A CORRELATION STUDY BETWEEN VOCABULARY …eprints.iain-surakarta.ac.id/761/1/7. Sarining...

A CORRELATION STUDY BETWEEN VOCABULARY MASTERY,

HABIT OF LISTENING TO ENGLISH SONG AND SPEAKING SKILL

OF THE ELEVENTH GRADE STUDENTS OF SMA N NOGOSARI 1 IN

THE ACADEMIC YEAR OF 2016/2017

THESIS

Submitted as A Partial Requirements for the Degree of Sarjana in English

Education Department

By:

SARINING SETYO MUBARAK

123221267

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

ii

ADVISOR SHEET

iii

RATIFICATION

iv

DEDICATION

This thesis is whole-heartedly dedicated to My lovely Family and The Readers

v

MOTTO

“The aim (of education) must be the training of independently acting and thinking

individuals who, however, see in the service to the community their highest life

problem.”

Albert Enstein, 1936

vi

SERTIFICATE ORIGINALITY

vii

ACKNOWLEDGEMENT

The first and foremost, Alhamdulillahi Robbil ‘aalamiin, the greatest

praise be to Allah Subhanahu Wata’ala for the entire blessing, help, strength,

guidance and love, as the researcher could complete this thesis.

However, the completion of this would not be achieved without the

assistant, support, and encouragement from many people. Therefore, the gratitude

and appreciation are expressed to:

1. Dr. Mudhofir Abdullah, M. Ag., as the Rector of the State Islamic Institute of

Surakarta.

2. Dr. H. Giyoto, M. Hum., as the Dean of Islamic Education and Teacher

Training Faculty, and

3. Dr. Imroatus Solikhah, M. Pd., as the Head of English Education Study

Program.

4. Zainal ‘Arifin. M. Pd., as the advisor, for his guidance and help in writing the

thesis from the beginning into the end.

5. All of the lecturers and staffs in IAIN Surakarta who have given their

knowledge and experience.

6. For all who had helped the researcher in finishing this thesis that researcher

could not mention one by one.

The researcher realizes that this thesis is still far from being perfect. The

researcher hopes that this thesis is useful for the researcher in particular and the

readers in general.

Surakarta, 3th February 2017

Sarining Setyo Mubarak

viii

TABLE OF CONTENT

TITLE ....................................................................................................................... i

ADVISORS SHEET ............................................................................................... ii

RATIFICATION .................................................................................................... iii

DEDICATION ....................................................................................................... iv

MOTTO ................................................................................................................... v

PRONOUNCEMENT ............................................................................................ vi

ACKNOWLEDGMENT ....................................................................................... vii

TABLE OF CONTENT ....................................................................................... viii

ABSTRACT ............................................................................................................. x

LIST OF FIGURE .................................................................................................. xi

LIST OF TABLE .................................................................................................. xii

LIST OF APPENDICES ...................................................................................... xiii

CHAPTER I: INTRODUCTION

A. Background of study .................................................................................... 1 B. Identification of the problems ...................................................................... 5 C. Limitation of the problem ............................................................................ 5 D. Problem formulation .................................................................................... 5 E. The objective of the study ............................................................................ 6 F. The benefit of the study................................................................................ 6 G. The Definition of Key Term. ....................................................................... 7

CHAPTER II: REVIEW ON RELATED LITERATURE

A. Theoretical Description ................................................................................ 9 1. Speaking Skill ........................................................................................ 9 2. Vocabulary Mastery ............................................................................. 20 3. Habit of Listening to English Song ...................................................... 32

B. Previous Related Study .............................................................................. 36 C. Rational ...................................................................................................... 39 D. Hypothesis .................................................................................................. 40

ix

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ........................................................................................ 41 B. Place and Time of the Research ................................................................. 43 C. The Population, Sample, Sampling of the Research .................................. 44 D. Technique of Collecting the Data .............................................................. 46 E. Techniques of Analyzing Data ................................................................... 55

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Research Findings ...................................................................................... 61 1. Description of the Data ........................................................................ 61 2. Data Analysis ....................................................................................... 70

B. Discussion of the Research Finding ........................................................... 86

CHAPTER V: CONCLUTION, SUGGESTION, IMPLICATION

A. Conclusion ................................................................................................. 97 B. Suggestion ................................................................................................. 99 C. Implication ............................................................................................... 100

BIBLIOGRAPHY .................................................................................................. 92

APPENDICES ....................................................................................................... 94

x

ABSTRACT Sarining Setyo Mubarak . 123221267.”A Correlation Study between Vocabulary Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017”Thesis: The State Islamic Institute of Surakarta, Surakarta. 2016. Advisor : Zainal ‘Arifin, M.Pd Keywords : Vocabulary, Habit listening, English Song, Speaking skill

In this research, the researcher examined the correlation between vocabulary mastery and habit of listening to English song toward speaking skill of eleventh grade students of SMA N 1 Nogosari. The aim of the research was to find out whether or not there is any significant correlation between students’ vocabulary mastery toward speaking skill. To find out whether or not there is any significant correlation between students’listening to English song toward speaking skill. To find out whether or not there is any significant correlation between students’ vocabulary mastery and students’ habit of listening to English song and speaking skill.

