i ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ SCHEMATA
AND THEIR SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1 KOTAGAJAH
By
NI WAYAN DRESTIANI
The objective of this research is to investigate whether there is positive significant correlation between students’ schemata and their speaking ability. The research was conducted at SMA Negeri 1 Kotagajah. This quantitative research used ex post facto design.
THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1
KOTAGAJAH
(A Script)
By
NI Wayan Drestiani 0913042112
Advisors:
1. Hery Yufrizal, M.A.,Ph.D. 2. Drs. Sudirman, M.Pd.
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF LAMPUNG
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CURRICULUM VITAE
Ni Wayan Drestiani was born on July 20th,1990 in Rama Indra, Seputih Raman Discrict. She is the oldest daughter of Drs. I Made Pakis and Ida Ayu Putu Sukerti. She has one beloved sister, Ni Made Ratna Sari.
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CURRICULUM VITAE
Ni Wayan Drestiani was born on July 20th,1990 in Rama Indra, Seputih Raman Discrict. She is the oldest daughter of Drs. I Made Pakis and Ida Ayu Putu Sukerti. She has one beloved sister, Ni Made Ratna Sari.
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MOTTO:
“Many People who fail did not realize how close they
were to success when they gave up”
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DEDICATION
This script is proudly dedicated to:
1. My parents (Drs. I Made Pakis and Ida Ayu Putu Sukerti)
2. My sister (Ni Made Ratna Sari) 3. My Grandpa
4. My Best Friend and classmates
5. My Big Family
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24. The Correlation between Students’ Schemata and Their Speaking Ability ... 21
2.5 Theoretical Assumption ... 23
x
3.5 Data Collecting Technique... 28
3.6 Research Instrument ... 29
3.7 Scoring Criteria ... 30
3.7.1 Scoring Criteria for Schemata Test ... 30
3.7.2 Scoring Criteria for Speaking Test ... 30
3.8 Tryout of the Test ... 34
3.8.1 The Difficulty level ... 34
3.8.2 The Discrimination Power ... 35
3.8.3 Validity and Reliability ... 36
3.8.3.1 Validity of the Test ... 36
a. The Result of Content Schemata Test... 44
b. The Result of Formal Schemata Test ... 45
c. Result of Linguistic Schemata Test ... 46
d. Result of Speaking Test ... 47
4.3 Hypothesis Testing ... 44
I. INTRODUCTION
This chapter describes the background of problem. It includes the reason to conduct the research, formulation of the problem, objective of the research, use of
the research, scope of the research, and definition of the term.
1.1Background of the Problem
English as an international language has grown broadly in the world. It is in line with Hutchinson and Walters (1986: 6) who say that English is used in scientific,
technical, and economic field. It is a universally accepted language with widely important role. It means that English is used as a mean of communication by most of countries in the world. It is used both in spoken and written in their relationship
with other countries in Indonesia, English becomes the first foreign language. Indonesian’s students should learn English from elementary level to university
level. At school, English is a compulsory subject that should be taught to students.
In learning English there are four skills that must be mastered, they are listening, speaking, reading and writing. Every school expects its students to be able to
communicate in English in both spoken and written.
Learning a language is learning how to speak in the target language. The objective of learning a language is to be able to speak in the target language. So, speaking is
thing to do because English is not formally spoken in Indonesian society.
Students need some efforts to speak in English. This is why most of students rarely use English in their conversation.
Speaking as the productive skill is the way how students carry out the ideas in
their mind to the other students. In learning English, especially in speaking class the students are taught to ask and answer the question. They also learn how to
express their feeling and their idea. They should learn how to deliver their feeling and idea in appropriate sentences. So, the information is well understood by the listener.
Speaking is uttering or expressing the message to other people. Speaking is also as a form of communication between an individual to other individual or a group of people. It is in line with Doff (1978: 163) who states that very often people talk in
order to tell people things they do not know, or to find things out from other people. In short speaking can be said as a means that makes people keep survives in their environment, because through speaking they can ask other people what
information they need and try to fulfill what other people ask them. Besides that, speaking is a tool of language and the main purpose of speaking is to deliver the
message. In daily life, people need to communicate in order to interact with other people.
Barlett (1932) states that schemata are a hypothetical mental structure for
the world. From the statement above every people have their own schema that will
be used to deliver the message to other people.
Briggs (1970) states that skill schema includes skill in reading, writing, listening and talking. In listening ability, background knowledge assists listening
comprehension because listeners have various resource of information which makes listening comprehension easier. Then, in speaking ability, the students’ can speak if they have kind of schemata. They can deliver what should they deliver and use appropriate diction so that the goal of communication can run effectively. And then reading comprehension is affected by the topic familiarity. The more the
content familiar, the easier the reading comprehension. Background knowledge toward the topic given assists students to write what are the content of the writing
and how they can write in appropriate text genre. Schemata are often used in reading ability. Based on the theory and explanations above schemata is also used in speaking ability, people may not speak without having idea or content, because
speaking relate toward the existing thing. The researcher is curious to know whether there is also correlation between schemata and speaking ability. This study primarily examines schemata and speaking, because during the past years
schemata is only studied for reading.
