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CHAPTER I

INTRODUCTION

A. Background of the Study

Human beings cannot be separated from language as a means of

communications. Each person masters at least one language to

communicate. In having communication with other people who have

different language, one must learn others, language (s). Most people learn

others’ languages because they need to. English which spreads and is studied

and also used by millions of people all over the world, either as native

language, second language or foreign language undoubtedly plays great

importance in people’s life nowadays. It has given a lot of advantages to the

countries where most people use it.

In addition, people’s life is influenced by science and technology. Most

of books about science and technology are still written in English although

some are written in other languages or have been translated into Indonesian,

but they are in limited numbers. In this case, the use of English is clearly

needed as a means of communication with other countries, not only in

science and technology but also in other aspects of life such as culture,

tourism, education, commerce, business, and politics. The communication

can either be direct or indirect form. The direct communication is a

communication that is carried out by involving the informer as the source of

information with the receivers, the ones who need the information directly,

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such as: in seminar or dialogues, where as the indirect communication is a

communication which is carried out in indirect way, like the communication

between the author with readers.

In order not to miss the information, our country, which is still a

developing country, absolutely, needs English. Realizing those facts, our

government stresses the importance of English and declares it as compulsory

subject that must be taught from elementary school until university.

In teaching and learning English as a foreign language, to get good

English mastery, students need situation where they are on their own trying

to use the foreign languages to exchange with others’ messages. It is also

said that motivation must be aroused in someway. We must proposed or

encourage students to develop activities which has intrinsic interest for

them. Activities in such natural interaction context are as the followings:

1. Establishing and maintaining social relation;

2. Expressing one’s reaction;

3. Hiding one’s interaction;

4. Talking one’s way out of trouble;

5. seeking and giving information;

6. learning or teaching others to do or make something;

7. conversing over the telephone;

8. Discussing ideas;

9. Playing with language;

10. Acting social roles;

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11. Entertaining others;

12. Displaying one’s achievement, and

13. Sharing leisure activities.

Besides, the function of English in Indonesia is as a means of

encouraging the process of national development, creating good relationship

with other nations and conducting foreign policy (Sukartono,1970). It is also

said that the aim of English teaching is a working knowledge of English that

includes: effective reading skill, skill to understand spoken English, writing

skill and speaking skill.

All the above skills cannot be separated from communication skill.

Because, when students are reading, listening, writing, or speaking English

(as a second or foreign language), actually they communicate.

Communication is not merely an act for giving information from the

informer as the source information to the receivers, but it involves many

elements of the language structure or grammatical competence, the concept

of language and the community of language user that evenly make them

produced different pronunciation of word. From this, we know that

communication is complex skill combining a number of elements.

In order to be able to communicate and use the language, structure or

grammatical competence must be understood well by the students. It is on

the assumption that the better structure competence they posses in target

language, the more fluently they are able to use the target language

(Subyakto,1993)
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Besides, the environments of the students’ (language user) are also

very important in language learning. To communicate well means that the

receivers do not lose the message from the informer, the speaker must be

good in speaking skill, especially in direct communication. Because in direct

communication the speaker must speak clearly from one to each other.

Actually the students speaking skill are different from one to each

other. To achieve a good speaking competence, the speaker must use the

correct pronunciation and grammar. The different environments of the

students (speakers) will make the differences in their speaking too. When the

students (speakers) comes from medium up to high social class, they will

speak clearly and fluently with a good pronunciation and grammar. It is

because there are many persons or thing that can guide them to use the

language well. But in low social class there are only a few persons that can

guide them to use the language well. So their speaking skill is not

understandable well.

Based on the explanation above, the writer does her study in the tenth

grade students (class X) of SMAN I Ponorogo because this school has many

students from different environments. So from those differences, the writer

knows how far the student background environments influence their

speaking skill. From random sampling technique, the writer gets one class as

the sample of this study.

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B. Identification of the Problems

From the background of the study, there are lots of problems

concerning with the speaking skill. Those problems can be stated as follows:

1. How can good speaking skill be achieved in the tenth grade students

(class X) of SMAN I Ponorogo in the academic year 2006/2007?

2. Are the environments of the tenth grade students (class X) of SMAN I

Ponorogo in the academic year of 2006/2007 influence their speaking

skill?

3. How far do the environments of the tenth grade students ( class X) of

SMAN I Ponorogo in academic year 2006/2007 influence their

speaking skill?

C. Problem Limitation

The problems of speaking skills are so complex. So it is impossible for

the writer to solve all those problems. Therefore, the writer limits her study

to:

1. The speaking skill of the tenth grade students (class X) of SMAN I

Ponorogo in the academic year 2006/2007.

2. The environments of the tenth grade students (class X) of SMAN I

Ponorogo in the academic grade 2006/2007.

3. The influence of the students’ environment towards their speaking skill

of the tenth grade students (class X) of SMAN I Ponorogo in the

academic year 2006/2007.

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D. Statement of the Problems

The problem of the study as follows:

“Is there a correlation between the students’ environments and speaking skill

in the tenth grade students (class X) of SMAN I Ponorogo in academic year

2006/2007?”

E. Purpose of Study

The purpose of the study that will be achieved by the writer in this

study is to find out the correlation between student’s environments and their

speaking skill in the tenth grade students (class X) of SMAN I Ponorogo in

the academic year 2006/2007.

F. Significance of Study

Basically, all study activities should posses clear purpose and

significance. At the end of this study, the writer hopes that this writing will

give a great benefit for the following components:

1. For the teachers.

The writer hopes that the English language teacher is able to choose

some designs that most appropriate in teaching speaking based on their

students’ environments.

2. For the students.

Students are able to understand their own weakness and strength.

These will give a contribution for going forward and try to find out an

alternative way to make the weakness and strength seems in balance.

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3. For education institutions.

Education institutions will be able to analyze the weakness and the

strength of understanding of the students and keep on anticipating the

obstacle in English mastery.

4. For the writer.

The writer hopes that the result of this study will increase the writer’s

knowledge and experience in developing speaking skill.

5. For the reader

This study is attended to give the contribution to the reader who is

interested in studying English Language teaching, so they can helps to

ask students to use their English although they are not in school. So it

will also give some contribution to the development of students’

speaking skill of the tenth grade students (class X) of SMAN I

Ponorogo in the academic year 2006/2007.

6. For the other researchers

The writer believes that this writing is far from perfect. There are many

weaknesses that can found in this thesis. The writer hopes that this

writing can be a “frame of thought “or the starting point for the other

writers to find out the perfect of the study.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review on Environments

1. Definition of Environments.

According to Hornby ( 1995:288 ),environment is a social and

moral of different classes of people. Society is a system of usages and

procedures, of authority and mutual aid, of many groupings and

division, of controls of human behavior and of liberties ( Maciver,

1945:5 ). The environments will make someone do social action that is

relation between people and their communities. So they will have a

social relationship. There are many varieties of social relationship,

such as: the relation of mother to child, friend to friend, etc. But the

generalization can prove in the name of economic, political, personal,

friendly, and social relationships. The social relationship will make

many social classes that will make people different from one to

another’s. It means that each people have their own style according to

their environment and it will be shown from their language. Labov

(1996) in Sumarsono and Partana (2004:50) said that people from

some social classes with a certain age and gender will use a certain

version of language in a certain situation. If they come from high

social classes they will use a good language, meanly they use good

grammar and pronunciation.

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2. Sociolinguistic Review

a. Definition of Sociolinguistic

Sociolinguistics is study about linguistics related with the

society. Fishman (1992:4, in Chaer andAgustina 2004:3) said that

“ Sociolinguistic is the study of the characteristic of language

varieties, the characteristics of their functions, and the

characteristics of their speakers as these three constantly interact,

change and change one another within a speech community”. On

the other hands, Nababan (1984:2, in Chaer and Agustina 2004:3)

said that “ Pengkajian bahasa dengan dimensi

kemasyarakatan…..disebut sosiolinguistik ( study about language

related with sociology….called sociolinguistics). From the

statement above, the writer conclude to use sociolinguistics as

the view side to know about how far some environments of

language user (speaker) influence their speaking skill.

Further, Appel, Hubbert, and Meijer said that “

Sociolinguistyiek is de studie van taal en taalgebruik in de

kontext van maatschapij en kultuur (sosiolinguistik adalah kajian

mengenai bahasa dan pemakaiannya dalam konteks social dan

kebudayaan ( sociolinguistics is study about language in culture

and social contexts) (1976:10,in Chaer and Agustina 2004:4).

Furthermore, “ Sociolinguistyek is subdisiplin van de taalkunde,

die bestudert welke social factoren een rol spleen in het

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taalgebruik er welke taalspelt in het social verkeer

( sosiolinguistik adalah subdisiplin ilmu bahasa yang

mempelajari faktor-faktor social yang berperan dalam

pemggunaan bahasa dan pergaulan social ( sociolinguistics is a

part of linguistics that study about social factors that influence

the use of language and society) ( Booij, Kersten, Verkuly

1975;139, in Chaer andAgustina 2004;4). It means that the social

frane work of each language user ( speaker) will influence their

language skill.

