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A CORRELATION STUDY BETWEEN VOCABULARY MASTERY,
HABIT OF LISTENING TO ENGLISH SONG AND SPEAKING SKILL
OF THE ELEVENTH GRADE STUDENTS OF SMA N NOGOSARI 1 IN
THE ACADEMIC YEAR OF 2016/2017
THESIS
Submitted as A Partial Requirements for the Degree of Sarjana in English
Education Department
By:
SARINING SETYO MUBARAK
123221267
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
v
MOTTO
“The aim (of education) must be the training of independently acting and thinking
individuals who, however, see in the service to the community their highest life
problem.”
Albert Enstein, 1936
vii
ACKNOWLEDGEMENT
The first and foremost, Alhamdulillahi Robbil ‘aalamiin, the greatest
praise be to Allah Subhanahu Wata’ala for the entire blessing, help, strength,
guidance and love, as the researcher could complete this thesis.
However, the completion of this would not be achieved without the
assistant, support, and encouragement from many people. Therefore, the gratitude
and appreciation are expressed to:
1. Dr. Mudhofir Abdullah, M. Ag., as the Rector of the State Islamic Institute of
Surakarta.
2. Dr. H. Giyoto, M. Hum., as the Dean of Islamic Education and Teacher
Training Faculty, and
3. Dr. Imroatus Solikhah, M. Pd., as the Head of English Education Study
Program.
4. Zainal ‘Arifin. M. Pd., as the advisor, for his guidance and help in writing the
thesis from the beginning into the end.
5. All of the lecturers and staffs in IAIN Surakarta who have given their
knowledge and experience.
6. For all who had helped the researcher in finishing this thesis that researcher
could not mention one by one.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and the
readers in general.
Surakarta, 3th February 2017
Sarining Setyo Mubarak
viii
TABLE OF CONTENT
TITLE ....................................................................................................................... i
ADVISORS SHEET ............................................................................................... ii
RATIFICATION .................................................................................................... iii
DEDICATION ....................................................................................................... iv
MOTTO ................................................................................................................... v
PRONOUNCEMENT ............................................................................................ vi
ACKNOWLEDGMENT ....................................................................................... vii
TABLE OF CONTENT ....................................................................................... viii
ABSTRACT ............................................................................................................. x
LIST OF FIGURE .................................................................................................. xi
LIST OF TABLE .................................................................................................. xii
LIST OF APPENDICES ...................................................................................... xiii
CHAPTER I: INTRODUCTION
A. Background of study .................................................................................... 1 B. Identification of the problems ...................................................................... 5 C. Limitation of the problem ............................................................................ 5 D. Problem formulation .................................................................................... 5 E. The objective of the study ............................................................................ 6 F. The benefit of the study................................................................................ 6 G. The Definition of Key Term. ....................................................................... 7
CHAPTER II: REVIEW ON RELATED LITERATURE
A. Theoretical Description ................................................................................ 9 1. Speaking Skill ........................................................................................ 9 2. Vocabulary Mastery ............................................................................. 20 3. Habit of Listening to English Song ...................................................... 32
B. Previous Related Study .............................................................................. 36 C. Rational ...................................................................................................... 39 D. Hypothesis .................................................................................................. 40
ix
CHAPTER III: RESEARCH METHODOLOGY
A. Research Method ........................................................................................ 41 B. Place and Time of the Research ................................................................. 43 C. The Population, Sample, Sampling of the Research .................................. 44 D. Technique of Collecting the Data .............................................................. 46 E. Techniques of Analyzing Data ................................................................... 55
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Research Findings ...................................................................................... 61 1. Description of the Data ........................................................................ 61 2. Data Analysis ....................................................................................... 70
B. Discussion of the Research Finding ........................................................... 86
CHAPTER V: CONCLUTION, SUGGESTION, IMPLICATION
A. Conclusion ................................................................................................. 97 B. Suggestion ................................................................................................. 99 C. Implication ............................................................................................... 100
BIBLIOGRAPHY .................................................................................................. 92
APPENDICES ....................................................................................................... 94
x
ABSTRACT Sarining Setyo Mubarak . 123221267.”A Correlation Study between Vocabulary Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017”Thesis: The State Islamic Institute of Surakarta, Surakarta. 2016. Advisor : Zainal ‘Arifin, M.Pd Keywords : Vocabulary, Habit listening, English Song, Speaking skill
In this research, the researcher examined the correlation between vocabulary mastery and habit of listening to English song toward speaking skill of eleventh grade students of SMA N 1 Nogosari. The aim of the research was to find out whether or not there is any significant correlation between students’ vocabulary mastery toward speaking skill. To find out whether or not there is any significant correlation between students’listening to English song toward speaking skill. To find out whether or not there is any significant correlation between students’ vocabulary mastery and students’ habit of listening to English song and speaking skill.
This research can be categorized as Quantitative correlation method which studies the correlation between two or more variables. In this research, the researcher examined the relationship between three variables: two independent variables (X) and one dependent variable(Y).
For the first hypothesis is known that the correlation between vocabulary mastery and the speaking skill is positive because the result of the computation showed that the correlation coefficient (r) between vocabulary mastery (X1) and the speaking skill (Y) is 0.791.It means there is a correlation between vocabulary mastery and the speaking skill at the eleventh grade students’ of SMA N Nogosari in academic years 2016/2017. For the second hypothesis is known that the correlation between habit of listening to English song (X2) and the speaking skill (Y) is positive because the result of the computation showed that the correlation coefficient (r) between habit of listening to English song and speaking skill is 1.389. It means there is a correlation between habit of listening to English song and the speaking skill at the eleventh grade students’ of SMA N 1 Nogosari in academic years 2016/2017. For the third hypothesis is known that the correlation between vocabulary mastery, habit of listening to English song and speaking skill is positive because the correlation coefficient ( r ) between vocabulary mastery (X1) ,habit of listening to English song (X2) and speaking skill (Y) is 5.449.
.
xi
LIST OF FFIGURE
Figure3.1 ................................................................................................................ 43
Figure4.1 ................................................................................................................ 64
Figure4.2 ................................................................................................................ 67
Figure4.3 ................................................................................................................ 69
xii
LIST OF TABLE
Table2.1. ................................................................................................................. 18
Table3.1 .................................................................................................................. 53
Table3.2 .................................................................................................................. 54
Table3.3 .................................................................................................................. 54
Table3.4 .................................................................................................................. 43
Table4.1 .................................................................................................................. 62
Table4.2 .................................................................................................................. 63
Table4.3 .................................................................................................................. 65
Table4.4 .................................................................................................................. 68
Table4.5 .................................................................................................................. 71
Table4.6 .................................................................................................................. 73
Table4.7 .................................................................................................................. 74
Table4.8 .................................................................................................................. 76
Table4.9 .................................................................................................................. 77
Table4.10 ................................................................................................................ 80
Table4.11 ................................................................................................................ 81
Table4.12 ................................................................................................................ 83
Table4.13 ................................................................................................................ 85
xiii
LIST OF APPENDICES
Appendix1 ............................................................................................................ 105
Appendix2 ............................................................................................................ 112
Appendix3 ............................................................................................................ 115
Appendix4 ............................................................................................................ 119
Appendix5 ............................................................................................................ 122
Appendix6 ............................................................................................................ 123
Appendix7 ............................................................................................................ 124
Appendix8 ............................................................................................................ 125
Appendix9 ............................................................................................................ 126
Appendix10 .......................................................................................................... 127
Appendix11 .......................................................................................................... 129
Appendix12 .......................................................................................................... 130
Appendix13 .......................................................................................................... 123
Appendix14 .......................................................................................................... 123
Appendix15 .......................................................................................................... 124
Appendix16 .......................................................................................................... 131
Appendix17 .......................................................................................................... 138
Appendix18 .......................................................................................................... 139
Appendix19 .......................................................................................................... 140
Appendix20 .......................................................................................................... 142
Appendix21 .......................................................................................................... 144
Appendix22 .......................................................................................................... 146
ABSTRACT
Sarining Setyo Mubarak . 123221267.”A Correlation Study between Vocabulary
Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh
Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017”Thesis:
The State Islamic Institute of Surakarta, Surakarta. 2016.
Advisor : Zainal ‘Arifin, M.Pd
Keywords : Vocabulary, Habit listening, English Song, Speaking skill
In this research, the researcher examined the correlation between
vocabulary mastery and habit of listening to English song toward speaking skill of
eleventh grade students of SMA N 1 Nogosari. The aim of the research was to
find out whether or not there is any significant correlation between students’
vocabulary mastery toward speaking skill. To find out whether or not there is any
significant correlation between students’listening to English song toward speaking
skill. To find out whether or not there is any significant correlation between
students’ vocabulary mastery and students’ habit of listening to English song and
speaking skill.
This research can be categorized as Quantitative correlation method which
studies the correlation between two or more variables. In this research, the
researcher examined the relationship between three variables: two independent
variables (X) and one dependent variable(Y).
For the first hypothesis is known that the correlation between vocabulary
mastery and the speaking skill is positive because the result of the computation
showed that the correlation coefficient (r) between vocabulary mastery (X1) and
the speaking skill (Y) is 0.791.It means there is a correlation between vocabulary
mastery and the speaking skill at the eleventh grade students’ of SMA N Nogosari
in academic years 2016/2017. For the second hypothesis is known that the
correlation between habit of listening to English song (X2) and the speaking skill
(Y) is positive because the result of the computation showed that the correlation
coefficient (r) between habit of listening to English song and speaking skill is
1.389. It means there is a correlation between habit of listening to English song
and the speaking skill at the eleventh grade students’ of SMA N 1 Nogosari in
academic years 2016/2017. For the third hypothesis is known that the correlation
between vocabulary mastery, habit of listening to English song and speaking skill
is positive because the correlation coefficient ( r ) between vocabulary mastery
(X1) ,habit of listening to English song (X2) and speaking skill (Y) is 5.449.
ABSTRAK
Sarining Setyo Mubarak. 123221267. " A Correlation Study between Vocabulary
Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh
Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017". Skripsi:
Institut Agama Islam Negeri Surakarta, Surakarta. 2016.
Pembimbing : Zainal 'Arifin, M.Pd
Kata kunci : Kosakata, Kebiasaan mendengarkan, Inggris Lagu, keterampilan
Berbicara
Dalam penelitian ini, peneliti meneliti korelasi antara penguasaan kosakata
dan kebiasaan mendengarkan lagu Inggris menuju keterampilan berbicara siswa
kelas XI SMA N 1 Nogosari. Tujuan dari penelitian ini adalah untuk mengetahui
apakah atau tidak ada hubungan yang signifikan antara penguasaan kosakata
siswa terhadap keterampilan berbicara. Untuk mengetahui apakah atau tidak ada
hubungan yang signifikan antara students'listening lagu Inggris menuju
keterampilan berbicara. Untuk mengetahui apakah atau tidak ada hubungan yang
signifikan antara siswa penguasaan kosakata dan siswa kebiasaan mendengarkan
lagu bahasa Inggris dan keterampilan berbicara.
Penelitian ini dapat dikategorikan sebagai metode korelasi kuantitatif yang
mempelajari hubungan antara dua variabel atau lebih. Dalam penelitian ini,
peneliti menguji hubungan antara tiga variabel: dua variabel independen (X) dan
satu variabel dependen (Y).
Untuk hipotesis pertama diketahui bahwa korelasi antara penguasaan
kosakata Bahasa Inggris adalah positif karena hasil perhitungan menunjukkan
bahwa koefisien korelasi (r) antara penguasaan kosakata (X1) dan keterampilan
berbicara (Y) adalah sarana 0.791.It ada korelasi antara penguasaan kosakata dan
keterampilan berbicara pada siswa kelas XI 'dari SMA N Nogosari di tahun
akademik 2016/2017. Untuk hipotesis kedua diketahui bahwa korelasi antara
kebiasaan mendengarkan lagu bahasa Inggris (X2) dan keterampilan berbicara (Y)
adalah positif karena hasil perhitungan menunjukkan bahwa koefisien korelasi (r)
antara kebiasaan mendengarkan lagu bahasa Inggris dan keterampilan berbicara
adalah 1,389. Ini berarti ada korelasi antara kebiasaan mendengarkan lagu bahasa
Inggris dan keterampilan berbicara pada siswa kelas XI 'dari SMA N 1 Nogosari
di tahun akademik 2016/2017. Untuk hipotesis ketiga diketahui bahwa korelasi
antara penguasaan kosakata, kebiasaan mendengarkan lagu bahasa Inggris dan
keterampilan berbicara positif karena koefisien korelasi (r) antara penguasaan
kosakata (X1), kebiasaan mendengarkan lagu bahasa Inggris (X2) dan
keterampilan berbicara (Y) adalah 5,449.
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Thornburry, (2005 : 1) states that speaking is so much a part of
daily life that we take it for granted. He also says that speaking is interactive
and requires the ability to co-operate in the management of speaking turns.
It also typically takes place in real time, with little time for detailed
planning. He adds that speaking represents a real challenge to most language
learners.
Students often think that the ability to speak a language is the
product of language learning, but speaking is also a crucial part of the
language learning process. Effective instructors teach students speaking
strategies using minimal responses, recognizing scripts, and using language
to talk about language that they can use to help themselves expand their
knowledge of the language and their confidence in using it. These
instructors help students learn to speak so that the students can use speaking
to learn. There are five types of speaking skill performance, such as
imitative, intensive, responsive, interactive, and extensive. Those five types
of performance apply to the kinds of oral production that students are
expected to carry out in the classroom. It means that to measure whether the
students have already mastered the speaking skill or not.
2
Besides of those performance types, there is other aspect that
obviously involved in speaking skill. It is about the technical aspect in
delivering a speaking performance such as accuracy, fluency, and
comprehensibility. These technical aspect should be considered when we
want to master the speaking. One factor that can make a student’s master in
speaking is Vocabulary Mastery. They can improve their speaking skill with
learnt Vocabulary.
Nation in Schmitt (1991: 6) states that vocabulary knowledge is
only one component of language skills such as reading and speaking. It can
be said that vocabulary is one of the elements in language. Among all the
elements of language have interaction with others elements. Language
knowledge well can be known from vocabulary used. Ur (1996: 60) defines
vocabulary as the words we teach in the foreign language. Interpreting from
Ur, vocabulary is a number of English word which is taught to students in
teaching learning process. Related the learning process in school,
vocabulary which is learnt should be appropriated with the curriculum.
Vocabulary is very important because without vocabulary, sentences cannot
understand the meaning of foreign language. First step when someone learns
foreign language, he or she most know this vocabulary. Another factor that
can be a media for improving speaking skill is listening to English Song.
Listening is one skill that very important in learning English, so if we do
more and more experience in listening it can help us to improve speaking
skill.
3
Furthermore, Good (1979:274) gave more definition that habit is an
act, movement, or pattern of behavior that through practice has become easy
and familiar, and is performed without conscious thought, hesitancy, or
construction. habit is a repetitive action or repetition activity that to bring an
inclination to do it automatically, regularly and unconsciously. Afterwards,
finally become a pattern of behavior as a result of repetition activity. In
addition, habit deal with doing activity related with hobby, talent, favorite
activity or personal preference continuously, though it is done
unconsciously. Another definition of listening is given by Brown and Yule
that listening is the activity of paying attention to and trying to get the
meaning from something we hear (1983). From the definition above, it can
be conclude that listening is an active process of paying attention to and
trying to get the meaning from something we hear which is at present
unknown.
Song, as Griffee states are pieces of music that have words
(1992:3). The main part of songs are music and words, while music itself is
related with rhythm. A group of words without music to perform them can
not to be included as a song. Song are generally performed in a repetitive
pattern here is that in a song, there are usually several lines of the song,
which are repeated twice, or more what a so-called “reffrain” when they are
performed. Song are not only good for language learners, but for language
teachers songs offer an interesting techniques in presenting the language
4
focus because it provides enjoyment especially in rising excitement and self-
confidence for both learners and teachers.
The researcher choose SMA N 1 Nogosari beacause the school is a
favorite school and there are many students who have good achievement in
the materials taught especially English subject. The students are more active
rather than the students from the other schools. The students who active and
have good achievement is usually have a good in speaking skill and
vocabulary mastery.
Based on the description above, the conclusionis vocabulary
mastery and the habit of listening to English songs can be essential factors
for speaking skill. Vocabulary is the indicator of assessment speaking test, it
means that if students need their speaking improve their mush learn a lot of
vocabulary. Listening is one way or media to teach speaking. Listening can
be treatment for students learn pronunciation. It means that if the student’s
need their speaking is improve so their much study to listening many dialog
in English. (Bardovic-Harling, L. F. (1999). From this idea, the researcher
determines the topic entitled. “A CORRELATION STUDY BETWEEN
VOCABULARY MASTERY, HABIT OF LISTENING TO ENGLISH
SONG AND SPEAKING SKILL OF THE ELEVENTH GRADE
STUDENTS OF SMA N 1 NOGOSARI IN THE ACADEMIC YEAR
OF 2016/2017”
5
B. Problem Identification
Based on the background of the study above, the researcher finds
some problems as follows:
1. Does students’ ability in mastering vocabulary influence their speaking
skill?
2. Does the student’s habit of listening to English songs influence their
vocabulary mastery?
3. Is there any correlation between vocabulary mastery and speaking skill?
4. Is there any correlation between the habit of listening to English songs
and speaking skill?
5. Is there any correlation between vocabulary mastery, the habit of the
listening English songs, and speaking skill?
C. Limitation of the Problem
The researcher limits the problem of this thesis on three variables;
these are vocabulary mastery, the students’ habit of listening to English
songs, and speaking skill. The researcher subject is the eleventh grade
students of SMA N 1 Nogosari. The correlation method to examine the
correlation between three variables.
D. Problem Formulation
Based on the background of the study and problem limitation, the
problems of the study are as follows:
6
1. Is there any positive significant correlation between vocabulary mastery
and speaking skill?
2. Is there any positive significant correlation between the habit of
listening to English songs and speaking skill?
3. Is there any positive significant correlation between vocabulary
mastery, the habit of listening to English songs simultaneously toward
speaking skill?
E. The Objectives of the Study
In line with the problem statements above, the objectives of the
study are as follows:
1. To find out there is a positive significant correlation between
vocabulary mastery and speaking skill.
2. To find out there is a positive significant correlation between the habit
of listening to English songs and speaking skill.
3. To find out there is a positive significant correlation between
vocabulary mastery, the habit of listening to English songs
simultaneously toward speaking skill.
F. The Benefit of the Study
The result of this study are expected to give benefits both
theoretically and practically.
7
a. Theoretically Benefits
1. To figure out the benefit of vocabulary mastery and the habit of
listening to English songs in improving speaking skill at the
eleventh students of SMA N 1 Nogosari in academic year of
2016/2017
2. This research can be an offer solution to face problems in English
learning speaking which happened in the certain field.
b. Practically Benefits
1. To give information to the English teacher especially in realizing the
importance of vocabulary and having the habit of listening to
English songs in teaching process particularly in teaching speaking
in order to improve students’ speaking skill.
2. The result of the research gives information about the degree of
correlation between vocabulary mastery and the students’ habit of
listening to English songs toward speaking skill. It can be used for
the teacher to decide whether the speaking skill can be improved by
those two factors or not.
G. The Definition of Key Term
1. Vocabulary Mastery is important for the students. It is more than
grammar for communication purpose, particularly in the early stage
when students are motivated to learn the basic words (Lewis and Hill
1990: 12)
8
2. Habit of Listening English Songs is repetitive action of producing
English words and music with their voice, paying attention, and trying
to get the meaning of groups of English words contained in the song
which is practiced continuously and performed without conformed
unconsciously then becomes a pattern behavior that automatically
practiced(Webster’s dictionary and Brown and Yule)
3. Speaking skill is example of a complex cognitive skill that can be
diffrentiated into various hierarchical sub skills, some of which might
require controlled processing, while others could be processed
automatically. It means that speaking involves several skills require
processing (Mc Laughlin in O Malley and Channot 1990: 66)
9
CHAPTER II REVIEW ON RELATED LITERATURE
A. Theoretical Description
1. Speaking skill
According to (Thornburry, 2005 : 1) states that speaking is so
much a part of daily life that we take it for granted. He also says that
speaking is interactive and requires the ability to co-operate in the
management of speaking turns. It also typically takes place in real time,
with little time for detailed planning. He adds that speaking represents a
real challenge to most language learners.
Skehan (In Ellis, 2003: 108), speaking is possible because of the
way language is represented. Meanwhile, Levelt (In Ellis, 2003: 108)
states that speaking is a complex, multi-faceted phenomenon, involving
a series of interlocking stages.
Brown (1993: 140) states that speaking is a productive skill that
can be directly and empirically observed, those observations are
invariably colored by the accuracy and effectiveness of a test-takers’
listening skill, which necessarily compromises the reliability and
validity of an oral production test.
According to Levelt (1995: 1), speaking is one of man’s most
complex skills. It is a skill which is unique to our species. It is the skill
by which learners are frequently judge, as success learners or not. Thus,
being able to use the language becomes the aim of foreign language
teaching.Mc Laughlin in O Malley an Channot (1990: 66) states that
10
speaking is an example of a complex cognitive skill that can be
differentiated into various hierarchical sub skills, some of which might
require controlled processing, while others could be processed
automatically. It means that speaking involves several skill require
processing.
Widdowson (1996: 59) states that speaking is simply the
physical embodiment of abstract systems. It is active, or productive, and
make us of the aural medium. He also states that speaking is commonly
performed in face to face interaction and occurs as part of a dialogue or
other form of verbal exchange. He adds that speaking is a part
reciprocal exchange in which both reception and production play part.
