THE CORRELATION BETWEEN STUDENTS’
SPEAKING SKILLS AND THEIR ACTIVENESS IN THE ORGANIZATION FOR THE
ELEVENTH-GRADE STUDENTS OF SMA NEGERI 4 BANDAR LAMPUNG
A Thesis
Submitted as a Partial Fulfillment of The Requirements for S1 Degree
By:
Ari Prasetyo 1811040293
Study Program : English Education Advisor : Meisuri, M.Pd
Co-Advisor : Satria Adi Pradana, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY ISLAMIC STATE UNIVERSITY RADEN INTAN
LAMPUNG
2022 M / 1444 H
THE CORRELATION BETWEEN STUDENTS’
SPEAKING SKILLS AND THEIR ACTIVENESS IN THE ORGANIZATION FOR THE
ELEVENTH-GRADE STUDENTS OF SMA NEGERI 4 BANDAR LAMPUNG
A Thesis
Submitted as a Partial Fulfillment of The Requirements for S1 Degree
By:
Ari Prasetyo 1811040293
Study Program : English Education Advisor : Meisuri, M.Pd
Co-Advisor : Satria Adi Pradana, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY ISLAMIC STATE UNIVERSITY RADEN INTAN
LAMPUNG
2022 M / 1444 H
iii ABSTRACT
This research was conducted to find the correlation between students' speaking skills and their activeness in the organization. The difficulties faced by the students in mastering speaking skills that is;
(1) The students felt nervous when practicing their speaking in front of the class because they worried about their pronunciation and grammar, the students also lacked the vocabulary and were afraid to make mistakes. (2) The students needed a suitable environment to improve their speaking skills because when they tried to practice in front of the class, the others would laugh at them if they got mispronounced. Therefore, the students felt hard to improve their speaking skills.
Correlational research was used as the research method. The research subject was SMA Negeri 4 Bandar Lampung students, and XI MIA 1 was chosen as the research sample, consisting of thirty-two students. The students’ speaking scores obtained using the test and questionnaires were utilized to get students' activeness in the organization by using the percentage calculated by the IBM SPSS 25 Statistics. To prove that the research was already done could be seen by the observation and documentation.
Pearson Product Moment was utilized to calculate the hypothesis testing. The result was the 𝑟𝑐𝑜𝑢𝑛𝑡 value was 0.943, the 𝑟𝑡𝑎𝑏𝑙𝑒 value was 0,339, and the significance value was 0,05. Based on the result, the significant probability value was 0.000, it could be concluded that the probability value was lower than the significant value (p-value <
𝛼). 𝐻0 was rejected, and 𝐻𝑎 was accepted, which could be concluded that there was a correlation between students' speaking skills and the students' activeness in the organization for grade 11th students.
Because the correlation result value was 0.943, there was a positive correlation between the two variables. It could be signified that the students could improve their English knowledge, especially speaking skills, by joining and being active in the organization.
Keywords: Correlation, Organization, Speaking Skills
v
DECLARATION
I declare that the thesis entitled The Correlation Between Students’ Speaking Skills And Their Activeness In The Organization For The Eleventh-Grade Students Of SMA Negeri 4 Bandar Lampung in The Academic Year 2021/2022 was utterly my work. I am fully aware that I quoted some statements and theories from various sources, which are appropriately acknowledged in the text.
Bandar Lampung, March 2023 Declared by
Ari Prasetyo NPM. 1811040293
vi
vii APPROVAL
ix MOTTO
“O humanity! Indeed, We created you from a male and a female and made you into peoples and tribes so that you may ˹get to˺ know one another. Surely the noblest of you in the sight of Allah is the most righteous among you. Allah is truly All-Knowing, All-Aware.”
(Q.S Al-Hujurat:13)1
1 Qur’an, Available At: https://quran.com/49?startingVerse=13/
(Accessed 2:54 Pm, on October 30th 2022)
x DEDICATION
Bissmillahirahmanirrahim, Alhamdulillahirabbil’ alamin praise be to Allah SWT. This thesis was dedicated to everyone who cares and loves me, which has given all the mercies and blessings so the thesis could be finished. I want to dedicate this thesis to the following:
1. Allah SWT, the only God who always loves and keeps me everywhere and every time.
2. My beloved parents always give love and prayers to my every step, my mom, Ms. Kariyem, and my dad Mr.Tukino. Thank you for your generosity, finance, encouragement, love, belief, and everlasting praying. No words can describe how big the sacrifice doing by them. Thank you for mom and dad. I love you three thousand in every universe.
3. I dedicate this thesis to Purwoto, my older brother. I sincerely hope you can accept God's gift of a bachelor's degree for your misbehaving younger brother. The second is that I dedicate this thesis to my older brother Gunanto. Thank you for your support and for taking the time to listen to all the constant complaints.
The last one is dedicated to my younger brother Fajar Bayu Pamungkas. I sincerely hope you can do better than I did.
4. My almamater, Islamic State University Raden Intan Lampung.
xi
CURRICULUM VITAE
Ari Prasetyo was born on February 25th, 2000, in Bandar Lampung, the third son of Mr. Tukino and Ms. Kariyem. Ari has two older brothers and one younger brother.