There are many considerations in mastering speaking skill, one of them is students’ schemata. Students have some problems in delivering their idea in
speaking class for example they are not fluent in speaking, they often stop in the middle of conversation and repeat the same word. It is caused by their language
discussed. In order to have good ability in speaking English, the students should
have the schemata to convey what they talk. In short, schemata have a role in organizing pattern of thought, so that students have enough preparation in their
mind to be spoken.
Based on the explanation above, the researcher is interested to analyze the correlation between the students’ schemata and their speaking ability. Therefore,
the researcher focuses on the schemata with an indication that the schemata have contribution to the development of the speaking ability. Thus, the researcher wants to know the significance of correlation between the students’ schemata and
their speaking ability.
1.2Formulation of the Problems
In line with the background above, the research problems are formulated as follows:
1. Are there any positive significant correlations between: students’ schemata and their speaking ability at the second grade of SMA N 1 Kotagajah? 2. Are there any significant correlation between content schemata, formal
schemata, linguistic schemata and students’ speaking ability at the second
grade of SMA N 1 Kotagajah?
1.3 Objectives of the Research
In line with the research problems, the objectives of this research are:
1. To find out whether there are any positive significant correlation between students’ schemata and their speaking ability at the second grade of SMA
Negeri 1 Kotagajah.
2. To find out whether there are any significant correlation between students’ content schemata, formal schemata, linguistic schemata and their speaking ability at the second grade of SMA N 1 Kotagajah.
3. To find out which schemata is closely correlate to students speaking
ability at the second grade of SMA N 1 Kotagajah.
1.4 Uses of the Research
The result of this research can have the following uses:
1.4.1Theoretically, the result of this research could give contribution and verify the previous theory. This research also contributes some information about the understanding of language process. Furthermore, this research can be
used as the logical consideration for the next researcher who is going to concentrate on speaking ability.
1.4.2 Practically, the result of this research could be used as the information to both English teacher and students about the importance of schemata to
1.5 Scope of the Research
This is quantitative co-relational study which is focused on the relation of students’ schemata and their speaking ability. The research was conducted at
SMA N 1 Kotagajah. The researcher had chosen the second grade because they
have learnt English in novice level. The schemata tests were in the form of multiple choice tests covering the content schemata, linguistic schemata and
formal schemata. Then the speaking test focused on accuracy, fluency, and comprehension. The topic which was chosen was Indonesian’s Independence Day. This topic was interesting because it covered the history of Indonesian’s freedom. The consideration in choosing this topic also deals with students’
schemata or knowledge about independent day. The multiple choice test was
continued by speaking test done in conversation form between student and student in pair. During the conversation, the researcher did the recording.
1.6 Definition of Key Term
a) Students’ schemata are the term of the whole concept and perception in students’ mind about knowledge.
b) There are three types of schemata as propose by Carrell (in Journal of English Language Teaching.2012: 2-3):
2) Content schemata refer to the background knowledge of the
content area of a topic. It includes the topic familiarity, cultural knowledge and previous experience with a field.
3) Formal schemata refer to knowledge the organizational forms and rhetorical structure of written texts.
c) Speaking ability is the capability of uttering and producing sound that has
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II. FRAME OF THEORIES
This chapter explains the concepts that are related to the research dealing with the
concept of schemata, types of schemata, concept of speaking and hypothesis.
2.1 Concept of Schemata
Every people have their own experience which become an active knowledge that is stored in their mind. It is in line with Barlett in Drewer and Nakamura (2007: 3)
states that schema as an active organization of past reactions, or past experience, which must always be supposed to be operating in any well-adapted organic response. It can be concluded that schema is an active knowledge that is stored in
the mind which is believed to be operating in any well-adapted basic response.
Schema is used to store and process an information or knowledge and conceptual understanding in our mind. It is in line with Widdowson (1983: 54) who states
that schema concerns of how we organize information to long term memory. In other hand, schema represents the knowledge, information and the conceptual understanding to be interpreted and mastered.
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is an organization of past knowledge which will relate to the present knowledge to
be understanding.
Cook (1997) proposes that schema is a mental representation of a typical instance. Schema theory suggests that people understand new experiences by activating
relevant schemas (also called 'schemata') in their minds. They then assume, unless there is evidence to the contrary that the new experience conforms to their
schematic representation. Schematic processing allows people to interpret new experiences quickly and economically, making intelligent guesses as to what is likely, even before they have explicit evidence. It can be said that schemata are
used to understand and make an assumption of new experience. People will receive the information which fits to their schemata.
