic Timid
Reticent Doubtful
Fearful Indifferent
Indecisive Mumbles
Uninvolved Slow
Hesitant Lazy
Plain Sluggish
Aimless Reluctant
Nonchalant Compromising23
Weaknesses of a Phlegmatic
The Phlegmatic's Emotions The Phlegmatic At Work
• Unenthusiastic • Not goal oriented
• Fearful and worried • Lacks self motivation
• Indecisive • Hard to get moving
• Avoids responsibility • Resents being pushed • Quiet will of iron • Lazy and careless
• Selfish • Discourages others
• To shy and reticent • Would rather watch • Too compromising
• Self-righteous ThePhlegmatic As A Friend
• Dampens enthusiasm The Phlegmatic As A Parent • Stays uninvolved
• Lax on discipline • Is not exciting
• Doesn't organize home • Indifferent to plans
• Takes life to easy • Judges others
• Sarcastic and teasing • Resists change
Several kinds of description about the phlegmatic main weakness traits is written through points, they are:24
1. He is very much inclined to ease, to eating and drinking; is lazy and neglects his duties.
2. He has no ambition, and does not aspire to lofty things, not even in his piety.
23
Littaure, loc. cit.
24
The phlegmatic is a super introvert. It is difficult to rouse them to action. At times they can be selfish and stubborn. On the job, they do not seek out the power or the limelight,25 because of their reserved natures, phlegmatic are sometimes accused of being unassertive, or of lacking enthusiasm and spontaneity. The phlegmatic is known for avoiding things: conflict among people. The phlegmatic might defer to peer pressure in order to keep the peace or to avoid conflict.26
B. Speaking
1. The Understanding of Speaking
Speaking is significant to an individual’s living processes and experiences as are the ability of seeing and walking. Speaking is also the most natural way to communicate. Without speaking, people must remain in almost total isolation from any kind of society. For most people, the ability to speak a language is the same with knowing a language since the speech is the most basic means of human communication.
Actually, what is the meaning of speaking? In the process of writing this paper, the writer has tried to find out the meaning of speaking as one of skills in English language. He has finally found several resources that explain speaking as follows.
According to Noah Webster, speaking has a variety of meanings:
a) To tell, to say, to make known or as by speaking, to declare; to announce
b) To proclaim; to celebrate
c) To use or be able to use (a given language) in speaking d) To address27
25
Abraham, loc. cit.
26
Bennet, op. cit., p. 41.
27
In addition, Oxford Dictionary states that "speaking is to make use of language in an ordinary, not singing, to state view, wishes etc or an act of spokesman”.28
Meanwhile, Henry G. Tarigan defines that, “…speaking is a skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or feelings”.29
Don Bryne states that, “oral communication (or speaking) is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill of understanding”.30
Based on the previous four definitions, it can be synthesized that speaking is the process of sharing with another person, or with other persons, one’s knowledge, interests, attitudes, opinions or ideas. Delivery of ideas, opinions, or feelings is some important aspects of the process of speaking which a speaker’s idea become real to him and his listeners.
2. The Functions of Speaking
Several language experts have attempted to categorize the functions of speaking in human interaction. According to Brown and Yule, as quoted by Jack C. Richards, “The functions of speaking are classified into three; they are talk as interaction, talk as transaction and talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different teaching approaches”.31 Below are the explanations of the functions of speaking:
28
AS Hornby, Oxford Advance Learner’s Dictionary.(Oxford: Oxford University Press, Sixth Edition, 1987), p.827.
29
Henry G. Tarigan, Berbicara Sebagai Suatu Ketrampilan Berbahasa, (Bandung: Angkasa, 1981), p. 15.
30
Donn Byrne, Teaching Oral English, (New York: Longman, 1998), p. 8.
31
a. Talk as Interaction
Being able to interact in a language is essential. In fact, much of our daily communication remains interactional. This refers to what we normally mean by “conversation”. The primary intention in talk as interaction is to maintain social relationship.
