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AN ANALYSIS OF STUDENT’S SPEAKING
FLUENCY AND ACCURACY IN MULTI-LEVEL OF
GENERAL ENGLISH CLASS AT INTERNATIONAL
LANGUAGE PROGRAM (ILP) IN THE ACADEMIC
YEAR OF 2019/2020
Research Proposal
Submitted as a Partial Fulfillment of the Requirements for Bachelor Degree of English
Education Study Program of University of Muhammadiyah Tangerang
By :
Erlangga
1588203005
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
FACULTYT OF EACHERS TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH TANGERANG
2020
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CHAPTER I
INTRODUCTION
A. Background of Research
The learning of English speaking skill is a preference for a lot of
English as a Foreign/Second Language (EFL/ESL) learners or students.
Students may evaluate their success in language learning based on how well
they have improved in their spoken language ability. Speaking has become
one of the most important language skills that the EFL learners must master.
Despite its importance, speaking has been overlooked in schools and
universities due to different reasons such as emphasis on grammar and
unfavorable teacher-student proportions.
English as an international language has many interrelationships
with various aspects of people’s life such as in their community,
professional business, and education. Moreover, speaking skill is needed to
be able to communicate with international people. Nowadays, lots of
companies require their applicants to be able to have good English skills.
The applicants must possess official certified English tests such as TOEFL,
TOEFL IBT, TOIEC or even IELTS.
All of these international standardized tests of English as language
proficiency are designed for non-native English speakers, hence it is
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important for EFL learners to learn all of four language skills, especially
speaking skill.
Learning the speaking skill is the most important aspect of learning
a second language or foreign language and success is measured based on
the ability to perform a conversation in the language. There are some
problems for speaking skill that teachers can come across in helping
students to speak in the classroom. These are inhibition, lack of topical
knowledge, low participation, and mother-tongue use (Tuan & Mai, 2015).
Efrizal (2012) Gilakjani (2016) also supports the idea above and expresses
that speaking is a great significance for the people interaction where they
speak everywhere and every day. Speaking is the way of communicating
ideas and massages orally. It is very difficult for learners to answer when
their teachers ask them to tell things in a foreign language because they have
little opinions about what to say, which vocabulary to apply, or how to use
grammar accurately.
EFL/ESL learners should acknowledge about the words and
sentences. They should comprehend how words are formed and divided into
different sounds and how sentences are stressed in certain ways.
Furthermore, they should know when to use them for the right contexts.
Grammatical competence can help students apply and perceive the structure
of English language correctly that leads them to not only their fluency but
their accuracy as well.
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Normally, students do not find any difficulties when it comes to
speaking fluently, they can speak English as much as they like without
thinking its mistakes and its accuracy. In learning speaking, accuracy
becomes something important for academic English, because it requires
fluency and accuracy.
Native speakers say what they want without having any problems
because they are familiar with the language, in order to help the EFL
students to improve their speaking skill, teachers may give them something
that make them familiar with English. Speak in English all the time in the
classroom for instance, or something that the students could absorb the
materials easily.
Thus, the researcher views such case at International Language
Program (ILP) has a lot of potentials to be analyzed. As a well-known
English language institution, International Language Program provides a
variety of English programs from young learners to adults. All of those
programs include four important language skills; speaking, listening,
writing, and reading. The research focuses on the speaking skill of General
English students. Moreover, International Language Program (ILP) uses
Cambridge curriculum which they have developed for over forty years,
therefore while conducting this research in ILP the researcher can learn a
lot of things about English language institution and how they develop the
learning process that can suit with Indonesian students. The researcher has
also conducted an interview with the principal of International Language
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Program KS. Tubun Branch in Central Jakarta and has found out that so
many students from different levels of General English class have
difficulties on expressing their thoughts or ideas when they attempt to speak.
International Language Program (ILP) was established in 1977, they
pioneered the introduction of world-class English teaching methods in
Indonesia. The first branch of ILP was established at Jl. Ciomas, Kebayoran
Baru – South Jakarta and was the first English institution in Indonesia to
offer native speaker teachers. Since that time their management, teachers,
and staff have worked non-stop to improve and develop their language
programs for all types of students. Hundreds of thousands satisfied students,
as well as national, multinational, and government companies have
benefited from quality of ILP’s programs over the years. (Bambang
Pangestu, President Director of ILP, 2006).
ILP’s General English (GE) program is a carefully structured series
of courses which promote the development of English language skills
through active and communicative learning. Material is specially designed
and graded to suit the needs of students at each level and to maximize
student talking time. Before entering a GE course, students are carefully
placement tested using both an oral and written examination to ensure
correct level placement according to their ability. Assessment is carried out
at regular intervals during the term and each individual student’s progress
is monitored closely by qualified and professional teachers.
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General English (GE) class at ILP has 4 different stages and each
stage has 4 levels namely: GE Basic 1-4, the Basic level is the starting point
for adult English learning. At this level, students will be introduced to
English for the daily use needed to communicate with the international
community. Students learn English holistically by integrating language
skills (listening, speaking, reading and writing), learning strategies, and
productive thinking skills. GE Intermediate 1-4, at the Intermediate level
students learn English more complexly in very diverse real situations.
Language learning and assignments in the classroom encourage students to
demonstrate English language skills and communicate with the international
community through blogs, podcasts, broadcasts, websites, and others. GE
Advanced 1-4, when starting the Advanced level, students have mastered
and are confident in communicating in everyday English effectively. At this
level they are prepared to use English in the school and work environment
in an English-speaking country. In addition to developing academic skills,
students will also discuss and carry out complex tasks. GE Proficiency 1-4,
The Proficiency level is the highest level in the General English Program.
At this level, students will study English more deeply so that they can be
successful at work or study at universities that use English. International
certification at the end of this program is accepted at various universities
abroad, is recognized in Australian and British visa applications, and is valid
for life.
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Based on the explanation above, the researcher tries to analyze the
fluency and the accuracy of all General English students’ speaking skill and
find out the factors affecting their speaking skill.
B. Focus of Research
Based on the background of research, the researcher focuses the
problem only on analyzing the fluency and the accuracy of students’
speaking skill in multilevel of General English class at International
Language Program (Ks. Tubun Branch).
C. Formulation of Research
Based on the background of research and focus of research, the
researcher formulates the problem as follows:
1. How fluent and accurate the students’ speaking skill in multilevel of
general English at the International Language Program are?
2. How important are the fluency and the accuracy that the GE students
must possess?
3. What factors are affecting the GE students’ speaking skill?
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D. Objective of Research
After the researcher formulates the problem, the researcher’s
objective is to find out as follow:
1. To find out how fluent and accurate of GE students are in speaking.
2. To find out the importance of fluency and accuracy in GE students’
speaking skill.
3. To analyze the students’ problems when it comes in speaking English
and the factors that are affecting their speaking skill.
