A CORRELATION STUDY BETWEEN VOCABULARY MASTERY WITH
SPEAKING ABILITY OF THE EIGHTH GRADE STUDENTS OF SMPN 2 PONOROGO IN ACADEMIC
YEAR 2012/2013
INTRODUCTION
A. Background of The Study
English is one of the international languages. It is a means of communication between
individuals. It also brings them into relationship with their environment.
Language is, therefore, socially learned behavior a skill that is acquired as we grow up in
society. All languages are equally complex. Each language is part of the
culture that produces it and is adequate for the needs of the people who use
it. Any language therefore is as good as any other in that is serves the
purposes of particular culture. Words may be created or borrowed as the need
arises.[1]
Learning English as the foreign language is more
difficult than learning a national language or a mother tongue. Because of
English has completely different aspects and system which should be understood
by students or learners such as, vocabulary mastery, pronunciation, cultural
background of language, etc. English is a world language, with more than 60
countries where English is now the dominant or official language.[2]
People use language to do almost everything in their
lives, such as informing, questioning, and warning someone. The children who
are born have potential to learn any language. However, there is always the
potential for slight variation in the pronunciation in the production of sound.
Or, if we look at the vocabulary choice of individuals, we know that sometimes
we consciously or subconsciously take a liking to a particular word and use it
with particular frequency and in a specific way.[3]
As one aspect of speaking, vocabulary more crucial
to mastery, because without mastery vocabulary impossible to speak clearly. A
lesson to develop speaking skills which begins with the words, rarely, if ever
should we expect our students to engage with a text which focuses on a topic or vocabulary area
with which they have no knowledge or experience.[4] The standard of vocabulary that must mastery
by the students of junior high school is 1,000 words. Budiharso states”… the
SLTP graduate is supposed to have a total of 1,000 vocabulary items.”[5]
That vocabulary is back down based on the grade of students. For the eight
grades must mastery 262 words.[6]
The correlation between English vocabulary mastery
and speaking ability is the vocabulary of a person is defined as the set of all
word that is understood by the person. It also may be defined as the set of all
words used by that person when constructing new sentences. The most common
cause is intelligence or level of education. Vocabulary is a core component of
language proficiency and provides much of basis for how well learners speak,
listen, read and write.[7] The
Understanding of words may be achieved through speaking ability.
To conduct a speaking activity, the speaker needs to
know many words and their meanings to speak. The speaker also must be careful
to choose the suitable words if the students want to speak clearly. The simple
assumption is if the speaker just mastery little words of vocabularies, the
speaker will face the obstacle to choose words and explore the speaker ideas
towards speaker mean.
Thus can be said that there is a necessary
connection between English vocabulary mastery and students’ speaking ability.
The speaking ability can be developed through vocabulary mastery. On the
contrary, the mastery of vocabulary can help the speaker to explore the ideas
toward speaker mean.
Based on the background above, it is necessary for
the writer to write the correlation between the English vocabulary mastery with
speaking ability. It relates to the subject of study; the eight grade students
of SMPN 2 Ponorogo in academic year 2012/2013. This study is entitled “The
Correlation Between Vocabulary Mastery with Speaking Ability of the Eighth
Grade Students Of SMPN 2 Ponorogo in Academic Year 2012/2013”.
B. Identification of the Problem
In
the process of learning English there are four skills must be mastery from the
students, there are listening, reading, writing and speaking. For the
achievement the students need collect much vocabulary first minimum 1000 words
to speak well. Teaching vocabulary still ignore in SMPN 2 Ponorogo, the school
emphasize of the grammar without observe vocabulary mastery and the bad method
of teaching vocabulary of the students.
Based on the
reason above, it shows result learning that;
1)
Students do not
have many vocabulary.
2) Students are
not confident and to speak English.
3) Students
are still confuse to speak english well.
4) Students got
difficult to remembering vocabulary.
5)
Students got
difficult about vocabulary comprehension to make
sentences in speaking process.
Finaly, they
still difficult for relized to speaking english well.
C. Limitation of the Problem
Based on the identification of the problem above, it can be taken
the limitation of the problem bellow:
1. This research will be focused on knowing whether the vocabulary
mastery can improve students’ speaking ability or not.
2.
