i
THE CORRELATION BETWEEN CULINARY STUDENTS’
VOCABULARY MASTERY AND THEIR SPEAKING ABILITY OF ELEVENTH GRADE CULINARY PROGRAM
AT SMKN 3 JEMBER
UNDERGRADUATE THESIS
Submitted to State Islamic University of Kiai Haji Achmad Siddiq Jember to fulfill of the requirement for the Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teacher Training
Department of Islamic Studies and Language Education Program of English Education
By:
ULFA SA’ADAH SRN: T20196105
STATE ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING DEPARTMENT OF ISLAMIC STUDIES AND LANGUAGE EDUCATION
PROGRAM OF ENGLISH EDUCATION APRIL 2023
ii
THE CORRELATION BETWEEN CULINARY STUDENTS’
VOCABULARY MASTERY AND THEIR SPEAKING ABILITY OF ELEVENTH GRADE CULINARY PROGRAM
AT SMKN 3 JEMBER
UNDERGRADUATE THESIS
Submitted to State Islamic University of Kiai Haji Achmad Siddiq Jember to fulfill of the requirement for the Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teacher Training
Department of Islamic Studies and Language Education Program of English Education
By:
Ulfa Sa’adah SRN : T20196105
Approved by Advisor
Praptika Septi Femilia, M. Pd NUP. 20160390
iii
THE CORRELATION BETWEEN CULINARY STUDENTS’
VOCABULARY MASTERY AND THEIR SPEAKING ABILITY OF ELEVENTH GRADE CULINARY PROGRAM
AT SMKN 3 JEMBER
UNDERGRADUATE THESIS
Has been examined and approved by the board examiners in partial fulfillment of the requirement for Bachelor Degree (S. Pd)
Faculty of Tarbiyah and Teacher Training
Department of Islamic Studies and Language Education Program of English Education
Thesis Examination Day: Friday Date: April, 14 2023 The Board Examiners Chairman
Dr. Indah Wahyuni, M. Pd.
NIP. 198003062011012009
Secretary
Mega Fariziah Nur Humairoh, M. Pd.
NIP. 199003202019032010 Members:
1. Sofkhatin Humaida, M. Pd., M. Ed., Ph. D. ( ) NIP. 196507201991032001
2. Praptika Septi Femilia, M. Pd. ( ) NUP. 20160390
Approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M. Pd. I.
NIP. 196405111999032001
iv MOTTO
Meaning: And He taught Adam all the names (of everything), then He showed them to the angles and said, ―Tell me the names of these if you are truthful‖ (QS. Al- Baqarah: 31).1
1 Dr Muhammad Taq-iud-Din Al-Hilali, ―Translation of the Meanings of the Noble Qur’an in the English Language‖ (Madinah: King Fahd Complex For the Printing of the Holy Qur’an, n.d.), 8.
v
DEDICATION I dedicate this thesis to the special people in my life:
1. My beloved mother, Yayuk Wahyuni, who never complains being the breadwinner, who always supports me, motivates me, and gives me the best prayers.
2. My lovely father, Almarhum Sumianto, I do apologize I have not had the opportunity to give a sense of happiness and pride.
3. My beloved aunty, Alharhumah Sumiarsih who has looked after me since I was baby with great affection.
4. My self, thank you for struggling and being able to finish this thesis.
5. My friends whom I cannot mention one by one who have supported me in doing this thesis.
vi
ACKNOWLEDGEMENT
Alhamdulillaahi rabbil alamin, all praises are to Allah SWT the Most Gracious and Most Merciful who always blesses and helps the researcher, so the researcher can finish this undergraduate thesis as one of the requirements for Bachelor Degree (S.Pd.) in the English Education Program of Faculty of Tarbiyah and Teacher Training of State Islamic University of KH Ahmad Siddiq.
Peace and salutation may always be given to Prophet Muhammad SAW.
who has guided us from the darkness to the brightness. However, this thesis will not finish without support, advice, help, and encouragement from several people and institutions. Hence, the researcher would like to express special gratitude to:
1. Prof. Dr. H. Babun Soeharto, S.E, M.M as Rector of UIN KH Achmad Siddiq who has given opportunuty for me to study in this university.
2. Prof. Dr. Hj. Mukni’ah M. Pd.I as the Dean of Teacher Training and Education Faculty, who has approved my thesis.
3. Dr. Rif’an Humaidi, M. Pd. I., as the Head of the Islamic and Education Language Program, who has facilitated me in every matter.
4. Mr. As’ari, M. Pd.I. as the Head of the English Education Program, who has motivated me in learning process.
5. Mrs. Praptika Septi Femilia, M. Pd. as the advisor, who always guided and helped me compile this thesis.
6. All lecturers of English and Education Department of UIN KH Ahmad Siddiq, who have given me knowledge and experiences throughout entire semester.
vii
7. Mr. Rudi Utomo, S. Pd. and Mrs. Novaning Prahasti, S. Pd. as the English teachers of SMKN 3 JEMBER who have helped me during the research.
8. The eleventh culinary students of SMKN 3 JEMBER who have contributed during the research.
All of you may Allah SWT grant you blessing. Hopefully this thesis will be useful for the readers and the next researchers who need this thesis as a reference. However, I realize that there are still many shortcomings in this thesis.
Hence, any criticism and suggestions of this thesis are kindly appreciated.
Jember, April 03 2023
The writer
viii ABSTRACT
Ulfa Sa’adah, 2023: The Correlation between Culinary Students’ Vocabulary Mastery and their Speaking Ability of Eleventh Grade Culinary Program at SMKN 3 Jember.
Key Word: Vocabulary Mastery, Speaking Ability
Vocabulary is a fundamental part of language competence and plays a big role for learners in speaking, writing, reading, and listening. Vocabulary is one of the crucial aspects of speaking. Quality of one’s language skill depends on the quantity and quality of vocabulary. By having and mastering vocabulary learners will be able to speak and they can communicate and express their idea. According to TOEIC data in 2018, it showed that the English skill of vocational students was generally still below the demand of the job market in various industry types.