Meanwhile, talk as interaction has several main features as follows:
Has a primarily social function
Reflects role relationships
Reflects speaker’s identity
May be formal or casual
Uses conversational conventions
Reflects degrees of politeness
Employs many generic words
Uses conversational register
Some of the skills (involved in using talk as interaction) are:
Opening and closing conversation
Choosing topics
Making small-talk
Recounting personal incidents and experiences
Turn-taking
Using adjacency pairs
Interrupting
Reacting to others32
Mastering the art of talk as interaction is difficult and may not be a priority for all learners. In talk as interaction, the ability to speak in natural way is required in order to create a good communication. For reason, some students sometimes avoid this kind of situation because they often lose for words and find difficulty in presenting a good image of themselves. This can be a disadvantage for some learners where the ability to use talk as interaction can be important.
32
b. Talk as Performance
This refers to public talk or public speaking, that is, talk which transmits information before an audience such as morning talks, public announcements, and speeches. Talk as performance tends to be in the form of monolog rather than dialog. Often follows a recognizable format and is closer to written language than conversational language. Similarly it is often evaluated according to its effectiveness or impact on the listener, something which is unlikely to happen with talk as interaction or transaction. Examples of talk as performance are giving a class report about a school trip, conducting a class debate, making a sales presentation, and giving a lecture.
The main features of talk as performance are:
There is a focus on both message and audience
It reflects organization and sequencing
Form and accuracy is important
Language is more like written language
It is often monologic
Some of the skills involved in using talk as performance are:
Using an appropriate format
Presenting information in an appropriate sequence
Maintaining audience engagement
Using correct pronunciation and grammar
Creating an effect on the audience
Using appropriate vocabulary
Using appropriate opening and closing33
It is clearly seen from the features and skill involved in using talk as performance that initially talk as performance needs to be prepared in much the same way as written text. Therefore, this kind of talk requires a different teaching strategy. This involves providing examples or models of speeches or oral presentation. Therefore, question such as the following are needed in order to guide this process:
33
What is the speaker purpose?
Who is the audience?
What kind of information does the audience expect
Is any special language used?
3. Types of Speaking Skill to Promote Skill
People course in the way of mastering English speaking skill worthily need to promote their acquaintance of several affective ways. To help students develop communicative efficiency in speaking, there are some activities are used in the classroom to promote the development of speaking skills in our learners. The discussions below centers on the major types of speaking activities that can be implemented as follows:
a. Discussion
Discussion is probably the most commonly used in the speaking skills classroom activity.34 It is a common fact that discussion really useful activity for the teacher in order to activate and involve student in classroom teaching. Typically, student are introduced to a topic via reading, listening passage, or a video tape and are then asked to get into pairs or groups discuss a related topic in order to come up with a solution, a response, or the like. Normally, people need time to assemble their thought before any discussion and that is something needs to consider. So, Teacher must take care in planning and setting up a discussion activity. According to Marianne Celce-Murcia, there are several steps that should be done by the teacher before starting the discussion activity: first, planned (versus random) grouping or pairing of students may be necessary to ensure a successful discussion outcome. Second, students need to be reminded that each person should have a specific responsibility in the discussion, whether it is kept on time, take note or report results. And finally, students need to be clear
34
about what they are to discuss, why they are discussing it, and what outcome is expected.35
When a material focuses on producing and recognizing signals for turn-taking in a group discussion, the teacher needs assessment to his students’ progress. The assessment tool might be a checklist to be a complete by the teacher or students in the course of the students’ participation in the discussion.36 Finally, criteria should be clearly defined and understandable to both the teacher and the learners.
In order to manage a good discussion activity, the writer concludes that the steps above are really important to do because most teachers hope that they will be able to organize discussion session in their classroom, particularly if the exchanges of opinions provoke spontaneous fluent language use.
b. Information Gap/Problem Solving
One type of speaking activity involves the so-called “information gap” where two speakers have different parts of information making up a whole. Because they have different information, there is a “gap” between them.37In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. An example of an information gap principle is using the ‘jigsaw’ material. Jo McDonough and Christopher Shaw said that:
In a jigsaw activity, each partner has one or a few pieces of the "puzzle" and the partners must cooperate to fit all the pieces into a whole picture. The puzzle piece may take one of several forms. It may be one panel from a comic strip or one photo from a set that
35
Ibid., p.107.
36
Florez, MaryAnn Cunningham, Improving Adult English Language Learners’ Speaking Skill,http://www.ericdigests.org/2000-3/adult.htm, It was retrieved on June 10, 2012.
