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CHAPTER I

INTRODUCTION

1.1. Background of the study

English is an international language used in many countries troughout the

world including in Indonesia. In Indonesia based in “Kurikulum Berbasis

Kompetensi” (KBK), English is not study considered to be the first foreign

language but it is taught in elementary school until senior high school.

By seeing this fact, people usually blame the teachers as the people who

should be responsible for it. They are assumed as the primary source of the

unsatisfactory result of English teaching processes. Our community often question

about the teachers’ work and even consider them as unqualified resources.

However, as members of the scientific community, teachers should be able to find

out elements from which the cause of the failure comes.

As Sudjana (198:6) states that learning processes are influenced by two

factors, internal and external factor. The first factor comes from the learners

themselves, such as the ability, interest, habit, aptitude, motivation, attitude, and

intelligence. While the latter factors come from outside as the learners, such as

situation and condition of the environment. They are family, school, and society

surroundings.

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Ramelan (1986:85) has proven that motivation is an important factor

which determines the success of a foreign language learning. A learner will be

successful in learning if he/she has a strong motivation to learn it.

Strong motivation will encourage the students do their efforts to reach the

goal of the study. Tim MKMD IKIP Semarang (1996:67) states that strong

motivation is needed in language learning. The students who have strong

motivation to learn and master the language especially English, in Indonesia as a

compulsory subject, will likely succeed, and on the other hand they who have low

motivation will fail.

In the thesis, the writer try to investigate “The speaking ability in the first

year of SMP N 1 Karimunjawa in the academic year of 2005/2006”. When the

teachers find the goals of learning and teaching can be achieved. However, when

the teachers see the students, ability is low toward English, they have to try to find

out the most appropriate way or method of teaching to encourage the student to

study more seriously.

1.2. Reason for Choosing the Topic

The writer chooses students’ speaking ability towards English to

investigate in this thesis, because ability, as a part of internal factors, is very

important in determining one’s success of failure in language training, especially

English. If the student’s ability strong toward language learning especially

English, he/she may get success. Thus, the students’ ability toward English is

necessary to be uncovered. The writer also thinks that ability is one of the

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important factors which effects the success or failure a student have a positive

ability. It means that he or she accepts English. By accepting English, he or she

likes to study it. So, they will get success in learning English.

1.3. Statements of the Problem

In order to get a systematic point of view of the objective of the study, the

writer limits the problem into the following.

1. How is the students’ ability toward English based on cognitive, affective and

behavioral?

2. To what extent is Speaking Ability of The First Year Students of SMP N 1

Karimunjawa in The Academic Year of 2005/2006?

1.4. Objectives of the Study

In writing this paper, the writer has the following objectives:

1. To find out the students’ ability based in the three components, namely

cognitive, affective, and behavioral, which influence the students’ language

learning English.

2. To find out the speaking ability of the first student of SMP N 1 Karimunjawa?

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1.5. Significances of the study

The writer hopes that this study will be significant for people, such as:

a. The Writer

The writer will have experience and capability in conducting a research on

students’ ability and the students’ competence in learning English as the first

foreign language that they learn in this country.

b. The Students

By realizing the important of English, the students will try to get success in

learning language especially English. The result of study may help the

students in improving their positive ability in learning English.

c. The English Teacher

The teacher could be more careful in their teaching management, so that the

failure of their English teaching can be anticipated. Based on the result of the

study, the teachers are able to increase their students’ awareness of the

importance of English for their future needs. It may be able as feedback on

their teaching activities, improve the methods or techniques in teaching so that

the students are more motivated in learning English.

d. The Readers

The readers can learn from this thesis about students’ ability toward English.

They can also take the good ones and make the lack being better.

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1.6. Definition of Key Terms

a. Speaking

As Horn by explains the word speaking as: “make use of word in ordinary

voice” (oxford dictionary) Drs. Peter Salim, MA explains it as: “A Person

Pride of Speaking Voice” (The Contemporary, English Indonesia dictionary).

b. Ability

According to horn by, “Ability is the mental of physical capacity, power or

skill required to do something.

c. Speaking Ability

Competence in speaking practiced

d. The First Year Students

The phrase the first year students refer to the student who have been

studying in SMP N 1 Karimunjawa for a year.

e. Student

Taken from Oxford Learner’s Dictionary, student is person who is

“studying at a college or university or any person who studies”.