This
research will be using standard competence as follow: “Speaking revealing the meaning of
transactional and interpersonal conversation simplistic to interact with the closest environment”.
3. Base competence that will be used in this research is: “Doing interaction with the closest environment that involve
talking: greeting someone who don’t know, introduce their selves or their
friend, give command and prohibition”.
4.
In
this research especially for indicator, the researcher hopes that the students
are able to:
“Using expression to greet someone who don’t know or have known,
Using expression to introduce their selves and their friend, Using expression
to give command and prohibition”.
The writer
limits the research on vocabulary mastery in teaching speaking; especially to
know the students’ speaking skill. In this research, the researcher uses remembering
vocabulary techniques as a solution of the students’ problems. This technique
tend to focus not only in the results of students vocabulary mastery , but also
in the teaching and learning process such as, getting ideas, getting and share
opinion, and sharing with the classmates with speak English well.
D. Statement of the Problem
1. Are
students of the eighth grade students of SMPN 2 Ponorogo having good vocabulary
mastery?
2. Are
students in good vocabulary mastery show the better performance in speaking?
3. Is
there any correlation between mastery vocabularies with speaking ability of the
eight grade students of SMPN 2 Ponorogo in academic year 2012/2013?
E. Objectives of the Study
1. To
know vocabulary mastery vocabulary at the eighth grade students of SMPN 2
Ponorogo in academic year 2012/2013.
2. To
clarify speaking ability at the eighth grade students of SMPN 2 Ponorogo in
academic year 2012/2013.
3. To
identify the correlation between vocabulary mastery with speaking ability of
eighth grade student of SMPN 2 Ponorogo in academic year 2012/2013
F. Significance of the
Study
This study is expected useful for
practically. Practical significance
- Teacher
This study is
expected to give teachers a contribution in their teaching skill
in vocabulary mastery, particularly
the eighth
grade students of SMPN 2 Ponorogo.
b. Students
This study is expected to give students an awareness
of increasing their speaking ability.
- Researcher
With this result of the research, the researcher
gets knowledge and could be references to the research future.
G. Organization of Thesis
The writer organizes this research
report in order to make the reader easier to understand. The following shows
the content covered in this research.
Chapter I is introduction. This chapter
explains about general background of the study, problem statements, objective
of study, significance of the study, organizing of thesis.
Chapter II presents review of related
literature. It covers the definition of vocabulary, definition of speaking
ability, previews study, theoretical analysis consist of vocabulary and
speaking ability framework, and hypothesis.
Chapter III discusses the research
methodology. It covers about research design, population and sample, instrument
of data collection, technique of data collection, and technique of data
analysis.
Chapter IV discusses about the research
location, data description, data analysis, and discussion.
Chapter V discusses the final chapter is
chapter V that draws some conclusion and suggestions.
REVIEW
OF THE RELATED LITERATURE
H. Definition of
Vocabulary Mastery
Vocabulary is one of the elements of developing
skills, so people who want to master those languages skills; they have to
master the vocabulary of English first. According to Anthony if the mastery of
words or vocabulary much, they can help students in increasing their speaking,
listening, writing, and reading ability.[8]
So, the mastery of vocabulary must be developed by all learners if they want to
mastery all skills.
They are many definitions taken from some experts
about vocabulary. According to Webster’s Ninth Collegiate
Dictionary, Vocabulary is:
a.
Kasihani K.E.
Suyanto, vocabulary is a group of words of a language that convey meaning when
the language is used.[9]
b.
Penny Ur,
vocabulary can be defined, roughly, as the words we teach in the foreign
language.[10]
c.
Alexander, in
fluency in English, pointed the definition of vocabulary is the ability to
deduce the meaning of words and phrases from a context and to explain them by
other words and phrases.[11]
From
the definition above, that vocabulary is a component of language and numbers of
words by a person class, profession, etc. In the communication to understand
what the speaker mean and every aspects of life such as in trade, education,
social, etc. in other skills vocabulary mastery very useful to develop many
skills.