In his academic background, he completed his formal education at TK Pelita Bhakti in 2005/2006. After graduating from kindergarten, he continued his educational stage to primary school at SD Negeri 1 Kupang Kota from 2006 to 2012. After graduating from primary school, he continued his academic background at SMP Negeri 17 Bandar Lampung from 2012 until 2015. And then, after he graduated from Junior High School, he continued his educational stage at SMA Negeri 4 Bandar Lampung from 2015 until 2018. And then, he continued his academic background at Islamic State University Raden Intan Lampung, majoring in the English Education Study Program of Tarbiyah and Teacher Training Faculty.
xii PREFACE
Assalamu’alaikum Warahmatullahi Wabarakatuh
Bissmillahirrahmanirrahim, Alhamdulillahirabbil’alamin. Start with the name of Allah SWT. The most merciful, most compassionate, praise be to Allah, lord of all the worlds. Who has given some mercies and blessings, so the thesis titled “The Correlation Between Students’ Speaking Skills And Their Activeness In The Organization For The Eleventh-Grade Students Of SMA Negeri 4 Bandar Lampung” could be finished with so good. Sholawat and salam be with our prophet Muhammad Peace Be Upon Him, who has taught their people respectively to attain happy and prosperous life in this world and hereafter. The following thank you addressed to:
1. I honored Prof. Dr. Hj. Nirva Diana, M. Pd, as the dean of Tarbiyah and the Teacher Training Faculty of UIN Raden Intan Lampung.
2. I honored Mr. Dr. Mohammad Muhassin, M.hum, as the Chairperson of the English Education Study Program of UIN Raden Intan Lampung
3. Ms. Meisuri, M. Pd, the advisor who had given guidance and help to finish this thesis
4. Mr. Satria Adi Pradana, M.Pd, as the co-advisor, has always taken the time to guide and support the thesis writing process from the beginning until the preparation of this thesis is complete.
5. I respect all the English Education Study Program lectures and staff who have given knowledge and help during the education progress.
6. The principal of the SMA Negeri 4 Bandar Lampung Ms. Dra.
Hj. Rosita and all the teachers and staff who have given permission and helped to conduct research at SMA Negeri 4 Bandar Lampung until it was finished.
7. Kelatnas Indonesia Perisai Diri Lampung as the second family, all the partners Desti Suci Ramdhana, S. Pd, Cici Dhyakurniati, Febri Surya Laksana, Merisa Restu Melania, and the brother in arm M. Zailani, and all the big family of Kelatnas Perisai Diri which cannot be mentioned one by one, thank you for all the support.
xiii
8. My close friend, Desta Suci Ramadhani, S.Pd, special thanks to her because she always takes the time and provides the best help and support.
9. Group of remarkable people, all the friends in C class 2018, Fadil, Yudha, Gilang, thanks for all the time and memorable moments, Linggar, Madil, Mickel, Dewi, Ranggita, Clarisa, Ara, Richa, Anjani, Gita, Destara, Eka, Nesya, Anta, Risya, Marina, Meliya, and all my friends in this class that I can’t mention one by one, and the leader of this group Reza. Thank you very much to all my friends cause has been my best friend during college, and all of you are very kind.
Hopefully, all the help that have been given sincerely may be rewarded by the almighty God Allah SWT. Aamiin ya rabbal aalamiin. It knows that there are a lot of weaknesses in the preparation of this Thesis. Because of that, it needs constructive criticism and suggestion from all the various parties to improve this.
Wassalamu’alaikum Warahmatullahi Wabarakatuh.
Bandar Lampung, March 2023 Researcher,
Ari Prasetyo 1811040293
xiv
TABLE OF CONTENTS
COVER Page
ABSTRACT ... iii
DECLARATION ... v
APPROVAL ... vii
ADMISSION ... viii
MOTTO ... ix
DEDICATIONS ... x
CURRICULUM VITAE ... vii
PREFACE ... xi
TABLE OF CONTENTS ... xiv
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Title Affirmation ... 1
B. Background of The Problem ... 2
C. Identification of The Problem ... 9
D. Formulation of The Problem ... 9
E. Purpose of The Research ... 10
F. The benefit of The Research ... 10
G. Relevance Studies ... 11
H. Writing Systematic ... 15
CHAPTER II LITERATURE REVIEW A. Theory ... 17
a. Definition of Speaking ... 17
b. The Elements of Speaking ... 18
c. Type of Speaking ... 20
d. Assessing Speaking ... 21
e. The Function of Speaking ... 22
f. Definition of Organization... 24
g. Active in Organization ... 25
h. The Importance of Joining Organization ... 27
B. Hypothesis ... 28
xv CHAPTER III RESEARCH METHOD
A. Time and Place of The Research ... 31
B. Approach and Type of The Research ... 31
1. The approach of The Research ... 31
2. Type of The Research ... 32
C. Population, Sample, and Collecting Data ... 32
1. The Population ... 32
2. The Sample ... 33
3. The Data Collection Technique ... 35
D. Definition of The Operational Variable ... 35
1. Independent Variable ... 36
2. Dependent Variable ... 36
E. Instrument of The Research ... 36
1. Speaking Test ... 36
2. Questionnaire ... 42
F. Validity and Reliability Test of The Data ... 46
1. The Validity of Test ... 46
2. The Reliability of Test ... 49
G. Analysis Prerequisite Test ... 51
1. Normality Test ... 51
2. Linearity Test ... 52
H. Hypothesis Testing ... 53
CHAPTER IV RESULT AND DISCUSSION OF THE RESEARCH A. The Result and Data Description ... 55
1. The Result of The Students’ Activeness in Organization ... 55
2. The Result of The Students’ Speaking Skills ... 61
3. The Result of The Normality Test ... 63
4. The Result of The Linearity Test ... 64
5. The Result of The Hypothesis Test ... 65
B. Discussion ... 67
xvi CHAPTER V CLOSING
A. Conclusion ... 73 B. Recommendation ... 73
xvii
LIST OF TABLES
Table Page
Table 3.1 Data on The Number of Students at SMA Negeri 4 Bandar
Lampung ... 32
Table 3.2 Topics for Speaking Test ... 36
Table 3.3 The Assessing of Pronunciation ... 36
Table 3.4 The Assessing of Vocabulary ... 37
Table 3.5 The Assessing of Fluency ... 38
Table 3.6 The Assessing of Grammar ... 39
Table 3.7 Classification of Speaking Score ... 40
Table 3.8 Item Score for Organizational Activity ... 42
Table 3.9 Table of The Questionnaire Grid ... 42
Table 3.10 Question and Type of The Question ... 43
Table 3.11 Table of Speaking Validity ... 46
Table 3.12 Table of Questionnaire Validity ... 47
Table 3.13 Interpretation of Correlation Coefficient ... 49
Table 3.14 The Speaking Reliability Statistics ... 49
Table 3.15 The Questionnaire Reliability Statistics ... 50
Table 3.16 “r” Product Moment Interpretation ... 53
Table 4.1 The Result of The Questionnaire ... 55
Table 4.2 Frequency Distribution ... 59
Table 4.3 The Quality Level of Students’ Activeness in The Organization ... 61
Table 4.4 The Quality Level of Students’ Speaking Skills ... 2
Table 4.5 One-Sample Kolmogorov Smirnov Test ... 63
Table 4.6 Anova Table ... 65
Table 4.7 Correlations ... 66
xviii
CHAPTER I INTRODUCTION A. Title Affirmation
As a first step to understanding this thesis title and avoiding misunderstandings, it was important to explain some of the words that make up the title of this thesis proposal. The title of the intended thesis proposal was “The Correlation Between Students’ Speaking Skills And Their Activeness In The Organization For The Eleventh-Grade Students Of SMA Negeri 4 Bandar Lampung” the following were descriptions of the meanings of certain phrases used in the title of this proposal:
1. Correlation
Correlation research studied two or more variables to determine whether they were related2. The correlation was a technique to determine the relationship between two or more variables. In this study, the focus was wanted to correlate the correlation between speaking skills and being active in the organization.
