to build a society based on a biological and scientific lie.”
1 Michael Gurians and Kathy Steven, Boys and Girls Learn Differently (United State of America:
Jossey Bass, 2011), 11.
My Beloved Parents
Thank you for everything you have given to me.
Without you and your pray, I will not reach this stage.
My Beloved Big Family
Especially Hamidatuz Zilfiyah and Kafa Binasrillah
Thank you for always accompanying me and making my life so colourful.
My Beloved Supervisor
Thank you so much for always understanding me, supporting me, teaching me patiently, and giving me a lot of new knowledge.
My Beloved Friends
Especially Nanang Rofiq Amirullah, I would not be where Iam today without your support and understanding.
Mudawamatul Fikriyah and Eka Agustiana, thank you for always sharing your knowledge to me and helping me finished my thesis.
Jamilah Muawanah, thank you for helping me checking my grammar and for always accompanying me through our four years.
Inayatul Amaliyah, thank you for always being such a kind-hearted person, and all of my friends in TBI2, Iam so lucky to have you all
And for Kamila Khotami
Nothing is impossible as long as you do your best Believe in yourself
First of all, I would like to praise Allah SWT for the blessing and mercy given to me during my study so that finally I can finish this final project accordingly. Peace and blessing be upon the Prophet Muhammad Shallallaahu‘alaihi wa salaam, his family, his relatives, and all his followers. I
really realize that thesis project is finished with help of many people around me.
Writing this thesis is actually a miracle for me since it was firstly regarded as a task that would be very hard to do. Therefore, in this opportunity I would like to thank people who have given their ideas, times, and everything to me during writing this thesis. They are:
1. The excellency Rector of the Institute of Islamic Studies Jember Prof. Dr.
Babun Soeharto, S.E, MM, State Institute of Islamic Studies of Jember.
2. Dr. Hj. Mukni’ah, M.Pd.I as the Dean of the faculty of teacher training and education State Institute of Islamic Studies Jember.
3. Asy’ari M.Pd.I the Head of English Language Teacher Training Department.
4. My consultant, Sofkhatin Humaidah, M.Ed., Ph.D I would like to express my gratitude for her invaluable time, patience, encouragement, and suggestion in guiding me during the process of writing this thesis.
5. The lecturers of English Language Teacher Training Department who have given me moral support and suggestions in finishing this thesis
most sincere gratitude for her guidance, help, and cooperation.
8. My beloved parents Khoirul Mustajab and Samsiati who always give me support, advice, motivation, help, goodness, care, and all things that I need to finish my study.
9. My beloved e l d e r s i s t e r a n d y o u n g e r sister Anisatul Musyrifah and Itaus Sakinah who have supported me in completing my study at Faculty of Tarbiyah and Teacher Training, State Institute of Islamic Studies Jember.
10. My beloved elder brother and younger brother Qudsi Arafat and Nasrullah Fahri who always give me support, motivation, advice, help me in everything, thank for our sharing, tearing, and laughing.
11. My friends who help me a lot to finish my thesis Mudawamatul Fikriyah, Eka Agustiana, Jamilah and all of my family in TBI-2, thank you so much for your support and motivation.
Speaking becomes an important skill because speaking is a skill that is used to communicate orally. Some theories explained that male and female have different function of brain that affect their language achievement, especially speaking. This study, hence, investigates male and female students’ speaking achievement.
Owing to some theories about male and female students who were learning English language especially speaking, the researcher formulated three research questions, as follows: how is the male eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year, how is the female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year, and is there any difference between male and female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year. Referring to the research questions, this research was intended to find out male eighth graders’ speaking achievement, female eighth graders’ speaking achievement and the differences between male and female eighth graders’ speaking achievement.
This research is quantitative study. The research design is a comparison research. It involved two independent variables which are male and female students from the same class. The population of this research was all second grades of Junior high school Nuris Jember. Then, the sample of this research was taken from the eight E class which consists of 30 students. The instrument of collecting data was a test, and the data obtained in this research was analysed using Mann Whitney test.
After analysing the data, the researcher concluded that; (1) The speaking achievement’s mean score of male eighth graders at Junior High School Nuris Jember in the 2019/2020 academic year was 55.5 which was under the minimum mastery criteria or kriteria ketuntasan minimal (KKM) which is 75 for English lesson; (2) The speaking achievement’s mean score of female eighth graders at Junior High School Nuris Jember in the 2019/2020 academic year was 70.3 which was under the KKM; (3) There was a significant difference between male and female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year and the Null hypothesis (H0) is rejected.
