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CHAPTER I
INTRODUCTION
1.1. Background of the study
English is an international language used in many countries troughout the
world including in Indonesia. In Indonesia based in “Kurikulum Berbasis
Kompetensi” (KBK), English is not study considered to be the first foreign
language but it is taught in elementary school until senior high school.
By seeing this fact, people usually blame the teachers as the people who
should be responsible for it. They are assumed as the primary source of the
unsatisfactory result of English teaching processes. Our community often question
about the teachers’ work and even consider them as unqualified resources.
However, as members of the scientific community, teachers should be able to find
out elements from which the cause of the failure comes.
As Sudjana (198:6) states that learning processes are influenced by two
factors, internal and external factor. The first factor comes from the learners
themselves, such as the ability, interest, habit, aptitude, motivation, attitude, and
intelligence. While the latter factors come from outside as the learners, such as
situation and condition of the environment. They are family, school, and society
surroundings.
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1
Ramelan (1986:85) has proven that motivation is an important factor
which determines the success of a foreign language learning. A learner will be
successful in learning if he/she has a strong motivation to learn it.
Strong motivation will encourage the students do their efforts to reach the
goal of the study. Tim MKMD IKIP Semarang (1996:67) states that strong
motivation is needed in language learning. The students who have strong
motivation to learn and master the language especially English, in Indonesia as a
compulsory subject, will likely succeed, and on the other hand they who have low
motivation will fail.
In the thesis, the writer try to investigate “The speaking ability in the first
year of SMP N 1 Karimunjawa in the academic year of 2005/2006”. When the
teachers find the goals of learning and teaching can be achieved. However, when
the teachers see the students, ability is low toward English, they have to try to find
out the most appropriate way or method of teaching to encourage the student to
study more seriously.
1.2. Reason for Choosing the Topic
The writer chooses students’ speaking ability towards English to
investigate in this thesis, because ability, as a part of internal factors, is very
important in determining one’s success of failure in language training, especially
English. If the student’s ability strong toward language learning especially
English, he/she may get success. Thus, the students’ ability toward English is
necessary to be uncovered. The writer also thinks that ability is one of the
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important factors which effects the success or failure a student have a positive
ability. It means that he or she accepts English. By accepting English, he or she
likes to study it. So, they will get success in learning English.
1.3. Statements of the Problem
In order to get a systematic point of view of the objective of the study, the
writer limits the problem into the following.
1. How is the students’ ability toward English based on cognitive, affective and
behavioral?
2. To what extent is Speaking Ability of The First Year Students of SMP N 1
Karimunjawa in The Academic Year of 2005/2006?
1.4. Objectives of the Study
In writing this paper, the writer has the following objectives:
1. To find out the students’ ability based in the three components, namely
cognitive, affective, and behavioral, which influence the students’ language
learning English.
2. To find out the speaking ability of the first student of SMP N 1 Karimunjawa?
3
1.5. Significances of the study
The writer hopes that this study will be significant for people, such as:
a. The Writer
The writer will have experience and capability in conducting a research on
students’ ability and the students’ competence in learning English as the first
foreign language that they learn in this country.
b. The Students
By realizing the important of English, the students will try to get success in
learning language especially English. The result of study may help the
students in improving their positive ability in learning English.
c. The English Teacher
The teacher could be more careful in their teaching management, so that the
failure of their English teaching can be anticipated. Based on the result of the
study, the teachers are able to increase their students’ awareness of the
importance of English for their future needs. It may be able as feedback on
their teaching activities, improve the methods or techniques in teaching so that
the students are more motivated in learning English.
d. The Readers
The readers can learn from this thesis about students’ ability toward English.
They can also take the good ones and make the lack being better.
4
1.6. Definition of Key Terms
a. Speaking
As Horn by explains the word speaking as: “make use of word in ordinary
voice” (oxford dictionary) Drs. Peter Salim, MA explains it as: “A Person
Pride of Speaking Voice” (The Contemporary, English Indonesia dictionary).
b. Ability
According to horn by, “Ability is the mental of physical capacity, power or
skill required to do something.
c. Speaking Ability
Competence in speaking practiced
d. The First Year Students
The phrase the first year students refer to the student who have been
studying in SMP N 1 Karimunjawa for a year.
e. Student
Taken from Oxford Learner’s Dictionary, student is person who is
“studying at a college or university or any person who studies”.