In this sense, the skill of speaking involves both receptive and
productive participation.
Bygate (1997: 4) believes that speaking is askill, which people
are most frequently judge, and through this they may make or lose
friends. It is a vehicle par excellence of social solidarity, social ranking,
professional advancement, and business. It is also a medium through
which much language is learned, and which for many is particularly
conducive for learning. He also states that there is a fundamental
difference between knowledge and skill. Both can be understood and
memorized, while only a skill can be imitated and practiced.
Furthermore he clarifies that there are two basic ways in which
something we can do be seen as a skill (1997: 5). The first is motor-
11
perceptive skills that involve perceiving, recalling, and articulating in
the correct order sounds and structures of the language. The second is
interaction skill that involves making decisions about communication,
such as: what to say, how to say it, whether to develop it, in accordance
with one’s intention while maintaining the desired relations with others.
The notions of what is right or wrong now depend on such things as
what we have decided to say how successful we have been so far,
whether it is useful to continue the point, what our intentions are, and
what sorts of relations we intend to establish or maintain with our
interlocutors.
Besides, according to Briendly (1995: 19), oral skill can be
identified with speaking skill. His point of view about oral skill is to :
a) Express oneself intelligibility
b) Convey intended meaning accurately with sufficient command of
vocabulary.
c) Use language appropriate context
d) Interract with other speakers fluently.
He shows that oral skill can be related into five areas, namely:
1) Imitative
At one end of continuum of types of speaking performance
is ability to simply parrot back (imitate) a word or phrase or
possibly a sentence. While this is a purely phonetic level of oral
production, a number of prosodic, lexical, and grammatical
12
properties of language may be included in the criterion
performance. We are interested only in what is traditionally labeled
“pronounciation” ; no inferences are made about the test takers’
ability to understand or convey meaning or participate in an
interactive conversation.
2) Intensive
A second type of speaking frequently employed in
assessment context in the production of short stretches of oral
language designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical, or phonological relationship (such as
prosodic elements intonation, stress, rhythm, juncture). The speaker
must be aware of semantic properties in order to be able to respond,
but interaction with an interlocutor or test administrator is minimal
a best. Example of intensive assessment task include directed
response task, reading aloud, sentence and dialogue completion,
oral questionnaires, picture cued tasks, and translation up to the
simple sentence level.
3) Responsive
Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very short
conversations, standard getting and small talk, simple requests and
comments, and the like. The stimulus is almost always a spoken
prompt (in order to preserve authentically), with perhaps only one
13
or two follow-up questions. Some examples of responsive speaking
are question and answer.
4) Interactive
The difference between responsive and interactive speaking
is in length and complexity of the interaction, which sometimes
includes multiple exchanges and/or multiple participants.
Interaction can take the two forms of transactional language, which
has the purpose of exchanging specific information, or
interpersonal exchanges, which have the purpose of maintaining
social relationship. In interpersonal exchanges, oral production can
become pragmatically complex with the need to speak on a casual
register and use colloquial language, ellipsis, slang, humor, and
other sociolinguistic conventions. The examples of interactive
speaking are interview, role play, discussion and conversations,
game, Oral Proficiency Interview (OPI).
5) Extensive (monologue)
Extensive oral production tasks include speeches, oral
presentations, and story-telling, during which the opportunity for
oral interaction from listeners is either highly limited (perhaps to
nonverbal response) or ruled out altogether. Language style is
frequently more deliberative (planning is involved) and formal for
extensive tasks, but we cannot rule out certain informal
monologues such as casually delivered speech (for example, my
14
vacation in the mountain, a recipe for outstanding pasta primavera,
recounting the plot of anovel or movie)
Based on the definition above, it can be said that speaking skill
has points of view as follows; express oneself intelligibility , convey
intended meaning accurately with sufficient command of vocabulary,
use language appropriate context, and interact with other speakers
fluently.
a. Problem in Speaking
According to Ur (1996:121), there are some problems faced
by the learners in speaking activities. Those problems can be
explained as follow:
1) Inhibition
Unlike reading, writing and listening activities
speaking requires some real time exposures to an audience.
Learners are often inhibited about trying to sy things in a
foreign language in the classroom, such as worried about
mistakes, fearful of criticism, or shy of the attention that their
speech attracts.
2) The lack of theme to be spoken
Some learners get the difficulties in thinking of
anything to say, they have no motivation to express themselves
beyond the guilty feeling that they should be speaking.
15
3) The low participation
Only one participant can talk at a time if he or she is to
be heard. In a large group, this means that each one will have
only little time to talk. This Problem is compounded by the
tendency of some learners to dominate, while others speak
very little or not all.
4) The use of mother tongue
In number of classes, the learners share the same
mother tongue. They may tend to use it because of some
reasons. Firstly, it is easier. Secondly, it feels unnatural to
speak to one another in a foreign language. The last, they feel
less “exposed” if they are speaking their mother tongue. If they
are talking in small groups, it can be quite difficult to keep
using the target language.
b. The Indicators of speaking
Heaton (1998: 97) said that each respondent should be
assessed not only of the spoken language as grammatical
acceptability and pronunciation, but also on appropriately of
language and effectiveness of communication. The scoring of the
interview can range from an impression mark to mark arrived at on
the basis of a fairly detailed marking scheme (showing
pronunciation, grammar, vocabulary, appropriately, fluency, and
16
case of speech). The Indicators of Speaking based on Heaton (1998;
97):
1) Pronunciation
Pronunciation is one of major problems claimed to be
impeding or contributing to the lack of speaking competence
of Thai learners. This is because English has a distinct set of
sounds, while Thai does not. To successfully learn another
language, particularly to achieve the target-like pronunciation
and minimize foreign accents that can result from a negative
L1 transfer, learners need to know what sounds are available in
the target language but not in their own mother tongue, and
vice versa.
2) Fluency
Fluency is able to speak a language easy and well. Speech is so
halting and fragmentary that conversation is virtually
impossible. Speech on all professional and general topics as
effortless and smooth as a native speaker’s.
3) Grammar
Almost all speaking criteria make some reference to grammar,
either as a part of holistic descriptors or in a separate analytic
rating criterion. Research also indicates that raters tend to pay
a lot of attention to grammar even if the test uses several
analytic criteria (Brown, 2000; McNamara, 1996). Much of the
17
work on common learning orders in SLA has focused on
grammar. While explained by nature or nurture, and whether
early language learning is qualitatively different from the
learning of languages later in life, most recent theories propose
that people’s language learning is usage-based. Ultimately, all
language learning can be explained by the frequency with
which we hear and see different patterns in language-use. Ellis
(2002), summarizes studies from a wide range of areas
including phonology, reading, spelling, lexis, and formulaic
language, which show that the more exposure learners have
had to patterns in these areas, the better they knowledge they
have of them. His approach suggests that the process resulting
in language learning is universal, but also suggests that there is
natural variation in individual language users’ proficiencies
due to their different experiences of language use (Luoma,
2004).
4) Vocabulary
Vocabulary is a core correspondent of language as well source
or base when students speak English language. Vocabulary
also a core component of proficiency and provides much of the
basic for how well learners speak, listen, read and write.
18
Table 2.1 The Scoring of Speaking based on Heaton (1998; 97)
Concept Oral skill can be identified with speaking skill. The point of view about oral skill is to:
a. Express oneself intelligibility b. Convey intended meaning accurately with sufficient command of
vocabulary c. Ability to communicate by using language appropriate context d. Interact with other speakers fluently
Aspect Score Comprehensibilit
y Accuracy Ability to
communicate Fluency
5 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or clarifications required.
Pronounciation is only very slightly influenced by the mother-tongue. Two or three minor grammatical and lexical errors.
On a par which an educated native speaker. Completely at case in his use of English on all topic discussed
Speaks without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
4 The speaker’s intention and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary
Pronounciation is slightly influenced by the mother-tongue. A few minor gramatical and lexical errors but most utterances are correct
Although he cannot be mistake for a native speaker, he expresses himself quite clearly. He experiences little difficulty in understanding English, and there is no strain at all in communicating with him
Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
3 Most of what the speaker says is easy to follow. His intention is always clear but several
Pronounciation is still moderately influences by the mother-tongue but no
Satisfactory verbal communication causing little difficulty for native speaker.
Although he has to make an effort and search for words, there are not too
19
interruptions are necessary to help him to convey the message or to seek clarification.
serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.
He makes a limited number of errors of grammar, lexis, and pronounciation but he is still at ease in communicating on everyday subjects
many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
2 The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences
Pronounciation is influenced by mother-tongue but only a few serious phonological errors. Several grammatical and lexical errors some of which cause confusion
Although verbal communication is usually fairly satisfactory, the native speaker may occasionally experience some difficulty in communicating with him
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.
1 Only small bits (Usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker.
Pronounciation seriously influenced by the mother-tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors.
Mush difficulty experienced by native speakers unaccust to ‘foreign’ English. His own understanding is severely limited, but communication on everyday topic is possible.
Long pauses while he searches for the desired meaning. Frequently fragmentary, and halting delivery. Almost gives up making the effort at times. Limited range of expression.
20
2. Review on Vocabulary Mastery
a. The description of Vocabulary Mastery
According to (McWhorter, 1989: 310) states vocabulary
means the ability to recognize individual words and to associate
meaning with the particular combination of letter that form of word.
Interpreting from McWhorter theory, vocabulary is recognized
from group of letters that stand for or represent builds a word; this
word has meaning. Another states combining a letter into a word, it
will build a new vocabulary. Furthermore, Hornby (1995: 133)
defines vocabulary as: (1) the total number of words in a language;
(2) all the words known by to a person or used in a particular book,
subject, etc; (3) a list of words with meaning. Nation in Schmitt
(1991: 6) states that vocabulary knowledge is only one component
of language skills such as reading and speaking. It can be said that
vocabulary is one of the elements in language. Among all the
elements of language have interaction with others elements.
Language knowledge well can be known from vocabulary used.
Another opinion (Ur, 1996: 60) defines vocabulary as the
words we teach in the foreign language. Interpreting from Ur,
vocabulary is a number of English words which is taught to
students in teaching learning process. Related the learning process
in school, vocabulary which is learnt should be appropriated with
21
the curriculum. Reading vocabulary mastery is all the words
someone can recognize when reading, writing and speaking to. In
conclusion, the researcher tries to define the definition of
vocabulary based on all of the theory above as a list of words for a
particular language including the meaning taught by teacher
classroom. Vocabulary which is taught by teacher should be
appropriate with the curriculum and environment of students.
b. Type of Vocabulary Mastery
Haycraft (1997:44) distinguishes the kinds of
vocabulary in to two parts. They are :
1) Active vocabulary : the words which students can
understand, pronounce correctly, and uses constructively
in speaking and writing. Harmer (1991:159) adds that
active vocabulary refers to vocabulary that students have
been taught or learnt and which they are expected to able
to use. Active vocabulary is productive learning referring
to speaking and writing.
2) Passive vocabulary : words which the students recognize
and understand when they occur in context, but which
learner himself cannot produce correctly. Harmer
(1991:159) also add that passive vocabulary refers to
words which the students will recognize when they meet
them but they will probably not be able to produce.
22
Passive vocabulary is receptive learning referring to
reading and listening.
The learners are hoped to have these vocabularies
to master the English language. As we know that in
English, there are four skills. They are speaking, reading,
listening, and writing. Several people say that if someone
has a good vocabulary acquisition, he or she will do the
exercise in reading or listening comprehension. He or she
can also write everything that he or she wants to write. On
the other hand, someone will have a doubt to speak
English if he or she does not have a good vocabulary
acquisition. He or she even gets some difficulties when he
or she does the task in reading and listening
comprehensiontest.
c. The Indicator of Vocabulary Mastery
Vocabulary is recognized from group of letters that stand
for or represent builds a word; this word has meaning. Another
states combining a letter into aword, it will build a new
vocabulary.According to Crystal, (1999:206) there are some
indicators of vocabulary mastery:
1) Part of speech
a) Noun (Noun Phrase)
23
Noun is a word (or group of words) that is the
name of person, a place a thing or a quality or idea; noun
can be used as subject or object of a verb.
The example of word:
- Devon
- Elanor
- Book
- Sense
- Walking
- stick
- Town hall
The example of sentence:
- I love Devon
- Elanor will arrive tomorrow
- I recommended this book
- Use your common sense!
- I dont need a walking stick
- Meet me at the town hall.
b) Pronoun
Pronoun is a word that is used in place of a noun or
a noun phrase.
The example of word :
- Her
24
- She
- Him
- They
The example of sentence :
- Jane’s husband love her.
- She meet him two years a go.
- Look at him.
- They dont talk to much.
c) Adjective
Adjective is a word that gives more information
about a noun or pronoun.
The example of word :
- Kind
- Better
- Best
The example of sentence :
- What a kind man!
- We all want a better life.
- That’s the best thing about her.
d) Verb
Verb is a word ( or group of words) which is used
in describing an action, experience, or state.
The example of word :
25
- Write
- Ride
- Be set out
The example of sentence :
- He wrote a poem
- I like ridding a horse
- She out on her journey
e) Adverb (adverbial phrase)
Adverb is a word (or group of words) that
describes or add to the meaning of a verb, adjective,
another.
The example of word :
- Sensibly
- Carefully
- At home
- In half an hour
The example of sentence :
- Please walk sensibly.
- He walk a cross the bridge carefully.
- I like listening to music at home.
- See you in half an hour
26
f) Preposition (prepositional phrase)
Preposition is a word (or group of words) which is
used to show the way in which other words are connected.
The example of word :
-on
- of
- in
- ontop of.
The example of sentence :
- He makes a plan for life.
- Bring me a bottle of Fanta.
- Put that in the box.
- You will find it on top of cupboard.
g) Determiner
The example of word :
- The
- A
- An
- My, your, etc.
- This, that, etc.
- Some , many, etc.
The example of sentence:
- The sun shines.
27
- He buys a cup of coffe.
- I read an article.
- I wash my clothes.
- Look at that picture!
- Many people believed him.
h) Conjunction
A word that connects sentences, phrases, or clauses.
The example of word :
- And
- So
- But
The example of sentence :
- I buy chocolate and juice
- My car broke down, so I went by bus.
- I like it but I can’t afford it.
2) Word Building
Gairns and Redman (1998 : 47) state that there are
three main froms of word building which characterize English,
namely:
a) Affixation
Affixation is the process of adding prefixes to the
base item; in this way items can be modified in meaning
and/ or changed from one part of speech to another to
28
another. For instance, to the base from ‘man’, prefixes and
affixes can be added in the following way :
Man
Man + ly
Un + man + ly
Un + man + ly + ness
b) Compounding
Compounding is the formation of words which
canindependently in other circumtances.
For example :
- Table tennis
- Time-consuming
- To sightsee
c) Conversation
Conversation is the process by which an item many
be used in different parts of speech, yet does not change its
form.
For example :
- We’ve just had a lovely swim.
I can’t swim very well.
- He works in the export company.
29
We export a lot of goods.
3) Word Meaning
The meaning of a word can only be understood and
learnt terms of its relationship with other words in the language
called as sense relation ( Gairns and Redman; 1998: 22). Sense
relation consists of:
a) Synonymy
Synonymy means that two or more words have the
same meaning (Mc.Carthy, 1990: 14). Synonymy refers to
groups of words that shares a general sense and so may be
interchangeable in a limited number of contexts, but which
on closer inspection reveal conceptual differences ( Gairns
and Redman; 1998: 15). In other words, synonymy refers
to a word having the sense or nearly the same meaning as
another word.
For example :
- Flat = apartmen - Sofa = settee
- Kid = child
b) Antonym
According to Crystal (1999: 165), antonym can be
defined as lexemes which are opposite is meaning. It refers
to relation of oppositeness of meaning.
30
For example :
- Alive >< dead
- Wife >< husband
- Female >< male
c) Hyponymy
Crystal ( 1999: 165) said that hyponym is less
familiar term to most people than either synonymy or
antonym, but it refers to a much more important sense
relation of inclusion.
For example :
Figure 2.1 The Examples of Hyponymy.
d. The Important of Vocabulary Mastery
Vocabulary is one of the language skills that important in
learning a language. Mastery of vocabulary becomes the
requirement of the successful communication. Vermeer in Schmitt
(1997: 140) states knowing words is the key to understanding and
being understood. The bulk of learning a new language consists of
Jewelry
bracelet necklace ring etc.
Vehicle
bus car motorcycle etc.
31
learning new words. Grammatical knowledge does not make for
great proficiency in a language. It can be stated that in interaction
of language the main important point understands the meaning.
Grammar knowledge does not absolute in understand the language.
Rivers, as quoted by Zimmerman (in Coady and Huckin;
1997:11), states that excessive vocabulary learning early in the
course gives students the impression that the most important thing
about learning a language is accumulating new words as
equivalents for concepts which they can already expressed in
groups of words and in combinations of language segments, and
that the meaning of an individual words is usually difficult to
determine when it is separated from a context of other words and
phrases. Laufer (In Schmitt and McCarthy; 1997: 140) quotes some
Second Language Acquisition (SLA) researchers’ statements, no
matter how well the students learned grammar, no matter how
successfully the sound of L2 are mastered without words to express
a wider range of meanings, communication in an L2 just cannot
happen in any meaningful way. (McCarthy; 1990: 8)
From the statements above, vocabulary is very important to be
mastery by the students in learning foreign language because it is
central to language and it is basic to communication. Students have to
master vocabulary well before they master other skill.
32
3. Review on the Habit of Listening to English Songs
a. Description of Habit
Jck Richard et al. (1990: 128) stated that; “Habit is a pattern
of behavior that regular and which has become almost automatic as
a result of repetition. “In line with Weiner said that; “Habit is a
response that has become relatively automatic through practice”.
Furthermore, Good (1979:274) gave more definition that
habit is an act, movement, or pattern of behavior that through
practice has become easy and familiar, and is performed without
conscious thought, hesitancy, or construction. From definition
above, it can be drawn a brief inference that habit is a repetitive
action or repetition activity that to bring an inclination to do it
automatically, regularly and unconsciously. Afterwards, finally
become a pattern of behavior as a result of repetition activity. In
addition, habit deal with doing activity related with hobby, talent,
favorite activity or personal preference continuously, though it is
done unconsciously.
b. Description of Listening to English Songs
Listening is different from hearing as Blumental said that
hearing and listening are two different things. Listening is educated
hearing in another word, it is hearing for the purpose (1963: 186).
So listening needs more attention related to the mind than hearing.
While according to Rivers and Temperly, listening is a complex
33
operation integrating the distinct component of perception and
linguistic knowledge in ways that are at present poorly understood
(1998: 63). Furthermore, listening is an active process of
construction a message from a stream of sound with what one
knows of the phonological, semantic and syntactic potentialities of
the language.
Another definition of listening is given by Brown and Yule
that listening is the activity of paying attention to and trying to get
the meaning from something we hear (1983). From the definition
above, it can be conclude that listening is an active process of
paying attention to and trying to get the meaning from something
we hear which is at present unknown. Song, as Griffee states are
pieces of music that have words (1992:3). The main parts of songs
are music and words, while music itself is related with rhythm. A
group of words without music to perform them can not to be
included as a song. Song are generally performed in a repetitive
pattern here is that in a song, there are usually several lines of the
song, which are repeated twice, or more what a so-called “reffrain”
when they are performed.
English songs, therefore, is groups of English words
performed in rhythms called music. From the definition above, we
may conclude that singing and listening to english song is the
activity of producing English words and music with their voice,
34
which is often contrasted with speech and the activity of paying
attention and trying to get the meaning from groups of English
words contained in the songs.
c. The Usage of Song in Language Learning and Language
Teaching
Song are not only good for language learners, but for
language teachers songs offer an interesting techniques in
presenting the language focus because it provides enjoyment
especially in rising excitement and self-confidence for both
learners and teachers. Song take them to the other side of teaching-
learning process, but still, there is the material included. For
variety of reason, song are “stick in the head” or enjoyable and
highly memorable. The provide language learning on the focus of:
1. Listening
Songs provide a good form of listening because the
students are generally very much concerned to make out the
words (Byrne, 1997: 78). Songs contain words that are
performed with music, so they will raise students’ excitement
and makes them want to catch the words contained in the song.
2. Language
Songs can be used to focus on the form of language
including grammar, vocabulary, and pronunciation. Songs in
general use simple, conventional language, with a lot of
35
repetition, so they are effective although there are some songs
that can be quite syntactically and lexically complex.
3. Topic
Songs provide topics for discussion and extension
activities because each song has its own theme, which contains
the description, story, and purpose of certain topic. Wide range
of pop and folk songs also can be used to explore theme by
analyzing the story contains them.
Beside bring about some advantages for the listeners;
songs can also give advantages if they are used in the classroom.
It means that in presenting the materials, a language teacher uses
songs. Murphey (1992:14) states the advantages using songs in
the classroom as follow:
1) Music and songs are “tools for living”, and the topic holds
great value that can be explored as a material in learning
language focus.
2) By looking at music and songs critically, the teacher can also
help the students to develop the means to sort out the good
from the bad based on the content of the songs.
3) For the teacher, it can be a tremendous learning experience
where he is a source for the language.
The habit of listening to English songs brings some
advantages for English learner. Beside the advantages mentioned
36
before, the learners can also the performance of their favorite
singers who perform the songs. People love songs, usually, because
of the singers, and vice versa.
d. The Indicator of the Habit of Listening to English songs
The habit of singing and listening to English songs is
repetitive action of producing English words and music with their
voice, paying attention, and trying to get the meaning of groups of
English words contained in the song which is practiced
continuously and performed without conformed unconsciously
then becomes a pattern behavior that automatically practiced.