People will understand a topic when he or she has schemata on a topic being
discussed in the text or it can be said that schemata will help people to connect the thought and concept on the topic being discussed. For example, Students think of
the word “motorcycle,” this word does not exist in their brain but in an isolated
vacuum. Rather, along with motorcycle, they have an entire web of concepts connected to it that they understand. They know the appearance of motorcycle; it
has two wheels, a handlebar, and a muffler. They know the function of the motorcycle and certain people use motorcycle. All of this information connected
to the idea of a “motorcycle” is a schema. In other words, schema is like a
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Schema is a framework or plan which is store in mind. Schema is used to prepare
what students need to say, what kind of information to be given to their friend. In speaking skill, students always do planning or preparation or rehearsals before
perform their speaking .It is in line with Harmer (2007) states that planning and rehearsal has great value for speaking success. Students will perform much better if they have the chance to think about what they are going to say and how to say
it. It can be said that when students prepare their speaking they use their schemata of past experience to provide and explore a lot of information to be delivered.
For example, when David Wilson was trying to use German while living in Austria, he found out something that most speakers of foreign languages know. If
he was to go into a restaurant and order something, it was much better if he spent some time outside the restaurant, reading the menu and then rehearsing (in his head) what he was going to say. Then when he went in and placed his order, he
did it fluently and without panic.
2.2 Types of Schema
The types of schemata for speaking skill is adapted from Carrell’s theory in
(Zhao and Zhu, 2012: 2-3) who states that there are three kinds of schemata, namely, content schemata, formal schemata and linguistic schemata. The
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A. Content Schemata
Content schemata refer to the background knowledge of content area of the topic talks about or the knowledge of the world. They include the topic familiarity
about previous experience with a field. Students will easily deliver the idea about the content of the topic given if they have previous knowledge of that topic. They also have a lot of information to be informed to the listener. The existing previous
knowledge will enable students to deliver the information fits to the topic given. In short, content schemata are the knowledge, message and information about the
topic given which include topic familiarity and previous experience. For example;
knowledge about Physics, Indonesia’s history and story of Malin Kundang.
B. Formal Schemata
Formal schemata are background knowledge of organizational pattern of different types of texts (i.e. narration, analytical exposition, and recount) has its own conventional structure, which presents a schema of ways speaker include all
necessary information in the topic given. By having formal schemata, students can arrange their ideas in logical ways.
Table 1
The following table is the genre of the texts.
No Genre Social Function Generic Structure Language Features
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C. Linguistic Schemata
Linguistic schemata refer to students’ existing language proficiency in vocabulary
and grammar. Linguistic knowledge plays an essential part in productive skill. It affects students’ fluency in speaking. Students who have a lot of vocabulary will
speak without too much effort. While grammar helps students to construct the correct sentences in conversation. In conclusion, the more students have linguistic schemata, the more fluency they have in speaking.
2 Analytical
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Furthermore, types of Schemata by Al Salmi (2011). Generally, there are three
major types of schemata, namely, linguistic schemata, formal schemata and content schemata.
A. Linguistic schemata
Linguistic schemata refer to readers’ existing language proficiency in vocabulary and grammar. They are the foundation of other schemata. As is known, linguistic
schemata plays an essential part in text comprehension. Without linguistic schemata it is impossible for the reader to decode and comprehend a text. Therefore, the more linguistic schemata a reader has in his mind, the faster the
reader acquires information and better understanding the reader may get. Linguistic schemata also used in speaking ability because without linguistic
schemata students do not have background knowledge about vocabulary and grammar. The more linguistic schemata the students have, the more fluent their speaking.
B. Formal Schemata
Formal schemata are the organizational forms and rhetorical structure of written texts. They include knowledge of different text types and genres, and also include
the knowledge that different types of texts use: text organization, language structures, vocabulary, grammar and level of formality differently. Formal schemata are described as abstract, encoded, internalized, coherent patterns of
meta-linguistic, discourse and textual organization that guide expectation in our attempts to understand a meaning a piece of language. Readers use their schematic
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magazines and journal to help comprehend the information in the text. Studies
shows that knowledge of what type and genre of text is can facilitate reading comprehension for readers because they type of text will offer detailed evidence
of content of the text (Carrel, 1984). In speaking ability formal schemata is used to provide a schema of ways speaker include all necessary information in the topic given.
C. Content Schemata
Content schemata refer to the background knowledge of the content area of a text, or the topic a text talks about. They include topic familiarity, cultural background
knowledge and previous experience with a field. Content Schemata deal with the knowledge relative to the content domain of the text. This is the key to the
understanding of texts. Since one language is not only the simple combination of vocabulary, sentence structure and grammar but also the bearer of different levels
of the language’s culture. To some extent, content schemata can make up for the lack of language schemata. In speaking ability, speaker who have more content
schemata are able to deliver the information fit to the topic given. More over they also able to inform a lot of information toward the topic given so their fluency in
speaking will be better.
Types of Schemata by Yang (2010). There are several kinds of schemata, including content schemata, formal schemata, and linguistic schemata. First,
content schema is a reader’s comprehension of cultural background and the whole
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Speaker may not speak if he or she does not know about thing and event. Second,
formal schema, often called text schema, refers to the layout and rhetoric structure of a text; consisting of the literature types, writing style, language structure. Text
schema enables students to arrange the argument in correct order of text schema. By having text schema knowledge, students will easily to include the necessary information in each part of the text schema. So they can speak fluently because
they able to connect their argument to other argument interrelated. Linguistic schemata refer to vocabulary and grammar which enable students to use the
appropriate diction and construct the grammar both in written and spoken form.