2. Speaking
Speaking, according to Chaney, was the activity of creating and sharing meaning using verbal and nonverbal symbols in various contexts. Speaking ability was known from a modern perspective as communication competence. Another statement also defines successful English learning and teaching as when the learners can communicate using English inside or outside the classroom. Speaking was using language in an ordinary voice, pronouncing the words, knowing and being able to
2 Meltiandari Wandha Puspita, ‘The Correlation Between Grammar Mastery And Speaking Fluency Of Efl Learners’ (Universitas Brawijaya, 2019), 10.
use the language, expressing ourselves in words, and making a speech3.
3. Organization
According to Schein, an organization was planning and coordinating a variety of human actions to achieve a goal, as well as the delegation of authority and responsibilities4. That means that an organization was a group of individuals or organizations that share common goals and work together to achieve them. In other words, the organization was a group of various individuals that share common goals and collaborate to achieve them.
The organization that becomes the focus of this research was an organization that was engaged in English such as Youth English Club
So, the means by the title of the thesis proposal about The Correlation Between Students’ Speaking Skills And Their Activeness In The Organization For The Eleventh-Grade Students Of SMA Negeri 4 Bandar Lampung was to know the correlation between students' speaking skills and being active in the organization.
B. Background Of the Problem
The language was a communication system. It was a means for both and oral written communication. The language was very useful when people want to express their ideas. If someone didn’t know about the language it will be hard to interact with each other. According to Patel, language was a system of communication that consists of a set of sounds and written symbols were used by individuals in a specific country to communicate verbally or in writing5. Based on the
3 Fernandes Arung, ‘Improving The Students’ Speaking Skill Through Debate Technique’, (Jee) Journal Of English Education, 1.1 (2016), 70.
4 Muhammad Ardi, ‘Hubungan Antara Persepsi Terhadap Organisasi Dengan Minat Berorganisasi’, Jurnal Psikologi Uin Suska Riau (Universitas Islam Negeri Sultan Syarif Kasim Riau, 2010), 14.
5 Nurlaila Tussa’adah, “The Correlation Between Students’
Pronunciation Mastery And Their Speaking Ability At The First Semester
statement it was clear that language was necessary to learn for people.
‘These are they of whom Allah knows what is in their hearts; therefore, turn aside from them, admonish them, and speak to them effectual words concerning themselves. (QS.
An-Nisaa:63)6
It could be deduced the meaning of QS. An-Nisaa': 63 denotes that God knows what people hope for in their lives.
We can convey the truth while constructing the meaning of communication, and good speech will help others understand the meaning of communication. The speaker must deliver the message so that the audience understands it clearly and remembers it as a positive aspect of communication.
English was an international language, also known as a worldwide communication medium. English was studied by a large number of people who speak a variety of languages all around the world.
Speaking is one of the skills that have to be mastered by ESL students. Speaking skills become one of the most difficult competencies to master among the four skills that have to be mastered by the language learner7. Speaking abilities seem to be the abilities that set up everyone to communicate more effectively. Speaking ability was an important aspect of the language teaching curriculum, and as a result, it was an important subject of evaluation. Speaking is
Of The Eleventh Grade Of Sma N1 Abung Pekurun Kotabumi North Lampung In The Academic Year Of 2017/2018” (Raden Intan Islamic University Lampung, 2018).
6 Qur’an, Available At: Https://Www.Alquranenglish.Com/
(Accessed 2:32 Pm, On February 01st 2022)
7 Neneng Rahayu Aprilia And Melly Lesvia Lukita, ‘Correlational Study Between The Improvement Of Reading Achievement And Student’
Speaking Skill At The First Grade Of Sman 1 Rawamerta Karawang’, Project (Professional Journal Of English Education), 2.5 (2019), 656.
the process of transmitting language through the mouth. Many organs of our body, including the lungs, vocal tract, vocal cords, tongue, teeth, and lips, were used to make sounds when we speak. These skills help the speaker present the message with confidence, emotion, and thoughtfulness. Speaking abilities help the teacher build strong communication with the students, especially in the classroom. According to John Munro, the capacity to effectively communicate through oral language was an important basis for a student's academic achievement informal education. Thus, speaking abilities were necessary for every language learner.