This research can be categorized as Quantitative correlation method which studies the correlation between two or more variables. In this research, the researcher examined the relationship between three variables: two independent variables (X) and one dependent variable(Y).

For the first hypothesis is known that the correlation between vocabulary mastery and the speaking skill is positive because the result of the computation showed that the correlation coefficient (r) between vocabulary mastery (X1) and the speaking skill (Y) is 0.791.It means there is a correlation between vocabulary mastery and the speaking skill at the eleventh grade students’ of SMA N Nogosari in academic years 2016/2017. For the second hypothesis is known that the correlation between habit of listening to English song (X2) and the speaking skill (Y) is positive because the result of the computation showed that the correlation coefficient (r) between habit of listening to English song and speaking skill is 1.389. It means there is a correlation between habit of listening to English song and the speaking skill at the eleventh grade students’ of SMA N 1 Nogosari in academic years 2016/2017. For the third hypothesis is known that the correlation between vocabulary mastery, habit of listening to English song and speaking skill is positive because the correlation coefficient ( r ) between vocabulary mastery (X1) ,habit of listening to English song (X2) and speaking skill (Y) is 5.449.

.

xi

LIST OF FFIGURE

Figure3.1 ................................................................................................................ 43

Figure4.1 ................................................................................................................ 64

Figure4.2 ................................................................................................................ 67

Figure4.3 ................................................................................................................ 69

xii

LIST OF TABLE

Table2.1. ................................................................................................................. 18

Table3.1 .................................................................................................................. 53

Table3.2 .................................................................................................................. 54

Table3.3 .................................................................................................................. 54

Table3.4 .................................................................................................................. 43

Table4.1 .................................................................................................................. 62

Table4.2 .................................................................................................................. 63

Table4.3 .................................................................................................................. 65

Table4.4 .................................................................................................................. 68

Table4.5 .................................................................................................................. 71

Table4.6 .................................................................................................................. 73

Table4.7 .................................................................................................................. 74

Table4.8 .................................................................................................................. 76

Table4.9 .................................................................................................................. 77

Table4.10 ................................................................................................................ 80

Table4.11 ................................................................................................................ 81

Table4.12 ................................................................................................................ 83

Table4.13 ................................................................................................................ 85

xiii

LIST OF APPENDICES

Appendix1 ............................................................................................................ 105

Appendix2 ............................................................................................................ 112

Appendix3 ............................................................................................................ 115

Appendix4 ............................................................................................................ 119

Appendix5 ............................................................................................................ 122

Appendix6 ............................................................................................................ 123

Appendix7 ............................................................................................................ 124

Appendix8 ............................................................................................................ 125

Appendix9 ............................................................................................................ 126

Appendix10 .......................................................................................................... 127

Appendix11 .......................................................................................................... 129

Appendix12 .......................................................................................................... 130

Appendix13 .......................................................................................................... 123

Appendix14 .......................................................................................................... 123

Appendix15 .......................................................................................................... 124

Appendix16 .......................................................................................................... 131

Appendix17 .......................................................................................................... 138

Appendix18 .......................................................................................................... 139

Appendix19 .......................................................................................................... 140

Appendix20 .......................................................................................................... 142

Appendix21 .......................................................................................................... 144

Appendix22 .......................................................................................................... 146

ABSTRACT

Sarining Setyo Mubarak . 123221267.”A Correlation Study between Vocabulary

Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh

Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017”Thesis:

The State Islamic Institute of Surakarta, Surakarta. 2016.

Advisor : Zainal ‘Arifin, M.Pd

Keywords : Vocabulary, Habit listening, English Song, Speaking skill

In this research, the researcher examined the correlation between

vocabulary mastery and habit of listening to English song toward speaking skill of

eleventh grade students of SMA N 1 Nogosari. The aim of the research was to

find out whether or not there is any significant correlation between students’

vocabulary mastery toward speaking skill. To find out whether or not there is any

significant correlation between students’listening to English song toward speaking

skill. To find out whether or not there is any significant correlation between

students’ vocabulary mastery and students’ habit of listening to English song and

speaking skill.

This research can be categorized as Quantitative correlation method which

studies the correlation between two or more variables. In this research, the

researcher examined the relationship between three variables: two independent

variables (X) and one dependent variable(Y).

For the first hypothesis is known that the correlation between vocabulary

mastery and the speaking skill is positive because the result of the computation

showed that the correlation coefficient (r) between vocabulary mastery (X1) and

the speaking skill (Y) is 0.791.It means there is a correlation between vocabulary

mastery and the speaking skill at the eleventh grade students’ of SMA N Nogosari

in academic years 2016/2017. For the second hypothesis is known that the

correlation between habit of listening to English song (X2) and the speaking skill

(Y) is positive because the result of the computation showed that the correlation

coefficient (r) between habit of listening to English song and speaking skill is

1.389. It means there is a correlation between habit of listening to English song

and the speaking skill at the eleventh grade students’ of SMA N 1 Nogosari in

academic years 2016/2017. For the third hypothesis is known that the correlation

between vocabulary mastery, habit of listening to English song and speaking skill

is positive because the correlation coefficient ( r ) between vocabulary mastery

(X1) ,habit of listening to English song (X2) and speaking skill (Y) is 5.449.