I. Teaching Vocabulary
Students use
vocabulary which is arranged into sentences to express their opinion, thinking
and also idea in their society. They use it in social communication. Teaching vocabulary can be referred as a
learning a words, because the definition of vocabulary is all of the
words that have a meaning, known and used by particular person to convey ideas
and senses or feeling in s particular language or other definition is total number of words in language. Learning vocabulary
start from the student’s child until now, teaching
vocabulary is clearly more than just presenting new words. It also
includes a decision that words should teach the basic of how
frequent they are used by speaker of the language. The
words are most commonly used are those a teacher should
teach first.
The standard
Vocabulary of SMP/SLTP
According to
Depdikbud in Budiharsono, the scope of teaching program for SLTP as shown in
the list of themes summarized bellow:[12]
d. The
first year: 527 words
1.)
Individual
background (97 words)
2.)
Family members
and environment (95 words)
3.)
Jobs (54 words)
4.)
School
activities (84 words)
5.)
Daily activities
and daily needs (68 words)
6.)
Shopping (34
words)
7.)
Hobby (45 words)
8.)
Games (50 words)
e. The
second year: 262 words
1.)
Sport (31 words)
2.)
Healthy (32
words)
3.)
Clothes (25
words)
4.)
Daily lives in
villages or cities (33 words)
5.)
Entertainment
(28 words)
6.)
Animals 32
words)
7.)
Trip (24 words)
8.)
Public service
(25 words)
9.)
Indonesian
geography (32 words)
f.
The third year:
267 words
1.)
Home industry
(37 word)
2.)
Transportation
(33 words)
3.)
Mass media ( 33
words)
4.)
Traveling to
journey (32 words)
5.)
Culture (31
words)
6.)
Sport
competition among countries (30 words)
7.)
Flora and fauna
(41 words)
8.)
World geography
(30 words)
From
the explanation above, it can be said that the vocabulary mastery of eighth
grade students of SMP is 262 words.
There are many
way to increase the vocabulary mastery such as:
1. Look
and listen for new words.
2. Write
down your new words.
3. Find
the meaning of new words.
4. Make
the new words your own.
5. Enter
several new words in your vocabulary notebook each day.
So the teaching vocabulary is the way to learn and increase some
vocabulary since the student’s child until now using many techniques that they
feel comfort and more have fun to learn it.
J. Definition of Speaking
Speaking is one of the four sub skills is
communicative as one way to can communicate with other people. Speaking is
ability to express an articulation sound and word, to expresses and gives an
idea and opinion. Speaking can be called as a symbol that can be listened
(audible), visible exploits some muscles to reaches a goal of opinion combined.
Speaking is a human’s behavior that exploits a factors of physical, psychology,
neurology, semantic and linguistic extensive, it until can be regarded human’s
instrument is important for social control. Speaking is an interactive process
of constructing meaning that involves producing and receiving and processing
information.[13]
In practicing English Language Teaching: Speaking
book, bailey stated that:
“Speaking
is “an interactive process of constructing meaning that involves producing and
receiving and processing”. Speaking consist of producing systematic verbal
utterances to convey meaning. It is spontaneous, open ended and evolving”.[14]
K. Teaching Speaking
In this section,
we look briefly at some approaches that have been used over the years to teach
languages. Although there are many different method of language teaching, many
methods have dominated language teaching in the past sixty years. In the
section, we will first briefly review each method, focusing specifically on how
speaking in taught.
Many language
learners regard speaking ability as the measure of knowing a language. These
learners define fluency as the ability to converse with others, much more than
the ability to read, write, or comprehend oral language. They regard speaking
as the most important skill they can acquire and they assess their progress in
term of their accomplishments in spoken communication.[15]
Speaking activities
There are some
activities to promote speaking on teaching speaking. They are as follow:
1.) Discussion
Discussion activities will involve
the students in talking about a range of topics which engage their interest,
opinions, histories, and experiences.
2.) Role
play
A number of advantage have been
claimed for role play as a fluency activity if it is performed in pairs or
groups rather than one group acting in front of the class. It encourages
participation from a large number of students. If it is based on
real-situation, both transaction and interpersonal, it is useful rehearsal for
these.
3.) Problem Solving
Problem solving
activities have all of the characteristics given for discussion activities.
Learners work together to come up with solution to the problem
4.) Information
Gap
The information gap activity in
particular has been studied. This involves each learner in a pair or group
possessing information which the other learners do not have. The learners’
information must be shared in order to achieve an outcome.