In learning speaking skills, students needed a lot of struggle to master them; speaking English was not easy;
English learners should know many significant components.
There were a lot of problems faced by students when they try to master this skill. Based on the teacher some problems usually happen: the students feel nervous to try because they feel worried about their pronunciation and grammar, and sometimes it was because of a lack of vocabulary and fear of mistakes. Not only that, the inhibiting factors that prevent students from mastering English were also external factors. In this pandemic period, the biggest problem was time, where learning hours were cut in every school; this makes it difficult for students and a few others to understand assignments and learning materials. Some students also feel that learning English in class was not enough to improve their English skills because they do not have enough time to study. If they study alone at home, there was no one to guide them, or they don't have a tutor who can fix them, so they don't know how to speak and interpret their English correctly or not.
Moreover, in addition to time, not a few students work while attending school with the excuse of helping their parents, so this was also an obstacle for students to understand and master the assignments or English material given.
Based on one of the English teachers interviewed, the students learn English actively; however, not all students actively follow the learning process. Still, some students can
be active in the English learning process. Students' English ability can be said to be good even though some students think that English was the hardest subject to be mastered, making them feel so hard to develop. The English teacher always gave them the motivation that every day always, there was a change. The more developed the times, the more aware that English was a language that students must learn. In the learning model, the teacher asks students to read aloud to assess their pronunciation and fluency. Still, to assess speaking skills and to develop their English skills, the teacher usually asks the students to make their version of the dialogue then they were asked to present their ideas; the teacher also often asks students to make dialogues and then asks students to practice what they have made. Based on the students interviewed before, the students have experienced a problem.
Sometimes they got a problem with grammar.
Grammar was a very big problem that has to be faced by English learners. Grammar was an important part of forming words and building English sentences. The type of institution the speaker has about their native speakers reflects their grammatical proficiency8. Harmer states that Grammar knowledge was required for effective language users. It means that the language user has to learn grammar because grammar skills will make the students know how to organize, manipulate, and combine words or pieces of words to make them meaningful and form a longer unit of meaning. This implies that to become proficient in English, students must have a thorough understanding of the language's structures.
According to the literature review, language resources, including grammar, were used for more than just accurate communication, so we know that if students want to be good speakers, they should be a master of grammar9.
8 Siska Okta Widya And Irna Wahyuni, ‘The Correlation Between Grammar Mastery And Writing Thesis Proposal At Stkip Ydb Lubuk Alung’, Jurnal Arbiter, 5.2 (2018), 75.
9 I Putu Angga Et Al., “The Correlation Between Students ’ Grammar Mastery And Their Speaking Ability Of Eleventh Grade Students
Despite the various materials and delivery methods, teachers in the field of study interviewed by the author believe that learning English in class was insufficient to master English and those additional activities such as participation in extracurricular activities in the field of language, particularly English, were required. As a result, it was recommended that students participate in extracurricular or organizational activities, as well as tutoring. But students try many things to master this skill, and one of the ways was by joining an organization.
Based on the open questionnaire that has been shared, twenty-six students gave a response that there are seventeen students answered that speaking is the hardest skill, besides that four students answered that listening is the hardest one, four students answered listening, and one student answered reading. Students who answered that speaking is the most difficult skill, have various reasons ranging from reasons because of different speech and writing, to the way pronunciation is difficult to follow, some students say that they were not fluent in pronunciation, and sometimes they also find it difficult to distinguish between pronunciations of words, and some still don't understand how to pronounce a letter and were still a little confused about the grammar that must be used in constructing a sentence.
Based on the results of the questionnaire distributed to students who took part in YEC's extracurricular activities, they found some problems as well. Some students thought that they had difficulty pronouncing sentences so that they sounded unclear, forgot the vocabulary they wanted to say, spoke convolutedly, and also lacked clarity in speaking. YEC extracurricular members also often encountered problems such as the vocabulary they mastered was still not enough, the way of speaking was unclear, and the grammar is a little wrong.
At Sma Negeri 2 Mendoyo In The Academic Year Of 2019 / 2020”, No.
1991 (2020), P.4.
Based on the results of an open questionnaire that was distributed to students in class XII MIA 1 and members of the YEC extracurricular class, learning English in class alone was not enough for them to master English, based on the results of the questionnaire from class XII MIA 1, twenty-two students answered that joining a language organization can help them to practice their English skills, and four answered no. Based on the results of the questionnaire with YEC members, they think that language organizations can help them to create a suitable environment for those who want to develop their English language skills, while three students answered that they did not feel that YEC could be the right place because sometimes some students did not practice seriously. The students feel that learning English in class was not enough to understand English material, moreover to increase their speaking skills. Sometimes what makes they don’t understand the material of the subject because the explanation by the teacher was not cleared, and the condition of the class that sometimes not conducive to studying. Some students said that they were not good at English because when they did not study English when they were in primary school when they were in junior high school, and they only do the face-to-face learning process for two years. After all, when they were in grade ninth the online learning process started when they feel not enough to understand the basics of English.
Other issues, aside from grammar, frequently become roadblocks for students studying English, particularly when they want to improve their speaking abilities. When students want to practice speaking, they were ashamed because they believe they do not have excellent abilities. They were also worried about mispronouncing since if they utter one word incorrectly, their classmates would laugh, therefore they were terrified of making mistakes. After they feel worried about their knowledge of grammar, then coupled with their fear of practicing becomes the cause of their difficulty in developing.
So, they need a special place where they can practice without
worrying about situations and conditions they have experienced.