According to Murphey (1992:14) there are three indicators of the
Habit of Listening English Song:
1) Repetitive action
2) Attention
3) Getting the meaning
B. Previous related study
There are some researches in concerning on spaking skill which have
conducted by the researchers. What are mentioned below will explain about
the finding of those researches.
The first is a research entitled “a correlation study between
Mastering Vocabulary Mastery and SpeakingAbility” The research is
conducted by Rahmi Fhonna, a lecture of University of STKIP Bina Bangsa
Getsempena Banda Aceh (2014). The thesis is intended to verify (1) How is
37
the correlation of mastering vocabulary and speaking ability (2)How is the
students achievement in mastering vocabulary and speaking ability.
The research was carried out at the SMA 10 Fajar Harapan Banda
Aceh. The population of this study was the students of SMA 10 Fajar
Harapan Banda Aceh to be subject of try-out and 48 to be the subject of
research. The result of the research are (1) there is no correlation between
vocablary mastery (X) and speaking skill (Y) because the coefficient of
correlation r-obtained is lower than r-table (0.030 <0.266), (2) there is a
positive correlation between students vocabulary mastery (X) and speaking
skill (Y) because the coefficient of the r-obtained is higher than r-table
(0.374 > 0.266) there is positive correlation between vocabulary astery (X)
and the speaking skill (Y) because r-obtained is higher than r-obtained
(0.93> 0.28) and also f-obtained is higher than f-table (4.307 > 3.15).
The difference between the research that has done by Rahmi Fhonna
and the research that is done by the researcher is kind of variables. Rahma
has conducted the research two variables it is a vocab and speaking ability.
The similar are the first and the second variable. There are vocab and
speaking skills.
The second is a research entitled.” The correlation study between
habit in singing and listening to English Song, vocabulary mastery, and
speaking skill of eleventh grade students of SMA N 3 Surakarta research is
conducted by Yulianto. The thesis is intended to verify (1) is there any
positeve correlation between habit in listening and singing English song to
38
Speaking skill. (2) Is there any positive correlation betbeen vocabulary
mastery and speaking skill. (3) Is there any positive correlatin between
habitof singing and listening English song and vocabulary mastery toward
speaking skill. The population of this study was all eleventh grade students
of SMA N 3 Surakarta with number 30 students. The Sample size from this
research population is determined with use Slovin formula. The instruments
in collecting the data were questionnaire and test.
The research result has shown that student vocabulary is good
enough. While student habit of singing and listening English song
XIstudents of SMK N 3 Surakarta is good enough. so can be seen that there
is significant correlation among habit of singing and listening english song
with speking skill students of SMK N 3 Surakarta. It is based counting
result with significant value (3.208) >significance level (1.647). second
hypothesis is there is positive correlation between vocabulary mastery and
speking skill students of SMK N 3 Surakarta. It is based on counting result
with significant value (3.606) >significant levels (1.647). the third
hypothesis there is positive correlation between habit singing and listening
English Song and vocabulary mastery toward speking skill students of SMK
N 3 Surakarta. It is based on counting result with significant value (6.584)
>significant levels (3,34). The difference between the research that has done
by yulinto and the research that is done by the researcher is the variables.
Yulianto has conducted the research about the students study about singing
and listening English song. There are trhee variables in that research while
39
this research is three variables about students’ habit in listening English
song, Vocabulary Mastery and speaking skill. The similar is the first
variable and thesecond variable about vocab and speaking skill.
C. Rational
McWhorter (1989: 310) states vocabulary means the ability to
recognize individual words and to associate meaning with the particular
combinationof letter that form of word. Interpreting from McWhorter theory,
vocabulary is recognized from group of letters that stand for or represent
builds a word; this word has meaning. Another states combining a letter into
aword, it will build a new vocabulary.Hornby (1995: 721) states mastery is
defined as complete knowledge, great skill, and control. He also defines
mastery as a skill or competence through knowledge (1995: 777). Therefore,
it is predicated that if the students’ vocabulary is high, their speaking skill
will improve.
Ross (2006 in The Internet TESL Journal entitled ‘ESL Listening
Comprehension: Practical Guidelines for Teachers’) says that the example
of authentic listening materials is listening to song to learn more about well-
known bands that sing in English. It has been known that wherever we are.
By listening to song and applying cultural knowledge benefits, song
provides to students and teachers of English and adds one more important
value of the use of music in a language classroom. So if the students’ habit
of listening to English songs are high, their speaking skill will improve.
40
The conclusion of the explanation above is vocabulary mastery and
the habit of listening to English songs can be essential factors for speaking
skill. Vocabulary is the indicator of assessment speaking test, it means that
if students need their speaking improve their mush learn a lot of vocabulary.
Listening is one way or media to teach speaking. Listening can be treatment
for students learn pronunciation. It means that if the student’s need their
speaking is improve so their much study to listening many dialog in English.
(Bardovic-Harling, L. F. (1999)
D. Hypothesis
Based on the theory and rationale, the hypothesis of this research
are formulated as follows:
1. There is a positive significant correlation between vocabulary mastery
and speaking skill.
2. There is a positive significant correlation between the habit of
listening to English songs and speaking skill.
3. There is a positive significant correlation between vocabulary mastery
and the habit of listening to English songs stimultaneously toward
speaking skill.
41
CHAPTER III RESEARCH METHODOLOGY
A. Research Method
The research method that is used is correlation method. Hallonen
and Santrock, (1999: 20) states that correlation method whose goal is to
describe the relation between two or more events or characteristics. The
reason of choosing this method is the researcher wants to know the strengh
of the relation of two or more variables based on correlation coeficient.
There are three possible result of a correlation study: a positive
correlation, a negative correlation, and no correlation. The correlation
coefficient is a measure of correlation strength and can range from -1.00 to
+1.00. Perfect positive correlation would result in a score of +1. Perfect
negative correlation would result in –1 (Nunen, 1992: 39).
1. Positive Correlation: Both variables improve or decrease at the same
time. A correlation coefficient close to +1.00 indicates a strong positive
correlation;
2. Negative Correlations: Indicates that as the amount of one variable
improves, the other decreases. A correlation coefficient close to -1.00
indicates a strong negative correlation:
3. No Correlation: Indicates that is no relationship between the two
variables. A correlation coeeficient of 0 indicates no correlation.
42
There are three types of correlation study as follows:
1. Naturalistic Observation
Naturalistic observation involves observing and recording
the variables af interest in the natural environment without
interference or manipulation by the experimenter.
2. The Survey Method
Survey and questionnaires are the most common methods
used in psychological research. In this method, a random sample of
participants completes a survey, test, or questionnaire that relates to
the variables of interest. Random sampling is a vital part of
ensuring the generalize ability of the survey results.
3. Archival Research
Archival research is done by analyzing studies conducted
by other researchers or by looking at historical records.
In this research the researcher uses survey method. There are three
variables in this study; two independent variables (X) and dependent
variable (Y).
1. The independent variable
a. Vocabulary mastery (X1)
b. The habit of listening to English songs (X2)
2. The dependent variable
a. Speaking skill (Y)
43
Figure 3.1 The relationship of three variables is as follows:
The strength of the relationship between two variables can be
expressed mathematically using a correlation coefficient, symbolized by a
Greek symbol, r. The extent of correlation is measured by a figure between -
1 and +1. Perfect positive correlation would result in a score of +1. Perfect
negative correlation would result in -1 (Nunan, 1998: 39)
B. Place and Time of the Research
1. Plase of the Reasearch
This research was carried out in SMA N 1 Nogosari which is
located at Glonggong, Nogosari, Boyolali. The strategic location of
SMA N 1 Nogosari makes it easy to reach.It is also near some public
areas, such as traditional market, police station, and any other offices.
SMA N 1 Nogosari is one of the favorite schools in Nogosari.
This school consists of three grades in which each grade consists of five
classes. There are 14 classrooms, teacher office, headmaster office,
Vocabulary Mastery (X1)
The habit of singing and listening to English Songs (X2)
Speaking Skills (Y)
44
administration room, multimedia room, library, laboratories, mosque,
canteens, and also parking area. Each classroom is completed with
some facilities which are set to support teaching learning process, such
as whiteboard, blackboard, LCD, tables and chairs which are fit with
the number of the students, a teacher’s desk and chair, a clock, good air
circulation and lighting.
2. Time of the research
This research was carried out at the eleventh grade students’ of
SMA N 1 Nogosari in academic year of 2016/2017. Meanwhile, the
researcher conducted the researcher at October 26th until November
12th, 2016.
C. Population, Sample, and Sampling
1. Population
Alison et al (1998: 24) define population as a defined group
within a stated class. Sutrisno Hadi (1994: 70) states that population is
all the individuals for whom the reality of the sample will be
generalized. While Suharsini Arikunto (1993: 102) defines population
as all the subject on a research. In this study, the researcher takes all the
eleventh grade students of SMA N Nogosari in the academic year
2016/2017.
45
2. Sample
Sample is a sub-group of a population selected acording to
particular criteria and taken to represent the whole group (Alison et al,
1998:24). While Arikunto (1993:104) states that sample is the part or
representation of population being researched. In this study the sample
is 30 students out of the population. It is assumed that the number of
sample taken is normal. In this study, the researcher took class XI IPA 2
which consists of 30students as the sample.
3. Sampling
Arifin (2012: 216) states that sampling is a method of taking
sample out of population and usually following sampling which is used.
Sutrisno Hadi (1994: 75) states that sampling is a technique of taking
sample out of population.
One of the famous ways in statistics to get the representative
sample is random sampling. The researcher uses random sampling to
obtain her sample this is method that gives every member of the
population an equal chance of being selected in the study (Hallonen and
Santrock, 1999: 18). The cluster sampling in which the cluster are
selected and sample is drawn from the cluster members by simple
random sampling (Fink, 1995: 15).
In this research, the researcher used multi-stage cluster random
sampling to get representative sample. Fristly, the researcher took one
study program randomly. After getting one study program, the
46
researcher took one class among the classes randomly. The step of
selecting the class are as follows:
1. Listing the codes off all classes.
2. Writing down the code of each class on a small paper and rolling
the papers.
3. Putting all rolled papers into a box.
4. Shaking the box.
5. Taking one of the rolled papers from the box randomly and the
result will be the sample of the sample of the research.
D. Techniques of Collecting Data
The researcher used questionaires and test as the techniques to
collect the data for the research. The questionaires are used to obtain the
data of the student’s habit of listening to English songs, while the test is
used to collect the data of vocabulary mastery. And also interview is to
collect the data of student’s speaking skill.
1. The Instruments of Collecting the Data
a. Questionnaire
Questionnaire is used to get the data of the student’s habit
of listening to English songs. A questionnaire is a trial to collect
information using some written-question that must be answered in
written form (Nawawi, 1995;177), More (1999; 24) says that
questionnaire is a mean of collecting the data in which the
47
researcher call on students to examine themselves and react to
series of statement about their attitudes, feeling and opinions.
The researcher used a closes direct questionnaire. A closed
direct questionnaire is a questionnaire about respondent that must
be answered by the respondents him/herself and there are several
answers that have been provided so that a respondent only chooses
the most appropriate answer to collect the data of the students’
habit of listening to English songs.
The researcher usesd the Likert Scale, that is a scale with a
number of points or spaces, usually at least three but not more than
seven (Wiersma, 2000: 305), and mostly the options are in the form
of “selalu”, “kadang-kadang”, “jarang”, and “tidak pernah”. In the
habit of listening to English songs the respondents are expected to
choose one of those choices that they think are closely matched
with their condition at the time.
In determining the students’ scores, the researcher at the
first determines the item score of each statement in the
questionnaires. The way to score based on Husaini and Purnomo
(1996: 69) is as follows :
For the positive items
Selalu (SL) is scored 4
Kadang-kadang (KD) is scored
Jarang (JR) is scored 2
48
Tidak Pernah (TP) is scored 1
For the negative items
Selalu ( SL) is scored 1
Kadang-kadang (KD) is scored 2
Jarang (JR) is scored 3
Tidak Pernah (TP) is scored 4
b. Test
A test can be defined as systematic procedure for observing
one’s behavior and describing it with the aid of numerical devices
or category system (Cronbach in Syakur, 1995: 5). A test is useful
to help the teacher to measure the students’ achievement, to know
the students’ progress, to motivate and direct student learning and
also to evaluate the teaching process, whether it good or not. There
are two types of test that is used in this research, such as :
1) Objective Test
An objective test is a test that has right or wrong answers
and so can be marked objectively. Objective tests are popular
because they are easy to prepare and take, quick to mark, and
provide a quantifable and concrete result (British Council, 2015).
To collect the data of students’ vocabulary mastery the researcher
uses an objective test. The vocabulary test is a test to measure the
students’ ability in identifying the words, which is limited on
49
finding the meaning of words, synonyms, antonyms, and words in
context.
In this study, the researcher uses an objective test in the
form of multiple choices test with four options, which consists of
40 items for the try out. The researcher marks 1 for each item if the
students answer correctly, and the researcher marks 0 if the
students answer incorrectly.
1) Oral Test
To collect the data of speaking skill, the researcher used
oral test that is oral interview. According to Underhill (1996: 7) an
oral test is a repeatable procedure in which a learner speaks, and is
accessed on the basis of what he says. It can be used alone
combined with tests of other skills.
Oral interview is testing situations in which the tester and
the testee carry on a conversation. The tester generally has a list of
questions to ask the testee, and someone-either the interviewer or
another person but preferably another person-assesses the language
proficiency of the testee. The advantage of an interview is that it
attempts to approximate a conversation situation, but the
knowledge that it is a test and the constraints of the roles in the
interview make it difficult to have a real, naturalconversation (S.
Kathleen Kitao: nd).
50
To find out the validity of oral test, the researcher uses
content validity of oral test, the researcher uses content validity
since the instrument is based on the blueprint and the blueprint is
based on the construct which is the construct is based on the
theories.To find out the realibility of oral test, the researcher uses
inter-rater reliability is essentially a variation of the equivalent
forms types of reliability in that the scores are usually produced by
two raters, the scoores are line up in columns, and a correlation
coefficient is calculated between them (Brown. 1996: 203).
2. Try Out the Instrument
As instrument is said to be good if it is valid and reliable. Before
the instruments are used, they have been tried out. It is intended to find
the level of validity and reliability of the instruments. After taking one
class among the classes randomly to do try out test, the try out was
conducted at XI IPA 2 Students of SMA N Nogosari in academic year
2016/2017.
a. The Validity of the Instrument
An instrumen is said to be valid if it is able to measure what
should be measured. The validity, as Nunan stated, has to do with
the extent to which a piece of research actually investigates what
the researcher purports to investigate (1992: 14). There are two
types of validity: internal validity and external validity. Internal
51
validity refers to interpretability of research. External validity
refers to the extent to which the result can be generalized from
samples to populations. The researcher used internal validity to
measure the validity of vocabulary mastery test and the habit of
listening to English song questionnaire since the researcher
analyzed the items of the instruments whether they appropriate or
not.
After conducting the try out, the result were computed to
find out the validity of the instrument. The formula used to measure
the validity is Product Moment Formula as follows :
𝑟𝑟𝑟𝑟𝑟𝑟 = 𝑛𝑛∑𝑟𝑟𝑟𝑟 − (∑𝑟𝑟)(∑𝑟𝑟)
�{𝑛𝑛∑𝑟𝑟2 − (∑𝑟𝑟)2}{𝑛𝑛∑𝑟𝑟2 − (∑𝑟𝑟)2}
Where :
Rxy : the coefficient of the correlation between variable X and Y
X : the sum of the scores of each item
Y : the sum of the scores of each student
n : the number of the students
(Sudjana, 2002: 369)
The computation of the validity of vocabulary mastery test
is presented in appendix Ra, while the questionnaire of the habit of
listening to English songs is presented in appendix 8b. After being
computed, the result consulted to the rtable for N=31 is 0,355. The
result of the try out indicates that:
52
1. Out of the 50 items of vocabulary mastery test, 40 items are
valid and 10 items are invalid. The invalid items are
8,9,13,24,26,30,35,38,40, and 42.
2. Out of the 12 items of speaking test, 10 items are valid and 2
items are invalid. The invalid items are 3 and 10.
3. Out of the items of questionnaire habit of listening English
songs, 24 items are valid and 6 items are invalid. The invalid
items are 2,3,12,22, and 23.
b. The Reliability of the Instruments
Reliability refers to consistency of scores achieved by the
same persons when they are reexamined with the same test on
different occasions or with different sets of equivalent items
(Anastasi and Urbina, 1997: 84). According to Fraenkel and
Wallen (2000: 176) reliability refers to the consistency of the
scores obtained-how consistent they are for each individual from
one administration of an instrument to another and from one set of
items to another.
To measure the reliability of the vocabulary mastery test
(X1), the researcher uses the Alpha Cronbach Formula as follows:
rL1 – � 𝑘𝑘𝑘𝑘−1
� �1 − ∑𝑠𝑠12
𝑠𝑠12�
Where:
rL1 : the coefficient of reliability
53
k : the number of valid items on the test
S21 : the variance of each item
S21 : the variance of all scores on the total test
(Mason and Bramble, 1997: 276)
Table 3.1 The Result of The Reliability of X1
Cronbach's Alpha r-table N of Items Result
0.947 0.367 30 Reliable
The table above showed that r-obtained is higher than r-table
(0.367). It showed that the Vocabulary mastery (X1) is reliable.
To measure the reliability of the Habit of listening English
song (X2) tryout, the researcher used Kunder Richardson – 20
Formula or KR-20 through SPSS 20 for windows.The formula is
as follows:
𝑟𝑟𝑖𝑖 = �𝑘𝑘
𝑘𝑘 − 1� �𝑠𝑠𝑡𝑡2 − ∑𝑝𝑝1𝑝𝑝2
𝑠𝑠𝑠𝑠2�
Where:
Ri = the coefficient of reliability
K = the number of valid items
P = the proportion of people who respond correctly to each
item
q = 1 - p
St2 = the total variance
(Sugiyono, 2007: 359)
54
The result of the reliability testing of the Vocab Test (try-out)
of 30 students at the eleventh grade students of SMA N 1
Nogosari can be seen the following table.
Table 3.2 The Result of The Reliability of X2
Cronbach's Alpha r-table N of Items Result
0.947 0.367 30 Reliable
The table above showed that r-obtained is higher than r-table
(0.367). It showed that the Habit of Listening to English Song
(X2) is reliable.
The result of the reliability testing of the Speaking Skill (Y)
Test (try-out) of 30 students at the eleventh grade students of
SMA N 1 Nogosari can be seen the following table.
Table 3.3 The Result of The Reliability of Y
Cronbach's Alpha r-table N of Items Result
0.947 0.367 30 Reliable
The table above showed that r-obtained is higher than r-table (0.367). It
showed that the Speaking Skill Test instrument is reliable.
55
E. Techniques of Analyzing the Data
After collecting the data, the next step is to analyze them to know
whether there is a positive correlation between vocabulary mastery and
speaking skill, habit of listening to english song and speaking skill,
vocabulary mastery and the habit of listening to English songs
stimultaneously toward speaking skill.
The step in analyzing data are :.
1. Analyzing pre-requirement testing
Before doing the analysis to know the correlation between vocabulary
mastery, habit of listening english song, and speaking skill, it is needed to
do an analysis pre-requirement test consisted of normality test and
linearity test. Arikunto (2006: 314) stated that normality and linearity test
is used to check the validity of a simple to be treated.
a. Normality testing
Normality test is used to know if data got from the each
variable distributes normally or not (Arikunto, 2006: 320). The
normality test uses Kolmogorov Smirnov (KS-Z) formula through
SPSS 20 for windows with the significant 5%. The characteristic used
is whether the obtained of Kolmogorov Smirnov (KS-Z) is higher than
0.05, it means that the data has a normal distribution. So the parametric
statistics can be used to analyze the data.
b. Linearity testing
56
Linearity test is used to know whether the pattern of the
independent variables (X1 and X2) with the dependent variable (y) has
linear form or not. Linearity test in this research uses F test with the
significant 5% with SPSS 20 for windows. The formula of F test is as
follow:
Freg= 𝑠𝑠2𝑟𝑟𝑟𝑟𝑟𝑟𝑠𝑠2𝑟𝑟𝑟𝑟𝑠𝑠
and Freg= 𝑠𝑠2𝑇𝑇𝑇𝑇𝑠𝑠2𝑟𝑟
Where:
Freg1 = the significance of regression
Freg2 = the linearity of regression
S2reg =the variance of regression
S2res = the variance of residual
S2TC = the variance due to linear regression
S2e = the variance of error
(Hadi, 2000:14)
The criteria of this test is if the result of F obtained is higher than
0.05, so that the correlation is linear and the regression analysis can be
used.
