CHAPTER IV: DATA PRESENTATION AND ANALYSIS
D. Discussion
means positive. So, it can be summed up that there was a significant positive correlation between culinary students' vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 JEMBER.
The result of this research was also supported by previous research done by the previous research done by Putri Aulia& Refnaldi67, this research used multiple choices items for vocabulary test and used role play for speaking test. The result of this research was there was strong relationship between students’ vocabulary and speaking ability. In addition, the previous research done by Dwhy Dinda Sari68, in this research, the researcher used vocational students from TKJ (Teknik Komputer dan Jaringan) and TKR (Teknik Kendaraan Ringan) program as research subjects. The researcher employed matching words for vocabulary test and for speaking test, and the topic was telling students’ experiences. The finding of this research showed that there was significant correlation between students’ vocabulary achievement and fluency in speaking English.
In the TKJ and TKR programs, the students' vocabulary mastery showed an average score of 78.1, and their average speaking score was 72.75.
From these values, it can be said that their vocabulary mastery and their speaking abilities are good. Meanwhile, in this current research, the culinary students’ mastery of vocabulary shows an average score of 68.18, and their average speaking score is 65.82. From these data, it can be seen that the conditions in the TKJ and TKR programs are not much different from the conditions in the culinary program in this current study.
67 Aulia Putri and Refnaldi, ―The Correlation Between Students’ Vocabulary Mastery and Speaking Ability at Grade 8 of Junior High School,‖ Journal of English Language 9, no.1 (2020)
68 Dwhy Dinda Sari, ―The correlation between Students’ Vocabulary Achievement and Fluency in Speaking English,‖ English Teaching and Linguistics Journal(ETLiJ) 2, no.1 (2021): 107-111
From those previous studies mentioned above, the researcher summed up that although previous studies used general topics in conducting tests and used different kind of tests, meanwhile the current research used culinary- related topics, it turned out that the results of the studies were same. The results showed that vocabulary and speaking had a positive significant relationship.
According to students' vocabulary test result, there were several students gave incorrect answer to the questions about adverbs and synonyms of adjectives. During the test, some of the students asked what the adverb was. Not only in adjectives and adverbs, some students made mistakes in answering questions about kitchen tools. From this, the researcher concluded that culinary students had minimum vocabulary.
As for the students' speaking test results, based on the vocabulary aspect, students with high vocabulary scores tended to use vocabulary that varies, produced long sentences, and rarely repeated the same words. But there were some students who were confused about how to pronounce the words because they did not know those words in English so finally they said those words in Indonesian. This result was in accordance with Richards&
Renandya’s theory that vocabulary is a fundamental part of language competence and plays big role for learners in speaking, writing, reading, and listening69.
69 Richards and Renandya, Methodology in Language Teaching, 255.
Secondly, pronunciation, the students who had high vocabulary mastery scores had good pronunciation, and all students used American accents. Nevertheless, there were a lot of students who mispronounced certain words. Most of the students mispronounced the words: fruit, salad, serve, grape, onion, and sausage.
The third is fluency, which tends to have a lot of hesitation and speed when speaking. The students who had a little vocabulary often paused for a long time while speaking, and also added words such as "umm, eee, anu".
While students who had a lot of vocabulary, they spoke fluently without any long pauses. This showed that vocabulary becomes a fundamental component that helps people communicate and convey their thought fluently 70 . Therefore, to get communicating effectively and delivering ideas fluently, the learners must to know a lot of words in speaking (expressive vocabulary) as well as words in listening (receptive vocabulary)71.
From the explanation above, the researcher concluded that vocabulary is related to speaking skill. Students who have a lot of vocabulary will speak fluently without hesitation and will not pause for a long time. Meanwhile, students who have a little vocabulary, they will think for a long time about how to pronounce those words in English. As Brown argued, vocabulary is one of crucial aspects in speaking, so vocabulary and speaking are related to each other72.
70 Nella, Hera Hartati, and Mita Lianah, ―Students ’ Ability in Vocabulary Mastery at the Second Grade Students ’ of Smpn 10 Merangin Academic Year 2019 / 2020,‖ Selecting: English Education Program Journal 2, no. 2 (2020): 57–67
71 Susan B. Neuman and Julie Dwyer, ―Missing in Action: Vocabulary Instruction in Pre-K,‖ The Reading Teacher 62, no. 5 (2009): 384–392, https://doi.org/10.1598/rt.62.5.2.‖
72 Brown, Language Assessment Principles and Classroom Practices, 157.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the exposure finding in the chapter 4 above, the researcher summed up that there was a significant positive correlation between culinary students' vocabulary mastery and their speaking ability. It was proven by the significance value (ρ value) which was 0.006 < 0.05, it indicated that alternative hypothesis was accepted and null hypothesis was rejected.
