CHAPTER I

INTRODUCTION
A. BACKGROUND
People use language to express their thoughts, dreams and ideas. Language
is a means of communication in order to share ideas with others. Ramelan
(1992:14) says: "the use of language enables the members of a social group to
cooperate with one another for their own benefits. Language has to be learned and
used in a social community, without which the existence of language is beyond
understanding. A good relationship needs a good communication too, in order that
the people understand the topic they are speaking of their native language.
English language is very important for education, for teaching and
learning. It is because English is the international language. Many countries are
learning English from elementary up to university. And everybody believes that
English is one of the important languages in the world. Learners are taught that
the English is one of the important languages in the world. The students are given
the fact that English will bring the world. We can say that English is very
important in life. The students have to learn the language in reading, writing,
listening and especially in speaking skill.
According to Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP
2006:278) the aim of the English teaching in Indonesia especially teaching
English to Junior High School is to enable students to have the ability in
developing communicative competency in both oral and written form in achieving
functional literary level, to have the awareness about the essence and the

important of English in improving competition in global community, and the last

is developing personal communication.
In Junior High School, English is one of the main subjects that have to be
developed extensively. In learning speaking skill, the student often find some
problems. The problem frequently found is that their native language has caused
them to have difficulty in using foreign language. Other reason is because of lack
of motivation to practice the second language in daily conversation. They are also
too shy and afraid to take part in the conversation.
Norries (1983:189) says that it is not always the students fault if they get
bad result, perhaps the material and or the style of presentation is not appropriate
to them. According to that opinion, the researcher thinks that factors such as
teachers, material, learning style, students, and teaching method become the
general problem of teaching English.
Precisely, many factors can cause the problems of the students speaking
skill such as: parents educational background as extrinsic factor and vocabulary
mastery as intrinsic factor could collaboratively drive the students speaking skill,
because many research findings say that those factors proved to be effective to use
in teaching skill.
Parents educational background is the information which is needed to
reveal what kind of educational background possessed by the parents. This is so
important to know, whether the educational background will directly affect the
students achievement. So far it has been proven that, parental education could
drive the student to gain success in education. Its because the parents will simply
think that their children are their future prototypes. Their success is the childrens
success either.

Meanwhile, to be able to speak, one should have sufficient vocabulary,

since vocabulary is a small part of sentences which is practically used to speak.
According to the definition, vocabulary mastery is someones proficiency in using
words and their meaning appropriately in language. Mastering the vocabulary,
learners could express their idea precisely. By having many stocks of words,
learners will be able to comprehend the reading materials, catch someones talk,
give a response, speak fluently, and write some kinds of topics. On the contrary, if
the learners are unfamiliar with the meaning of the words by those who address
them, they will be unable to participate in conversation, ask for the information or
express some ideas and thoughts.
Based on the explanation above, the research will be conducted under the
title: The Effects of Parents Educational Background and Vocabulary
Mastery towards Students Speaking Skill (Survey at State Junior High
School in Indramayu West Java).
B.

IDENTIFICATION OF THE PROBLEM

In accordance to the background, the problem can be formulated as

follows:
1.
2.
3.
4.
5.

What influences that affect student in speaking?

Which factors hamper the student to speak fluently?
What can the teachers do to upgrade the students vocabulary mastery?
Does the parents educational background affect students speaking skill?
How could the parental education drive the students motivation to gain

success in learning?
6. Can the vocabulary mastery directly improve the speaking skill of the
students?
7. How far is the parental involvement towards students encouragement?

8. Which one contributes more, parents education background or vocabulary

mastery towards students speaking skill?
9. Are the effects of parents education background and vocabulary mastery
towards students speaking skill significant or insignificant?
C.

LIMITATION OF THE PROBLEM

To conduct the research, it is necessary to determine some limitation.

Researcher limits the problems as follows:

1. The effect of parents educational background and vocabulary mastery
towards students speaking skill at state Junior High School in Indramayu
West Java.
2. The effect of parents educational background towards students speaking
skill at state Junior High School in Indramayu West Java.
3. The effect of vocabulary mastery towards students speaking skill at state
Junior High School in Indramayu West Java.
D.

FORMULATION OF THE PROBLEM

Based to the background previously mentioned, the problems of the study

can be formulated as follows:

1. Are there effects of parents educational background and vocabulary
mastery towards students speaking skill at state Junior High School in
Indramayu West Java?
2. Is there an effect of parents educational background towards students
speaking skill at state Junior High School in Indramayu West Java?
3. Is there an effect of vocabulary mastery towards students speaking skill at
state Junior High School in Indramayu West Java?
E.

PURPOSE OF THE STUDY

Based on the problem statement above, the purposes of the study are stated
as follows:
1. To find out whether there are effects of parents educational background
and vocabulary mastery towards students speaking skill at state Junior
High School in Indramayu West Java.
2. To find out whether there is an effect of parents educational background
towards students speaking skill at state Junior High School in Indramayu
West Java.
3. To find out whether there is an effect of vocabulary mastery towards
students speaking skill at state Junior High School in Indramayu West
F.