E. Significance of Research
The researcher hopes this research will be the basic of English
teacher to determine what materials or structure should be taught to the
students. Also, the benefits of the research are generally divided into two:
1. Theoretically
This research is expected to be useful to support the
previous research and the research may also be reference for
other researchers, especially for speaking skill research.
2. Practically
Practical benefits are the expected benefits of the
research may contribute to the following parties:
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a. For the Students
This research may help them to speak more fluently
and accurately.
b. For the Teachers
This research gives information and they are
expected to know how the students comprehend their
knowledge about speaking accuracy and fluency and what
problems usually faced by the EFL students.
c. For the School Institution
This research gives information and helps the school
to improve the quality of learning and teaching process
especially in learning speaking English.
d. For other Researchers
The result of this research can provide theoretical
knowledge and experience of the application of the theory to
a particular unit of analysis. As a result, this research can
provide suggestions on subsequent relevant research studies
in the future. Also, this research is expected to improve the
quality of General English Students’ speaking skill.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical Framework
1. Speaking
a. Definition of Speaking
Speaking is one of the four language skills (reading, writing,
listening, and speaking). Humans are programmed to speak before
they learn to read and write. In any given, human beings spend much
more time interacting orally with language rather than using it in its
written form. Speaking can be formal and informal. Informal
speaking is typically used with family and friends or people that we
know well. Formal speaking occurs in business or academic
situations, or when meeting new people Al-Nahkalah (2016).
According to Tarigan (2018) speaking is the ability to
pronounce articulation sounds or words to express, state or convey
thoughts, ideas, and feelings. It means that speaking is the main tool
of communication that we can share or express the meaning and the
purpose to other people. Articulation sounds (pronunciation and
talking) mean the ability to physically move the tongue, lips, teeth
and jaw to produce sequences of speech sounds, which make up
words and sentences.
Another definition of speaking is explained by Torky (2006)
defined speaking as a two-way process including a true
communication of opinions, information, or emotions. Brown
(2003) supports this idea 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-taker’s
listening skill to communicate with others, which necessarily
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compromises the reliability and validity of an oral production test.
Two-way process is when one person is the sender and she/he
transmits a message to another person, who is the receiver. When
the receiver gets the message, they send back a response,
acknowledging the message or information is received. From those
statements above, the researcher concludes that speaking is an
activity where an individual produce sounds through oral to tell
other people about his or her opinions or ideas.
While Seidlhofer (2011) said that speakers must recognize
culturally and socially patterned streams of discourse that help them
to anticipate the kinds of speech events they are dealing with so
many different people to create meaningful exchanges with others.
They also need to know how to use speech pragmatically and
intercultural so that they are able to respond in appropriate ways and
engage effectively in encounters with speakers across different
cultures, knowledge that has become increasingly important in an
interconnected and globalized world where is a lingua franca (Anna,
& Joseph, 2018). In other words, EFL learners must be aware on the
choices of words that they use when they want to interact with
certain people outside the classroom.
According to Alderson & Bachman (2004) speaking is also
the most difficult language skill to assess reliably. A person’s
speaking ability is usually judged during a face to face interaction in
real time, between an interlocutor and a candidate. From those
statements above the researcher has come to conclusion that if a
person is being incapable in speaking it will probably cause
misunderstandings from exchanging information towards each
other.
From the definitions of speaking explained above, it can be
concluded that speaking is one of four language skills that functions
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as a tool to express thoughts, feelings, opinions, emotions, and also
information to other people.
b. Types of Speaking
In the context of speaking teaching there are at least five
different types of speaking that take place in the classroom
according to Brown (2004, p. 271). The five types are as follows:
1) Imitative
At the imitative level, it is probably already clear what
the students are trying to do. At this level, the students are simply
trying to repeat what was said to them in a way that is
understandable and with some adherence to pronunciation as
defined by the teacher. It doesn’t matter if the students
comprehend what they are saying or carrying on a conversation.
The goal is only to reproduce what was said to them. One
common example of this is a “repeat after me” experience in the
classroom. While this is a purely phonetic level of oral
production, a number prosodic, lexical, and grammatical
properties of language may be included in the criterion
performance. According to Pratiwi (2012), “The important thing
in speaking is focusing on pronunciation” (p. 13). Students are
only interested in what is traditionally labelled as
“pronunciation”; no inferences are made about the ESL learners’
ability to understand to convey the meaning or to participate in
the interactive conversation.
2) Intensive
The second type of speaking is frequently employed in
assessment context is the production of short stretches of oral
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language designed to demonstrate competence in a narrow band
of grammatical, phrasal, lexical, or phonological relationship
(such as prosodic elements – intonation, stress, rhythm,
juncture). Intensive speaking involves producing a limit amount
of language in a highly control context. Pratiwi (2012) states that
an example of this would be to read aloud a passage, reading
dialogue with partner in turn, or give a direct response to a
simple question. Competency at this level is shown through
achieving certain grammatical or lexical mastery. This depends
on the teacher’s expectations.
3) Responsive
Responsive is slightly more complex than intensive but
the difference is blurry, to say the least. At this level, the dialog
includes a simple question with a follow-up question or two.
Conversations take place by this point but are simple in content.
Responsive assessment tasks include interaction and test
comprehension but at somewhat limited level of very short
conversations, standard greetings and small talks, simple
requests and comments, and the like. The stimulus is almost
always a spoken prompt (in order to preserve authenticity), with
perhaps only one or two follow-up questions or retorts.
4) Interactive
The unique feature of intensive speaking is that it is
usually more interpersonal than transactional. By interpersonal
it is meant speaking for maintaining relationships. Transactional
speaking is for sharing information as is common at the
responsive level. The challenge of interpersonal speaking is the
context or pragmatics. The speaker has to keep in mind the use
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of slang, humor, ellipsis, etc. when attempting to communicate.
This is much more complex than saying yes or no or giving
directions to the certain locations in a second language. The
different between responsive and interactive speaking is in the
length and complexity of the interaction, which sometimes
include multiple exchanges and /or multiple participants.
5) Extensive
Extensive communication is normal some sort of
monolog. Examples include speech, story-telling, presentations,
etc. during which the opportunity for oral interaction from
listeners is either highly limited or ruled out altogether. This
involves a great deal of preparation and is not typically
improvisational communication. It is one thing to survive having
a conversation with someone in a second language. EFL learners
can rely on each other’s body language to make up for
communication challenges. However, with extensive
communication either the students can speak in a
comprehensible way without relying on feedback or they cannot.
In reality, the typical EFL students cannot do this in a convincing
manner.
From all of the basic types of speaking above described that
researcher should pay more attention to all expressions, emotions,
ideas, and opinions that the EFL learners or students intend to speak
or to transfer meaning that will be understood by the others. And in
this research, the types of speaking that the researcher uses are
intensive and responsive as the researcher feels that those types of
speaking are suitable and appropriate types in assessing the fluency
and the accuracy of EFL students of International Language
Program (ILP) in Multilevel of General English class.