Students here are just limited into the students of SMP N 1 Karimunjawa.

f. SMP N 1 Karimunjawa

It is one of the Junior High School in Jepara. This school is placed at

Karimunjawa Islands.

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1.7. Outline of the Thesis

The study is divided into five chapters:

The first chapter is introduction which includes the background of the

study, reason for choosing the topic, statements of the problem, objectives of the

study, significances of the study, definition of the key terms, and outline of the

thesis.

The second chapter is review of related literature which presents English

language learning, English teaching at Junior High Schools, factors affecting

foreign language learning, definition of speaking and essence of speaking,.

The third chapter is method of the study which consist of population,

sample, instrument, technique of collecting the data, and method of data analysis.

The fourth chapter is concerned with the data analysis and discussing

The five chapter is conclusions and suggestions.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1. English Language Learning

Being an international language, English is spoken in most international

events and is used as the medium of information on science, technology, and

culture as well as a result. People who want to keep abreast with the cultural,

scientific, and technological advances must deal with this language.

Realizing the importance of the language, the Indonesian government

considers English as a first foreign language and a compulsory subject to be

taught in high schools and universities. As Ramelan (1992:1) stated that English is

the first foreign language that has been taught in Indonesian since 1945. Even, in

certain region, English is now taught st elementary schools as a local content.

English is considered as the first foreign language in Indonesia. It becomes

one of the subjects that the students must learn both at Junior and Senior High

School. Since English is a compulsory subject and a part of the school curriculum,

students have to study it.

Although English is taught in both Junior and Senior High School, the

result of the teaching program in our country has not been satisfactory. Students

learn English because it is a compulsory subject they have to study. So, they are

only learning English, but not acquiring it. Furthermore, they do not have any

aims about their English learning.

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Krashen as quoted by Harmer (1983:31), draws as distinction between

learning and acquiring a language. He characterizes the former as a conscious

process which result only in “knowing about” language, whereas acquiring a

language is a subconscious process which result in the knowledge of language.

Acquiring a language is more successful and longer than learning a language.

Allwright as quoted by Harmer (1982:31), states that learning takes places

most successful when the students are put in communicative situations in the

target language. So, there is not need for formal instruction (e.g. the teaching of a

grammatical point). Instead the students are simply asked to perform

communicative activities in which they have to use the foreign language. The

more they do this the better they are at using the language. He also suggests that it

seems true that the more a language learner uses a language to communicates, the

better he becomes at communicating.

Krashen, as quoted by Hammer (1983:32), however, sees successful

acquisition as being very bound up with the nature of the language input the

students receive. Input is a term used to mean the language that the students hear

or read. This input should contain language that the students have already

“known” as well as language that they have not seen yet: the input should be, in

other words, at a slightly higher level than the student is capable of understanding.

Krashen calls this “rough tuning”. If foreign language students constantly receive

input that is roughly-tuned that is, slightly above their level, they will acquire

those items of language that they did not previously know without making a

conscious effort to do so.

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Man is social who always needs company in his life. It can hardly be

imagined that he should live all alone by himself without anyone to accompany

him. He need help from the others. That is why human beings always live together

in groups, cooperate and interact with one another interaction is a realization of

human beings instinct to fulfill their need. One of the way to provide the

necessities of live cooperate, associate, and exchange information and

experiences. To express the ideas, they absolutely need a means of

communication, which is called language man cap, because through

communication we will understand each other. Ramelan state that with language

man cap express his ideas and wishes to other people such as when he need their

help so that close operation among members of the group can be carried out

(1992:8).

Language is a prime means to communication in human being life. By

using language, man cap communication not only about things connected with his

biological needs, but also about many things that he need. Human language differs

from animal’s means of communication in the medium, the sounds produced by

man are more varied that those produced by animals that always the same and

remain unchanged. In addition to their varities, human speech sounds can also

combined in various way in other to from and utterance.