5.)
Mingle
Activities
A
mingle activity involves learners milling around and gathering information from
other students in the class on a given topic. Mingle activities have the
benefit of maximizing student participation for learners at all levels.
6.) Picture
story
Picture stories
can be used with all students, particularly those with limited literacy skills.
Learners can interpret a story based on a picture sequences. Students work
collaboratively to put the story in the correct order. Once they have do so,
they stand in a circle and tell the story.
7.)
Groupings
Finding
connections among other students is a concept of groupings. In creating groups,
teacher and learners need to negotiate what they will discuss. For example; Ask
students to create job groups based on different criteria for the picture they
are holding.[16]
So, another consideration is to find a balance between practice
activities which are monologue and those which involve two speakers or more.
Some learners may heve a need to practice monologue in genres that relate to
their lives, for example, making a presentation, justifying a decision, giving
a verbal evaluation of something, or presenting a report.
L.
Previous Study
The writer takes a research that has Sariatun under the title “The
study correlation between English vocabulary mastery and student’ speaking ability
of the eight grade student of SMPIT Rahmatan lil’alamin seloaji babadan
ponorogo in academic year 2009/2010”
The problems of statement are: first, are
students of the eighth grade students of SMPN 2 Ponorogo having good vocabulary
mastery? And second are students in good vocabulary mastery show the better
performance in speaking? And the last, Is there any correlation between mastery
vocabularies with speaking ability of the eight grade students of SMPN 2
Ponorogo in academic year 2012/2013?
Finally, she has
conclusions’ are follow: first, the correlation between mastery vocabularies
with speaking ability of the eight grade students of SMPN 2 Ponorogo in academic year 2012/2013 is using method of
teaching and learning process. There are the teacher divides the students to be
some groups and learners can
interpret a story based on a picture sequences. Students work collaboratively
to put the story in the correct order. Once they have done so, they stand in a
circle and tell the story. The students are expected to develop vocabulary by
way of storytelling.
M. Theoretical Framework
There is
a necessary connection between English vocabulary mastery and students’
speaking ability. The speaking ability can be developed. On the contrary the
mastery of vocabulary can help the students’ to explore the ideas towards
utterance. Telling story is a learning strategy that helps approach researches
its goal. It can develop speaking ability as communicative competence among
students.
So, that can be categorized into
variables that can simplify the calculation is as follows:
X
= English vocabulary mastery
Y
= Speaking ability
From
the two variables above, can be pointed the theoretical framework as follows:
a. If
the students have little of English vocabulary, the speaking ability is low.
b. If
the students have much of English vocabulary, the speaking ability is high.
N. Hypothesis
Hypothesis
in this research can be stated based on the theoretical analysis and
theoretical framework. The hypothesis as follow:
Ha: There is any correlation between English
vocabulary mastery and speaking ability of eighth grade students of SMPN 2
Ponorogo in academic year 2012/2013
Ho: There is no correlation between English vocabulary
mastery and speaking ability of eighth grade students of SMPN 2 Ponorogo in
academic year 2012/2013.
RESEARCH METHODOLOGY
This
research applies a quantitative research. Quantitative research is the research
based on positivism philosophy, used for researching a population or sample,
collecting data of sample uses random and applies research instrument, and
analyzing data used statistical analysis with the purpose to prove a
hypothesis.[17]
Research
is the process to get the solution of problem after doing the study and
analysis of various factors. Research is a scientific method for gaining the
knowledge by using an investigation for finding out empirical fact which
verifies the hypothesis. Research is careful study or investigation especially
in order to discover new facts or information’s.
The
research design that is used by the writer is adjusted with the purpose of the
study that is to know the correlation between vocabulary mastery with speaking
ability of the eighth students of SMPN 2 Ponorogo. The writer used Correlation
method. Correlations are used for example to determine the relationship between
two or more interval symptoms.[18]
O. Population and sample
1. Population
Population is the people who live in area
“Population is the group of interest to researcher, the group to whom the
researcher would like to generalize of the result of the study.”[19] From
the statement it can be said that the population is all the subject in which
researcher can gain the data.
The populations in this research are all the
eighth grade students of SMPN 2
Ponorogo in academic year 2012/2013. The totally numbest of its population are 64 students.