Students here are just limited into the students of SMP N 1 Karimunjawa.
f. SMP N 1 Karimunjawa
It is one of the Junior High School in Jepara. This school is placed at
Karimunjawa Islands.
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1.7. Outline of the Thesis
The study is divided into five chapters:
The first chapter is introduction which includes the background of the
study, reason for choosing the topic, statements of the problem, objectives of the
study, significances of the study, definition of the key terms, and outline of the
thesis.
The second chapter is review of related literature which presents English
language learning, English teaching at Junior High Schools, factors affecting
foreign language learning, definition of speaking and essence of speaking,.
The third chapter is method of the study which consist of population,
sample, instrument, technique of collecting the data, and method of data analysis.
The fourth chapter is concerned with the data analysis and discussing
The five chapter is conclusions and suggestions.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. English Language Learning
Being an international language, English is spoken in most international
events and is used as the medium of information on science, technology, and
culture as well as a result. People who want to keep abreast with the cultural,
scientific, and technological advances must deal with this language.
Realizing the importance of the language, the Indonesian government
considers English as a first foreign language and a compulsory subject to be
taught in high schools and universities. As Ramelan (1992:1) stated that English is
the first foreign language that has been taught in Indonesian since 1945. Even, in
certain region, English is now taught st elementary schools as a local content.
English is considered as the first foreign language in Indonesia. It becomes
one of the subjects that the students must learn both at Junior and Senior High
School. Since English is a compulsory subject and a part of the school curriculum,
students have to study it.
Although English is taught in both Junior and Senior High School, the
result of the teaching program in our country has not been satisfactory. Students
learn English because it is a compulsory subject they have to study. So, they are
only learning English, but not acquiring it. Furthermore, they do not have any
aims about their English learning.
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7
Krashen as quoted by Harmer (1983:31), draws as distinction between
learning and acquiring a language. He characterizes the former as a conscious
process which result only in “knowing about” language, whereas acquiring a
language is a subconscious process which result in the knowledge of language.
Acquiring a language is more successful and longer than learning a language.
Allwright as quoted by Harmer (1982:31), states that learning takes places
most successful when the students are put in communicative situations in the
target language. So, there is not need for formal instruction (e.g. the teaching of a
grammatical point). Instead the students are simply asked to perform
communicative activities in which they have to use the foreign language. The
more they do this the better they are at using the language. He also suggests that it
seems true that the more a language learner uses a language to communicates, the
better he becomes at communicating.
Krashen, as quoted by Hammer (1983:32), however, sees successful
acquisition as being very bound up with the nature of the language input the
students receive. Input is a term used to mean the language that the students hear
or read. This input should contain language that the students have already
“known” as well as language that they have not seen yet: the input should be, in
other words, at a slightly higher level than the student is capable of understanding.
Krashen calls this “rough tuning”. If foreign language students constantly receive
input that is roughly-tuned that is, slightly above their level, they will acquire
those items of language that they did not previously know without making a
conscious effort to do so.
8
Man is social who always needs company in his life. It can hardly be
imagined that he should live all alone by himself without anyone to accompany
him. He need help from the others. That is why human beings always live together
in groups, cooperate and interact with one another interaction is a realization of
human beings instinct to fulfill their need. One of the way to provide the
necessities of live cooperate, associate, and exchange information and
experiences. To express the ideas, they absolutely need a means of
communication, which is called language man cap, because through
communication we will understand each other. Ramelan state that with language
man cap express his ideas and wishes to other people such as when he need their
help so that close operation among members of the group can be carried out
(1992:8).
Language is a prime means to communication in human being life. By
using language, man cap communication not only about things connected with his
biological needs, but also about many things that he need. Human language differs
from animal’s means of communication in the medium, the sounds produced by
man are more varied that those produced by animals that always the same and
remain unchanged. In addition to their varities, human speech sounds can also
combined in various way in other to from and utterance.