Some students stated that, in addition to studying in class, they require a conducive environment in which to learn English. One of the students stated that they require a partner who shares their goals, such as practicing speaking; they also require a companion to practice the skill so that they do not become bored, and they require friends who can correct them if they make mistakes. They can improve their English abilities, particularly their speaking skills, through the organization. Speaking skills were crucial since they can help them find work because they will not be startled if a job interview was conducted in English. Students also believe that participating in organizations or extracurricular activities was not a problem for learning at home. Some people believe they participate in extracurricular or organizational activities since they have adequate spare time and the events were frequently held outside of school hours. They believe that joining a company entails learning how to effectively manage our time.
Some students state that joining an organization that was engaged in language can help them to improve their knowledge of the language.
Griffin defines an organization as a group of people who collaborate in a structured and coordinated manner to achieve a set of objectives. Students can develop a mindset in both organization and social life by participating in organizations.
Students take out organizations to channel their talents, interests, and abilities. A student engages and plays an active role in the group's activities, he was considered to be active in the organization. There were a lot of organizations that can help students to improve their speaking skills, and one of those organizations was the Youth English Club.
A Youth English club was an organization or extracurricular in a school. Based on Marinova an English club was a group of people who share a common goal or interest and meet regularly to participate in shared activities. It was a group or association of people who share common goals
or interests10. Youth English Club was a language program that was used to increase the student’s achievement in mastering English skills The benefits of joining the Youth English Club are students can be able to participate the various activities. In the activity of the organization process, learners can share their ideas, ask and give questions communicatively, and ask the problem in the form of a group.
But to achieve the benefits, the students have to be required to be able to use English as a language of communication, which means students can produce and use English in spoken or written form. Based on the description and the problem already explained above, this research tries to find the correlation between students’ speaking skills and being active in an organization.
C. Identification Of The Problem
Based on the background above, it could be identified that there are some problems
1. The students found difficulties in mastering speaking skills
2. The students have a hard understanding the grammar 3. The students feel that just learning English in the class
was not enough
4. The students felt joining the organization was not suitable for improving their English knowledge
D. Formulation Of The Problem
Based on identifying the problem, this research focused on the correlation between two variables: students’ speaking skills and students' activeness in the organization. Based on the identification of the problem, could be formulated problem: “Is there a correlation between students’ speaking skills and their activeness in the organization?”.
10 Elsadig Ali Elsadig Elnadeef And Ayman Hamad Elneil Hamdan Abdala, ‘The Effectiveness Of English Club As Free Voluntary Speaking Activity Strategy In Fostering Speaking Skill In Saudi Arabia Context.’, Online Submission, 2.1 (2019), 231.
E. Purpose Of The Research
Based on the formulation of the problem, this research aimed to find the correlation between students’ speaking skills and their activeness in the organization for students in eleventh grade at SMA Negeri 4 Bandar Lampung.
F. The Benefit Of The Research
On this occasion, there are some suggestions for those who get some benefits from this research.
1. Suggestions for the English teacher
a. The English teacher of SMA Negeri 4 Bandar Lampung should give more attention to the students;
it is like the teachers should provide more practical learning.
b. Teachers should give much more responsibility to students and focus the learning process on them. The more students responsible for their job, the more they could finish it well because their success would be in their own hands.
c. English teachers should habituate English communication with students, whether in the classroom or at every opportunity they can afford.
Students must be accustomed to reading English to achieve good readers' predicate.
2. Suggestions for the students
a. The students should be interested to learn English and know the benefits of learning the English language for their future.
b. The second-year students of State SMA Negeri 4 Bandar Lampung should study and practice speaking harder to improve their speaking ability.
c. Students should challenge themselves in learning and doing the tasks
d. The students can find a solution or an easier way to master speaking skills, be more confident in speaking English, and improve their knowledge of English.
e. The students can know that there are many ways to master English, especially speaking skills, and the students can understand that there are many benefits if they join an organization.
G. Relevance Studies
The title “The Correlation Between Students’ Speaking Skills And Their Activeness In The Organization For The Eleventh-Grade Students Of SMA Negeri 4 Bandar Lampung” was inspired by previous studies such as the study entitled:
The first previous study of this research was from Ria Agustina, a thesis published in 2019. This research was entitled “Hubungan Keaktifan Mahasiswa Dalam Berorganisasi Dengan Kemampuan Public Speaking Pada Mahasiswa FISIP Universitas Sriwijaya”. Ria Agustina conducted this research to know the correlation between students' activeness in organizations and students’ public speaking skills at FISIP Sriwijaya University students. The hypothesis used in this research was a correlation between students' activeness in the organizations and students’ public speaking skills at FISIP Sriwijaya University. This research sample was FISIP Sriwijaya University students in 2016, 2017, and 2018, and 94 students were taken as the sample using the Slovin technique. The result of the correlation analysis was calculated using Pearson Product moment. The result has been obtained that the significant value was 0,000 (p < 0,05). It shows a significant correlation between students' organizational activeness and public speaking skills. The correlation (r) value was 0,983, which showed that the correlation was positive; therefore, the hypothesis of this research was accepted.
The Second previous study of this research was from Valentina Saalino, Catherina Bannepadang, and Feniah Bala Lembang, a journal published in 2020. This research was entitled “Hubungan kepercayaan Diri Dan Keaktifan Dalam
Berorganisasi Dengan Kemampuan Public Speaking Mahasiswa Semester IV STIKES Tana Toraja Tahun 2020”.
Valentina Saalino, Catherina Bannepadang, Fenih Bala Lenbang conducted this research to know the correlation between self-confidence and activeness in organizations with public speaking abilities in semester IV students, Stikes Tana Toraja 2020. This research used a descriptive quantitative design with a cross-sectional design. This research was conducted at Health Science Institute Tana Toraja. The sample of this research used 53 students collected by using the total sample technique. The data collection technique used a questionnaire about self-confidence, activeness in the organization, and public speaking skills that were shared online using social media, namely WhatsApp group responses. The research based on the Chi-Square showed that (1) there is a significant relationship between self-confidence and public speaking skills in semester IV students, Stikes Tana Toraja, where the p-value was 0,005 or p < 0,05. (2) A significant correlation exists between students’ activeness in the organization and public speaking skills for students in the fourth semester, with a p-value of 0,043 or p < 0,05.