Many previous studies have conducted research about correlation between students’ vocabulary mastery and speaking ability, to fill the gap the current research carried out the research with topic that related to culinary vocabulary for culinary students.
Based on the explanation above, it can be decided the research question in this research was: Is there any significant positive correlation between culinary students’ vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember?. The goal of this research was to examine whether or not there is a significant positive correlation between culinary students’
vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember.
This research used quantitative approach and employed correlational research design. The research population was eleventh grade culinary students, which consists of 129 students. The researcher used a simple random sampling technique to choose the sample. This research used the Yamane formula to decide number of samples. The research sample consisted of 33 students. The data collection technique in this research was vocabulary test and speaking test. The data were analyzed using Pearson Product Moment by SPSS 26 version.
Based on data analysis, it was found that the r value was 0.468, which means positive, and the significance value (ρ value) 0.006 < 0.05 (significance level) means H0 was rejected and Ha was accepted. It can be concluded 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. It meant that the culinary students who had lots of vocabulary would also have great speaking skill.
viii
TABLE OF CONTENT
COVER ... i
ADVISOR APPROVAL SHEET ... ii
LEGITIMATION ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... x
LIST OF APPENCIDES ... xi
CHAPTER I: INTRODUCTION ... 1
A. Research Background ... 1
B. Research Question ... 8
C. Research Objective ... 8
D. Research Significances ... 8
E. Research Scope ... 9
F. Operational Definition ... 9
G. Research Assumption ... 11
H. Hypothesis ... 11
CHAPTER II: LITERATURE REVIEW ... 12
A. Previous Research ... 12
B. Theoretical Framework... 19
ix
CHAPTER III: RESEARCH METHOD ... 36
A. Approach and Research Design ... 36
B. Population and Sample ... 37
C. Data Collection Techniques and Instrument ... 38
D. Data Analysis ... 48
CHAPTER IV: DATA PRESENTATION AND ANALYSIS ... 51
A. Data Description ... 51
B. Data Presentation ... 52
C. Analysis and Hypothesis Testing ... 58
D. Discussion ... 61
CHAPTER V: CONCLUSION AND SUGGESTION ... 65
A. Conclusion ... 65
B. Suggestion ... 65
REFERENCES ... 66 APPENDICES
x LIST OF TABLES
Table 2.1: Similarities and differences of previous research ... 16
Table 3.1: Number of culinary students grade 11 of SMKN 3 Jember ... 37
Table 3.2: Speaking rubric adapted by H. Douglas Brown (2001) ... 40
Table 3.3: Category of reliability ... 45
Table 3.4: Reliability statistics ... 45
Table 3.5: Interpretation of kohen’s kappa ... 46
Table 3.6: Cohen’s kappa reliability test ... 46
Table 4.1: The students’ vocabulary mastery score ... 53
Table 4.2: Statistics of vocabulary mastery ... 54
Table 4.3: The frequency distribution table of vocabulary mastery score .. 55
Table 4.4: The students’ speaking ability score ... 55
Table 4.5: Statistic of Speaking Ability ... 56
Table 4.6: The frequency distribution table of speaking ability score ... 57
Table 4.7: The normality test ... 58
Table 4.8: The linearity test ... 59
Table 4.9: Correlations ... 60
xi
LIST OF APPENDICES
Appendix 1: Research Matrix ... 71
Appendix 2: Blue Print ... 72
Appendix 3: Vocabulary Mastery Instrument ... 73
Appendix 4: Speaking Ability Instrument ... 77
Appendix 3: Expert Validation Sheet Vocabulary Test ... 78
Appendix 4: Expert Validation Sheet Speaking Test ... 80
Appendix 5: Try Out Score of Vocabulary Test ... 82
Appendix 6: Try Out Score of Speaking Test (Rater 1 and Rater 2) ... 83
Appendix 7: Expert Validation Sheet Practicality of Instrument ... 84
Appendix 8: Practicality of Vocabulary Test ... 86
Appendix 9: Practicality of Speaking Test ... 87
Appendix 10: Research Permission Letter ... 88
Appendix 11: Research Completion Letter ... 89
Appendix 12: Research Journal Activities ... 90
Appendix 13: Declaration of Authenticity ... 91
Appendix 14: Autobiography ... 92
Speaking is an oral activity that is crucial to interpersonal communication. People always interact with and talk to each other considering that they are social beings. Speaking is the primary means of engagement and communication. By speaking people can communicate their desires and thoughts verbally2. In communicating, typically people use conversations.
Conversations are typically more informal and involve spontaneous speaking3. Speaking is used by humans almost every time to fulfill their needs as a tool to have interaction. Speaking also used to share information among humans and hold true social relations with others. Many human beings try and study this skill so that they can engage and communicate less difficult with the world network because it is taken into consideration to have an vital position in communication.
Nunan stated that ―speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning‖4. Speaking is a means for humans to interact with others in order to reach a particular objective or to express their thoughts, intention, and hopes5. In having
2 Mukminatus Zuhriyah, ―Storytelling to Improve Students’ Speaking Skill,‖ Jurnal Tadris Bahasa Inggris 10, no. 1 (2017): 119–134.
3 P. McKay, ―Assessing Young Language Learners‖ (Cambridge: Cambridge University Press, 2006), 179, https://doi.org/10.1093/elt/ccn063.
4 David Nunan, Practical English Language Teaching (Singapore: McGraw-Hill Education, 2003), 48. 5 Muh. Ali Wahyudin, Masrupi, and Siti Hikmah, ―The Correlation between Students’ English Grammar Mastery and Vocabulary on The Students’ English Speaking Skill at Tenth Grade of
1
communication with others, we have to speak clearly in order the listener can understand the meaning of what we are saying. It should be understandable, meaningful, and communicatively as stated in QS. Surah An-Nisa’ verse 63:
Meaning: ―They (hypocrites) are those of whom Allah knows what is in their hearts; so turn aside from them (do not punish them) but admonish them, and speak to them an effective word to reach their inner selves‖6.