37
tells a story. It may be one sentence from a written narrative. It may be a tape recording of a conversation, in which case no two partners hear exactly the same conversation.38
From the statement above, the writer can say that information gap and jigsaw activity are effective because everybody has the opportunity to talk extensively in the target language and they can exchange information each others because of the gap between them.
c. Speech
Another common activity in the oral skills class is the prepared speech. Topics for speeches will vary depending on the level of the students and the focus of the class, but in any case, students should be given some leeway in determining the content of their talks.39 In order words, the teacher can provide the structure for the speech-its theoretical genre and its time restrictions. For example asking students to “tell us about an unforgettable experience you had”. Allow them to talk about something that is personally meaningful while at the same time encourages narration and description. Speeches can be frightening for the speaker and after while boring for the listeners, so it is a good idea to assign the listeners some responsibilities during the speeches. It is an excellent time to require peer evaluation of classmate’s speech.
Steve Allen has a suggestion to the sequence of speech as follow. When choosing the content, people should organize the remark to these sequence; the opening, the middle, and the third part (the closing), after that they need to compose the speech by generating ideas, researching a topic, writing the speech, editing the speech, and finally typing the speech.40
38
Jo McDonough and Christopher Shaw, Material and methods in ELT; a Teacher’s Guide, (Oxford: Blackwell Publishers Ltd, 1993), p.165.
39
Celce-Murcia, loc. cit.
40
d. Drama and Role Play
Drama is an excellent way to get the students using the language. It essentially involves using the imagination to make oneself into another character or the classroom into a different place. According to Scrivener, drama can be an activity for beginner for exciting listening and speaking work and it can also be utilized as a tool to provide practice in grammatical, lexical, functional, or phonological areas.41
The next way of getting students to speak in different social contexts and to assume varied social role is role-play activities in the classroom. Materials are generally aimed at the more proficient EFL learner, although this is not always the case, as they can be set up in a highly structured way with a lot of teacher control. At the other end of the spectrum, however, a considerable amount of choice may be exercised by allowing the students more freedom in what they will say. e. Conversation
One of the recent trends in oral skills pedagogy is the emphasis on having students analyze and evaluate the language that they or others produce. In other word, it is not adequate to have students produce lots of language; they must become more aware of many features of language in order to become competent speakers and interlocutors in English. One speaking activity which is particularly suited to this kind of analysis is conversation, the most fundamental form of oral communication.
One way to approach this activity is to assign students to find a native speaker (or near-native speaker) they know and arrange to tape-record a 20-30 minutes interaction with this person. Of course, not all of the discourse that results from this encounter will be truly “natural conversation-the native may fall into the role of “interviewer and ask all questions while the non-native merely responds; therefore the instructor
41
may want to encourage the learner beforehand to come up with a few questions to ask native speaker. In any case, the resulting interaction will provide a spontaneous sample from (and for) the learner to analyze. In a variation of the conversation, learners are required to tape-record an interview with native speaker on a topic of their choices and then repot the result to the class.
4. The Assessment Grading Scale of Speaking
As most people say that testing speaking is the most complex to assess with precision. Many of teachers often feel uncomfortable when handling speaking test since it is often difficult to be objective and consistent when testing a large number of students. But it doesn’t mean that speaking test can’t be measured in correct way. The writer has found several resources that explain about the way to assess speaking test and its technique. Hughes, as quoted by Endang Fauziati, listed three general formats for testing speaking ability that are interview, interaction with peers and responses to tape recording.42 Interaction with peers is the technique that will be used by writer to assess speaking ability. In the interaction with peers, two or more students may be asked to discuss a topic. The problem with this format is that the performance of one student may be affected by that of others. One student might dominate the conversation. Therefore, Heaton said that it is important to make pair students with similar level of language proficiency. Meanwhile, determining the rating scale used is the next step to do in assessing speaking skill. The writer found various books that presented the sample of an oral English rating scale. J.B. Heaton in his book, Writing English Language Test, examined rating scale of six-point range. In addition, Ingram and Elaine Wylie, in their article “Assessing Speaking Proficiency in the International English Language Testing System examined rating
42
scale of nine-point range. Besides, Harris in his book Testing English as a Second Language examined rating scales of five-point range.