ADVISOR APPROVAL SHEET ... ii
VALIDATION OF EXAMINERS ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDMENTS ... vi
ABSTRACT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLE ... xi
LIST OF APPENDIX ... xii
CHAPTER I: INTRODUCTION A. Background of Study ... 1
B. Research Questions ... 5
C. Research Objectives ... 5
D. Significance of The Research ... 6
E. Operational Definition ... 7
F. Hypothesis of Research ... 8
G. Research Method ... 8
1. Research Design ... 9
2. Population and Sample ... 9
3. Data Collection Method ... 12
4. The Technique of Data Analysis ... 17
5. The Structure of The Report ... 19
CHAPTER II : REVIEW OF RELATED LITERATURE A. Previous Research ... 21
B. Theoretical Framework ... 24
1. The Gender Differences in Mastering Language ... 24
2. Students’ Speaking Achievement ... 33
a. Definition of Speaking ... 33
1. History of School ... 37
2. Location of School ... 38
3. Vision, Mission and Objective of School ... 38
4. Number of Teachers and Students ... 39
5. Facilities and Infrastructure ... 39
6. Extracurricular of Nuris Jember ... 39
7. Achievements ... 39
B. Data Display ... 40
1. The Male Eighth Graders’ Speaking Achievement ... 40
2. The Female Eighth Graders’ Speaking Achievement ... 50
3. The Differences between Male and Female Eighth Graders’ Speaking Achievement ... 61
4. Discussion ... 64
CHAPTER IV : CONCLUSSION AND SUGGESTION A. Conclusion ... 67
B. Suggestion ... 68
REFERENCES ... 70
1.2 Aspects of Speaking Scoring ... 12
1.3 The Result of validation Test by SPSS ... 14
1.4 The Result of reliability Test by SPSS ... 16
2.1 The Similarities and Differences of Previous Research and This Research ... 23
2.2 The Function of Each Part of the Brain of Male and Female ... 27
3.1 The Result of Male Speaking Test ... 40
3.2 The Report of Male Eighth Graders’ Speaking Score ... 41
3.3 The Percentages of Speaking Score in Question Number One ... 43
3.4 The Percentages of Speaking Score in Question Number Two ... 45
3.5 The Percentages of Speaking Score in Question Number Three ... 46
3.6 The Percentages of Speaking Score in Question Number Four ... 47
3.7 The Percentages of Speaking Score in Question Number Five ... 49
3.8 The Result of Female Speaking Test ... 51
3.9 The Report of Female Eighth Graders’ Speaking Score ... 53
3.10 The Percentages of Speaking Score in Question Number One ... 53
3.11 The Percentages of Speaking Score in Question Number Two ... 54
3.12 The Percentages of Speaking Score in Question Number Three ... 56
3.13 The Percentages of Speaking Score in Question Number Four ... 57
3.14 The Percentages of Speaking Score in Question Number Five ... 59
3.11 Ranks between Genders ... 62
3.12 Test Statistics ... 63
3. Teacher’s Score 4. Researcher’s Score
5. Transcript of Students’ Speaking 6. Interview Guide
7. Product Moment Table
8. Map of The Research Location 9. Research License Letter 10. Research Finished Letter 11. Declaration Authenticity 12. Biodata of Researcher
CHAPTER I INTRODUCTION A. Background of the Research
Many people think that males and females have similarities in various ways. People do not want to differentiate between males and females especially because gender equality has been widely discussed in the world. In fact, males and females are still two different individuals who have many differences such as what Pease and Pease stated “Society today is determined to believe that men and women possess exactly the same skills, aptitudes and potentials - just as science, ironically, is beginning to prove they are completely different.”1
"The male differentiated brain has a thicker right hemisphere. This may be the reason males tend to be more spatial, and mathematical. The left hemisphere which is important to communication is thicker in female-oriented brains."2 Males and females are not only physically different, their differences also can be seen from the part of the brain that is dominantly used by males and females. The claim that the right hemisphere of the brain is thicker in male’s brain while left hemisphere which is important for communication is thicker in female’s brain, makes them have different language skills in which females have better speech because their left hemisphere is thicker than males left hemisphere.
1 Barbara and Allan Pease, Why Men Don’t Listen & Women Can’t Read Maps (Great Britain:
Orion Publishing Group, 2001), 16.
2 Zeenat Zaidi, “Gender Differences in Human Brain: A Review”, The Open Anatomy, 2 (April 2010), 38.
On the other hand, English is a lesson that is included in the national examination and because of it, English becomes an important lesson in schools that students must learn it as what is stated in the government law section 70
“Pada jenjang SMP/MTs/SMPLB, atau bentuk lain yang sederajat. Ujian Nasional mencakup pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika, dan Ilmu Pengetahuan Alama (IPA).3
Further, the explanation of section 77 verse 1 letter c stated that students are expected to be able using English for communication because English is important for global relation.
Bahan kajian bahasa mencakup bahasa Indonesia, bahasa daerah, dan bahasa asing dengan pertimbangan:
1. Bahasa Indonesia merupakan bahasa nasional;
2. Bahasa daerah merupakan bahasa ibu peserta didik; dan
3. Bahasa asing terutama bahasa Inggris merupakan bahasa internasional yang sangat penting kegunaannya dalam pergaulan global. 4
Then, Al-qur’an also states about speaking in surah al-Isra’:
ارْوُسْيَم الًْوَ ق ْمَُلَ ْلُقَ ف
5ا
which means, “then speak to them kindly”. That surah asks people to speak kindly to each other which means, people should learn about how to have a good speaking skill to communicate with each other.
3Permendiknas, Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan.https://kelembagaan.ristekdikti.go.id/wp_content/uploads/2016/08/UU_no_20_th_200 3.pdf. (12 March 2019) 14.00 pm
4 Ibid. (12 March 2019) 14.30 pm
5Al-Qur’an, 17:28, Kementerian Agama Republik Indonesia, 2010.
Furthermore, "speaking is so much a part of daily life that we take it for granted."6 People speak to communicate and people do communication every day to each other. "Very broadly, there are two main purposes for speaking.
Speaking serves either a transactional function, in that's primary purpose is to convey information and facilitate the exchange of goods or services, or it serves an interpersonal function, in that's primary purpose is to establish and maintain social relation."7 From looking at the importance of speaking and the main purpose of speaking, it is important for people to master the speaking skill, especially English speaking skill to make global relation and share or know the global information. "Speaking skills are an important part of the curriculum in language teaching, and this makes them an important object of assessment as well."8 Speaking skill in the school must be assessed to make teachers know the student's ability or student's competence in speaking English whether the students have a good speaking skill or not.
“On average, females produce more words than males. During the learning process, we often find girls using words as they learn, and boys often working silently. Even when we study student group processes, we find females in a learning group using words more than males.”9 It means that the different brain usage between males and females automatically, also affect their processing of learning the language in school. Female students who have dominant communication brain will be more active to practice their learning
6 Scott Thornbury, How To Teach Speaking (t.tp: t.p, t.t),1.
7 Ibid, 13.
8 Sari Luoma, Assessing Speaking (United Kingdom: Cambridge University Press, 2009), 1.
9 Michael Gurians and Kathy Steven, Boys and Girls Learn Differently (United State of America:
Jossey Bass, 2011), 45.
language rather than male students who actually do not like to talk too much and also practice their speaking in the class. It makes female students more easily gaining the goals of learning English rather than male students in school.