The other definition of language is stated by finocchiaro, language is a
system of arbitrary vocal symbol which permits people in a given culture, or other
people who have learned the system of that the culture, to communication or to
interact (1973:3)
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The definition above is not only a component of culture, indeed the central
feature. It is also to the primary system though which all other components the
culture of a society is expressed.
Finally, based on the opinions above, Harmer suggest that roughly-tuned
input and the use of the foreign language in communicative situation can
satisfactorily exist side by side with work which concentrates on conscious
learning, where new language is introduce and practiced. Conscious learning is
thus seen only as one part of the methodological approach, which encourages
language acquisition through a large amount of input and a significant emphasis
on the use of language in communicative activities.
2.1.1. English Teaching at Junior High School
Since the proclamation of Indonesian on the 17th of August 1945,
Indonesian government has chosen English as a first foreign language to be taught
at Junior and Senior High Schools. It is one of the subject that the students must
learn. This decision is reasonable since English plays an important role in
international relation between Indonesia and other countries in the world.
English as a compulsory subject at Senior High Schools functions or
serves as an instrument for the development of science and technology, art, and
culture, with a view to enabling the students to become good, intelligent, and
skillful citizens who are ready to take part in the national development.
Based on the concept and function of English, the teaching aims at
developing the four language skills; reading, listening, speaking, and writing. In
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teaching process the four language skills usually cannot be separated. They are
taught harmoniously. While the language elements or components are taught with
a view to support the development of the four language skills.
In the 1994 curriculum, one of the most important concepts in teaching of
English at Senior High Schools is themes. The themes in the Basic Course
Outlines (GBPP) constitute the scope of the three years course program and
consists of topics which are used in the teaching of English to create
communicative activities in the language. These activities involve the four skills
which constitute the goals of English teaching. Furthermore, it is stated in the
Basic Course Outlines that the communicative Approach-specifically called the
meaningful-based approach is considered the most appropriate approach for the
attainment of the goals of the English teaching from the point of view of its nature
and function. This approach considers language as an instrument for expressing
ideas, thoughts, opinions, or feelings. Based on the curriculum of Senior High
School (1994:4), the main goals are as follows:
a. Reading
Students are able to read texts in the form narrative, descriptive, dialogue,
and other special forms, such as leaflet, brochure, and private letter which has
about 1500 words length. It is expected that students are able to:
Find certain information.
Find the main idea.
Students are able to report what they listen which is about 8 lines.
Students are able to catch the information the text they listen.
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b. Speaking
Students are able to ask and answer questions orally.
Students are able to make a short conversation.
Students are able to describe things.
Students are able to express, ideas, opinions, feeling, and attitudes.
c. Writing
Students able to make short paragraph which is about ten sentences.
Students able to completed a short conversation which vocabulary they have
known, but related to the conversation.
Students are able to arrange some sentences, about ten sentences, given not an
in correct order, then they have to arrange into the correct order.
Students are able to make a short letter.
d. Listening
Students are able to find out the main ideas.
Students are able to find out specific information in dialogue.
Students are able to practice the writing.
From communicative activities which are manifested in reading, listening,
speaking, and writing, English teachers need to select suitable themes and topics
in sequential order and teach the students to use and practice a number of
functional skills and necessary communicative expressions in English which are
relevant to the given themes and topics. The teachers have to teach each skills
based on the curriculum which has the appropriate goals in the process of teaching
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and learning language. Curriculum is an important thing and it has a main role
before the teacher teach the lesson.
2.1.2. Factors Affecting Foreign Language Learning
There are a number of factors, which affect the success or failure of
second or foreign language learning. Those factors are internal factors that come
from the learner himself and the external ones that derive from outside of the
learner.