Java.
BENEFITS OF THE STUDY
The result of the study is expected to bring some significance and

contribution in teaching and learning English as follows:

1. For English teacher
The result of this research is expected to be useful for the students. The
teacher can use this data to upgrade students speaking skill.
2. For researcher
It can give insights that parental education and vocabulary mastery both
are needed to increase students speaking skill effectively.
3. For the students
It can give input to improve their ability and competence in speaking skill.
The students will also comprehend that not only intrinsic but also extrinsic
factors are needed most to support their speaking domain.
4. For the other Researcher
It can give the contribution to the other researcher in teaching speaking.
G.

SYSTEMATIC ORGANIZATION OF WRITING

To be organized, this research is presented in five chapters with following

systematic:
1. Chapter One
Chapter one consist of introduction that includes an explanation of the
background of the research, identification of the problem, limitation of the
problem, statement of the problems, objective of the research and
systematic of the writing.
2. Chapter Two
Chapter two consists of the theories description, the frame of thinking and
the research hypothesis.
3. Chapter Three
Chapter three is about research methodology. It consists of place of time of
the research, the method of research, the research variables, the population
and samples the research instruments, the instruments testing, the
sampling techniques, the data analysis techniques and statistical
hypothesis.
4. Chapter Four
Chapter four is about the result of the study as well as its discussion, data
description, data analysis, hypothesis testing and data interpretation.
5. Chapter Five
Chapter five is the concluding part. There might also be implication as
well as suggestion.

CHAPTER II
THEORETICAL REVIEW, FRAME OF THINKING,
AND RESEARCH HYPOTHESIS

A.

THEORETICAL REVIEW
The theoretical review in this chapter will describe many theories from the

experts and then the theories will be elaborated as the guidance in this research.
The things address definitions of: parents education background and its vicinity,
vocabulary mastery and its vicinity and speaking skill also with its vicinity. More
detailed discussion about those concepts is depicted below.
1.

Parents education background

a. Conception of parental education
As we know that every parent has a different degree of life. Some
come from wealthy family and some come from the poor family. Some
come from high educated families; some come from low-educated
families. Those bring consequences to the level of education which
belongs to certain people. For those who come from mere affluent/rich
families get the highest chance for schooling, due to affordable cost. On
the other hand, for those who come from poor families, not many get a
chance to school because the high cost that do not support to do so.
Similarity, for those who come from educated families, they also
may have opportunity for a high school because their parents will have
responsibility for their children. However, for those who come from
families with less education, they may lack a lot of opportunities to school
because parents are less aware of their responsibilities towards the
education of their children.
Therefore the experiences of one particular to take the education
may vary, whether viewed from the path and level of education. For more
details, the authors describe on matters relating to education.

1) Education
Education in general means the guidance which is given by a
person to the development of others, and moving towards a certain ideas
(Suwarno, 1986:6). Education is an activity that is both institutional (such
as: schools and madrasah) and used to enhance individual development in
mastering the knowledge, habits, attitude and so on. Education can take
form in informal and non-formal as well as formal schools, madrasah and
other institutions (Shah, 2010:11).
Education is a process of overcoming natural inclination and
substituting and its place habits acquired under external pressure
(Dewey, 1997:17).
From the definition above it can be concluded that education is the
direction and guidance to someone and the influence of the learning
experiences that constantly experienced by person to achieve a depressing
level of maturity.
2) Parents
Parents are the first and primary educators for their children,
because through them, children receive their primary education. Thus the
basic form of education may be found in family life. Generally the
education through family life is not purposely designed for consciousness
and understanding of the educational knowledge, but rather as a natural
ambience and structure provide a natural possibility to build educational
situation. Education ambience is achieved because of the interaction and
relationships that affect mutual influence between parents and children.

Parents (both mother and father) play an important role and are
very influential on the education of their children. Since a child is newly
baby born, his mother will take care of him. Therefore he mimics
temperament and habits, and furthermore a child will be more in loving his
mother, if she carries out its duties properly and responsibly. Mother is the
first person known by the child, who became his first and initially
dependable. Whatever a mother does to her children will be highly
considered as useful, except when the children are abandoned. By knowing
everything that lies within the childs desire, also if the child has started to
grow older, with affection, the mother may get childs attention forever.
The influence of the father to his son is as big as the mothers refer
to the childs point of view; father is one of the highest prestige and the
brightest among the people he ever known. How father did his daily work
affect the way the child works. Father is the main helper, especially for
growing up child, through this; father can interact and may take the childs
attention.
To sum up, according to the facts mentioned above, this condition
did happen to all families. It is shown that the character traits such as
responsibility of every parent could affect their childrens lives for present
and also for the future, even parents generally feel responsible for their
childrens adaptability in the future. It is therefore unquestionable that
education is a fundamental responsibility which is taken by parents.
For the sake of the relationship and responsibility of parents
towards their children, so the susceptibility of education basically cannot
be carried out by others, for example teachers. The education susceptibility

which is practically taken by educators than parents is a delegation of

parental responsibility which for one reason or another may not perfectly
implement on their childs education (Drajadjat, 2011:36).
3) Education pathways
In general, the formal institutions is the most likely for learners to
improve the knowledge and the easiest to nurture young people which is
carried out by the government and society (Ahmadi and Uhbiyati,
2007:162). Usually these formal institutions take from as school or
madrasah.
School is an institution with well-managed organization and all the
activities planned deliberately through the curriculum. The main function
of school is stated as follows:
a) To help the family to educate and teach, improve and deepen/broaden
the behavior of children/learners which are taken from their families
and assist in the talent development.
b) To develop the personality of students through the curriculum its so
that:
Learners can interact with teacher, school staffs, and the peers
(civitas academica);
Students learn to obey the rules/know the disciplines;
Students prepare to participate in society based on the prevailing
norms (Ahmadi and Uhbiyati, 2007:162-163).
4) Level of Education
Level of education is the stage of education which set by according
to the level of development learners, the objectives to be achieved, and the
developed capabilities. Formal education in the Republic of Indonesia as