All the theories about the differences of male and female students’
speaking achievement, occur in some schools where the researcher and researcher’s friends had been apprenticed to do teaching practice for two months. On average, male students had lower English achievement than female students, especially in speaking achievement. It can be seen from the result of daily test that the researcher and researcher’s friends did during teaching practice. Most of female students had higher score in English lesson than male students.
The researcher was interested in doing a research at Junior High School NURIS Jember, because the researcher wanted to know the differences of speaking achievement between male and female students who stayed in Islamic Boarding School which has excellent classes for some students.
Interestingly, from the result of speaking test, even though the students who were analysed by the researcher were in excellent class in Islamic Boarding School Nuris Jember, male and female students still had different English speaking achievement.
So, based on all the description above, the researcher conducted a research entitled “The Comparison between Male and Female Eighth Graders’
Speaking Achievement at Junior High School Nuris Jember in The 2019/2020
Academic Year”. This study should not be used to stereotype or limit males and females, because each individual is unique. Rather it should be used to add wisdom to individuality already assumed in every human. Of course, the difference is not evidence of gender superiority or inferiority in general. There are some things that boys tend to be better at than girls, and vice versa.
B. Research Question
Referring to the background of study, the research questions were formulated as follows:
1. How is the male eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year?
2. How is the female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year?
3. Is there any difference between male and female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year?
C. Research Objective
Referring to the research questions, the research objectives were formulated as follows:
1. This study aimed to know the male eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year.
2. This study aimed to know the female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year.
3. This study aimed to find out whether or not there is any differences between male and female eighth graders’ speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year.
D. Significance of the Research
Based on the research objective, this research is expected to have benefits in education both directly and indirectly. The benefits of this study are as follows:
1) Theoretical Benefit
Theoretically, this study will examine the differences of genders (male and female) related to student’s speaking achievement. Thus the findings of this study will enrich the repertoire of knowledge in the field of gender differences, especially in student’s speaking achievement.
2) Practical Benefit
Practically this research can be useful as follows:
a. For the teacher
The result of this research is expected to give information to teachers about gender differences related to student’s speaking achievement. Besides, the teacher is also expected to find out the student’s strengths and weaknesses in learning English language especially in speaking. Then, the findings of this research is expected to be very useful for the teacher.
b. For the future researcher
It is expected that the result of this research can be a reference if there any other researcher who want to conduct the similar research.
E. Operational Definition
Operational Definition is presented to avoid the possible confusion, ambiguity or misunderstanding about some key terms used in this study.
1. Male and Female
Male and female refer to the biological sex on the basis of genitalia.
Biological sex differences make male and female have the different brain functions. In this study, the differences of brain function refer to their English speaking skill that is influenced by their brain.
2. Student’s Speaking Achievement
Speaking is the ability to speak in a foreign language which is at the very heart of what it means to be able to use a foreign language. A foreign language in this study refers to the English language that is learned in the schools. In this study, the score of speaking from the teacher will be compared to know whether or not there is a significant difference between male and female students speaking achievement.
F. Hypothesis of Research
In this research, based on the research questions and the objectives of the research, the researcher formulated the hypothesis as follows:
1. Ha (Alternative Hypothesis)
There is significant difference between male and female eighth graders’
speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year.
2. H0 (Null Hypothesis)
There is no significant difference between male and female eighth graders’
speaking achievement at Junior High School Nuris Jember in the 2019/2020 academic year.
G. Research Method 1. Research Design
The Design of this research is comparative research. “The research was directed to find out whether between two or more than two groups there were different in the aspects or variables studied.”10 Comparative research also includes in non-experimental research because it does not manipulate the variables. "in non-experimental quantitative research, the researcher identifies variables and may look for relationships among them but does not manipulate the variables."11 The researcher used comparative research because the researcher want to know whether or not there are the
10 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Bandung, PT Remaja Rosdakarya, 2011), 56.
11 Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Introduction To Research In Education (Canada, Nelson Education Ltd, 2010), 26.
differences between male and female eighth graders’ speaking achievement without manipulating the variables.
2. Population and Sample a. Population
“A population is defined as all members of any well-defined class of people, events, or objects.”12 In line with that, Creswell also state that “A population is a group of individuals who have the same characteristic.”13 It means that a population is all members in a group, events, or objects who have the same characteristic that researcher needs. The population of this research is eight grade classes of SMP NURIS Jember that consists of five groups. VIII A (26 students), VIII B (25 students), VIII C (33 students), VIII D (32 students), VIII E (30 students). So, the total number of the population are 146 students.
b. Sample
“A sample is a portion of a population.”14 The sampling techniques of this research is purposive sampling or judgment sampling. "Sample elements judged to be typical, or representative, are chosen from the population."15 In line with that, Creswell also state that “in purposeful sampling, researchers intentionally select individuals and sites to learn or understand the central phenomenon.”16 Purposive sampling is a part of
12 Ibid, 148.
13 John W. Creswell, Educational Research: planning, conducting, and evaluating quantitative and qualitative research (United States of America: Pearson Education, 2012), 145
14 Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research in Education, 148.