From the verse mentioned above, it can be concluded that speaking is the fundamental skill which students should develop to express ideas and transmit messages. The speaker produces language in the form of meaning- filled sounds of words. In order for the listeners to properly receive and understand the information provided, it must be clear and effective.
Speaking is the essential skill for humans who want to learn English in order to strengthen their careers, improve their businesses, increase self-belief, locate better employment opportunities, deliver public speeches, take part in interviews, debates, group discussions, deliver presentations, and more7. People who learn to speak English will have better job options and success in achieving their life's goals. Because of English is international language, so it becomes vital language for all kinds of fields, such as education, engineering, SMKN 2 Pandeglang,‖ Journal of Chemical Information and Modeling, vol.53, no. 9 (2019): 354- 369.
6 Dr Muhammad Taq-iud-Din Al-Hilali, ―Translation of the Meanings of the Noble Qur’an in the English Language‖ (Madinah: King Fahd Complex For the Printing of the Holy Qur’an, n.d.), 119.
7 P. S Rao, ―The Importance of Speaking Skills in English Classrooms,‖ Alford Council of International English & Literature Journal 2, no. 2 (2019): 6–18, www.acielj.com.
medicine, and much more8. In this technology era, everything is connected to speaking English ability. People who have good speaking skill can control the entire world.
Furthermore, students must be able to master the vocabulary in order to speak with fluency and clarity. Vocabulary is a language element which should be mastered by the students to get proficiency and good understanding in whole English skills9. According to Brown10 the elements of speaking that learners have to mastery are grammar, vocabulary, fluency, pronunciation, and the last is comprehension. Thus, vocabulary is one of the components of speaking. We need to comprehend and grasp vocabulary in order to have effective conversations with others. Vocabulary is the entire number of words in a language. The ability to use vocabulary effectively in a second language is essential, and one of the main objectives of language acquisition is to understand the meanings of words. As Thornbury stated that ―without grammar very little can be conveyed, without vocabulary nothing can be conveyed‖11.
To sum up everything that has been stated above, vocabulary plays essential role in learning language. Vocabulary is being the first step before learners learn speaking skill because in speaking learners produce words.
8 Rajathurai Nishanthi, ―The Importance of Learning English in Today World,‖ International Journal of Trend in Scientific Research and Development Volume-3, no. Issue-1 (2018): 871–74, https://doi.org/10.31142/ijtsrd19061.
9 Umairah Rahmati, ―The Correlation between Vocabulary Mastery and Students’s Writing Skill‖, 2018, 59.
10 H. Douglas Brown, Language Assessment Principles and Classroom Practices (San Francisco:
Pearson Longman, 2003), 172.
11 S Thornbury, How to Teach Vocabulary (England: Pearson Education Limited, 2004), 13.
Before produce the words, definitely learners need to know what the meaning of the words which they pronounce. Besides that, getting to know a variety of vocabulary will make it less difficult for learners to read, write, listen, and speak. The more learners have vocabulary, the more they can communicate with others fluently.
Vocational high school is an educational institution which focuses on developing certain skills. It provides several study programs. One of study programs is culinary program. Culinary program involves knowledge in the field of food (the art of meals processing) which includes the preparation of food processing to the serving of the food itself, both traditional and international food12. Generally, culinary program prepares students to work at restaurants, hotels, or resorts nationally and internationally, cruise ships, and catering companies13. Besides that, graduate students from the culinary program can occupy various professions in the culinary fields. One of them is to become a chef. There are several types of profession in the chef namely executive chef, chef de cuisine, chef de partie, pastry chef, commis, and so on14. English plays a significant role in the culinary students so that they have opportunities to occupy those positions. When they have graduated, their
12 Saily Rahmatika, ―Developing English Speaking Materials for the Tenth Grade Students of Culinary Arts Study Program At Vocational High School‖ (UIN Walisongo Semarang, 2020).
13 Wilhelmina Kurnia Wandut, ―A Culinary English Course Book for Vocational High School
Students‖ (Sanata Dharma University Yogyakarta, 2018),
http://repository.usd.ac.id/31021/2/166332023_full.pdf.
14 Nurul Hasbiana, Dasar-Dasar Kuliner Semester 1 (Jakarta: Direktorat Sekolah Menengah Kejuruan dan Pusat Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2022), https://static.buku.kemdikbud.go.id/content/pdf/bukuteks/kurikulum21/Kuliner-KLS-X- Sem-1.pdf.
English proficiency and competency must be ready to support them in the international competition.
Culinary vocabulary refers to various food and beverage recipes. It involves ingredients, kitchen tools, food processing techniques, and characteristics of food. Culinary students need to know how to explain the procedure and recipe to their cook helper in the correct way to get the results that they want. So that all of this can be achieved, they have to master lots of culinary vocabulary such as grill, boil, bake, poach, fry, ripe, chewy, creamy, crispy, lumpy, mushy, mushroom, eggplant, knife, bowl, and much more. In this current research, the researcher used food and dessert as the topic. The researcher focused on the vocabulary about food ingredients, cooking verb, kitchen tools, and the flavor of food.
Based on the research conducted by Annisa& Alamsyah15the result showed that the students only know a few words or the expressions used in culinary terms. They are just familiar with basic words like the names of ingredients and cooking utensil names. Therefore, culinary students need to learn words and expressions which are used in culinary terms in order they are ready to compete in the global competition and become competent and skillful culinary graduate students when they have graduated.
15 Annisa Ayutami, Alamsyah Harahap, and . Syahrial, ―Learners’ Need Analysis of English for Specific Purposes of Culinary Department Students At Smkn 3 Kota Bengkulu,‖ Journal of English Education and Teaching 2, no. 1 (2018): 13–21, https://doi.org/10.33369/jeet.2.1.13-21.
However in the fact, English ability in vocational high school level is still need improvement. Based on a research conducted by Arie16, the result showed that average TOEIC score of vocational students in general is 490.
The data is taken from the average TOEIC score in 2018. From these data it can be concluded that the English skill of vocational students is generally still below the demand of the job market in various types of industry.