ABSTRAK

Sarining Setyo Mubarak. 123221267. " A Correlation Study between Vocabulary

Mastery, Habit of Listening to English Song and Speaking Skill of the Eleventh

Grade Students of SMA N 1 Nogosari in the Academic year of 2016/2017". Skripsi:

Institut Agama Islam Negeri Surakarta, Surakarta. 2016.

Pembimbing : Zainal 'Arifin, M.Pd

Kata kunci : Kosakata, Kebiasaan mendengarkan, Inggris Lagu, keterampilan

Berbicara

Dalam penelitian ini, peneliti meneliti korelasi antara penguasaan kosakata

dan kebiasaan mendengarkan lagu Inggris menuju keterampilan berbicara siswa

kelas XI SMA N 1 Nogosari. Tujuan dari penelitian ini adalah untuk mengetahui

apakah atau tidak ada hubungan yang signifikan antara penguasaan kosakata

siswa terhadap keterampilan berbicara. Untuk mengetahui apakah atau tidak ada

hubungan yang signifikan antara students'listening lagu Inggris menuju

keterampilan berbicara. Untuk mengetahui apakah atau tidak ada hubungan yang

signifikan antara siswa penguasaan kosakata dan siswa kebiasaan mendengarkan

lagu bahasa Inggris dan keterampilan berbicara.

Penelitian ini dapat dikategorikan sebagai metode korelasi kuantitatif yang

mempelajari hubungan antara dua variabel atau lebih. Dalam penelitian ini,

peneliti menguji hubungan antara tiga variabel: dua variabel independen (X) dan

satu variabel dependen (Y).

Untuk hipotesis pertama diketahui bahwa korelasi antara penguasaan

kosakata Bahasa Inggris adalah positif karena hasil perhitungan menunjukkan

bahwa koefisien korelasi (r) antara penguasaan kosakata (X1) dan keterampilan

berbicara (Y) adalah sarana 0.791.It ada korelasi antara penguasaan kosakata dan

keterampilan berbicara pada siswa kelas XI 'dari SMA N Nogosari di tahun

akademik 2016/2017. Untuk hipotesis kedua diketahui bahwa korelasi antara

kebiasaan mendengarkan lagu bahasa Inggris (X2) dan keterampilan berbicara (Y)

adalah positif karena hasil perhitungan menunjukkan bahwa koefisien korelasi (r)

antara kebiasaan mendengarkan lagu bahasa Inggris dan keterampilan berbicara

adalah 1,389. Ini berarti ada korelasi antara kebiasaan mendengarkan lagu bahasa

Inggris dan keterampilan berbicara pada siswa kelas XI 'dari SMA N 1 Nogosari

di tahun akademik 2016/2017. Untuk hipotesis ketiga diketahui bahwa korelasi

antara penguasaan kosakata, kebiasaan mendengarkan lagu bahasa Inggris dan

keterampilan berbicara positif karena koefisien korelasi (r) antara penguasaan

kosakata (X1), kebiasaan mendengarkan lagu bahasa Inggris (X2) dan

keterampilan berbicara (Y) adalah 5,449.

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Thornburry, (2005 : 1) states that speaking is so much a part of

daily life that we take it for granted. He also says that speaking is interactive

and requires the ability to co-operate in the management of speaking turns.

It also typically takes place in real time, with little time for detailed

planning. He adds that speaking represents a real challenge to most language

learners.

Students often think that the ability to speak a language is the

product of language learning, but speaking is also a crucial part of the

language learning process. Effective instructors teach students speaking

strategies using minimal responses, recognizing scripts, and using language

to talk about language that they can use to help themselves expand their

knowledge of the language and their confidence in using it. These

instructors help students learn to speak so that the students can use speaking

to learn. There are five types of speaking skill performance, such as

imitative, intensive, responsive, interactive, and extensive. Those five types

of performance apply to the kinds of oral production that students are

expected to carry out in the classroom. It means that to measure whether the

students have already mastered the speaking skill or not.

2

Besides of those performance types, there is other aspect that

obviously involved in speaking skill. It is about the technical aspect in

delivering a speaking performance such as accuracy, fluency, and

comprehensibility. These technical aspect should be considered when we

want to master the speaking. One factor that can make a student’s master in

speaking is Vocabulary Mastery. They can improve their speaking skill with

learnt Vocabulary.

Nation in Schmitt (1991: 6) states that vocabulary knowledge is

only one component of language skills such as reading and speaking. It can

be said that vocabulary is one of the elements in language. Among all the

elements of language have interaction with others elements. Language

knowledge well can be known from vocabulary used. Ur (1996: 60) defines

vocabulary as the words we teach in the foreign language. Interpreting from

Ur, vocabulary is a number of English word which is taught to students in

teaching learning process. Related the learning process in school,

vocabulary which is learnt should be appropriated with the curriculum.