15 Ibid, 156.
16 Creswell, Educational Research, 206.
non-probability sampling which means that the researcher selected the sample for the research with nonrandom procedures. “In non-probability sampling, there is no assurance that every element in the population has a chance of being included.”17 The researcher used non probability sampling because only VIII E class mixed male and female students in a class. So, the researcher chose VIII E class to compare male and female eighth graders’ speaking achievement, rather than data obtained from classes that separated male and female students. Below is the list of students in VIII E
Table 1.1
List of Respondents18
No Name Gender
M/F
1 2 3
1 Adira Fatih Ramadhan M
2 Ahmad Sholeh M
3 Alfiatin Nikmah F
4 Amalia Faiqotul Isma F
5 Andika Hana Prayoga M
6 Annisa Kurnia F F
7 Arisna Adzin Adani M
8 Dita Ainur rohma F
9 Fandi Radika Bagus S M
10 Fara Meilia Putri F
11 M. Arbabil Khiyar B.A M
12 Mega Sampoerna Putri F
13 M. Jibran Ashfahany M
14 M. Ryssaldy F M
15 M. Syendi Julian M
16 Muvidah Aulia Sopan F
17 Nadiah Rohadatul Aisy F
18 Nadya Oktarina Fitri F
19 Nafisha Ramadhani A F
20 Radifan Habitul wafa M
17 Donald Ary Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research In Education, 155.
18 Data of SMP Nuris Jember
1 2 3
21 Sindani Dusturia F
22 Sisilya Dwi Apriliani F
23 Siti Lumyatul Aisyah F
24 Siti Nur Faisah F
25 Syah Ramzi Daruquthni M
26 Tasiul Arzaq M. B M
27 Tio Saputra M
28 Valentino Aditya N M
29 Yoghi Hidayatullah M
30 Zaharani Lailatul Haq F
3. Data Collection Method
a. Techniques and Instruments of Data Collection 1) Test
“A test, in plain words, is a method of measuring a person’s ability or knowledge in a given domain. It is a set of techniques, procedures and items that constitute an instrument of some sort that requires performance or activity on the part of the test taker (and sometimes on the part of the tester as well)”19 Similarly, Donald Ary mentioned that
"achievement test is widely used in educational research, as well as in school systems. They are used to measure what individuals have learned."20 It means that the test is a tool to get the student's score of speaking achievement test to know how well the students in the subject that were tested.
According to Hughes, there are three test formats for speaking, namely “interview; interaction with fellow candidates; responses to
19 Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, (t.tp:
t.p, t.t), 384-385.
20 Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Introduction To Research In Education, 201.
audio or video recorded stimuli.”21 In this section, the researcher used interview as a format for testing. The procedures of this test were, before testing the students, the researcher gave the students 10 minute time for learning and prepare the answer for the questions. The researcher asked students one by one about the lesson that already learned in chapter 1, entitled “introducing self and asking opinion”.
Each student had the estimated time about 5 (five) to 10 (ten) minute to finish the test. The teacher and the researcher gave scores to the students based on their speaking performance. The aspects of speaking were evaluated based on the table of speaking scoring in the English teacher hand book, namely fluency, pronunciation, intonation and accuracy. As shown in the table below:
Table 1.2
Aspects of Speaking and Scoring Criteria22 No
.
Aspects of speaking
Criteria Score
1 2 3 4
1. Pronunciation Almost Perfect 5
There were some errors but not interfered the meaning
4 There were some errors and interfered the meaning
3 There were many errors and interfered the meaning
2 There were too many errors and interfered the meaning
1
2. Intonation Almost perfect 5
21 Arthur Hughes, Testing For Oral Language (United Kingdom: Cambridge University Press, 2003), 119.
22 KEMENTERIAN PENDIDIKAN and KEBUDAYAAN RI, Buku Guru Bahasa Inggris When English Rings A Bell, (Pusat Kurikulum dan Pembukuan Balitbang Kemendikbud, 2017), 16.
1 2 3 4 There were some errors but not interfered the meaning
4 There were some errors and interfered the meaning
3 There were many errors and interfered the meaning
2 There were too many errors and interfered the meaning
1
3. Fluency Very fluent 5
Fluent 4
Fluent enough 3
Less fluent 2
Not fluent 1
4. Accuracy Very accurate 5
Accurate 4
Accurate enough 3
Less accurate 2
Not accurate 1
Based on the table above, the highest score of each aspect is five, and the lowest score of each aspect is one. If students get five in each aspect means that their speaking is very good. They have almost perfect pronunciation and intonation, also very fluent and accurate. But, if students get the lowest score in each aspect, it means that their speaking is very bad. They have too many errors and it interfered the meaning, also not fluent and accurate.
b. Validity and Reliability of the instrument 1) Validity
“Validity is defined as the extent to which an instrument measured what it claimed to measure. The focus on recent views of validity is not on the instrument itself but on the interpretation and meaning of the scores derived
from the instrument.”23 To make the speaking test valid, the formula of Pearson product moment was used to analyse the validation of this test. If the instruments have r count or Pearson correlation score > r table, the instruments are valid.
The formula of Pearson product moment will be shown below:
∑ ∑ ∑
√[ ∑ ∑ | ∑ ∑ ] Where:
n: Number of respondents X: Score of variables Y: Total score of variables
Established the r table value:
n= 30,α = 0.05
The r table value (0.05 , 30-2) from the table of product moment = 0.374.
The following are the result of Pearson product moment:
Table 1.3
The result of validation test
1 2 3 4 5 6 7 8
1 2 3 4 5 total
1. Pearson
Correlation 1 .688** .693** .742** .559** .823
**
Sig. (2-
tailed) .000 .000 .000 .001 .000
N 30 30 30 30 30 30
2. Pearson
Correlation .688** 1 .779** .681** .715** .896
**
Sig. (2-
tailed) .000 .000 .000 .000 .000
N 30 30 30 30 30 30
23 Ibid, 225.
1 2 3 4 5 6 7 8 3. Pearson
Correlation .693** .779** 1 .696** .706** .900
**
Sig. (2-
tailed) .000 .000 .000 .000 .000
N 30 30 30 30 30 30
4. Pearson
Correlation .742** .681** .696** 1 .751** .881
**
Sig. (2-
tailed) .000 .000 .000 .000 .000
N 30 30 30 30 30 30
5. Pearson
Correlation .559** .715** .706** .751** 1 .856
**
Sig. (2-
tailed) .001 .000 .000 .000 .000
N 30 30 30 30 30 30
Total Pearson
Correlation .823** .896** .900** .881** .856** 1 Sig. (2-
tailed) .000 .000 .000 .000 .000
N 30 30 30 30 30 30
By: SPSS 22
From the result of Pearson product moment by SPSS 22, it was known that all questions of speaking test were valid, because the value of r count was higher than r table = 0.374.