The other definition of language is stated by finocchiaro, language is a

system of arbitrary vocal symbol which permits people in a given culture, or other

people who have learned the system of that the culture, to communication or to

interact (1973:3)

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The definition above is not only a component of culture, indeed the central

feature. It is also to the primary system though which all other components the

culture of a society is expressed.

Finally, based on the opinions above, Harmer suggest that roughly-tuned

input and the use of the foreign language in communicative situation can

satisfactorily exist side by side with work which concentrates on conscious

learning, where new language is introduce and practiced. Conscious learning is

thus seen only as one part of the methodological approach, which encourages

language acquisition through a large amount of input and a significant emphasis

on the use of language in communicative activities.

2.1.1. English Teaching at Junior High School

Since the proclamation of Indonesian on the 17th of August 1945,

Indonesian government has chosen English as a first foreign language to be taught

at Junior and Senior High Schools. It is one of the subject that the students must

learn. This decision is reasonable since English plays an important role in

international relation between Indonesia and other countries in the world.

English as a compulsory subject at Senior High Schools functions or

serves as an instrument for the development of science and technology, art, and

culture, with a view to enabling the students to become good, intelligent, and

skillful citizens who are ready to take part in the national development.

Based on the concept and function of English, the teaching aims at

developing the four language skills; reading, listening, speaking, and writing. In

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teaching process the four language skills usually cannot be separated. They are

taught harmoniously. While the language elements or components are taught with

a view to support the development of the four language skills.

In the 1994 curriculum, one of the most important concepts in teaching of

English at Senior High Schools is themes. The themes in the Basic Course

Outlines (GBPP) constitute the scope of the three years course program and

consists of topics which are used in the teaching of English to create

communicative activities in the language. These activities involve the four skills

which constitute the goals of English teaching. Furthermore, it is stated in the

Basic Course Outlines that the communicative Approach-specifically called the

meaningful-based approach is considered the most appropriate approach for the

attainment of the goals of the English teaching from the point of view of its nature

and function. This approach considers language as an instrument for expressing

ideas, thoughts, opinions, or feelings. Based on the curriculum of Senior High

School (1994:4), the main goals are as follows:

a. Reading

Students are able to read texts in the form narrative, descriptive, dialogue,

and other special forms, such as leaflet, brochure, and private letter which has

about 1500 words length. It is expected that students are able to:

Find certain information.

Find the main idea.

Students are able to report what they listen which is about 8 lines.

Students are able to catch the information the text they listen.

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b. Speaking

Students are able to ask and answer questions orally.

Students are able to make a short conversation.

Students are able to describe things.

Students are able to express, ideas, opinions, feeling, and attitudes.

c. Writing

Students able to make short paragraph which is about ten sentences.

Students able to completed a short conversation which vocabulary they have

known, but related to the conversation.

Students are able to arrange some sentences, about ten sentences, given not an

in correct order, then they have to arrange into the correct order.

Students are able to make a short letter.

d. Listening

Students are able to find out the main ideas.

Students are able to find out specific information in dialogue.

Students are able to practice the writing.

From communicative activities which are manifested in reading, listening,

speaking, and writing, English teachers need to select suitable themes and topics

in sequential order and teach the students to use and practice a number of

functional skills and necessary communicative expressions in English which are

relevant to the given themes and topics. The teachers have to teach each skills

based on the curriculum which has the appropriate goals in the process of teaching

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and learning language. Curriculum is an important thing and it has a main role

before the teacher teach the lesson.

2.1.2. Factors Affecting Foreign Language Learning

There are a number of factors, which affect the success or failure of

second or foreign language learning. Those factors are internal factors that come

from the learner himself and the external ones that derive from outside of the

learner.