The research result above is still in line with the results of researcher’s interview with some English teachers of Vocational High School 3 Jember17, the researcher got information that not only in written skills, but also in oral skill is still low. For example, based on students’ score of semester end assessment, the average scores were under KKM (72). Moreover in speaking skill, students who had a lot of vocabulary when they were speaking in front of the class, they were confident and speak fluently. They did not hesitate to speak because they had already known words that they wanted to say.
Otherwise, students who had a little vocabulary, they were stammered when they were speaking because they did not know words which they wanted to say in English. They were still thinking how they pronounced those words in English, so that was what made students stammered.
Furthermore, based on the researcher's observation, the students demonstrated a high level of enthusiasm for the learning process. They paid attention when the teacher explained the material. Even though most students
16 Arie Wibowo Kurniawan and Syaeful Wahidiat, ―Strategi Peningkatan Daya Saing Lulusan SMK Melalui Penguatan Kompetensi Bahasa Inggris,‖ Vocational Education Policy, White Paper 1, no. January (2019): 1–10, http://classtap.pbworks.com/f/SkillSoft+-+Blended+Elearning.pdf.
17 Rudi Utomo and Tintin Ratnawati, interviewed by Ulfa Sa’adah, November 21 2022, Jember.
were bad at speaking, they were active in the class. When the teacher asked something about the lesson, students directly answered, although sometimes the answer was not quite correct. Besides that, they tried to ask if there was a part of the lesson that they did not understand well.
There are some previous studies that relates to this current research. A research conducted by Dwhy Dinda Sari (2021) entitled "The Correlation between Students’ Vocabulary Achievement and Fluency in Speaking English"18. This study used the descriptive method by applying quantitative analysis. Using cluster random sampling, the researcher selected students from classes TKJ and TKR as a sample. The study's findings revealed a positive correlation between students' vocabulary growth and English speaking proficiency. It shows that the students' vocabulary growth will contribute to their ability to speak English fluently.
Another research was conducted by Anik Rahayu (2021) entitled ―The Correlation between Students’ Vocabulary Mastery and Their Speaking Performance at AlMawaddah Islamic Boarding School Ponorogo‖19. The goal of this research was to find out the relationship between students’ vocabulary mastery and their speaking performance. This study used a quantitative correlational design and 30 students as sample. This study found a positive relationship between vocabulary mastery and students’ speaking performance.
18 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, https://doi.org/10.30596/etlij.v2i1.5507.
19 Anik Rahayu, ―The Correlation between Students' Vocabulary Mastery and their Speaking Performance at Al Mawaddah Islamic Boarding School Ponorogo", (E-Thesis IAIN Ponorogo, 2021).
From those previous research, it can be seen that the current research has the same topic namely students’ vocabulary mastery and speaking ability.
The differences between the previous study and the current study are the research subjects and the topic of vocabulary test and speaking test. Therefore, the researcher had an intention to hold a research and interested to carry out a research with title ―THE CORRELATION BETWEEN CULINARY STUDENTS’ VOCABULARY MASTERY AND THEIR SPEAKING ABILITY OF ELEVENTH GRADE CULINARY PROGRAM AT SMKN 3 JEMBER‖.
B. Research Question
Based on the research background mentioned above, the researcher formulates the research question as: Is there any significant positive correlation between culinary students’ vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember?
C. Research Objectives
Based on formulation of the research question mentioned above, the aim of this research is to examine whether or not there is significant positive correlation between culinary students’ vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember.
D. Research Significances
The result of the research is expected to be useful theoretically and practically.
1. Theoretically
It is expected to provide and support empirical evidence related to the correlation between students’ vocabulary and speaking ability
2. Practically
It is expected to be valuable information for the next researchers as a reference to examine the relationship between students’ vocabulary mastery and other skills of language such as listening, reading, and writing.
E. Research Scope 1. Research Variables
In this research the researcher focuses on two variables, namely students’ vocabulary mastery and speaking ability. The researcher will obtain data of eleventh grade culinary students at SMKN 3 Jember.
2. Indicator of Variables
The indicators of students’ vocabulary mastery on noun, verb, adjective and adverb related to the speaking topics given. Meanwhile the indicators of speaking ability include three aspects namely vocabulary, pronunciation, and fluency.
F. Operational Definition 1. Culinary students
Culinary students are students who are educated and trained in Indonesian and continental food processing, pastry bakery making, as well as food and beverage service and production. So that when they have
graduated, they will become professional culinary graduates to fulfill job prospects in the culinary field such as chefs, waiters, cake decorators, bakers, and baristas.
2. Vocabulary mastery
Vocabulary mastery in this research is about vocabularies that exist in culinary field in procedure text which focuses on verbs, nouns, adjectives, and adverbs. Culinary vocabulary in this research involved food ingredients, kitchen tools, food processing techniques, characteristics of food, and adverb. For example: add, heat, stir-frying, serve, sugar, butter, cornstarch, garlic, stove, bowl, frying pan, ripe, spicy, melted, approximately, evenly, and many more.
3. Speaking ability
Speaking ability in this research is students’ ability to explain the procedure of making food or dessert. To assess students’ speaking ability, the researcher used monologue speaking with the topic provided. First, students had to choose one of topics provided. Then, the researcher gave students about 15 minutes to prepare some points that would be conveyed when speak in front of class. Next, the researcher called the students one by one to explain the procedure based on the topic they chose in front of the class at least 6 sentences in 3 minutes. Then, the researcher assessed the students' speaking ability based on three aspects namely vocabulary, pronunciation, and fluency.
G. Research Assumption
The assumption in this research is when the students’ vocabulary mastery is high; the students’ speaking ability will also be high.
H. Hypothesis
In this research, there are two hypotheses. The hypotheses of this research are:
1. Alternative Hypothesis (Ha): There is significant positive correlation between culinary students’ vocabulary mastery and their speaking ability of eleventh grade culinary program at SMKN 3 Jember.
2. Null Hypothesis (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.
CHAPTER II LITERATURE REVIEW A. Previous Research
There are five previous research related to this current research. Firstly from Dwhy Dinda Sari (2021), the title is ―The Correlation between Students’
Vocabulary Achievement and Fluency in Speaking English‖20. The goal of this study was to investigate the correlation between students’ vocabulary achievement and fluency in speaking English. This study used the descriptive method by using quantitative analysis. The subjects of this research are TKJ (Teknik Komputer dan Jaringan) and TKR (Teknik Kendaran Ringan) class.