In this paper, the writer quoted the one used by Harris as it is the most applicable to our speaking class rating system, since we would have 1-10 or 10-100 range of point as stated in the guidelines of scoring speaking skill in 2004 curriculum. According to Harris, speaking is a complex skill requiring the simultaneous use of different ability which often develops at different rates. Five components are generally recognized in analyses of speech process that are pronunciation, grammar, vocabulary, fluency (the ease and speed of the flow of the speech) and comprehension (an understanding of what both the tester and the testee are talking about or the ability to respond to speech as well as to initiate it).43 Harris presented the sample of an oral English rating scale that used 1-5 points. Below is the frame of Harris’s oral English rating scale:
No Criteria Rating
Score Comments
1. Pronunciation 5 Has few traces of foreign accent
4 Always intelligible, thought one is conscious of a definite accent
3 Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problem, most frequently be asked to repeat
1 Pronunciation problem to serve as to make speech virtually unintelligible
2. Grammar 5 Make few (if any) noticeable errors of grammar and word order
4 Occasionally makes grammatical and or word orders errors that do not, however obscure meaning
3 Make frequent errors of grammar and word order, which occasionally obscure meaning
2 Grammar and word order errors make
43
comprehension difficult, must often rephrases sentence and or rest rich himself to basic pattern
1 Errors in grammar and word order, so, severe as to make speech virtually unintelligible
3. Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker
4 Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities
3 Frequently uses the wrong words conversation somewhat limited because of inadequate vocabulary
2 Misuse of words and very limited vocabulary makes comprehension quite difficult
1 Vocabulary limitation so extreme as to make conversation virtually impossible 4. Fluency 5 Speech as fluent and efforts less as that of
native speaker
4 Speed of speech seems to be slightly affected by language problem
3 Speed and fluency are rather strongly affected by language problem
2 Usually hesitant, often farced into silence by language limitation
1 Speech is so halting and fragmentary as to make conversation virtually impossible 5. Comprehension 5 Appears to understand everything without
difficulty
4 Understand nearly everything at normal speed although occasionally repetition may be necessary
3 Understand most of what is said at slower than normal speed without repetition 2 Has great difficulty following what is said
can comprehend only “social conversation” spoken slowly and with frequent repetition
1 Can not be said to understand even simple conversational English
The oral ability test divided into five elements; pronunciation, grammar, vocabulary, fluency, and comprehension. Each element’s characteristics are then defined into five short behavioral statements as stated in the frames above. This helps to make the test reliable, since it avoids subjectivity because it provides clear, precise and mutually exclusive behavioral statements for each point of the scale. The writer will objectively see the characteristics of each student’s speaking ability whether they achieve 1,2,3,4 or 5 score. Then, it can easily calculate the score. The amount of maximum scores gained is 25. It is gained from the five elements of speaking as stated above. This amount of score can be described as follows:
Pronunciation : 5
Grammar : 5
Vocabulary : 5
Fluency : 5
Comprehension : 5 25
C. Relevant study
There were researchers had been done by researchers about speaking. Firstly, Nurmilah by the title “The effectiveness of using information gap in developing students’ speaking skill”. She used the experimental research. The writer did the research one class. Before did the activity, she gave pre-test to find out the students’ basic competence. Then, she taught speaking by using information gap technique. Finally, she gave post-test to know whether there was significant influence of implementation of information gap technique in teaching speaking achievement through the growth of the students’ pre-test score. Based on the data analysis above, the result showed that the coefficient is 11.82. It meant that there was a significance increase in teaching speaking through information gap. From the result of calculation, it was obtained the value of the t-observation (t0) is 11.82. The writer used the degree of
significance of 5% the value of degree of significance is 2.04. If the to compared with each value of the degrees of significance, the result is 2.04 < 11.82. The writer summarized that improving the students’ speaking by using information gap technique had positive influence for the second grade of SMP Negeri 153 Jakarta.