1. Internal factors
Wijayanti (2001:12) divides internal factors affecting language learning
process into: gender, intelligence, interest, motivation and attitude. The detailed
explanations are given bellow.
a. Gender
Dewi (2001:16) in his thesis entitled “A Socio Linguistic Study on the
Students’ Language Attitude” defined the sex variable is important because of the
difference of social and cultural behavior between both of the gender, male and
female. He conclude that female pay more attention to foreign language,
especially English, than male ones. Female are more talented in learning the
language.
b. Intelligence
Yellon and Weinstein (1977) as quoted by Wijayanti (2001:13) say that
intelligence as the overall capacity of an individual to understand and to cope with
the world around him. It is perhaps the most important determinant in the
13
development of language, since it affects both the ability to mimic verbal
symbols, as well to understand their meaning.
c. Interest
Hornby (1974) as quoted Wijayanti (2001:13) says that interest as a
condition of wanting to know or learn about something or somebody. Most
children want to learn, they come to school eagerly and are willing to devote the
time, effort and energy necessary to learn. If the material is interesting, their
motivation will remain high. So they will be interested in learning the language.
d. Motivation
Katzell (1980) as quoted by Watson (1984:437) states that motivation may
be seen as a function of certain traits of employees, for example; a personal
interest in getting ahead or a characteristic of a particular work situation. Watson
(1983:437) defined motivation is the underlying caused of people’s desire to
perform particular behaviors and their willingness to explain effort of them
learning a language will be more successful if the learner has certain motivation
because motivation is one of some factors mentioned previously, needed in
learning second or foreign language.
e. Attitude
Attitude is also considered as one of the important factors that determines
the success or failure of foreign language learning. Since this study deals with the
students’ attitude toward English. It is essential to discuss the general meaning of
attitude and the level of attitude of students toward English.
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Krashen, quoted by Nurhadi and Roekhan (1990:8) states that attitude
directly deal with the second language acquisition. In addition, Littlewood
(1987:55-56) asserts that the learner with more favorable attitudes will wish for
more intensive contact with the second language community. In situations where
circumstances do not actually compel members of different language groups to
have contact with each other, the learners’ attitudes may determines whether he
perceives any communicative need at all. One pf the factors influencing how we
experience the process is our attitude toward the foreign culture itself. If this
attitude is negative, there may be strong internal barriers against learning, and if
learning has to take place because of external compulsion, it may only to the
minimum level required by these external demands.
2. External factors
The external factors effecting language learning which come from the
outside of the learners include both the first or second language surrounding
where they are learning, and linguistic condition of both of the language. Since
the writer cannot examine all of them in detail, it is useful to discuss more detail
about the internal factors, especially attitude which have to be main problem of
this study.
2.2. Definition of Speaking
Speak is an interactive process of construct meaning that involves
producing and receiving and processing information (Brown, 1994: Burn F Joyce,
1997) it is from and meaning are dependent on the context in which it occurs,
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including the physical environment, and the purposes for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always
unpredictable.
In Webster’s dictionary of English language, “Speaking” means the act ort
of person who speaks and which is spoken, utterance, discourse, (1983:1741).
According to Webster in Maskur (2005:26), speaking means:
1. Making a practice of speaking or conversing (with another or each other). It
means that speaking is talk with the others about anything to take and give
information or knowledge by one to others.
Because Conversation is an oral communicate activity like transmitting
information, ideas, or felling.
2. Having a relationship or conversation, as in greeting. It means that greeting, as
opening a conversation an bringing a conversation to an end are essential part
of our language. For example, to say “hallo”, “good morning” and “good
bye”, through conversation or greeting we can build the relationship with
other. Greeting in all language have the same purpose to establish contact with
other person, to recognize his existence and to show friendliness.
Most of people in the world do conversation in formal greeting and farewells,
informal greeting and farewells, formal introduction and so on.
Based on those meaning the writer defines the term of speaking as the action
of person who speak converses with another or each other in order to get a
communicative relationship.
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2.3. Essence of Speaking
Speaking is part of integral from overall of person of personality,
expressing the speaker environment, strata of social and his or her educational
background. Speaking is ability to speech to express articulator sound or word, to
expressing is to communicate. It is or he has evaluated its communication effect to
all hearers and has to know all discuss situation.
According to Tarigan (speaking has three common intentions) they are:
1. To in form, when speaking is used to convey or ideas, minds of to in form anything to the teacher.
2. To entertain, when speaking is used to make they are happy and satisfy.3. To persuade, when speaking is used purpose the heaver in order to follow
speaker’s ideas or minds.
