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The Effect of Students’ Interest on their Speaking Achievement A Study of Eleventh Grade Students of SMAN 14 Padang
Oleh : Dian Wahyuni *)
**Armilia Riza, M.Pd dan **) Rika Afriyanti, M.Pd. Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh minat siswa terhadap pencapaian berbicara bahasa inggris. Jenis penelitian yang digunakan dalam penelitian ini adalah Causal Comparative Research. Jenis penelitian ini digunakan karena peneliti ingin mengetahui apakah minat siswa yang tinggi akan berbeda dengan minat siswa yang rendah terhadap pencapaian berbicara masing-masing kelompok tersebut. Penelitian ini menggunakan angket dan tesberbicara. Untuk mengetahui tingkat minat siswa, peneliti mengguna angket. Kemudian angket di skor menggunakan Likert Scale. Sedangkan untuk mengetahui tingkat pencapaian berbicara bahasa Inggris siswa, peneliti menggunakan tes berbicara. Untuk menilai pencapaian siswa, peneliti menggunakan teori Brown.
Kemudian hasil skor pencapaian berbicara bahasa Inggris siswa tersebut di analisis dengan menggunakan t-test untuk mengetahui pengaruh minat siswa terhadap pencapaian berbicara mereka.
Setelah data dianalisis, peneliti menemukan bahwa hipotesis ditolak, karena t-hitung = -0,578 lebih kecil daripada t-tabel = 2,26 dalam tingkat bermaknaan 0,05. Dengan demikian, temuan menyatakan bahwa siswa yang memiliki minat tinggi belum tentu memiliki pencapaian berbicara bahasa Inggris yang tinggi dan sebaliknya siswa yang memiliki minat yang rendah belum tentu memiliki pencapaian berbicara bahasa Inggris yang rendah . Hal ini disebabkan karena menilai pencapaian berbicara siswa ada 5 elemen yang dinilai (Grammar, Vocabulary, Comprehension, Fluency, and Pronunciation) dan masing-masing kelompok sample (tingkat minat yang tinggi dan minat yang rendah) memiliki kelemahan dan kelebihan yang berbeda.
Keywords :Students’ Interest and Speaking Achievement
*)Penulis
**)Pembimbing INTRODUCTION
Speaking is important for our life especially for students. By speaking,the students can improve their knowledge to get much information and delivery message through interaction with other people orally in daily activity. Speaking is one of the tools that use to communicate between the students and the teacher in expressing their ideas about the lesson. Through speaking, the teacher can convey what they do not understand about the lesson. That is why the speaking achievement
is really needed in teaching and learning English.
Based on explanation above, there are many factors that influence students’speaking achievement. According to Slameto (2003:57), the factor in speaking achievement are intelligent, attention, aptitude, and interest. Intelligent is the ability to learn, to understand and to make judgments or to have opinions that are based on reason.
Attention is students actively in following material in teaching learning process.
Meanwhile, aptitude is capacity, in other
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word, it is ability in studying. Interest is persisting tendency to pay attention and to enjoy some activity or content. Thus, there are four factors influence students’ speaking achievement that becomes important role in teaching learning process, especially is interest.Interest is fixed tendency to pay attention and remember some of activities. It means that activity that students interested, giving pay attention continuously and doing something with pleasureinterest is always followed by the pleasure and obtain satisfaction. It is supported by the level of interest; High and Low interest. High interest is students’ activities which shows their attention continuously and doing something with pleasure while teaching learning process and obtain a satisfaction such as having good interaction between teachers to students and also it will increase their achievement in learning a lesson. Otherwise, students without attention continuously and pleasure is called low interest.
Based on the fact in the field, some of the students at SMAN 14 Padang have high interest; they can express their ideas in speaking English well and give full attention to the teacher. Besides that, some of the students at SMAN 14 Padang have low interest such as difficulties to express ideas in speaking English and lazy to give respond while teacher asking about anything for them.
Thus, the researcher do this research to know about whether there is a significant effect of students’ interest on their speaking achievement at eleventh grade students of SMAN 14 Padang in academic year 2014/2015.
REVIEW OF RELATED LITERATURE
A. Speaking Achievement
Speaking achievement is the result of students’ activities during teaching-learning process in speaking class. In measuring students’ activities in speaking, the teacher uses the scoring rubric to know students’
achievement in speaking. The elements of scoring rubric are grammar, vocabulary,
comprehension, fluency, and pronunciation.
The statement is supported by some experts Fulcher (2003: 18) defines that speaking achievement is students’skill that can be scored by their result of their performance in the classroom. It describes that speaking achievement is the result or what students get after following the process in speaking class.