Vocabulary is very important because without vocabulary, sentences cannot

understand the meaning of foreign language. First step when someone learns

foreign language, he or she most know this vocabulary. Another factor that

can be a media for improving speaking skill is listening to English Song.

Listening is one skill that very important in learning English, so if we do

more and more experience in listening it can help us to improve speaking

skill.

3

Furthermore, Good (1979:274) gave more definition that habit is an

act, movement, or pattern of behavior that through practice has become easy

and familiar, and is performed without conscious thought, hesitancy, or

construction. habit is a repetitive action or repetition activity that to bring an

inclination to do it automatically, regularly and unconsciously. Afterwards,

finally become a pattern of behavior as a result of repetition activity. In

addition, habit deal with doing activity related with hobby, talent, favorite

activity or personal preference continuously, though it is done

unconsciously. Another definition of listening is given by Brown and Yule

that listening is the activity of paying attention to and trying to get the

meaning from something we hear (1983). From the definition above, it can

be conclude that listening is an active process of paying attention to and

trying to get the meaning from something we hear which is at present

unknown.

Song, as Griffee states are pieces of music that have words

(1992:3). The main part of songs are music and words, while music itself is

related with rhythm. A group of words without music to perform them can

not to be included as a song. Song are generally performed in a repetitive

pattern here is that in a song, there are usually several lines of the song,

which are repeated twice, or more what a so-called “reffrain” when they are

performed. Song are not only good for language learners, but for language

teachers songs offer an interesting techniques in presenting the language

4

focus because it provides enjoyment especially in rising excitement and self-

confidence for both learners and teachers.

The researcher choose SMA N 1 Nogosari beacause the school is a

favorite school and there are many students who have good achievement in

the materials taught especially English subject. The students are more active

rather than the students from the other schools. The students who active and

have good achievement is usually have a good in speaking skill and

vocabulary mastery.

Based on the description above, the conclusionis vocabulary

mastery and the habit of listening to English songs can be essential factors

for speaking skill. Vocabulary is the indicator of assessment speaking test, it

means that if students need their speaking improve their mush learn a lot of

vocabulary. Listening is one way or media to teach speaking. Listening can

be treatment for students learn pronunciation. It means that if the student’s

need their speaking is improve so their much study to listening many dialog

in English. (Bardovic-Harling, L. F. (1999). From this idea, the researcher

determines the topic entitled. “A CORRELATION STUDY BETWEEN

VOCABULARY MASTERY, HABIT OF LISTENING TO ENGLISH

SONG AND SPEAKING SKILL OF THE ELEVENTH GRADE

STUDENTS OF SMA N 1 NOGOSARI IN THE ACADEMIC YEAR

OF 2016/2017”

5

B. Problem Identification

Based on the background of the study above, the researcher finds

some problems as follows:

1. Does students’ ability in mastering vocabulary influence their speaking

skill?

2. Does the student’s habit of listening to English songs influence their

vocabulary mastery?

3. Is there any correlation between vocabulary mastery and speaking skill?

4. Is there any correlation between the habit of listening to English songs

and speaking skill?

5. Is there any correlation between vocabulary mastery, the habit of the

listening English songs, and speaking skill?

C. Limitation of the Problem

The researcher limits the problem of this thesis on three variables;

these are vocabulary mastery, the students’ habit of listening to English

songs, and speaking skill. The researcher subject is the eleventh grade

students of SMA N 1 Nogosari. The correlation method to examine the

correlation between three variables.

D. Problem Formulation

Based on the background of the study and problem limitation, the

problems of the study are as follows:

6

1. Is there any positive significant correlation between vocabulary mastery

and speaking skill?

2. Is there any positive significant correlation between the habit of

listening to English songs and speaking skill?

3. Is there any positive significant correlation between vocabulary

mastery, the habit of listening to English songs simultaneously toward

speaking skill?

E. The Objectives of the Study

In line with the problem statements above, the objectives of the

study are as follows:

1. To find out there is a positive significant correlation between

vocabulary mastery and speaking skill.

2. To find out there is a positive significant correlation between the habit

of listening to English songs and speaking skill.

3. To find out there is a positive significant correlation between

vocabulary mastery, the habit of listening to English songs

simultaneously toward speaking skill.

F. The Benefit of the Study

The result of this study are expected to give benefits both

theoretically and practically.

7

a. Theoretically Benefits

1. To figure out the benefit of vocabulary mastery and the habit of

listening to English songs in improving speaking skill at the

eleventh students of SMA N 1 Nogosari in academic year of

2016/2017

2. This research can be an offer solution to face problems in English

learning speaking which happened in the certain field.

b. Practically Benefits

1. To give information to the English teacher especially in realizing the

importance of vocabulary and having the habit of listening to

English songs in teaching process particularly in teaching speaking

in order to improve students’ speaking skill.