A speaker basically composes four matters needed in expressing mind or
his/her opinion to other, that are:
1. Speaker represents willingness, intention, or meaning, which is wishing
him/her owned by other that is a mind.
2. Speaker represent the user of language, maker of feeling and mind become
words.
3. Speaker is something that wishes to be listened, convey intend and words to
others through voices.
4. Speaker is something that have to been, showing, and an action that must be
paid attention and read through eyes.
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2.4. The Importance of teacher speaking
There are many reasons why English is thought in every country in the
world. English is an international language, therefore, it is used internationally
among nations of the world, it is used in the field of politic, economic, science,
technology and other.
It is obvious that English has spread widely and had great influence in the
world. Accordingly, the tremens douse development in the ability to speak and
year-by-year, people try to find and appropriate way to help them learn English
well.
The educational system in Indonesia is determined by the national
demands. It is proved by the curriculum that has been made by Indonesia are to
enable they students to communicate in the target language. Particularly in senior
high school, the skill of teaching is given a teaching student to road all kinds of
material fluently. It is also teaching them to read comprehensively.
The reason is that it will be needed in higher education that is in
universities or academics and this. And this aim is shown in the curriculum
objectives a stated explicitly in some of the General Instructional Objective (GIO)
of the GBPP.
For some reasons speaking is very important in our life.
According to Sukarno’s book (1971:9) by Madya in Maskur (2005:29).
1. To understand the content of English textbook and references.
2. To Understand lectures delivered in English.
3. To take notes at lectures delivered in English.
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4. To Introduce Indonesia Culture to other or nations.
5. To communicate orally with foreign lectures or students.
2.5. The Process Of Teaching Speaking
Learning to speak a foreign language communicatively is a lengthy
process.
First of all the learner should understands the vocabulary and the grammar
or the knowledge of the language that they are learning. Then they must be
accustomed to the certain pattern of sentence as a basic for them to use them in
expressing their intentions automatically, so that the main goal of learning the
language is achieved.
Students fell that learning a language means learning to speak, they expect
to be able to speak in the language they learn. Because of this reason, the teaching
of speaking is not only directed to make them able in listing language for
communication as much as possible. Rivers chance to apply what he has learned
in an act of communication a roused among members of the class group.
We cannot wait until students have a sure grip of all the structure of the
language before giving his practice in communication (River, 1968:165).
According to rivers, in the teaching of speaking, we are engaged in two
process; forging an instrument and giving the students guided practice in its use.
The students have learned their motivation language consciously and
unconsciously since they were childhood. In this case, they got their own
instrument. The instruments may be the same as the instrument of the new
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language, if it is needed, they will use the instrument to which they are
accustomed.
Rivers stated: “the forging of the instrument requires much practice in the
arbitrary association of the new language: Lexical items, morphological and
syntactical pattern, sentence type:” (1968:162). And at the first level of activity,
the students need much practice in order to make them accustomed to the
knowledge of the language, so that at a more advance stage the learner can
concentrate on what he want to express it acceptable in the language they learn
(Rivers, 1968:163)
Also in this case, rivers proposed that: phonological, Morfological, and
syntactical habits of the foreign language must be practiced ang practiced to a
point of over learning if they are to become a part of the student’s permanent
repertoire so that the is able to use them at any moment without conscious effort
(1968:164).
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CHAPTER III
METHODOLOGY OF THE RESEARCH
To write a scientific writing, the writer needs to mention several factors,
which have real relationship with the object being studied. It means that the case
has to be applied to the object with certain devices and ways in a test so that the
results will be taken.
Method is basically a means, which is used to solve the problems to get a
certain objective. In this study, the writer presents the population, sample,
variable, instrument, method of collecting data, and data analysis.
3.1. Population
In doing a scientific work, there is a group of people to be studied called
population. Sudjana (1992:6) says that population is the total of all possible values
as the result of quantitative or qualitative measurement a certain characteristic
from all members of group. While Arikunto (1998:115) states that population is
all of the subject of an investigation. The population may be all of the subjects or
individuals who are of interest to the investigator.