2.3 Concept of Speaking
Speaking is one of important skill that should be though to students. In this section the researcher tries to present the definition of speaking and component of speaking.
2.3.1Definition of Speaking.
Speaking is an oral production in which a speaker utters the spoken message to the listener and the listener receives the information from the speaker. This is in
line with Byrne (1984: 8) who mentions that speaking or oral communication is a two way process between speaker and listener and involves the productive skills and the receptive skill of understanding. Therefore, there are two processes in
speaking, the process of giving information and receiving the information.
Speaking is the primary thought in communication. Through speaking the
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(1974:81-82), speaking is a complex skill requiring the simultaneous use of a
number of different abilities which often develop at different rates. The fundamental concern in speaking is the ability to communicate in formally on
everyday subjects with sufficient ease and fluency to hold the attention of the listener.
Further more Haris in Lamsiah (2011:7) state that speaking as the encoding
process whereby we communicate our ideas, thought and feeling orally. It means that communication is delivering our idea that contain message to persuade people and give the information. The content of the information should be based on the
situation. So, here, speaking is a communication process where the thought, idea, and message flow orally to give the information to other individual.
Speaking skill has main role in people life as a society. Because people needs to
interact with other people using spoken language. They can express their ideas, thoughts and feelings through spoken language. In accordance with Chaney (1998:3) speaking describe as a process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts. Speaking can take place if the speaker uses verbal symbols like words and sentences and
non-verbal symbols like gesture or sign to convey the meaning. Meanwhile Brown (2001:250) state that speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.
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message to persuade people and give the information. The speaker uses
appropriate sentences in order to give clear message to the listener.
Brown (2001: 251) also classifies the types of spoken language. Those types are as follows:
1. Monologue
In monologue, when a speaker uses spoken language like speech, lectures,
readings, news broadcast and the like. The listener must process long stretches of speech without interrupting the steam of the speech will go on whether or not the listener comprehends.
2. Dialogue
Dialogue involves two or more speakers and can be subdivided into
interpersonal and transactional dialogue. In a dialogue involves two or more speakers to convey propositional or factual information.
A. Transactional dialogue is a dialogue that speaker simply need to do
if he or she wants to get something done. In addition, transactional dialogue is carried out for the purpose of conveying or exchanging specific information. For example: to get vegetables, we need to speak to
merchant. In transactional dialogue usually use some of expressions: sympathy, selling and buying, asking forgiving, making appointment,
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X: what is the main idea of the first paragraph of this text?
Y: The United Nations should have more authority.
X: More authority than what?
Y: Than it does right now.
X: what do you mean?
Y: well, for example, the united Nation should have the power to force a
country like Iraq to destroy its nuclear weapons.
X: you do not think the United Nation has that power?
Y: Obviously not. Iraq is still manufacturing nuclear bombs.
B. Interpersonal dialogue is a dialogue that speaker simply do because there is somebody around her or him. Furthermore, it carried out more for
maintaining social relationship than for the transmission of the facts and information. For example: someone talk for the shake of talking, so it can be chatting, gossiping and etc. interpersonal dialogue is done by the
speaker with purpose: to get intimate, to kill the time, to talk as matter of politeness, and to sustain or keep the conversation long. The following dialogue is the example of interpersonal dialogue.
Jeny : Hi, Jordan How’s it going?
Jordan : oh, so-so.
Jeny : Not a great weekend, huh?
Jordan : well, far be it from me to criticize, but I’m pretty miffed about last
week.
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Jordan : I think you know perfectly well what I’m talking about.
Jeny : oh that…how come you get so bent out of shape over something
like that?
Jordan : well, whose fault was it, huh?
Jeny : oh wow, this is great, wonderful. Back to square one. For crying
out loud, Jordan, I thought we would settle this before. Well, what
more can I say?
In relevance with the curriculum of class XI, the researcher used transactional
dialogue to measure students’ speaking ability.
2.3.2 Component of Speaking
Syakur (1987: 3) states that there are five component of speaking as follows:
a. Comprehension
For oral communication, it certainly requires a subject to respond to speech as well as to initiate it.
b. Grammar
It is needed for students to arrange a correct sentence in conversation. It is in line
with explanation suggested by Heaton (1978:5) that student’s ability to
manipulate structure and to distinguish appropriate grammatical form in appropriate ones. This utility of grammar is also to learn to the correct way to gain
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c. Vocabulary
One can not communicative effectively or express their ideas both oral and written from if they do not have sufficient vocabulary. So, vocabulary means the
appropriate diction which is used in communication. d. Pronunciation
Pronunciation is the way for the students’ produce clearer language when they
speak. It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sounds vary
and pattern in a language. e. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and “urns or
ers. These signs indicate that the speaker does not have spread a lot of time searching for the language items needed to express the message (Brown. 1997:4).