The researcher used vocabulary test and oral test to collect the data. Based on analyzing the data, it showed that r calculated (0,873) was greater than r table (0,304). It can be concluded that there was a significant correlation between the students’ vocabulary achievement and fluency in speaking English. The similarity between this study and current study is both of them are looking for correlation of vocabulary and speaking.
The differences both of them are the previous research used matching words for vocabulary test, and for speaking test done by telling students’
experience. Meanwhile the current research will use multiple choices with topic procedure text of making food and dessert. For speaking test, the current research will use monologue speaking namely procedure text about procedure how to make food or dessert. Besides that, the difference is research design.
20 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
12
The previous study employed quantitative descriptive design; while this current study uses quantitative correlational design.
The second one is from Anik Rahayu (2021) with the title ―The Correlation between Students’ Vocabulary Mastery and Their Speaking Performance at AlMawaddah Islamic Boarding School Ponorogo‖21. The aim of this research was to examine whether or not there was a significant relationship between vocabulary mastery and students’ speaking performance. The method of this study was quantitative research which applied correlational design. The researcher used 30 students as participants.
The technique of data collection, the researcher used documentation and tests.
The finding showed the coefficient correlation was 0.441. The significance (2-tailed) value was 0.015, means that the alternative hypothesis (Ha) was accepted. It indicated that the relationship of the variables was positive and moderate.
The similarities between this study and current study are the use of correlational research design and discuss about vocabulary mastery and speaking skill. The difference is the previous study used vocabulary test which consisted of noun, pronoun, adjective, verb, adverb in the form of multiple choices, matching word, and fill the blank. Meanwhile the current study will use vocabulary test which consists of noun, adjective, verb, and adverb in the form of multiple choices with topic procedure text of making food and dessert. Another difference is the previous research used Islamic
21 Anik Rahayu, ―The Correlation between Students' Vocabulary Mastery and their Speaking Performance at Al Mawaddah Islamic Boarding School Ponorogo", (E-Thesis IAIN Ponorogo, 2021)
boarding school students as subjects; meanwhile the current research will use culinary students of vocational high school.
The third related study from Nor Harisha (2020), her thesis entitled
―The Correlation among Self-confidence, Vocabulary Size, and Speaking Performance of EFL Students at IAIN Palangka Raya‖22. The research design was correlational research design. The sample of this research was 46 English students of fifth semester IAIN Palangka Raya in academic year 2017/2018.
For data collection, the researcher used speaking test, vocabulary test and questionnaire. For analyze the data, the researcher used Pearson product moment. The result showed that r value (0.741) was greater than r table at 5%
and 1% significant level or 0.293<0.741>0.380. It indicated that there was a very significant positive correlation among self-confidence, vocabulary size and speaking performance of the EFL students at IAIN Palangka Raya.
The similarity between previous study and this current study is the use of correlational research design. The differences both of them are the previous research focused on students’ vocabulary size, meanwhile the current research will focus on students’ vocabulary mastery. Another difference both of them is the speaking test of the previous study was students present one of topics that interest them; meanwhile the speaking test of the current study is students will explain procedure how to make food or dessert.
The fourth research conducted by Putri Aulia and Refnaldi (2020) with title ―The Correlation between Students’ Vocabulary Mastery and
22 N Harisa, ―The Correlation among Self-Confidence, Vocabulary Size, and Speaking Performance of EFL Students at IAIN Palangka Raya,‖ (E-Thesis IAIN Palangka Raya, 2020).
Speaking Ability at Grade 8 of Junior High School‖23. This research used quantitative correlational research design. The researcher used vocabulary test and speaking test for the data collection. Based on analyzing the data, the finding showed was that there was a strong significant relationship between students’ vocabulary mastery and speaking ability of eighth grade at SMP Negeri 26 Padang with rvalue = 0.703 was higher than rtable = 0.361.
The similarities between the previous study and this current study is both of them are looking for the relationship between students’ vocabulary mastery and speaking ability, and both of them have the same research design namely correlational research design. The difference between both of them is the previous study used role play for speaking test, meanwhile this current study will use monologue speaking namely procedure how to make food or dessert. Another difference is the previous research used junior high school students as subjects; meanwhile the current research will use culinary students of vocational high school.
The last, the research conducted by Galih Putri Kemala Sari (2019) entitled ―The Correlation between Grammar and Vocabulary Mastery toward Speaking Skill among the Seventh Grade Students of MTSN 1 Kediri‖24. This study used the descriptive quantitative design. The subjects of this research are seventh grade students. The researcher used tests for collecting data for
23 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), http://ejournal.unp.ac.id/index.php/jelt.
24 Galih Putri Kemalai Sari, ―The Correlation between Grammar and Vocabulary Mastery toward Speaking Skill among the Seventh Grade Students of MTSN 1 KEDIRI,‖ Jurnal Pendidikan Bahasa Inggris Proficiency 1, no. 1 (2019): 19–24.
grammar and vocabulary mastery and used questionnaire for speaking skill.
Based on analyzing the data, it showed that the correlation between grammar mastery & speaking skill was 0,461 and vocabulary mastery & speaking skill was 0,234. This indicated that speaking ability was significantly correlated with grammar and vocabulary knowledge among MTSN 1 Kediri students in the seventh grade.
The similarity between previous research and this current research is both of them have the same form of vocabulary test namely multiple choices.
The differences both of them are the previous research used quantitative descriptive research design, meanwhile the current research will use quantitative correlational research design. Another difference is the technique of data collection; the previous research used grammar test, vocabulary test, and speaking questionnaire. Meanwhile the current research will use vocabulary test relates to culinary terms and speaking test is procedure how to make food or dessert.