2. Sample
Hornby (2000:1040) states that sample is a
number people chosen randomly from a larger group. Furthermore, sample refers
to any group on which information obtained (Fraenkel and Wallen, 1990:67). The
sample is smaller than the total population.
The numbers of sample in this research are 64 students. They are two classes of the eighth grade students of SMPN
2 Ponorogo in academic year2012/2013. They are consisting of 65% girls and 35% boys.
P. Instrument of Collecting Data
Instrument of the data collection consist of
two sections. They are objective test and subjective test, objective test from
multiple choice that no measure the vocabulary mastery and speaking ability.
Subjective test is designed to measure the speaking ability only. Student asked
performance to speak in front of the class. The design describe as follows:
Table 3.1
|
Title of research
|
Variable
|
Indicator
|
No. Item of instrument
|
|
The Correlation Between Vocabulary
Mastery with Speaking Ability of the Eighth Grade Students Of SMPN 2 Ponorogo
in Academic Year 2012/2013”.
|
- Independent Variable:
Vocabulary mastery
-Dependent Variable:
Students’ speaking ability
|
-
The form
-
The meaning
-
The used
-
Accuracy
-
Fluency
|
1,2,3,4,5,6,7,8,9,10.
Performance
|
Instrument is needed in order to get the data
in research. There are five ways to collect data in research. Those are test
questioner, interview, observation, test, and document in the study. In this
research the writer uses test and documentation in collecting data.
1. Test
There are two kind of
test, those are:
a. Made
teacher test; test made by teacher with the certain procedure. But it has been
tried out so that it is not known the strength and characteristic.
b. Standardized
test; test that has been tried out and revised much time so that it has good
validity and reliability.
This research
used the standardized test for the test of vocabulary. It was taken from the
standard Vocabulary of SMP/SLTP test according to Depdikbud in Budiharsono. The
test used to measure vocabulary mastery consisted of 262 words which are
discussed about the speaking ability. It is done in 30 minutes.
2. Questionnaire
It used 10 questions to
know the opinion of the respondents.
Q. Technique of
Collection Data
This research applies
several techniques in collecting data. There are:
1. Test
This study aim to know
the ability of speaking and vocabulary mastery and we can call it achievement
of them. Therefore, this research chooses an achievement in learning something.
Test in a person of questions or task used to
measure skills, knowledge, and competency owned by someone.
2. Documentation
Documentation
provides the researcher with information that is used to support the available
data. “Documentation is metode pengumpulan data melalui peninggalan tertulis
seperti arsip, buku tentang pendapat, teori, dalil atau hukum-hukum dan
lain-lain yang berhubungan dengan masalah penelitian”. In order words, it
can be stated that documentation is used to collect data through printed
materials.
R. Technique of Analyzing Data
After collecting the data of test, then the
writer measure
the score in test by using
statically analyzing to find out whether the correlation between vocabulary mastery
with speaking ability.
This research had three steps in analyzing data. That is:
1. Determine
the range of the respondent’s vocabulary mastery; it used the formula of Mean
and the formula of range. There are[20]:
a. The
Mean formula
M χ =
M +
i
b.
The standard
Deviation formula
SD = i
c. The
Range formula
The formula of ranges or the levels
are:
·
High level
formula : M + 1 SD
·
Enough level : it is the mean score
·
the Low level
formula : M + 1 SD
2.
Determine the
range of the respondent’s Speaking
ability
The formula used
was same with the vocabulary mastery formula.
3.
Determine the
correlation between vocabulary mastery and speaking ability.
The researcher
applies product moment correlation. The formula is:[21]
rᵪᵧ =
The steps of data
analysis applied in this research are:
1.
Determining Σх , Σᵧ ,
Σху , Σх² , Σу².
2.
Computing by applying
the formula of Product Moment Correlation.
3.
Determining the
significant standard 5% and 1%.
4.
Determining the
correlation criteria by applying the indexes of correlation, as suggested by
Arikunto [22]
are as follows:
Table: indexes of
Correlation
|
No.
|
Scale
|
Interpretation
|
|
1
2
3
4
5
|
0.800
– 1.000
0.600
– 0.800
0.400
– 0.600
0.200
– 0.400
0.000-0.200
|
High
Correlation
Sufficient
Correlation
Fair
correlation
Low
correlation
Very
low correlation
|
5.