1. Internal factors

Wijayanti (2001:12) divides internal factors affecting language learning

process into: gender, intelligence, interest, motivation and attitude. The detailed

explanations are given bellow.

a. Gender

Dewi (2001:16) in his thesis entitled “A Socio Linguistic Study on the

Students’ Language Attitude” defined the sex variable is important because of the

difference of social and cultural behavior between both of the gender, male and

female. He conclude that female pay more attention to foreign language,

especially English, than male ones. Female are more talented in learning the

language.

b. Intelligence

Yellon and Weinstein (1977) as quoted by Wijayanti (2001:13) say that

intelligence as the overall capacity of an individual to understand and to cope with

the world around him. It is perhaps the most important determinant in the

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development of language, since it affects both the ability to mimic verbal

symbols, as well to understand their meaning.

c. Interest

Hornby (1974) as quoted Wijayanti (2001:13) says that interest as a

condition of wanting to know or learn about something or somebody. Most

children want to learn, they come to school eagerly and are willing to devote the

time, effort and energy necessary to learn. If the material is interesting, their

motivation will remain high. So they will be interested in learning the language.

d. Motivation

Katzell (1980) as quoted by Watson (1984:437) states that motivation may

be seen as a function of certain traits of employees, for example; a personal

interest in getting ahead or a characteristic of a particular work situation. Watson

(1983:437) defined motivation is the underlying caused of people’s desire to

perform particular behaviors and their willingness to explain effort of them

learning a language will be more successful if the learner has certain motivation

because motivation is one of some factors mentioned previously, needed in

learning second or foreign language.

e. Attitude

Attitude is also considered as one of the important factors that determines

the success or failure of foreign language learning. Since this study deals with the

students’ attitude toward English. It is essential to discuss the general meaning of

attitude and the level of attitude of students toward English.

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Krashen, quoted by Nurhadi and Roekhan (1990:8) states that attitude

directly deal with the second language acquisition. In addition, Littlewood

(1987:55-56) asserts that the learner with more favorable attitudes will wish for

more intensive contact with the second language community. In situations where

circumstances do not actually compel members of different language groups to

have contact with each other, the learners’ attitudes may determines whether he

perceives any communicative need at all. One pf the factors influencing how we

experience the process is our attitude toward the foreign culture itself. If this

attitude is negative, there may be strong internal barriers against learning, and if

learning has to take place because of external compulsion, it may only to the

minimum level required by these external demands.

2. External factors

The external factors effecting language learning which come from the

outside of the learners include both the first or second language surrounding

where they are learning, and linguistic condition of both of the language. Since

the writer cannot examine all of them in detail, it is useful to discuss more detail

about the internal factors, especially attitude which have to be main problem of

this study.

2.2. Definition of Speaking

Speak is an interactive process of construct meaning that involves

producing and receiving and processing information (Brown, 1994: Burn F Joyce,

1997) it is from and meaning are dependent on the context in which it occurs,

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including the physical environment, and the purposes for speaking. It is often

spontaneous, open-ended, and evolving. However, speech is not always

unpredictable.

In Webster’s dictionary of English language, “Speaking” means the act ort

of person who speaks and which is spoken, utterance, discourse, (1983:1741).

According to Webster in Maskur (2005:26), speaking means:

1. Making a practice of speaking or conversing (with another or each other). It

means that speaking is talk with the others about anything to take and give

information or knowledge by one to others.

Because Conversation is an oral communicate activity like transmitting

information, ideas, or felling.

2. Having a relationship or conversation, as in greeting. It means that greeting, as

opening a conversation an bringing a conversation to an end are essential part

of our language. For example, to say “hallo”, “good morning” and “good

bye”, through conversation or greeting we can build the relationship with

other. Greeting in all language have the same purpose to establish contact with

other person, to recognize his existence and to show friendliness.

Most of people in the world do conversation in formal greeting and farewells,

informal greeting and farewells, formal introduction and so on.

Based on those meaning the writer defines the term of speaking as the action

of person who speak converses with another or each other in order to get a

communicative relationship.

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2.3. Essence of Speaking

Speaking is part of integral from overall of person of personality,

expressing the speaker environment, strata of social and his or her educational

background. Speaking is ability to speech to express articulator sound or word, to

expressing is to communicate. It is or he has evaluated its communication effect to

all hearers and has to know all discuss situation.