The third previous study of this research was from Ratnasari, a thesis published in 2022. This research was entitled “Hubungan Keaktifan Mahasiswa Dalam Berorganisasi Dengan Kemampuan Public Speaking Pada Mahasiswa Yang Aktif Di Organisasi HMI Subang”.
Ratnasari conducted to examine of how significant the relationship between students' activity in organizing with public speaking skills. Her research used quantitative methods with correlational approaches. The data collection technique was carried out by disseminating questionnaires, interviews, and documentation with as many as 20 respondents. The purpose of this study was to find out how significant the relationship between students' activeness in organization with their public speaking skills. The result of the research showed that the level of students' activeness in the organization and the student's public speaking skills were correlated strongly.
The fourth previous study from this research was from Dwi Nur Rahmadani, a thesis published in 2021. This research entitled “Pengaruh Antara Kepercayaan Diri dan Keaktifan Dalam Organisasi Mahasiswa Terhadap Kemampuan Public Speaking pada Mahasiswa Pendidikan Sejarah Universitas Jambi” this research aimed to describe the influence of self-confidence and activeness in student organizations with public speaking skills in students of history education at Jambi University. The data was collected using the questionnaire to the students in History Education of Jambi University, using the quantitative approach. The result of the research ware (1) there was an influence of self- confidence on public speaking abilities in Jambi University history education students because of the 𝑡𝑐𝑜𝑢𝑛𝑡 (16,960) >
𝑡𝑡𝑎𝑏𝑙𝑒 (1,65), and the significant probability value was 0,000 <
0,05. It could be concluded that the higher the self-confidence, the higher the public speaking ability will be. (2) there was an influence between the students' activeness in the organization with the students' public speaking skills for the History Education at Jambi University because the value of 𝑡𝑐𝑜𝑢𝑛𝑡 (10,534) > 𝑡𝑡𝑎𝑏𝑙𝑒 (1,65), and the significant probability value was 0,000 < 0,05. It means that the more students active in the organization, the more public speaking skills could be increased. (3) there was an influent between self-confidence and the students’ activeness in the organization with the students’ public speaking skills for the History Education students of Jambi University because the 𝑓𝑐𝑜𝑢𝑛𝑡 (158,562) >
𝑓𝑡𝑎𝑏𝑙𝑒 (3,06), and the significant probability value was 0,000 <
0,05. It means that higher self-confidence and activeness in the organization of the students could mean that the public speaking could be higher.
The fifth previous study of this research was from Hayanti Silitonga, a thesis published in 2021. This research entitled “Pengaruh Keaktifan Berorganisasi dan Kemampuan Komunikasi Interpersonal Terhadap Prestasi Akademik Mahasiswa Prodi Pendidikan Administrasi Perkantoran
Stambuk 2017”. This research was conducted at Medan State University. The type of the research was exposed facto with the technique sampling, or the population of the research was 59 students. The instrument of data collecting technique in this research was observation, documentation, and questionnaire. The instrument of the research used the validity and reliability that used with the SPSS application. The data analysis technique used by the researcher was the normality test, linearity test, multicollinearity test, heteroscedasticity test, multiple linear analysis, determination coefficient, and hypothesis testing. The result of the multiple regression linear was Y – 39,633 + 0,301𝑋1 + 0,307𝑋2 with the determination coefficient being 46.2%. Meanwhile, partially the result of the T-test showed that Students’ activeness in the organization has a positive and significant influent on the students’
academic achievement with the value 𝑇𝑐𝑜𝑢𝑛𝑡 > 𝑇𝑡𝑎𝑏𝑙𝑒 (2,0902
> 1,672) with a significant level of 95% of the α = 0,005.
Interpersonal communication had a positive and significant influent on the students’ academic achievement with the 𝑇𝑐𝑜𝑢𝑛𝑡 > 𝑇𝑡𝑎𝑏𝑙𝑒 (2,725 > 1,672) at a significant level of 95%
or α = 0.05. The result of the F-test showed that students’
activeness in the organization and interpersonal communication has a positive and significant influent on the students’ academic achievement with the 𝐹𝑐𝑜𝑢𝑛𝑡 > 𝐹𝑡𝑎𝑏𝑙𝑒
(24,019 > 3,16) with the significant level the α 0,000 < 0,005.
This research showed that the hypothesis was accepted; there was a positive and significant influent between students’
activeness in the organization and interpersonal communication to the students’ academic achievement both partially and simultaneously.
Previous research will be referenced in this research, but comparing those relevant research with this research. The several differences of the research were the object of the previous research used college students as the subject.
Meanwhile, this research tried to use senior high school students as the object of the research. The sampling technique of the previous research used the Slovin technique, the total
sampling technique, and this research used the cluster sampling technique. The research method used by the previous research did not use a linearity test and this research used the linearity test to know that the variable was correlated linearly.
H. Writing Systematic
The systematics in writing the thesis was divided into five chapters, which there are sub-chapters as follows:
1. Chapter I: Introduction
This chapter discusses the title affirmation, background of the problem, identification of the problem, formulation of the problem, the purpose of the research, benefit of the research, relevance studies, and writing system.
2. Chapter II: Literature Review
This chapter only presents two sub-chapters theory and hypothesis, in sub-chapter theory, some points involve the definition of speaking, the elements of speaking, type of speaking, the function of speaking, the definition of organization, characteristics of an organization, interest in the organization, the importance of joining an organization.
