CHAPTER IV FINDING AND DISCUSSION
A. Research Findings
3. Result of Speaking Subject
In this study the research was studied about the correlation between students’ learning strategy and their speaking ability at first year students of Junior High School of NW Mercapada. In this part the result of learning speaking was taken from their final exam.
Table 4.4 The Result of Speaking Score
NO STUDENT SPEAKING
SCORE (Y)
CATEGORY
1 E1 87 5
2 E2 88 5
3 E3 89 5
4 E4 84 5
5 E5 95 5
6 E6 79 4
7 E7 79 4
8 E8 89 5
9 E9 85 5
40
10 E10 90 5
11 E11 87 5
12 E12 85 5
13 E13 82 5
14 E14 85 5
15 E15 84 5
16 E16 86 5
17 E17 86 5
18 E18 83 5
19 E19 86 5
20 E20 89 5
21 E21 86 5
22 E22 88 5
Highest Score 95
Lowest Score 79
Average 86
Standard Deviation 3.572
Looking from the result, the researcher found the mean and standard deviation of data. From all students the result shown mean score of students’
final test in speaking (Y) was 86 and standard deviation was 3.572. It means students category of speaking was at high or excellent category.
41 4. The Correlation Between Speaking Learning Strategy and Speaking
Ability.
As the data has shown before, the researcher found every result of each variable. This was the result of correlation between speaking learning strategy and speaking ability. The result has calculated by using Pearson Product Moment which applied on SPSS 24 for testing the hypothesis of this study.
Table 4.5
The Correlation Between Students’ Speaking Strategy and Their Speaking Ability
NO SPEAKING STRATEGY
(X)
SPEAKING ABILITY
(Y)
XY X2 Y2
1 2 5 10 4 25
2 3 5 15 9 25
3 2 5 10 4 25
4 3 5 15 9 25
5 3 5 15 9 25
6 1 4 4 1 16
7 2 4 8 4 16
8 3 5 15 9 25
9 2 5 10 9 25
10 3 5 15 4 25
11 2 5 10 4 25
12 3 5 15 9 25
13 2 5 10 4 25
14 2 5 10 4 25
15 3 5 15 9 25
16 3 5 15 9 25
17 3 5 15 9 25
18 3 5 15 9 25
19 3 5 15 9 25
20 3 5 15 9 25
21 3 5 15 9 25
22 2 5 10 4 25
Total 56 108 277 133 532
42 1. Using Manual Calculating
From the calculation of variable X and Y (table 1.5) above it, it was known that :
∑X = 56
∑Y = 108
∑XY = 277
∑X2 = 133
∑Y2 = 532
Based on the calculation of variable X and variable Y above, it can be known of each variable. Based on product moment formula will be found the result of Rxy, as follows :
𝑅
𝑥𝑦=
𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)√{𝑁 ∑ 𝑥2−(∑ 𝑥)2}{𝑁 ∑ 𝑦2−(∑ 𝑦)2}
𝑅
𝑥𝑦= 22×277−(56)(108)√{22×133−(56)2}{22×532−(108)2}
𝑅
𝑥𝑦= 6.094−6.048√{2.926−1.136}{11.704−11.664}
𝑅
𝑥𝑦= 46{−210}{40}
𝑅
𝑥𝑦= 46√−8400
𝑅
𝑥𝑦= 4691.651
43
𝑅
𝑥𝑦=0,501Based on the manual calculating above, it has found the rvalue
was 0.501 from the table of coefficient correlation (chapter III) was at the level “fair correlation”. The rvalue 0.501 was in interval 0.400- 0.600. So, it means the correlation between students’ learning strategy and speaking ability is in fair correlation. The result of the calculation that was counted by using manual calculating above showed that the index of correlation is 0.501.