Based on the statements above, the writer decides that the population of
this study is all of the first year students of SMP N 1 Karimunjawa in the
academic year of 2005/2006. The total number of student in the population was
21
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80 students. They were divided into five classes; each class consisted of 40
students.
3.2. Sample
Where there are too many people in the population, of course, we will
have some difficulties to study them. To cope with the difficulties, it is necessary
to choose representative as sample. Sample according to Sudjana (1992:6), is part
from the population to be investigated. And the samples have to be able to
represent the whole members of one population.
Sample is a small proportion of population selected for observation and
analysis ( Arikunto, 1998:117). By observing the characteristic of the sample, the
researcher can make certain inferences about the characteristic of the population
which it is drawn.
Since the population in this study was large enough, the writer took some
members of the population as the sample. According to Arikunto (1998:120), a
researcher may take 10% - 15% or 20% - 25%, or more of the population used as
the sample. The writer took 100% of the population or it was all students as the
sample of this study.
3.3. Instrument
We need apparatus to get or to collect the data. The apparatus here is
called instrument. As Arikunto (1998:137) states that instrument is a sets of
apparatus to collect the data.
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In this study, the writer used a questionnaire and a document as the
instrument to collect the data.
3.3.1. The Questionnaire
A questionnaire is number of written questions which are used to gather
information from the respondents about themselves or another thing to know
(Arikunto, 1998:140).
According to Arikunto (1998:140 – 141) a questionnaire can be
distinguished into three kinds. They are:
a. From the way how to answer the questions, there are two types of questions:
1. Opened questionnaire, the respondents can be answer the questions using
their own sentences.
2. Closed questionnaire, the respondents can be directly choose the
appropriate answer.
b. From the given answer, there are two types of questionnaire:
1. Direct questionnaire, the respondents answer about themselves.
2. Indirect questionnaire, the respondent answer te questions about other
things.
c. From the form of the questionnaire, there are:
1. Multiple – choice questionnaire, it is similar to a closed questionnaire.
2. An easy questionnaire is similar to opened questionnaire.
3. Check list questionnaire, respondent just put check (V) on the approprirate
column.
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4. Rating scale, the statement are followed by rating column for example
from “extremely agree” to extremely disagree.
3.3.2. Practicality of Instrument
Practicality is concerned with the administration of a questionnaire. Harns
and David P (1969:21) states that a test is considered practicable whenever it can
be well administered, usually it depend on the length of time provided for doing
the test.
Based on the requirement above, the instrument used in this study was
practical enough, since the subjects were only required to tick the columns
provided in each the questions. In addition the respondent only needed a little time
to do it which was about 30 minutes. For the write, it was practical administrated
becaused it did not involve many persons to administer the questionnaire.
3.3.3. Document
The document method was used to know the students; achievement in
learning English. The writer obtained the students’ total scores in English subject
in the document which was available in SMP N 1 Karimunjawa. He got the
document with the permission from the English teacher in that school.
3.4. Technique of Collecting the Data
The technique of collecting the data of this study is questionnaire method.
The procedures of collecting the data in this study involved several steps. The first
24
step was constructing the questionnaire. The second step was trying out the
questionnaire to example to examine whether or not it needed improvement. The
next step was collecting the questionnaire and analyzing them to know the validity
and the reliability and the practicapability of the instrument.
Then, the writer distributed the questionnaire to the subject and collected
them. After that, he analyzed the result of the questionnaire.
The last step was obtaining the students; total scores of English subject
from the document which was available in SMP N 1 Karimunjawa. Finally, the
writer computed the data.
After obtaining the scores of the students’ attitude in learning and the
scrores of their English achievement. Then, the writer tried to know whether every
student who have high attitude also have good achievement in learning English.
To get the answer of this problem, the writer correlated both of the data. The
scores of the strength of the students; attitude and the scores of their English
achievement is necessary to prove the correlation of the study.