3. Chapter III: Research Method
In this chapter, the research will discuss the time and place of the research, type of the research, population, sample, and collecting data, population, sample, collecting data operational variable definition, the instrument of the research, validity and reliability test of the data, and hypothesis testing.
4. Chapter IV: Result and Discussion of The Research, This chapter will discuss the data description, the result of the students’ activeness in the organization, the result of the students’ speaking skills, the result of the research and discussion, the result of the
normality test, the result of the linearity test, the hypothesis test, fieldnotes of the research, discussion.
5. Chapter V: Closing
This chapter discusses the conclusion of the research and the recommendation
CHAPTER V CLOSING
This chapter amount to the conclusion and suggestion of the study. This chapter explains the decision of the research and some recommendations for the future researcher better than this study.
A. CONCLUSION
Based on the formulation of the problem, this research focused on finding the correlation between students’ speaking skills and their activeness in the organization for the eleventh- grade students of SMA Negeri 4 Bandar Lampung can be concluded that the hypothesis testing result used Pearson Product Moment was the value of 𝑟𝑐𝑜𝑢𝑛𝑡 was 0.943, the value of 𝑟𝑡𝑎𝑏𝑙𝑒 was 0,339 and the significance value was 0,05. The result calculated 𝐻0 was accepted if the significant probability value was higher than 0,05 (or 0,01), and 𝐻0 was rejected if the significant probability value was lower than 0,05 (or 0,01).
Based on the result it could be seen that the significant probability value was 0.000, which means that the probability value was lower than the significant value (p-value < 𝛼). 𝐻0 was rejected, because 𝐻0 was rejected it means that 𝐻𝑎 was accepted, which can be concluded that there was a correlation between students’ speaking skills and their activeness in the organization for eleventh-grade students at SMA Negeri 4 Bandar Lampung, and the result of the correlation value was 0.943, which means that there is a positive correlation between two variables. It means that the students can improve their English knowledge, especially speaking skills, by joining and being active in the organization.
B. RECOMMENDATION
Based on the research that has been finished, it can be realized that this research still has many deficiencies. Then there were some suggestions for consideration for all.
1. Suggestions for the English teacher
After performing the study and analyzing the findings, the correlation threshold of 0,80 to 1,00 was very high. It means that being active in the organization
could help to improve the students’ speaking skills.
Suggest to the English teacher would like to habituate the English conversation to help the students create a suitable environment to improve their speaking skills and try to make the students take part in the teaching-learning process, so it can make the students more active. The English teacher should encourage the students to participate in organizational activity since involvement in an organization can enhance psychological growth and provide the ideal setting for self-potential development in pupils.
2. Suggestions for the school
A suggestion for the school was that the school has to facilitate the organization at the school to make the students more interested in joining the organization; if the organization has a complete facility, they can practice their speaking skills daily.
3. Suggestions for the eleventh-grade students at SMA Negeri 4 Bandar Lampung
After conducting the research and getting the result, it was suggested to the students to learn and practice English harder because English was so important for the future, be more confident in speaking English, and there was a suitable environment to improve speaking skills with join and active in the organization could help to improve the speaking skills. By joining an organization engaged in the English language, students can improve their English knowledge, one of which is speaking skills.
With join and being active in the organizational activity, the students can determine the attitude that should be carried out under the conditions and circumstances that occur. Students who participated in more organizations at school had higher skill development scores than those who did not. So, it can be said that with the involvement of students in organizations or extracurricular activities they can expand their network by adding new friends.
4. Suggestions for the next researcher
Suggest to the next researcher after doing this research and receiving the results. This research has
numerous flaws and deficiencies, which makes it far from flawless. This study concentrated on the relationship between students' speaking abilities and their involvement in the organization. With the sample being the students in senior high school, I would like to suggest to the next researcher to do the research with the lower sample, because there were differences in psychological conditions that can affect the result of the research.
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APPENDIX
APPENDIX I
ATTENDANCE LIST OF THE POPULATION
Students’ name list XI MIA-1
Students’ name list XI MIA-2
Students’ name list XI MIA-3
Students’ name list XI MIA-4
Students’ name list XI MIA-5
Students’ name list XI IIS-1
Students’ name list XI IIS-2
Students’ name list XI IIS-3
Students’ name list XI IIS-4
Students’ name list XI IIS-5
APPENDIX II
INSTRUMENT OF THE PRA-RESEARCH INTERVIEW SHEET
Name : Drs. LDA R. T, M.Pd Position : YEC Extracurricular Coach
No Question List Answer
1. Bagaimana proses pelaksanaan kegiatan ekskul YEC?
Pelaksaan kegiatan pelatihan dilakukan seminggu itu satu kali pertemuan, dengan program yang telah disediakan seperti scrable, story telling ini diharapkan agar siswa yang senang akan Bahasa Inggris dapat menyalurkan minat bakatanya
2. Apakah sekolah memberikan sarana dan prasarana yang lekap untuk mendukung kegiatan ektrakulikuler YEC diskeolah ini?
Sarana dan prasarana disediakan sekolah namun tidak semua, ada beberapa yang memang member YEC sendiri yang membeli.
3. Apakah kemampuan speaking skill dibutuh kan oleh siswa?
Semua skill itu penitng sebenarnya, namun beberapa orang berfikir bahwa speaking skill merupakan yang paling penting
4. Berdasarkan pendapat ibu/mam/ms apakah belajar Bahasa Inggris
Menurut saya untuk saat ini berdasarkan kurikulum 2013 sendiri
dikelas saja cukup untuk mengembangkan kemampuan Bahasa Inggris siswa, terutama pada kekmampuan Speaking skill siswa?
waktunya kurang, di kurikulum 2013 ini pembelajaran Bahasa Inggris hanya memiliki kelas Bahasa Inggris 2 jam seminggu dan itu menurut saya belum cukup untuk menguasai skill dalam Bahasa Inggris, apalagi mau ikut UN.