2. Hypothesis Testing
a. The test of the first and second Hypothesis
The tests of the first and second hypotheses are used to know the
correlation between student’s interest in learning English and reading
skill and the correlation between students linguistic intelligent and
reading skill. The test used is as follow:
57
1) Simple correlation
The simple correlation used product moment correlation
through SPSS 20 for windows to test the hypothesis correlation
between two variables if the data of those two variables in the
interval or ratio form and the source of the data are same
(Sugiyono, 2007: 228). The formula of product moment correlation
(Pearson) is as follow:
𝑟𝑟𝑥𝑥𝑥𝑥 =𝑛𝑛∑𝑋𝑋𝑋𝑋 − (∑𝑋𝑋)(∑𝑋𝑋)
�{𝑛𝑛∑𝑋𝑋2 − (∑𝑋𝑋)2}{𝑛𝑛∑𝑋𝑋2 − (∑𝑋𝑋)2}
Where:
rxy = the coefficient of correlation between X and Y
X = the independent variable
Y = the independent variable
(Hasan, 2004:61)
The criterion of this test is if coefficient correlation is positive
so the correlation is positive, if coefficient correlation is negative
so the correlation is negative and if coefficient correlation = 0, it
means there is no correlation between the variables.
2) The significance of the simple correlation coefficient
The significance of the simple correlation coefficient is if the
significance of coefficient correlation is lower than significant
level α=0.05, so the correlation is significant
58
3) Simple linear regression
Equation of simple linear regression is as follow:
Ῡ= a + bX
Where:
Ῡ= calculated value of Y (dependent variable)
a= constant number
b= coefficient of regression
X= independent variable
Where:
b= 𝑛𝑛∑𝑋𝑋𝑋𝑋−(∑𝑋𝑋)(∑𝑋𝑋)∑𝑋𝑋2−(∑𝑋𝑋)2
a = ∑𝑋𝑋−𝑏𝑏∑𝑋𝑋𝑛𝑛
(Hasan, 2004: 64)
b. The test of the third Hypothesis
The test of the third hypothesis is used to know the correlation
between vocabulary mastery, habit of listening to English song, and
speaking skill. The test used is as follow:
1) Multiple correlation
According to Sugiyono (2007: 232) multiple correlations is a
number that shows the direction and the strength or the relationship
between two or more independent variables simultaneously with
59
one dependent variable. The formula used in multiple correlations
is as follow:
Ry.x1x2=�𝑟𝑟𝑦𝑦𝑦𝑦12+𝑟𝑟𝑦𝑦𝑦𝑦22−2𝑟𝑟𝑦𝑦𝑦𝑦1𝑟𝑟𝑦𝑦𝑦𝑦2𝑟𝑟𝑦𝑦1𝑦𝑦2
1−𝑟𝑟𝑦𝑦1𝑦𝑦22
Where:
Ry.x1x2 = correlation between variable X1 and X2 simultaneously
with Y
ryx1 = product moment correlation between X1 and Y
ryx2 = product moment correlation between X2 and Y
rx1x2 = product moment correlation between X1 and X2
(Sugiyono, 2007: 233)
2) The significance of the multiple correlation coefficient
The significance of the multiple correlation coefficients is if the
coefficient of significance F change is lower than the level of
significance α=0.05, so the correlation is significant.
3) Multiple linear regression
The equation of regression with two predictors is as follow:
Ῡ=a + b1X1 + b2X2
(Sugiyono, 2007: 275)
60
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher discusses the research finding and the
discussion of the research finding. The research findings consist of the
descriptions of the data, the pre-requirement testing and the testing of the data
hypotheses. There are three variables in descriptions of the data and there are
linearity and normality test in pre-requirement testing. Meanwhile, there are three
kinds of hypothesis in hypothesis testing. The discussion consists of the
discussion of the research findings.
A. Research Findings
In the research finding, the researcher describes the description of
the data which has three variables, one dependent variable and two
independent variables. The researcher also describes the data analysis
consisting of pre-requirement testing and hypothesis testing.
1. Description of the Data
The research description is based on the score from
questionnaire to know thehabit of listening to English song and the
score of test to know the vocabulary mastery and the speaking skill at
the eleventh grade students SMA N 1 Nogosari. It is presented in the
form of mean, mode, standard deviation, the highest and the lowest
score which is completed with the variable description in the form of
61
histogram. The computation of mean, median, mode, etc. the researcher
used SPSS 20.00 for windows and the result is as follow.
Table 4.1 The Computation of Mean, Median, Mode, etc.
X1 X2 Y
N Valid 30 30 30
Missing 0 0 0
Mean 64.9667 74.7333 55.8667
Std. Error of Mean 1.68392 1.91721 2.30728
Median 65.0000 74.0000 59.0000
Mode 55.00a 72.00 60.00
Std. Deviation 9.22322 10.50101 12.63747
Variance 85.068 110.271 159.706
Range 32.00 45.00 46.00
Minimum 48.00 51.00 34.00
Maximum 80.00 96.00 80.00
Sum 1949.00 2242.00 1676.00
The data obtained on the table above can be explained as follows:
a. The Data of Vocabulary Mastery (X1)
The data of Vocabulary Mastery are collected from a test.
The test consists of 40 items which are valid. The respondent who
did the test is 30 students at the eleventh grade students SMA N 1
Nogosarias the sample of the research. From the result of the
62
Vocabulary Mastery test, we know that highest score is 80 and the
lowest score is 48, so the range is 32. The sum is 1949 and the
respondent is 30 so the mean is 64.9667. The standard error of
mean is 1.68392, the median is 65.0000, the mode is 55.00, the
variance is 85.068, and the standard deviation is 9.22322. It can
be concluded that the ability of the students in answering vocab
test at eleventh grade SMA N 1 Nogosari is various. The
frequency of the distribution of the scores can be seen on the
following table:
Table 4.2 The Frequency of The Distribution of The Vocabulary Mastery (X1)
Frequency Percent Valid Percent Cumulative Percent
Valid
48.00 1 3.3 3.3 3.3
50.00 2 6.7 6.7 10.0 55.00 4 13.3 13.3 23.3
58.00 1 3.3 3.3 26.7
60.00 3 10.0 10.0 36.7 63.00 3 10.0 10.0 46.7 65.00 3 10.0 10.0 56.7
68.00 1 3.3 3.3 60.0
70.00 4 13.3 13.3 73.3 73.00 1 3.3 3.3 76.7
75.00 4 13.3 13.3 90.0 78.00 1 3.3 3.3 93.3 80.00 2 6.7 6.7 100.0
Total 30 100.0 100.0
Based on the data above, we can know that there is one
student who got 48 for his verbal score and it certainly will be the
63
lowest score. Furthermore, there are two students who got 80 for
their verbal intelligent score and it certainly will be highest score
of verbal intelligent score of the verbal test. From the highest
score and the lowest score we can know the range of the data, the
range is the highest score minus the lowest score and the result is
80 – 48 = 32 From the table above the researcher can take the
conclusion that the score of the students’ vocabulary mastery test
at the elevent grade students of SMA N 1 Nogosari is various.
Then, the frequency distribution of the vocabulary mastery data
can be seen on the following histogram.
Figure 4.1 Histogram of Vocabulary Mastery Score (X1)
b. The Data of Habit of Listening to English Song (X2)
The data of Habit of Listening to English Song are
collected from a questioner. The questionnaire consists of 30 items
which are valid. The respondent who did the test is 30 students at
64
eleventh grade of SMA N 1 Nogosari as the sample of the research.
From the result of habit of listening English song questioner, we
know that highest score is 96 and the lowest score is 51, so the
range is 45. The sum is 2242.00 and the respondent is 30 so the
mean is 74.7333. The standard error of mean is 1.91721, the
median is 74.0000, the mode is 72.00, the variance is 110.271, and
the standard deviation is 10.50101. It can be concluded that the
ability of the students in answering questionnaire of Habit listening
to the English Song at eleventh grade students of SMA N 1
Nogosari is various. The frequency of the distribution of the scores
can be seen on the following table:
Tables 4.3 The Frequency of The Habit of Listening to English Song(X2)
Frequency Percent Valid Percent Cumulative Percent
Valid
51.00 1 3.3 3.3 3.3 52.00 1 3.3 3.3 6.7 57.00 1 3.3 3.3 10.0 62.00 1 3.3 3.3 13.3 67.00 1 3.3 3.3 16.7 69.00 1 3.3 3.3 20.0 70.00 3 10.0 10.0 30.0 72.00 5 16.7 16.7 46.7 74.00 2 6.7 6.7 53.3 75.00 1 3.3 3.3 56.7 77.00 1 3.3 3.3 60.0 79.00 1 3.3 3.3 63.3 80.00 2 6.7 6.7 70.0 81.00 2 6.7 6.7 76.7 82.00 1 3.3 3.3 80.0 83.00 1 3.3 3.3 83.3 86.00 1 3.3 3.3 86.7 88.00 2 6.7 6.7 93.3 90.00 1 3.3 3.3 96.7 96.00 1 3.3 3.3 100.0 Total 30 100.0 100.0
65
Based on the data above, we can know that there is one
student who got 51 for his Interest score and it certainly will be the
lowest score. Furthermore, there is one student who got 96 for their
Habit of listening to English Song score and it certainly will be
highest score Habit of listening to English Song score of the Habit
questionnaire. From the highest score and the lowest score we can
know the range of the data, the range is the highest score minus the
lowest score and the result is 96 – 51 = 45 From the table above the
researcher can take the conclusion that the score of the Habit of
listening to English Song at the eleventh grade students of SMA N
1 Nogosari is various. Then, the frequency distribution Habit of
listening to English Song data can be seen on the following
histogram:
66
Figure 4.2 Histogram of Habit of Listening to English Song Score (X2)
c. The Data of Speaking Skill (Y)
The data of Speaking Skill are collected from a test. The
test consists of 10 items which are valid. The respondent who did
the test is 30 students at the eleveth grade students of SMA N 1
Nogoari as the sample of the research. From the result of the
Speaking Skill test, we know that highest score is 80 and the
lowest score is 34, so the range is 46. The sum is 1676.00 and the
respondent is 30 so the mean is 55.8667. The standard error of
mean is 230728, the median is 59.0000, the mode is 60, the
variance is 159.706, and the standard deviation is 12.63747. It can
be concluded that the ability of the students in answering Speaking
67
Skill test at eleventh grade students of SMA N 1 Nogosari is
various. The frequency of the distribution of the scores can be seen
on the following table:
Table 4.4 The Frequency of The Distribution of Speaking Skill Score (Y)
Frequency Percent Valid Percent Cumulative Percent
Valid
34.00 1 3.3 3.3 3.3
38.00 1 3.3 3.3 6.7
40.00 2 6.7 6.7 13.3
42.00 1 3.3 3.3 16.7
44.00 2 6.7 6.7 23.3
46.00 3 10.0 10.0 33.3
48.00 2 6.7 6.7 40.0
52.00 2 6.7 6.7 46.7
58.00 1 3.3 3.3 50.0
60.00 6 20.0 20.0 70.0
62.00 1 3.3 3.3 73.3
64.00 1 3.3 3.3 76.7
68.00 1 3.3 3.3 80.0
70.00 1 3.3 3.3 83.3
72.00 3 10.0 10.0 93.3
78.00 1 3.3 3.3 96.7
80.00 1 3.3 3.3 100.0
Total 30 100.0 100.0
Based on the data above, we can know that there are one
student who got 34 for his speaking skill score and it certainly will
68
be the lowest score. Furthermore, there are two students who got
80 for their speaking skill score and it certainly will be highest
score of speaking skill test. From the highest score and the lowest
score we can know the range of the data, the range is the highest
score minus the lowest score and the result is 80 – 34 = 46. From
the table above the researcher can take the conclusion that the score
of the students’ Speaking skill test at the eleventh grade students of
SMA N 1 Nogosari is various. Then, the frequency distribution of
the speaking skill data can be seen on the following histogram:
Figure 4.3 Histogram of Speaking Skill Score (Y)
69
2. Data Analysis
The data analysis of this research consists of pre-requirement
testing and hypothesis testing. Before testing the hypotheses, it is
necessary to test the pre-requirement test by using normality and
linearity test.
a. Pre-Requirement Testing
There are two pre-requirement testing in this research, those
are: normality testing to know the distribution of the data normal or
not and linearity testing to know the form of regression or not.
1) Normality Testing
Normality testing distribution is purposed to know
whether the variable data research data research distribution is
normal or not. There are three kinds of the testing of normality
data in this research, normality of vocabulary mastery,
normality habit of listening to the English song and normality
of speaking skill. If the data is not normal, so the parametric
statistic can be used to analyze the data. To compute the
normality of the data, the researcher used Kolmogorov –
Smirnov formula through SPSS 20.0 for windows at the level
of significant 5% and the result of the computation of the
normality test can be seen on the following table.
70
Table 4.5 Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
X1 .096 30 .200* .949 30 .156
X2 .187 30 .009 .932 30 .057
Y .114 30 .200* .956 30 .237
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The data obtained on the table above can be explained as follow:
a) Normality of Vocabulary Mastery (X1)
Based on the table tests of normality above, the
normality testing distribution from Vocabulary Mastery for
30 respondents at the eleventh grade students of SMA N 1
Nogosari at the level of significance α = 0.05 is 0.156. The
result shows that variable data of Vocabulary Mastery is in
normal distribution because the significance is higher than
0.05.
b) Normality Habit of Listening to English Song (X2)
Based on the table tests of normality above, the
normality testing distribution from Habit of Listening to
English Song for N= 30 at the eleventh grade students of
SMA N 1 Nogosari at the level of significance α = 0.05 is
0.057. The result shows that variable data of Habit of
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Listening to English Song is in normal distribution because
the significance is higher than 0.05.
c) Normality of the Speaking Skill (Y)
Based on the table test of normality above, the
normality testing distribution from speaking skill for the
number of respondents is 30 at the eleventh grade students
of SMA N 1 Nogosari at the level of significance α = 0.05
is 0.237. The result shows that variable data of speaking
skill is in normal distribution because the significance is
higher than 0.05.
2) Linearity Testing
Linearity testing is purposed to know whether two
variables which will be done by statistical analysis correlation
show the linear relationship or not. If the data is not linear, the
regression analysis cannot be used. To compute the linearity
testing, the researcher used F test at the level significant a=
0.05 through SPSS 20 for windows.
a) Linearity of Vocabulary Mastery (X1) and The speaking
Skill (Y)
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B
B
Based on the table tests of linearity above the linearity
testing from vocabulary mastery and speaking skill for N =
30 at the level of significance α = 0.05 is 0.241. The result
shows that the linearity testing from vocabulary mastery
score and the speaking skill score at the eleventh grade
students of SMA N 1 Nogosari is linear because the
significance is higher than 0.05.
b) Linearity Habit of listening to English Song (X2) and the
Speaking Skill (Y)
Table 4.6 Linearity of Vocabulary Mastery (X1) and Speaking Skill (Y)
Sum of Squares df Mean
Square F Sig.
Y*X1
Between Groups
(Combined)
7926.467 16 495.404 5.075 .003
Linearity 5755.198 1 5755.198 58.95
8 .000
Deviation from Linearity
2171.268 15 144.751 1.483 .241
Within Groups 1269.000 13 97.615
Total 9195.467 29
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Table 4.7 Linearity Habit of listening to English Song(X2) and Speaking Skill (Y)
Sum of Squares df Mean
Square F Sig.
Y* X2
Between Groups
(Combined) 632.950 17 37.232 9.134 .000
Linearity 529.693 1 529.693 129.942 .000
Deviation from
Linearity 103.257 16 6.454 1.583 .213
Within Groups 48.917 12 4.076
Total 681.867 29
Based on the table tests of linearity above, the
linearity testing from Habit of listening to English Song and
speaking skill for N = 30 at the level of significance α =
0.05 are 0.213. the result shows that the linearity testing
from Habit of listening to the English Song score and the
speaking skill score at the eleventh grade students of SMA
N 1 Nogosari are the form of linear because the
significance is higher than 0.05.
b. Hypothesis Testing
Because the computation of normality and linearity shows
that the data are in normal distribution and the regression is linear,
the researcher can continue to test the hypothesis of the research.
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1) First Hypothesis
The first hypothesis on this research is that there is a
significant correlation between Vocabulary Mastery and
Speaking Skill at the eleventh grade students of SMA N 1
Nogosari. To test the hypothesis, the researcher analyzed the
data using the Pearson Product Moment Formula through
SPSS 20.0 for windows.
The statistical formulations of the first hypothesis are as follow:
a) Ho: sig>α. It means that there is no significant correlation
between X1 and Y
b) Ho: sig< α. It means that there is significant correlation
between X1 and Y
The result of computation shows that the correlation
coefficient (r) between vocabulary mastery and speaking skill
is 0.791 as showed on the following table.
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Table 4.8 The Correlation of Vocabulary Mastery(X1) and
Speaking Skill(Y)
Y X1
Pearson Correlation
Y 1.000 .791
X1 .791 1.000
Sig. (1-tailed) Y . .000
X1 .000 .
N Y 30 30
X1 30 30
It means that the correlation between vocabulary
mastery and the speaking skill is positive and very strong. At
the level of significant α= 0.05 and the number of respondents
are 30, the sig. (1-tailed) is 0.000. It is lower than 0.05 so the
correlation is significant.
From the result that there is a significance correlation
and the significance correlation means that Ho is rejected and
Ha accepted. Therefore, the correlation between vocabulary
mastery and the speaking skill is positive and very strong
because the coefficient of correlation is 0.791. It means that
94.2% variation of the speaking skill is influenced by
vocabulary mastery.
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Next, the researcher used of simple linear regression
through SPSS 20.0 for windows to predict how far the
vocabulary mastery affects the speaking skill. And the result of
the question of simple linear regression is Y= 9.341+0.989X
got from the following table.
Table 4.9 Simple Linear Regression of X1 and Y
Model Unstandardized Coefficients
Standardized Coefficients
t Sig.
B Std. Error
Beta
(Constant) -.279 9.341 -.030 .976
X1 .989 .145 .791 6.844 .000
From the equation Y= 9.889+0.879Xcan be analyzed
that:
a) If the score of vocabulary mastery (X1) = 0, so it can be
predicted that the score of the speaking skill is 9.341.
While if the score the vocabulary mastery is 53, so it can
be predicted the score of speaking skill is
9.341+0.989(53)= 61.758.
b) The coefficient of regression b=0.989 indicate that the
addition value of speaking score for every addition the
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vocabulary mastery score. It also indicates that the
correlation between vocabulary mastery and the speaking
skill is positive because the coefficient is positive.
The equation above can be a basic to predict the
speaking score which is influenced by vocabulary mastery
score if it is significance. To the significance it can be seen
from the table coefficients (a). The sig=0.000. Because
tasted in two sides so the level of significance 5% is
divided into two, so α=0.025. 0.000 is lower than 0.025, it
means that equation of simple linear regression is valid
and there is a significance correlation between vocabulary
mastery and speaking skill.
The result above means that Ho is rejected and Ha
accepted. Therefore, there is a significant correlation
between vocabulary mastery and the speaking skill is
positive and very strong. The coefficient of determination
that is shown between vocabulary mastery and speaking
skill is 0.9892= 0.978. It means that 84.4% variation of the
speaking is influenced by other factors or variables that
are not explained in this research.
78
2) Second hypothesis
The second hypothesis of this research is that there is a
significance correlation between Habit of listening to English
Song and speaking Skill at the eleventh grade students of SMA
N 1 Nogosari. To test the hypothesis, the researcher analyzed
the data using the Pearson Product Moment Formula through
SPSS 20.0 for windows. The statistical formulations of the
second hypothesis are as follow:
a) Ho: sig>α. It means that there is no significant correlation
between X2 and Y
b) Ho: sig< α. It means that there is significant correlation
between X2 and Y
The result of computation shows that the correlation
coefficient (r) between Students’ Habit of listening to English
Song and speaking skill is 0.819 as showed on the following
table.
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Table 4.10 The Correlation Habit of listening to English
Song(X2) and Speaking Skill(Y)
Y X2
Pearson Correlation
Y 1.000 .819
X2 .819 1.000
Sig. (1-tailed) Y . .000
X2 .000 .
N Y 30 30
X2 30 30
It means that the correlation between Habit of
listening to English Song and the speaking skill is positive
and very strong. To know whether the correlation
significance or not, it can be seen on sig. (1-tailed) on the
table above. The sig=0.000 at the significance level α= 0.05,
the correlation is significant because the significance of the
coefficient correlation is lower than 0.05
The result above means that Ho is rejected and Ha
accepted. Therefore, there is a significant correlation
between Habit listening to the English Song and the
speaking skill is positive and very strong. The coefficient of
determination that is shown between Habit of listening to
80
English Song and speaking skill is 0.8192= 0.670. It means
that 70.4% variation of the speaking is influenced by other
factors or variables that are not explained in this research.
Next, the researcher used equation of simple linear
regression through SPSS 20.0 for windows to predict how
far the Habit of listening to English Song affect the
speaking skill. And the result of the question of simple
linear regression is Y= -26.488+1.385X got from the
following table.
Table 4.11 Simple Linear Regression of X2 and Y
Model
Unstandardized Coefficients
Standardized Coefficients T Sig.
B Std. Error Beta
(Constant) -26.488 11.878 -2.230 .034
X2 1.385 .183 .819 7.558 .000
From the equation Y= -26.488+1.385X2 can be
analyzed that:
a) If the score Habit of listening to English Song(X2) = 0,
so it can be predicted that the score of the speaking skill
is-26.488. While if the score Habit of listening to
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English Song is 53, so it can be predicted the score of
speaking skill is -26.488+1.385(53)= 46.917
b) The coefficient of regression b=1.358 indicate that the
addition value of speaking score for every addition
Habit of listening to English Song score. It also
indicates that the correlation between Habit of listening
to English Song and the speaking skill is positive
because the coefficient is positive.
The equation above can be a basic to predict the
speaking score which is influenced by Habit of listening to
the English Song score if it is significance. To the
significance it can be seen from the table coefficients (a).