2. The result of the research gives information about the degree of

correlation between vocabulary mastery and the students’ habit of

listening to English songs toward speaking skill. It can be used for

the teacher to decide whether the speaking skill can be improved by

those two factors or not.

G. The Definition of Key Term

1. Vocabulary Mastery is important for the students. It is more than

grammar for communication purpose, particularly in the early stage

when students are motivated to learn the basic words (Lewis and Hill

1990: 12)

8

2. Habit of Listening English Songs is repetitive action of producing

English words and music with their voice, paying attention, and trying

to get the meaning of groups of English words contained in the song

which is practiced continuously and performed without conformed

unconsciously then becomes a pattern behavior that automatically

practiced(Webster’s dictionary and Brown and Yule)

3. Speaking skill is example of a complex cognitive skill that can be

diffrentiated into various hierarchical sub skills, some of which might

require controlled processing, while others could be processed

automatically. It means that speaking involves several skills require

processing (Mc Laughlin in O Malley and Channot 1990: 66)

9

CHAPTER II REVIEW ON RELATED LITERATURE

A. Theoretical Description

1. Speaking skill

According to (Thornburry, 2005 : 1) states that speaking is so

much a part of daily life that we take it for granted. He also says that

speaking is interactive and requires the ability to co-operate in the

management of speaking turns. It also typically takes place in real time,

with little time for detailed planning. He adds that speaking represents a

real challenge to most language learners.

Skehan (In Ellis, 2003: 108), speaking is possible because of the

way language is represented. Meanwhile, Levelt (In Ellis, 2003: 108)

states that speaking is a complex, multi-faceted phenomenon, involving

a series of interlocking stages.

Brown (1993: 140) states that speaking is a productive skill that

can be directly and empirically observed, those observations are

invariably colored by the accuracy and effectiveness of a test-takers’

listening skill, which necessarily compromises the reliability and

validity of an oral production test.

According to Levelt (1995: 1), speaking is one of man’s most

complex skills. It is a skill which is unique to our species. It is the skill

by which learners are frequently judge, as success learners or not. Thus,

being able to use the language becomes the aim of foreign language

teaching.Mc Laughlin in O Malley an Channot (1990: 66) states that

10

speaking is an example of a complex cognitive skill that can be

differentiated into various hierarchical sub skills, some of which might

require controlled processing, while others could be processed

automatically. It means that speaking involves several skill require

processing.

Widdowson (1996: 59) states that speaking is simply the

physical embodiment of abstract systems. It is active, or productive, and

make us of the aural medium. He also states that speaking is commonly

performed in face to face interaction and occurs as part of a dialogue or

other form of verbal exchange. He adds that speaking is a part

reciprocal exchange in which both reception and production play part.

In this sense, the skill of speaking involves both receptive and

productive participation.

Bygate (1997: 4) believes that speaking is askill, which people

are most frequently judge, and through this they may make or lose

friends. It is a vehicle par excellence of social solidarity, social ranking,

professional advancement, and business. It is also a medium through

which much language is learned, and which for many is particularly

conducive for learning. He also states that there is a fundamental

difference between knowledge and skill. Both can be understood and

memorized, while only a skill can be imitated and practiced.

Furthermore he clarifies that there are two basic ways in which

something we can do be seen as a skill (1997: 5). The first is motor-

11

perceptive skills that involve perceiving, recalling, and articulating in

the correct order sounds and structures of the language. The second is

interaction skill that involves making decisions about communication,

such as: what to say, how to say it, whether to develop it, in accordance

with one’s intention while maintaining the desired relations with others.

The notions of what is right or wrong now depend on such things as

what we have decided to say how successful we have been so far,

whether it is useful to continue the point, what our intentions are, and

what sorts of relations we intend to establish or maintain with our

interlocutors.

Besides, according to Briendly (1995: 19), oral skill can be

identified with speaking skill. His point of view about oral skill is to :

a) Express oneself intelligibility

b) Convey intended meaning accurately with sufficient command of

vocabulary.

c) Use language appropriate context

d) Interract with other speakers fluently.

He shows that oral skill can be related into five areas, namely:

1) Imitative

At one end of continuum of types of speaking performance

is ability to simply parrot back (imitate) a word or phrase or

possibly a sentence. While this is a purely phonetic level of oral

production, a number of prosodic, lexical, and grammatical

12

properties of language may be included in the criterion

performance. We are interested only in what is traditionally labeled

“pronounciation” ; no inferences are made about the test takers’

ability to understand or convey meaning or participate in an

interactive conversation.

2) Intensive

A second type of speaking frequently employed in

assessment context in the production of short stretches of oral

language designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical, or phonological relationship (such as

prosodic elements intonation, stress, rhythm, juncture). The speaker

must be aware of semantic properties in order to be able to respond,

but interaction with an interlocutor or test administrator is minimal

a best. Example of intensive assessment task include directed

response task, reading aloud, sentence and dialogue completion,

oral questionnaires, picture cued tasks, and translation up to the

simple sentence level.