2) Reliability
The reliability of instruments must be measured to make a valid and reliable instrument. "Reliability is concerned with how consistently you are measuring whatever you are measuring."24 To measure the reliability of the speaking test, the researcher used inter-rater reliability which needs more than one rater to make the test reliable. “The inter-rater reliability is different rater rate performances similarly.”25 And then the statistical analysis that was used
24 Ibid, 239.
25 Sari Luoma, Assessing Speaking, 179.
by the researcher was Pearson product moment correlation “two of the most common reliability coefficients that can be calculated for speaking scores are the spearman rank order correlation and the Pearson product moment correlation.”26 If the instruments have r count or Pearson correlation score > r
table, the instruments are reliable.
The formula of calculating r count is27:
∑ ∑ ∑
√[ ∑ ∑ | ∑ ∑ ] Established correlation coefficient value (r table)
The r table can be seen in product moment table (see the appendix 7 to see product moment table) with the terms r (a,n-2).
n= 30,α = 5%. So, r table value (0,05, 30-2) in product moment table = 0,374 The following are the result of reliability:
Table 1.4
The Result of Reliability Test
1 2 3 4
Teacher Researcher
Speaking score no. 1 Person Correlation 1 .826**
Sig. (2-tailed) .000
N 30 30
Person Correlation .826** 1
Sig. (2-tailed) .000
N 30 30
Speaking score no. 2 Person Correlation 1 .888**
Sig. (2-tailed) .000
N 30 30
Person Correlation .888** 1
Sig. (2-tailed) .000
26 Sari Luoma, Assessing Speaking, 182.
27 Syofian Siregar, Metode Penelitian Kuantitatif DiLengkapi Dengan Perbandingan Perhitungan Manual & SPSS, (Jakarta: Kencana Prenadamedia Group, 2014), 61.
1 2 3 4
N 30 30
Speaking score no.3 Person Correlation 1 .915**
Sig. (2-tailed) .000
N 30 30
Person Correlation .915** 1
Sig. (2-tailed) .000
N 30 30
Speaking score no. 4 Person Correlation 1 .840**
Sig. (2-tailed) .000
N 30 30
Person Correlation .840** 1
Sig. (2-tailed) .000
N 30 30
Speaking score no. 5 Person Correlation 1 .805**
Sig. (2-tailed) .000
N 30 30
Person Correlation .805** 1
Sig. (2-tailed) .000
N 30 30
By SPSS 22
Regarding the table of reliability result by SPSS, the r count or the Pearson score of question number one was 0.826, in question number two was 0.888, in question number three was 0.915, in question number four was 0.840, and in question number five was 0.805. Comparing to the r table which 0.374, all the result of r count in each question had higher number of r table, which meant, all questions were reliable.
4. The Technique of Data Analysis
The data analysis method involved statistical method. The statistical method which was Mann Whitney test by SPSS. “Mann Whitney test is used for comparative test to test two independent samples with ordinal type of data.”28 In Mann Whitney test, there are different formulas for small sample
28 Ibid, 389.
and for large sample, and the sample in this research is a large one because it consists of 30 students. The formula for large sample should compare between the Z count to Z table “The sample can be said to be a large sample if the number of samples is greater than 20. The procedure for calculating large samples for the Mann Whitney rank test is almost the same as for small samples, only the statistical tests for large samples use the Z test.”29 The formula of Mann Whitney test for large sample is shown below:
Z count =
√
To search the value of Z count, should search U value, E (U) value, and Var (U) value, as below:
a. U value
U value that was chosen was the smallest U value between U1 and U2
The formula:
U1 = n1.n2 + U2 = n1.n2 + b. E (U) value
The formula:
E (U) = c. Var (U) value
The formula:
Var (U) =
29 Ibid, 394.
5. The structure of The Report
The structure of the report is a summary of the contents in the thesis that aims to understand globally from all existing discussions. Related to the material to be discussed basically consist of 4 chapters in quantitative research, and each chapter has 3 parts, namely the initial part, the core part, and the final part. The explanation as follows:
The first, the initial part includes the research title, approval sheet, ratification sheet, motto, dedication, acknowledgment, abstract, table of content and list of table.
The second is the core part that includes:
1) Chapter 1 includes the introduction which contains background of study, research questions, research objective, significant of the research, operational definition (definition of gender and speaking), research hypothesis and research method.
2) Chapter II is a review of related literature such as previous research and theoretical framework. Previous research contains three previous researches from other researchers about gender and speaking and theoretical framework discusses about gender and speaking.
3) Chapter III is finding and discussion. Finding contains the description of the object research such as history of school, location of school, vision and mission of school, the number of teachers and students, facilities and infrastructures, the extracurricular, and achievements.
The data display is separated into three sub chapter, male eighth
graders’ speaking achievement, female eighth graders’ speaking achievement and the differences between male and female eighth graders’ speaking achievement. The discussion includes a dialogue between theory and findings, and only discussed about the differences about male and female students’ speaking achievement.
4) Chapter IV is the conclusion and suggestion. The final part of the research is references, and appendix which contains matrix, interview guide, speaking test, speaking score by the teacher, speaking score by the researcher, transcripts of students’ speaking, table r product moment, map of SMP Nuris Jember, statement of authenticity, letter (research permit, etc.), and biodata of the researcher.