2. Using SPSS 24 Program
Table 4.6 Analysis Result of Pearson Product Moment Correlation by SPSS
From the data which has been calculating by using SPSS, the data shown that the index of Product Moment correlation was 0.568 for 0.006 not significant. From the table above, it mean Ho
was accepted because the hypothesis testing that concluded N.Sig
< 5% (0.006 < 0.05).
Correlations
learning_strategi
es speaking_ability
learning_strategies Pearson Correlation 1 .568**
Sig. (2-tailed) .006
N 22 22
speaking_ability Pearson Correlation .568** 1
Sig. (2-tailed) .006
N 22 22
**. Correlation is significant at the 0.01 level (2-tailed).
44 Correlation was unidirectional if the correlation coefficient found to be positive or conversely, if the correlation coefficient was negative, the correlation is called unidirectional. It means correlation coefficient was a statistical measurement of variation or association between two variables. If the correlation coefficient was found to be not equal to zero (0), then there was a dependency between the two variables. If the correlation coefficient was found +1 than the relationship called a perfect correlation or a perfect linear relationship with a positive slope.
5. Hypothesis Testing
This research has done in collecting and calculating all the data and got the result of a correlation. But to answer the research problem, the researcher has counted the hypothesis was rejected or not. The hypothesis will be shown bellow :
Ha : Students’ learning strategy is correlated with speaking ability Ho : Students’ learning strategy is not correlated with speaking ability To find the answer, the researcher used SPSS hypothesis testing based on the N.Sig (number of significance). The result is shown at table 1.5, we got rvalue= 0.568, N.Sig=0.006. For reminding us these the theories in hypothesis based on SPSS 24.
a. Ho accepted if N.Sig ≥ 0.05 (α=5%) b. Ha rejected if N.Sig ≤ 0.05 (α=5%)
45 The result of analyzing the significant 0.006 clarified Ha was rejected.
The hypothesis testing from SPSS concluded N.Sig < 5% (0.006 < 0.05), it means Ho was accepted. It concluded that the speaking learning strategy and speaking ability was not correlated.
B. Discussion
1. The Correlation Between Students’ Learning Strategy and Speaking Ability
From the data collected it has been found the final results and answers for each hypothesis written. N.Sig value <5% (0.054 <0.05), the result of this value indicate that Ha was not accepted and Ho was accepted. The value of correlation coefficient was in the number 0.054 which was in the interval 0.000 and 0.200, it means the correlation value was categorized as very low.
The hypothesis test shows that N.Sig <5% (0.006 <0.05) means that the alternative hypothesis was rejected and the null hypothesis was accepted.
The alternative hypothesis found in this study says "Students 'learning strategy is correlated with speaking ability" has been rejected and the null hypothesis states "Students' learning strategy is not correlated with speaking ability" has been accepted. The value of rvalue is 0.006 which means that the study produced a very low correlation.
However, there were slight differences in the results of the data that have been calculated using manual calculations and the application of the SPSS 24 program. The results obtained using the manual count is 0.501 which was in the category of fair correlation. Meanwhile, for the results of data calculation using SPSS 24 the program produces a number of 0.006 which was in the very low correlation category. However, even though the numbers
46 obtained were different, the results of the category values obtained were same, which was not correlated so that it does not cause a significant difference.
Both results were remained low correlated.
As written by previous researchers that if students use good strategy it would affect the ability of each student. This was stated by some researchers that the more effective students were using the right learning strategy, it would affect their ability including in terms of language.38From the statements that have been given, that proved the importance of using strategy in learning, especially in speaking.
In accordance with the results of all the previous studies that the researcher has written, the results of my research have very different results.