Moreover, Cripe and Widdowson in Allen and Corder 9ed)

(1975:156, in Chaer and Agustina 2004:4) said that “

Sociolinguistics is the study of language in operation, its purpose

is to investigate how the convention of the language use relate to

other aspects of behavior”. This statement is supported by

Hickerson (1980:81,in Chaer andAgustina 2004:4) who says that

“ Sociolinguistics is developing sub field of linguistics which

takes speech variation as its focus, viewing variation or it social

context. Sociolingistics is concerned with the correlation between

social factors and linguistics variation”. From those statements,

we can know that there is positive correlation between the

environments ( social factors ) of the language user ( speaker )

with their spoken language.

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From some utterances uttered by people we can know

where they come from. Halliday (1970, in Sumarsono and

Partana 2004:2) talks about institutional linguistic, and it deals

with the relation between a language and the people who use it.

The behavior of language user such as their attitude and their

culture will influence their language. On the other hands,

Fishman (1972, in Sumartono and Partana 2004:2) states that “

The sociology of language focuses upon the entire gamut of

topics related to the social organization of language behavior,

including not only language usage per se, but also language

attitudes, overt behavior toward language and language users. “ It

means that social class will make a different language”.

Furthermore, Loveday (1982:2) tells that sociolinguistics is

not only concerned with the linguistics indicators of social

background but also interested in the various conventions we

follow in order to organize our speech with each other that are

oriented towards social goals. The variety and diversity of

language are related to the social framework of its speaker. From

its, we can know how social norms and values affect a linguistic

behavior.

b. Language and the environments

From the explanation above, we know that the main source of

sociolinguistics is the relation between language and the use of

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its in some environments. For example; in education

environments we use standard language ( ragam bahasa baku ), in

home environments we use non-standard language ( ragam

bahasa tak baku), in business environments we use business

language, and in art environments ( poetry and novels ) we use

literary language.

Now, our discussion is focused in the relation between the social

classes of the speaker with their language. Chaer and Agustina

(2004:39) separated social class into two classes, there are:

a. Upper class ( Aristocratic class )

b. A social class that sign with the person’s education and

financial background.

When the person has a good background ar social

environments they will use good language.

Furthermore, Ross (1956 ) in Chaer and Agustina (2004:42)

says thatthere are some differencies about utterances, structures

and diction that use in English upper class and in English non-

upper class. In the upper class they use a good utterances,

structures and diction, but in non-upper class use a lack

utterances, structures and diction.

On the other hands, Bernstein in Chaer and Agustina

(2004:5) says about Deficit Hypothesis. This hypothesis tells that

there is a positive correlation between the successfully of

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teaching learning language with the students environments of

language background. If the student comes from upper class they

will get more good quality in use the language, because they

continually use language in good grammar and pronunciation

both in their house and their school. And the students from non-

upper class will get on enough quality in use language because

they only use language in good grammar and pronunciation in

their school.

So, from the explanation above we can conclude that

actually many students from different environments background

can use a good language since they guider to use it and they also

use it continually.

B. Speaking Review

1. Definition of Speaking

Before discussing further about speaking, the writer will write the

opinions on speaking proposed by some experts; Valette in her book

Modern Language Testing says that “ Speaking is more than

pronunciation and intonation. At the functional level speaking is making

one self understood “ (1977:129),Richards (1986:68) states that speaking

is a form of language skill as communicative competence that can be

developed when it is really used in real life as means communication.

Speaking is a developed as an important means of expressing meanings.

According to Lado (1977:2) that speaking is the act of producing speech

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as a means of communicating, situation or their ability to converse or to

express sequence of ideas fluency.

2. Speaking Mastery

Speaking is an essential part of English and it plays important roles

of direct communication. Without speaking someone cannot tell about

what they want exactly. Hence speaking is so important in teaching

learning language, the teacher must use an appropriate ways in teaching

and learning speaking skill so the students will understand it well. To

make learning English speaking easier, the students need to know about

some components of speaking, such as Valette (1979:157) in her book

Modern English Testing stated:

a.Pronunciation

Actually, pronunciation deals with how to produce sound.

Pronunciation becomes the most important part of speaking skill.

According to Allen (1984:11) “ It is necessary for an English

course to concentrate on the structure of the English language it

cannot teach about the spoken language a part from offering a

guide to pronunciation”, and when learner are as follows:

 The students must learn in the mastery of sound attributes

especially stress and voice pitch.

 The students recognize readily and certainly the variation

speech sounds occurring in the language.

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 The students must learn to use those sounds in their proper

place in connected speech.

Pronunciation is way in which a language is spoken

( Hornby,1987:670) as quoted David Nunan in his book “

Language Teaching Methodology” provides a balanced treatment

of theory and practice there are principle factor affecting

pronunciation learning, such as:

 Native language

 The age factor

 Amount of exposure

 Phonetic ability

 Attitude and identify

 Motivation and concern for good pronunciation

Any students learning a foreign language will find that they

have to learn to recognize and make sounds that are not used in his

own language. A few of English sounds occur in only small

number of language. So here, the students who learn about foreign

language must learn about pronunciation because they will produce

sounds that different from their own language.

b. Vocabulary

Vocabulary is the words that are used in a language. They are

elements that combine a sentence and discourse. When their

vocabulary increases they can choose the word easier suitable with
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their thinking. It means the part of vocabulary used in language and

elements in vocabulary combined of sentences. It is needed in

order to accurate word choice and effectively to convey thoughts

and observation in vocabulary And Legget in his book “ Essential

of Grammar and Competition (1978:318) says “ All language

change constantly, and language that are written today does not

have any exception. The language we speak today is the creation of

all generations that have gone before us, and now we turn in help

to create the English vocabulary for the future generation”. It

means that vocabulary covers words, meaning and how to use in

context. Except that vocabulary also the foundation of people’s

ability to think and to chase their thought with other people and

people will use words not just to speak but to think too.

There are two kinds of vocabulary, they are as follows :

 A passive vocabulary

In which the learner must read the words in the passages even

they don’t use himself.

 An active vocabulary

In which consist of working words those use daily in writing

and speaking.

According to Evelyn, Hatch and Cherly (1995:1) the term of

vocabulary refers to a list or set of words for particular language or

a list or set of words that individual speakers of a language might

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use. Vocabulary is a total number of words which ( with rule for

combining them) make up a language ( Hornby,1987:959). In other

words Hornby (1995:461) defines that vocabulary is all the words

known to person or used in a particular book, subject, etc. Then, he

also defines that vocabulary is (informal) a list of words with their

meaning. Based on the definition above, it can be concluded that

vocabulary is a list of word which make up a language and which

might be used by individual speakers.

Vocabulary is an essential element for second language use.

Coady and Hucking (1997:11) stated that vocabulary is central to

language and of the critical importance to the typical language

learner. Vocabulary has a close relationship with the word and

meaning.Coady and Hucking quote Rivers remarks that:

“Excessive vocabulary learning early in the course gives

student the expression that the most important thing about learning

a language is accumulating new words as equivalents for concept

which they can already expressed in groups of words and in

combinations of language segments, and that the meaning of an

individual word usually difficult to determine when it is separated

from context on the other words and phrase….” (1997:11)

From the statement above, it can be said that every person

who learns a language must learn the vocabulary of the language

first, in order to make learning process easier.

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Mc. Whorther writes that vocabulary means the ability to

recognize the individual words and to associate meaning with the

particular combination of letters that from a word

(1998;201).Furthermore, David (1984:9) says that “ Many

components of complex language skill first of all moment shared

by all four skill, grammatical and vocabulary”. Based on the

statement above, component is an important language skill, but the

two important are structure and vocabulary”.

Vocabulary is a part of essential of English, where it has rule

of the learning of vocabulary activity. The master of vocabulary is

important for the students because it is a foundation in

communication to improve skill of language such as speaking,

reading, writing and listening.

The mastery of vocabulary can increase their English

language skill, as stated by Tarigan (1984:20)” Tingkat kosakata

siswa merupakan index yang baik bagi kemampuan mentalnya dan

merupakan fakta yang telah diterima secara umum,oleh karena itu

ujian kosakata merupakan suatu cara untuk mengetahui IQ para

siswa. (Students vocabulary level is a good index for the students

mentally and as a matter of fact it is except in the environments, so

vocabulary test is one kinds of test to know about the students IQ

level)”. Sobran Rachmadi says that:

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“To stop increasing your vocabulary is to stop the intellectual

growth is you want to keep growing in intellectual, socially,

professionally, if you want to success, I whatever time ended you

choose your live work you will increase your vocabulary

continually” (1984:64)

It means that vocabulary is the most important to improve

collecting related word. So in reality to get essential meaning

world wide human being create mastering vocabulary in his

society.

c.Grammar

Grammar is the structure rules of a language. The rules deal

with the forms of the words, their function and the ways of

arranging those words into meaningful sentence. According to

Hermanto 91995:4), grammar is the study of words and their

function. And then, Nasr (1984:74) writes that grammar consist of

the means by which relationship between words are shown. It

means grammar is combination of word in grammatical rules in

English stated that most noun form plural according form plural by

adding-s (-es) to the singular, it is called a rule in grammar.