Furthermore, Haris (1974: 75) says that speaking has some aspects as described below.
1. Pronunciation refers to be the person’s way of pronunciation words. One who learns English as foreign language must be able to use English pronunciation as well as other skill (Oster, 1985:431)
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3. Vocabulary refers to the words used in language. Phases, clauses, and
sentences are built up by vocabulary. In short, vocabulary is very important because without words we can not speak at all (wilkins,
1983:111)
4. Fluency refers to the one who express quickly and easily (Ostler, 1985:210). It means that when a person making a dialogue with another
person can give respond well without difficulty.
5. Comprehension denotes the ability of understanding the speaker’s
intention and general meaning (Heaton, 1991: 35). It means that if person can answer or express well and correctly, it shows that he comprehends of
understands well.
6. Accuracy is related to the closeness of a measurement, within certain limits, with the true value of the quantity under measurement. For
instance, the accuracy of those determinations by LTD is given by the difference between the measured value (British Calibration Society, BCS Draft Document 3004)
2.4 The Correlation between Schemata and Students’ Speaking Ability
Carrels in Kang (1987) states that in the ESL reading classroom, content is
primary importance. Reading is easiest when content is familiar and that reading is most difficult when contain are difficult. In relevance with Charles theory,
while in speaking ability also has content. It can be said that students’ can speak if
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topic being talked the communication will successful and run fluently or it can be
said they can deliver message appropriate with the topic being talked.
Content schemata are knowledge about the world which involve topic familiarity and previous knowledge. Content schemata are also background knowledge which
is store in the mind. People will only receive the information which is fit to their schemata. Content schemata can not be separated from the speaking skill because
without knowing the topic of the world they can not remember the things that they concern. It is used to understand what the content or message of the communication or it can be said that people will understand what other people
talk if they have the same schemata.
While Formal schemata, Peregoy and Boyle (2000) stated that text structure knowledge or formal schemata enhance comprehension by helping readers to
anticipate and predict the direction of a plot or argument, thereby facilitating attention to the larger meaning of the text. In speaking ability, it is used to deliver the message in right order ideas. Other people will understand our conversation if
we inform the message correct organizes.
Furthermore, Al Salmi (2011) linguistic schemata refer to readers’ existing language proficiency in vocabulary and grammar. As the basis of comprehension, language knowledge plays an important role on understanding of the text,
especially for learners at the elementary stage of learning. Without basic language knowledge, no reading strategy or skills can function effectively. Therefore, the more language schemata readers have in their mind, the more information readers
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on the previous research above the researcher can logically infer that linguistic
schemata are also needed in speaking ability. Likewise in speaking it may happen to a speaker that she or he has linguistic schemata, she or he will also speak
fluently or better. The more vocabulary students’ have the more efficient they can deliver the information. The more grammar knowledge they have the more they can produce meaningful sound.
2.5 Theoretical Assumption
In accordance with the previous theories, the researcher Justify that schemata also has relationship to speaking ability. Content schemata in speaking ability help
students’ to communicate easily with other students. It is used to understand the
knowledge of the topic of speaking. If students have background knowledge of
topic being discussed they will know what kind of message they can deliver. Formal schemata also has correlation, it is used to deliver the message in right order of ideas so the listener will understand easily the message from the speaker.
Linguistic schemata also correlates to speaking ability. The language proficiency in grammar and linguistic enable students to convey their conversation easily with
appropriate vocabulary and grammar. Students will be able to speak if they have sufficient vocabulary. Vocabulary is a component in language that can not be separated when learning the language. While grammar helps students to construct
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2.6 Hypothesis
Based on the theoretical assumption above the researcher would like to formulate the hypothesis as follows:
1. There are positive significant correlations between students’ schemata and
their speaking ability.
2. There are positive significant correlations between students’ content
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III. RESEARCH METHOD
This chapter contains research design, population and sample of the research,
variables, research procedure, data collecting technique, instrument of the research, scoring criteria, try out of the test, normality test, data analysis, and
hypothesis testing.
3.1 Research Design
This research is co-relational study. In this research the researcher uses Ex Post Facto design because the researcher wants to investigate whether schemata have
significant correlation with students’ speaking ability. Hatch and Farhady (1982:
26) states that Ex Post Facto design is often used when the researcher had control over the selection and manipulation of the independent variable. In this research, there was no control group and no treatment to the subject.
In doing this research, the data is taken by having a content schemata test (X1),
formal schemata test (X2), linguistic schemata test (X3), and a speaking test (Y) to
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Where :
X1 = Test of content schemata
X2 = Test of formal schemata
X3 =Test of linguistic schemata
Y = Test of speaking
After getting the data, the researcher will analyze them, and will present
description and explanation of whether there is positive correlation of the content
schemata (X1), formal schemata (X2), linguistic schemata (X3) and students’
speaking ability (Y) using Pearson product moment method.