In this term also refers to speaking skill in which have been mastered by students. It means that speaking achievement is a result of students’ performance during some periods. It describes about the result of students understanding about something that have been known by students in learning process.
Furthermore, Richard (2002: 11) argues that speaking achievement is the accumulation or amount of students learning in speaking class (1) formal and informal instructional setting, (2) a period of self-study on a particular topic, or (3) a period of practice up to a point in time when students’
performance in sppeaking class is measured. It means that speaking achievement is a result of students’ performance during some periods. It describes about the result of students understanding about something that have been known by students in learning process.
Based on the explanation above, speaking achievement is the product of the students’ performance during teaching- learning process in speaking class. There is accumulation of student activities in the class to learn and get the result of these activities. In getting speaking achievement, the teacher makes categorize to get the result of the students activities in speaking subject, the teacher makes the scoring rubric to know the students’ achievement, they are: grammar, vocabulary, comprehension, fluency, and pronunciation
B. Nature of Interest
Interest has a big deal for the students and gives a big affect through their attitude and behaviour. Students who have an interest will try hard than students who do not have interest. According to Mangal (2007:351) , interest is the central force that is able to guidethe students in teaching learning process.
It means that by having interest the students
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will more focus to attention and easy to understand the material that given by the teacher. Big interest will give influence on students’ activity in learning, because the student who have interest will do something that interested for them, in this case is having interest in learning.Moreover, Slameto (2010:57) that interest is persisting tendency to pay attention and enjoy some activity and content. It means that, interest is a tendency to pay attention and remember some activity. Students who have an interest will pay attention and feel enjoy to something and get satisfaction from that.
Interest will rise if get a stimulus from the outside and feel pleasure trough something his fun of the object. Thus, interest is students’
attraction feelings and powers which are pushed from inside of student by giving attention to an attractive object or activity in the learning process.
From the explanation above, the researcher can conclude that interests are closely related with attention. Interest is something that is shown by the students to participate and learn well. It means that, if the teacher want to success in doing teaching and learning process, should give the stimulus to the students in order to their interest in following the teaching and learning process.
Characteristics of interest are divided into some parts. Many researcher have stated the characteristics of it. The characteristics help the researcher know whether the students are high interested or not in learning. In other to find the way to measure someone’s interest, the researcher use these characteristics to measure it. According to Crites in Lowman (2010:478), interest can be described by their filling about something that make them attractive, fulfilling, and enjoyable. Attractive means that students feel interesting fun, and stimulate the students bored while learning become fun and want to know more about learning. Fulfilling is students’ fill toward a need or want about something, and making them feel happy and satisfied while learning something. Enjoyable is students’ pleassure to learn something new and want to know more about the lesson.
Furthermore, Slameto (2010:180) states that characteristic are divided into some parts. Students who have high interest is student that fulfill this five characteristics.
They are (a). There is a sense of joy and pleasure insomething interests. It means that students feeling equally important element for children students of the lessons taught by the teacher. Students that having the feeling of pleasure of the subjects, they will continue to study their favorite lesson. There is no feeling forced on students to study the field. (b) There is a sense of attachment to something without being told or willingness. It means that students who have an interest in a lessons will involve themselves and participate actively that relate to learning process. (c). Having statement that they love something more interestthan others. For instance, students unwittingly will say that they love the material very much. (d). Manifested through participation In activities and events. (e).
Having a fix tendency to pay attention and remember things that they have learned.
Briefly, there are some characteristics of interest stated above are similar.The researcher concludes that characteristic of students’ high interest is student that being captivated and enthralled toward their learning, having fulfilling, joy and pleasure, there is a sense of attachment to something without being told or willingness, having statement that they love something more interest than others, manifested through participation in activities and events, having a fix tendency to pay attention and remember things that they have learned.
RESEARCH METHODOLOGY
The design of this research is causal comparative embracing quantitative method.
According to Ary, Lucy, Asghar and Christine (2010:332), ex-post facto research is conducted after variation in the variable of interest has already been determined in the natural course of events. This method is sometimes called causal comparative because its purpose is to investigate cause-and-effect relationships between independent and dependent variables. The independent variable
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is students’ interest and dependent variable is students’ speaking achievement.In this research, the researcher used simple random sampling and purposive sampling in the eleventh grade students of SMAN 14 Padang as the technique to select the sample and used two instruments; they are questionnaire and speaking test as a method in collecting data. In this study, population is the large group and individual group select is sample. Because the population is very large that there are nine classes, according to Gay and Airasian (2000:134), for descriptive research, it is common to sample 10 to 20% of the population. Then, the researcher takes 20% from total the students’ amount.
Therefore, total of sample is 54 students. The 54 students were used to collecting the data of students’ interest by giving the questionnaire.