The sig=0.000. While the level of significance α=5% is
divided into two because the correlation is tasted in two
sides so the so α=0.025. Because the sig=0.000 is lower
than 0.025, so the equation of simple linear regression is
valid and there is a significance correlation between Habit
of listening to English Song and speaking skill.
3) Third hypothesis
The third hypothesis of the research is that there is a
significance correlation between Vocabulary Mastery(X1) and
Habit of listening to English Song(X2) simultaneously and the
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Speaking Skill (Y) at the eleventh grade students of SMA N 1
Nogosari. To test the hypothesis, the researcher analyzed the
data using the Pearson Product Moment Formula through
SPSS 20.0 for windows.
The statistical of third hypothesis are as follow:
a) Ho: sig>α. It means that there is no significant correlation
between X1, X2 simultaneously and Y.
b) Ho: sig< α. It means that there is significant correlation
between X1, X2 simultaneously and Y.
The result of Multiple Correlation Formula through SPSS
20.0 is showed on the table below.
Table 4.12 Multiple Correlation of Vocabulary Mastery(X1) and Students’
Habit of listening to English Song(X2) and Speaking Skill(Y)
Model R R
Square
Adjusted R
Square
Std. Error of
the Estimate
Durbin-
Watson
F Sig.
1 .918 .843 .831 5.765 1.319 72.
245 000
The result of computation shows that the correlation
coefficient (R) between vocabulary mastery(X1), Habit of
listening to English Song(X2) simultaneously and speaking
skill (Y) is 0.918. The significance sig. is 0.000. It is lower
than α=0.05, so the coefficient of the correlation is significant.
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It means that Ho is rejected and Ha accepted. Therefore,
there is a significance correlation between vocabulary mastery
and Habit of listening to English Song simultaneously and the
speaking skill at the eleventh grade students of SMA N 1
Nogosari in academic years 2016/2017. It is positive and very
strong because the coefficient of correlation is 0.918. The
coefficient of determination that is shown between vocabulary
mastery and Habit of listening to English Song and speaking
skill is 0.9182= 0.842. It means that 84.2% variation of the
speaking is influenced by other factors or variables that are not
explained in this research.
Next, the researcher used equation of multiple linear
regressions through SPSS 20.0 for windows to predict how far
the vocabulary mastery and Habit of listening to English Song
simultaneously affect speaking skill. And the result of the
question of multiple linear regression is Y=
5.449+0.859X1+0.065X2 got from the following table.
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Table 4.13 Multiple Linear Regression of X1 and X2 toward Y
Model
Unstandardized Coefficients
Standardized
Coefficients T Sig.
B Std. Error Beta
(Constant) 5.449 7.353 .741 .465
X1 .859 .195 .873 4.404 .000
X2 .065 .264 .049 .246 .808
From the equation Y= 5.449+0.859X1+0.065X2 can be
analyzed that:
a) If the score of vocabulary mastery(X1) and Habit of
listening to English Song(X2) = 0, so it can be predicted
that the score of the speaking skill is 5.449. While if the
score the vocabulary mastery(X1) and Habit of listening to
English Song (X2)are got addition 1, so it can be predicted
the score of speaking skill is Y=
5.449+0.859(1)+0.065(1)= 6.373. than if the score the
vocabulary mastery(X1) and Habit of listening to English
Song (X2)are 70, the score of speaking skill will be
5.449+0.859(70)+0.065(70)= 70.129
b) The coefficient of multiple regressions 0.859 and 0.065
indicate that the addition value speaking score for every
85
addition the vocabulary mastery(X1) and Habit of
listening to English Song (X2) score. It also indicates that
the correlation between vocabulary mastery(X1) Habit of
listening to English Song (X2) and speaking skill is
positive because the coefficient is positive.
The equation above can be a basic to predict the
speaking score which is influenced by vocabulary mastery (X1)
and Habit of listening to English Song (X2) score if it is
significance. To test the significance it can be seen from the
table coefficients (a). From we get sig=0.000. At the level of
significance α=0.05 and N =30. The significance 0.05 is
divided into two and the result is 0.025. Sig (0.00) is less than
0.025. So the equation of multiple linear regressions is valid
and there is a significance correlation between vocabulary
mastery (X1) Habit of listening to English Song (X2) and
speaking skill.
B. Discussion of the Research Finding
The discussion of the research finding focuses on two sections,
descriptive analysis of each variables and the inferential analysis of each
variable, which is the correlation between dependent variable and two
independent variables. In the result of the descriptive of the data, it shows
that vocabulary mastery, Habit of listening to English Song and speaking
86
skill at the eleventh grade students of SMA N 1 Nogosari are good with the
mean score 64.6997 for vocabulary mastery, 74.7333 for Habit of listening
to English Song and 55.8667 for speaking skill.
For the data of vocabulary mastery, we know that the highest score
is 80 and the lowest score is 48, so the range is 32. The standard error of
mean is 1.68392, the median is 65.0000, the mode is 55, the variance is
85.068, and the sum is 1949.00. For the data Habit of listening to English
Song, we know that the highest score of the questionnaire which is given to
30 respondents at the eleventh grade students of SMA N 1 Nogosari is 96
and the lowest score is 51, so the range is 45. The standard error of mean is
1.91721, the median is 74.0000, the mode is 72.00, the variance is 110.271,
and the sum is 2242.00. The data of the speaking skill are collected from a
test. The test consists of 10 items which are valid. The test is given to the 30
students at the eleventh grade students of SMA N 1 Nogosari as a sample of
the research. From the test, the researcher got the highest score is 80 and the
lowest score is 34, so the range is 46.00. The standard error of mean is
2.30728, the median is 59, the mode is 60.00, the variance is 159.706, and
the sum is 1676.00. The other result of descriptive analysis can be seen
through the standard deviation value of each variable. The standard
deviation value can be the basic interpretation on the dispersion of the
students’ score of their vocabulary mastery, of their Students’ Habit
listening to the English Song and their speaking skill. The value of the
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standard deviation of vocabulary mastery test is 9.22322; Habit of listening
to English Song is 10. 50101 and the speaking skill test is 12.63747.
Considering the values, the researcher concludes that the students’
achievements are somewhat homogeneous. In the result of pre-requirement
analysis, the researcher used two kinds of testing used to be the pre-
requirement before doing hypothesis testing, those are: normality testing
and linear testing. The normality testing is used to know the distribution of
the data is normal or not.
Based on the result of the research finding, it can be known that the
data of vocabulary mastery test is normal distribution because the
significance (0.200.) is higher than 0,05. Meanwhile the data Habit of
listening to English Song questionnaire is in normal distribution because the
significance (0.187) is higher than 0.05. Then the data of speaking skill test
is also in normal distribution because the significance (0.114) is higher than
0.05.
The linear testing is used to know whether two variables showed the
linear relationship or not. Based on the result in the research findings, there
are two kinds of linearity in this research, those are: linearity of vocabulary
mastery (X1) and the speaking skill (Y) and linearity Habit of listening to
the English Song(X2) and the speaking skill (Y). The linearity testing from
vocabulary mastery and the speaking skill for N = 30 at the level of
significance α = 0.05 is 0.241. the result shows that the linearity testing from
88
vocabulary mastery score and the speaking skill score at the eleventh grade
students of SMA N 1 Nogosari is linear because the significance is higher
than 0.05. And the linearity testing from Habit of listening to English Song
and the speaking skill for N= 30 at the level of significance α= 0.05 is 0.241.
the result shows that the linearity testing from Habit of listening to English
Song and the speaking skill score at eleventh grade students of SMA N 1
Nogosari is in form of linear because the significance is higher than 0.05.
Because of the distribution of all the data is normal and linear, so the
hypothesis testing can be done. For the first hypothesis is known if the
correlation between vocabulary mastery and the speaking skill is positive
because the result of the computation shows that the correlation coefficient
(r) between vocabulary mastery (X1) and the speaking skill (Y) is 0.791. At
the level of significant 0.05 and the number of respondents are 30, the sig.
(1-tailed) is 0.000. It is lower than 0.05 so the correlation is significant and
it has a strong correlation.
It means that there is a significant correlation between vocabulary
mastery and the speaking skill at the eleventh grade students of SMA N 1
Nogosari. It also means that the increase of vocabulary mastery will be
followed by increase in the speaking skill. In the computation, the
coefficient of the determination that is shown between vocabulary mastery
and the speaking skill is 0.791. It means that 84.4 % variation of the
speaking skill is influenced by vocabulary mastery and the other is
influenced by other factors. By improving their vocabulary mastery, their
89
speaking skill will increase. As explained before, the need of vocabulary
mastery is must for speaking skill. If the vocabulary mastery is higher, their
speaking skill is higher too.
From the testing of first hypothesis, the researcher also used
equation simple of linear regression to predict how far the vocabulary
mastery affects the speaking skill. The result of the equation of simple linear
regression is Y=9.341+0.989(X1). The equation of simple linear regression
is valid because the significant (0.000) is lower than α (0.025). So, the
equation above can be a basic to predict the speaking skill score which is
influenced by vocabulary mastery score. The equation Y= 9.341+0.989(X1)
can be explained if the score of vocabulary mastery (X1) is 0, it can be
predicted that the score of the speaking skill is 9.341. While if the score of
the vocabulary mastery is 53, it can be predicted that the score of speaking
skill is 9.341+0.989(53)= 61.758. The coefficient of regression b=0.989
indicate that the addition value of speaking score for every addition the
vocabulary score. It also indicates that the correlation between vocabulary
mastery and the speaking score is positive because the coefficient is positive.
From the second hypothesis, it is known if the correlation between
Habit of listening to English Song and the speaking skill is positive because
the result of the computation shows that the correlation coefficient (r)
between Habit of listening to the English Song(X2) and the speaking skill
(Y) is -26.488. To know whether the correlation significant or not, it can be
seen on sig. (1-tailed). The sig = 0.00 at the significant level α = 0.05, the
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correlation is significant because significant (0.000) is lower than a (0.05). It
means that there is a significant correlation between Habit of listening to the
English Song and the speaking skill at the eleventh grade students of SMA
N 1 Nogosari. It also means that the increase Habit of listening to English
Song will be followed by increase in the speaking skill. The contribution
Habit of listening to English Song and speaking skill is 70.4%.
It means that the percentage Habit of listening to the English Song
influences their speaking skill. Based on the percentages of the how high the
contribution of the correlation, it is important to motivate the students in
increasing their Habit of listening to English Song.
From the testing of second hypothesis, the researcher also used
equation simple of linear regression to predict how far the Habit of listening
to English Song affects the speaking skill. The result of the equation of
simple linear regression is Y=-26.488+1.385(X2). The equation of simple
linear regression is valid because the significant (0.000) is lower than α
(0.025). So, the equation above can be a basic to predict the speaking skill
score which is influenced by Habit of listening to English Song.
The equation Y= -26.488+1.385(X2) can be explained if the score
Habit of listening to the English Song(X2) is 0, it can be predicted that the
score of the speaking skill is 26.488. While if the score Habit listening to
English Song is 53, so it can be predicted that the score of speaking skill is -
26.488+1.385(53)= 46.917. The coefficient of regression b=1.385 indicate
91
that the addition value of speaking score for every addition the Habit of
listening to English Song. It also indicates that the correlation between
Habit of listening to the English Song and the speaking skill score is
positive because the coefficient is positive.
From the testing of the third hypothesis, it is seen that there is a
correlation between vocabulary mastery, Habit of listening to English Song
and speaking skill because the result of the computation shows that the
correlation coefficient ( r ) between vocabulary mastery (X1) habit of
listening to English song (X2) and speaking skill (Y) is 5.449. The
significant sig.is 0.000. It is lower than a= 0.05, so the coefficient of the
correlation is significant. It means that there is a significant correlation
between vocabulary mastery , Habit of listening to English Song, and
speaking skill at the eleventh grade students of SMA N 1 Nogosari in the
academic year of 2016/2017.
The contribution of vocabulary mastery and Habit of listening to the
English Song simultaneously is 84.4%%, it means that 84.4% variance of
the speaking skill is influenced vocabulary mastery and Habit of listening to
English Song simultaneously and the other 15.6% is influence by other
factors. It also means that the increase of vocabulary mastery and Habit of
listening to English Song will be followed by increase of the speaking skill.
The higher vocabulary mastery and Habit of listening to English Song, the
higher the speaking skill will be. The contribution of vocabulary mastery to
the speaking skill is 84.4% and the contribution of habit of listening to
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English song is 70.4% and the contribution of vocabulary mastery and Habit
of listening to English Song simultaneously to speaking skill is 84.2%. It
means that bolt of them have positive contribution to the speaking skill.
From the testing of third hypothesis, the researcher also used
equation of multiple linear regressions to predict how far vocabulary
mastery and Habit of listening to the English simultaneously affect the
speaking skill. The result of the equation of multiple linear regression is Y=
5.449+0.859(X1)+0.065(X2). The equation of simple linear regression is
valid because the significant (0.000) is less than α (0.025). So, the equation
above can be a basic to predict the speaking skill score which is influenced
by vocabulary mastery and Habit of listening to English Song in speaking
score. The equation Y= 5.449+0.859(X1)+0.065(X2) can be explained if the
score of vocabulary mastery (X1) and habit of listening to English song (X2)
are 0, it can be predicted that the score of the speaking skill is 1.045. While
if the score of vocabulary mastery and Habit of listening to English Song are
got addition 1, so it can be predicted that the score of speaking skill is
5.449+0.859(1)+0.065(1)= 6.373.. The coefficient of multiple regressions
0.859 and 0.065 indicate that the addition value of speaking score for every
addition the vocabulary mastery and Habit of listening to English Song in
speaking score. It also indicates that the correlation between vocabulary
mastery, Habit of listening to the English Song and speaking skill is positive
because the coefficient is positive.
93
The first hypothesis is supported by the opinion from the expert that
there is positive correlation between vocabulary mastery and the speaking
skill. Gardner (1983: no page) said that Vocabulary mastery has to do with
words, spoken or written. People with vocabulary mastery display a facility
with words and languages. They are typically good at reading, writing,
telling stories, and memorizing words and dates. It means that students with
high vocabulary mastery are tending to learn best by speaking. So, if the
vocabulary mastery is high, their speaking skill will improve.
The second hypothesis is also supported of thee opinion from some
experts that there is a correlation between habit of listening to English song
and Speaking skill.Jck Richard et al. (1990: 128) stated that; “Habit is a
pattern of behavior that regular and which has become almost automatic as a
result of repetition. “In line with Weiner said that; “Habit is a response that
has become relatively automatic through practice”.Rivers and Temperly,
listening is a complex operation integrating the distinct component of
perception and linguistic knowledge in ways that are at present poorly
understood (1998: 63). While Bond and Eva (1963: 313) stated that
anything that is done to improve the speaking skill of children will tend to
increase their listening. They also said that listening gave the direction, the
motive power and the drive to speaking, that the speaking program should
develop broad listening in many fields of human experience; the speaking
skill has a marked influence upon listening. So, if the habit of listening to
English song is high, their speaking skill will improve.
94
From the supported statements from the experts for the first and the
second hypotheses, it means that the third hypothesis is also supported.
Rivers, as quoted by Zimmerman (in Coady and Huckin; 1997:11),
states:“Excerssive vocabulary learning early in the course gives students the
impression that the most important thing about learning a language is
accumulating new words as equivalents for concepts which they can already
expressed in groups of words and in combinations of language segments,
and that the meaning of an individual words is usually difficult to determine
when it is separated from a context of other words and phrases”Laufer (in
Schmitt and McCarthy; 1997: 140) quotes some Second Language
Acquisition (SLA) researchers’ statements, as follows: “No matter how well
the students learned grammar, no matter how successfully the sound of L2
are mastered without words to express a wider range of meanings,
communication in an L2 just cannot happen in any meaningful way.
(McCarthy; 1990:viii)”From the statements above, vocabulary is very
important to be mastery by the students in learning foreign language
because it is central to language and it is basic to communication. Students
have to master vocabulary well before they master other skill.
Brown and Yule that the habit of listening to English songs is
repetitive action of producing English words and music with their voice,
paying attention, and trying to get the meaning of groups of English words
contained in the song which is practiced continuously and performed
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without conformed unconsciously then becomes a pattern behavior that
automatically practiced.
From the testing of first hypothesis, there is a positive between
vocabulary mastery and the speaking skill at the eleventh grade students of
SMA N 1 Nogosari in the academic year of 2016/2017. Then, it also means
that the increase of vocabulary mastery will be followed by the increase of
students speaking skill. The higher vocabulary mastery, the higher students
speaking skill will be. It seems that vocabulary mastery has high
contribution to the ability of speaking (84.4%). By improving student’s
vocabulary mastery, their speaking skills will increase. Students can
improve their vocabulary mastery by having more practice and Speaking.
From the testing of second hypothesis, there is a positive between
habit of listening to English song and the speaking Skill at the eleventh
grade students of SMA N 1 Nogosari in the academic year of 2016/2017.
Then, it also means that the increase habit of listening to English song will
be followed by the increase of students speaking skill. The higher habit of
listening to English song, the higher students speaking skill will be. It seems
that habit of listening English song has high contribution to the ability of
speaking (70.4%). By improving student’s habit of listening English song,
their speaking skill will increase. Students’ habit of listening English song
much is built. It can be either by teachers or students. Teacher should have
more strange by increase their habit of listening to English song, such as
giving more assignments to listening.
96
From the testing of third hypothesis, it is know there is a positive
correlation between vocabulary mastery habit of listening to English song
and speaking skill because the result of computation shows that the
correlation coefficient (r) between vocabulary mastery (X1), habit of
listening to English song (X2) simultaneously and the speaking skill (Y)
5.449. Then, it means that the increase of vocabulary mastery and habit of
listening to English song will be followed by the increase of the speaking
skill.
The higher vocabulary mastery and habit of listening to English song,
the higher students’ speaking skill will be. Furthermore, the coefficient of
determination that is shown between vocabulary mastery and habit of
listening to English song and speaking skill is 0.895. It means that 84.2%
variation of the speaking skill is influenced by vocabulary mastery and habit
of listening to English song 15.8% is influenced by other factors. The
percentage of contribution of vocabulary mastery and habit of listening to
English song is big, so it can be considered by teachers and students to
improve the vocabulary mastery and habit of listening English song for
increasing the speaking skill.
97
CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION
In this chapter, the researcher discusses the research conclusion,
suggestion and implication. The research conclusion is to answer the problem
statements so answering about the objective of the study. The suggestion is used
to give the suggestion to the teacher, the students and the other researcher for the
future research. The implication that can be explained from the result is with the
positive correlation and significant between the variables.
A. Conclusion
Based on the research finding and the discussion of the research
finding has been provided in the purpose in the previous chapter. The
researcher explained the conclusion of research according to the third of the
objective of the study.
1. For the first hypothesis is known if the correlation between vocabulary
mastery and the speaking skill is positive because the result of the
computation showed that the correlation coefficient (r) between
vocabulary mastery(X1) and the speaking skill (Y) is 0.791.It means
there is a correlation between vocabulary mastery and the speaking skill
at the eleventh grade students’ of SMA N 1Nogosari in academic years
2016/2017. At the level significant 0.05 and the number of respondents
are 30, the sig (1-tailed) is 0.000. It is lower than 0.05 so the correlation
is significant and is has a strong correlation.
98
2. For the second hypothesis is known if the correlation between habit of
listening to English song and the speaking skill is positive because the
result of the computation showed that the correlation coefficient (r)
between habit of listening English song and speaking skill is 1.389. It
means there is a correlation between habit of listening to English song
and the speaking skill at the eleventh grade students’ of SMA N 1
Nogosari in academic years 2016/2017. At the level significant 0.05 and
the number of respondents are 30, the sig (1-tailed) is 0.000. It is lower
than 0.05 so the correlation is significant and is has a strong correlation.
It can be concluded that there is a significant correlation between habit
of listening to English song and the speaking skill at the eleventh grade
students of SMA N 1 Nogosari in academic years of 2016/2017.
3. For the third hypothesis is known if the correlation between vocabulary
mastery, habit of listening to English song and speaking skill is
positive because the correlation coefficient ( r ) between vocabulary
mastery (X1) and habit of listening to English song (X2)
simultaneously toward the speaking skill (Y) is 5.449. The significant
sig.is 0.000. It is lower than a= 0.05, so the coefficient of the correlation
is significant. It means that there is a significant correlation between
vocabulary mastery, habit of listening to English song and speaking
skill at the eleventh grade students of SMA N 1 Nogosari in the
academic year of 2016/2017.
99
B. Suggestion
After the researcher draws the conclusion of the research, the
researcher is going to present the suggestion to the teacher, students and the
other researcher dealing with vocabulary mastery, habit of listening to
English song and speaking skill. The suggestions given by the researcher are
as follow:
1. For the Teacher
a. A teacher should know and able to implement a good in teaching
speaking because it is quite complicated to learn
b. English teacher is a motivator and stimulator. The teacher should
support the students’ expectation about vocabulary mastery.
c. The teacher should encourage the students to have and use
dictionary as a tool to help them with difficult words, so their
vocabulary will increase.
d. The teacher should also give a high motivation to the students to
read more and more English literature.
e. Teacher can use English song to teach as a media in listening.
2. For Students
a. The students should realize that ability of speaking is important. So,
they must improve their speaking skill doing more exercise in
understanding speaking passage.
100
b. The students should realize that having sensitively in study new
word with high interest in speaks can help them to understanding
vocabulary. So, it will be easier for them to speaking fluently.
c. The students should realize that with love to study language will
help them to improve their ability in speaking too.