3.2 Population and Sample
The research was conducted at SMA N 1 Kotagajah Lampung Tengah and the population was the second year students. The sample was XI IPA 3. At SMA N 1
Kotagajah, there are eight classes at second grade and the researcher chose one class as the sample which was chosen by random sampling. Random sampling
enables every individual of the population has the same opportunity to be chosen Y
X1
X2
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as the sample. The class was chosen by using lottery. The procedures are: eight
classes written in rolled paper are put into a glass. Then the glass was shaken two times and one class that came out was selected as sample.
3.3 Variables
This co-relational study has two variables; they are independent and dependent
variable. Students schemata are independent variable because affect the students
speaking ability. Students’ schemata are divided into three types of schemata:
content schemata (X1), formal schemata (X2) and linguistic schemata (X3). While
the speaking ability (Y) is dependent variable because depend on students’
schemata.
3.4 Research Procedures
The procedure of the research as follow:
1. Deciding the population and selecting the sample.
The research was conducted in second grade of SMA N 1 Kotagajah. She
chose one class as the sample by using lottery.
2. Planning the materials for schemata and speaking test.
Material related to recount text. The researcher chose recount text because
she wanted to find the students’ schemata related to the topic of
Indonesian’s Independent Day.
3. Conducting try out
The researcher conducted the try out of schemata test in order to decide
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if it has a good validity, reliability, level of difficulty and discrimination
power.
4. Administering the schemata test.
The schemata test was conducted to know students’ knowledge about
Indonesian’s Independent Day.
5. Administrating the speaking test.
After conducting the schemata test, the students have speaking test. That
test was used to measure students’ speaking ability.
6. Scoring the test.
After giving schemata and speaking test, the researcher was scoring the
schemata test based on Arikunto’s formula and speaking test was scored based on Heaton’s scoring system.
7. Analyzing the data
The researcher analyzed the data using Bivariate Correlation (SPSS 17). It
uses to find the correlation between students’ schemata and their speaking
ability.
8. Discussing and reporting the result of the data analysis
3.5Data Collecting Technique
The data of the research is focused on students’ schemata and speaking ability.
There are two instruments to collect the data in this research; they are students’
schemata tests and speaking test. These tests were conducted to get the data about
the students’ schemata and their speaking ability. The schemata test was in the
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Each item has four alternatives a, b, c, and d. In the other hand, the speaking test
was administrated in transactional conversation. In transactional conversation,
students will have same schemata toward the topic given. The researcher used
recorder to gain all the data about students’ speaking test. After that, she
transcribes the data gain.
3.6 Research Instruments
The researcher used the objective test as the instrument to investigate the students’ content schemata (X1), formal schemata (X2), and linguistic schemata (X3).The
researcher conducted the try out at XI IPA 4 to determine whether the instrument
was well design. The try out consist of 20 items for each content schemata, formal
schemata and linguistic schemata test. After conducting the tryout the researcher
analyzed those items to see their difficulty level and discrimination power. While
speaking test was administrated in transactional dialogue.
Table 2. Specification of content schemata tryout test
No Content Number of Items
1 Previous experience 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
Table 3. Specification of formal schemata tryout test
No Formal Schemata Number of Items
1 Time 6,7,8,9,10,11,12,15,16,,20
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Table 4. Specification of linguistic schemata tryout test
No. Linguistic Schemata Number of Items
1 Grammar 1,2,3,4,5,6,7,8,9,10
2 Vocabulary 11,12,13,14,15,16,17,18,19,20
3.7Scoring Criteria
3.7.1 Scoring Criteria for Schemata Test
The purpose of schemata test is to obtain the data about the students’ knowledge in speech. The scoring is based on the students’ correct number in answering the
test items. The final score is gotten by dividing the correct number with the total
number (15) then multiply it with total score (100).
The formula can be seen as follow:
S = x 100
Description:
S = the final score of the test
R = the total number of the right answers
N = the total items
(Arikunto, 1997:212)
3.7.2 Scoring Criteria for Speaking Test
Table 5. The Rubric of Grading System by Heaton (1988: 100)
Score Accuracy Fluency Comprehensibility 81-90 Pronunciation is only very
slightly influenced by the mother-tongue.
Speaks without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
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There are no mistake of pronunciation and grammar at all
Each of students is able to deliver 6 line conversations by delivering all necessaries content. Delivering the conversation not more than 2 unnatural pauses
required.
The listeners are easy to understand the content and catch goal of the
conversation. There are no interruption required.
71-80 Pronunciation is slightly influenced by the
mother-Has to make an effort at times to search for words.
Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
Each student is able to only 5 line conversations by delivering 5 necessaries content. Delivering the conversation not more than 5 unnatural pauses listener for the shake of clarification are necessary.
The listeners have one interruption to content or the goal of the
conversation
61-70 Pronunciation is still moderately influenced by the mother-tongue but no serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.
There are no more then 10 pronunciation and grammatical mistakes
Although he has to make an effort and search for the words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
Each student is able to mention only 4 line
conversations by delivering 4 necessaries content.
Delivering the conversation not more than 8 unnatural pauses
Most of what the speaker says is easy to follow. His intention is always clear but several interruptions are necessary to help him to convey the message or to seek clarification
Each student is able to mention only 3 line
conversations by delivering 3 necessaries contents.