3) Responsive

Responsive assessment tasks include interaction and test

comprehension but at the somewhat limited level of very short

conversations, standard getting and small talk, simple requests and

comments, and the like. The stimulus is almost always a spoken

prompt (in order to preserve authentically), with perhaps only one

13

or two follow-up questions. Some examples of responsive speaking

are question and answer.

4) Interactive

The difference between responsive and interactive speaking

is in length and complexity of the interaction, which sometimes

includes multiple exchanges and/or multiple participants.

Interaction can take the two forms of transactional language, which

has the purpose of exchanging specific information, or

interpersonal exchanges, which have the purpose of maintaining

social relationship. In interpersonal exchanges, oral production can

become pragmatically complex with the need to speak on a casual

register and use colloquial language, ellipsis, slang, humor, and

other sociolinguistic conventions. The examples of interactive

speaking are interview, role play, discussion and conversations,

game, Oral Proficiency Interview (OPI).

5) Extensive (monologue)

Extensive oral production tasks include speeches, oral

presentations, and story-telling, during which the opportunity for

oral interaction from listeners is either highly limited (perhaps to

nonverbal response) or ruled out altogether. Language style is

frequently more deliberative (planning is involved) and formal for

extensive tasks, but we cannot rule out certain informal

monologues such as casually delivered speech (for example, my

14

vacation in the mountain, a recipe for outstanding pasta primavera,

recounting the plot of anovel or movie)

Based on the definition above, it can be said that speaking skill

has points of view as follows; express oneself intelligibility , convey

intended meaning accurately with sufficient command of vocabulary,

use language appropriate context, and interact with other speakers

fluently.

a. Problem in Speaking

According to Ur (1996:121), there are some problems faced

by the learners in speaking activities. Those problems can be

explained as follow:

1) Inhibition

Unlike reading, writing and listening activities

speaking requires some real time exposures to an audience.

Learners are often inhibited about trying to sy things in a

foreign language in the classroom, such as worried about

mistakes, fearful of criticism, or shy of the attention that their

speech attracts.

2) The lack of theme to be spoken

Some learners get the difficulties in thinking of

anything to say, they have no motivation to express themselves

beyond the guilty feeling that they should be speaking.

15

3) The low participation

Only one participant can talk at a time if he or she is to

be heard. In a large group, this means that each one will have

only little time to talk. This Problem is compounded by the

tendency of some learners to dominate, while others speak

very little or not all.

4) The use of mother tongue

In number of classes, the learners share the same

mother tongue. They may tend to use it because of some

reasons. Firstly, it is easier. Secondly, it feels unnatural to

speak to one another in a foreign language. The last, they feel

less “exposed” if they are speaking their mother tongue. If they

are talking in small groups, it can be quite difficult to keep

using the target language.

b. The Indicators of speaking

Heaton (1998: 97) said that each respondent should be

assessed not only of the spoken language as grammatical

acceptability and pronunciation, but also on appropriately of

language and effectiveness of communication. The scoring of the

interview can range from an impression mark to mark arrived at on

the basis of a fairly detailed marking scheme (showing

pronunciation, grammar, vocabulary, appropriately, fluency, and

16

case of speech). The Indicators of Speaking based on Heaton (1998;

97):

1) Pronunciation

Pronunciation is one of major problems claimed to be

impeding or contributing to the lack of speaking competence

of Thai learners. This is because English has a distinct set of

sounds, while Thai does not. To successfully learn another

language, particularly to achieve the target-like pronunciation

and minimize foreign accents that can result from a negative

L1 transfer, learners need to know what sounds are available in

the target language but not in their own mother tongue, and

vice versa.

2) Fluency

Fluency is able to speak a language easy and well. Speech is so

halting and fragmentary that conversation is virtually

impossible. Speech on all professional and general topics as

effortless and smooth as a native speaker’s.

3) Grammar

Almost all speaking criteria make some reference to grammar,

either as a part of holistic descriptors or in a separate analytic

rating criterion. Research also indicates that raters tend to pay

a lot of attention to grammar even if the test uses several

analytic criteria (Brown, 2000; McNamara, 1996). Much of the

17

work on common learning orders in SLA has focused on

grammar. While explained by nature or nurture, and whether

early language learning is qualitatively different from the

learning of languages later in life, most recent theories propose

that people’s language learning is usage-based. Ultimately, all

language learning can be explained by the frequency with

which we hear and see different patterns in language-use. Ellis

(2002), summarizes studies from a wide range of areas

including phonology, reading, spelling, lexis, and formulaic

language, which show that the more exposure learners have

had to patterns in these areas, the better they knowledge they

have of them. His approach suggests that the process resulting

in language learning is universal, but also suggests that there is

natural variation in individual language users’ proficiencies

due to their different experiences of language use (Luoma,

2004).

4) Vocabulary

Vocabulary is a core correspondent of language as well source

or base when students speak English language. Vocabulary

also a core component of proficiency and provides much of the

basic for how well learners speak, listen, read and write.