3. For other researcher
The researcher realizes this research paper is not perfect. There
are still many weaknesses dealing with the theory or the other because
of the limited skill of the researcher. She also understands that this
research paper only gives a little contribution to teach speaking. The
other researcher perhaps can develop this research with their own
material and other method which are suitable for students in order to
give new dimension in world of education. However, the researcher is
sure that it will be useful and this research can be used as starting to
investigate the topic more completely and comprehensively.
C. Implication
Based on the result of the research, the discussion and the
conclusions, the implication that can be explained from the result is with the
positive correlation and significant between vocabulary mastery, habit of
listening to English song toward the speaking skillat the eleventh grade
students of SMA N 1 Nogosari in the academic years of 2016/2017, can be
used as a considering and input for the English teacher to increase his
101
students’ vocabulary mastery and the habit of listening to English song. So
the speaking skill of the students can increase. The vocabulary mastery and
habit of listening to English song give a big contribution to the speaking
skill. It is about 84.2% and 15.8% from other factor.
Then, with the significant correlation between vocabulary mastery,
habit of listening to English song and speaking skill at the eleventh grade
students of SMA N 1 Nogosari in academic years of 2016/2017can be used
as a considering for the students to be always enrich their sensitively in
vocabulary and listening English song, so it can increase speaking skill with
consciousness without compulsion from the other.
102
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105
APPENDIX 1
The Blue Print of Vocabulary Mastery Test (X1)
Theory No Indicator Number of Item Total
Item
( Gairns
and
Redman;
1998:
22).
1 Antonym 1, 2, 3, 4, 5, 24, 25,
40 8
2 Synonym 9, 10, 11, 16, 26, 31,
32, 33 8
3 Hyponym 8, 20, 21, 22, 23, 34,
35, 37 8
4 Meaning 6, 7, 12, 13, 14, 15,
27, 29, 8
5 Noun 17, 18, 19, 28, 30,
36, 38 8
TOTAL 40
106
Research Instrument (Test) of Vocabulary Mastery (X1)
ACADEMIC READING TEST
DIRECTION:
1. This test consists of 5 (indicators), each of which is following by some questions,
there are 40 items all
2. Read each of the texts carefully before answer the question following!
3. Chose the correct answers by signing with line (X) on the word A, B, C, D on the
answer sheet!
EXAMPLE:
The question : Boy : girl = grandfather : . . . .
a. Grandparents
b. Grandchild
c. Grandfather
d. Grandmother
The Answer : A B C D
4. The available duration to do the test is 90 minutes
107
Answer the questions carefully!
1. Clean : dirty = high: . . . .
a. Short
b. Tall
c. Big
d. Small
2. High : short = black : . . . .
a. white
b. Boastful
c. Remainder
d. Taller
3. Good : bad = Beautiful : . . . .
a. Single
b. Ugly
c. crowded
d. loud
4. Brother : sister = Father : . . . .
a. Uncle
b. Mother
c. Grand
d. Aunt
5. Brother is a boy : sister is a . . . .
a. Man
b. Human
c. Girl
d. Women
6. Man as a father : woman as a . . . .
a. Sister
b. Grandfather
c. Uncle
d. Mother
7. Mr. Jokowi is a president : Mr.
Widodo is a . . . .
a. Headmaster
b. Doctor
c. Governor
d. Teacher
8. Sit down in the chair : sleeping in
the . . . .
a. Bed
b. Bad
c. Table
d. Floor
9. Search : look for = view: . . . .
a. Scene
b. Viewer
c. Mountain
d. Scenic
10. Fast : . . . . = weak: low
a. quickly
b. faster
c. quick
d. slow
11. Run : lari = Singing : . . . .
a. Menari
b. Bersama
c. Bernyanyi
d. Nyanyian
108
12. Reading : membaca = Writing : . .
a. Menulis
b. Membagi
c. Tulisan
d. Tertulis
13. Open : buka = Close : . . . .
a. Menarik
b. Membuka
c. Tutup
d. Tertutup
14. Yellow : Kuning = Red: . . . . .
a. Merah jambu
b. Merah tua
c. Merah
d. Ungu
15. Cold : Blanket = Rain : . . . .
a. Air
b. Umbrella
c. Cold
d. Wet
16. Smart : Learning = Stupid : . . . .
a. Intelligent
b. Diligent
c. Lecturer
d. Lazy
17. Fly : Bird = walk : . . . .
a. Kenari
b. Lion
c. Bee
d. Butterfly
18. Afternoon : sun = Night : . . . .
a. Star
b. Moon
c. Orbit
d. Planet
19. Ice : Cold = Sugar : . . . .
a. Powder
b. Kristal
c. Sugarcane
d. Sweet
20. Hours : Minutes = Minutes : . . . .
a. Time
b. Hour
c. Seconds
d. Day
21. Dogs : Animals = Apples : . . . .
a. Vitamin
b. Red
c. Fruits
d. Fresh
22. Shoes : legs = had : . . . .
a. Head
b. Eyes
c. Hand
d. Nose
23. Jacket : body = Ring : . . . .
a. Hand
b. Eyes
c. Fingers
d. Legs
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24. Phone : Communication = Bicycles
: . . . .
a. Wheel
b. Competition
c. Fast
d. Transportation
25. Cat : pet = lion : . . .
a. Wild
b. Animal
c. Mammalia
d. Bird
26. Nose : breath = foot : . . . .
a. See
b. Walk
c. Eat
d. Play
27. She : is = they : . . . .
a. Was
b. Were
c. Are
d. Am
28. Ahmad : he = Tiara : . . . .
a. They
b. We
c. She
d. It
29. Banana : Fruit = Cow : . . . .
a. Bull
b. Chubby
c. Animals
d. Skin
30. Hungry : eat = thirsty : . . . .
a. Drinking
b. Running
c. Seeing
d. Speaking
31. Beautiful : Pretty = calm: . . . .
a. Single
b. Quite
c. Crowded
d. loud
32. Charming : Handsome = Fat : . . . .
a. Slim
b. Heavy
c. Tall
d. Dark
33. Slim : thin = big : . . . .
a. Small
b. Wide
c. Near
d. Tall
34. Hat : head = . . . .: arm
a. Watch
b. Sleeve
c. Ring
d. Clothes
35. Six : twelve = nine : . . . .
a. Ten
b. Eight teen
c. Eighty
d. Twenty
110
36. Indonesia : social =
a. USA : freedom
b. Japanese : love working
c. Korean : Individualism
d. England : rice
37. Mei : July = December :
a. February
b. January
c. March
d. June
38. Madura : Sate = Yogyakarta : . . . .
a. Sambel tumpang
b. Fried rice
c. Gudeg
d. Noodle
39. Jawa tengah : Srimpi dance = Bali :
. . . .
a. Plate dance
b. Kecak Dance
c. Reog
d. Saman Dance
40. Fish in the sea : Rabbits in the . . . .
a. Rewer
b. Jungle
c. Land
d. Sky
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KEY ANSWER OF VOCABULARY TRY OUT TEST (X1)
1. A 26. B 2. A 27. C 3. B 28. C 4. B 29. C 5. C 30. A 6. D 31. B 7. A 32. B 8. A 33. B 9. A 34. A 10. C 35. B 11. C 36. C 12. A 37. A 13. C 38. C 14. C 39. B 15. B 40. C 16. D 17. B 18. B 19. D 20. C 21. C 22. A 23. C 24. D 25. A
112
APPENDIX 2
The Blue Print of Research Instruments of Habit of Listening English Songs (X2)
Concept Indicator Item Number Total
Item Positive Negative
The habit of listening
to English songs is
repetitive action of
producing English
words and music
with their voice,
paying attention, and
trying to get the
meaning of groups of
English words
contained in the song
which is practiced
continuously and
performed without
conformed
unconsciously then
becomes a pattern
behavior that
automtically
practiced.
Repetitive action
Attention
Getting the meaning
1, 2, 3, 4, 5
9,10,11, 12, 13,
14, 15
21, 22, 23, 24
6, 7, 8,
16, 17, 18,
19, 20, 25,
8
10
7
Total 25
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QUESTIONAIRE OF STUDENT’S HABIT OF LISTENING ENGLISH SONG (X2)
1. Saya biasa mendengarkan lagu-lagu berbahasa Inggris
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
2. Saya mendengarkan lagu-lagu berbahasa Inggris untuk belajar.
a. Selalu b kadang-kadang c. Jarang d. Tidak pernah
3. Selain mendengarkan, saya juga menyanyikan lagu-lagu berbahasa inggris
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
4. Saya tidak betah berlama-lama mendengarkan lagu-lagu berbahasa Inggris
a. Sangat setuju b. setuju c. Kurang setuju d. Tidak setuju
5. Saya tidak biasa mendengarkan lagu-lagu berbahasa Inggris, karena saya tidak
mengetahui artinya.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
6. Bagi saya sangat sulit untuk menghafalkan lagu-lagu berbahasa Inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
7. Sejak kecil saya tidak suka mendengarkan lagu-lagu berbahasa Inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
8. Saya tidak bisa mencatat lirik lagu-lagu berbahasa Inggris yang saya dengarkan.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
9. Saya sangat tertarik untuk mendengarkan lagu-lagu berbahasa inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
10. Lagu-lagu berbahasa Inggris yang saya dengarkan menarik karena liriknya bagus
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
11. Lagu-lagu berbahasa inggris yang saya dengarkan menyenangkan karena musiknya
enak untuk di dengarkan
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
12. Saya ingin bisa berbahasa Inggris dengan cara mendengarka lagu-lagu berbahasa
Inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
13. Saya tidak bisa belajar bahasa Inggris dengan cara mendengarkan lagu-lagu berbahasa
Inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
114
14. Meskipun saya sering mendengarkan lagu-lagu berbahasa Inggris, saya tetap saja
tidak bisa memahami/mengetahui liriknya.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
15. Saya tidak bisa menirukan lagu-lagu berbahasa Inggris karena liriknya susah untuk
dipahami.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
16. Saya tidak bisa menikmati lagu-lagu berbahasa Inggris karena saya tidak mengetahui
maksud artinya.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
17. Lagu-lagu berbahasa Inggris yang saya dengarkan sangat membosankan, karena
musiknya tidak enak untuk di dengarkan.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
18. Saya tertarik pada lagu-lagu berbahasa Inggris yang kosakatanya saya tahu artinya.
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
19. Saya menerjemahkan liri lagu berbahasa Inggris menggunakan google translate
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
20. Jika tidak bisa mengetahui arti dari lagu-lagu berbahasa Inggris, saya akan bertanya
kepada teman saya yang pintar berbahasa Inggris
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
21. Saya tertarik untuk mendengarkan lagu-lagu berbahasa Inggris tetapi saya malas
untuk mengetahui artinya.
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
22. Saya tidak tertarik pada lagu-lagu berbahasa Inggris yang kosakatanya saya tidak tahu
a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah
23. Bagi saya menerjemahkan lagu-lagu berbahasa Inggris dengan menggunakan google
translate tidaklah efektif.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
24. Jika ada lagu berbahasa Inggris yang tidak menarik judulnya, saya tidak tertarik untuk
mengetahui liriknya.
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
25. Bagi saya tidaklah penting untuk mengetahui arti dari lagu-lagu berbahasa Inggris
a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju
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APPENDIX 3
The Blue Print of Research Instruments of Speaking Skill
Theory No Indicator Number of
Item
Total
Item
( Gairns and
Redman;
1998: 22).
1 Pronunciation 1 and 2 2
2 Grammar 3 and 4 2
3 Fluency 5, 6 and 7 3
4
Vocabulary
8, 9 and 10 3
TOTAL 10
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TEST OF SPEAKING SKILL (Y)
1. Situation 1
You are a new student, your new teacher tell you to introduce yourself in the class.
2. Situation 2
Mention about your hobby? Why you like it? Tell the researcher all about your hobby.
3. Situation 3
Researcher : Tomorrow is my birthday, my parents would like to arrange a party
for me. So I need to invite you comes to my birthday party!
Students :
a. Response if you accept this invitation
b. Response if you reject this invitation
4. Situation 4:
You come late to school because you have an accident on the way. What should you
do and say when you come to class?
5. Situation 5:
You lose your biology notes, and your teacher gives homework. You need to borrow
your friend’s note. So what should you say?
6. When your mother say:
Mother: can you help me to buy a kilogram of egg?
a. Expression of accept it
b. Expression of reject it
7. Situation 6:
Sister : I want to go out, by a motorcycle!
You : give a suggestion!
8. Situation 7:
Researcher : What do you think about social media Facebook?
It’s good or bad for you?
Students : . . . . !
118
9. Public speaking.
a. Tell how to make a cup of tea
b. How to operate Microsoft word
10. Situation 9:
You look your friend so busy with her phone, what should you suggest her?
119
APPENDIX 4 The Scoring of Speaking based on Heaton (1998; 97)
Concept Oral skill can be identified with speaking skill. The point of view about oral skill is to:
a. Express oneself intelligibility b. Convey intended meaning accurately with sufficient command of
vocabulary c. Ability to communicate by using language appropriate context d. Interact with other speakers fluently
Aspect Score Comprehensibilit
y Accuracy Ability to
communicate Fluency
5 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or clarifications required.
Pronounciation is only very slightly influenced by the mother-tongue. Two or three minor grammatical and lexical errors.
On a par which an educated native speaker. Completely at case in his use of English on all topic discussed
Speaks without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
4 The speaker’s intention and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary
Pronounciation is slightly influenced by the mother-tongue. A few minor gramatical and lexical errors but most utterances are correct
Although he cannot be mistake for a native speaker, he expresses himself quite clearly. He experiences little difficulty in understanding English, and there is no strain at all in communicating with him
Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
3 Most of what the speaker says is easy to follow. His intention is always clear but several
Pronounciation is still moderately influences by the mother-tongue but no
Satisfactory verbal communication causing little difficulty for native speaker.
Although he has to make an effort and search for words, there are not too
120
interruptions are necessary to help him to convey the message or to seek clarification.
serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.
He makes a limited number of errors of grammar, lexis, and pronounciation but he is still at ease in communicating on everyday subjects
many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
2 The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences
Pronounciation is influenced by mother-tongue but only a few serious phonological errors. Several grammatical and lexical errors some of which cause confusion
Although verbal communication is usually fairly satisfactory, the native speaker may occasionally experience some difficulty in communicating with him
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.
1 Only small bits (Usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker.
Pronounciation seriously influenced by the mother-tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors.
Mush difficulty experienced by native speakers unaccust to ‘foreign’ English. His own understanding is severely limited, but communication on everyday topic is possible.
Long pauses while he searches for the desired meaning. Frequently fragmentary, and halting delivery. Almost gives up making the effort at times. Limited range of expression.
121
INSTITUT AGAMA ISLAM NEGRI SURAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jalan pandawa, Pucangan, Kartasura, Sukoharjo Telepon (0271)781516 Fax (0271)782774
Website: www. Iain – Surakarta.ac.id E-mail: info@iain-surakarta.ac.id
LEMBAR JAWAB
1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d 6. a b c d 7. a b c d 8. a b c d 9. a b c d 10. a b c d 11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d 16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d
21. a b c D 22. a b c D 23. a b c D 24. a b c D 25. a b c d 26. a b c d 27. a b c d 28. a b c d 29. a b c d 30. a b c d 31. a b c d 32. a b c d 33. a b c d 34. a b c d 35. a b c d 36. a b c d 37. a b c d 38. a b c d 39. a b c d 40. a b c d
NAMA :
KELAS :
MATERI TEST :
123
APPENDIX 6
STUDENTS LIST OF TRYOUT
NO NAMA
1 AS 2 AM 3 AL 4 AMD 5 DJS 6 DAB 7 DN 8 ES 9 EA 10 EH 11 GA 12 IDI 13 INI 14 IA 15 MAA 16 MTR 17 NGA 18 NS 19 NLA 20 PF 21 PA 22 RDA 23 RDS 24 RP 25 RW 26 SIP 27 SP 28 SR 29 SNS 30 TN
124
APPENDIX 7
STUDENTS LIST OF TEST
NO NAMA
1 A 2 ARP 3 AA 4 AK 5 AT 6 CM 7 DR 8 DA 9 EM 10 FC 11 IM 12 INK 13 KDR 14 MAD 15 NS 16 ND 17 NA 18 PS 19 PW 20 PRW 21 RQ 22 RR 23 ROR 24 RNU 25 SIT 26 SUL 27 SUY 28 TRI P 29 USHI 30 VER
127
APPENDIX 10
VALIDITY AND RELIABILLITY OF VOCABULARY MASTERY (Y)
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's
Alpha if Item
Deleted
VAR00001 26.47 86.326 .685 .933
VAR00002 26.37 88.240 .503 .935
VAR00003 26.40 86.248 .715 .933
VAR00004 26.50 87.569 .545 .935
VAR00005 26.07 91.444 .436 .936
VAR00006 26.33 88.989 .431 .936
VAR00007 26.13 89.982 .505 .935
VAR00008 26.40 89.972 .300 .937
VAR00009 26.67 88.092 .280 .935
VAR00010 26.43 87.220 .594 .934
VAR00011 26.50 87.569 .545 .935
VAR00012 26.47 86.326 .685 .933
VAR00013 26.37 88.240 .203 .935
VAR00014 26.37 85.620 .806 .932
VAR00015 26.37 88.240 .503 .935
VAR00016 26.40 86.248 .715 .933
VAR00017 26.50 87.569 .545 .935
VAR00018 26.33 85.540 .840 .932
VAR00019 26.37 88.240 .503 .935
VAR00020 26.07 91.444 .436 .936
VAR00021 26.33 88.989 .431 .936
VAR00022 26.37 85.620 .806 .932
VAR00023 26.37 85.620 .806 .932
VAR00024 26.20 90.234 .364 .936
VAR00025 26.33 85.540 .840 .932
VAR00026 26.47 90.257 .260 .937
VAR00027 26.33 88.989 .431 .936
VAR00028 26.13 89.982 .505 .935
VAR00029 26.10 90.645 .474 .936
VAR00030 26.70 91.183 .173 .938
VAR00031 26.33 86.644 .707 .933
128
VAR00032 26.07 91.444 .436 .936
VAR00033 26.33 88.989 .431 .936
VAR00034 26.13 89.982 .505 .935
VAR00035 26.40 89.972 .300 .937
VAR00036 26.67 88.092 .507 .935
VAR00037 26.43 87.220 .594 .934
VAR00038 26.40 93.214 -.048 .940
VAR00039 26.47 86.326 .685 .933
VAR00040 26.23 93.978 -.145 .940
VAR00041 115.28 211.564 .850 .923
VAR00042 114.55 233.256 .166 .930
VAR00043 115.07 225.352 .416 .929
VAR00044 115.10 227.239 .576 .927
VAR00045 114.97 227.963 .439 .928
VAR00046 115.21 226.527 .419 .928
VAR00047 115.31 212.793 .819 .924
VAR00048 115.79 218.527 .646 .926
VAR00049 115.34 224.448 .631 .927
VAR00050 114.76 227.333 .533 .928
Reliability Statistics
Cronbach's
Alpha
N of Items
.937 50
129
APPENDIX 11
VALIDITY AND RELIABILLITY OF HABIT OF LISTENING ENGLISH SONG (X2)
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's
Alpha if Item
Deleted
VAR00001 115.79 218.527 .646 .926
VAR00002 116.17 244.362 -.362 .935
VAR00003 115.45 226.399 .323 .930
VAR00004 115.10 221.453 .705 .926
VAR00005 115.79 218.527 .646 .926
VAR00006 115.34 224.448 .631 .927
VAR00007 115.03 225.249 .546 .927
VAR00008 115.14 228.837 .430 .928
VAR00009 115.79 218.527 .646 .926
VAR00010 115.79 218.527 .646 .926
VAR00011 115.28 211.564 .850 .923
VAR00012 114.55 233.256 .166 .930
VAR00013 115.07 225.352 .416 .929
VAR00014 115.10 227.239 .576 .927
VAR00015 114.97 227.963 .439 .928
VAR00016 115.21 226.527 .419 .928
VAR00017 115.31 212.793 .819 .924
VAR00018 115.79 218.527 .646 .926
VAR00019 115.34 224.448 .631 .927
VAR00020 114.76 227.333 .533 .928
VAR00021 115.41 223.037 .648 .926
VAR00022 115.48 227.616 .340 .929
VAR00023 115.59 229.180 .259 .930
VAR00024 116.31 228.079 .519 .928
VAR00025 115.66 228.448 .440 .928
Reliability Statistics
Cronbach's
Alpha
N of Items
.929 30
130
APPENDIX 12
VALIDIITY AND RELIABILLITY OF SPEAKING SKILL (Y)
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's
Alpha if Item
Deleted
VAR00001 26.50 87.569 .545 .935
VAR00002 26.47 86.326 .685 .933
VAR00003 26.37 88.240 .103 .935
VAR00004 26.37 85.620 .806 .932
VAR00005 26.37 88.240 .503 .935
VAR00006 26.47 86.326 .685 .933
VAR00007 26.37 88.240 .503 .935
VAR00008 26.40 86.248 .715 .933
VAR00009 26.50 87.569 .545 .935
VAR00010 26.07 91.444 .236 .936
VAR00011 26.33 88.989 .431 .936
VAR00012 26.13 89.982 .505 .935
Reliability Statistics
Cronbach's
Alpha
N of Items
.937 12
131
APPENDIX 16
MEAN MEDIAN DAN MODUS
Frequencies
Notes
Output Created 12-NOV-2016 07:38:52
Comments
Input
Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 30
Missing Value Handling
Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics are based on all
cases with valid data.