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c. The Purpose of Speaking
As stated by Tarigan (2015) “The main purpose of speaking
is to communicate; to be able to convey thoughts effectively, the
speaker understands the meaning of everything that he or she wants
to express” (p. 16). Mulgrave (1954) says that speaking is also an
instrument that can be used to express to the listener(s) directly
whether the speaker understands or not, is the speaker able to adapt
to the situation when he/she is expressing his/her ideas, thoughts or
opinions, and is the speaker excited or aware about that problem.
There are basically three general purposes of speaking, namely:
1) To inform
To inform means that speaking is used to convey ideas,
thoughts, and any other things to tell to the listener. It is very
common to find a speaker is attempting to arouse inspiration,
willingness, or interest from the listener to do something. Take
a student and a teacher for example, where a teacher gives some
suggestions or advices to his or her student.
2) To entertain
In some occasions speaking is used for something fun
such as telling a funny story or is used to tell happy news to the
listeners. To entertain means that the speaker wants to make the
listeners feel contented or happy. A stand-up comedy for
instance, when he or she tells a funny story it brings smile to
everyone who listens or watches him or her on the stage.
3) To persuade
Speaking is also used to persuade the listeners in order to
follow the speaker’s ideas or thoughts. However, this purpose of
speaking can be sometimes misunderstood by some people that
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this type of action is something that people try to prevaricate or
to lie to other people. The example of this purpose is when a
speaker such as a car seller talks to his or her clients about the
car that the clients do not want it and they finally decide to buy
that unwanted car because of the car seller has persuaded them
to buy it with his or her marketing strategies. The attitude of
refusing to turn to accepting from disagreeing to agreeing to
even supporting in full is the proof of speaking can be used to
persuade the listener(s).
Based on the descriptions above it can be concluded that
speaking provides information and to entertain the listener(s) and
also to convince the listener(s) to give and get the information that
the speaker might need it. Occasionally, when people talk and listen
to each other, they are probably driven by a quest for meanings,
however meanings are not always clear and explicit. Most of
students in International Language Program are not aware of the
importance of the accuracy and fluency in speaking as they tend to
ignore the rules of grammar and the context. They also must know
how to answer questions with appropriate answers to what the other
speakers ask them.
d. Difficulties of Speaking
There are some problems for speaking skill that teachers can
come across in helping students to speak in the classroom:
1) Inhibition
Tuan and Mai (2015) stated that “When they want to say
something in the classroom they are sometimes inhibited. They
are worried about making mistakes and fearful of criticism. They
are also ashamed of the other students’ attention towards
themselves (p. 35). Littewood (2007) expressed that a language
16
classroom can also create inhibitions and comprehension for the
students.
2) Lack of Motivation.
EFL students sometimes do not have strong reasons to
learn English, hence they have lack of motivation to even talk,
and they do not have any reason to express themselves. This is
supported by River (2011) who thinks that learners often have
nothing to say probably because their teachers have selected a
topic that is not appropriate for them or they do have enough
information about it.
3) Low Participation in the Classroom.
In a class with a large number of students, each student
will have very little time for talking because just one students
talk at a time and other students try to hear him/her. Based on
the researcher’s experience as an English teacher, sometimes in
the class, some learners dominate the whole class while others
talk very little or even never speak.
4) L1 (First Language) in the Classroom.
The researcher notices that in the classroom if the
students are full of students who speak the same mother-tongue
it will affect their speaking ability, they always feel it is not
important to speak in English, instead they speak their first
language more often in the classroom. Tuan & Mai (2015) also
have the same opinion about this, they stated that when some
learners share the same mother-tongue, they try to use it in the
speaking class because it is very easy for them to do so. In the
researcher’s experiences there are some reasons why learners
use mother-tongue in speaking classes. The first reason is that
when teachers ask their students to talk about a certain topic they
do not have enough knowledge, and this is where they try to use
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their first language. The second reason might come from the
easiness of the first language itself, it is very natural for them to
use it. If the teachers do not urge the students to speak English,
then they will keep using their first language automatically, and
it will become a bad habit.
2. Speaking Fluency
a. Definition of Speaking Fluency
According to Mazouzi (2013), “Learners’ activities should
be designed based on an equivalence between fluency and accuracy
achievement. Both fluency and accuracy are important elements of
communicative approach” (p. 36). Classroom practice can help
learners develop their communicative competence. So they should
know how the language works appropriately.
Hughes (2002) describes fluency as the ability of students or
learners to speak in understandable way in order not to break down
communication because listeners may lose their interest. He also
expressed that fluency is the ability to answer coherently by
connecting the words and phrases, pronouncing the sounds clearly,
and using stress and intonation. The researcher can conclude this
statement by saying that fluency is something that every EFL
student/learners must possess if they want their listener(s)
understand what they are talking about and with no hesitation on
expressing their thoughts through spoken language.
Breiner-Sanders (2000) & Nakano (2001) have decided the
criteria on fluency is speaking in some standardized test such as
ACTFL (American Council on Teaching of Foreign Language) that
speaking fluency consists of (1) the total number of words spoken in
a fixed time, (2) the number of silent pauses of thinking, (3) the
number of repetition of words, phrases or clauses, (4) the number of
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repair or reformulation for correction, (5) mean length of utterance.
The criteria are further explained below:
1) The total number of words spoken in a fixed time.
It means that the researcher wants to find out how many
words that the students are able to answer appropriately the
questions in a fixed time, for instance if the researcher asks the
students about their current job, home, studies, or other familiar
topics for three minutes such as “what do you do?” and they will
only answer “lawyer”, this is quite acceptable and
understandable, however if they use the subject and the to be it
can be seen as more fluent in speaking, and the next question
will be about their home, the question such as “can you describe
about your home? And what do you like about it” and they will
only answer “my home is big, it has got five bedrooms, etc”.
From here the researcher can analyze the fluency of their
speaking based on the total number of words they use in fixed
time.
2) The number of silent pauses of thinking
Speaking in first language requires thinking to express
our opinions or ideas, let alone in speaking using foreign
language such as English. Silent pauses are often experienced by
many EFL students in speaking, therefore in this stage the
researcher would like to find out how many times students make
silent pauses in speaking. For example, if the researcher asks the
students such question “do you have a small or big family?”, if
they answer like this “I …umm have ...umm big family?”. The
“umm” sound can indicate the silent pause that they make to
think how to answer the question, but this is still understandable
and considered less fluent.
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3) The number of repetition of words, phrases or clauses
It is a common thing that most of people tend to repeat
what they say in order to convey their opinions or ideas, so the
listener can be persuaded. However, repetition of words, phrases
or clauses can indicate dysfluency as they may have different
meaning to different contexts (Ano, 2017). For example, if the
researcher asks these two different questions to the students the
first question; “do you have a big or small family?” and the
second; “can you tell me something about them?”. And they
only answer like this for the first question “I have a big family”
and the second question like this “my family is big and my family
is kind, and they are also nice” etc. then it would only show their
dysfluency in speaking as they tend to use the same words.