Delivering the conversation not more than 12 unnatural pauses
The listener can
understand a lot of what is said, but he must
Long pauses while he searches for the desired meaning. Frequently fragmentary and
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causing a breakdown in communication. Many ‘basic’ grammatical and lexical errors.
There are more than 15 pronunciations and grammatical errors.
halting deliver. Almost gives up making the effort at times. Limited range of expression.
Each student is able to mention only 2 line
conversations by delivering 2 necessaries contents.
Delivering the conversation more than 12 unnatural pauses
understood-and then with considerable effort by someone who is used to listening to the speaker.
The listeners have 4 interruptions to content or the goal of the
conversation
In addition, the following scoring system is promoted by Harris (1979).
Pronunciation
20 Speech is fluent and effortless as that of native speaker. 16 Always intelligible through on is conscious of definite accent.
12 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding.
8 very hard to understand because of pronunciation problem must frequently be asked to repeat.
4 Pronunciation problems too severe as to make speech unintelligible.
Grammar
20 Make few (if any) noticeable errors of grammar or word order.
16 Occasionally makes grammatical and/ or word order errors which do not,
however, obscure meaning.
12 Make frequent errors of grammar and word order, which obscure meaning. 8. Grammar and word orders make comprehension difficulty must often
rephrase sentences and/or restrict him to basic patterns.
4 Errors in grammar and words order to severe as to make speech virtually
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Fluency
20 Speech is fluent and effortless as that of native speaker problems. 16 Speed of speech seems to be slightly affected by language problems.
12 speed and fluency are rather strongly affected by language problems. 8 Usually hesitant, often forced into silence by language problems
4 Speech is as halting and fragmentary as to make conversation virtually
impossible.
Vocabulary
20 Use of vocabulary and idioms is virtually that of native speaker.
16 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.
12 Frequently uses the wrong words, conversation, somewhat limited because inadequate vocabulary.
8 Misuses of words and very limited vocabulary make comprehension quite
difficult.
4 Vocabulary limitation to extreme as to make virtually impossible.
Comprehension
20 Appear to understand everything without difficulty 16 understand nearly everything normal speed
12 Has great difficult following what is said
8 Has great difficult following what is said
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The researcher used Heaton Grading system because it is commonly use by the
other researcher and more simple.
3.8Try Out of the Test
Try out of the test is important to do before getting the real data. It is used to know the quality of the test in order to get the data. The try out was conducted in
the first meeting. The researcher used 20 items of each content schemata, formal
schemata, and linguistic schemata test contain four options of answer for each
(a,b,c,and d).This test is administrated in order to find out whether the test is well
accurate and effective for the real test, so that the researcher can collect the data
using this test. The accuracy and the effectiveness of the test was seen after the
researcher conduct the try out test and analyze the difficulty level, discrimination
power, the reliability and validity of it. Then, after analyzing those aspects, the
researcher revised the test so that it can be used in the real test.
3.8.1 The Difficulty Level
Heaton (1988: 161) in his book states that the item simply shows how easy or
difficult the particular item prove in the test. The index of difficulty is generally
expressed as the fraction or percentage of students who answered the item
correctly.
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Where:
LD = level of difficulty
R = the number of correct answers
N = the number of students taking the test
The criteria of the difficulty level are as follow (Shohamy, 1985;79):
0,0 – 0,3 = difficult
0,3 – 0,7 = average 0,7 – 1,0 = too easy
3.8.2 The Discrimination Power
Heaton (1988: 179) states that the discrimination index of an item indicates the
extent to which the item discriminates between the testes, separating the more
able testes from the less able. The discrimination index shows whether those
students who performed well on the whole test tended to do well or badly on each
item in the test.
To know the discrimination power of the test, the researcher used the following
formula. Shohamy (1985:81):
DP =
In which:
DP = discrimination power
U = the number of upper class who answer correctly
L = the number of lower class who answer correctly
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Classification of discrimination power according to Arikunto (1997:375) is as
follows:
DP 0.00 – 0.19 = poor
DP 0.20 – 0.39 = satisfactory
DP 0.40 – 0.69 = good
DP 0.70 – 1.00 = excellent
DP – (negative) = bad item, should be deleted
3.8.3 Validity and Reliability
3.8.3.1 Validity of the Test
Validity of a test shows how far the instrument measures the items which
supposed to be measured (Setiyadi, 2006:22). The researcher analyzed the test
based on the content and construct validity in order to know the test has good
validity or not.
a. Content validity
Heaton (1988:160) identifies the content validity as the validity that depends on a
careful analysis of the language being tested and of the particular course
objectives. The test should be constructed as to contain a representative sample of
the course, the relationship between the test items and the course objectives
always being apparent. In other word, the content validity always concern whether
the test has good representative of the material that have been learnt or not. To get
the content validity, the schemata test was taken from a recount text entitled
Indonesian’s independence day and the speaking test was taken form the same
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b. Construct validity
Construct validity is concerned with the certain language knowledge skill. To
know the test is really reflecting the language which is being measured, the
researcher examined whether the test question actually reflect what is meant to
know a language. To get the construct validity, schemata test covered content schemata, formal schemata and linguistic schemata. While the speaking test was
administrated in transactional dialogue in order to get the construct validity.