Meanwhile r value was 0.468 which means positive. Hence, the correlation between culinary students' vocabulary mastery and their speaking ability was positive significantly.
B. Suggestion
Primarily based on the results of the studies that has been carried out, the researcher would really like to provide a few suggestions:
1. For the English Teacher
In order for students to have high self-confidence, be fluent in speaking, and have good pronunciation, it is suggested that the English teacher can increase students’ vocabulary and frequently give speaking practices.
2. For Next Researcher
To improve the quality of the next research, it is suggested that the next researcher can improve the results of this study by adding other language skills such as listening, reading, and writing.
65
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Appendix 1
RESEARCH MATRIX
Title Variables Indicator Data sources Research Method Problem
Formulation Hypothesis The
correlation between culinary students’
vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 JEMBER
1. Vocabulary mastery
2. Speaking ability
Part of speech:
a. Noun b. Verb c. Adjective d. Adverb
a. Vocabulary b. Pronunciation c. Fluency
Eleventh grade culinary
students of
SMKN 3
JEMBER
1. Research approach:
Quantitative approach 2. Research design:
Correlational design 3. Population and sample:
Population: Eleventh grade culinary students of SMKN 3 JEMBER
Sample: Simple Random Technique
4. Data Collection:
a. Vocabulary test b. Speaking test 5. Analysis of data:
Pearson Product Moment using SPSS 26 version
Is there any significant positive correlation between culinary students’
vocabulary mastery and their speaking ability of eleventh grade culinary
program at
SMKN 3
JEMBER?
Ha : There is significant positive correlation between culinary students’
vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 JEMBER
H0: There is no significant positive correlation between culinary students’
vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember
Appendix 2
The Research Instrument of Data Collection (Blue Print)
Instrument Indicator Topic Form of the
instrument
Item Number Vocabulary
test
Students identify the ingredients of Oreo dessert cup and fried rice
Procedure text: how to make Oreo dessert cup and fried rice
20 of
multiple choices
1, 13 (Noun)
Students identify the cooking tools 5, 9, 17
(Noun) Students identify the meaning of
words in Indonesia
2, 14, 18 (Verb)
Students identify the cooking verb
replacement 6 (Verb)
Students identify the appropriate
cooking verb 12 (Verb)
Students identify the opposite
meaning of words 3(Adjective)
Students identify the similar meaning of words
10, 11, 15 (Adjective) Students identify the flavor of Oreo
dessert cup and fried rice
7,
19(Adjective) Students identify the words which
show the adverb
4, 8, 16, 20 (Adverb) Speaking
test
a. Vocabulary b. Fluency c. Pronunciation
Procedure text:
Students choose one of topics provided
then doing
monologue explain the procedure text based on the topic they choose
Monologue speaking
1
Appendix 3
VOCABULARY TEST Name:
Class:
Instructions:
1. Read the following texts carefully to answer questions.
2. If you have a question, ask the researcher.
3. Choose the correct answer by crossing (X) a, b, c, d, or e!
4. Time allocation of the test is 50 minutes.
Text for number 1-10
How to make Oreo Dessert Cup Ingredients:
- Full-cream milk (450 mL) - 1 pack of Oreo
- 4 tablespoons of sugar - 3 tablespoons of butter - 1 pack of chocolatos - 3 tablespoons of cornstarch Steps:
1. First, open 1 pack of Oreo and place them in a cup.
2. Then separate the white Oreo filling.
3. Put the Oreo in a plastic bag and grind them until smooth.
4. After that, put it in a cup and add 2 tablespoons of melted butter.
5. For the second layer, pour approximately 350 ml of full cream milk into a pan.
6. Add the white Oreo filling, 2 tablespoons of sugar, and 2 tablespoons of cornstarch.
7. Turn on the heat, and then stir until evenly thickened. While you wait for it to thicken, slice the Oreo into small pieces.
8. After it thickens, add the Oreo pieces.
9. Stir it and then pour it into the cup.
10. For the third layer, pour about 100 ml of liquid milk, 2 tablespoons of sugar, 1 pack of chocolates, and 1 tablespoon of cornstarch into the pan.