4) The number of repair or reformulation for correction
Ano (2017) declares that repair can be a factor in
promoting fluency in speaking in target language. The number
of repair or reformulation for correction means that how many
times the speakers realize their mistakes and try to fix them. For
example, the students answer the researcher’s questions and they
make mistake by not putting “s” for the singular pronoun or the
third person such this one “she go, I mean she goes to
supermarket everyday with me”. “she go” is grammatically
mistaken, and when the students try to fix it by saying “I mean
she goes” that is considered as a repair or reformulation for
correction.
5) Mean length of utterance
This measure how long is the length of their speaking
ability in answering the questions. If the questions such as
“describe a film or TV program which has made a strong
impression on you? Is it comedy, horror, or sci-fi or other
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genres?”, this type of question requires longer answer than just
answering the “how are you” question. Also, mean length of
utterance can be analyzed in all the questions which the
researcher has asked the students.
b. Type(s) of Speaking Fluency
Speaking skill is not always merely something that the
speaker says automatically or when he/she wants to answer the other
speaker. The first one is oral speaking fluency, it is the ability that
the speakers have when they want to speak with no trouble or
effortless, as a fluent speaker must be able to understand and
respond to others in conversation (Guillot, & Noelle, 1999). And the
second one is speaking can be categorized as an oral reading
fluency; it is sometimes distinguished from oral fluency. Oral
reading fluency refers to the ability to read words accurately and
quickly while using good vocal expression and phrasing. However,
This research only focuses on oral speaking fluency.
c. The Purpose of Speaking Fluency
Nelson (2018) declared that “Speaking English fluently is
the key to open many doors of the world, and it’s a chance that more
and more people are taking every day”. She also stated that
globalization of business, tourism opportunities, and the world
entertainment is only a few of them why learners should speak
English fluently. The number of people who live in this world is also
increasing, however the number of languages spoken dramatically
dropping and English is the language that will survive and people
will use it the most for their communication.
Nelson also mentioned about how popular the American
television shows and movies are, such as Hollywood that they have
21
a huge impact of English learning as those television shows and
movies have the most English speakers in the world. Countries such
as Germany or China are not known for their celebrities, not like in
America nearly everyone from around the world knows Beyonce or
Brad Pitt or even Spongebob Squarepants. American television
shows or movies are shown in almost every country in the world,
usually with subtitles or dubbed voices attached. Seeing movies and
television shows this way are completely fine, however many things
such as humor or subtle emotions get lost in the translation.
Speaking fluent English means an ability to watch these movies and
television shows while also getting the entire intended experience.
If we know all the lyrics of the songs shown on television, we
perhaps can sing along.
d. Difficulties of Speaking Fluently
In the academic journal titled “A study on student’s English
speaking problem in speaking performance” written by Fitriani,
Apriliaswati, & Wardah, (2015) they express that being a fluent
speaker requires many knowledge towards the language learning
itself and its usage in the real communication. Speaking problems
are some problems that make someone who has lacks of speaking
ability. According to Doris and Jessica (2007) language problems
actually serve as one of the important reasons behind poor academic
performance.
Other difficulty that may become a barrier for the students to
become a good English speaker is the psychological problems.
Xinghua (2007) states that psychological problems are those
problems which often interfere your emotional and physical health,
your relationships, work productivity, or life adjustment such as
nervous, lack of self-confident and afraid to speak. These problems
may affect students’ performance in their speaking. Khan (2005)
22
claims in his research that some of his participants have
psychological problems in speaking. This emphasizes that
psychological problems also affect students’ performance in
speaking.
3. Speaking Accuracy
a. Definition of Speaking Accuracy
Another problem that most of EFL learners experience in
learning speaking English is its accuracy. Learners should be fluent
in learning a foreign or a second language. Therefore, teachers
should emphasize accuracy in their teaching process. Learners
should pay enough attention to the exactness and the completeness
of language form when focusing such as on grammatical structures,
vocabulary, and pronunciation (Mazouzi, 2013). As someone who
already has this experience, the researcher could not agree more with
this statement. Moreover, according to Thornbury (2005), leaner’s
correct use of grammatical structures requires the length and
complexity of utterances and the well-structured clauses. To gain
accuracy in term of vocabulary means to select appropriate word in
the appropriate contexts. EFL learners sometimes apply similar
words or expressions in various contexts which do not mean similar
things. So they should be able to use words and expressions correctly
in the right contexts. In order to speak English language accurately,
learners should master phonological rules and they should be aware
of the various sounds and their pronunciations.
According to British Council (2017) “accuracy refers to how
correct learners’ use of the language system is, including their use
of grammar, pronunciation, and vocabulary. Accuracy is often
compared to fluency when we talk about a learner’s level of
speaking or writing”. For instance, a learner might be fluent means
that they make their meaning clear, however not accurate or they
23
make a lot of mistakes. British Council also suggests that in the
classroom, language manipulation activities can help develop
accuracy. These include controlled practice, drills, the study and
application of grammar rules, and activities that help students to
‘notice’ their own mistakes.
Meanwhile, The TEFL Academy (2017) differentiates
between accuracy and fluency. Basically, accuracy is the ability to
produce grammatically and lexically accurate in English sentences.
While fluency is the ability to produce language in coherent,
effortless way.
b. The Purpose(s) of Speaking Accurately
EFL learners tend to feel afraid to speak in English
accurately because they are afraid of being judged by other people.
They have been concerned about certain areas, they think about a
time when they are speaking to other people, and they are concerned
about using the right word. They are not certain if that word is
correct for the situation, and obviously when they are concerned
with the accuracy of what they are saying, that is completely going
to slow down their fluency too, because they stop and think about
using the correct word. Whereas fluency is concerned about the
speed at which you get things across, and they are not as worried
about getting thing perfectly correct. Learners should also know the
stress, intonation, and pitch. All of these elements help learners
speak the English language easily and effectively (Thornbury,
2005). If EFL students/learners are not capable of speaking
accurately they will probably be considered as unprofessional or
amateur. Moreover, the accuracy is extremely needed in official
English tests such as IELTS that require the test takers a highly
24
accuracy in speaking test, and it may help them higher their score in
the speaking test.
c. Difficulties of Speaking Accurately
Based on the definitions about fluency in spoken language
above, the researcher concludes that the accuracy of speaking can be
influenced by a speaker’s fluent in speaking performance. Also, they
will think that the speed of their speaking will be so much slower if
they overthink about the things that make their speaking accurate,
such as grammar, intonation, stress, pronunciation, etc. so they
annihilate those elements to speak which actually make their
speaking to be inaccurate. Here are some elements that the
researchers have collected in analyzing the difficulties or problem in
speaking accurately, namely:
1) Linguistics problems
Linguistics is a scientific study of language such as the
study of language structure (grammar), words, and phonology.