Understanding and using English grammar is concerned with the

analysis of the structure of the language. And the regular pattern of

sentence in taking the word is a basic grammatical unit and the art

of grammar is that part which deals to the patterned relations of

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words each other in the sentence of language and the mean of

analyzing them systematically. This is traditional province of

syntax and it may be claimed that syntax is the most important part

of grammar.

d. Comprehension

Comprehension is form of language mastery, without

speaking comprehension, resulted unsuccessful communication.

Peter Trudgill in his book “ Sociolinguistic an introduction” says, “

Language is not simply a means of communication information

about weather or anything about the conversation between two

Englishman is not the words they are using but the fact that they

are talking about”. (1974:13)

The statement about speaking is not only emphasizing on the

word itself about the content what will talk about on speaking skill

clearly. To improve their speaking, will be:

 Listening to the news, music in English

 Read many English book

 Try to speak English everyday

e.Fluency

In teaching a productive skill of speaking, the main purpose

will be oral fluency. Oral fluency is an ability to express someone’s

opinion himself clearly and confidently. Without fluently listener

will get faster bored and the communication may break down.
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According to David Nunan (1993:35), there are several factors that

influence the successful of oral communication (speaking).They

are as follows:

 The ability to articulate phonological feature of the language

comprehensible.

 Mastery of stress, rhythm, intonation pattern.

 An acceptable degree of fluency.

 Transactional and interpersonal skill

 Skills on taking short and long speaking term.

 Skills on management of interaction.

 Conversational listening skill ( successful conversation

requires good both good speaker and good listener)

 Using appropriate conversational formulation and filter

 Skill of knowing

3. Teaching Speaking

The most difficult job of the teacher is to make students to be

able to master a speaking skill and able to have free communication in

the class. In teaching speaking, the teacher usually finds some

difficulties in finding the most appropriate way to be used. And the

teacher should use English when they teach English, so the class will

be in English environments.

There is not just one way to teach speaking. The reason for this is

that speaking and its use are so varied that different ways of teaching
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should be conducted to be easy to be grasped by the students. Some of

the varied teaching of speaking based on Reberg (1978:44) is:

a. Retelling Activities

Teacher reads story two or three times before asking students

to retell it. Some keywords and expressions on the story or the

passages are sometimes noted in the whiteboard to help them to get

hold of the central area. If you want the students to use their own

words in retelling activities, teacher should conduct them in a

group of 3.

b. Information Exchange

Students talking two short stories that give to each pair have

same structure but different content. When the two students in each

pair finish reading the stories they exchange by asking each other

questions.

c. Dialogue

We make use of Idalou “fill in “ dialogue, a kind of opened

exchange is articulacy appealing to students. Some parts deleted

from the original dialogue and the students are required to fill the

blanks while doing the dialogue. Allows the students more freedom

since they have stick to the version. We give a list of picture for

discussing in the classroom.

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d. Role play

Role-play is frequently employed to practice speaking, we

have devised a correspondents interview a kind of role-play

dramatization as a designated character such as schoolteacher. At

the beginning of the interviews the character briefly introduces him

then the correspondent ask them about their work and life.

According to Livingstone (1983:6) role play is a class activity that

gives students opportunity to train language, the aspect of behavior,

and the real roles in or outside of class. Further, Larsen and

Freeman (1986:8) also define that role-play is an activity that gives

students opportunity to train communication in different situation

and social roles.

e. Description

Another oral exchange use is description. Description is like

or give pictures of something in a words. Here we can list names of

persons and things that are known on pieces of paper and

distributing among the students. Each student describes the person

or things assigned to him and his classmate to be able to identify

the person or things.

f. Discussion

The other process that also has an essential devise for our oral

communication is discussion. According to Hornby (1987:246)

discussion is examine and argue about something; talk for the

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purpose of discussing. Here, we give a simple problem solving

topics to the students in order to case the difficult words.

g. Interpretation

The last technique is interpretation. it gives explanation or

meaning by oral translation of an article.

h. Out of class activities

We can pay attention on extra curricular activities which we

encourage our students to carry on English speaking.

The goal of those ways is to build the students’ speaking

skill. The teacher can develop a simple conversation. So the

students will have an active communication and it will give

freedom to students to use and practice what they have got. So the

students will freely express their feeling and ideas through oral

speaking. ”In teaching speaking the teacher is hoped to be able to

create a relax situation, have goal and in communicative situation”.

(Niken 2000:34)

C. Features of SMAN I Ponorogo

This study was carried out at SMAN I Ponorogo. The place of this

school is on JL. Budi Utomo No.1 Ponorogo, phone (0352) 481145. The

writer did his study here because this school has many students from

medium up to high social classes with different environments. For example,

a student from medium social classes who lived in a village, a student from

high social classes who lived in a village, a student from medium social
 25

classes who live in a town, and a student from high social classes who lived

in a town. So, from those differences, the writer knew how far the student

background environments influence their speaking skill.

a. These school also have some vision and mission; they are as follows:

(1) Vision is to build up the school that use national standard,(2)

Mission, they are (a) use and develop some programs depend on

national standard competency,(b) have teacher or instructor that have

good competency suitable with the national standard,(c) use internet

unit optimally, (d) use national standard laboratory, and (e) create

cultural learning teaching situation.

b. SMA I Ponorogo has some facilities that support the learning teaching

activities in this school, such as: (1) Laboratory, namely (a) language

laboratory, (b) Physic laboratory, (c) chemistry laboratory, (d)

computer laboratory, (e) biology laboratory;(2) large and cool garden,

(3) small mosque, (4) basketball yard.

c. SMAN I Ponorogo has some extra curricular such as:(1) YESC ( Youth

English Study Club),(2) martial art: karate, jiu jitsu, taekwondo,(3)

Theater,(4)KIR,(5) Ganesha Pala, (6) Art,(7) Warta Ganesha, (8)Youth

Red Cross.

In this school, the students not only learn theory of the subject in classroom

but also performed the theory outside.

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D. Frame of thinking

Speaking skill is one skill foreign language learning has to master.

There are some aspects that are included in speaking. And when the

language learner has a good social class means they will use their foreign

language both in school and their home, they will speak fluently so their

speaking will be understandable by the listener.

E. Hypothesis

Based on the assumption, the writer proposes the hypothesis as

follows:” There is a correlation between the English’s environments and

speaking skill in the tenth grade students (class X) of SMAN I Ponorogo in

academic year 2006/2007”.

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CHAPTER III

METHODOLOGY OF THE STUDY

A. Design of The Study

Before explaining further about research design used in this study, the

writer wants present firstly about what is meant by research design. M. Nasir

(2003: 84) states that research design refers to all processes needed in

preparing and conducting a research.

There are several kinds of research design. Sevilla (1993: 40 – 158)

classified it into five classifications including historical, descriptive, ex post

facto, participatory and experiment.

Further, Suryabrata (2003: 75) defines descriptive study as a study used

to make description about something systematically, factually and accurately.

And the study used to find out the influence of the variable toward the other

variable is called a correctional study (Suryabrata, 2003: 82). Ary and friends

(1972) in Sevilla (1993: 94) summarize some characteristics of the variables,

they are as follows:

1. Independent variable is manipulated variable

2. All of other variables, except dependent variable are constant.

3. The influence of manipulation independent variable toward dependent

variable can be observed and measured.

To know the influence of the variable toward the other variable as stated

in the title, the writer uses a Correlational Descriptive Analysis.

27
 28

The variable of the study are as follows:

1. Independent variables (Predictor variables)

English students’ environments (x)

2. Dependent variables (Creterion variables)

Students speaking skill (y)

The relationships of those variables are as follows:

According to Arikunto (2002:86) descriptive study, at least, involves

one group. From this group, we must keep as much as possible the data we

need. Firstly, we must find data that all sample in this group have same state

of the factors that may influence the result of the test such as intelligence or

ability. In this case, the data used is documentary data. Instead, documentary

data is used to see their level of intelligence. Arikunto (2002: 206) explains

that documentary data are the data about a certain information or variable in

the form of notes, transcript, book, newspaper, magazine, historical remains,

meeting result, main report book (legger), agenda and so on.

The documentary data meant in this study are the data about the

students’ achievement in the previous semester in their main report book.

Then, the data was statistically analyzed to know weather they are significant

or not. If the result of the statistical analysis is significant this group is not the

same and the study can’t be done. However, when the result of the statistical
 29

calculation was not significant, it means that this group was the same in terms

of intelligence and the study can be continued.

