CHAPTER II REVIEW OF THE RELATED LITERATURE
G. Conceptual Framework
In socio emotional approach, the teacher has a good relation with the students in active learning. In this case the teacher and the students have interaction to make a good social and emotional in speaking learning process. As a result, this approach can give correlation between socio emotional and students’
speaking ability.
Grammar
Vocabulary
Pronunciation
Self confidence
Content
Correlation between Socio Emotional and students’ Speaking Ability Students’ Speaking Ability
Accuracy Fluency
Speaking Test
Socio Emotional Approach
Speaking Activity
Correlation
Grammar
Vocabulary
Pronunciation
Self confidence
Content
Correlation between Socio Emotional and students’ Speaking Ability Students’ Speaking Ability
Accuracy Fluency
Students
25
In this chapter, the resercher tries to give clear description of theoretical framework. Speaking activity undertaken by students was an attempt to determine the relationship between socio-emotional approach and their speaking ability. Test speaking provided will refer to the criteria of accuracy and fluency of speaking was that of the assessment criteria will get the results of the relationship between socio-emotional approach and their speaking ability.
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CONCLUSION AND SUGGESTIONS A. Conclusion
1. Students in SMA Negeri 1 Sungguminasa were fair categorized of students’ ability in speaking. The data showed that out of 45 students, none of them got poor. There were 5 students (11,11%) got less score, 24 of them (53,33%) got fair score and 13 of them (28,89%) got good and only three of them got excellent. So the result showed that students in SMA Negeri 1 Sungguminasa were fair categorized of students’ ability in speaking.
2. Socio emotional approach in second grade students of SMA Negeri 1 Sungguminasa was fair, It was known that 45 students, majority got fair categorized where 26 students (57,78%) got >61-74. There were 6 students (13,33,%) got less score, 3 of them (6,67%) got poor score .while for good score, there 9 students (20%) got good score and one students got excellent. So the result showed that students in SMA Negeri 1 Sungguminasa in socio emotional approach were fair categorized.
3. The correlation between socio emotional approach and students’ ability in speaking 0.706. This meant that there was a significant, strong correlation between socio emotional approach and students’ ability in speaking of second grade students at SMAN 1 Sungguminasa.
B. Suggestions
1. Considering that socio eotional approach and students’ ability in
44
speaking, so, teachers should develop certain approach that teachers should develop specific approach that make the learning process as much fun, caring as they do their socio emotional between the teachers and the students, as well as when they can learn English.
2. The teacher should apply Socio Emotional Approach in the classroom in order that the students can be motivated and encourage joining in the class activities. It is suggest the English teacher to apply this approach for teaching as one of the alternative ways in learning and teaching English speacially in speaking. The teacher have to be creative to apply various technique, caring with their students in order that the students will never bored, but they will be more interesting in learning English.
3. For the students, they should be highly motivated to practice their English languange and use them in activities. they should realize that there are so many ways to make a good relation between the teachers and the students.
By socio emotional approach, we can learn to speak English enjoy and fun. We can learn how to make a good socio emotional with the teacher.
26
RESEARCH METHOD A. Research Design
The research methodology used in this study was a descriptive survey method with quantitative analysis. It was aimed to describe all of possibility that happen in society, to investigate correlation of all variables, especially about socio emotional approach and students’ ability in speaking.. In addition, to analyze the data and facts obtained from the field, this study used a correlational product moment formula.
There would be three possible results of a Correlational study: a positive correlation, a negative correlation, and no correlation. The correlation coefficient was a measure of correlation strength and can range from –1.00 to +1.00. Perfect positive correlation would result in a score of +1. Perfect negative correlation would result in – 1.
B. Population and Sample 1. Population
The population of this research was the second grade students of SMA Negeri 1 Sungguminasa in 2015/2016 academic year. The total number of the population were 137 students. The resercher chose the students of senior high school as the subject of the research because the objects had been able to control their emotions.
27 2. Sample
In this study the sample that would be taken was one class. The class chosen was XI Bahasa 1 of SMAN 1 Sungguminasa in 2015/2016 academic year. The sample were 45 students out of the population. The sample of this research would be selected by Simple Random Sampling. The resercher used simple random sampling to give every member of the population an equal chance of being selected in the study.
C. Techniques of Collecting the Data
In this research there were three main instruments which were used to collect data they were speaking test, observation and questionnaires. The functions of each research instrument were: 1) Speaking test was used to measure the students ability in speaking, 2) questionnaire, it play an important role to collect data. This was used to find the students’ opinion about socio emotional approach.