3.5. Method of Data Analysis
The data obtained from the respondents were analyzed using the Likert
Scale. The analysis was started by providing a series of statements, each of which
express an attitude which is either clearly favorable or clearly unfavorable. The
Likert Scale for a graded response. As mentioned above the response was
expressed in terms of the following five categories: strongly agree (SA), agree
(A), undecided (U), disagree (D), strongly disagree (SD). To score the scale, the
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response options were credited 5, 4, 3, 2, 1, or from the favorable to the
unfavorable statement. Conversely, the response options were credited 1, 2, 3, 4, 5
from the unfavorable to the favorable statement. By summing up the item credits
of their answer, the writer presented the individual total scores of the students.
Then, the scores were graded into five categories:
84 – 100 points = very high
68 – 83 points = high
52 – 67 points = fair
36 – 51 points = low
20 – 35 points = very low
(Yohanes, 1998:74 quoted by Miswadi, 2000:40)
Then the writer used the percentage description analysis to measure to
what level of the students attitude. The formula is as follows:
The percentage of answer =
Then, the write categorized the scores resulted from the calculation into
the following criteria:
1. Very high 84% – 100%
2. High 68% – 83%
3. Fair 52% – 67%
4. Low 36% – 51%
5. Very Low 20% – 35%
(Yohanes, 1998:74 quoted by Miswadi, 2000:54)
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While the scores of the students’ achievement in learning English were
grades into the following classification:
1. Excellent 80 – 100 points
2. Good 66 – 85 points
3. Fair 46 – 65 points
4. Poor 26 – 45 points
5. Failed < 26 points
(Yohanes, 1998:74 quoted by Miswadi, 2000:60)
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BIBLIOGRAPHY
Arikunto, Suharsimi. 1998. Prosedur Penelitian, Suatu Pendekatan Praktik. Yogyakarta: Rineka Cipta.
Depdikbud RI. 2004. Kurikulum SMP dan GBPP Bahasa Inggris. Jakarta.
Hadi, Sutrisno. 1982. Metodology Research. Jilid I, cetakan ke XII. Yogyakarta: Yayasan Penerbitan Fakultas Psikologi UGM
Harmer, Jeremy. 1983. The Practice of English Language Learning. New York:
Longman.
Harris, David P. 1969. Testing English as a Second Language. New York: Mc. Graw-Hill Book Company. Inc.
Ramelan, 1992. An Introduction to Linguistic Analysis. Semarang : IKIP Semarang Press.
Echols, John. M dan Hasan Shadily. 2000. Kamus Inggris Indonesia. Jakarta: Gramedia Pustaka Utama.
Rahayu, Sri. 2001. Students’ Motivation in Learning English, A Case of the First year students of SLTPN 3 SMG, Semarang : FPBS IKIP Semarang ( Unpublished Thesis)
Sudjana, Nana. 1989. CBSA dalam Proses Belajar Mengajar. Bandung: Sinar Baru.
Watson, David L. 1984. Social Psychology, Science and Application. USA: Scott, Foresman and Company.
Horn by, AS. 1995. Oxford Advance Learners Dictionary And Current English. London: Oxford University Press.
2828
Instrument:
Practice with your partner in front of the class, about:
- Name
- Class
- Address
- Hobby
- Friend
29
SPEAKING ABILITY OF THE FIRST YEAR STUDENTS
OF SMP NEGERI 1 KARIMUNJAWA
IN THE ACADEMIC YEAR OF 2005/2006
PROPOSAL
Presented to IKIP PGRI SemarangIn Partial Fulfillment of the Requirement
For the Degree of Sarjana in English Education
By:
NASOKANPM: 02420387
IKIP PGRI SEMARANG
FACULTY OF LANGUAGE AND ART EDUCATION
DEPARTMENT OF ENGLISH EDUCATION
30
2006
APPROVAL
This thesis was approval by the team of advisors of Department of English
Language Education, Faculty of Language and Art Education, Institute of
Teaching Training and Education PGRI Semarang, on:
Day :
Date of Approval :
Advisors
Advisor I Advisor II
Dra. Ratna Kusumawardhani Dra. T. Sri Suwarti, M.Pd NIP. 131285851 NPP. 906301062
31
ii