11. Stir them until evenly mixed.
12. After that, cook over medium heat until thickened. Add 1 tablespoon of butter. Then turn off the stove.
13. Pour it into the cup.
14. Put it in the refrigerator and wait for 1-2 hours.
1. What the ingredient do we need to make Oreo dessert cup?
a. Corn d. Flour
b. Milk e. Chocolate
c. Salt
2. Turn off the stove (twelfth step). What the meaning of the underlined word?
a. Tiriskan d. Angkat
b. Matikan e. Panaskan
c. Nyalakan
3. ―…..add 2 tablespoons of melted butter‖ (fourth step). The underlined word has the opposite meaning with…
a. Washy d. Slushy
b. Frozen e. Wet
c. Liquid
4. ―Stir them until evenly mixed‖ (eleventh step). Which word shows the adverb?
a. Mixed d. Until
b. Stir e. Them
c. Evenly
5. What tool do we use to take sugar?
a. Stove d. Cup
b. Tablespoon e. Spatula
c. Bowl
6. ―First, open 1 pack of Oreo and place them in a cup‖ (first step). What is the appropriate word to replace the underlined word?
a. Pour d. Mix
b. Add e. Take
c. Put
7. How does the Oreo dessert cup taste?
a. Bitter d. Spicy
b. Sour e. Crispy
c. Creamy
8. ―For the second layer, pour approximately 350 ml of full cream milk into a pan‖ (fifth step). What part of speech is in the underlined word?
a. Verb d. Adverb
b. Noun e. Pronoun
c. Adjective
9. Where should we pour full cream milk?
a. Into a pan d. Into a glass
b. Into a cup e. Into a bowl
c. Into a plastic bag
10. ―…slice the Oreo into small pieces‖ (seventh step). The underlined word has similar meaning with…
a. Little d. Short
b. Big e. Long
c. Large
Text for number 11-20 How to make fried rice Ingredients:
1 plate of cooked rice
2 eggs
2 sausages (sliced)
1 teaspoon of salt
2 medium onions (chopped)
1 cloves of garlic (chopped)
Chili powder (adjust based on your spicy level)
1 tablespoon of tomato sauce
1 tablespoon of vegetable oil Steps:
1. Heat the vegetable oil in a medium frying pan.
2. After it is heated enough, add the garlic, onion, sausages, and chili powder.
3. Stir-fry the ingredients slowly until they are tender.
4. Then add the eggs and scramble them until half-cooked.
5. Pour in the cooked rice and stir for a minute.
6. Next, add the seasonings, such as the sauce, pepper, and salt, and mix them all with the rice.
7. After it is well cooked, take the fried rice and serve it on the plate.
11. ―1 plate of cooked rice‖ (ingredients). What does the synonym of the underlined word?
a. Ripe d. Musty
b. Unripe e. Smelly
c. Rotten
12. ….. the ingredients before make the fried rice.
What is the appropriate word to fill in the blank in the sentence above?
a. Serve d. Prepare
b. Add e. Drain
c. Cook
13. The following are the ingredients for making fried rice, except…
a. Egg d. Spinach
b. Sausage e. Onion
c. Cooked rice
14. ―…add the garlic, onion, sausages and chili‖ (second step). What the meaning of the underlined word?
a. Mengiris d. Menambahkan
b. Mengaduk e. Mengupas
c. Menuangkan
15. ―After it is heated enough…‖ (second step). What does the synonym of the underlined word?
a. Cold d. Icy
b. Warm e. Frigid
c. Chilly
16. ―Stir-fry the ingredients slowly until it is tender‖ (third step). ? What part of speech is in the underlined word?
a. Adjective d. Pronoun
b. Verb e. Adverb
c. Noun
17. What cooking tool do we need for stir-frying?
a. Plate d. Bowl
b. Frying pan e. Chopping board
c. Vegetable peeler
18. …. take the fried rice and serve it on the plate (seventh second). What the meaning of the underlined word?
a. Sajikan d. Tambahkan
b. Tiriskan e. Masukkan
c. Potong
19. If we add much chili powder, the fried rice will be…
a. Salty d. Sweet
b. Spicy e. Crispy
c. Flavorless
20. ―It is well cooked, take…‖ (last step). Which word shows the adverb?
a. Cooked d. Is
b. Well e. Take
c. It
Appendix 4
SPEAKING TEST Instructions:
Please choose one of the topics provided, then speak up in the front of the class explaining the procedure text based on the topic you choose!
1. Choose one of the topics below:
How to make chocolate pudding
How to make fruit salad
How to make sandwich
How to make omelette
How to make chicken soup
2. Students need to prepare some points that will be conveyed when speaking in front of class.
3. Students are given 15 minutes to prepare it.
4. Students will be called one by one randomly.
5. Students come forward to explain the procedure based on the topic of their choice individually.
6. Students must speak up to explain the procedure at least 6 sentences in 3 minutes individually.