The Instruments of Collecting the Data:
a. Speaking Test
According to Kuntjojo, test was the technique of data collection that was done by provides a series of questions or tasks as well as other tools to the subject the required data.
It was finding the students speaking ability. It was used to measure the students ability in speaking. The researcher gave speaking test to the students in order to know their improvement. The type of speaking test which was used in this researcher was dialogue form and daily activity.
speech test to know the students’ speaking skill. The resercher was given theme for the dialog about family and the students made the dialog based on the theme.
The researcher also was given speech test about daily activity.
b. Questionnaire
Questionnaire was used to get the data of the students’ opinion about socio emotional approach. A questionnaire was a trial to collect information using some written-questions that must be answered in written form.
The writer would use a close direct questionnaire, a closed direct questionnaire was a questionnaire consisting of questions that must be answered by the respondents and there were several answers that had been provided so that a respondent only chose the most appropriate answer to collect the data of socio emotional approach.
To score the students’ speaking skill, the writer used 5 classifications as follows;
29 Table 3.1
Classification of Speaking Skill
Classification Score Criteria
Excellent 91-100 Has to make an effort at times to search for words.
Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
Good 75-90 Altthough he has to make effort and search for words, there are not unnatural pauses. Fairly smooth, delivery mostly, in conveying the general meaning. Fairly range expression.
Fair 61-74 Has to make effort for much of time. Often has to reach for the desired the effort at time limited range of expression.
Less 51-60 LoLong pauses while he searches for desire meaning.
Frequently fragmentally and halting delivery. Almost give up making the effort at times. Limited range of expression
Poor X<51 FuFull of long and natural pauses. Very halting and fragmentary delivery. At the time gives us making the effort, very limited range of expression.
(Heaton in Alwidin, 2005:34) D. Techniques of Data Analysis
In order to conduct a good arrangement, the resercher uses a statistic formula.
The data from instruments were analyzed by using these formulas as follows;
Classifying the students’ score into five classifications:
Classifying the students’ score
(Depdiknas, 2005: 214) This formula was used to find the correlation between socio-emotional approach and students’ ability in speaking. Product Moment and Linear regression formula to analyze the data. Product moment was used to describe the strength of the relationship between the variables, while Linear Regression was used to describe the strength of the relationship between several independent variables and one dependent variable (Sujarweni, 2012: 176).
Product Moment Formula as follows:
n X2N XYX 2
n
XYY2
Y 2
r
Where:
r = Item validity coefficient sought.
X= Scores obtained by subjects in each item.
Score Classification
91-100 Excellent
75-90 Good
61-74 Fair
51-60 Less
X<51 Poor
31 Y = The total score obtained by subjects in all items.
X= The number of scores in the distribution of X.
Y= The number of scores in the distribution of Y
X2= Squares amount of each score X.
Y2= Total Score Y respectively Squares.
N = the number of respondents
(Sujarweni, 2012: 177).
Value of r could be used to show coefficient correlation between the variables as shown below;
1. Positive Correlations: Both variables improve or decrease at the same time. A correlation coefficient close to +1.00 indicates a strong positive correlation.
2. Negative Correlations: Indicates that as the amount of one variable improves the other decreases. A correlation coefficient close to -1.00 indicates a strong negative correlation.
3. No Correlation: Indicates no relationship between the two variables. A correlation coefficient of 0 indicates no correlation
Correlation characteristics would determine the direction of the correlation, the closeness of the correlation could be grouped as follows;
Interpretation value of r
Besarnya nilai r Interpretasi
> 0.800 - 1.00
> 0.600 - 0.800
> 0.400 - 0.600
> 0.200 - 0.400 0.000 - 0.200
Very Strong Correlation Strong Correlation Moderately Correlation
Weak Correlation Very Weak Correlation
(No Correlation)
(Sujarweni, 2012: 61)
33
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings.
1. The students ability in speaking
The data were obtained by giving speaking test on students. After analyzing the data, below was the result of data analyzing. The data were served table which consist of some forms of analysis namely classification, score, frequency and percentage.
Table 4.1
Data of students’ ability in speaking
No. Classification Data Analysis
F %
1 Excellent (91-100) 3 6,67%
2 Good (75-90) 13 28,89%
3 Fair (61-74) 24 53,33%
4 Less (51-60) 5 11,11%
5 Poor (X<51) 0 0%
Total 45 100%
Based on Table 4.1 percentage of the data showed that out 45 students, none of them got poor. There were 5 students (11,11%) got less score, 24 of them (53,33%) got fair score and 13 of them (28,89%) got good score and only 3 of them (6,67%) got excellent. So the result could be shown that students in SMA Negeri 1 Sungguminasa were fair categorized.