After knowing that this group of data had same level of intelligence,

the study was continued. The writer took data as much as possible from this

group about their language background environments before doing test to

know the result of their speaking skill.

B. Place and Time of the Study

This study was carried out at SMA N 1 Ponorogo Jl. Budi Utomo No. 1

Kabupaten Ponorogo in May 29th – June 12th 2007.

C. Population, Sample and Sampling

1. Population

According to Sutrisno Hadi (1984: 220) population is a number of

individuals which have at least one or some characteristic in common.

The population does not only refer to the persons or human being but it

can refer to animals and things as well. While Clinston (1976: 2) says

that population is any group of persons or individuals at least of one

quality or characteristic in common from which a study may gain the

data.

The population in this study was all the students of the tenth grade year

students (class X) of SMA N 1 Ponorogo in the academic year of

2006/2007. The total number of the students is 360 students coming

from the 9 classes.

 30

2. Sample

Sample is the part of population being the real object of the study.

Sutrisno Hadi (1984: 221) states that:

“Sample adalah sejumlah produk yang jumlahnya kurang dari jumlah

populasi. Juga sample seharusnya mempunyai paling sedikit satu sifat

yang sama, baik sifat kodrat maupun sifat yang khusus (Sample is a

part of population. Sample must have at least one some characteristic

both in generally or specific character)”.

As the part of population, sample must be able to represent the feature

of the whole population. The sample is considered to represent the

population because the generalization of the study is applicable to the

population. Sample is to be able to reflect the characteristic of the

population.

To fulfill the sample in this study, the writers’ chose random sampling

technique. From this technique, the writer got 38 student, they are

comes from one class X. It is based on Arikunto’s (2002: 112)

statement that in random sampling technique at least covers 10-15 %

part from the population. To fulfill it, the writers took 12.5% part from

the calculation, the writer got 38 students. It means that the writer was

allowed to use only one class.

3. Sampling

Sampling is a technique of getting sample. It is the way of how a

sample is chosen from population. The purpose of sampling is to get

 31

the most representative sample. Sampling must be done accurately in

order to get sample, which could describe the condition of the

population.

Basically, according to Sutrisno Hadi (1984: 222) there are two

techniques of sampling, they are:

a. Random sampling technique

It is a technique of getting sample randomly. It means that all

individuals of population have an equal chance to be selected as

sample. Random sampling technique can be carried out through

three ways such as lottery, ordinal numbers, and a table of

random numbers.

b. Non random sampling technique

In random sampling technique, not all individuals of population

have an equal chance to be selected as sample.

In this study, the writer uses random sampling technique because

random sampling has a strong point of departure on mathematics. In

random sampling, all individuals in population, one by one in a group,

are given the same chance to be chosen as samples. Therefore reason

to consider random sampling as deviated sampling.

In random sampling there are three procedures, which can be

used, they are:

1. By lottery;

2. By ordinal numbers;
 32

3. By a table of random numbers.

This study used a random sampling technique, and the writer used a

lottery procedures. The steps at randomizing sample were as follows:

a. Preparing 9 pieces of papers;

b. Writing the class code on the papers prepared, namely

X1,X2,X3,X4,X5,X6,X7,X8,X9

c. Rolling the paper well;

d. Putting the rolled paper in a can;

e. Shaking the can several times;

f. Taking one rolled paper to be the sample.

D. Data Required and Source of Data

The data required in the study included:

1. Data related to the school.

2. Documentary data about students achievement in the previous semester.

3. Data related with the students environments background.

4. Data about students’ performance after the test given.

The data mentioned above were obtained from:

1. Informants, headmaster, teachers and employee, in SMA N 1 Ponorogo.

2. Document of students’ achievement, in this case is “Kumpulan Nilai Kelas

X SMA N 1 Ponorogo tahun pelajaran 2006/2007 semester gasal”.

3. The result of the test.

E. Technique Collecting Data

 33

There were three data collection techniques used in this study; interview,

documentary, and test.

1. Interview

Sevilla (1993: 205) precisely explains that interview is a research

method for collecting data through direct verbal interaction between

interviewer and interview. There are two kinds of interview, structured

interview and unstructured one.

In study, the unstructured interview was used since it was done

informally with the teachers and other authorities in the school to get the

information needed. The answer and situation of the interview is

flexible, not limited by many standards or limitations. It was sometimes

done out of the office time. The writer gave some questions about the

information needed, the informants answer the question and the writer

took a note about it or kept it in her mind and put it into a note later.

Interview was used the study to gather details about the school including

school history, organization and programs, especially the one which was

related to the study.

2. Documentary

Documentary was another data collection technique that was used to get

documented data such as transcript, score report and so on. Arikunto

(2002: 206) explains that documentary is a kind of important technique

to get data about everything or variable which is in the form of notes,

transcript, book, newspaper, magazine, meeting result, legger, etc.

 34

In the study, the documentary technique was used to get the data about

students achievements in the previous semester to make sure that they

were of the same level of control variable namely intelligence. The

instrument used in this case was the main report book. The documentary

data needed in the study were presented in the coming chapter.

3. Test

Test was used in the study to get data about students’ speaking skill.

Indeed, speaking was the most difficult language skill to measure. Harris

(1974: 81) declared that no language skill is so difficult to assess with

precision as speaking ability. What is actually meant by speaking here?

Again Harris (1974: 82) declared that when we refer to students’ skill in

speaking a second language, our fundamental concern is with his ability

to communicate informally on everyday subjects with ease and fluency

to hold the attention of his listener.

Harris (1974: 81), in this case explains that like writing, speaking is a

complex skill requiring the simultaneous use of a number of different

abilities that often develop at different rates. Either four or five

components are generally recognized in analyses of the speech process;

1) Pronunciation, 2) grammar, 3) vocabulary and 4) fluency as well as 5)

comprehension.

The test used in the study, however, did not asses the components

separately. Instead, they were treated as a whole that are integrated in a

speaking skill. Alderson (1995: 107) divides the rating scales for the
 35

assessment into two; holistic/impression scale and analytic scale. In the

study, holistic scale was used, instead of analytic one, because the

examiners made their judgment quickly when the students were

producing the oral performance. With the holistic scale, the examiners

did not pay too much attention to any particular aspect of the students’

production. Instead, they made judgment of its overall effectiveness.

The following was the assessment scale used in the study.

Table: 1

Holistic Scale

Score Quality Descriptors

86 – 100 Excellent Natural English with

minimal errors and

complete realization of

the task set.

76 – 85 Very good More than a collection of

simple sentences, with

good vocabulary and

structures. Some non-

basic errors

61 – 75 Good Simple but accurate

realization of the task set

with sufficient

naturalness of English

and not many errors.

 36

50 – 60 Fair Reasonably correct but

awkward and non

26 – 49 Weak Original vocabulary and

grammar bot inadequate

to the subject
0 – 25 Very poor Incoherent. Errors show

lack of basic knowledge

of English
(This table was adapted from Alderson, 1995:107)

To know the students’ speaking skill, oral presentation was used as the test.

It was used as the test instrument. Oral presentation was kind of

communicative language testing. Weir (1990:75) declares that in oral

presentation the candidate is expected to give a short talk on a topic which

he has either been asked to prepare beforehand or gas been informed of

shortly before the best.

The students presented the theme about personal introduction. And the test

was used to know how far was the correlation between student’s

environments and their speaking skill. (see table: 1).

Before the test was given to the sample, the validity and reliability of the

test were measured.

a. Validity of the test.

Validity means the ability of the test to measure what we want to

measure. (Harris, 1969:19) According to Arikunto (2002:219), the

test should have validity. Validity consists of two kinds, namely

logical validity (content validity, construct validity) and empirical

 37

validity. According to Harris (1969:11) empirical validity

constitutes the comparative degree of achievement between the

results produced by the outside criterion. In addition, the empirical

validity was based on experience (after try out). There are three

tyes of empirical validity namely: Item Validity, Concurrent

Validity and Predictive Validity.

According to Harris (1974:19) questioning about whether or nor a

test is valid can be lied on two questions, (1) what precisely does

the test measure? And (2) how well does the test measure? If the

test is based in sound analysis of the skill or skills we wish to

measure, and if there is sufficient evidence that the test scores

correlate fairly highly with actual ability in the skill area being

tested, then we may feel reasonably safe in assuming that the test is

valid for our purposes.

There were several kinds of validity. One of them was the content

validity that was going to be discussed here. This kind of validity

was chosen since it was needed to check the validity of the test

given to the students. A test was said to have content validity if it

was designed to measure mastery of a specific skill or the content

of particular course of study. Harris (1874:19). Again Arikunto

(2002:219) says that content validity is used to examine that the

test has described the material, which had been taught

proportionally. To fulfill the content validity, the writer took the

 38

materials based on the syllabus of speaking of students of the tenth

grade students (class X) of SMAN 1 Ponorogo in the academic

year of 2006/2007. The construct validity was used in this test in

order to examine whether the instrument has good presentation and

consisted of theories underlying the problems presented. The

instrument has constructed according to the indicator of aspects

being measured. The test used in the study was given to measure

students’ speaking skill. The speaking skill in this case was

measured through an oral presentation test.