5. Apa saja kendala yang sering dialami oleh
siswa dalam
penguasaan dan pengembangan
kemampuan speaking skill mereka?
Kalau dari speaking skill sendiri yang pertama waktu Latihan yang kurang, kedua dari memang skill si anak sendiri yang kurang jadi tidak tercapai Bahasanya, jadi dapat disimpulkan kalau terdapat 2 masalah yaitu waktu belajar dan juga content. Mereka bisa Bahasa Inggris namun belum mengerti konteks apa yang ingin dibicarakan.
6. Apakah dengan bergabung kedalam ekskul YEC ini siswa dapat meningkatkan kemampuan Bahasa Inggris siswa, terutama dalam mengasah
Tergantung dari si pribadi karena saya juga tidak dapat mengerti kepentingan dari setiap pribadi, pelatihan itu tidak semua bisa berhasil saya tidak bisa bilang dengan ikut
speaking skill mereka? organisasi dapat mengembangakan skill a atau skill b tidak, tapi apabila si siswa ingin berkembang ya mungkin organisasi bisa membantu namun mungkin tidak banyak.
Name : Drs. NDI Position : English Teacher
No Question List Answer
1. Bagaimana proses pembelajaran Bahasa Inggris dikelas?
Pembelajaran dikelas berjalan sebagai mana mestinya, guru menyampaikan materi dengan dibantu buku paket, karena saat ini sedang pandemi saya biasanya menggunakan video pembelajaran.
2. Apakah seluruh siswa belajar secara aktif dikelas?
Jika berbicara tentang keadaaan siswa yang mengikuti pembelajaran, kita semua tahu bahwa yang Namanya siswa dikelas artinya berkelompok, maka bisa dipastikan ada beberapa siswa yang mengikuti pembelajaran secara aktif dan ada yang tidak.
3. Bagaimana pendapat ibu tentang kemampuan Bahasa Inggris siiswa?
Untuk kemampuan berbicara Bahasa Inggris sendiri masih banyak siswa yang mengalami banyak kendala dalam pengembangannya sehingga siswa msih belum bisa dikatakan baik dalam menguasai kemampuan berbicara Bahasa Inggris.
4. Menurut ibu apakah kemampuan berbicara dalam Bahasa Inggris itu penting?
Tentu penting karena kemampuan berbicara
Bahasa Inggris
merupakan penunjanng masa depan, banyak lahan pekerjaan yang
menuntut para
pekerjanya untuk dapat berbicara Bahasa Inggris 5. Apakah kemampuan
berbicara Bahasa Inggris siswa sudah cukup baik?
Seperti pertanyaan yang sebelumnya siswa masih belum bisa dikatakan baik, namun siswa yang masih aktif belajar Bahasa Inggris, aktif disini maksudnya mengikuti setiap proses pembelajarna dengan baik seperti apabila disuruh praktik speaking ya dia mau mencoba seperti itu ya, itu mereka masih bisa dikatakan baik meski masih terdapat banyak kesalahan.
6. Menurut ibu apa saja factor penghambat yang menjadi kendala siswa dalam menguasai kemampuan berbicara Bahasa Inggris?
Apabila hambatan yang dirasakan ya hambatan terbesar itu ada di waktu pembelajarannya, karena waktu yang pendek
dalam proses
pembelajaran membuat guru dan murid sedikit harus lebih aktif lagi
dalam memberi dan menerima pembelajaran.
Apabila saat pandemic seperti ini hambatan terbesar terdapat diminat
siswa, merepa
menggangpa remeh pembelajaran daring.
Ada juga yang
membantu orang tua
dirumah dalam
pekerjaan orangtua nya sehingga mereka tidak konsen dalam mengikuti kegiatan daring ini.
Apabila dikelas siswa merasa malu untuk mempraktikan
kemampuan berbicara, mereka juga merasa malu karena saat praktik namun terjadi kesalahan pasti ada temannya yang menertawakan sehingga
sulit untuk
melaksanakan praktik.
7. Menurut ibu apakah belajar Bahasa Inggris dikelas saja cukup untuk mengembangkan kemampuan Bahasa Inggris siswa, terutama pada kekmampuan Speaking skill siswa?
Menurut saya belum cukup untuk belajar Bahasa Inggris dikelas saja, menunjang untuk keterampilan berbicara itu belum cukup untuk untuk dikelas saja mereka memang harus keluar dari kelas, namun
untuk bergabung dengan bimbel pun itu tidak semua bisa bergabung, jadi yaa menurut saya sepintar muridnya bagaimana dia berlatih kemampuan Bahasa Inggrisnya karena belajar dikelas itu belum cukup.
8. Menurut ibu apakah aktif dalam organisasi atau ekskul yang bergerak dibidang kebahasaan terutama Bahasa Inggris dapat meningkatkan
pengetahuan Bahasa Inggris siswa, terlebih dalam menguasai speaking skill?
Bergabung organisasi yang bergerak dibidang
kebahasaan itu
seharusnya menunjang hanya saja, tapi dikembalikan ke siswanya, apaakh dia
serius untuk
berkembang atau tidak.
9. Bagaimana cara ibu dalam melatih para
siswa untuk
mengembangkan kemampuan speaking skill siswa?
Untuk mengembangkan speaking skill siswa biasanya saya meminta siswa membanca teks dari buku paket kemudian saya nilai cara dia mengucapkan kata demi kata, terkadang saya jugameminta siswa mencari rekan kemudian mereka membuat percakapan atau sejenisnya kemudian dihapalkan lalu praktik
didepan kelas.
10. Apa metode yang sering ibu gunakan dalam mengembangkan speaking skill siswa?
Kalua metode sendiiri saya lebih sering pakai membaca dengan suara lalu saya nilai, ini metode yang saya sering gunakan.