Table 2.1
Similarities and Differences of Previous Research
No. Research Title Similarities Differences
1 2 3 4
1. Article by Dwhy Dinda Sari (2021) entitled ―The Correlation between Students’ Vocabulary Achievement and Fluency in Speaking English‖
Both researchers looking for correlation of vocabulary and speaking.
a. The previous research used matching words for vocabulary test, and for speaking test done by telling students’
experience. Meanwhile the current research used multiple choices with topic procedure text of making food and dessert for vocabulary test, and for speaking test the
1 2 3 4
current research used monologue speaking namely procedure how to make food or dessert b. The previous research
used descriptive quantitative research, while current research using quantitative correlational research design
2. Thesis by Anik Rahayu (2021) entitled ―The Correlation between Students’ Vocabulary Mastery and Their Speaking Performance at AlMawaddah Islamic
Boarding School
Ponorogo‖
a. Both researchers use correlational research design.
b. Both researchers discuss about vocabulary mastery and speaking ability
a. The previous study used vocabulary test which consisted of noun, pronoun, adjective, verb, adverb in the form of multiple choices, matching word, and fill the blank. Meanwhile the current study used vocabulary test which consists of noun, adjective, verb, and adverb in the form of multiple choices with topic procedure text of making food and dessert.
b. The previous research used Islamic boarding school students as subjects, meanwhile the current research used culinary students of vocational high school 3. Thesis by Nor Harisha
(2020) entitled ―The Correlation among Self- Confidence, Vocabulary Size, and Speaking Performance of Efl Students at Iain Palangka Raya
Both researchers use correlational research design
a. The previous research focused on students’
vocabulary size, meanwhile the current research focused on students’ vocabulary mastery.
b. Speaking test of the previous study was students present one of topics that interest them;
1 2 3 4
meanwhile the speaking test of the current study was students explained how to make food or dessert.
4. Article by Putri Aulia and Refnaldi (2020) with title
―The Correlation between Students’ Vocabulary Mastery and Speaking Ability at Grade 8 of Junior High School‖
a. Both researchers use correlational research design b. Both researchers
discuss about vocabulary mastery and speaking ability
a. The previous study used role play for speaking test, meanwhile this current study used monologue
speaking namely
procedure how to make food or dessert
b. The previous research used junior high school students as subjects, meanwhile the current research used culinary students of vocational high school
5. Article by Galih Putri Kemala Sari (2019) entitled
―The Correlation Between Grammar And Vocabulary Mastery Toward Speaking Skill among The Seventh Grade Students of MTSN 1 Kediri‖
Both researchers have the same form of vocabulary test namely multiple choices.
a. The previous study used quantitative descriptive research design;
meanwhile the current study used quantitative correlational research design.
b. The previous research used grammar test, vocabulary test, and speaking questionnaire to collect data. Meanwhile the current research used vocabulary test relates to culinary terms and speaking test was procedure how to make food or dessert.
Based on the previous research stated above, it can be concluded that the current research has similarities with the previous research; the similarities between both of them are the use of correlational research design,
and both of them have the same research topic namely students’ vocabulary mastery and speaking ability. The differences between the previous study and the current study are the research subjects and the topic of vocabulary test and speaking test. To fill gap from the previous research, therefore, the researcher will conduct the research with topic that relates to culinary terms for culinary students namely the procedure text of making food and dessert.
B. Theoretical Framework 1. Vocabulary Mastery
The term ―mastery‖ means having great skillfulness and knowledge of some activities or subjects. Vocabulary mastery is comprehensive knowledge to recognize, to understand, and to produce the stock of words and their meaning. The mastery of English itself is closely related to the ability of the learner in acquiring the vocabulary. According to Henry and Pongrantz (2006) as cited in Aswal et.al, argued that
―mastering a language means being able to comprehend the vocabulary and its phonological system both in speech and in writing‖25. It means that learner who learns English as a second language must comprehend the meaning of the words and be able to apply them in sentences. The mastery of vocabulary is a prime prerequisite to determine the success of a person who has language skills. A person who has rich vocabularies will be easier
25 Aswal Syarifudin, Rismaya Marbun, and Dewi Novita, ―Analysis on the Students’ Vocabulary Mastery a Descriptive Study on the MTs,‖ Jurnal Pendidikan Dan Pembelajaran Khatulistiwa 3, no. 9 (2014): 1–10.
to communicate and receive the information well in written, oral, and also using a signal or symbol26.
2. Vocabulary
a. Definition of Vocabulary
Vocabulary is one of the means in language acquisition to master the target language. Vocabulary is a set of words which people used to make and understand the sentences 27 . Vocabulary is comprehension the meaning of words. Knowledge of words come from two forms, those are print and oral. Oral vocabulary means that words which we know from speaking, meanwhile print vocabulary is words which we know from reading 28. Neuman & Dwyer 29 defined vocabulary as ''words we must know to communicate effectively;
words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)''.
According to Ur, vocabulary can be defined ―as the words we teach in the foreign language. However a new item of vocabulary may be more than a single word: for example, post office and mother-in- law, which are made up of two or three words but express a single
26 Ina Rizki Thatsani, ―Vocabulary Mastery and Grammar Mastery Impact on Efl High School Comprehension,‖ 2018, 97–103.
27 Diyas Herdian Putra, Ikhsanudin, and Eusabinus Bunau, ―CORRELATION BETWEEN VOCABULARY MASTERY AND FLUENCY IN SPEAKING AT UNIVERSITAS TANJUNGPURA,‖ Premise : Journal of English Education and Applied Linguistics 10, no. 1 (2021): 36–53, https://doi.org/10.2991/assehr.k.210120.129.
28 Michael L. Kamil and Elfrieda H. Hiebert, Teaching and Learning Vocabulary Bringing Research to Practice, (New Jersey: Lwarence Erlbaum Associates, 2005), p.3
Accessed on December, 25 2022, available on website: http://www.ebookstore.tandf.co.uk/
29 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.
idea‖ 30 . In addition, John & Shane stated that vocabulary is fundamental part of language proficiency and plays significant role of the basis for how well students read, write, speak, and listen 31.
Based on the definition explained above, the researcher concludes that vocabulary is a group of words which has meaning. It is used to form a sentence, sometimes consists of more than one word but still has one meaning. Vocabulary has a big role in learning a language because it makes people can master whole skills.