According to Spolsky & Hult (2008), generally linguistics
comprises the detailed of vocabulary, grammar, and
pronunciation. Linguistics problems are those problems which
make students speaking ability become inaccurate. There are
some linguistics problems that affect someone in speaking, such
as poor in grammar, lack of vocabulary and pronunciation.
Richards (2008) claims there are some typical learner’s
problems in speaking. Those problems are:
a) Vocabulary
Vocabulary is an individual word or a set of words
which have specific meaning. Kamil and Hiebert (2005)
state that enerally, vocabulary is the knowledge of meanings
of words. The words come in at least two forms; oral and
25
print. Oral vocabulary is the set of words for which we know
the meanings when we speak or read orally. While print
vocabulary consists of those words for which the meaning is
known when we write or read silently. The problems of
vocabularies occur when someone is lack of vocabulary
needed to talk and does not know how combine the
vocabularies into a good sentence. Khan (2005) once again
states that the numbers of students who learn English as a
foreign language have difficulties to use word and
expression to speak. In addition, Doris and Jessica (2007)
also state that in the real communication, nobody paid much
attention to the correct grammar expression, but emphasized
the content and how to reply. Students clearly know what
they are going to say in the first language, but when they
have to switch the language itself into the target language
such as English, they often get confused to combine and use
the proper vocabularies needed.
b) Grammar
Grammar is a study in which sentences are structured
and formatted. If learners do not know the rules of grammar,
they will never be able to communicate using English
effectively. Even the learners appear to have mastered a
particular structure; it is not uncommon to find backsliding
occur with the introduction of new form to the learners’
interlanguage. For example, the learner who has mastered
the third singular person marker on the present tense verb is
likely to over-generalize the rule and apply it to newly
emerging modal verb, thus producing errors such as “she
coulds speak English” or when they overgeneralize the use
of gerund and modals such as “they should making new
music videos” this is incorrect as modals are not followed by
26
gerunds if they want to use infinitives plus -ing they must put
to be after the modals. These errors may appear when the
students speak since they have not mastered the English
grammar.
c) Pronunciation
English has become a language which connects
people all over the world. The second or foreign language
learners are also demanded to speak English naturally like
nativespeaker. According to Hinkel (2005: 491) a second
language learner needs to master the individual characteristic
of the sound of a new language. Furthermore, it will be good
for the students to be able to speak naturally like the native-
speaker itself. According to Burns (2003), it is more
important that the English speakers can achieve:
i. Intelligibility (the speaker produces sound patterns
that are recognizable as English).
ii. Comprehensibility (the listener is able to understand
the meaning of what is said by the speaker).
iii. Interpretability (the listener is able to understand the
purpose of what is said by the speaker).
For example, a speaker might say “I accept the
challenge” as in the phonological symbol it would be written
as “ī əkˈsept T͟Hə ˈCHalənj”, however, if the speaker says
that phrase with different stress and pronunciation “ī ikˈsept
T͟Hə ˈCHalənj” this would mean “I except the challenge”
NOT “I accept the challenge”. This is unlikely to be
intelligible because of inaccurate sounds, stress, and
patterns. As a result, a listener would not find the speaker
comprehensible, because the meaning is not available. Clear
communication is essential in communication. The various
27
features that make up the production of sounds in English
are:
i. Supresegmental features (Burns, 2003): linking,
intonation, and word stress.
ii. Segmental features: phonemes; consonant and vowel
sounds.
Pronunciation is as important as any other aspects of
foreign language learning like syntax or vocabulary. Correct
pronunciation is very necessary to develop speaking skill.
Pronunciation also has close connections to the other fields
such as listening and even grammar.
B. Relevant Research
In this research, the researcher summarizes the related studies to
prove the originality of the research. The first one is conducted by Dea Aries
Fitriani, Rahayu Apriliaswati, & Wardah (2015) entitled “Study On
Student’s English Speaking Problems in Speaking Performance”. This
study/research focuses on student’s English speaking problems and the aim
of this research is to find out the most dominant problem in speaking
performance faced by the third semester students of English Education
Study Program of Teacher Training and Education Faculty of Tanjungpura
University, Pontianak in their speaking performance. The research method
used in this research is the descriptive method. The writer uses questionnaire
and video recording as the tools of data collection. The writer used
descriptive study as the research methodology. The population of this
research is the Third Semester Students of English Study Program
Tanjungpura University 2014/2015. Sample of the study is 30 students of
the third semester students who take Speaking for Academic Presentation
Class. Meanwhile, the current research conducted by the researcher focuses
on the fluency and the accuracy of ESL students’ speaking skill in an
28
English course/institution. Also, in their research/study only show the
importance of speaking fluently not along with the accuracy.
The second study is conducted by Alicruz Rojano Pineda (2017), the
study is entitled as “Enhancing fluency and accuracy in speaking through
oral activities in VoiceThread”. This research describes an action research
project that was conducted at Montessori School in Cartagena, Colombia.
The study aims to influence students` fluency and accuracy in speaking
through the implementation of some oral activities with VoiceThread;
moreover, to describe how it contributes to the enhancement in terms of
vocabulary, pronunciation and grammar and how it promotes the
development of coherent and fluent ideas in speaking. The population of
this research is all the thirteen students of third grade are participating in the
research study at Montessori School. The research method used in this
research is the descriptive method. The writer uses questionnaire and video
recording as the tools of data collection.
The problem(s) of this research is the technology that is being used
to conduct this research may be questionable as the its reliability has not
been proven correct. According to Alicruz Rojano Pineda the VoiceThread
is a web-based platform that enables teachers and students to create and
share dynamic conversations around documents, pictures, diagrams and
videos. Pupils and tutors can have conversations and make comments using
any mix of text, a microphone, a web cam, a telephone, or uploaded audio
file.
The third study is conducted by Baiq Rahmawati Yendra (2018), the
study is entitled as “An Analysis of Students’ Problem in Mastering
Speaking Skill Faced by The First Semester of the Twelfth Grade At SMAN
Kota Bumi Lampung Utara”. This study focuses on the problems that most
of the students at SMAN Kota Bumi Lampung Utara in mastering speaking
skill, this study also chooses the twelfth grade class as sample which
consists 38 students. This research uses qualitative research method. This
study does not describe about the accuracy in speaking, only the problems
29
that those students face when they attempt to speak. Moreover, this study is
conducted in a formal school. while, the current research conducted by the
researcher focuses on the fluency and the accuracy of EFL students’
speaking skill is conducted in an English course/institution. The researcher
can ensure that based on the explanation of all of those relevant studies that
the current study will be different from all those studies above.