CHAPTER II LITERATURE REVIEW A. Previous Research
This part of reviews is about several previous researches conducted by other researchers that have similar focus with review some previous studies related to my research entitled “The Comparison between Male and Female Students’
Speaking Achievement”
1. First previous study by Ade Bachtiar Wirobronto, (2011), entitled "A Descriptive Study on The Gender-Based Difference of The Eight Year Students Reading Comprehension Ability and Active Participation at SMPN 3 Tanggul Jember". The result of this study found that female students at SMPN 3 Tanggul were better than the male students in comprehending the text and were significantly better than male students in comprehending the descriptive text. The design of that study was descriptive-quantitative. Cluster randomized sampling has been used for technique sampling. The technique of collecting data that the researcher used was documentation, interview, observation, and also test. The similarities between Ade's study and this study are both explained about gender difference and used test to collect the data. The differences between our studies are, Ade's second variable is reading comprehension while the second variable of this study focused on speaking achievement. The way to choose the sample between Ade’s research and this research are also different, Ade used Cluster randomized sampling while the
sampling method of this study was simple random sampling with 30 numbers of samples. Then, to collect the data, Ade used documentation, interview, and observation while this research only used test to collect the data.
2. The second previous study by Is Nazhifah, (2014), entitled "A Comparative Study of The Eight Grade Male and Female Students Attitude and Recount Text Reading Comprehension Achievement at SMPN 1 Songgon Banyuwangi". The result of this study found that female students had a better attitude in reading comprehension, which meant that they had better beliefs and efforts in reading comprehension. The total number of the population of this study was 193 students. The similarities between Nazhifah's study and this study are both focused on gender differences and used comparative research.
The differences are, Nazhifah’s study focused on student's attitude and recount text reading comprehension while the researcher study focused on gender differences in speaking achievement.
3. The third previous study by Laeli Sukma Rahmawati, (2011) entitled “The Effect of Think Pair Share Model on Speaking Achievement of The Seventh Year Students of SMA Negeri 1 Rambipuji Jember in the 2010/2011 Academic Year”. The result of this study found that there was a significant effect of think pair share model on speaking achievement of the eleventh year students of SMAN 1 Rambipuji in the 2010/2011 academic year. The similarities between Laeli’s study and this study are both discussed about speaking achievement, also using quantitative research, and using test to collecting data. The differences are, Laeli’s study used experimental research
while the researcher study used comparison research. The first variable of Laeli’s study was think pair share model while the first variable of the researcher was male and female students.
Table 2.1
The Similarities and Differences of Previous Research and This Research No Name/title of
research
similarities Differences
1 2 3 4
1. Ade Bachtiar Wirobronto/ A Descriptive Study on The Gender- Based Difference of The Eight Year Students Reading Comprehension Ability and Active
Participation at SMPN 3 Tanggul Jember
Both discussed about gender differences
Both used test as data
collection.
Ade’s study Discussed about reading
comprehension and active participation while this study focused on student's speaking achievement.
Ade’s study used descriptive quantitative while this study used comparative research.
Ade’s study used cluster randomized sampling for technique sampling while this study used simple random sampling.
Ade’s study data collection used observation and documentation while this study only used test and interview.
2. Is. Nazhifah/ A Comparative Study of The Eight Grade Male
and Female Student’s Attitude
and Recount Text Reading Comprehension Achievement at SMPN 1 Songgon
Banyuwangi
Both discussed about gender.
Both used comparative research as the design of the research.
Both used test to collect the data.
Is Nazhifah’s study focused on recount text reading while this study focused on speaking achievement.
The data collection of Nazhifah’s study used documentation while this study only used test and interview.
1 2 3 4 3. Laeli Sukma
Rahmawati/ The Effect of Think Pair Share Model
on Speaking Achievement of the Eleventh Year
Students of SMA Negeri 1 Rambipuji Jember
in the 2010/2011 Academic Year
Both discussed about speaking.
Both using quantitative research.
Both used test to collect the data.
Laeli’s study focused on while this study focused on male and female students’
speaking achievement.
Laeli’s study used quasi experimental while this study used comparison quantitative.
The distinctions between this study with three previous studies above are there is no study about gender which focused on speaking achievement. Ade’s study discussed about gender, but his study focused on reading comprehension. Besides, the design of Ade’s study used descriptive quantitative while this study used comparative as the design of the study. Is Nazhifah’s study discussed about gender and her study used comparative as the design of study but this study focused on recount text reading. The third previous study by Laeli focused on speaking but her study did not discuss about gender. So, only this study discussed about gender and focused on speaking achievement.
B. Theoretical Framework
1. The Male and Female Differences in mastering language.
"Gender is one's identification as male/man/masculine or female/woman/feminine on the basis of somatic and behavioral criteria."30 Based on the definition above, someone can be said as male or female from
30 Fedwa Malti and Douglas, Encyclopedia of Gender & Sex, 185.
their typical body, appearance, and sexual characteristic. Besides, the way someone behaves and performs might determine whether someone is male or female.
On the other hand, Language development has been set naturally in human being. “The internalized knowledge must be limited very narrowly by some biological property.”31 Refers to Chomsky state, language development or the internalized knowledge of each human is different since their biological properties are different, while the biological property refers to the brain and the hormone.
Furthermore, "early research into the specific location of brain functions came from brain-damaged patients. It was found that men who suffered injury to the left side of the brain had lost much or all of their speech and vocabulary skills, whereas women who were similarly brain-damaged did not suffer speech loss to the same extent, indicating that women have more than one center for speech."32 "Research also shows that the left side of a girls’ brain develops more rapidly than that of a boy, which means she'll speak sooner and better than her brother, read earlier, and learn a foreign language more quickly."33 The earlier paragraph mentioned that the internalized knowledge of each human is different since their biological properties are different. From the research that came from brain-damaged patient proves the theory that language
31 John Rajchman, The Chomsky-Foucault Debate On Human Nature (United State of America:
The New Press, 2006), 118.
32 Ibid, 65.
33 Ibid, 67.
ability which includes in internalized knowledge is different because of males and females brain that has different functions.
Specifically, "with women, speech is a specific area located primarily in the front left hemisphere with another, a smaller specific area in the right hemisphere. Having a speech on both sides of the brain makes women good conversationalist. They enjoy it and do lots of it."34 Females like to talk a lot and are easier to learn a language than males because of the parts of their brain that functions for communication in their brain are more commonly found in a female’s brain than in a male’s brain. To support this theory, the picture of speech located in the brain from Pease and Pease book is shown below.