2. Kinds of Vocabulary
According to Nation32, vocabulary divides into two categories:
1) Receptive Vocabulary
Receptive implies that we make an effort to comprehend language input from others that we have read about or heard about.
Recognizing a word's form when reading or listening and remembering its meaning are both components of using receptive vocabulary. It consists of components that can only be activated by external stimulation. They become active when they hear or see the words. Because receptive vocabulary almost probably contains numerous words that people do not frequently use while speaking and writing, it is broader than productive vocabulary. Receptive vocabulary is also known as passive vocabulary.
30 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1991), 60. 31 John J Pikulski and Shane Templeton, ―Teaching and Developing Vocabulary: Key to Long- Term Reading Success,‖ Current Research in Reading / Language Arts, 2004, 1–12, https://www.eduplace.com/marketing/nc/pdf/author_pages.pdf.
32 I.S.P Nation, Teaching Vocabulary in Another Language Third Edition, (Cambridge:
Cambridge: University Press, 2022), 52.
2) Productive Vocabulary
In order to communicate with others, we generate language by speaking and writing, which is what the word "productive"
suggests. When people want to communicate a message orally or in writing, they search for the appropriate spoken or written word form. Because people can create words to communicate their ideas to others, it can be triggered by other words. Productive vocabulary is also known as active vocabulary.
Furthermore, in learning vocabulary there is classification of word which commonly called part of speech. According to Hatch& Brown, part of speech is used to categorize words according to their many functional groups. In part of speech there are major and minor classes. Major classes include verb, adjective, noun, and adverb. Minor classes include pronoun, prepositions, conjunctions, and interjections33.
1) Noun
Noun refers to a person, place, or thing. Noun may serve as the subject of a sentence, the object of a verb, or the object of a preposition. Example:
- My cat plays with the pink yarn.
- I recommend this movie.
33 Evelyn Marcussen Hatch and Cheryl Brown, ―Vocabulary, Semantics, and Language Education,‖ (Cambridge: Cambridge Language Teaching Library, 1995), 218.
2) Verb
Verb is an action word; it is a word that describes an action or activity carried out by the subject of the sentence. For example:
- He writes a poem - She eats banana cake 3) Adj ective
Adjective is used to emphasize characteristics and it is frequently employed to characterize certain nouns. It is a word that gives more information about a noun or pronoun34. Example:
- She has beautiful hair - They are rich family.
4) Adverb
Adverb is word that used to give a clearer and more detailed description of adjective, verb, clause, and another adverb.
There are several categories of adverb namely adverbs of time (example: now, tomorrow); adverbs of frequency (example:
always, never, seldom); adverbs of place (example: here, there);
adverbs of manner (example: happily, slowly).
5) Pronoun
Pronoun may relate to nouns that have previously been discussed in the discourse or it signals a noun that will be discussed soon. Example: I, you, we, they, he, she, it.
34 Jeremy Harmer, How To Teach English (England: Addison Wesley Longman Limited, 1998), 37.
6) Preposition
Preposition is a word which is used to show the way in which other words are connected. Preposition usually used in front of nouns or pronouns to indicate position, direction, time, place, and so on. Example:
- The dog is playing in the box.
- I put my book on the table.
7) Conjunction
A conjunction is a word that joins two clauses, phrases, or sentences together. Although there are many distinct kinds of conjunctions, we frequently use and, or, and but. These are called coordinating conjunctions. Adverbial conjunctions (because, while, unless) are sometimes called logical connectors because they clarify the relation between the linked clauses35. Example:
- I buy some cheese and my brother buys a bottle of milk.
- I go to the bed because I am sleepy 8) Interjection
A word or phrase that is used in a brief exclamation is an interjection. To convey quick bursts of emotion like shock, delight, or perplexity. Example:
- Oh no! I forgot bring my wallet.
- Wow! It is a beautiful dress.
35 Hatch and Brown, ―Vocabulary, Semantics, and Language Education, 238‖
In this research, the researcher only used major classes namely noun, verb, adjective, and adverb because the researcher wanted to know culinary students’ vocabulary mastery relates to procedure text such as food ingredients, cooking verbs, kitchen tool, various flavors of food, and so on.
3. Speaking
a. Definition of Speaking
Speaking is a mean for people to communicate, delivering information, and sharing ideas to others. Thornburry argued that
―speaking is so much a part of life that we take it for granted. The average person produces tens of thousands of words a day‖36. Speaking is a form of oral communication that is extremely useful for expressing opinions. It is a practice in English that is used to communicate in daily life37.
According to Nunan & Carter, ―speaking is physically situated face-to-face interaction: usually speakers can see each other and so can refer to the physical context and use a number of physical signals to indicate, for instance, attention to the interaction, their intention to contribute and their attitude towards what is being said‖38. Speaking is a way of conveying information for a certain purpose. It entails
36 Scott Thornbury, How To Teach Speaking, (Harlow: Pearson Education Longman, 2005), p.1.
37 Mauloeddin Afna and Sutriani, ―THE CORRELATION BETWEEN VOCABULARY AND SPEAKING SKILL,‖ JL3T Journal of Linguistics, Literature & Language Teaching IV, no. 1 (2018): 43–71.
38 David Nunan and Ronald Carter, The Cambridge Guide to Teaching English to Speakers of Other Languages, (USA: Cambridge University Press, 2001), 16.
sharing thoughts and opinions, expressing a willingness to act, fixing a specific issue, and upholding social bonds. We need to activate a variety of suitable expressions in order to reach these speaking objectives39. Speaking has two functions; those are transactional and interpersonal functions. The interpersonal function is all about upholding and sustaining positive relationships between people, while the fundamental objectives of the transactional function are to facilitate the exchange of goods and services and to communicate information40.