1) Item Difficulty

According to Harris (1974:105), a test is said to have high item

difficulty if only 27 % of the students pass the test. It is of average

of item difficulty if 73% of them pass and the item difficulty is said

to be low if 90% until 100% of the students pass the test. The

passing grade in this case is the average score of the students. From

the complete analysis, the writer got one test that had average level

of difficulty. (see Appendix 1).

2) Item Discriminability

Analysis for item discriminability shows that the result of the

calculation is 1. According to Harris (1974:106), if the result of the

calculation is less that 0.30, it means that the test has low item

discrimination and should be revised or changed. The item of

 39

discriminability is good if the result is bigger than 0,30 (see

Appendix 2).

a. Reliability of the test.

Analysis shoes that a test instrument is significant to be used as and

instrument to collect the data (Arikunto, 2002:154). The reliability

is used to know whether the instrument measures specific character

consistently in certain time or not. The result of the must be

consistent, stable, and reliable. Reliability means the consistent and

stable indication of the characteristic being investigated. Harris

states that a test couldn’t measure anything well unless it measured

consistently (1969:14). To know the internal reliability of the test,

the writer will use the KR-21. The formula is adapted from

Suharsimi Arikunto, 2002:164.

 K   K  M  
11    1  KVT 
  K  1   

11 = The reliability of the test

K = Number of item

M = Mean of total score

VT = Total Variance

The test used in this study was consistent and stable. (see

Appendix: 3)

A. Technique of Analyzing Data

 40

Analyzing the data was aimed to prove the hypothesis. Since it was a

quantitative study, data analysis was going to be done with statistical analysis,

precisely using Carl Pearson’s Product Moment Correlation. This study

adapted by Suharsimi Arikunto (2002:243). The formula is as follows:

N  xy  ( x)  y 
r
xy 
N  x   x N  y   y 
2 2 2 2

r
xy = The correlation coefficient between each item and the total score

x = The total score of each item (x)

y = The total score of each item (y)

N = The number of the students

Level of significance = 5%

The result of calculation was then consulted to the value of r Product-Moment

table suitable with the number of the students and the level of significance.

The criteria of the calculation is as follow:

 HO is refused if ratio is > r Product-Moment table.

It means the value is significant and automatically HI is accepted.

It means there is significant influence of the students’ environments

towards students’ speaking skill.

 HO is accepted if ration < r Product-Moment table.

It means the value is not significant and automatically HI is refused.

It means there is no any significant influence of the students’ environments

towards students’ speaking skill.

 41

CHAPTER IV

DISCUSSION

A. Data Description

Through informal interview, the writer known the information about

the school. The school was located at Jln. Budi Utomo No.10 Ponorogo.

SMAN 1 Ponorogo is a high school that become one of the favorite

school in Ponorogo. The student took the programs for three years. The

subject of the study was the tenth grade students (class X).

Another data obtained during the study was a documentary data. The

documentary data were the data about students’ identity; especially the

sample class, scores is in the previous semester that are obtained from the

main report book. The data show the students’ achievement in previous time.

The data are needed to know whether or not the students had the same level

of intelligence.

The documentary data were analyzed statistically using Carl Pearson’s

Product Moment Correlation. The result of the statistical analysis showed

that the value of r ratio was smaller that the value of r table. The value of r

ratio was 0,133 and r-product moment table was 0,325. It means it was not

significant.

Based on the data it was known that the students in the sample calss

had the same intelligence. (see Appendix: 4)

42
 42

B. Data Analysis

The data presented in appendix: 5 was the data about students’ achievement

after the test and interview. The scores of the students in the right columns

were the scores of the students in the speaking skill. On the other hand, the

scores on the left columns were the score of students’ environments. The

data are then analyzed with statistical analysis using Carl Pearson’s Product

Moment Correlation. The analysis of the data shown in Appendix: 6.

After being calculated using the pattern, the value of r ratio was known. It

was 0.347. the value was then consulted to the value of r-product moment

table. The value of r-product moment table for the degree of freedom of 35

with the level of significance of 5% is 0.325.

The criteria of the calculation is as follow:

 Refuse HO if r ratio > r-product moment table. It means the value is

significant.

 Accept HO if r ratio < r-product moment table. It means the value is

not significant.

Based on the result of the calculation it was seen that the value of r ratio was

0.347 and the value of r-product moment table was 0.325. it was obvious

that the value of r ratio was bigger than the value of r-product moment table

(0.347 > 0.325). it means HO was refused meaning that the value is

significant.
 43

C. Data Interpretation

The statistical analysis in Appendix:6 shown that the result of the study was

significant. HO was refused and automatically, HI was accepted. It means that

the hypothesis made in the study is proven true; that there is a significant

correlation between the student’s environments and their speaking skill. The

writer interprets that the different achievement among the students’ speaking

skill in class X of SMAN 1 Ponorogo were caused by their different

environments, included their home places (in town or in village), their

parents’ education, and their English language background.

D. Conclusion

Through long study and careful analysis, finally the writer discovers that the

achievement of the students who had good social background environment

is better that the achievement of the students who are not had good social

background environments. Thus, the writers concluded that there is a

correlation between the English’s environments and speaking skill in the

tenth grade students (class X) of SMAN I Ponorogo in academic year

2006/2007.
 44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

It has been stated in the previous chapter that this study was done to find

out the correlation between the students’ environment and their speaking skill

in the tenth grade students (class X) of SMAN 1 Ponorogo in the academic

year of 2006/2007. The statistical analysis has proven that the value of the

calculation was valid since the value of r-ratio was bigger than the value of r-

product moment table. The r ration was 0,347 and the value of r-product

moment table was 0.325.

Thus it can be concluded that There is a correlation between the

English’s environments and speaking skill in the tenth grade students (class X)

of SMAN I Ponorogo in academic year 2006/2007 and that the hypothesis

made in the study was proven to be true.

Finally known that this study give a new viewing that in learning a

language especially in speaking skill, someone will be influenced by their

environments. When they comes from a good environments, they could

spoken fluently and understandable. It was because they usually heard and

used that new language, both in home or course. But, when they comes from

not so good environments, they could not spoken fluently and understandable.

It was because when they spoken they will pronounce some sounds in their

own style. And they will use a grammatical structure in their own structure

45
 45

too. Except that, they couldn’t follow some course because their parents did

not have enough money to pay the course.

B. Suggestions

Through the long scientific process and analysis, it is finally known that

the students’ environment positively influence students’ achievement,

especially their speaking skill. Someone’s success in learning a language

depends on how much they uses the language meaningfully in their life. On

the other words, the more often they uses the language, the bigger their

opportunity to be successful in acquiring the language.

The result of the study may imply all elements involved in education

including teachers, institutions, students themselves and also their parent. For

the teachers, the study may give new view towards their playing their roles in

learning process. It is important for the teacher to seek the better ways in

teaching speaking skill suitable with their students’ environments.

For the institution, the study brings a new view about how to provide

learning vacilities, especially which can help students learn enjoyable about

the materials. The institution, in this case, can do more to create plans in a

wider scope of the education system in suitable with their students’

background. The institution may take necessary and strategic policies in the

field of education to produce better education outcomes. It may consider

planning a new learning strategy that can increase the students speaking skill.

The study also influences the changes of the view about the students. In

this case, the students as the subject of the learning must be consequently try
 46

to use the language in all their activity, so their ability to speak English will be

increase although they comes from different environments. This will imply

further toward students’ feeling of responsibility. They realize that they are

responsible for what is going on them and how they will be. More precisely,

they are responsible for what they are doing now and also responsible for their

future.

For the students’ parents, they must know about the significance of using

English so they can create some condition in their home to motivate their

children to use English.

 47

REFERENCES

Adams, Dennis; Marry Hamm. 1994. New Design for Teaching and Learning;
Promoting Active Learning in Tomorrow’s Schools. San Francisco: Jossey-
Bass Publishers.

Alderson J. Charles, Caroline Clapham, & Dianne Wall. 1995. Language Test
Cinsstruction and Evaluation. New York: Cambridge University Press.

Allen, Standart W. 1970. Living Rnglish Structure; A Practice For Foreign

Students, Jakarta: Dian rakyat.

Arikunto, Suharsimi. 2002. Prosedur Penelitian; Suatu Pendekatan Praktek.

Jakarta: Rineke Cipta.

Ballantine, Jeane. 1983. The Sociology of Education: A Systematic Analysis. New

York: Prentice Hall. INC.

Black, James; Champion D.J. 2001: Metode dan Masalah Penelitian Sosial.
Bandung: Refika Aditama.

Chaer, Abdul and Agustina, Leonie. 2004. Sosiolinguistik: Perkenalan Awal.

Jakarta: Rineke Cipta.

Hadi, Sutrisno. 1989. Methodology Research. Yogyakarta: Andi Offset.