30
CHAPTER III
RESEARCH METHODOLOGY
A. The Research Method
In this research, the researcher uses qualitative research. Kothari
(2004) defines “Qualitative research, on the other hand, is concerned with
qualitative phenomenon, i.e., phenomena relating to or involving quality or
kind. For instance, when we are interested in investigating the reasons for
human behavior (i.e., why people think or do certain things), we quite often
talk of ‘Motivation Research’, an important type of qualitative research.
This type of research aims at discovering the underlying motives and
desires, using in depth interviews for the purpose.” Qualitative research is
also known as naturalistic method for its research is done in natural setting
(Sugiyono, 2017, p. 8).
Based on the explanation about qualitative research above, it has
become clearer that the purpose of the research is to understand EFL
student’s speaking ability. Work processes and their interactions in using
English can only be parsed if the researcher conducts the research with
qualitative method by participating in-depth interviews with the students.
Thus, a clear relationship pattern can be found. In this research, the
researcher has chosen International Language Program (ILP), Jakarta as a
place to be the research and the researcher has chosen the students that are
currently in General English (GE) class as objects to be analyzed. Therefore,
the researcher would like to share with the reader(s) the procedures of this
research, here are the procedures of this research:
First, the researcher proposes three different titles for the mini thesis
or the research that the researcher is going to conduct. Second, the faculty
has chosen two lecturers as his/her supervisors to guide the researcher in
conducting his/her research. Then, the researcher asks permission to the
31
principal of the English course/institute located in Central Jakarta to conduct
the research. After that, the researcher does the research. After getting the
permission to conduct the research, the researcher who is also the teacher of
the objects, observe what they do in speaking activities, listen to what they
say, and guide them in speaking activities. After the observation, the
researcher conducts an interview with the objects to support the data.
Finally, the researcher analyzes the result the fluency and the accuracy of
the International Language Program (ILP)’s students in speaking skill.
B. Research Place and Time
1. Place
This research will be conducted at ILP Tower, Jl. Ks. Tubun
No.14D, RW.6, Petamburan, Tanah abang, Central Jakarta, Daerah
Khusus Ibukota Jakarta 10260, Indonesia. There are some solid reasons
why the researcher has chosen this place and those students to be
analyzed. Firstly, International Language Program (ILP) as an English
course has been over forty years in educating Indonesian students to
learn English, and secondly ILP has developed the official curriculum
from Cambridge, and thirdly and this could be the strongest reason why
the researcher has chosen this place to be his research is because this
English course/institution is his work place where the researcher works
as the English teacher, the researcher also teaches the students for the
General English students that become the objects of the research. Hence,
this is a great opportunity for the researcher to do his research here.
2. Time
The research is conducted from December 2019 until November
2020. The researcher also creates a schedule for this research.
32
Table 3.1
Research Time Table
No Activities
Months in 2019/2020
Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov
1 Title
Submission
2 Guidance of
Proposal
3
Seminar of
the Mini
Thesis
4
Guidance
and Revision
of Seminar
Result
5
Creating
Research
Instrument
6 Data
Collection
7 Data
Analysis
8 Final Test of
the Research
33
C. Research Source and Data
The sources of this research are the students who are in the level of
General English (GE) class in International Language Program (ILP)
located in Petamburan, Central Jakarta. While for the data in this research
is divided into primary data and secondary data.
1. Primary Data
Primary data consists the source of data which is obtained by the
data collector directly from the source of the objects (Sugiyono, 2017,
p.104). Therefore, this research will use interview and observation and
questionnaire to get the valid data from the General English (GE)
students.
2. Secondary Data
According to Sugiyono (2017, p.104) declares that secondary
data is source of data that is related to problems that is being researched
indirectly from the objects that are being observed. This data is mostly
available in the place that is being observed by the researcher, such as
documents, pictures, videos, or in this case; the students’ report cards.
For instance, the number of the students’ General (GE) class that is
being observed is officially obtained from the authority of International
Language Program (ILP).
D. Data Collection Technique
Sugiyono (2017) states that “the fundamental methods relied on the
qualitative researcher itself for gathering the information is participating in
the setting, direct observation, in-depth interviewing, and reviewing
documents.” There are three techniques that the researcher uses; they are
observation, interview, and document, the detail of technique as follow:
34
1. Observation
The researcher is able to learn about the objects of the research’s
behavior and the meaning attached to them that is being learnt through
observation (Marshall in Sugiyono, 2017, p. 226). Sanahfiah Faisal
(1990) defines observations into participant observation, overt and
covert observation, and unstructured observation. Participant
observation is the researcher observes on what pupils do, listen to what
they say, and participates in the objects’ activities (Stainback, 1988).
Overt and covert observation mean that the researcher that conducts the
data collection state frankly to the data collection that he/she is the
conductor of the research. Meanwhile, unstructured observation is an
observation that is not systematically prepared about what will be
observed.
Based on the descriptions above, the researcher uses participant
observation. The research is an active participant, and the researcher is
involved in the objects’ speaking activities.
2. Interview
Interview is divided into three types of interview, namely:
structured interview, semi-structured interview, and unstructured
interview (Esterberg, 2002). Structured interviewed is an interview
technique that is used to collect the data, if the data knows exactly what
information that is going to be obtained. While semi-structured
interview is an interview technique that include the category in-depth
interview in conducting the interviews, researchers need to listen
carefully and it is recommended that the researcher should record what
is the participants or the informants explain. And the last interview
technique is unstructured interview, it is the type of interview technique
that the researcher does not use the interview that has been
systematically arranged and completed for the data collecting, hence this
35
type of interview technique is more like spontaneous reaction of the
researcher to his/her informant or participant, normally in this situation
the participant or the informant will be asked spontaneous questions
(Sugiyono, 2017, p. 233).
Based on the explanations above, the researcher would like to
use structured interview technique, in order to find the clearest result
about the fluency and the accuracy of General English (GE) students’
speaking skill and the researcher wants to make the data as valid as
possible. The interview is going to be full in English, students of
General English are already used in speaking English in daily basis, also
the researcher interviews the teachers that teach the General English
class. Therefore, it will not be a trouble for them and there will not be
misunderstanding to each other as they already understand what the
researcher tends to do. The research of this interview is to answer the
research formulation in chapter I; (1) How fluent and accurate the
students’ speaking skill in multilevel of general English at the
International Language Program are? (2) How important are the fluency
and the accuracy that the GE students must possess? (3) What factors
are affecting the GE students’ speaking skill?
3. Document
According to Sugiyono (2017, p. 240) states that “Documents
are the records of the past events. Documents can be in form of writing,
pictures, videos, or the monumental works of a person”. In this research,
the researcher uses video recording, paper-based interview, and
36
questionnaires as the documents. Video recording is to not only record
the voice when they speak but to give a real prove that the interview is
being conducted by the researcher.