3.8.3.2 Reliability of the Test
Reliability is the consistency in giving the same result towards the same subject
on different occasion (Setiyadi, 2006: 18). Furthermore, Heaton (1988:162) states
in his book, reliability is a necessary characteristic of any good test. The
researcher used the inter-rater reliability for speaking test in order to avoid the
subjectivity. It is used when the scoring of the test is conducted by two raters who
have the same criteria of scoring. It can be says that there are two persons that
scores the test result. The first rater is the researcher and the second rater is the
English teacher.
To find out the reliability of the students’ schemata test, the formula used is as
follows:
31
Where:
= the correlation coefficient of reliability between odd and even number
= the total numbers of odd number items
= the total numbers of even number items
= square of X
= square of Y
= the total score of odd number items
= the total score of even number items
(Hatch and Farhady, 1982: 247)
The result of reliability of students’ schemata test can be seen in appendix 12, 13
and 14 (pages 85, 86, and 87).
The criteria of reliability are:
a) A very low reliability ranges from 0.00 to 0.19
b) A low reliability ranges from 0.20 to 0.39
c) An average reliability ranges from 0.40 to 0.59
d) A high reliability ranges from 0.60 t0 0.79
e) A very high reliability ranges from 0.80 to 1.00
(Arikunto, 1997:67)
2. To see the reliability of the whole try out test, the Spearman Brown formula
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Where:
rk = the reliability of the test
rl = the reliability of half of the test
(Hatch and Farhady, 1982:246)
The result of the calculation can be seen in appendix 12, 13, and 14 (pages 85, 86,
and 87).
3.9 Data Analysis
After conducting the test, the researcher analyzed the data. The finding of
students’ schemata and speaking test was used to find out the coefficient correlation between the students’ schemata and their speaking ability. The
researcher correlates the data using the Bivariate correlation (SPSS 17) and
Pearson Product Moment Formula.
R y123 = Where:
: The coefficient correlation between students’ content schemata, formal schemata, linguistic schemata and their speaking ability.
: The coefficient correlation between X1 and Y
: The coefficient correlation between X2 and Y
: The coefficient correlation between X3 and Y
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The result of calculation of the whole schemata and students’ speaking ability can
be seen in appendix 17 (page 90).
3.10 Hypothesis Testing
To conclude a possible correlation between students’ schemata and their speaking
ability the researcher used Pearson Product Moment correlation run by SPSS 17.
If the correlations sign appear with star, the correlation is significant. But if the
correlation without star, the correlation is not significant. Determining the level of significant ά 0.05.
Notes:
1. HO = There are no positive significant correlation between students’ schemata and their speaking ability.
H1 = There are positive significant correlation between students’ schemata and
their speaking ability.
2. Ho = There are no positive significant correlation between students’ content
schemata, formal schemata, linguistic schemata and their speaking
ability.
HI = There are positive significant correlations between students’ content
schemata, formal schemata, linguistic schemata and their speaking
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Setiyadi (2006:167) states that coefficient correlation is always between -1 up to
+1. The coefficient correlation can be seen as follow: Between 0,800 up to 1.00 = very high
Between 0,600 up to 0.800 = high Between 0,400 up to 0,600 = moderate Between 0,200 up to 0,400 = low
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V. CONCLUSIONS AND SUGGESTIONS
This chapter consists of conclusions of the research’s result and also the
suggestions based on the research at the second year of SMA Negeri 1 Kotagajah at class XI IPA 3.
5.1 Conclusions
Based on the result and discussion the researcher concluded:
1. There are positive significant correlations between students’ schemata and their speaking ability. The coefficient correlations: between students’ content schemata and their speaking ability is 0.43 which is categorized as moderate correlation,
between students’ formal schemata and their speaking ability is 0.46 which
indicated that students’ formal schemata also have average correlation to their
speaking ability, between students’ linguistic schemata and their speaking ability
is 0.91. It means that students’ linguistic schemata have very high correlation to their speaking ability.
2. There are positive significant correlations between students’ content schemata,
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3. Linguistic schemata is closely correlate to students speaking ability with
coefficient correlation 0.91. Because no language skills can function effectively without linguistic schemata.
5.2 Suggestions
Based on the discussion and conclusion previously presented, the researcher
would like to give some suggestions:
1. The English teacher should give more attention to students’ linguistic schemata by giving more practice on grammar and vocabulary, teacher should
also build students content schemata before they deliver their speaking so they can speak fluently, and the last, the teacher also give attention to
students formal schemata by train them to deliver their information in right order.
2. The students should be able to prepare the idea, apply right order of ideas, and use appropriate vocabulary and grammar before they perform their
speaking.
3. As this research is mainly based on speaking, further research is correlate schemata and different skill in order to determine if schemata is also needed