10

stated in Constitution No. 20 Year 2003 on National Education System of

Indonesia, are divided into three, namely primary education, secondary
education, and higher education.
a) Primary education
Primary education is education that underlines secondary
education. The forms of primary education are primary school (SD) and
Madrasah Ibtidaiyah (MI) or other forms of the same level and Junior High
School (SMP) and Madrasah Tsanawiyah (MTs), or other forms which are
equivalent.
b) Secondary education
Secondary education is continuation of primary education.
Secondary education consists of general secondary education and
secondary vocational education. The forms of secondary education are
secondary school (High School), Madrasah Aliyah (MA), vocational high
school (SMK), and vocational Madrasah Aliyah (MAK), or other forms
which are equivalent.
c) Higher education
Higher education is education level after secondary education
organized by the college/varsity. Consisting of academy, polytechnics,
vocational education and professional education.
Thus the form of parents education level can be categorized into
three, namely basic education (elementary, MI, or its equivalent as well as
SMP, MTs, or its equivalent), secondary education (high school, MA,

11

SMK, MAK, or its equivalent), higher education (university, college,

institute or university).
5) Parental education level
According to Indonesian Dictionary, level of education is the
education grade, experienced in a formal institution (or informal). What
meant by parents are father and mother. The level of parental education
means the formal education experienced by parents through elementary
education level (graduate from SD/MI and SMP/MTs or equivalent),
secondary education (SMA/MA/SMK or other equivalents) and level of
higher education (college, diploma or graduate degree), both informal and
non-formal education.
According to Hanly (2013), parents with lower levels of education
are less likely to have high expectations for the childrens academic
careers. It means parents who do not have high expectation for childrens
academic achievement; the children are unlikely to have expectations for
themselves.
6) The Purpose of Parental Education Level
Parents are the first and primary educators for their children, which
mean children receive an education first from their own parents. Thus the
first form of education reflects through family life (Darajat, 2011:35).
Failures in fostering children to become transformative (wellbehaved) children will not happen if parents do proper acts while teaching
their children responsibly.
In family life, parents have a vital role to the progress their family,
including their childrens education. M. Ngalim Purwanto (2000:80) said

12

that parents can be regarded as real educator, because of nature they

possess. Every parent has the desire to see his/her children to grow become
children who excel in education. Parents want their children to achieve
maximum performance at school. They also hope that their children have a
good personality and noble characters which in return likeable by society.
Parents who have a high level of education and fully-experienced surely
will affect their leadership style in the family. If the parents education
level is getting more advanced, it could expand the views and insights,
including in managing their family.
Furthermore, Hanly (2013) added that parents with more education
are more likely:

To get involved in the school. Better educated parents are familiar

with how schools work and likely comfortable with school structure.
Children are aware of their parents comfort levels with education and

it is reflected in their grades.

To be more affordable to send their children to a better school. Being
in better school gives children a better chance at academic success and
achievement.
Thus it can be concluded that the purpose of parents education

level in the family is to enable the advancement of parents leadership in

the family, especially in fostering and educating their children. It is hoped
that parental education could stimulate the pattern of educating their
children.
2.

Vocabulary Mastery
a. The Nature of Vocabulary Mastery
13

Speaking of vocabulary mastery, the first thing that should be

explained is the definition of mastery since the primary goal of vocabulary,
which is mastery. According to Allen (2000:856). Mastery is a skill or
knowledge that makes one master of subject. The Heinemann Dictionary
(2001:631) also defines that mastery is the skill or knowledge of master.
From the definition stated previously, mastery is someones skill or
knowledge of a subject. Subject in this case is vocabulary in foreign
language, which is learnt by students. In addition, Harmer (2002:13) points
out that without vocabulary nothing conveyed. It means that the existence
of vocabulary cannot be separated by the existence of a language. In other
words, no language exists without vocabulary.
According to the Concise Oxford English Dictionary (1995:1331)
the definition of vocabulary is:

The total number of words in a language.

All the words known to a person or used in a particular book, subject,

etc.
A list of words with their meanings, especially one that accompanies a
textbook in a foreign language.
In The World Book Encyclopedia (1995:414) vocabulary is the

total number of words in a language, it is also the collection of words a

person knows and uses in speaking or writing. Furthermore, Read
(2000:11) says a basic assumption in vocabulary is knowledge of words. A
word is a microcosm of human consciousness. Vocabulary therefore has an
important role to help the students understand the meaning of words.