Picture 2.1
Speech located area in the brain of female and male.35
Furthermore, "Girls, for instance, can acquire their complex verbal skills as much as a year earlier than boys. Thus, quite often a preschool girl reads faster and with a larger vocabulary than a peer boy does, and she speaks with better grammar. Brain development in infants is often most pronounced in the
34 Ibid, 91.
35 Ibid, 88 & 91.
right hemisphere and gradually moves to the left."36 All the theories above explain that in language learning, males and females have the different ability because of the part of the brain that they dominantly used. To strengthen all the theories above, the specific parts of the brain will be shown in table 1 below.
Table 2.2
The Function of Each Part of Male and Female’s Brain.37 BRAIN GENDER DIFFERENCES
Part of Brain Function Similarities and Differences
Impact
1 2 3 4
amygdala Part of the limbic system involved in emotional
processing,
especially anger and fear.
Tends to be larger in males.
May make males more aggressive.
Arcuate fasciculus
Curving bundle of nerve fibers in the central nervous system.
Likely develops earlier in girls as evidenced by their earlier speech capabilities.
Females tend to speak in
sentences earlier than males do.
Basal ganglia Control movement sequences when necessary, such as in walking.
Likely to engage more quickly in male brain-when required.
.
Males generally quicker to respond to attention demands in a physical environment.
Broca’s area Motor area for speech; processes grammatical
structures and word production.
Tends to be more highly active in females.
Improved verbal communication skill tendencies in females.
36 Gurians and Steven, Learn Differently, 26.
37 Ibid, 20-25.
1 2 3 4 Cerebellum This is the “doing
center”-a region of the brain that plays an important role in the integration of sensory perception, coordination, and motor control.
Tends to be larger in the male brain.
Coupled with the higher levels of spinal fluid in the male system, messages
between the brain and body tend to move more quickly and with less impulse control in males.
Cerebral cortex
Contains neurons that promote higher intellectual functions and memory, and interprets sensory impulses.
Female brain tens to have more connections between neurons and increased blood flow in this area.
Increased processing speed in the female brain may help girls respond to classroom information faster than males, making transitions and multitasking easier.
Dopamine A neurotransmitter that stimulates motivation and pleasure centers in the brains of both males and females, critical to the way our brain controls body movements and flow of
information within the brain.
The male and female brain can stimulate dopamine in different ways.
Not enough dopamine and we have trouble controlling movements. Too much dopamine can lead to uncontrolled or subconscious movement, such as repetitive tapping, jerking, and so on.
Frontal lobe Facilitates speech, thought, and emotion; produces neurons for skilled movement.
Matures earlier and tends to have increased blood flow in the female brain.
May lead to improved verbal communication skills and less risk taking in females.
1 2 3 4 Estrogens A group of female
sex hormones that cause estrus and promote the development of secondary sex characteristics;
shapes the female brain.
Significantly higher in females than males.
In females can tend to lower aggression, competitiveness, self-assertion, self-reliance.
Hippocampus The key player in converting information from working memory into long-term or permanent memory;
crucial for learning to have meaning, and for retention.
Tends to be larger in females; number and speed of neuron transmissions higher in females.
Increased memory storage in females can allow them to access more information for recall.
Hypothalamus Controls automatic body processes (heart beat, breathing,
temperature); also controls differences in sexuality.
Female and male cell structures and patterns
significantly different-denser in males, less dense in females.
Males tend to have a greater and more constant sex drive.
Limbic system Contains a number of structures (including the amygdale and hippocampus) that play a key role in how boys and girls learn and perform differently.
The female brain tends to rest here to a greater extent.
There tend to be more neural connections
between the female limbic system and verbal processing area
Females tend to be able to
respond verbally to stressful and emotion-laden experiences more quickly than males.
Females also tend to have more access to emotively descriptive language in written assignments .
1 2 3 4 Medulla
oblongata
Widening
continuation of the spinal cord, forming the lowest part of the brain and containing nerve centers that control breathing and circulation.
Likely increase in male brain-stem functioning implies a stronger
relationship to connections between the medulla oblongata and resting male brain.
Possible
increase in SIDS death in males could be explained by this relationship;
may lead to increased male aggression.
Occipital lobe Detects and interprets visual images.
Differences evidence in
divergent responses to light sensitivity.
Females tend to see better in low light; males tend to see better in bright light.
Gray matter and white matter
Brain tissue is divided into two types: Gray matter and White matter.
Gray matter is made up of the cell bodies of nerve cells. White matter is made up of the long filaments that extend from the cell bodies- the
“telephone wires” of the neuronal
network, transmitting the electrical signals that carry the messages between neurons.
The male brain tends to have a more gray matter, female brains tend to have more white matter.
Female brains tend to move information more quickly from one processing area to another in the brain, often making females more efficient multitaskers.
Males tend to learn more effectively through task and project focus.
Parietal lobe Perceives and interprets bodily sensations such as touch, pressure, pain, and temperature.
In females, more data move though than in males; male brain better at
“zoning out”
Females tend to have more tactile sensitivity.
Serotonin A neurotransmitter known as the “feel good” chemical. It affects mood and anxiety.
Research indicates that the male brain has 52 percent more serotonin than the female, but may not process it efficiently.
Depression can occur in some women because of low serotonin in combination with fluctuating estrogen levels.
1 2 3 4 Oxytocin Often referred to as
the "tend and befriend" hormone, related to social recognition and bonding. Promotes the development and maintenance of relationships.
Much more functionally present in females than males.
Likely involved in the increase of mother-child bonding
capacity at birth.
Girls are often more motivated biologically to please parents, teachers, and peers as they strive to establish and maintain relationships.
Corsitol Usually referred ti ass the “stress hormone” as it is involved in response to stress and anxiety.