From the explanation about speaking above, the researcher concludes that speaking is a means of oral communication that people use to share information, ideas with others, and also as a means for practicing English in daily life. Speaking typically involves face-to- face interaction. It has two functions, namely interpersonal and transactional. Interpersonal means maintaining relationships with others. Meanwhile, transactional is transferring certain information to others.
b. Types of Speaking
According to Brown41 , types of speaking are divided into six types:
39 Jo McDonough, Christopher Shaw, and and Hitomi Masuhara, MATERIALS AND METHODS IN ELT A TEACHER’S GUIDE Third Edition, (United Kingdom: Wiley-Blackwell, 2013), p,157.
40 Jeremy Harmer, The Practice of English Language Teaching Fourth Edition, (London: Pearson Longman, 2001), 343.
41 H.Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition, (San Francisco: Longman, 2000), 271-274.
1. Imitative
Imitative is the simplest types of speaking. Imitation is carried out for focusing on particular element of language. For example learners practice pronunciation. This type involves drilling activity, so learners listen to the teacher or audio that is played such as word, phrase, and sentence. Then they repeat or imitate it many times orally.
2. Intensive
Intensive is one level above imitative speaking. It is more emphasizes the ability of students on specific phonological or grammatical component of language. Intensive speaking can be self- initiated or even included in a pair work exercise.
3. Responsive
Responsive means giving feedback. This speaking type involves interaction between two or more people. For example in the classroom, the teacher asks to the student then the students answer.
Typically, these responses are simple, short, and do not lead to further conversations.
4. Transactional (dialogue)
Transactional speaking is broader than responsive speaking.
The purpose of this type is delivering, sharing, or exchanging particular information. The conversations are longer than responsive speaking. For example is doing discussion, interviewing, etc.
5. Interpersonal (dialogue)
Interpersonal dialogue is another type of conversation. It is done more for the purpose of preserving social ties than for information transfer. For example when we meet our friends, we ask how they are; ask how their holiday is.
6. Extensive (monologue)
This type is used for intermediate and advanced levels.
Advanced students must perform extensive monologues as oral reports, summaries, or possibly short speeches. The language in this instance is more formal and intentional. These monologues may be prepared or spontaneous.
In this research, the researcher used extensive speaking by explaining how to make food or dessert.
c. Aspects of Speaking Ability
According to Brown, there are five aspects of speaking, they are as follows42:
1. Grammar
Grammar is a description of a language's structure and the way words and other linguistic constructions are put together to form sentences in that language43. In order for people to understand what we say, we have to arrange sentence with correct grammar.
42 Brown, Language Assessment Principles and Classroom Practice, 157.
43 Jack C. Richards and Richards Schmidt, Dictionary of Language Teaching and Applied Linguistics, (Great Britain: Pearson Education Limited, 2010), 251.
2. Vocabulary
Vocabulary becomes a fundamental component that helps speakers communicate and convey their thoughts44. To create a sentence, we need vocabulary. The greater a person's vocabulary, the more effectively they can communicate their ideas. Without vocabulary, we cannot deliver anything to others.
3. Comprehension
The ability to communicate and listen with understanding is known as comprehension. Understanding and acquiring knowledge require comprehension. Communication must be understood by the listener in order to be effective; otherwise, communication will be useless.
4. Fluency
Fluency in speaking refers to the capacity to create utterances or oral productions that can be comprehended by both the listener and the speaker45. The amount of hesitation and the speed of access or production are two common ways to measure fluency. Speaking fluency is a crucial part of communication competency because it enables the speaker to keep the communicative ideas more successfully and to make continuous speaking without the listener experiencing any comprehension issues.
44 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,
https://journal.stkipypmbangko.ac.id/index.php/Selecting/article/view/354.
45 Hariyanto, ―The Assessment Procedures of Speaking Fluency Using Retelling Technique,‖
Jurnal Edulingua 3, no. 2 (2016): 7–14, https://ejournal.unisnu.ac.id/JE/article/view/502.
5. Pronunciation
Speaking skill cannot be separated from pronunciation.
Understanding the language's content involves pronouncing the word correctly46. Correct pronunciation of language sounds, syllables, words, phrases, and sentences ensures that the listener will grasp the speaker's meaning without any confusion.
In this research, the researcher assessed students’ speaking ability based on three aspects namely vocabulary, fluency, and pronunciation because the researcher wanted to know vocabulary which they mastered in culinary field, their fluency, and the correct pronunciation of words when they were explaining the procedure of making the food or dessert.
d. Kinds of Test
Test is one of the measurement tools of students’ achievement. A test can be said to be successful in carrying out its measuring function if it is able to provide measuring accurate results. There are two types of test, namely subjective tests and objective tests.
1. Subjective Tests
A subjective test is one that needs students' opinions and descriptions for grading. The students are required to describe their concepts in their own words, either through an essay, a letter, or an oral presentation. In subjective test, especially in speaking assessment there are two ways of assessing speaking performance as follows:
46 Syaifullah and Della Fitri Hona, ―Pronunciation in Speaking Skill Students of English Education,‖ Lectura: Jurnal Pendidikan 7 (2016): 57–67.
a. Analytic rubric
Analytic rubric is used to assess specific components of skill. It contains a number of criteria, usually have three to five criteria, each of criteria has detail descriptions. The detailed guidelines that analytical rubrics provide to raters and the in-depth data they provide on the particular strengths and weaknesses of examinee performances are some of its benefits47. In analytic rubric each score level for each criterion is described as clearly as possible.
b. Holistic rubric
Holistic rubric gives a single score that captures the whole impression of an examinee's abilities. When holistic rubric is applied as rating scales, the raters may be asked to concentrate simply on the overall impression. There are several advantages of this kind of rubric, namely: holistic rubric is practical for making decisions because it simply assigns one score, and it makes rating fast from the rater’s opinion because there is less to read and remember than in a complex grid with numerous criteria. Besides that, the holistic rubric also has disadvantage namely they are not practical for identifying strengths and weaknesses in individual learners’ performances48.
2. Objective Test
An objective test is test that is graded by comparing the students' response to the appropriate response (answer key). This test is referred to
47 Sari Louma, Assessing Speaking, Handbook of Second Language Assessment (Cambridge:
Cambridge University Press, 2004), https://doi.org/10.1017/s0267190500003548.
48 Louma, 61.