14

Referring to the concept of mastery, vocabulary mastery is

someones proficiency in using words and their meaning appropriately in
language. By reading text, learners will be accustomed to looking the
dictionary up, guessing the words, and using the words in the context
properly. Good mastery of vocabulary helps the learners express their idea
precisely. By having many stock of words, learners will be able to
comprehend the reading materials, catch someones talk, give a response,
speak fluently, and write some kinds of topics. On the contrary, if the
learners are unfamiliar with the meaning of the words by those who
address them, they will be unable to participate in conversation, ask for the
information or express some ideas and thought.
From the previous statement mentioned, it can be inferred that
vocabulary is a collection of words, which is collected through language,
conversation and a dictionary used by people in verbal communication.
Vocabulary mastery is someones proficiency in using words and meaning
and English language which frequently come up. Besides, vocabulary is
also important in language learning which has to be mastered by students
to develop the language skills; especially in reading that students should
have adequate vocabulary as a result they can understand the reading
materials.
b. Aspect of vocabulary
According to Thornbury (2002:3-9), there are some ways of
presenting a word meaning namely:

15

1) Word classes; the words play different roles in a text. They fall into
one of eight different word classes such as nouns, pronouns, verbs,
adjective, adverb, preposition, conjunction, and determiner.
2) Word families; how words may share the same base or root but take
different endings. A word family comprises the base word plus its
inflexions and its most common derivatives (e.g. play + er = player, re
+ play = replay, play + ful = playful).
3) Collocations; how words couple up to form compounds, and how
they hunt in packs in the shape of multi-word units. It is seen as part
of a continuum of strength of association: a continuum that moves
from compound words (second hand, record player), through multiword units or lexical chunks (bits and pieces). Including idioms (out
of the blue) and phrasal verb (do up), to collocations of more or less
fixedness (set the record straight, set the new record).
4) Synonyms; words that share a similar meaning. Thus: old, ancient,
antique, aged, elderly are all synonyms in that they share the common
meaning of not young/new. Synonyms are similar, but seldom the
same.
5) Antonyms; words with opposite meanings like old and new.
The implication of the aspects just mentioned in presenting a word
meaning, learning the vocabulary of a second language present the
following consequences for teaching as stated by Thornbury (2002:30):
1) Learners need task and strategies to help them organize their mental
lexicon by building networks of association the more the better.
2) Teachers need to accept that the learning of new words involves a
period of initial fuzziness.

16

3) Learners need to wean themselves off a reliance on direct translation

from their mother tongue.
4) Words need to be presented in their typical contexts, so that learners
can get a feel for their meaning, their register, their collocations, and
their syntactic environments.
5) Teaching should direct attention to the sound of new words,
particularly the way they are stressed.
6) Learner should aim to build a threshold vocabulary as quickly as
possible.
7) Learners need to be actively involved in the meaning of words.
8) Learners need multiple exposures to words and they need to retrieve
words from memory repeatedly.
9) Learners need to make multiple decisions about words.
10) Memory of new words can be reinforced in they are use to express
general relevant meaning.
11) Not all the vocabulary that the learners need can be taught. Learners
will need plentiful exposure to talk and text as well as training for
self-directed meaning.
From the explanation stated previously, it can seen that so many
components in mastering vocabulary mastery it consists of words, which
have special features, when someone only knowing the content words,
without knowing the function words, and other components of words, he
or she will never understand English sentences in paragraph, or in a
passage. Having lack of vocabulary, students will be difficult in expressing
their idea; as well as they will find many difficulties in using language
skills. In enriching students vocabulary therefore, the first thing has to do

17

before starting lesson; students are introduced with the new vocabulary in
the content of a passage.
As a result, vocabulary mastery is the students ability in finding
out the words meaning in a sentence or paragraph, in the content,
functional words, idioms, and also phrasal verbs. The vocabulary mastery
can be enriched by giving a test to a student about words implementation,
labeling a word to a picture, describing someone or something, finding the
synonyms or antonyms from the text passage.
3.

Speaking skill
As a matter fact, speaking is one of communication skills in which the

speaker shares information while at the same he/she also gets information from
the listener. For most people, the ability to speak a language has often been
viewed as the most demanding of the other three skills. Caney (1998:13) as
quoted by Kayi stated that speaking is the process of building and sharing
meaning through the use of verbal an non-verbal symbols, in a variety of context.
By speaking someone can communicate his ideas or information, and share them
to others at any situation a in a various contexts.
Florez (1999:2) stated that speaking is an interactive process of
constructing meaning that involves producing and receiving and processing
information. According to Bailey speaking is the productive aural/oral skill
which consists of producing systematic verbal utterances to convey meaning.
Moreover, Desalles (http://www.infres.enst.fr) explained that speaking is the
process of expressing thought, idea or feeling in the form of spoken language.
Based on the definitions above, speaking is the process of conveying meaning,