Harris, P. David.1974. Testing English as a Second Language. New Delhi. Tata

McGraw-Hill Publishing Company Limited.

Hornby, 1995. Oxford Advanced Learner’s Dictionary of Current English;

Oxford: Oxford University Press.

Loveday, Leo. 1982. The Sociolinguistics of Learning and Using a No-native

Language. Oxford: Pergamon Press.

Meciver, R.M. 1950. Society: An Introductory Analysis. New York: Rinehart and
Company, INC.

Munby, John. 1996. Communicate Syllabus Design; A sociolinguistics model for

defining the content of purpose-specific language programmers. New
York: Cambridge University Press.

Nasir, Moh. 2003. Metode Penelitian. Jakarta: Ghalia Indonesia

 48

Nunan, David. 1998. Language Teaching Methodology (A. Textbook for Teacher).
Sydney: International Book Distributor Ltd.

Sevilla, Consuelo G., dkk., 1993. Pengantar Metode Penelitian. Jakarta: Penerbit
Universitas Indonesia.

Sumarsono, and Patana Paina. 2004. Sociolinguistic. Yogyakarta: Sabda

Suryabrata, Sumadi. 2003. Metodologi Penelitian. Jakarta: PT. Raja Grafindo

Persada.

Weir, J. Cyril, 1990, Communicative language Testing. New York: Prentice Hall.

Wendy, and Yteberg. 1990. Teaching English to Children. New York: Logman,
Inc.
49
 50

APPENDIX: 1

The Oral Test Try Out

(Presentation)

Here are there themes for the presentation:

 Personal Introduction

 Daily Habits

 Last Holiday

Prepare the themes at home and present them to the examiners!

Technique of the test:

The three themes are given to the students the day before the examination one by

one. They prepare themselves at home and they must be ready to present the

themes. On the try out day, the students enter the test room one by one. Examiners

take the marks while the students are presenting the theme. Each student

presenting the theme in 1 minute. The try out day held in one day.
 51

Table: 2

ITEM DIFFICULTY

Class : X1

Theme : Personal Introduction

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 85 75 PASS
2. 4006 80 75 PASS
3. 4007 80 75 PASS
4. 4008 80 75 PASS
5. 4009 80 75 PASS
6. 1010 80 75 PASS
7. 4011 80 75 PASS
8. 4012 80 75 PASS
9. 4013 80 75 PASS
10. 4014 60 75 FAIL
11. 4015 75 75 PASS
12. 4016 85 75 PASS
13. 4017 70 75 FAIL
14. 4018 65 75 FAIL
15. 4019 65 75 FAIL
16. 4020 80 75 PASS
17. 4021 80 75 PASS
18. 4022 80 75 PASS
19. 4023 80 75 PASS
20. 4024 70 75 FAIL
21. 4025 75 75 PASS
22. 4026 80 75 PASS
23. 4027 85 75 PASS
24. 4028 75 75 FAIL
25. 4029 80 75 PASS
26. 4030 80 75 PASS
27. 4031 75 75 PASS
28. 4032 85 75 PASS
29. 4033 80 75 PASS
30. 4034 80 75 PASS
31. 4035 70 75 FAIL
32. 4036 80 75 PASS
33. 4037 70 75 FAIL
34. 4038 80 75 PASS
 52

35. 4039 85 75 PASS

36. 4040 80 75 PASS
37. 4041 80 75 PASS
38. 4042 80 75 PASS

Note:

38 students = 28 students pass : 74 %

10 students fail : 26 %

Here is the classification of level of difficulty according to David P. Harris.

27 % of the students pass the test : high level of difficulty

73 % of the students pass the test : average level of difficulty

90 % - 100 % of them pass the test : low level of difficulty

Conclusion: The test has average level of difficulty and it is valid to use as test

instrument.
 53

Table: 3

ITEM DIFFICULTY

Class : X1

Theme : Daily Activity

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 85 75 PASS
2. 4006 85 75 PASS
3. 4007 80 75 PASS
4. 4008 80 75 PASS
5. 4009 80 75 PASS
6. 1010 85 75 PASS
7. 4011 80 75 PASS
8. 4012 80 75 PASS
9. 4013 80 75 PASS
10. 4014 75 75 PASS
11. 4015 75 75 PASS
12. 4016 85 75 PASS
13. 4017 75 75 PASS
14. 4018 75 75 PASS
15. 4019 75 75 PASS
16. 4020 80 75 PASS
17. 4021 80 75 PASS
18. 4022 80 75 PASS
19. 4023 75 75 PASS
20. 4024 80 75 PASS
21. 4025 75 75 PASS
22. 4026 80 75 PASS
23. 4027 85 75 PASS
24. 4028 80 75 PASS
25. 4029 80 75 PASS
26. 4030 80 75 PASS
27. 4031 75 75 PASS
28. 4032 85 75 PASS
29. 4033 80 75 PASS
30. 4034 80 75 PASS
31. 4035 65 75 PASS
32. 4036 80 75 PASS
33. 4037 60 75 PASS
34. 4038 85 75 PASS
 54

35. 4039 80 75 PASS

36. 4040 80 75 PASS
37. 4041 80 75 PASS
38. 4042 80 75 PASS

Note:

38 students = 36 students pass : 95 %

2 students fail :5%

Here is the classification of level of difficulty according to David P. Harris.

27 % of the students pass the test : high level of difficulty

73 % of the students pass the test : average level of difficulty

90 % - 100 % of them pass the test : low level of difficulty

Conclusion: The test has low level of difficulty and it is not valid to use as test

instrument.
 55

Table: 4

ITEM DIFFICULTY

Class : X1

Theme : Last Holiiday

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 60 65 FAIL
2. 4006 70 65 PASS
3. 4007 60 65 FAIL
4. 4008 60 65 FAIL
5. 4009 60 65 FAIL
6. 1010 70 65 PASS
7. 4011 70 65 PASS
8. 4012 70 65 PASS
9. 4013 60 65 FAIL
10. 4014 60 65 FAIL
11. 4015 65 65 PASS
12. 4016 60 65 FAIL
13. 4017 60 65 FAIL
14. 4018 60 65 FAIL
15. 4019 60 65 FAIL
16. 4020 65 65 PASS
17. 4021 60 65 FAIL
18. 4022 60 65 FAIL
19. 4023 60 65 FAIL
20. 4024 60 65 FAIL
21. 4025 65 65 PASS
22. 4026 60 65 FAIL
23. 4027 60 65 FAIL
24. 4028 70 65 PASS
25. 4029 70 65 PASS
26. 4030 60 65 FAIL
27. 4031 60 65 FAIL
28. 4032 60 65 FAIL
29. 4033 60 65 FAIL
30. 4034 60 65 FAIL
31. 4035 60 65 FAIL
32. 4036 60 65 FAIL
33. 4037 60 65 FAIL
34. 4038 60 65 FAIL
 56

35. 4039 70 65 PASS

36. 4040 60 65 FAIL
37. 4041 60 65 FAIL
38. 4042 60 65 FAIL

Note:

38 students = 10 students pass : 26 %

28 students fail : 74 %

Here is the classification of level of difficulty according to David P. Harris.

27 % of the students pass the test : high level of difficulty

73 % of the students pass the test : average level of difficulty

90 % - 100 % of them pass the test : low level of difficulty

Conclusion: The test has high level of difficulty and it is not valid to use as test

instrument.
 57

APPENDIX : 2

Table: 5

Item Discrimination

Class : X1

Theme : Personal Introduction

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 85 75 PASS
2. 4006 80 75 PASS
3. 4007 80 75 PASS
4. 4008 80 75 PASS
5. 4009 80 75 PASS
6. 1010 80 75 PASS
7. 4011 80 75 PASS
8. 4012 80 75 PASS
9. 4013 80 75 PASS
10. 4014 60 75 FAIL
11. 4015 75 75 PASS
12. 4016 85 75 PASS
13. 4017 70 75 FAIL
14. 4018 65 75 FAIL
15. 4019 65 75 FAIL
16. 4020 80 75 PASS
17. 4021 80 75 PASS
18. 4022 80 75 PASS
19. 4023 80 75 PASS
20. 4024 70 75 FAIL
21. 4025 75 75 PASS
22. 4026 80 75 PASS
23. 4027 85 75 PASS
24. 4028 70 75 FAIL
25. 4029 80 75 PASS
26. 4030 80 75 PASS
27. 4031 75 75 PASS
28. 4032 85 75 PASS
29. 4033 80 75 PASS
30. 4034 80 75 PASS
31. 4035 70 75 FAIL
32. 4036 80 75 PASS
 58

33. 4037 70 75 FAIL

34. 4038 80 75 PASS
35. 4039 85 75 PASS
36. 4040 80 75 PASS
37. 4041 80 75 PASS
38. 4042 80 75 PASS

Pattern of David P. Harris

PH  PL 10  0
Item Discrimination = ID : 1
n 10

Note:

PH = High group passing the test

PL = Low group passing the test

N = The number of students in each groups

High or low is 27 %

38 x 27 % = 10
 59

Table: 6

Item Discrimination

Class : X1

Theme : Daily Activity

Day/Date : Tuesday, June 5th, 2006

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 85 75 PASS
2. 4006 85 75 PASS
3. 4007 80 75 PASS
4. 4008 80 75 PASS
5. 4009 80 75 PASS
6. 1010 85 75 PASS
7. 4011 80 75 PASS
8. 4012 80 75 PASS
9. 4013 80 75 PASS
10. 4014 75 75 PASS
11. 4015 75 75 PASS
12. 4016 85 75 PASS
13. 4017 75 75 PASS
14. 4018 75 75 PASS
15. 4019 75 75 PASS
16. 4020 80 75 PASS
17. 4021 80 75 PASS
18. 4022 80 75 PASS
19. 4023 75 75 PASS
20. 4024 80 75 PASS
21. 4025 75 75 PASS
22. 4026 80 75 PASS
23. 4027 85 75 PASS
24. 4028 80 75 PASS
25. 4029 80 75 PASS
26. 4030 80 75 PASS
27. 4031 75 75 PASS
28. 4032 85 75 PASS
29. 4033 80 75 PASS
30. 4034 80 75 PASS
31. 4035 65 75 FAIL
32. 4036 80 75 PASS
33. 4037 60 75 PASS
34. 4038 85 75 PASS
 60

35. 4039 80 75 PASS

36. 4040 80 75 PASS
37. 4041 80 75 PASS
38. 4042 80 75 PASS

Pattern of David P. Harris

PH  PL 10  0
Item Discrimination = ID : 1
n 10

Note:

PH = High group passing the test

PL = Low group passing the test

N = The number of students in each groups

High or low is 27 %

38 x 27 % = 10
 61

Table: 7

Item Discrimination

Class : X1

Theme : Last Holiday

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS SCORE AVERAGE DETAILS

1. 4005 60 65 FAIL
2. 4006 70 65 PASS
3. 4007 60 65 FAIL
4. 4008 60 65 FAIL
5. 4009 60 65 FAIL
6. 1010 70 65 PASS
7. 4011 70 65 PASS
8. 4012 60 65 PASS
9. 4013 60 65 FAIL
10. 4014 60 65 FAIL
11. 4015 65 65 PASS
12. 4016 60 65 FAIL
13. 4017 60 65 FAIL
14. 4018 60 65 FAIL
15. 4019 60 65 FAIL
16. 4020 65 65 PASS
17. 4021 60 65 FAIL
18. 4022 60 65 FAIL
19. 4023 60 65 FAIL
20. 4024 60 65 FAIL
21. 4025 65 65 PASS
22. 4026 60 65 FAIL
23. 4027 60 65 FAIL
24. 4028 70 65 PASS
25. 4029 70 65 PASS
26. 4030 60 65 FAIL
27. 4031 60 65 FAIL
28. 4032 60 65 FAIL
29. 4033 60 65 FAIL
30. 4034 60 65 FAIL
31. 4035 60 65 FAIL
32. 4036 60 65 FAIL
33. 4037 60 65 FAIL
34. 4038 60 65 FAIL
 62

35. 4039 70 65 PASS

36. 4040 60 65 FAIL
37. 4041 60 65 FAIL
38. 4042 60 65 FAIL

Pattern of David P. Harris

PH  PL 10  0
Item Discrimination = ID : 1
n 10

Note:

PH = High group passing the test

PL = Low group passing the test

N = The number of students in each groups

High or low is 27 %

38 x 27 % = 10
 63

APPENDIX : 3

Table: 8

Item Discrimination

Class : X1

Theme : Personal Introduction

Day/Date : Tuesday, June 5th, 2007

NO NUMBERS 1 2 3 4 5 SCORE x y x2 y2
1.
4005 1,5 2 2 2 1 85 4,5 4 20,25 16
2. 4006 1 2 2 2 1 80 4 4 16 16
3. 4007 2 2 2 1 1 80 5 3 25 9
4. 4008 1 2 2 2 1 80 4 4 16 16
5. 4009 1 2 2 2 1 80 4 4 16 16
6. 1010 2 2 2 1 1 80 5 3 25 9
7. 4011 1 1 2 2 2 80 5 3 25 9
8. 4012 2 1 2 2 1 80 5 3 25 9
9. 4013 1 2 2 2 1 80 4 4 16 16
10. 4014 1 2 1 1 1 60 3 3 9 9
11. 4015 1,5 2 2 1 1 75 4,5 3 20,25 9
12. 4016 1,5 2 2 2 1 85 4,5 4 20,25 16
13. 4017 1 2 2 1 1 70 4 3 16 9
14. 4018 1,5 2 1 1 1 65 3,5 3 12,25 9
15. 4019 1 2 1,5 1 1 65 3,5 3 12,25 9
16. 4020 2 2 2 1 1 80 5 3 25 9
17. 4021 1 2 2 2 1 80 4 4 16 16
18. 4022 2 2 2 1 1 80 5 3 25 9
19. 4023 2 2 2 1 1 80 5 3 25 9
20. 4024 1 2 2 1 1 70 5 3 25 9
21. 4025 1,5 2 2 1 1 75 4 3 16 9
22. 4026 2 2 2 1 1 80 4,5 3 20,25 9
23. 4027 2 2 2 1,5 1 85 5 3 25 9
24. 4028 1 2 2 1 1 70 5 3,5 25 12,25
25. 4029 2 2 2 1 1 80 4 3 16 9
26. 4030 2 2 2 1 1 80 5 3 25 9
27. 4031 1,5 2 2 1 1 75 4,5 3 20,25 9
28. 4032 2 2 2 1,5 1 85 5 3,5 25 12,25
29. 4033 2 2 2 1 1 80 5 3 25 9
30. 4034 1 2 2 2 1 80 4 4 16 16
31. 4035 1 2 2 1 1 70 4 3 16 9
32. 4036 2 2 2 1 1 80 5 3 25 9
 64

33. 4037 1 2 2 1 1 70 4 3 16 9
34. 4038 2 2 2 1 1 80 5 3 25 9
35. 4039 2 2 2 1,5 1 85 5 3,5 25 12,25
36. 4040 2 2 2 1 1 80 5 3 25 9
37. 4041 1 2 2 2 1 80 4 4 16 16
38. 4042 1 2 2 2 1 80 4 4 16 16

Note:

1 = Pronunciation

2 = Vocabulary

3 = Grammar

4 = Fluency

5 = Comprehension

x =1+3+5 (x)2 = 767,75

y =2+4 (y)2 = 421,75

x = 169,5 (x + y)2 = 1189,5

y = 125,5 n = 38

(x + y) = 295 K =5
M =   x  y
Vt =
  x  y
2


  x  y   2

n n  n 2
295
1189,5  295
2
M =
38 Vt = 
38  38 2
M = 7,8
1189,5 87025
Vt = 
38 1444

Vt = 31,3  60,3

Vt = -29
 65

 K  M  K  M  
r
11 =  1
 K  1  KVt 

 5  7,5 5  7,8 
 1 
r
11 = 
 5  1  5(29) 

 5   21,84 
r
11 =   1 
 4   145 

r
11 = 1,25 (1-0,15)
r
11 = 1,25 x 0,85
r
11 = 1,0625

Conclusion : The test had a stable and consistent reliability

 66

Table: 9

ITEM RELIABILITY

Class : X1

Theme : Daily Activity

Day/Date : Tuesday, June 5th, 2006

NO NUMBERS 1 2 3 4 5 SCORE x y x2 y2
1.
4005 1,5 2 2 2 1 85 4,5 4 20,25 16
2. 4006 1,5 2 2 2 1 85 4,5 4 20,25 16
3. 4007 1 2 2 2 1 80 4 4 16 16
4. 4008 2 2 2 1 1 80 5 3 25 9
5. 4009 2 2 2 1 1 80 5 3 25 9
6. 1010 2 2 2 1,5 1 85 5 3,5 25 12,25
7. 4011 2 2 2 1 2 80 5 3 25 9
8. 4012 1 2 2 2 1 80 4 4 16 16
9. 4013 1 2 2 2 1 80 4 4 16 16
10. 4014 1,5 2 1 1 1 75 4,5 3 20,25 9
11. 4015 1,5 2 2 1 1 75 4,5 3 20,25 9
12. 4016 2 2 2 1,5 1 85 5 3,5 2,5 12,25
13. 4017 2 2 1,5 1 1 75 4,5 3 20,25 9
14. 4018 2 2 1,5 1 1 75 4,5 3 20,25 9
15. 4019 1,5 2 2 1 1 75 4,5 3 20,25 9
16. 4020 1 2 2 2 1 80 4 4 16 16
17. 4021 2 2 2 1 1 80 5 3 25 9
18. 4022 2 2 2 1 1 80 5 3 25 9
19. 4023 1,5 2 2 1 1 75 4,5 3 20,25 9
20. 4024 1 2 2 2 1 80 4 4 16 16
21. 4025 1 2 2 1,5 1 75 4 3,5 16 12,25
22. 4026 1 2 2 2 1 80 4 4 16 16
23. 4027 2 2 2 1,5 1 85 5 3,5 25 12,25
24. 4028 2 2 2 1 1 80 5 3 25 9
25. 4029 1 2 2 2 1 80 4 4 16 16
26. 4030 1 2 2 2 1 80 4 4 16 16
27. 4031 1 2 2 1,5 1 75 4 3,5 16 12,25
28. 4032 2 2 2 1,5 1 85 5 3,5 25 12,25
29. 4033 1 2 2 2 1 80 4 4 16 16
30. 4034 2 2 2 1 1 80 5 3 25 9
31. 4035 1 2 1 1,5 1 65 3 3,5 9 12,25
32. 4036 2 2 2 1 1 80 4 3 16 9
33. 4037 1 2 1 1 1 60 3 3 9 9
34. 4038 1 2 2 1,5 1 85 5 3,5 25 12,25
 67