The average results of previous studies that the researcher wrote have a very strong correlation between one variable with another variable. Previous research from Gani, Fajrina, and Hanifa categorized speaking strategies into 6 types, namely social compensation, memory, cognitive, meta-cognitive, and affective. Meanwhile, students are divided into two categories: students with high grades and students who have low grades. The final results of their study stated that students who have high grades pay great attention in the use of learning strategies. As with students who have low grades, they use the strategy unconsciously and the results are not satisfying. This means that the correlation of learning strategy with the ability of students was very significant, seen from the many numbers obtained from high-value students.39
38 Jelisaveta Safranj, Strategies of learning………..p.776
39 Sofyan A. Gani, Dian Fajrina, Rizaldy Hanifa Students’ Learning…….p. 23-27
47 Other studies that have been conducted previously also have the same results, which have significantly correlated because students use strategy thoroughly and continuously. Unlike my research, students use strategy unconsciously and they may not know the benefits and objectives of using strategy in learning. This was also stated by the English teacher at the school,
"Student was learning in different ways every day, they choose to learn according to their comfort at home and class. In this school also students have not taught the benefits and what was the usual strategy used by students to improve their ability. Instead, students choose the way they want to receive and analyze lessons from their teacher."40
40 Zanuddin, interview, Mercapada, Juny, 20, 2020.
48 CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
According to the results of the data that have been obtained later calculated above, it can be concluded that the learning strategy does not correlate the ability of students, especially in terms of speaking. Based on the results of the rvalue above which shows the number 0.006 this means that the correlation between student learning strategy and student speaking ability was very low. It was seen from the alternative hypothesis (Ha) was rejected and null hypothesis (Ho) was accepted, because N.Sig < 5% (0.006 < 0.05). In this case, learning strategy does not have any effect on student learning ability seen from the high learning value obtained and the questionnaire results that have been calculated.
B. SUGGESTION
At the end of the research which has done, researcher would give some advices to teachers, students, and some recommendation for other researchers in future.
For teaching staff or teachers must be more active in providing motivation and explanation of the importance of using learning strategy at home and at school to improve learning ability. The teacher need to explain how important, the goals and some effects of uses the learning strategy in learning activities at home and at school.
For students, try to motivate yourself to more often use learning strategy at home or at school. Students who can motivate themselves, the way they would be
49 easier to improve their ability. Awareness in the importance of learning English, especially speaking was very important in this modern era.
For future researchers, the results of this data were calculated according to the data obtained at school. The data used was authentic from the school. Then, after all data have been calculated with statistics and produce data that were not correlated between the learning strategy variable and the student's speaking ability variable. Further researchers were advised to conduct more in-depth research on students' speaking strategy and ability. Other researchers can use various types of instruments that are suitable and considered easy.
Finally, it was recommended that researchers continue to conduct research when students study these subjects, in order to know what responses should indeed be given or answered in the questionnaire distributed. Data collection in this study was conducted when the students had passed the learning period from speaking, so rather than that the researcher assumed that the results of grades were very low correlated because of one factor that the questionnaire distribution was done after the students passed the learning period so that they forgot how they felt when learning and answering questionnaire.
50 REFERENCE
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Fika Megawati and Vidya Mandarani , “Ways For Tertiary Level Students In Building English Speaking Performance”, Script Journal: Journal of Linguistic and English Teaching, Vol. 2, No. 2, 2017. p.137.
Jelisaveta Safranj, “Strategies of learning english as foreign languange at faculty of technical sciences”, Procedia Social and Behavior Science, Vol. 93, No. 1, 2013. p. 775-776.
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52 APPENDIX
Appendix 1. Questionnaire for Learning Strategy
Table 1
Metacognitive :
Statement Never Rarely Sometimes Often Always 1. In learning English, I connect between
what I have just learned and what I already know.
2. To remember new vocabulary in English, I associate it with an illustration or illustration.
3. I remember the new vocabulary in English by relating it to situations where the word can be used.
4. I watch TV shows or movies in theaters using English.
5. I read light readings in English.
6. In a conversation when I can't find the right words I use body gestures.
7. When I have trouble finding the right words, I use prhase words or sentences that have almost the same meaning.
8. I looked for an opportunity to use English.
9. I am looking for errors in my English to improve my language.
Cognitive :
Statement Never Rarely Sometimes Often Always 1. I use English vocabulary as a sentence
so I can easily remember it.