According to Tarigan (speaking has three common intentions) they are:

1. To in form, when speaking is used to convey or ideas, minds of to in form anything to the teacher.

2. To entertain, when speaking is used to make they are happy and satisfy.3. To persuade, when speaking is used purpose the heaver in order to follow

speaker’s ideas or minds.

A speaker basically composes four matters needed in expressing mind or

his/her opinion to other, that are:

1. Speaker represents willingness, intention, or meaning, which is wishing

him/her owned by other that is a mind.

2. Speaker represent the user of language, maker of feeling and mind become

words.

3. Speaker is something that wishes to be listened, convey intend and words to

others through voices.

4. Speaker is something that have to been, showing, and an action that must be

paid attention and read through eyes.

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2.4. The Importance of teacher speaking

There are many reasons why English is thought in every country in the

world. English is an international language, therefore, it is used internationally

among nations of the world, it is used in the field of politic, economic, science,

technology and other.

It is obvious that English has spread widely and had great influence in the

world. Accordingly, the tremens douse development in the ability to speak and

year-by-year, people try to find and appropriate way to help them learn English

well.

The educational system in Indonesia is determined by the national

demands. It is proved by the curriculum that has been made by Indonesia are to

enable they students to communicate in the target language. Particularly in senior

high school, the skill of teaching is given a teaching student to road all kinds of

material fluently. It is also teaching them to read comprehensively.

The reason is that it will be needed in higher education that is in

universities or academics and this. And this aim is shown in the curriculum

objectives a stated explicitly in some of the General Instructional Objective (GIO)

of the GBPP.

For some reasons speaking is very important in our life.

According to Sukarno’s book (1971:9) by Madya in Maskur (2005:29).

1. To understand the content of English textbook and references.

2. To Understand lectures delivered in English.

3. To take notes at lectures delivered in English.

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4. To Introduce Indonesia Culture to other or nations.

5. To communicate orally with foreign lectures or students.

2.5. The Process Of Teaching Speaking

Learning to speak a foreign language communicatively is a lengthy

process.

First of all the learner should understands the vocabulary and the grammar

or the knowledge of the language that they are learning. Then they must be

accustomed to the certain pattern of sentence as a basic for them to use them in

expressing their intentions automatically, so that the main goal of learning the

language is achieved.

Students fell that learning a language means learning to speak, they expect

to be able to speak in the language they learn. Because of this reason, the teaching

of speaking is not only directed to make them able in listing language for

communication as much as possible. Rivers chance to apply what he has learned

in an act of communication a roused among members of the class group.

We cannot wait until students have a sure grip of all the structure of the

language before giving his practice in communication (River, 1968:165).

According to rivers, in the teaching of speaking, we are engaged in two

process; forging an instrument and giving the students guided practice in its use.

The students have learned their motivation language consciously and

unconsciously since they were childhood. In this case, they got their own

instrument. The instruments may be the same as the instrument of the new

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language, if it is needed, they will use the instrument to which they are

accustomed.

Rivers stated: “the forging of the instrument requires much practice in the

arbitrary association of the new language: Lexical items, morphological and

syntactical pattern, sentence type:” (1968:162). And at the first level of activity,

the students need much practice in order to make them accustomed to the

knowledge of the language, so that at a more advance stage the learner can

concentrate on what he want to express it acceptable in the language they learn

(Rivers, 1968:163)

Also in this case, rivers proposed that: phonological, Morfological, and

syntactical habits of the foreign language must be practiced ang practiced to a

point of over learning if they are to become a part of the student’s permanent

repertoire so that the is able to use them at any moment without conscious effort

(1968:164).

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CHAPTER III

METHODOLOGY OF THE RESEARCH

To write a scientific writing, the writer needs to mention several factors,

which have real relationship with the object being studied. It means that the case

has to be applied to the object with certain devices and ways in a test so that the

results will be taken.

Method is basically a means, which is used to solve the problems to get a

certain objective. In this study, the writer presents the population, sample,

variable, instrument, method of collecting data, and data analysis.

3.1. Population

In doing a scientific work, there is a group of people to be studied called

population. Sudjana (1992:6) says that population is the total of all possible values

as the result of quantitative or qualitative measurement a certain characteristic

from all members of group. While Arikunto (1998:115) states that population is

all of the subject of an investigation. The population may be all of the subjects or

individuals who are of interest to the investigator.