Syntax
FREQUENCIES
VARIABLES=X1 X2 Y
/STATISTICS=STDDEV
VARIANCE RANGE
MINIMUM MAXIMUM
SEMEAN MEAN MEDIAN
MODE SUM
/HISTOGRAM NORMAL
/ORDER=ANALYSIS.
Resources Processor Time 00:00:02.68
Elapsed Time 00:00:02.28
[DataSet0]
132
Statistics
X1 X2 Y
N Valid 30 30 30
Missing 0 0 0
Mean 64.9667 74.7333 55.8667
Std. Error of Mean 1.68392 1.91721 2.30728
Median 65.0000 74.0000 59.0000
Mode 55.00a 72.00 60.00
Std. Deviation 9.22322 10.50101 12.63747
Variance 85.068 110.271 159.706
Range 32.00 45.00 46.00
Minimum 48.00 51.00 34.00
Maximum 80.00 96.00 80.00
Sum 1949.00 2242.00 1676.00
a. Multiple modes exist. The smallest value is shown
Frequency Table
X1
Frequency Percent Valid Percent Cumulative
Percent
Valid
48.00 1 3.3 3.3 3.3
50.00 2 6.7 6.7 10.0
55.00 4 13.3 13.3 23.3
58.00 1 3.3 3.3 26.7
60.00 3 10.0 10.0 36.7
63.00 3 10.0 10.0 46.7
65.00 3 10.0 10.0 56.7
68.00 1 3.3 3.3 60.0
70.00 4 13.3 13.3 73.3
73.00 1 3.3 3.3 76.7
75.00 4 13.3 13.3 90.0
78.00 1 3.3 3.3 93.3
80.00 2 6.7 6.7 100.0
Total 30 100.0 100.0
133
X2
Frequency Percent Valid Percent Cumulative
Percent
Valid
51.00 1 3.3 3.3 3.3
52.00 1 3.3 3.3 6.7
57.00 1 3.3 3.3 10.0
62.00 1 3.3 3.3 13.3
67.00 1 3.3 3.3 16.7
69.00 1 3.3 3.3 20.0
70.00 3 10.0 10.0 30.0
72.00 5 16.7 16.7 46.7
74.00 2 6.7 6.7 53.3
75.00 1 3.3 3.3 56.7
77.00 1 3.3 3.3 60.0
79.00 1 3.3 3.3 63.3
80.00 2 6.7 6.7 70.0
81.00 2 6.7 6.7 76.7
82.00 1 3.3 3.3 80.0
83.00 1 3.3 3.3 83.3
86.00 1 3.3 3.3 86.7
88.00 2 6.7 6.7 93.3
90.00 1 3.3 3.3 96.7
96.00 1 3.3 3.3 100.0
Total 30 100.0 100.0
134
Y
Frequency Percent Valid Percent Cumulative
Percent
Valid
34.00 1 3.3 3.3 3.3
38.00 1 3.3 3.3 6.7
40.00 2 6.7 6.7 13.3
42.00 1 3.3 3.3 16.7
44.00 2 6.7 6.7 23.3
46.00 3 10.0 10.0 33.3
48.00 2 6.7 6.7 40.0
52.00 2 6.7 6.7 46.7
58.00 1 3.3 3.3 50.0
60.00 6 20.0 20.0 70.0
62.00 1 3.3 3.3 73.3
64.00 1 3.3 3.3 76.7
68.00 1 3.3 3.3 80.0
70.00 1 3.3 3.3 83.3
72.00 3 10.0 10.0 93.3
78.00 1 3.3 3.3 96.7
80.00 1 3.3 3.3 100.0
Total 30 100.0 100.0
138
APPENDIX 17
Linearity of Speaking Skill and Vocabulary Mastery
ANOVA Table
Sum of Squares df Mean Square
Y * X1
Between Groups
(Combined) 7926.467 16 495.404
Linearity 5755.198 1 5755.198
Deviation from Linearity 2171.268 15 144.751
Within Groups 1269.000 13 97.615
Total 9195.467 29
ANOVA Table
F Sig.
Y * X1
Between Groups
(Combined) 5.075 .003
Linearity 58.958 .000
Deviation from Linearity 1.483 .241
Within Groups
Total
Measures of Association
R R Squared Eta Eta Squared
Y * X1 .791 .626 .928 .862
139
APPENDIX 18
Linearity of Speaking Skill and Habit of listening English Song
ANOVA Table
Sum of Squares df Mean Square
Y * X2
Between Groups
(Combined) 8813.717 18 489.651
Linearity 6170.921 1 6170.921
Deviation from Linearity 2642.796 17 155.459
Within Groups 381.750 11 34.705
Total 9195.467 29
ANOVA Table
F Sig.
Y * X2
Between Groups
(Combined) 14.109 .000
Linearity 177.813 .000
Deviation from Linearity 4.479 .018
Within Groups
Total
Measures of Association
R R Squared Eta Eta Squared
Y * X2 .819 .671 .979 .958
140
APPENDIX 19
Multiple Linear Regressions between X1 and X2 toward Y
Descriptive Statistics
Mean Std.
Deviation
N
Y 63.80 14.018 30
X1 63.10 14.243 30
X2 63.97 10.529 30
Variables Entered/Removeda
Model Variables
Entered
Variables
Removed
Method
1 X2, X1b . Enter
a. Dependent Variable: Y
b. All requested variables entered.
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .918a .843 .831 5.765 1.319
a. Predictors: (Constant), X2, X1
b. Dependent Variable: Y
Correlations
Y X1 X2
Pearson Correlation
Y 1.000 .918 .854
X1 .918 1.000 .923
X2 .854 .923 1.000
Sig. (1-tailed)
Y . .000 .000
X1 .000 . .000
X2 .000 .000 .
N
Y 30 30 30
X1 30 30 30
X2 30 30 30
141
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1
Regression 4801.560 2 2400.780 72.245 .000b
Residual 897.240 27 33.231
Total 5698.800 29 a. Dependent Variable: Y
b. Predictors: (Constant), X2, X1
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 5.449 7.353 .741 .465
X1 .859 .195 .873 4.404 .000
X2 .065 .264 .049 .246 .808
a. Dependent Variable: Y
Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 44.04 86.75 63.80 12.867 30
Std. Predicted Value -1.536 1.783 .000 1.000 30
Standard Error of Predicted
Value 1.064 2.840 1.766 .459 30
Adjusted Predicted Value 44.05 87.31 63.86 12.889 30
Residual -9.499 15.785 .000 5.562 30
Std. Residual -1.648 2.738 .000 .965 30
Stud. Residual -1.677 2.799 -.005 1.003 30
Deleted Residual -9.834 16.498 -.058 6.017 30
Stud. Deleted Residual -1.738 3.261 .011 1.061 30
Mahal. Distance .022 6.074 1.933 1.556 30
Cook's Distance .000 .118 .027 .032 30
Centered Leverage Value .001 .209 .067 .054 30
a. Dependent Variable: Y
142
APPENDIX 20 Normality Testing
Explore [DataSet0]
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
nilai_Verbal 30 100.0% 0 0.0% 30 100.0%
nilai_interest 30 100.0% 0 0.0% 30 100.0%
nilai_reading 30 100.0% 0 0.0% 30 100.0%
Descriptives
Statistic Std. Error
nilai_Verbal
Mean 21.50 .893
95% Confidence Interval for
Mean
Lower Bound 19.67
Upper Bound 23.33
5% Trimmed Mean 21.46
Median 21.50
Variance 23.914
Std. Deviation 4.890
Minimum 14
Maximum 30
Range 16
Interquartile Range 9
Skewness .060 .427
Kurtosis -1.266 .833
nilai_interest
Mean 79.07 2.408
95% Confidence Interval for
Mean
Lower Bound 74.14 Upper Bound 83.99
5% Trimmed Mean 78.57 Median 79.00 Variance 173.926 Std. Deviation 13.188 Minimum 60 Maximum 109 Range 49
143
Interquartile Range 21 Skewness .413 .427
Kurtosis -.803 .833
nilai_reading
Mean 21.73 .885
95% Confidence Interval for
Mean
Lower Bound 19.92 Upper Bound 23.54
5% Trimmed Mean 21.70 Median 22.00 Variance 23.513 Std. Deviation 4.849
Descriptives
Statistic Std. Error
nilai_reading Minimum 14
Maximum 30
Range 16
Interquartile Range 8
Skewness .069 .427
Kurtosis -1.128 .833
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
nilai_Verbal .096 30 .200* .949 30 .156
nilai_interest .187 30 .009 .932 30 .057
nilai_reading .114 30 .200* .956 30 .237
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
144
APPENDIX 21
Simple Linear Regression between X1 and Y
Descriptive Statistics
Mean Std. Deviation N
Y 62.13 17.807 30
X1 63.10 14.243 30
Variables Entered/Removeda
Model Variables
Entered
Variables
Removed
Method
1 X1b . Enter
a. Dependent Variable: Y
b. All requested variables entered.
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .791a .626 .613 11.085 2.219
a. Predictors: (Constant), X1
b. Dependent Variable: Y
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1
Regression 5755.198 1 5755.198 46.841 .000b
Residual 3440.268 28 122.867
Total 9195.467 29
Correlations
Y X1
Pearson Correlation Y 1.000 .791
X1 .791 1.000
Sig. (1-tailed) Y . .000
X1 .000 .
N Y 30 30
X1 30 30
145
a. Dependent Variable: Y
b. Predictors: (Constant), X1
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) -.279 9.341 -.030 .976
X1 .989 .145 .791 6.844 .000
a. Dependent Variable: Y
Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 40.27 86.76 62.13 14.087 30
Std. Predicted Value -1.552 1.748 .000 1.000 30
Standard Error of Predicted
Value 2.030 4.129 2.797 .618 30
Adjusted Predicted Value 39.78 87.05 62.11 14.159 30
Residual -49.143 17.922 .000 10.892 30
Std. Residual -4.434 1.617 .000 .983 30
Stud. Residual -4.550 1.647 .001 1.010 30
Deleted Residual -51.767 18.595 .022 11.513 30
Stud. Deleted Residual -8.754 1.702 -.138 1.712 30
Mahal. Distance .006 3.056 .967 .862 30
Cook's Distance .000 .553 .028 .100 30
Centered Leverage Value .000 .105 .033 .030 30
a. Dependent Variable: Y
146
APPENDIX 22
Simple liner Regression between Y and X2
Descriptive Statistics
Mean Std. Deviation N
Y 62.13 17.807 30
X2 63.97 10.529 30
Variables Entered/Removeda
Model Variables
Entered
Variables
Removed
Method
1 X2b . Enter
a. Dependent Variable: Y
b. All requested variables entered.
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .819a .671 .659 10.393 1.866
a. Predictors: (Constant), X2
b. Dependent Variable: Y
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1
Regression 6170.921 1 6170.921 57.128 .000b
Residual 3024.546 28 108.020
Total 9195.467 29
Correlations
Y X2
Pearson Correlation Y 1.000 .819
X2 .819 1.000
Sig. (1-tailed) Y . .000
X2 .000 .
N Y 30 30
X2 30 30
147
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) -26.488 11.878 -2.230 .034
X2 1.385 .183 .819 7.558 .000
a. Dependent Variable: Y
Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 40.01 95.43 62.13 14.587 30
Std. Predicted Value -1.516 2.283 .000 1.000 30
Standard Error of Predicted
Value 1.898 4.797 2.607 .648 30
Adjusted Predicted Value 43.90 98.25 62.32 14.724 30
Residual -37.013 15.206 .000 10.212 30
Std. Residual -3.561 1.463 .000 .983 30
Stud. Residual -3.780 1.488 -.008 1.029 30
Deleted Residual -41.710 15.735 -.187 11.221 30
Stud. Deleted Residual -5.306 1.523 -.057 1.241 30
Mahal. Distance .000 5.210 .967 1.084 30
Cook's Distance .000 .907 .051 .165 30
Centered Leverage Value .000 .180 .033 .037 30
a. Dependent Variable: Y
a. Dependent Variable: Y
b. Predictors: (Constant), X2
1 2 3 4 51 ADITIA 1 1 1 1 12 ALFIANA RAFI PRATAMA 0 0 1 1 13 ANGGA AFRIZAL BUDI 1 1 1 1 14 ANISA KURNIAWAN 1 0 1 1 15 ASEP TAUFIQ 0 1 1 1 16 CATUR MAKRIFAH 1 1 1 1 07 DEWI RAHMAWATI 0 1 1 1 08 DILLA ALFIANA 1 1 1 1 19 EMILIA 0 1 1 0 1
10 FAIZAL CHOIRUL MAJID 1 1 1 1 111 INTAN MUTIARA 1 0 1 1 112 ISNAINI NUR KHOLOFAH 1 1 0 1 013 KHOIRINA DWI R 1 1 1 1 114 MUH ARIFIN DIAN 1 1 1 1 115 NOVI IKA SAPUTRI 1 1 1 1 116 NIVIASIH DWI L 1 1 1 1 117 NURUL AZHAR RATNA 0 0 0 0 018 PIANTIKA SEKAR ARUM 1 1 1 1 119 PRIHATIN WIJAYANTI 0 0 0 0 020 PUTRI RIZKI WIJAZA 1 1 1 1 121 RISA QUROTUN AINI 1 1 1 1 122 RISKY ROMADHONI 1 1 0 0 123 RORO RINDU R 1 1 1 1 124 RYKA NAZLA ULFAH 1 1 1 0 125 SITI SUWANTI 0 1 0 1 026 SULASTRI 0 1 1 1 027 SUYANTI WULANDARI 1 1 1 1 128 TRI PURWANINGSIH 1 1 1 0 129 USHIN AKHFI A 1 1 1 0 130 VERY WAHYUTIKA 1 1 1 1 1
SCORE = JUMLAH BENAR x 10 / 4 = 100
Score of vocabulary test (X1)
NO NAMA
6 7 8 9 10 11 12 13 140 0 1 0 1 0 1 1 01 1 1 1 0 0 0 0 01 1 0 0 0 0 0 0 10 1 1 0 1 1 0 1 01 0 1 1 1 0 1 1 11 1 1 1 0 1 1 0 11 1 0 1 1 0 1 1 01 1 1 1 1 1 1 0 11 0 1 0 0 0 1 1 01 1 1 1 1 0 1 0 10 1 1 0 1 1 0 1 11 1 1 0 1 1 0 1 11 1 1 1 1 1 0 0 00 0 0 1 1 1 1 1 01 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 10 1 1 1 1 1 0 1 11 1 1 1 1 1 1 1 10 1 0 1 0 1 0 1 11 0 1 1 0 1 1 0 11 1 1 1 1 1 1 1 11 1 0 1 1 0 1 1 00 0 0 0 0 0 0 0 10 1 0 0 0 0 0 0 01 0 1 0 1 0 1 0 11 1 1 1 0 1 1 1 11 1 0 1 0 1 0 1 00 1 0 1 0 1 0 1 00 1 0 1 0 1 0 1 00 1 1 1 0 1 1 1 1
15 16 17 18 19 20 21 22 230 0 0 0 1 1 1 0 11 0 1 0 1 0 1 0 11 1 1 1 0 0 0 1 11 1 0 1 0 1 0 1 00 1 1 1 0 1 1 1 01 0 1 1 0 1 1 1 01 1 0 1 1 0 1 1 00 1 0 1 0 1 0 1 00 1 1 0 0 1 1 1 10 1 0 1 1 0 1 1 00 1 1 0 1 0 1 0 10 1 1 1 0 1 1 1 00 1 1 1 0 0 0 0 00 1 1 0 1 0 1 0 11 1 1 1 1 1 1 1 11 1 1 0 0 0 0 1 11 0 1 1 1 1 0 1 11 1 1 1 1 1 1 1 00 1 0 1 1 0 1 1 01 0 1 1 0 1 1 0 11 1 1 0 0 1 0 1 01 1 0 1 1 1 1 0 10 0 0 1 0 1 0 1 01 1 1 1 1 1 0 0 11 0 1 1 1 1 0 1 10 1 1 1 0 1 1 0 11 0 1 0 1 1 0 1 11 0 1 0 0 1 0 0 11 0 1 1 0 1 0 1 11 1 0 1 1 1 1 1 0
NUMBER OF ITEM
24 25 26 27 28 29 30 31 320 1 0 1 0 1 0 1 00 1 1 1 0 0 1 1 11 0 1 0 1 1 0 0 01 0 1 0 0 1 1 1 10 0 0 1 1 1 1 1 01 1 1 1 0 1 1 1 01 0 1 0 1 0 1 0 10 0 1 0 1 0 1 1 00 1 0 1 0 1 0 0 01 1 1 0 1 1 1 0 11 1 1 1 1 1 1 1 11 0 1 0 1 0 1 0 10 1 1 1 1 1 0 1 10 1 1 1 1 1 1 1 11 1 0 0 0 0 0 0 00 0 0 0 1 0 0 0 00 1 1 1 1 1 1 1 10 1 1 0 1 1 0 1 11 1 0 1 1 0 1 1 10 1 0 1 0 1 0 1 01 0 1 0 1 1 0 0 11 0 1 0 1 0 1 0 11 0 1 0 1 1 0 1 11 0 1 1 0 1 0 1 00 1 0 1 1 1 0 0 01 1 1 1 1 0 1 1 10 1 1 0 1 1 0 1 10 1 0 0 0 1 0 1 00 1 1 0 1 1 1 0 01 1 0 1 0 1 1 1 0
33 34 35 36 37 38 39 400 1 0 1 1 0 0 0 200 0 0 0 1 1 1 1 220 1 1 1 1 1 1 1 251 1 1 1 1 1 1 1 281 1 1 1 0 0 0 0 261 1 1 0 1 1 1 0 300 1 0 1 0 1 0 1 240 0 0 1 0 1 1 1 251 0 0 0 0 0 1 1 191 0 1 1 1 0 0 0 281 1 1 1 1 1 1 1 321 1 1 1 1 1 1 0 280 1 0 0 0 0 1 1 241 1 1 1 1 1 1 1 310 1 0 0 1 1 0 0 280 0 0 0 1 0 1 1 231 1 1 1 1 1 1 1 300 1 1 0 1 1 0 0 320 1 1 1 1 1 0 0 221 0 0 0 1 1 0 1 250 0 1 0 1 1 1 1 290 1 0 1 0 1 1 1 260 1 1 1 1 0 1 0 201 1 1 1 1 1 1 1 251 0 0 1 1 1 1 1 240 1 1 0 1 1 1 0 300 1 1 0 1 1 0 1 270 1 1 1 1 1 1 1 220 1 1 1 1 1 1 1 260 1 0 0 0 0 0 1 27