The researcher will interview the General English students. Paper-
based interview is used by the researcher to ask the participant/informant
the structured questions, and the questionnaires are used to review the
objects’ satisfaction in doing the speaking activities. The researcher has
chosen questions that are similarly to IELTS speaking test questions of
Cambridge University Press which contain three parts; part 1, part 2, and
part 3. Each part has increasing difficulties where part 1 is the easiest part.
The questions are from academic IELTS and according to Cambridge
University Press (in Cambridge English IELTS Academic 12, 2017)
“Academic IELTS is for candidates wishing to study at undergraduate or
postgraduate levels, and for those seeking professional registration.”
Moreover, they explain about the academic test format for speaking test.
The speaking module takes between 11 and 14 minutes. It consists of an
oral interview between the candidate and an examiner. There are three main
parts, namely:
1. Part
The candidate and the examiner introduce themselves and then
the candidate answers general questions about themselves, their
home/family, their job/studies, their interests and a wide range of similar
familiar topic areas. This part lasts between four and five minutes.
2. Part 2
The candidate is given a task card with prompts and is asked to
talk on a particular topic. The candidate has one minute to prepare and
they can make some notes if they wish, before speaking for between one
and two minutes. The examiner then asks one or two rounding-off
questions.
37
3. Part 3
The examiner and the candidate engage in a discussion of more
abstract issues and concepts, which are thematically linked to the topic
prompt in Part 2. The discussion lasts between four and five minutes.
The Speaking module assesses whether candidates can
communicate effectively in English. The assessment takes into account
Fluency and Coherence, Lexical Resource, Grammatical Range and
Accuracy, and Pronunciation (Cambridge University Press, 2017).
Based on the explanations above, the researcher can conclude that
the questions of the IELTS test are suitable for this type of research.
However, considering the duration time in conducting the interview with
the General English students and the ability of the students itself, it has been
decided by the researcher that the researcher will only take questions from
two parts, they are part 1 and part 2.
E. Research Instrument
In qualitative research instrument (Sugiyono, 2017, p.222) declares
that “The instrument of choice in naturalistic inquiry is the human itself.”
This statement is also supported by Kothari (2004), he states that research
can be termed as “an inquiry into the nature of, the reasons for, and the
consequences of any particular set of circumstances, whether these
circumstances are experimentally controlled or recorded just as they occur.
Further, research implies the researcher is interested in more than particular
results; he is interested in the repeatability of the results and in their
extension to more complicated and general situations.”
The qualitative research instruments that the researcher will use to
conduct the research are observation, interview, questionnaire, and
documents and they are listed below in the table 3.2.
38
Table 3.2
Research Instrument
No Activities Focus
1 Observation
In this stage, the researcher observes the activities of
the objects, pay attention to what they say carefully,
and participate with them in their speaking activities.
2 Interview
In interview, the researcher focuses on the fluency
and the accuracy of the students of General English
(GE). In this phase their speaking skill is being tested
as well. The questions will be divided into two parts,
part 1 and part 2. Part 1 consists of 5 general
questions that will test their fluency in speaking
general topics. And part 2 consists of 5 interrelated
questions. These questions require different types of
tenses and grammar to analyze their accuracy and
fluency in speaking.
3 Documentation
Documentations are in the form of electronical tools
such as videos or photos. Documentation study is a
complement of the use of the observation and
interview method in qualitative research. The
researcher also uses form of questions in
interviewing the students.
4 Questionnaire
General English (GE) students will be given a paper
that contains some questions related to speaking
activities. There will be 10 questions that the
researcher will give to the students. The questions
will be about how far they understand the English
grammar in speaking skill.
39
In this type of observation, researcher normally involve themselves
with the daily activities of the people that are being observed or utilized as
the source of the research data. While conducting the observations,
researcher should also do what the data source do. The researcher observes
the speaking ability that the students of General English (GE) have, how
they answer question by question by the researcher, and how comprehend
they are about the questions that they answer.
F. Data Analysis Technique
In qualitative research, data is obtained from various sources with
the triangulation technique and it is done continuously until the data is valid
(Sugiyono, 2017, p. 243). Miles and Huberman (1984) support this
statement that the steps in qualitative data analysis is conducted
interactively and continuously until it is done, and the technique is divided
into four steps: (1) data collection, (2) data reduction, (3) data display, and
(4) verifying (Sugiyono, 2017, p. 246).
Components of Data Analysis
Figure 3.1
Components of data analysis: Interactive model
(Source: Miles & Huberman, 1984)
Data Collection
Data Reduction
Data Display
Conclusion:
Drawing/Verifying
40
1. Data Collection
In qualitative research, the data is collected by conducting
observation, in-depth interview interviews, and documentation or a
combination of the three (triangulation) (Sugiyono, 2017, p. 225).
Wiersma (1986) states that “triangulation is qualitative cross-
validation. It asses the sufficiency of the data according to the
convergence of multiple data sources or multiple data collection
procedures.
The researcher will conduct a general exploration of the
speaking activities for the Multilevel General English (GE) students
under this research, all that is seen and heard is recorded. Thus, the
researcher will get lots of data and various data.
2. Data Reduction
Reduction means summarizing, choosing the subject matters,
focusing on important data, and looking for theme and pattern
(Sugiyono, 2017, p. 247). Therefore, in this research, the researcher
would ignore the less important data from the research and would focus
on the important data to be described.
In reducing the data, the researcher will focus on the students
who are currently active in General English (GE) class, their speaking
activities, interaction between students to other students and students to
the teacher. The main purpose of qualitative research the findings. The
researcher would summarize the data based on the purpose of this
research. The purpose of this research is to find out the fluency and the
accuracy of General English (GE) students’ speaking skill in
International Language Program (ILP).
3. Data Display
The third step in analyzing the data is data display. In this stage
the researcher displays the data after reducing the data. According to
Sugiyono (2017, p. 249) declares that “By displaying the data, it will
41
make it easier to understand what is happening, then plan the next
work/research based on what something that has been understood.”
From the explanation above, it can be concluded that data display is
something that we can learn to make the research more organized.
4. Verification
The fourth and the last step in analyzing the dat ain the
qualitative research is verification (Sugiyono, 2017, p. 252). The
researcher tries to verify the data to the authority of the faculty, it is still
temporary and it will be changed if there are no solid proves that support
the data. However, if the proves are proven valid then the conclusion
will be credible.
G. Data Validity
Validity is the accuracy of the data that occur with the objects of the
research that can be reported by the researcher. Valid data is the data that is
“not different” between the researcher’s report and the real data that occur
to the objects of the research (Sugioyono, 2017, p.267). There are two types
of data validity; internal validity and external validity. According to
Sugiyono (2017) internal validity relates to the degree of the research design
accuracy with the result that has been achieved. For example, if the research
is designed to observe the work ethic of the employees, then the data should
be about the work ethic of the employees. The research becomes invalid if
the data is about the motivation of the employees. Data validation must also
go through validity tests that are tested by the expert judgments/professional
judgments, in this case the expert judgments are the lecturers that teach
speaking subject at University of Muhammadiyah Tangerang and the
principal of International Language Program institute, therefore data
validity can be acceptable. External validity is the degree of the accuracy of
the research whether it can be generalized or applied to the population of
the sample where it is taken.