Based on the statements above, the writer decides that the population of

this study is all of the first year students of SMP N 1 Karimunjawa in the

academic year of 2005/2006. The total number of student in the population was

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80 students. They were divided into five classes; each class consisted of 40

students.

3.2. Sample

Where there are too many people in the population, of course, we will

have some difficulties to study them. To cope with the difficulties, it is necessary

to choose representative as sample. Sample according to Sudjana (1992:6), is part

from the population to be investigated. And the samples have to be able to

represent the whole members of one population.

Sample is a small proportion of population selected for observation and

analysis ( Arikunto, 1998:117). By observing the characteristic of the sample, the

researcher can make certain inferences about the characteristic of the population

which it is drawn.

Since the population in this study was large enough, the writer took some

members of the population as the sample. According to Arikunto (1998:120), a

researcher may take 10% - 15% or 20% - 25%, or more of the population used as

the sample. The writer took 100% of the population or it was all students as the

sample of this study.

3.3. Instrument

We need apparatus to get or to collect the data. The apparatus here is

called instrument. As Arikunto (1998:137) states that instrument is a sets of

apparatus to collect the data.

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In this study, the writer used a questionnaire and a document as the

instrument to collect the data.

3.3.1. The Questionnaire

A questionnaire is number of written questions which are used to gather

information from the respondents about themselves or another thing to know

(Arikunto, 1998:140).

According to Arikunto (1998:140 – 141) a questionnaire can be

distinguished into three kinds. They are:

a. From the way how to answer the questions, there are two types of questions:

1. Opened questionnaire, the respondents can be answer the questions using

their own sentences.

2. Closed questionnaire, the respondents can be directly choose the

appropriate answer.

b. From the given answer, there are two types of questionnaire:

1. Direct questionnaire, the respondents answer about themselves.

2. Indirect questionnaire, the respondent answer te questions about other

things.

c. From the form of the questionnaire, there are:

1. Multiple – choice questionnaire, it is similar to a closed questionnaire.

2. An easy questionnaire is similar to opened questionnaire.

3. Check list questionnaire, respondent just put check (V) on the approprirate

column.

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4. Rating scale, the statement are followed by rating column for example

from “extremely agree” to extremely disagree.

3.3.2. Practicality of Instrument

Practicality is concerned with the administration of a questionnaire. Harns

and David P (1969:21) states that a test is considered practicable whenever it can

be well administered, usually it depend on the length of time provided for doing

the test.

Based on the requirement above, the instrument used in this study was

practical enough, since the subjects were only required to tick the columns

provided in each the questions. In addition the respondent only needed a little time

to do it which was about 30 minutes. For the write, it was practical administrated

becaused it did not involve many persons to administer the questionnaire.

3.3.3. Document

The document method was used to know the students; achievement in

learning English. The writer obtained the students’ total scores in English subject

in the document which was available in SMP N 1 Karimunjawa. He got the

document with the permission from the English teacher in that school.

3.4. Technique of Collecting the Data

The technique of collecting the data of this study is questionnaire method.

The procedures of collecting the data in this study involved several steps. The first

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step was constructing the questionnaire. The second step was trying out the

questionnaire to example to examine whether or not it needed improvement. The

next step was collecting the questionnaire and analyzing them to know the validity

and the reliability and the practicapability of the instrument.

Then, the writer distributed the questionnaire to the subject and collected

them. After that, he analyzed the result of the questionnaire.

The last step was obtaining the students; total scores of English subject

from the document which was available in SMP N 1 Karimunjawa. Finally, the

writer computed the data.

After obtaining the scores of the students’ attitude in learning and the

scrores of their English achievement. Then, the writer tried to know whether every

student who have high attitude also have good achievement in learning English.

To get the answer of this problem, the writer correlated both of the data. The

scores of the strength of the students; attitude and the scores of their English

achievement is necessary to prove the correlation of the study.