TOTAL
1 2 3 4 51 ADITIA 2 1 1 2 22 ALFIANA RAFI PRATAMA 2 2 3 1 23 ANGGA AFRIZAL BUDI 3 3 4 3 34 ANISA KURNIAWAN 3 3 3 3 35 ASEP TAUFIQ 2 4 4 4 26 CATUR MAKRIFAH 4 3 3 3 47 DEWI RAHMAWATI 2 3 3 3 28 DILLA ALFIANA 4 4 4 4 49 EMILIA 2 3 4 2 2
10 FAIZAL CHOIRUL MAJID 2 3 4 3 211 INTAN MUTIARA 4 4 3 3 412 ISNAINI NUR KHOLOFAH 2 3 3 3 213 KHOIRINA DWI R 3 3 4 3 314 MUH ARIFIN DIAN 2 3 3 3 215 NOVI IKA SAPUTRI 2 4 4 4 216 NIVIASIH DWI L 4 3 4 3 417 NURUL AZHAR RATNA 1 2 3 3 118 PIANTIKA SEKAR ARUM 4 3 4 4 419 PRIHATIN WIJAYANTI 3 3 3 3 320 PUTRI RIZKI WIJAZA 4 2 3 4 421 RISA QUROTUN AINI 2 3 4 3 222 RISKY ROMADHONI 2 3 3 3 223 RORO RINDU R 3 3 4 3 324 RYKA NAZLA ULFAH 2 3 3 3 225 SITI SUWANTI 4 3 3 4 426 SULASTRI 2 3 3 3 227 SUYANTI WULANDARI 2 3 4 4 228 TRI PURWANINGSIH 2 3 3 3 229 USHIN AKHFI A 2 4 3 4 230 VERY WAHYUTIKA 2 3 3 4 2
SCORE = JUMLAH TOTAL
NO NAMA
score of habit of listening english song (X2)
6 7 8 9 10 11 12 13 142 1 3 2 3 4 4 1 32 2 4 1 3 3 3 2 23 4 4 4 2 4 2 2 33 3 4 4 4 3 3 3 42 3 4 4 4 4 3 3 24 3 4 3 3 3 3 3 32 3 4 3 3 3 3 3 44 4 4 4 4 4 4 3 22 4 4 4 4 4 4 4 22 3 4 3 3 3 3 3 24 4 4 4 4 4 4 4 32 3 4 3 3 4 3 3 23 3 4 4 3 4 3 3 32 3 4 3 3 3 3 3 22 4 4 4 4 3 4 4 24 4 4 4 4 3 3 4 21 1 4 3 3 2 2 1 24 4 4 4 4 4 4 4 33 3 4 3 3 3 4 3 24 3 1 1 3 4 1 3 42 2 4 4 3 3 3 2 32 3 4 4 3 3 3 3 33 4 4 3 3 4 3 4 12 2 4 4 3 2 2 2 24 4 4 3 3 4 4 4 32 1 4 3 2 3 3 1 22 3 3 4 3 4 2 3 22 4 4 3 3 3 3 4 32 4 4 3 4 4 4 4 32 4 4 4 3 3 3 4 3
NUMBER OF ITEM
15 16 17 18 19 20 21 22 231 2 2 2 2 2 2 2 13 1 1 2 4 2 3 3 11 1 3 4 3 2 3 1 44 4 4 4 2 2 3 4 33 4 3 4 1 1 1 1 43 3 3 4 3 2 3 3 33 4 3 2 3 2 2 3 33 4 4 4 1 2 3 4 44 3 3 2 3 3 3 3 43 4 2 2 2 2 2 3 43 4 4 3 4 2 3 4 34 3 3 2 3 2 3 3 34 3 4 3 3 2 3 4 43 4 3 2 3 2 3 3 34 4 3 2 4 2 2 4 43 4 4 4 2 2 3 4 42 3 1 2 3 1 2 3 34 4 3 3 4 4 4 4 43 3 3 2 3 2 3 4 33 4 4 3 2 2 3 3 33 4 3 3 2 2 3 4 43 3 2 3 3 2 2 3 34 4 3 3 3 2 3 3 43 3 3 4 3 2 3 3 34 4 3 4 4 3 3 3 33 3 2 4 2 2 3 3 34 4 3 3 2 2 3 4 44 4 3 3 3 2 3 4 34 4 3 3 4 2 3 4 33 4 3 2 2 2 2 3 3
24 253 1 512 3 572 2 702 3 812 3 724 3 803 3 724 4 902 4 792 3 691 4 883 3 722 3 812 3 702 4 822 4 862 1 524 4 962 3 741 3 722 2 722 3 702 4 802 2 672 4 882 1 622 3 752 4 772 4 832 4 74
SCORE
SCORE OF SPEAKING SKILL (Y)
1 2 3 4 51 ADITIA 3 4 3 3 42 ALFIANA RAFI PRATAMA 3 3 3 3 33 ANGGA AFRIZAL BUDI 4 3 4 3 44 ANISA KURNIAWAN 3 3 2 2 25 ASEP TAUFIQ 2 2 2 2 26 CATUR MAKRIFAH 2 2 2 2 27 DEWI RAHMAWATI 3 3 3 4 38 DILLA ALFIANA 4 4 4 4 49 EMILIA 3 3 3 3 3
10 FAIZAL CHOIRUL MAJID 3 3 3 3 311 INTAN MUTIARA 2 2 2 2 212 ISNAINI NUR KHOLOFAH 3 3 4 3 413 KHOIRINA DWI R 3 4 4 4 414 MUH ARIFIN DIAN 2 2 2 3 315 NOVI IKA SAPUTRI 4 4 4 4 416 NIVIASIH DWI L 3 2 3 2 317 NURUL AZHAR RATNA 3 3 3 3 318 PIANTIKA SEKAR ARUM 2 2 2 2 219 PRIHATIN WIJAYANTI 3 3 3 3 320 PUTRI RIZKI WIJAZA 3 2 2 2 221 RISA QUROTUN AINI 3 3 3 3 322 RISKY ROMADHONI 2 2 2 2 223 RORO RINDU R 4 4 4 3 424 RYKA NAZLA ULFAH 2 2 2 2 225 SITI SUWANTI 3 3 3 3 326 SULASTRI 1 1 1 3 427 SUYANTI WULANDARI 1 2 1 2 228 TRI PURWANINGSIH 1 1 2 2 129 USHIN AKHFI A 3 3 3 3 330 VERY WAHYUTIKA 2 2 2 3 2
SCORING = JUMLAH x 2 + 100
NO NAMA NUMBER
6 7 8 9 103 3 3 3 3 32 643 3 3 3 3 30 603 4 3 4 3 35 703 3 2 2 2 24 482 2 3 2 2 21 422 2 3 3 3 23 463 4 3 3 2 31 623 3 3 3 4 36 723 3 3 3 3 30 603 3 3 3 3 30 602 3 2 2 3 22 443 4 4 4 4 36 724 4 3 3 3 36 723 4 4 3 3 29 584 4 4 4 4 40 802 3 2 3 3 26 523 3 3 3 3 30 602 2 2 2 2 20 403 3 3 3 3 30 602 2 3 3 3 24 483 3 3 3 3 30 602 2 2 2 2 20 404 4 4 4 4 39 783 4 2 2 2 23 464 4 4 4 3 34 684 1 4 2 2 23 462 2 2 1 2 17 342 2 3 4 1 19 383 2 2 2 2 26 522 3 2 2 2 22 44
SCORETOTALR OF ITEM
correlation
1 ADITIA 50 51 642 ALFIANA RAFI PRATAMA 55 57 603 ANGGA AFRIZAL BUDI 55 70 704 ANISA KURNIAWAN 70 81 485 ASEP TAUFIQ 65 72 426 CATUR MAKRIFAH 75 80 467 DEWI RAHMAWATI 60 72 628 DILLA ALFIANA 63 90 729 EMILIA 48 79 60
10 FAIZAL CHOIRUL MAJID 70 69 6011 INTAN MUTIARA 80 88 4412 ISNAINI NUR KHOLOFAH 70 72 7213 KHOIRINA DWI R 60 81 7214 MUH ARIFIN DIAN 78 70 5815 NOVI IKA SAPUTRI 70 82 8016 NIVIASIH DWI L 58 86 5217 NURUL AZHAR RATNA 75 52 6018 PIANTIKA SEKAR ARUM 80 96 4019 PRIHATIN WIJAYANTI 55 74 6020 PUTRI RIZKI WIJAZA 63 72 4821 RISA QUROTUN AINI 73 72 6022 RISKY ROMADHONI 65 70 4023 RORO RINDU R 50 80 7824 RYKA NAZLA ULFAH 63 67 4625 SITI SUWANTI 60 88 6826 SULASTRI 75 62 4627 SUYANTI WULANDARI 75 75 3428 TRI PURWANINGSIH 55 77 3829 USHIN AKHFI A 65 83 5230 VERY WAHYUTIKA 68 74 44
NO NAMA X1 X2 Y
APPENDIX 13
1 2 3 4 51 Andi Sulistiyanto 0 1 1 0 02 Andri Mustofa 0 1 0 0 03 Ani Lestari 0 1 0 1 04 Anita Mega Budi 1 0 0 1 05 Deni Joko Susilo 1 0 0 1 16 Dewa Ageng Beby 1 0 0 1 17 Dianita Nugraha 1 0 0 1 18 Eka Sapitri 1 1 1 0 19 Elya Anida 1 0 1 0 1
10 Erika Hesti Setyani 1 1 1 1 111 Gita Andriyani 1 0 1 1 112 Igga Dwi Indriyani 1 1 1 0 013 Ilma Nur Indyastuti 0 0 1 1 014 Indah Alfianingtyas 0 1 1 0 115 Muh Aziz Annaba 0 1 1 1 116 Mya Tri Rahmawati 0 1 1 0 117 Nava Galuh Adya 0 1 0 1 118 Nining Setyowati 0 0 0 0 119 Nur Laila Agustina 1 0 0 1 020 Pradina Fitriana 0 0 1 0 021 Putri Apriyan 1 1 0 1 022 Rifna Dewi Aryani 0 1 1 0 123 Rina Dwi Susanti 1 1 0 1 024 Rismaka Palupi 0 0 0 1 125 Ryan Wibowo 0 1 1 1 026 Sandi Ilham Prasety 0 0 1 0 027 Siska Pebrianti 1 1 1 1 128 Sri Rahmawati 1 1 1 0 129 Suprihatin Nur Safitri 1 1 1 0 130 Tri Nuryani 1 1 0 1 0
No Nama
Validity and Reliability of Tryout Test of vocabulary mastery (X1)
6 7 8 9 10 11 12 13 140 1 1 1 1 1 0 1 10 0 1 0 0 0 0 1 01 0 1 0 0 0 0 1 01 1 1 0 0 0 0 1 11 1 1 0 1 1 0 1 11 0 1 0 1 1 1 1 10 0 1 0 1 0 1 0 00 0 1 0 1 0 1 0 01 0 1 0 1 1 1 0 10 0 0 0 0 1 1 1 11 0 1 0 1 0 1 1 10 0 1 0 0 0 1 0 11 0 1 0 1 1 1 0 10 1 1 1 1 1 1 1 11 1 1 1 1 0 1 1 10 1 1 1 1 0 1 1 01 1 0 1 1 1 1 0 00 1 1 1 0 1 1 1 00 1 1 1 0 1 1 0 01 1 1 1 0 1 1 1 01 1 1 1 0 1 1 0 01 1 1 1 0 1 1 1 11 1 1 1 0 1 1 0 11 0 1 1 0 1 0 1 11 0 1 1 1 1 0 0 01 0 1 1 1 1 0 1 00 0 1 1 1 0 0 1 01 0 1 0 1 0 0 1 00 1 1 0 1 0 0 1 01 1 1 0 1 0 0 1 1
15 16 17 18 19 20 21 22 231 1 1 0 0 1 1 0 01 1 1 0 0 1 0 0 11 1 1 0 1 1 0 0 11 0 1 0 1 0 0 0 11 0 1 0 1 0 0 1 11 0 1 0 1 0 0 1 11 1 1 0 0 1 0 1 01 1 1 0 1 1 0 1 10 1 1 0 0 1 0 0 00 1 1 1 1 0 1 1 11 1 1 1 0 0 1 0 00 0 1 1 1 1 1 1 01 0 1 1 1 1 1 0 01 1 1 0 1 1 1 1 01 1 1 0 1 1 1 0 11 0 1 1 1 1 1 1 11 0 1 1 1 1 1 0 11 0 0 1 0 0 1 0 11 0 0 1 0 0 0 0 11 0 0 1 0 1 0 1 11 0 0 1 0 1 1 1 11 0 0 1 0 1 1 0 01 1 0 1 0 0 1 0 01 0 0 1 0 0 1 1 11 0 0 0 1 0 1 1 01 1 0 0 0 0 0 1 01 1 0 0 1 1 0 1 01 1 0 1 0 1 0 0 01 1 0 1 1 1 1 0 01 1 1 1 0 1 1 0 1
24 25 26 27 28 29 30 31 321 1 1 0 0 0 1 0 11 0 1 0 0 1 1 1 11 0 1 0 1 1 1 0 01 0 1 0 1 1 1 0 01 1 1 0 1 1 1 1 01 1 1 0 1 1 0 1 11 1 1 0 1 1 0 1 11 0 0 0 1 1 1 1 11 0 0 0 1 1 1 0 01 0 0 0 1 1 1 0 01 0 0 1 1 1 1 1 01 0 0 1 1 1 1 1 11 0 1 1 1 1 0 1 11 0 0 1 1 1 0 0 11 0 1 1 1 1 0 0 10 0 1 1 0 1 0 1 00 0 0 1 0 1 0 1 10 1 0 1 1 1 1 1 00 1 0 1 0 1 1 1 10 1 0 1 0 1 1 1 10 0 0 1 0 0 1 0 11 0 0 1 0 0 1 0 01 0 1 1 0 0 0 0 10 1 1 1 1 0 0 1 10 1 1 1 0 0 1 1 00 1 1 1 0 0 1 1 11 1 1 1 0 0 0 0 10 1 1 1 0 0 0 0 10 1 0 0 1 0 0 0 00 1 1 0 1 0 1 0 0
Number of Items
33 34 35 36 37 38 39 40 410 1 1 0 0 0 1 0 10 1 0 0 0 0 0 1 00 1 0 0 1 0 0 0 00 1 0 1 0 0 0 1 00 1 0 1 1 0 1 0 00 1 0 1 0 0 0 1 00 1 0 1 1 0 0 0 01 1 0 1 0 0 0 1 01 1 1 1 1 0 0 0 01 1 1 1 0 1 1 1 11 1 1 0 1 1 1 1 11 1 0 0 0 1 1 1 10 1 0 1 1 1 1 0 10 1 0 0 0 1 1 0 10 1 1 0 0 0 1 1 10 1 0 0 0 0 1 0 10 1 1 0 1 0 1 1 10 1 0 1 1 0 1 0 10 1 1 1 1 1 0 1 00 1 1 1 1 0 0 0 00 0 1 1 1 0 0 1 10 0 1 1 1 1 0 1 11 1 1 0 1 0 1 1 10 1 1 0 1 0 1 1 10 1 1 0 1 1 1 0 10 1 1 1 1 1 1 0 00 1 0 1 0 1 1 0 00 1 0 1 0 1 1 0 00 1 0 0 0 1 1 0 10 0 0 0 0 1 1 1 1
42 43 44 45 46 47 48 49 500 0 1 1 1 0 0 0 10 1 1 0 1 0 0 1 10 1 1 0 1 0 1 1 10 1 1 0 1 0 1 1 11 1 1 1 1 0 1 1 11 1 1 1 1 0 1 1 01 0 1 1 1 0 1 1 01 1 1 0 0 0 1 1 10 0 1 0 0 0 1 1 11 1 1 0 0 0 1 1 10 0 1 0 0 1 1 1 11 0 1 0 0 1 1 1 10 0 1 0 1 1 1 1 01 0 1 0 0 1 1 1 00 1 1 0 1 1 1 1 01 1 0 0 1 1 0 1 00 1 0 0 0 1 0 1 00 1 0 1 0 1 1 1 10 1 0 1 0 1 0 1 11 1 0 1 0 1 0 1 11 1 0 0 0 1 0 0 10 0 1 0 0 1 0 0 10 0 1 0 1 1 0 0 01 1 0 1 1 1 1 0 01 0 0 1 1 1 0 0 11 0 0 1 1 1 0 0 11 0 1 1 1 1 0 0 00 0 0 1 1 1 0 0 00 0 0 1 0 0 1 0 00 1 0 1 1 0 1 0 1
APPENDIX 14
1 2 3 41 Andi Sulistiyanto 2 1 3 22 Andri Mustofa 2 3 2 13 Ani Lestari 3 4 3 44 Anita Mega Budi 3 3 2 45 Deni Joko Susilo 2 4 3 26 Dewa Ageng Beby 3 3 2 47 Dianita Nugraha 2 3 3 48 Eka Sapitri 3 4 1 39 Elya Anida 3 4 2 2
10 Erika Hesti Setyani 3 4 2 311 Gita Andriyani 3 3 1 412 Igga Dwi Indriyani 3 3 2 213 Ilma Nur Indyastuti 3 4 1 214 Indah Alfianingtyas 3 3 2 415 Muh Aziz Annaba 2 4 3 416 Mya Tri Rahmawati 1 4 1 417 Nava Galuh Adya 1 3 3 218 Nining Setyowati 4 4 3 319 Nur Laila Agustina 3 3 3 420 Pradina Fitriana 4 3 3 221 Putri Apriyan 2 4 2 222 Rifna Dewi Aryani 3 3 3 323 Rina Dwi Susanti 3 4 3 224 Rismaka Palupi 2 3 2 425 Ryan Wibowo 2 3 1 426 Sandi Ilham Prasety 2 3 2 327 Siska Pebrianti 2 4 2 328 Sri Rahmawati 2 3 2 229 Suprihatin Nur Safitri 2 3 2 230 Tri Nuryani 2 3 2 4
No Nama
Validity and Reliability of Tryout Test of Habit of listening to the English so
5 6 7 8 9 10 11 12 131 2 1 1 2 2 2 1 33 2 3 3 3 2 2 2 44 3 3 4 3 3 3 4 44 3 3 3 3 3 3 3 43 2 4 4 4 2 2 3 43 4 3 3 3 4 4 3 43 2 3 3 3 2 2 3 43 4 4 4 4 4 4 4 44 2 3 4 2 2 2 4 43 2 3 4 3 2 2 3 43 4 4 3 3 4 4 4 44 2 3 3 3 2 2 3 44 3 3 4 3 3 3 3 43 2 3 3 3 2 2 3 44 2 4 4 4 2 2 4 43 4 3 4 3 4 4 4 42 1 2 3 3 1 1 1 44 4 3 4 4 4 4 4 43 3 3 3 3 3 3 3 43 4 2 3 4 4 4 3 13 2 3 4 3 2 2 2 43 2 3 3 3 2 2 3 44 3 3 4 3 3 3 4 43 2 3 3 3 2 2 2 44 4 3 3 4 4 4 4 43 2 3 3 3 2 2 1 44 2 3 4 4 2 2 3 34 2 3 3 3 2 2 4 44 2 4 3 4 2 2 4 43 2 3 3 4 2 2 4 4
ong
14 15 16 17 18 19 20 21 222 3 4 4 1 3 1 2 21 3 3 3 2 2 3 4 34 4 4 4 4 3 4 4 34 4 3 3 3 4 4 4 44 4 4 3 3 2 3 4 33 3 3 3 3 3 3 3 33 3 3 3 3 4 3 4 34 4 4 4 3 2 3 4 44 4 4 4 4 2 4 3 33 3 3 3 3 2 3 4 24 4 4 4 4 3 3 4 43 3 4 3 3 2 4 3 34 3 4 3 3 3 4 3 43 3 3 3 3 2 3 4 34 4 3 4 4 2 4 4 34 4 3 3 4 2 3 4 43 3 2 2 1 2 2 3 14 4 4 4 4 3 4 4 33 3 3 4 3 2 3 3 31 3 4 1 3 4 3 4 44 3 3 3 2 3 3 4 34 3 3 3 3 3 3 3 23 3 4 3 4 1 4 4 34 3 2 2 2 2 3 3 33 3 4 4 4 3 4 4 33 2 3 3 1 2 3 3 24 3 4 2 3 2 4 4 33 3 3 3 4 3 4 4 33 4 4 4 4 3 4 4 34 3 3 3 4 3 3 4 3
Number of Items
23 24 25 26 27 28 29 302 2 2 2 2 1 3 1 602 4 2 3 3 3 2 3 784 3 2 3 4 4 2 4 1054 2 2 3 4 3 3 954 1 1 1 1 4 2 3 864 3 2 3 3 3 4 3 952 3 2 2 3 3 3 3 874 1 2 3 4 4 4 4 1042 3 3 3 3 4 2 4 942 2 2 2 3 4 2 3 843 4 2 3 4 3 1 4 1022 3 2 3 3 3 3 3 863 3 2 3 4 4 2 3 952 3 2 3 3 3 2 3 852 4 2 2 4 4 2 4 994 2 2 3 4 4 2 4 992 3 1 2 3 3 2 1 633 4 4 4 4 4 4 4 1142 3 2 3 4 3 2 3 903 2 2 3 3 3 1 3 873 2 2 3 4 4 2 2 853 3 2 2 3 3 2 3 853 3 2 3 3 4 2 4 964 3 2 3 3 3 2 2 814 4 3 3 3 3 2 4 1024 2 2 3 3 3 2 1 753 2 2 3 4 4 2 3 903 3 2 3 4 3 2 4 903 4 2 3 4 3 2 4 962 2 2 2 3 3 2 4 88
Total
APPENDIX 15
1 2 3 4 51 Andi Sulistiyanto 4 3 3 4 32 Andri Mustofa 4 3 3 3 33 Ani Lestari 3 4 4 3 44 Anita Mega Budi 3 2 3 3 25 Deni Joko Susilo 3 2 2 2 26 Dewa Ageng Beby 2 2 2 2 27 Dianita Nugraha 2 3 3 3 38 Eka Sapitri 2 3 4 4 49 Elya Anida 3 3 3 3 3
10 Erika Hesti Setyani 3 3 3 3 311 Gita Andriyani 3 2 2 2 212 Igga Dwi Indriyani 4 3 3 3 413 Ilma Nur Indyastuti 4 3 3 4 414 Indah Alfianingtyas 3 2 2 2 215 Muh Aziz Annaba 4 4 4 4 416 Mya Tri Rahmawati 3 2 3 2 317 Nava Galuh Adya 4 3 3 3 318 Nining Setyowati 2 2 2 2 219 Nur Laila Agustina 3 4 3 3 320 Pradina Fitriana 2 3 3 2 221 Putri Apriyan 3 3 3 3 322 Rifna Dewi Aryani 2 2 2 2 223 Rina Dwi Susanti 3 3 4 4 424 Rismaka Palupi 2 3 2 2 225 Ryan Wibowo 3 3 3 3 326 Sandi Ilham Prasety 2 3 1 1 127 Siska Pebrianti 3 2 1 2 128 Sri Rahmawati 2 2 1 1 129 Suprihatin Nur Safitri 3 2 3 3 330 Tri Nuryani 3 2 2 2 2
No Nama
Validity and Reliability of Tryout Test of speaking skill (Y)
6 7 8 9 10 11 123 4 3 3 3 3 33 3 3 3 3 3 33 4 3 4 3 4 32 2 3 3 2 2 22 2 2 2 3 2 22 2 2 2 3 3 34 3 3 4 3 3 24 4 3 3 3 3 43 3 3 3 3 3 33 3 3 3 3 3 32 2 2 3 2 2 33 4 3 4 4 4 44 4 4 4 3 3 33 3 3 4 4 3 34 4 4 4 4 4 42 3 2 3 2 3 33 3 3 3 3 3 32 2 2 2 2 2 23 3 3 3 3 3 32 2 2 2 3 3 33 3 3 3 3 3 32 2 2 2 2 2 23 4 4 4 4 4 42 2 3 4 2 2 23 3 4 4 4 4 31 1 1 1 1 1 12 2 2 2 2 1 21 1 1 1 1 1 13 3 3 2 2 2 23 2 2 3 2 2 2
Number of Item
Recommended