18

Table 2.1 The Scoring of Speaking based on Heaton (1998; 97)

Concept Oral skill can be identified with speaking skill. The point of view about oral skill is to:

a. Express oneself intelligibility b. Convey intended meaning accurately with sufficient command of

vocabulary c. Ability to communicate by using language appropriate context d. Interact with other speakers fluently

Aspect Score Comprehensibilit

y Accuracy Ability to

communicate Fluency

5 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or clarifications required.

Pronounciation is only very slightly influenced by the mother-tongue. Two or three minor grammatical and lexical errors.

On a par which an educated native speaker. Completely at case in his use of English on all topic discussed

Speaks without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

4 The speaker’s intention and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary

Pronounciation is slightly influenced by the mother-tongue. A few minor gramatical and lexical errors but most utterances are correct

Although he cannot be mistake for a native speaker, he expresses himself quite clearly. He experiences little difficulty in understanding English, and there is no strain at all in communicating with him

Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.

3 Most of what the speaker says is easy to follow. His intention is always clear but several

Pronounciation is still moderately influences by the mother-tongue but no

Satisfactory verbal communication causing little difficulty for native speaker.

Although he has to make an effort and search for words, there are not too

19

interruptions are necessary to help him to convey the message or to seek clarification.

serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.

He makes a limited number of errors of grammar, lexis, and pronounciation but he is still at ease in communicating on everyday subjects

many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.

2 The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences

Pronounciation is influenced by mother-tongue but only a few serious phonological errors. Several grammatical and lexical errors some of which cause confusion

Although verbal communication is usually fairly satisfactory, the native speaker may occasionally experience some difficulty in communicating with him

Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.

1 Only small bits (Usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker.

Pronounciation seriously influenced by the mother-tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors.

Mush difficulty experienced by native speakers unaccust to ‘foreign’ English. His own understanding is severely limited, but communication on everyday topic is possible.

Long pauses while he searches for the desired meaning. Frequently fragmentary, and halting delivery. Almost gives up making the effort at times. Limited range of expression.

20

2. Review on Vocabulary Mastery

a. The description of Vocabulary Mastery

According to (McWhorter, 1989: 310) states vocabulary

means the ability to recognize individual words and to associate

meaning with the particular combination of letter that form of word.

Interpreting from McWhorter theory, vocabulary is recognized

from group of letters that stand for or represent builds a word; this

word has meaning. Another states combining a letter into a word, it

will build a new vocabulary. Furthermore, Hornby (1995: 133)

defines vocabulary as: (1) the total number of words in a language;

(2) all the words known by to a person or used in a particular book,

subject, etc; (3) a list of words with meaning. Nation in Schmitt

(1991: 6) states that vocabulary knowledge is only one component

of language skills such as reading and speaking. It can be said that

vocabulary is one of the elements in language. Among all the

elements of language have interaction with others elements.

Language knowledge well can be known from vocabulary used.

Another opinion (Ur, 1996: 60) defines vocabulary as the

words we teach in the foreign language. Interpreting from Ur,

vocabulary is a number of English words which is taught to

students in teaching learning process. Related the learning process

in school, vocabulary which is learnt should be appropriated with

21

the curriculum. Reading vocabulary mastery is all the words

someone can recognize when reading, writing and speaking to. In

conclusion, the researcher tries to define the definition of

vocabulary based on all of the theory above as a list of words for a

particular language including the meaning taught by teacher

classroom. Vocabulary which is taught by teacher should be

appropriate with the curriculum and environment of students.

b. Type of Vocabulary Mastery

Haycraft (1997:44) distinguishes the kinds of

vocabulary in to two parts. They are :

1) Active vocabulary : the words which students can

understand, pronounce correctly, and uses constructively

in speaking and writing. Harmer (1991:159) adds that

active vocabulary refers to vocabulary that students have

been taught or learnt and which they are expected to able

to use. Active vocabulary is productive learning referring

to speaking and writing.

2) Passive vocabulary : words which the students recognize

and understand when they occur in context, but which

learner himself cannot produce correctly. Harmer

(1991:159) also add that passive vocabulary refers to

words which the students will recognize when they meet

them but they will probably not be able to produce.

22

Passive vocabulary is receptive learning referring to

reading and listening.

The learners are hoped to have these vocabularies

to master the English language. As we know that in

English, there are four skills. They are speaking, reading,

listening, and writing. Several people say that if someone

has a good vocabulary acquisition, he or she will do the

exercise in reading or listening comprehension. He or she

can also write everything that he or she wants to write. On

the other hand, someone will have a doubt to speak

English if he or she does not have a good vocabulary

acquisition. He or she even gets some difficulties when he

or she does the task in reading and listening

comprehensiontest.

c. The Indicator of Vocabulary Mastery

Vocabulary is recognized from group of letters that stand

for or represent builds a word; this word has meaning. Another

states combining a letter into aword, it will build a new

vocabulary.According to Crystal, (1999:206) there are some

indicators of vocabulary mastery:

1) Part of speech

a) Noun (Noun Phrase)

23

Noun is a word (or group of words) that is the

name of person, a place a thing or a quality or idea; noun

can be used as subject or object of a verb.