3.5. Method of Data Analysis

The data obtained from the respondents were analyzed using the Likert

Scale. The analysis was started by providing a series of statements, each of which

express an attitude which is either clearly favorable or clearly unfavorable. The

Likert Scale for a graded response. As mentioned above the response was

expressed in terms of the following five categories: strongly agree (SA), agree

(A), undecided (U), disagree (D), strongly disagree (SD). To score the scale, the

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response options were credited 5, 4, 3, 2, 1, or from the favorable to the

unfavorable statement. Conversely, the response options were credited 1, 2, 3, 4, 5

from the unfavorable to the favorable statement. By summing up the item credits

of their answer, the writer presented the individual total scores of the students.

Then, the scores were graded into five categories:

84 – 100 points = very high

68 – 83 points = high

52 – 67 points = fair

36 – 51 points = low

20 – 35 points = very low

(Yohanes, 1998:74 quoted by Miswadi, 2000:40)

Then the writer used the percentage description analysis to measure to

what level of the students attitude. The formula is as follows:

The percentage of answer =

Then, the write categorized the scores resulted from the calculation into

the following criteria:

1. Very high 84% – 100%

2. High 68% – 83%

3. Fair 52% – 67%

4. Low 36% – 51%

5. Very Low 20% – 35%

(Yohanes, 1998:74 quoted by Miswadi, 2000:54)

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While the scores of the students’ achievement in learning English were

grades into the following classification:

1. Excellent 80 – 100 points

2. Good 66 – 85 points

3. Fair 46 – 65 points

4. Poor 26 – 45 points

5. Failed < 26 points

(Yohanes, 1998:74 quoted by Miswadi, 2000:60)

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BIBLIOGRAPHY

Arikunto, Suharsimi. 1998. Prosedur Penelitian, Suatu Pendekatan Praktik. Yogyakarta: Rineka Cipta.

Depdikbud RI. 2004. Kurikulum SMP dan GBPP Bahasa Inggris. Jakarta.

Hadi, Sutrisno. 1982. Metodology Research. Jilid I, cetakan ke XII. Yogyakarta: Yayasan Penerbitan Fakultas Psikologi UGM

Harmer, Jeremy. 1983. The Practice of English Language Learning. New York:

Longman.

Harris, David P. 1969. Testing English as a Second Language. New York: Mc. Graw-Hill Book Company. Inc.

Ramelan, 1992. An Introduction to Linguistic Analysis. Semarang : IKIP Semarang Press.

Echols, John. M dan Hasan Shadily. 2000. Kamus Inggris Indonesia. Jakarta: Gramedia Pustaka Utama.

Rahayu, Sri. 2001. Students’ Motivation in Learning English, A Case of the First year students of SLTPN 3 SMG, Semarang : FPBS IKIP Semarang ( Unpublished Thesis)

Sudjana, Nana. 1989. CBSA dalam Proses Belajar Mengajar. Bandung: Sinar Baru.

Watson, David L. 1984. Social Psychology, Science and Application. USA: Scott, Foresman and Company.

Horn by, AS. 1995. Oxford Advance Learners Dictionary And Current English. London: Oxford University Press.

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Instrument:

Practice with your partner in front of the class, about:

- Name

- Class

- Address

- Hobby

- Friend

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SPEAKING ABILITY OF THE FIRST YEAR STUDENTS

OF SMP NEGERI 1 KARIMUNJAWA

IN THE ACADEMIC YEAR OF 2005/2006

PROPOSAL

Presented to IKIP PGRI SemarangIn Partial Fulfillment of the Requirement

For the Degree of Sarjana in English Education

By:

NASOKANPM: 02420387

IKIP PGRI SEMARANG

FACULTY OF LANGUAGE AND ART EDUCATION

DEPARTMENT OF ENGLISH EDUCATION

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2006

APPROVAL

This thesis was approval by the team of advisors of Department of English

Language Education, Faculty of Language and Art Education, Institute of

Teaching Training and Education PGRI Semarang, on:

Day :

Date of Approval :

Advisors

Advisor I Advisor II

Dra. Ratna Kusumawardhani Dra. T. Sri Suwarti, M.Pd NIP. 131285851 NPP. 906301062

31

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