CHAPTER I INTRODUCTION
G. Technique of Analyzing the Data
Analyzing data was important way after doing the collection data, because the researcher was given explanation and meaning toward the collected data. Analyzing data was the process of seeking, planning, arranging data in systematic way that was obtained from the questionnaire and speaking test.
The collecting data were analyzed by aid of descriptive and inferential statistic. Descriptive statistic was applied to students‘ speaking learning strategies , motivation and their speaking skill in order to see the tendency of those data. Descriptive analysis was arranged based on mean score (M) and standard deviation (SD) score. There, researcher used categorizing table that proposed by Sudijono (2005:175). The category of students learning strategies and motivation toward their speaking skill could be seen in the table below:
Table 14
The Category of Students’ Speaking Learning Strategies and Motivation toward Their Speaking Skill
Average Score Category of Students’ Speaking Learning Strategies and Motivation
>Mean + 1.5 SD Very High
Mean + 0.5 SD High
Mean - 0.5 SD Sufficient
Mean - 1.5 SD Low
<Mean -1.5 SD Very Low
Inferential statistic of correlation analysis was conducted in order to see the correlation between students learning strategies and motivation toward their speaking skill. Inferential statistic was used to make inference about parameters, based on the statistic from sample. They were some tests:
normality, homogeneity, linearity, testing independency variable, multi co - linearity, and testing ANOVA were applied before preceding the correlation analysis. Testing normality was used to test the assumption that the distribution from which the sample was in normal. It was calculated with SPSS program.
The criterion of this testing was if significance score for analysis was bigger than standard significance score (.05), the distribution was normal. Then, testing homogeneity was used to see whether the sample was taken from population had the same characteristic. The criterion on this research testing was homogeneity. Next, testing linearity was used to see whether the average of each variable was in linear. Testing independency variable was used to know the variable had the correlation. Multicolinearity testing is used to know the coefficient correlation and variance inflation factors of each independent variable. Last but not least, testing ANOVA was used to know the average score of each variable.
The collected data were analyzed to know the truth of hypothesis which was proposed. These analyses were used to know the correlation between students‘ speaking learning strategies and students‘ speaking skill , and speaking motivation ( and students‘ speaking skill Then, analysis of effective contribution to dependent variable which were used to know partial contribution of each independent variable to dependent variable. Data were analyzed by using correlation technique ―Product Moment‖ or single regression technique for hypotheses 1 and 2, and multiple regression technique for hypothesis 3. In analyzing the data, the researcher used correlation
technique and multiple linier regressions by using of SPSS program. In this way, it was used to see the influence of independent variables toward dependent variable . Data analysis was expected to draw conclusion whether hypothesis that had been formulated was received or rejected.
CHAPTER IV
FINDING AND DISCUSSION A. Data Description
As stated on page 8, the researcher is expected to identify and find out the contribution of students‘ speaking learning strategies toward their speaking skill at semester VI of STAIN Batusangkar, the contribution of students‘ speaking motivation toward their speaking skill at semester VI of STAIN Batusangkar, and the contribution of both students‘ speaking learning strategies and motivation toward their speaking skill at semester VI of STAIN Batusangkar. Based on these purposes, the sixth semester students of English Department of STAIN Batusangkar have been tested by administrating speaking test to explain the students‘ speaking ability. Meanwhile, the questionnaires were administrated to explain the students‘ speaking learning strategies and speaking motivation toward their speaking skill.
Besides, before computing the data, it was important to make the necessary description of the data. It was used to find the contribution of students‘
speaking learning strategies toward their speaking skill, students‘ speaking motivation toward their speaking skill, and both of students‘ speaking learning strategies and motivation toward their speaking skill. The description was done to administrate and showed the brief information of the data that the substance of the data can be clear and understandable. In data description, the researcher calculated mean scores, standard deviation, minimum score, and maximum score (see appendix 4). Based on statistical analysis, the general description was shown in the table below:
68
Table 15
Statistical Result of Variables of Students’ Speaking Learning Strategies and Motivation toward Their Speaking Skill
Statistics Students' Speaking LS
Students' Speaking Motivation
Students' Speaking
Skill
N Valid 62 62 62
Missing 0 0 0
Mean 92.48 133.02 70.63
Median 90.50 133.00 70.00
Mode 88 120a 63a
Std. Deviation 8.590 12.467 13.310
Variance 73.795 155.426 177.155
Minimum 77 96 47
Maximum 108 157 96
Sum 5734 8247 4379
Percenti les
25 87.00 124.00 59.00
50 90.50 133.00 70.00
75 100.00 142.00 81.50
The clear description of students‘ speaking learning strategies, students‘
speaking motivation, and students‘ speaking skill could be shown in the discussion below:
1. The Description of Students’ Speaking Learning Strategies
The data of students‘ speaking learning strategies was obtained from questionnaire scores. The score was obtained from students who filled the questionnaire. Mean of the score was 92.48, standard deviation of the score was 8.590 and median of the score was 90.50. The highest score was 108, and the lowest one was 77.