Second, Nana Nurjanah by the title “The Relationship between Students’ Interest in Speaking and their Speaking Score” the method used is correlational study, she takes only one class as the subject. She gave each of the students a questionnaire related to the students’ interest in speaking to be collaborating with their speaking score. 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.
done based on Kurt Lewins’ design. The writer did two cycles inevery which each cycle consists of planning, acting, observing, and reflecting and each cycle there are two meeting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview an observation result. Then, quantitative data were obtained from students’ speaking score of pretest and post test. The result of this research shows that using contextual teaching learning in teaching speaking at VIII grade of MTs. Al-Ikhwaniyah can motivate the students to speak English and improve their speaking ability. The students’ responses showed that they were interested to learn English speaking because they thought that the activities were interesting. Moreover, the mean score pretest was 60.94. Then, the mean score of posttest cycle 1 was 71.50 and the mean score of posttest cycle 2 was 72.25. In addition, there were 3 students (8.3 %) who passed KKM in the pretest. Meanwhile, in the cycle 1, there were 16 students (44.4%) who passed KKM and it gained which was in the posttest cycle 2 there were 27 students (75%) who passed KKM, so the criteria of success was achieved. Related to the result of observation and interview, the researcher concluded that teaching speaking by using contextual teaching learning at VIII grade of MTs Al-Ikhwaniyah can develope students’ speaking ability and the students were motivated in the teaching-learning process.
D. Research Hypothesis
A research hypothesis is the result of literature review or rational process of research that has had a theoretical truth.44The Hypothesis is that the sanguine students get better English speaking score than the phlegmatic students in speaking English activity.
44
32
This chapter of research methodology consists of the location and time of the research, the method of the research, the population and sample, the technique of collecting data, the technique of the data analysis, and the hypotheses of the research.
A. The Location and Time of the Research
Location of the research was in SMP Wijayakusuma of which building is located on Penjaringan. This was the school where the researcher did his friends school. The research was done successfully starts on 23thof May 2013 until 28thof May 2013.
B. The Method of the Research
The technique of analyzing data is the use of comparative analysis. The research may be about two similar things that have crucial differences.1 The things may not correlate each other. Comparative analysis ideals for someone who needs to hold a research in getting the problem belonged to two or more independent variables. Husein Umar stated the research to the group of empirical studies where the researcher cannot control the independent variable because the problem happened, or characteristics cannot be manipulated.2
Comparative analysis technique is one of quantitative analysis technique or one of statistical technique that can be used to test hypothesis concerns about whether or not there is a difference between or among variable tested. If the difference is found, researcher will need to ensure whether it is significant or only by chance.3It makes the data and the result could be more objective.
According to limitation of the study in the previous chapters, firstly, the writer compares the sanguine students and the phlegmatic students to their way of learning speaking. The comparison describes the similarities and the differences of both students’ personalities. The next is the comparative analysis to the speaking score of the sanguine and the phlegmatic students. This analysis is to answer the research question.
C. The Population and Sample
The writer chooses the population of all students from the second graders of SMP Wijayakusuma. The writer applies 100% students to be tested because all the students actually can be the participant without any more selection, neither choosing through gender nor percentage of the sum total population.
1
Kery Walk, How to Write a Comparative Analysis, Retrieved at http://www.fas.harvard.edu/~wricntr/documents/CompAnalysis.html on June 19, 2012.
2
Drs. Husein Umar, S.E., M.M., MBA, Metode Penelitian untuk Skripsi dan Tesis Bisnis, (Jakarta: PT. Raja Grafindo Persada, 2005), p. 28.
3
To get accurate data about the students' responsiveness to this research, the writer noted the total students of the VIII classes are 70 students. The students are divided into two classes, with the detail description of a number of students as follow:
VIII A : 36 students. VIII B : 34 students.
D. The Technique of Collecting data
The technique of collecting data is the use of personality test which identifies students’ personality through examining personality based on list of traits. It is suitable to classify personalities for the reason that the test is taken from standardized assessment written by Florence Littauer. The test is arranged based on the 40 question numbers from all four personalities; sanguine, choleric, melancholic, and phlegmatic. They can be observed apparently on the table below.
Table 3.1
THE PERSONALITY TEST OF FLORENCE LITTAUER THE FOUR PERSONALITY ASSESSMENT STRENGHTS
1. --- Adventurous --- Adaptable --- Animated --- Analytical
2. --- Persistent --- Playful --- Persuasive --- Peaceful
3. --- Submissive --- Self-sacrificing --- Sociable --- Strong-willed
4. --- Considerate --- Controlled --- Competitive --- Convincing
5