18

expressing idea and feeling through verbal utterances at any situations and in
various contexts.
Speaking a language is really difficult for foreign language learners
because effective oral communication requires the skills to use the language
appropriately in social interactions. Webster (2006:927) stated that skill refer to
the ability to use ones knowledge effectively in doing something.
In order to speak communicatively and effectively, one should have
speaking skill. Speaking skill has to be learned, practiced and evaluated over a
period of time. Hyper dictionary (2007) stated that speaking skill in is described
as an ability to speak that has been acquired by training.
Learning to speak a foreign language requires more than knowing its
grammatical and semantic rules. Richards (2002:204) stated that the learners must
also require the knowledge of how to the language in the context of structured
interpersonal exchange. Therefore, the students need explicit instruction in
speaking, which generally has to be learned and practiced.
Learning speaking skill is very challenging for students in foreign
language context, such as Indonesia. Students have very few opportunities to use
the target language outside the classroom. That is the teachers role to facilitate
the communicative learning and teaching process so that the students can practice
and improve their speaking skill.
From the above explanation we can conclude that speaking skill is ones
ability to perform and share meaning through the knowledge of a language system
in the form of oral activity that has been acquired by practicing and training.
From a pragmatic view of language performance, listening and speaking
are almost always closely interrelated. Brown (2004:140-165) stated that as
speaking in productive skill that can be directed and empirically observed, the

19

accuracy and effectiveness of listening skill can comprise the validity and
reliability of an oral production..
In accessing the speaking skill, Underhill (2004:96) stated that there are
five aspect should be measured; fluency, grammar, pronunciation, vocabulary, and
comprehension. Brown (2004:57) stated that there are six cases to be evaluated in
accordance with the speaking assessment; (1) grammar, (2) vocabulary, (3)
comprehension, (4) fluency, (5) pronunciation, and (6) task (accomplishing the
objective of elicit task)
1. Fluency according to bailey (2005:5) refers to the capacity to speak
fluidly, confidently, and a rate consistent with the norm of the relevant
native speech community. Koponen in Louma (2004:88) stated the
definition of fluency often include references to flow smoothness, rate
of speech, absence of excessive pausing, absence of disturbing
hesitation markers, length of utterances, and connectedness. In order
to decide the fluency level of a learner, Nakano in Kouichi (2008)
stated that there are five factors to be analyzed:
The total number of words spoken in a fixed time.
The number of silent pauses for thinking.
The number of repetition of words, phrases, or clauses.
The number of repair or reformulation for correction.
Mean length of utterance.
2. The second aspect of speaking skill is grammar. Almost all speaking
criteria make some reference to grammar, either as a part of holistic
description or it separate analytic rating criterion. However, the
grammar that is evaluated is assessing speaking should be specifically
related to the grammar of speech.

20

3. The third aspect of speaking skill is pronunciation which is including

features, vowels and consonants, and the stress and intonation
patterns. Louma (2004:12) stated that pronunciation which, the sound
of speech can refer to many features of speech stream, such as
individual sounds.
4. Many things scales for speaking include description of vocabulary
use. Vocabulary is the fourth aspect of speaking skill which related to
the words that are used by the speaker.
5. Thu fifth aspect of speaking skill to be assessed is comprehension
which is related to the ability to understand the utterances. Generally
comprehension refers to the fact or grasping the meaning, nature, or
understanding.
The aforementioned explanation of speaking aspects gives the
conclusion that there are five important aspects to be measured in the
speaking

assessment,

namely:

fluency,

grammar,

pronunciation,

vocabulary, and comprehension.

B.

FRAME OF THINKING
Based on theoretical studies in this research can be structured in the

following frame work of thinking:

1. There are effect of parents education background and vocabulary
mastery altogether towards students speaking skill.
Parental education may drive the children to get the betterment in
education. It means the more educated the parents, the more chance for the

21

children to strive the best in education. Parents will simply see that
children could be their futuristic prototype.
Meanwhile vocabulary mastery is the students ability in finding
out the words meaning in a sentence or paragraph, in the content,
functional words, idioms, and also phrasal verbs. Through a context of
communication, one cannot produce productive skill without having
sufficient knowledge of vocabulary.
Thus, it is clear that parents education background could
encourage the children to strive the best achievement in learning. It could
happen since children will simply imitate what their parents did, especially
in education. Just like the proverbs say: like father like son. One aspect of
education for this research is manifested through speaking skill.
This condition would be strengthened by the existence of
vocabulary mastery. Students could speak easily if their vocabulary
mastery is sufficient, because vocabulary mastery is small part of sentence
which will be uttered automatically in communication. At the end, it is
believed that parents education background and vocabulary mastery could
bring affirmative effects towards students speaking skill.
2. There is an effect of parents education background towards
students speaking skill.
Parental education may lead the children to get the betterment in
education. It means the more educated the parents, the more chance for the
children to strive the best in education. Parents will simply see that
children could be their futuristic prototype.

22

Parents education background will determine their future, which in

return will determine what kind of education their children deserve. By
having qualified education, it is hoped that their quality of education will
be improved either, especially in language. One domain of language is
speaking skill. As the consequences, the speaking skill could be improved
through the quality of education level.
So it is announced that the parents education background could
bring affirmative effect towards students speaking skill.
3. There is an effect of vocabulary mastery towards students
speaking skill.
Vocabulary mastery is the students ability in finding out the words
meaning in a sentence or paragraph, in the content, functional words,
idioms, and also phrasal verbs. Through a content of communication, one
cannot produce productive skill without having sufficient knowledge of
vocabulary.
To be able to speak, students need not only vocabulary but also
knowledge to apply certain words so that their speaking skill could be
improved maximally.
Through this research, it is assumed that the higher the students
ability in mastering the vocabulary, the higher the students speaking skill.
Vocabulary is the most important thing to achieve to produce the good
speaking skill.
C.