After getting the data about the students’
interest, the researcher used purposive sampling.
According to Sugiyono (2014:84) purposive sampling is a way to take a sample based on the consideration and specific purpose, and based on characteristics or specific traits that have been known previously.Therefore, For consideration the balancing of the select the sample, the researcher took 10 students’ high interest and 10 students’ low interest for doing the speaking test. In addition, questionnaire was for collecting the data of learning interest and speaking test was for collecting the data of speaking achievement.
RESEARCH FINDING
The finding of this research was analyzed from two data. The first analysis was questionnaire. In analyzing it, the researcher used Likert Scale by indicating Always(SL) = 5, Often(SR)= 4, Sometimes(KD)= 3, Ever(PR)= 2, and Never(TP)= 1. In this research, researcher found that the students’
high interest level was 88 to 99 and the low interest was 67 to 78. The second data was students’ speaking score. In analyzing it, researcher used Brown’s theory of scoring as what has been explained in data analysis. In addition, the students’ speaking score were gotten from researcher’s and teacher’s score.
The finding of students’ high speaking achievement were students with scoring 64 to 86 and low speaking achievement was 50 to 64. Finally, after the researcher got the data of students’ speaking achievement, then researcher divided and ranked the students into two groups based on their interest level and then researcher calculated it by using t-test to find the findings of this researcher.
After analyzing the data and calculating students’ speaking achievement by using t-test, the researcher get t-table = 2,26 bigger than t-calculated =-0,578 with the Degree of significance (α ) = 0, 05 and Number of Pairs (N) = N-1 = 10-1 = 9.
Therefore, Hypothesis (Ho) was accepted because t table = 2,26 bigger than -0,578. In addition, to make the data findings more valid, researcher calculated the students’ interest level by using the same way. It could be seen in appendix 18. Thus, t- table = 2,26 smaller than t-calculated= 120,38 with the Degree of significance (α ) = 0, 05 and Number of pair (N)= N-1= 10-1= 9. Therefore, Hypothesis (Ho) was rejected because t- table = 2,26 smaller than t-calculated= 120,38.
In conclusion, based on the data analysis and findings of this research, researcher gets the students with high interest do not proof will have high speaking achievement and low interest do not proof will have low speaking achievement. Moreover, researcher’s finding show that many students’
high interest have same quality with student’s low interest in speaking achievement.
CONCLUSION
On the introduction, it is known that speaking is important for students to improve their knowledge, get much information and delivery message through interaction between teacher to students, not only for interaction but also speaking achievement or result of productive skill need to be mastered by students. Therefore, the students are required to have a speaking achievement. Meanwhile, speaking achievement was influenced that many things which is one of them was interest. Because interest can drove the students to speak more.
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To prove the statement, the researcher did a research to find out whether there was significant effect if students’interest on their speaking achievement at eleventh grade students of SMAN 14 Padang.
Based on finding as already discussed in the previous chapter, the researcher pointed out the conclusions.
First, there was no significant effect of students’ interest on their speaking achievement at eleventh grade students of SMAN 14 Padang. It was proved by the valued of t-calculate which was smaller than t-table. Second, the researcher found the t- calculated = -0,578 and t-table 2,26 with α = 0,05 and degree of freedom = 9 (N-1= 10- 1=9). Therefore, Ho was accepted because t- calculated was smaller than t-table. It can be viewed from students’ interest level score and their speaking score. Most of students’
low interest have same quality with students’
high interest in speaking achievement. It means that , the students who have high interest does not proof or does not effect to have high speaking achievement instead the students who have low interest is not always have low speaking achievement. In conclusion, there was no significant effect of students’ interest on their speaking achievement at eleventh grade students of SMAN 14 Padang.
SUGGESTION
Based on the result and the process of the research, the researcher would like to give some suggestions to the English teachers, students and for the next researcher. The first one for English teacher that they need to encourage students to practice their speaking achievement in their daily life more and more and can reach their KKM in the class that their speaking achievement still under the KKM. It is clear that the more practice their speaking ability, it will be better for them to improve their speaking. Through this research, researcher suggests to the teachers can help the students to improve their speaking achievement.
Secondly, for the students. The students need to realize that high interest is not always
decide that students high speaking achievement. It is useful to understand that students have low interest have a big chance to show that they able to consider. It means that students with have low interest, it does not describe they get low speaking achievement too. It could be proven by the researcher’s finding that many students who have low interest but they are able to reach the same quality with the high interest. Therefore, for students whose high interest and low interest do not be careless with their achievement because everyone has a big chance to reach high speaking achievement in different ways.
Finally, for next researcher who wants to observe it deeply, researcher suggests to observe in different situations.
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