Making conclusion by
comparing the second, third, and fourth.
S. Conclusion
Conclusion is analyzing
the data constantly during or after the data being collected to get the
conclusion of research. The conclusion is the answer of the research problems
that have been formulated.[23]
BIBLIOGRAPY
Kiat Boey, Lim, 1975. An
Introduction to Linguistics for the Language Teacher. Singapore: Singapore University
Press.
Lucantoni, Peter,
2006. Professional Development fo Teachers Teaching and Assessing Skills in
English as a Second Language, United Kingdom: Cambridge University Press.
Ricard, Jack, 2002. Methodology In Language
Teaching: An Anthology Of Current Practice,United Kingdom : Cambridge University
Press.
Fennell, Barbara, 2001. A History of
English (A Sociolinguistic Approach), Australia: Blackwell Publishing.
Lucantoni, Peter, 2002. English as a Second Language, New
York: Cambridge University Press.
Budiharsono, Teguh,
2004. Prinsip dan Strategi Pengajaran Bahasa, Surabaya: Lutfansah
Mediatama.
Sariatun ,
2010, the correlation between English vocabulary mastery and student’ writing
ability of the eight grade student of SMPIT Rahmatan lil’alamin seloaji babadan
ponorogo in academic year 2009/2010)
Merriem, 1978. Webster Ninth Collegiate Dictionary, New
York: MerriemWebster.sinc.
Alexande, L. 1975. Fluency
in English. Yogyakarta: Kanisius.
Baiely, Kathleen,
2005. Practical English Language Teaching Speaking, New York :Mc Graw
Hill.
Hayriye, Kayi, Teaching
Speaking: activities to promotes speaking in a second language(online),(http://unr.edu/homepage/hayriyek,2006), accessed on 30th of oktober 2012
Sugiyono, 2008.
Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, R
& D, Bandung: Alfabeta.
Arikunto,
Suharsimi, 1992. Procedur Penelitian, Suatu Pendekatan dan Praktik, Jakarta:
PT Rineka Cipta.
Rianto, Yatim, 1996.
Metodologi Penelitian Pendidikan Suatu Tinjauan Dasar, Surabaya: SIC
Surabaya.
Widyaningrum
Retno, 2007. Statistik Pendidikan Variabel Bivariat, Ponorogo: State
Islamic Collage Of Ponorogo Press.
Kubabdar, 2009.
Langah Mudah PTK Sebagai Pengembangan ,,Jakarta : Rajawali Press.
STUDENTS’
WORK SHEET
A.
OBJECTIVE
TEST (VOCABULARY TEST)
Choose
the correct answer:
1.
……..it spreads its
four legs out wide……
a.
Executes c.
Extends
b.
Exceeds d.
Examines
2.
People like to breed
cows, because besides their meat and skin, they also give us…..
a. Milk c.
tail
b. Ivory d.
horn
3.
This dictionary cost
Rp. 40.000,00 ,that dictionary cost Rp.30.000,00. It means that:
This dictionary
is…….that dictionary.
a.
Cheaper than c. as
expensive as
b.
As cheaper as d. more
expensive than
4.
Edy : what do you plant
garden?
Ida : oh, it’s a kind of flower. People can make
somesnack from its seeds. It’s very delicious.
Edy : oh, I know it. It’s a ……right?
a.
Orchid c. sun
flower
b.
Jasmine d. hibiscus
5.
A : Why were you absent
yesterday?
B
: I had a very bad……………….
A
: I’m sorry to hear that . have you taken a aspirin.
B
: Yes I have
a.
Sore throat c. headache
b.
Backache d. toothache
6.
We ………protect our
forest to avoid the extinction.
a.
Can c.
must
b.
Will d.
may
7.
I don’t want to the
woodcutters to cut the trees…….for it can cause flood.
a.
Regularly c. easily
b.
Responsibly d. wildly
8.
If you want to have
traveling, don’t forget to bring your camera
a.
Taking picture c. drawing picture
b.
Making photographs d. getting films
9.
A : What do you call a
person who plays in film as star?
B
: ……….
a.
Director c. actor
b.