42
The level of external validity can be very high if the samples of the
research show very representative, and the instrument of the research is
valid and reliable, also the way the research is conducted appropriately then
the external validity is enough. In reliability Stainback (1988) declares that
“reliability is often defined as consistency and stability of the data or
findings. From a positive perspective, reliability typically is considered to
be synonymous with the consistency of data produced by observations made
by different researchers (e.g. interrater reliability), by the same researcher
at different times (e.g. test retest), or by splitting a data set in two parts (splir-
half)” (Sugioyono, 2017, p. 267). Therefore, data reliable and consistent
data is likely valid, even though it is not always valid. For instance, someone
can lie consistently and it is valid, even though it is not.
Objective data is usually valid, even it is always not valid. Sugiyono
(2017) states that objectivity of the data is “interpersonal agreement” among
many people to certain data. For example, there are ninety-nine people agree
that A is not a thief (objective), and there is only one who disagrees this and
says that A is a thief (subjective). The one person out of ninety-nine is
actually correct about A, because all of these ninety-nine people are the
thief’s friends who are thieves as well, hence these people say that A is not
a thief. In qualitative research, to get valid and reliable data, the data is being
tested. Stainback (1988) says that quantitative research is more about the
aspect of the reliability, meanwhile qualitative research is more about the
aspect of the validity (Suguyiono, 2017, p. 268).
In qualitative research, reality is complex, dynamic/changeable,
hence there is no consistency, and unrepeatable as before. Heraclites in
Nasution (1988) declares that “we cannot enter the same river for the
second time” as the water of the river is flowing continuously, time keeps
changing, situations are always different so are the behaviors of the humans
that involve in social environment (Suguyiono, 2017, p. 269). Moreover, the
way of reporting the research is individualistic, it means it is always
43
different from a person to the other. The researcher can conclude that there
is no stability/consistency or even stability data or findings.
After conducting the process of collecting data and data analysis,
the researcher needs to ensure that the finding result is valid and accurate.
The validity of data in qualitative research includes confirmability
(objectivity), credibility (internal validity), transferability (external
validity), and dependability (reliability), (Sugiyono, 2017, p. 270).
1. Confirmability (Objectivity)
Confirmability test means testing the results of the research
associated with the process that is carried out. Confirmability testing is
nearly the same as the dependability test, the test can be done
simultaneously. According to Sugiyono (2017, p. 277) “confirmability
is related to the objectivity of research hashes. The results of the study
are said to have a high degree of objectivity if the existence of data can
be traced precisely and the research is said to objective if the results of
the study have been agreed upon many people.” If the results of the
research are able to function and the process of the research is carried
out, the research has matched the reliability.
This stage of data validity can be done through the students’
speaking skill, triangulation, re-observation of the records (if needed),
re-checking, seeing the same event in the location of the research as a
form of confirmation.
2. Credibility (Internal Validity)
Internal validity or known as credibility discusses how far the
result of the research can be trusted, to achieve the confidence in
conducting the research; persistent observation, peer debriefing, and
member check. Data validity has three criteria as follows:
44
a. Triangulation
Triangulation is defined as data collection techniques which is
the combination of various data collection techniques and existing
data sources (Sugiyono, 2017, p. 273). This is also supported by
Wiersma (1986) by stating that “Triangulation is qualitative cross-
validation. It assesses the sufficiency of the data according to the
convergence of multiple data sources or multiple data collection
procedure”. The researcher uses participants for observation, in-
depth interview, and documentation for the dame data
simultaneously. Triangulation is divide into three, namely:
1) Source Triangulation.
Triangulation of sources to test the credibility of the data
is done by checking the data obtained from several sources. For
instance, to test the credibility of data about the someone’s
leadership then the collection and the test of the data obtained
must be done to their employees, to their employers, and to their
colleagues that are in the same level. Sugiyono (2017) states that
the data obtained have to be described, categorized, which one
has the same opinion which one has different opinion, and which
is specific from all of those three sources. The data that is already
analyzed by the research, henceforth it can be requested
agreement (member check) with the three resources. In this
research the three resources are the principal, the teacher, and
the colleagues.
45
Figure 3.2
Triangulation of Data Source
(Source: Sugiyono, 2017)
2) Technical Triangulation
This type of triangulation is to test the data credibility by
checking the same source with different techniques. For
example, the data is obtained from interview, and then it is being
rechecked with observation, documentation or questionnaire. If
these three credibility techniques show inconsistency, then the
research needs to conduct a discussion to the object of the
research or other people in the area of the research is conducted
to ensure that which data is considered valid.
Figure 3.3
Triangulation of Data Technique Collection
(Source: Sugiyono, 2017)
The
Principal
The
Colleagues
The
Teachers
Questionnaire
/Documents
The
Interview
The
Observation
46
3) Time Triangulation
Time also often affects the credibility. Therefore, in
testing the credibility of the data it can be done by checking the
interviews, observations in different times and situations. In this
research the research is mostly conducted in the afternoon and
the evening as English course’ schedule opens in the afternoon
until evening. However, it is not impossible that the researcher
conducts the interview in the morning as some students in
General English (GE) are also in the morning class.
Figure 3.4
Triangulation of Data Collection Time
(Source: Sugiyono, 2017)
b. Peer checking or member checks.
The activities that the researcher carries out is to gain a high
level of credibility by involving the researcher in the speaking
activities of the participants, the researcher tries to confirm and
clarify the data that will be obtained from the participants (member
checks) or the researcher consults with other teachers who teach
General English class as well to reanalyze the data obtained.
Member checks implementation can be done after one period of data
Morning
Evening
Afternoon
47
collection is finished, or after obtaining a finding or conclusion
(Sugiyono, 2017, p. 276)
3. Transferability (external validity)
According to Sugiyono (2017, p. 276) states that
“Transferability in qualitative research is an external validity.
Transferability is established by providing the readers with the real
evidence that the research’s findings can be applicable to other contexts,
situations, and populations.”
The researchers should make excellent reports to read, and they
should provide complete, clear, systematic and trustworthy information.
If the readers get a clear picture of what this research about, then the
results of the research meet the standard of transferability.
4. Dependability (reliability)
A reliable research is the research that can make other
people/researchers repeat or even replicate the research process. In
qualitative research, dependability testing is carried out by using an
audit of the overall research process. Faisal (2017) states that this
procedure can only be done by independent auditor or the research guide
to audit the whole activities of the researcher in conducting the research
(Sugiyono, 2017, p. 277).
Thus, after the researcher conducts the research by using the method
of interviews, observation and documentation, the results of the research
data will be combined so that they complete each other.