To see clearly the students’ score percentage of students’ ability in speaking score, the graphic would be shown the result:
Graphic 4.1
The Frequency of the Distribution of Students’ Ability in Speaking
Graphic 4.1 indicated the score percentage of students’ ability in speaking were fair. It was showed by the graphic that there were 24 (53,33%) students from 45 students got fair score, 13 students (28,89%) got good score and 3 students (6,67%) got excellent score.
2. Socio Emotional Approach
The data of socio emotional approach were obtained from questionnaire. The number of respondent was 45 and the number of questions was 20 that would be answed to each respondents. The data were served table
0 5 10 15 20 25 30
Excellent Good Fair Less Poor
Frequency (F) Percentage (%)
0%
11,11% 0 53,33%
28,89 6,67%
5 24
13
3
35
which consist of some forms of analysis namely classification, score, frequency and percentage.
Table 4.2
The Data of the Socio Emotional Approach
No. Classification Data Analysis
F %
1 Excellent (91-100) 1 2,22%
2 Good (75-90) 9 20%
3 Fair (61-74) 26 57,78%
4 Less (51-60) 6 13,33%
5 Poor (X<51) 3 6,67%
Total 45 100%
Based on Table 4.2 percentage of the data showed that 45 students, majority got fair categorized where 26 students (57,78%) got >61-74. There were 6 students (13,33%) got less score, 3 of them (6,67%) got poor score .while for good score, there 9 students (20%) got good score and 1 students (2,22%) got excellent. So the result shown that students in SMA Negeri 1 Sungguminasa in socio emotional approach were fair categorized.
The graphic would be shown the result for making clearly about socio emotional approach score percentage.
Graphic 4.2
The Frequency of the Distribution of Socio Emotional Approach
As shown in the graphic 4.2 the score percentages of socio emotional approach were fair. It was showed by the graphic that a half of students (57.78%) from 45 students got fair score, 6 students (13,33%) got less score, 3 students (6,67%) got poor score, 9 students (20%) and 1 student (2,22%) got excellent.
3. Correlation between Socio Emotional Approach and Students Ability in Speaking
After collecting the data, the next step was to analyse them to know whether there was a correlation or not, between socio emotional approach and students ability in speaking. The research findings correlation between Socio- Emotional approach and students’ speaking ability. To obtain data on the correlation between socio-emotional approach and students’ speaking ability at the second students academic year 2015/2016 can be obtained from the
0 5 10 15 20 25 30
Excellent Good Fair Less Poor
Series 1 Series 2
1 6,67%
3 13,33%
6 57,78%
26
20%
9
2,22%
37
results of observations, questionnaires and speaking tests which have been given to students as respondents who were 45 students.
Questionnaires were distributed to 45 students of class XI Bahasa I, while the questionnaire approach to socio-emotional in the subjects of literature English consists of 20 questions in the form of questions, from each of the questions in the questionnaire was followed by 5 (five) alternative answers that consecutively very Satisfied (VS), Satisfied (S), Self-Satisfied (SS), Less Satisfied (LS) and Not Satisfied (NS) with consecutive scores 5,4,3,2 and 1.
While the value obtained from the students' speaking ability the value of the speaking test instrument. To get the data, researcher used a questionnaire with 20 items about distributed to 45 sample respondents of 137 students.
Based on research that has been done at SMA Negeri 1 Sungguminasa obtained from the student's learning on the material English learning, as follows:
Criteria Socio
Emotional Approach
Students’
Speaking Ability
The number of samples 45 45
Standard minimum completeness 65 65
The highest score 95 95
The lowest value 48 60
Average value 68,20 71,78
The number of students who completed
29 40
The hypothesis test used correlation product moment value. The
hypothesis was a temporary answer to the problems of the research until it was proven through the data collected. It can be concluded that the hypothesis was provisional or temporary answer allegations that must be verified.
The hypothesis that the authors propose in this paper: 1. (H1): There is correlation between socio emotional approach and students’ ability in speaking. 2. (Ho): There is no correlation between socioemotional approach and students' ability in speaking.