It increases blood pressure and blood sugar, and reduces immune responses.
Males and females both to have increased cortisol levels as a result of stress, but once the stressor is removed male cortisol levels tend to decrease more quickly than females, who may tend to “stress”
about things longer.
Low cortisol level leads to feelings of euphoriq; high cortisol levels can lead to despair;
laughing and the experience of humor can lower cortisol levels; caffeine and sleep deprivation increases cortisol levels.
Testoterone Male sex and
aggression hormone;
responsible for the architecture of the male brain and body in utero.
Much more present and functional in males; levels tend to rise when males
“win” and decline when they “lose”- female levels tend to remain constant and not as subject to fluctuations in response to winning or losing.
Tends to result in more
aggression, competitiveness, self-assertion, and self-reliance in males;
healthy
competition in a classroom may help motivate boys (and some girls!)
1 2 3 4 Progesterone Steroid hormone of
the corpus leteum, active in preparing the uterus for a fertilized ovum.
Much more functional and present in females.
Females may have reduced susceptibility to traumatic brain injury and this protective effect has been
hypothesized to be caused by increased circulating levels of estrogen and progesterone in females.
Thalamus Regulates emotional life and physical safety; processes incoming sensory information; tells us what’s going on outside body.
Processes data faster in females, especially at certain times in the
menstrual cycle.
Greater stress and activity in female thalamus at varying times during
menstruation.
Vasopressin A hormone secreted by the posterior lobe of the pituitary gland; increases blood pressure by constricting arterioles.
Involved in water retention, blood pressure, and memory; supports the pair-bond between sexual partners.
Vasopressin can be a factor in including the male to become aggressive toward other males.
Wernicke’s area
Links language and thought; enhances word
comprehension.
Likely more highly active in females.
Improved verbal communication skills in females.
From the table above, we can conclude that there are differences in mastering language by males and females that is influenced by their brain.
There are many parts of the brain which control about language dominantly used by female such as Arcuate fasciculus, Broca's area, Corpus callosum, Frontal lobe, etc. "Girls' verbal abilities tend to develop earlier so they rely
more heavily on verbal communication; boys often rely heavily on nonverbal communication, and are less able to verbalize feelings and responses as quickly as girls."38
2. Speaking Achievement.
a. Definition of Speaking
“Speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety of context.”39 In line with that, Luoma also stated that "Speaking as interaction, and speaking as a social, and situation-based activity. All these perspectives see speaking as an integral part of people's daily lives."40 Means that speaking is the ability to communicate using verbal and non-verbal to build and share meaning to others as interaction.
b. The Importance of Speaking
People use speaking to communicate with each other. It makes people produce a lot of words every day, such as what Thonbury stated "the average person produces tens of thousands of words a day, although some people - like auctioneers or politicians - may produce even more than that.
So natural and integral is speaking that we forget how we once struggled to achieve this ability - until that is, we have to learn how to do it all over again in a foreign language."41 Hughes also stated that “The objective of teaching spoken language is the development of the ability to interact
38 Ibid, 26.
39 Hayriye Kayi, “Teaching Speaking: Activities to promote Speaking in a Second Language”, The Internet TESL Journal Vol. XII, 11 (November, 2006).
40 Sari Luoma, Assessing Speaking, 9.
41 Scott Thornbury, How To Teach Speaking, 1.
successfully in that language and this involves comprehension as well as production.”42 Then, Brown and Yule stated that “The aim of most English teachers is to make their students able to communicate information effectively in spoken language.”43 From all the statements above, speaking becomes an important skill to learn in school because speaking is the most used skill by people to communicate with each other.
c. The Aspects of Speaking
Speaking also has some aspects which complement speaking skill to be a good speaking. Furthermore, "for a long time, it was assumed that the ability to speak fluently followed naturally from the teaching of grammar and vocabulary, with a bit of pronunciation thrown in. We now know that speaking is much more complex than this and that it involves both a command of certain skills and several different types of knowledge."44 Means that understandable speech is not as simple as what we think, but the understandable speech also requires the speaker to master some speaking skills such as pronunciation, intonation, fluency, and accuracy.
1) Pronunciation
“Students on the spoken language spent many hours learning to pronounce the sounds of English”45 "Learning to acquire the pronunciation habits of a foreign language, however, involves a larger
42 Arthur Hughes, Testing For Language Teachers (United Kingdom: Cambridge University Press, 2003), 113.
43 Gillian Brown and George Yule, Teaching The Spoken Language (United Kingdom: Cambridge University Press, 1999), 103.
44 Thornbury, How To Teach Speaking, 1.
45 Brown and Yule, Teaching the Spoken Language, 2.
number of new skills, especially recognition skills."46 “When young children are learning to speak English as their native language, they sometimes have difficulty articulating specific phonemes such as /th/or/r. These difficulties can occur due to developmental factors. As most children grow and develop, they become able to articulate the different English language phonemes.”47 Means that pronunciation is a difficult aspect of speaking that students difficult at it. "Factors that affect pronunciation learning: the native language, the age factor, amount of exposure, phonetic ability, attitude and identity, motivation and concern for good pronunciation."48 They are being some factors that influence the process of learning pronunciation by students.
2) Intonation
“One area of pronunciation, however, where significant choices are available to speakers is in intonation. Intonation serves both to separate the stream of speech into blocks of information (called tone unit) and to mark information within these units as being significant.”49 Intonation includes in pronunciation area which more specific than pronunciation as pitch direction. Speakers can change the pitch of their voice, making it higher or lower based on the message of what they want to say.
46 Geoffrey Broughton et.al, Teaching English as a Foreign Language (USA: Routledge, 2003), 49.
47 David Nunan, Practical Language Teaching: Young Learners (America: Mc-Graw-Hill, 2005), 50.
48 Joanne Kenworthy, Teaching English Pronunciation (United State of America: Longman Inc, 1988),4.
49 Thornbury, how to teach speaking, 24.