2. I physically demonstrated the English vocabulary I had just learned.
3. I try to speak like a native speaker 4. I practice English pronunciation.
5. I tried to learn the culture of native English speakers.
6. I plan a schedule to optimize me in English
7. I am looking for errors in my English to improve my language.
53 Affective :
Statement Never Rarely Sometimes Often Always 1. I am looking for friends or partners to
be able to use English.
2. I practice English with friends or other students.
3. I used to start conversations in English 4. I looked for an opportunity to use
English.
5. I pay attention when someone uses English.
6. I practice English with friends or other students.
7. I ask questions in English.
54 Appendix II Students’ Speaking Score
Table 2
NO STUDENT SPEAKING
SCORE
1 ALISA DWI K. 87
2 ALMA ETRIANA 88
3 AULIA 89
4 CITRA NURUL A. 84
5 DINDA ADELFINA 95
6 FAIZA SELPIANA 79
7 KHAIRIL BARIYAH 79
8 KHOIRANY S. 89
9 LHIK FANIA A. 85
10 MAELANI 90
11 MIA SUSILAWATI 87
12 NADEA R. 85
13 OLIVIA SASKIANI 82
14 PUTRI INDAH L. 85
15 RAUDATUL E. 84
16 ROSI AMELIONI 86
17 ROYANDA DWI Z. 86
18 SASKIA WIDIA W. 83
19 SUCI ANDRIANI 86
20 SYAFITRI M. 89
21 TIRA NIA 86
22 ZAHRIYATUL S. 88
55 BIOGRAPHY
A. Self-Identity
Name : Devy Syukria Balaghan Date of Birth : Narmada, December 30, 1997 Address : Selat, Narmada, West Lombok Father’s Name : Drs. Nurdin, M.pd Mother’s Name : Rizkah
B. Educational Background
Elementary school : SDN 1 Suranadi
Junior high school : MTs. Ittihadul Abror NW Mercapada, 2013 Senior high school : MA Ittihadil Ummah, Karang Anyar, 2016 C. Achievement/Appreciation
1. Workshop Participants for Developing Multicultural Insights for Religious Leaders and Students in Mataram.
2. Outbound participants at Aik Nyet, Sesaot, were held by Mataram State University.
3. Camp organizing committee in Praya, Central Lombok, organized by the English Student Association (HMJ), UIN Mataram.
D. Organizational Experience
1. Member of the Department of Student Association (HMJ) UIN Mataram.
2. Member of English Study Club (ESC) UIN Mataram.
3.
E. Scientific Work
Mataram, 17 of May 2020 (Devy Syukria Balaghan)
56
57
58
59
60
61
62
63
64
65
66 BIOGRAPHY
A. Self-Identity
Name : Devy Syukria Balaghan Date of Birth : Narmada, December 30, 1997 Address : Selat, Narmada, West Lombok Father’s Name : Drs. Nurdin, M.pd Mother’s Name : Rizkah
B. Educational Background
Elementary school : SDN 1 Suranadi
Junior high school : MTs. Ittihadul Abror NW Mercapada, 2013 Senior high school : MA Ittihadil Ummah, Karang Anyar, 2016 C. Achievement/Appreciation
1. Workshop Participants for Developing Multicultural Insights for Religious Leaders and Students in Mataram.
2. Outbound participants at Aik Nyet, Sesaot, were held by Mataram State University.
3. Camp organizing committee in Praya, Central Lombok, organized by the English Student Association (HMJ), UIN Mataram.
D. Organizational Experience
1. Member of the Department of Student Association (HMJ) UIN Mataram.
2. Member of English Study Club (ESC) UIN Mataram.
E. Scientific Work
Mataram, 17 of May 2020
(Devy Syukria Balaghan)