35. 4039 2 2 2 1 1 80 5 3 25 9
36. 4040 1 2 2 2 1 80 4 4 16 16
37. 4041 1 2 2 2 1 80 4 4 16 16
38. 4042 1 2 2 2 1 80 4 4 16 16

Note:

1 = Pronunciation

2 = Vocabulary

3 = Grammar

4 = Fluency

5 = Comprehension

x =1+3+5 (x)2 = 754

y =2+4 (y)2 = 466

x = 168 (x + y)2 = 1220

y = 132 n = 38

(x + y) = 300 K =5
M =   x  y
Vt =
  x  y
2


  x  y   2

n n  n 2
300
1220  300 
2
M =
38 Vt = 
38  38 2
M = 7,9
1220 90000
Vt = 
M= 8 38 1444

Vt = 32  62

Vt = - 30

 K  M  K  M  
r
11 =  1
 K  1  KVt 
 68

 5  8 5  8 
1  5(30) 
r
11 = 
 5  1  

 5   8  3 
r
11 =   1 
 4   150 

 5   27 
r
11 =   1 
 4   150 

r
11 = 1,25 (1-0,18)
r
11 = 1,25 x 0,82
r
11 = 1,25

Conclusion: The test had a stable and consistent reliability

 69

Table: 10

ITEM RELIABILITY

Class : X1

Theme : Daily Activity

Day/Date : Tuesday, June 5th, 2006

NO NUMBERS 1 2 3 4 5 SCORE x y x2 y2
1.
4005 2 1 1 1 1 60 4 2 16 4
2. 4006 2 2 1 1 1 70 4 3 16 9
3. 4007 1 2 1 1 1 60 3 3 9 9
4. 4008 2 1 1 1 1 60 4 2 16 4
5. 4009 1 2 1 1 1 60 3 3 9 9
6. 1010 1 2 1 2 1 70 3 4 9 16
7. 4011 2 2 1 1 2 70 4 3 16 9
8. 4012 1 2 1 2 1 70 3 4 9 16
9. 4013 2 1 1 1 1 60 4 2 16 4
10. 4014 2 1 1 1 1 60 4 2 16 4
11. 4015 1,5 2 1 1 1 65 3,5 3 12,25 9
12. 4016 1 2 1 1 1 60 3 3 9 9
13. 4017 1 2 1 1 1 60 3 3 9 9
14. 4018 1 2 1 1 1 60 3 3 9 9
15. 4019 1 2 1 1 1 60 3 3 9 9
16. 4020 1,5 2 1 1 1 65 3,5 3 12,25 9
17. 4021 1 2 1 1 1 60 4 2 16 4
18. 4022 2 1 1 1 1 60 3 3 9 9
19. 4023 1 2 1 1 1 60 4 2 16 4
20. 4024 2 1 1 1 1 60 3 3 9 9
21. 4025 1,5 2 1 1 1 65 3,5 3 12,25 9
22. 4026 1,5 2 1 1 1 60 3 3 9 9
23. 4027 1 2 1 1 1 60 3 3 9 9
24. 4028 2 2 1 1 1 70 4 3 16 9
25. 4029 2 2 1 1 1 70 4 3 16 9
26. 4030 1 2 1 1 1 60 3 3 9 9
27. 4031 1 2 1 1 1 60 3 3 9 9
28. 4032 2 1 1 1 1 60 4 2 16 4
29. 4033 1 2 1 1 1 60 3 3 9 9
30. 4034 2 1 1 1 1 60 4 2 16 4
31. 4035 2 1 1 1 1 60 4 2 16 4
32. 4036 2 1 1 1 1 60 4 2 16 4
33. 4037 1 2 1 1 1 60 3 3 9 9
 70

34. 4038 1 2 1 1 1 60 3 3 9 9
35. 4039 2 2 1 1 1 70 4 3 16 9
36. 4040 1 2 1 1 1 60 3 3 9 9
37. 4041 2 1 1 1 1 60 4 2 16 4
38. 4042 2 1 1 1 1 60 4 2 16 4

Note:

1 = Pronunciation

2 = Vocabulary

3 = Grammar

4 = Fluency

5 = Comprehension

x =1+3+5 (x)2 = 470,75

y =2+4 (y)2 = 229

x = 132,5 (x + y)2 = 699,75

y = 104 n = 38

(x + y) = 236,5 K =5
M =   x  y
Vt =
  x  y
2


  x  y  
2

n n  n 2
236
699,75  236,5
2
M =
38 Vt = 
38  38 2
M = 6,2
699,75 55932,25
Vt = 
38 1444

Vt = 18,4  38,7

Vt = -20,3

 K  M  K  M  
r
11 =  1
 K  1  KVt 
 71

 5  6,2 5  6,2  
1  5( 20,3) 
r
11 = 
 5  1  

 5  6,2  1,2  
r
11 =   1 
 4   101,5 

 5   7,44 
r
11 =   1 
 4   101,5 

r
11 = 1,25 (1-0,07)
r
11 = 1,25 x 0,93
r
11 = 1,1625

Conclusion: The test had a stable and consistent reliability

 72

Appendix: 4
Table:11
The Documentary Data of Students’ Environments (X)
and Students Speaking Skill (Y)

NO NUMBERS Y Y
1. 507 5 6,7
2. 508 3 7,3
3. 509 4 6,7
4. 5010 5 6,3
5. 5011 5 7,6
6. 5012 5 7,6
7. 5013 6 8
8. 5014 4 7,3
9. 5015 4 6
10. 5016 4 7
11. 5017 3 7,7
12. 5018 5 7
13. 5019 4 6,7
14. 5020 3 7
15. 5022 5 6,7
16. 5023 4 7
17. 5024 5 6,6
18. 5025 5 7
19. 5026 5 6,6
20. 5027 5 6,7
21. 5028 4 7
22. 5029 5 7,7
23. 5030 4 7
24. 5031 5 7
25. 5032 4 6
26. 5033 4 7
27. 5034 5 6,7
28. 5035 3 7
29. 5036 3 6,7
30. 5037 3 6
31. 5038 4 6,3
32. 5039 5 7,8
33. 5040 5 7
34. 5041 6 7
35. 5042 5 7,3
36. 5043 3 7
37. 5044 3 7
38. 5045 6 6,3
 73

Table: 12

Statistical Analysis to the Documentary Data

x y x2 y2 xy
5 6.7 25 44.89 33.5
3 7.3 9 53.29 21.9
4 6.7 16 44.89 26.8
5 6.3 25 39.69 31.5
5 7.6 25 57.76 38
5 7.6 25 57.76 38
6 8 36 64 48
4 7.3 16 53.29 29.2
4 6 16 36 24
4 7 16 49 28
3 7.7 9 59.29 23.1
5 7 25 49 35
4 6.7 16 44.89 26.8
3 7 9 49 21
5 6.7 25 44.89 33.5
3 7 16 49 28
5 6.7 25 43.56 33
4 7 25 49 35
5 6.6 25 43.56 33
5 7 25 44.89 33.5
5 6.6 16 49 28
5 6.7 25 59.29 38.5
4 7 16 49 28
5 7 25 49 35
4 6 16 36 24
4 7 16 49 28
5 6.7 25 44.89 33.5
3 7 9 49 21
3 6.7 9 44.89 20.1
3 6 9 36 18
4 6.3 16 39.69 25.2
5 7.8 25 60.84 39
5 7 25 49 35
6 7 36 49 42
5 7.3 25 53.29 36.5
3 7 9 49 21
3 7 9 49 21
6 6.3 36 39.69 37.8
x = 166 y = 263,3 x2 = 756 y2 = 1833,23 xy = 1152,4
 74

(x)2 = 27556 (y)2 = 26,89 N = 38

r-product moment pattern:

N  xy    x   y 
rxy 
N  x   y  N  y    y 
2 2 2 2