RESEARCH HYPOTHESIS

23

Based on the theories description and conceptual framework, the

hypothesis can be formulated as follows:
1. There are effects of parents educational background and vocabulary
mastery towards students speaking skill.
2. There is an effect of parents educational background towards students
speaking skill.
3. There is an effect of vocabulary mastery towards students speaking skill.

CHAPTER III
RESEARCH METHODOLOGY
A.

PLACE AND TIME OF RESEARCH

1. Place of research
The research was conducted at the State Junior High Schools in
Indramayu West Java. The research was done purposively to several
schools (especially eighth grade students) due to several criteria:
a. The schools are relatively good. This school is designed for learners
who can create not only have the intellectual capacity but also have
spiritual values. Researcher feels that these schools suit for conducting
the research.
b. The schools are relatively close to be reached by researcher in charge
so hopefully in time allotment there will be no barriers while
conducting the research.
2. Time of research
The research is scheduled to begin in January 2015, which begins
with observation. In terms of bureaucracy, researcher did not find any
difficulties. Hence this research could go on schedule naturally.

24

Table 3.1
The students Composition of
State Junior High School in Indramayu, West Java
N
SCHOOL
o
1
2

SMPN 1
SMPN 2

VII
MALE
FEMALE
87
112
72
88

AMOUNT OF STUDENT
VIII
IX
MALE
FEMALE MALE FEMALE
93
104
85
110
74
83
75
77

TOTAL
591
469

Table 3.2
Time Schedule of Research
No
1.

2.

3.

B.

Activity Items
Planning
1.1.
Arranging proposal
1.2.
Arranging instrument
1.3.
Instrument tryout
Implementing
2.1. Collecting data
2.2. Analyzing data
Accomplishing
3.1. Reporting
3.2. Revising the report
3.3. Finalizing report

Jan

Feb

Month
Mar Apr

May

Jun

RESEARCH METHOD
This study emphasizes on the effects of parents' educational background

and vocabulary mastery altogether towards student's speaking skill. It means there
are two independent variables and one dependent variable; variable X 1, as the first
independent variable (parents' educational background) and variable X 2, as the
second independent variable (vocabulary mastery) which have interconnected and
influenced the variable Y as the dependent variable
(Students speaking skill). The method used is a survey with multi-correlation
technique.

25

Therefore, this research will be seen clearly throughout the research design
in the following figure:

Figure 3.1
Research Design

Parents Education Background (X1)

rx1y

Rx1x2y

rx1x2
Y
rx1y

Students Speaking Skill (Y)

=
=

level of students speaking skill

The effects of parents educational background
rx2y
Vocabulary Mastery
(X2)

and vocabulary mastery towards students

rx2y

speaking skill.
The effect of vocabulary mastery towards

Rx1x2y

students speaking skill

The effect of parents educational background
and vocabulary mastery towards students
speaking skill.

C.

POPULATION AND SAMPLE

1. Population

26

According to Sugiyono (2008:17) population is an area of

generalization which comprises object or subject that has quality and
certain characteristic determined to be analyzed and then made a
conclusion

by

researcher.

Furthermore,

Fraenkel

and

Norman

(2003:9697) find out that population is the larger group to which one
hopes to apply-the result in other words. it is the group of interest to the
researcher. The group to whom the researcher would like to generalize the
results of the study, Population in this research is all State Junior High
Schools students grade eighth in West Jakarta.
2. Sample
Fraenkel and Norman (2003:97) stated that sampling refers to the
process of selecting individuals. Sample in a research study refers to any
group on which information is obtained. The sampling technique used for
this survey research is a cluster-simple random sampling it means
taking a sample in cluster, random, and in a simple way. It is done because
of the wide area and a great deal of population. According to Sevilla
(2006:167-168), the cluster-simple random sampling is used in which
related to a geographic location of respondents where they are in one
school selected randomly as a cluster and regarded that they have an equal
position for relevant characteristics towards examined variables. In
choosing the sample, there are two schools of two sub-districts with an
accreditation chosen, namely: SMPN 206 and SMPN 219. After that, 30
students in each selected school become samples. As a result, 60 students

27

in grade eighth in the odd semester, academic year 2013 2014 to be the
samples in this survey research.
D.

TECHNIQUES OF DATA COLLECTION

To collect the data; the researcher finds out on the field research. The data

are namely: parents' educational background, student's vocabulary mastery and

student's speaking skill. The data are collected by giving 2 kinds of questionnaire
for independent variables, and a set of oral test for dependent variable. Both
questionnaire and oral test are given to 60 students from 2 schools, which are set
as samples.
E.

RESEARCH VARIABLES
To conduct the research, the researcher needs three variables before the

hypotheses tested. There are three variables of this research, consist of 1

dependent variable, namely: student's speaking skill (Y), and 2 independent
variables, namely: parents' educational background (X1) and vocabulary mastery
(X2).

F.