Guest star d. musician
10.
I want to keep healthy.
I…..do some exercises everyday.
a.
Sometimes c. often
b.
Usually d. always
ORAL
ASSESSMENT
|
Mark
|
Structure(10)
|
Vocabulary(10)
|
Fluency(10)
|
|
9-10
|
Ability
to use a variety, structure, accurately, and consistently.
|
The
students shows enough command of vocabulary
|
Pronunciation
and intonation are appropriate.
|
|
7-8
|
There
will be some errors but these will no impede communication
|
Vocabulary
is not wide or varied.
|
Stress
and intonation are generally accurate.
|
|
5-6
|
Simple
accuracy will often be achieved and communication will be maintained.
|
Vocabulary
conveys simple ideas.
|
Some
notice cable inaccuracy.
|
|
3-4
|
Error
will tend to blur but nor obscure communication.
|
There
will be frequent pauses.
|
Stress
and intonation inaccuracy causes some communication difficult.
|
|
1-2
|
Some
attempt at a response will be made during the interview.
|
Conversation
will be very limited.
|
Repetition
is necessary to achieve communication.
|
|
0
|
No
attempt a response.
|
Completely
limited
|
Inaccuracy
of stress and intonation.
|
[1] Lim Kiat Boey. An Introduction
to Linguistics for The Language Teacher. (Singapore: Singapore University
Press, 1975)
[2] Peter Lucantoni, Professional
Development foTeachers Teaching and Assessing Skills in English as a Second
Language, (UK: Cambridge University Press, 2006)
[3] Barbara A. Fennell, A History
of English (A Sociolinguistic Approach), (Australia: Blackwell Publishing,
2001)
[4] Peter Lucantoni,
English as a Second Language, (New York: Cmbridge University Press,2002)37
[5] Teguh Budiharsono, Prinsip
dan Strategi Pengajaran Bahasa, (Surabaya: Lutfansah Mediatama,2004)95
[6] Ibid,96 ( Sariatun , 2010, the
correlation between English vocabulary mastery and student’ writing ability of
the eight grade student of SMPIT Rahmatan lil’alamin seloaji babadan ponorogo
in academic year 2009/2010)
[7] Jack C Ricard,
et al., Methodology In Language Teaching: An Anthology Of Current Practice,(United
Kingdom : Cambridge Univercity Press, 2002), 255
[8]
H.R, Anthony, Mastering Basic English, (Surabaya: Study Group, 1978),5.
[9] Kasihani
K.E. Suyanto,English For Young Learners(Jakarta : Bumi Aksara,2008 ),43
[10]
PennyUr, A course in Langauge Teaching,(Cambridge: Cambridge University Press,
1996) 60
[11] L.G Alexander,
Fluency in English,( Yogyakarta: Kanisius, 1975),xi
[12] Teguh Budiharsono, Prinsip Dan
Strategi Pengajaran Bahasa,(Surabaya:
Lutfansah Mediatama,2004),96
[13] Kathleen m. Baiely” Practical English Language
Teaching Speaking”(Mc Graw Hill, New York, 2005).P 2
[14] Kathleen m.
Baiely” Practical English Language Teaching Speaking”(Singapore: MC Graw
Hill, 2005)40
[15] Grace
Stovall Burkart, http://www.nclrc.org/essential/speaking/spindex.htm.Washington,DC:Center for
Applied Linguistic,1998 (online) accessed 04th December 2012 time 10.12
[17] Sugiyono, Metode
Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, R &
D(Bandung: Alfabeta,2008)14
[18] Suharsimi Arikunto, Procedur
Penelitian, Suatu Pendekatan dan Praktik (Jakarta: PT Rineka Cipta,
1992),217
[19] Yatim Rianto, Metodologi
Penelitian Pendidikan Suatu Tinjauan Dasar (Surabaya: SIC Surabaya,1996),61
[20] Retno widyaningrum, Statistik
Pendidikan Variabel Bivariat(Ponorogo: State Islamic Collage Of Ponorogo
Press,2007)53
[21] Ibid, 104.
[22] Arikunto, Prosedur Penelitian,221.
[23] Kubabdar, Langah
Mudah PTK Sebagai Pengembangan (Jakarta : Rajawali Press;2009),101
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