To find a correlation above, then assisted with the table of correlation coefficient between variables X and Y, as follows:
From the table above, it can be seen : N ∑ XY = 10051650
∑ X ∑ Y = 9912870
n∑ X2 = 9623025 (∑ X)2 = 9418761 n∑ Y2 = 10622250 (∑ 𝑌)2 = 10432900
Correlations between predictors X with Y can be searched through correlation product moment techniques of Pearson, with the formula:
n X2N XYX 2
n
XYY2
Y 2
r
39
With the result :
9623025 941876110051650
106222509912870
10432900
r
204264
189350
138780
r
0 3867738840
138780
r
705664569 ,
0 r
r = 0,706
So the count value r = 0.706, while rtable with a significance level of 5%
db = N-2 = 43, because the table was not found number 43, the authors took the nearest whole number of 43 was 45, and obtained rtabel at 0.288.
B. Discussions
In this part, discussion deals with the interpretation of findings derived from the result of findings about correlation between socio emotional approach and students’ speaking ability at class XI Bahasa I of SMA Negeri 1 Sungguminasa compare prices count with r-r- table. After analyzing the data, the data showed that out of 45 students, none of them got poor. There were 5 students (11,11%) got less score, 24 of them (53,33%) got fair score and 13 of them (28,89%) got good and only three of them got excellent. It was indicated the score percentage of students’ ability in speaking were fair. So the result showed that students in SMA Negeri 1 Sungguminasa were fair categorized of students’ ability in speaking.
After collecting and calculating the data, it was known that 45 students, majority got fair categorized where 26 students (57,78%) got >61-74. There were
6 students (13,33,%) got less score, 3 of them (6,67%) got poor score .while for good score, there 9 students (20%) got good score and one students got excellent.
So the result showed that students in SMA Negeri 1 Sungguminasa in socio emotional approach were fair categorized.
In other words, socio emotional approach gave contribution to speaking skill. Then, it also meant that the improvement of students’ speaking skill would be followed by the improvement of approach in the classroom. Djamarah and Zain (2003 : 203 ) says that, Socio-Emotional approach is a social atmosphere and the feeling (social–emotional approach) in the classroom as a group of individuals tend to view Clinical Psychology and counseling (counseling), so that the process of teaching learning become more effective. Moreover, with the influence of socio emotional approach on emotional development, the teaching process would be even more effective because if the emotional development of a person was good, then they would be able to perform the analysis process, to understand and memorize because the students’ can made a good relation wuth their teacher, which were the parts of the socio emotional approach was caring process.
This indicated that the students’ ability in speaking still fair category on teaching learning proccess, it was showed from the results of the data where 53.33% of students get fair scores on collecting data which it also indicated that almost all of students was need some approach to improving their speaking skill and more than 57,78% of students could obtain fair category in socio emotional approach. This was consistent as stated by Roger said that, some of the attitudes
41
that need to be held by teachers to help students learn is. It was important approach for a learner to made a good relation between the teachers and the students.
The result of foundings about correlation between socio emotional approach and students’ ability in speaking at class XI Bahasa I of SMA Negeri 1 Sungguminasa compare prices count with r-r- table. From the testing of the data between socio emotional approach and students’ ability in speaking, it was found that the data saying that there was a positive, significant correlation between socio emotional approach and students’ ability in speaking, because If rhitung> rtable then H1 was accepted (significant) and vice versa if rhitung <rtable then Ho was rejected (non-significant). With the 5% significance level of 0.288 was obtained rtable rhitung
at 0.706. When compared both rhitung = 0.706> rtable = 0.288 so that H1 accepted and Ho rejected or the correlation between socio emotional approach and students’ ability in speaking was 0.706. This meant that correlation between them was strong correlation.
This found had related with the other research. The first review related to this research entitled, “Infusing Social Emotional Learning Into teachers Education Curriculum”. Which Baddiyah Wajid the student of Virginia State University, USA has researched in this thesis, she has found there are correlation between Socio-Emotional and academic learning. The second is done by Marilyn Lindsay entitled, “Integrating Social Emotional Learning into Secondary Curriculum”. She was the study of Dominican University of California. The research was clear that property designed and implemented SEL (Social-
Emotional Learning) programs not only improve the intropersonal and interpersonal skills of participants.
Based on the research above, socio emotional approach had effect for teaching learning proccess specially in speaking English. Ornstein and Levin identify the characteristics of effective teachers in classroom management, which include: encouraging and maintaining interest of impact student learning objectives, while retaining the activity of students in the learning process using teaching skills.
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