RESEARCH INSTRUMENTS
1. Definition of First Independent Variable: Parents' Educational
Background
a. Conceptual Definition
Parents educational

background

is

the

formal

education

experienced by parents through elementary education level (graduate from

28

SD/MI

and

SMP/MTs

or

equivalent),

secondary

education

(SMA/MA/SMK or other equivalents) and level of higher education

(college, diploma or graduate degree), both informal and non-formal
education.
b. Operational Definition
To measure the parents' educational background operationally, a set
of questionnaire is distributed to the students to be answered based on their
parents' level of education. Basically, there are 3 levels of education which
parents (both father and mother) could pursuit, namely: elementary,
intermediate and advanced.
c. Blueprint of Instrument
The blueprint of the instrument is presented as follows:

Table 3.3
The Blueprint of Instrument
Parents Educational Background
No
1

Variables

Indicators
Parents graduate or not through this

Elementary level

Total
2

elementary level.
Parents graduate or not through this
2

Secondary level

4
secondary level.
Parents graduate or not through this

Advanced level

3
advanced level.
T O TAL

2. Definition of Second Independent Variable: Vocabulary Mastery

29

a. Conceptual Definition
Vocabulary mastery is an ability of understanding words of
foreign language that someone has to be explained or described to
someone else. And the others can understand what is being explained.
Learning vocabulary is important because to be able to speak, write,
and listen nicely we have to know vocabulary first. It means that in
learning vocabulary we have to know the meaning of a word and also
understand and can use it in sentence context.
b. Operational Definition
To get student's data in vocabulary, a vocabulary test as
instrument has been developed. The type of test is in multiple choice
questions consist of 20 items with 4 options (a, b, c, and d). The true
answer is given I point and the false answer is given 0 point. In this
instrument, the writer selects some of word lists stated in English
curriculum and the text book used to teach in the class.
c. Blueprint of Instrument
The blueprint of the instrument is presented as follows:
Table 3.4
Blueprint of Vocabulary Mastery Instrument
No

Indicator
Students is able to find the word which

Number of Question

Total

1,2,3,4,5

6,7,8,9,10

11,12,13,14,15

have the same meaning - synonym

Student is able to find the words that are
2
opposite in the meaning antonym
Student is able to explain the meaning of
3
the word - definition

30

Student is able to explain the meaning of

4

unfamiliar word and provide several

16,17,18

possible meaning - paraphrase

Student is able to complete the sentence
5

19,20
with the right word - completion
TOTAL ITEM OF INSTRUMENTS
3. Definition of Dependent Variable: Speaking Skill
a. Conceptual Definition

2
20

Florez (1999:2) defined speaking as an interactive process of

constructing meaning that involves producing and receiving and
processing information. Speaking is the productive aural/oral skill
which consists of producing systematic verbal utterances to convey
meaning.
b. Operational Definition
Operationally, in assessing the speaking skill, Underhill
(2004:96) stated that there are live aspects should he measured;
fluency, grammar, pronunciation, vocabulary, and comprehension.
Thus, in measuring the speaking skill, the range of skill is set in the
following: 5 (outstanding), 4 (excellent), 3 (good), 2 (fair), and 1
(need improvement).
c. Blueprint of Instrument
The blueprint of the instrument is presented as follows:

31

Table 3.5
Blueprint of Instrument Students Speaking Skill
Scorin
No

Variables

Fluency

Grammar

Indicators
Student is able to speak fluently
Student is able to speak correctly

Total
g
1-5

1-5

1-5

1-5

1-5

according to the grammar context

Student is able to use correct
3

Pronunciation
pronunciation while speaking
Student is able to use various

Vocabulary
Comprehensio

vocabulary while speaking

Student comprehends what he said all

5
n

about
T O TAL

G.

THE RESULT FOR INSTRUMENT'S TRY OUT

1. Validity Test.
a. Vocabulary Mastery
Because the data is dichotomist, so the validity for instrument
is measured by using point bi-serial technique, and the formula is

stated as follows:
M M
p
r bis = p 1 x
St
q

rbis
Mp
M1
St
p
q

= coefficient correlation of point bi-serial

= the average score for those who got the correct answer
= the average of total score
= standard of deviation of total score
= level of difficulty
=1-p

32

After conducting the first try out for this instrument to non
sample of 30 people, it is found that 5 items of instruments are invalid.
They are numbers: 10,13,16,18 and 20.
To make the instrument valid, all the invalid items are revised
and replaced by another items and re-tried out. Until all the items are
sentenced valid (see appendix). Therefore, this instrument can be used
as the tool of measurement in this research.
b. Student's Speaking Skill.
Kind of validity measured in this research is a validity internal
consistency by using Pearson Product Moment. The result gained
through the measurement then is compared to r table of product moment.
If the robserved is bigger than rtable. hence the item of instrument is
sentenced valid, or vice versa. The validity data is presented after all
the measurement is done completely.
For the student's skill in descriptive writing instrument since
the data is dichotomy. So the data would be parametric. Thus, the
validity test is done by using correlation of product moment, which
the formula is presented as follows:
r=

n XY X . XY

n . X ( X ) n . Y (Y )
2

Which:
r
= coefficient correlation of X and Y
X
= total score (for independent variables)
Y
= total score (for dependent variable)
N
= total of respondents