The score of students‘ speaking learning strategies were arranged in the following table:
Table 16
The Frequency Distribution Data of Students’ Speaking Learning Strategies No Class Interval Frequency Percentage Categories
1 77-80 6 9.68 Very Low
2 81-84 4 6.45 Low
3 85-88 15 24.19
Sufficient
4 89-92 14 22.58
5 93-96 1 1.61
6 97-100 10 16.13
High
7 101-104 4 6.45
8 105-108 8 12.90 Very High
62 100.00
From the table above, it could be concluded that there were 62 students (12.90%) in very high of language learning strategies, 62 students (22.58%) in high of language learning strategies. Then, there were 62 students‘ (48.39%) in sufficient of learning strategies. Furthermore, there were 62 students (6.45%) in low level of language learning strategies and 62 students (9.68%) in very low of language learning strategies. In conclusion, most of students‘ speaking learning strategies were 48.39%. It means that students‘ speaking learning strategies were sufficient significant.
The graph of the frequency distribution data was presented in following figure:
Figure 3
The Histogram of the Frequency Distribution of Students’ Speaking Learning Strategies
2. The description of students’ speaking motivation
The data of students‘ speaking motivation was obtained from their raw score of questionnaire. The score was obtained from students who filled the questionnaire. Mean of the score was133.02, standard deviation of the score was 12.467, and median of the score was133.00. The highest score was 157, and the lowest one was 96. The score of students‘ speaking motivation were arranged in the following table:
Table 17
The Frequency Distribution Data of Students’ Speaking Motivation No Class interval Frequency Percentage Categories
1 96-104 1 1.61
Very Low
2 105-113 3 4.84
3 114-122 7 11.29 Low
4 123-131 19 30.65 Sufficient
5 132-140 15 24.19
High
6 141-149 9 14.52
7 150-158 8 12.90 Very High
62 100
From the table above, it could be concluded that there were 62 students (12.90%) in very high of motivation, 62 students (38.71%) in high level of motivation. Then, there were 62 students‘ (30.65%) in sufficient of motivation.
Furthermore, there were 62 students (11.29%) in low level of motivation, and 62 students (6.45%) in very low level of motivation. In conclusion, most of students‘
speaking motivation was 38.71%. It means that students‘ speaking motivation was high significant.
The graph of the frequency distribution data was presented in following figure:
Figure 4
The Histogram of the Frequency Distribution of Students’ speaking Motivation
3. The description of students’ speaking skill
The data of students‘ speaking skill was obtained from their raw score of speaking test. The score was gotten from students who followed the speaking test.
Mean of the score was 70.63; standard deviation of the score was 13.310, and median of the score was7 . 0. The highest score was 96, and the lowest one was 47. The score of students‘ speaking skill were arranged in the following table:
Table 18
The Frequency Distribution Data of Students’ Speaking Skill No Class interval Frequency Percentage Categories
1 47-53 4 6.45 Low
2 54-60 13 20.97
Average
3 61-67 10 16.13
4 68-74 11 17.74
5 75-81 9 14.52
6 82-88 9 14.52
High
7 89-96 6 9.68
62 100
From the table above, it could be concluded that there were 62 students (24.19%) in high ability of speaking skill, and 62 students (69.35%) in average ability of speaking skill. Furthermore, there were 62 students (6.45%) in low ability of speaking skill. In conclusion, most of students‘ speaking skill was 69.35%. It means that students‘ speaking skill was average significant.
The graph of the frequency distribution data was presented in following figure:
Figure 5
The Histogram of the Frequency Distribution of Students’ Speaking Skill