33

After conducting the first try out for this instrument to non
sample of 30 people. It is found that one item of instruments is
invalid. It is number 1.
To make it certain, the researcher needed to conduct another
try out for the instrument, until all the items are sentenced valid (see
appendix). Therefore, the instrument can be used as the tool of
measurement in this research.
2. Reliability Test.
a. Vocabulary Mastery
The reliability test for the instrument is gained through
calculation by using the Spearman-Brown, which the formula is stated
as follows:
r=

2 r 12
(1+ r 12)
Having been calculated by using SPSS version 16.0 for
Windows, it is gained that the reliability score for the instrument is
0.789, which means it is higher than 0.7. As the consequence, the
instrument is sentenced reliable and proper to be used as tools of
measurement for this research.
b. Speaking Skill
The result for reliability test of this research, according to
Djaali (2000:145) is fully presented as usual by using AlphaCronbach as illustrated in the following:

34

r 11 =

{ }{

S2
k
1 2i
k 11
St

Which means:
r11
= reliability of instrument
K
= total of valid items
2
Si
= total of item variance
St 2

= total of variance

If the coefficient of instrument of reliability is bigger than 0.6,

it means that this instrument is fairly reliable. Based on the calculation
of reliability for the instrument, it is gained the score of reliability:
0.728. Since the result is bigger than 0.6, it brings consequences that
the instrument is reliable and is able to be used as a tool of
measurement for this research.
H.

TECHNIQUES OF DATA ANALYSIS

1. Descriptive Analysis
The descriptive analysis is done by presenting the data in the form
of frequency distribution table, polygon graphic, and also histogram for
each research variable. Furthermore, for each group of data will be
processed and analyzed about the size of: mean, median, mode, standard of
deviation, skewness and also kurtosis. For the descriptive data processing,
the tabulation is performed by SPSS version 16.0 for Windows, with the
manual formula presented as follows:
a. Mean =

Yi
n

35

 Yi

= total score from n to j

= total sample

b1
b. Mode = b+ P b 1+b 2
b

= the border of interval class and the most frequency

P = the swap of interval class

b1

= frequency of mode class - frequency of previous interval

class
b2

= frequency of mode class - frequency of upcoming interval

class

[ ]

1
nF
c. Median = b+P 2

b = the under limit, where the median lies

n = total data or sample
F = total of all frequencies before median classes

= frequency of median class

d. Standard of deviation =
Y2
n

Y 2

( Y )2
n

nt

= total score from n to j

= total sample

2. Prerequisite Tests for Data Analysis

36

The prerequisite tests are done to find out whether the collected
data is worthy enough to be analyzed later on by using statistical tool. The
prerequisite tests are normality test and linearity test. For the research, the
prerequisite tests are performed by using SPSS version 16.0 for Windows.
a. Normality Test
The normality test is done by using Liliefors test with criteria if the
score of Lobserved < Ltable, it means that the data comes from normal
population, or vice versa. The score of Lobserved is gained through
calculation by using manual formula as stated in following:
YiY
Zi=
Si
Yi
Y
Si

= data from each sample

= the average
= standard of deviation

The score of F (Zi) is gained by following the rule of rigid normal

distribution which then is also counted the score of probability for F (Zi) =
P (Z < Zi). The score of L observed is gained from the biggest score as the
result of subtraction between F (Zi) and S (Zi). While the score of L table is
gained from the table of Lilliefors.
b. Linearity Test
The test of linearity for regression line for this research is done by
using F test (Sudjana, 1996:327), which the formula is stated as follows:
( JK TC )
2
S
k2
F= TC
=
2
S E JK ( E )
nk
Where:
JKTC

= JKres JKE is called the sum of mismatch squares

37

JKE

yi2
k

( yi )2
n

is called the sum of false square, while k is

re-grouping for data x.

2
JKres = yi JK ( b|a ) JK (a) , is called the sum of residual squares,

JK ( b|a )=b xi, yi

( b|a ) , JK ( a )=

yi
n

xi yi
n

, is called the sum of regression squares

, is called also the sum of regression squares (a).

The score of Fobserved is then compared to the score of Ftable with

=5 .
The criteria for linearity test is if Fobserved > Ftable, it means the regression
line is linear.
3. Testing Hypotheses
After all the prerequisite tests fulfilled, which means that the data
need advanced processing, the following step would be the test for each
hypothesis. This test is done by using multiple correlation technique. This
test is done to find out the effects among variables, namely: parents'
educational background, vocabulary mastery and student's speaking skill
whether partially or collectively. This test is performed by using SPSS
version 16.0 for Windows.

38

I.

STATISTICAL HYPOTHESIS

The hypothesis for this research are stated as follow:

1. Hypothesis 1
H 0 : 1 = 2 = 0

there are no effects of parents educational

background and vocabulary mastery altogether

H1 : 1 0, 2 0

towards students speaking skill

there are effects of parents educational background
and vocabulary mastery altogether towards students
speaking skill

2. Hypothesis 2
H 0 : 1 = 0

there is no effect of parents educational background

H 1 : 1 0

towards students speaking skill

there is an effect of parents educational background
towards students speaking skill

3. Hypothesis 3
H 0 : 2 = 0

there is no effect of vocabulary mastery towards

H 1 : 2 0

students speaking skill

there is an effects of vocabulary mastery towards
students speaking skill

Where:
1
= variable coefficient for parents educational background
2
= variable coefficient for vocabulary mastery

39