The example of word:

- Devon

- Elanor

- Book

- Sense

- Walking

- stick

- Town hall

The example of sentence:

- I love Devon

- Elanor will arrive tomorrow

- I recommended this book

- Use your common sense!

- I dont need a walking stick

- Meet me at the town hall.

b) Pronoun

Pronoun is a word that is used in place of a noun or

a noun phrase.

The example of word :

- Her

24

- She

- Him

- They

The example of sentence :

- Jane’s husband love her.

- She meet him two years a go.

- Look at him.

- They dont talk to much.

c) Adjective

Adjective is a word that gives more information

about a noun or pronoun.


- Kind

- Better

- Best


- What a kind man!

- We all want a better life.

- That’s the best thing about her.

d) Verb

Verb is a word ( or group of words) which is used

in describing an action, experience, or state.


25

- Write

- Ride

- Be set out


- He wrote a poem

- I like ridding a horse

- She out on her journey

e) Adverb (adverbial phrase)

Adverb is a word (or group of words) that

describes or add to the meaning of a verb, adjective,

another.


- Sensibly

- Carefully

- At home

- In half an hour


- Please walk sensibly.

- He walk a cross the bridge carefully.

- I like listening to music at home.

- See you in half an hour

26

f) Preposition (prepositional phrase)

Preposition is a word (or group of words) which is

used to show the way in which other words are connected.


-on

- of

- in

- ontop of.


- He makes a plan for life.

- Bring me a bottle of Fanta.

- Put that in the box.

- You will find it on top of cupboard.

g) Determiner


- The

- A

- An

- My, your, etc.

- This, that, etc.

- Some , many, etc.

The example of sentence:

- The sun shines.

27

- He buys a cup of coffe.

- I read an article.

- I wash my clothes.

- Look at that picture!

- Many people believed him.

h) Conjunction

A word that connects sentences, phrases, or clauses.


- And

- So

- But


- I buy chocolate and juice

- My car broke down, so I went by bus.

- I like it but I can’t afford it.

2) Word Building

Gairns and Redman (1998 : 47) state that there are

three main froms of word building which characterize English,

namely:

a) Affixation

Affixation is the process of adding prefixes to the

base item; in this way items can be modified in meaning

and/ or changed from one part of speech to another to

28

another. For instance, to the base from ‘man’, prefixes and

affixes can be added in the following way :

Man

Man + ly

Un + man + ly

Un + man + ly + ness

b) Compounding

Compounding is the formation of words which

canindependently in other circumtances.

For example :

- Table tennis

- Time-consuming

- To sightsee

c) Conversation

Conversation is the process by which an item many

be used in different parts of speech, yet does not change its

form.

For example :

- We’ve just had a lovely swim.

I can’t swim very well.

- He works in the export company.

29

We export a lot of goods.

3) Word Meaning

The meaning of a word can only be understood and

learnt terms of its relationship with other words in the language

called as sense relation ( Gairns and Redman; 1998: 22). Sense

relation consists of:

a) Synonymy

Synonymy means that two or more words have the

same meaning (Mc.Carthy, 1990: 14). Synonymy refers to

groups of words that shares a general sense and so may be

interchangeable in a limited number of contexts, but which

on closer inspection reveal conceptual differences ( Gairns

and Redman; 1998: 15). In other words, synonymy refers

to a word having the sense or nearly the same meaning as

another word.

For example :

- Flat = apartmen - Sofa = settee

- Kid = child

b) Antonym

According to Crystal (1999: 165), antonym can be

defined as lexemes which are opposite is meaning. It refers

to relation of oppositeness of meaning.

30

For example :

- Alive >< dead

- Wife >< husband

- Female >< male

c) Hyponymy

Crystal ( 1999: 165) said that hyponym is less

familiar term to most people than either synonymy or

antonym, but it refers to a much more important sense

relation of inclusion.

For example :

Figure 2.1 The Examples of Hyponymy.

d. The Important of Vocabulary Mastery

Vocabulary is one of the language skills that important in

learning a language. Mastery of vocabulary becomes the

requirement of the successful communication. Vermeer in Schmitt

(1997: 140) states knowing words is the key to understanding and

being understood. The bulk of learning a new language consists of

Jewelry

bracelet necklace ring etc.

Vehicle

bus car motorcycle etc.

31

learning new words. Grammatical knowledge does not make for

great proficiency in a language. It can be stated that in interaction

of language the main important point understands the meaning.

Grammar knowledge does not absolute in understand the language.

Rivers, as quoted by Zimmerman (in Coady and Huckin;

1997:11), states that excessive vocabulary learning early in the

course gives students the impression that the most important thing

about learning a language is accumulating new words as

equivalents for concepts which they can already expressed in

groups of words and in combinations of language segments, and

that the meaning of an individual words is usually difficult to

determine when it is separated from a context of other words and

phrases. Laufer (In Schmitt and McCarthy; 1997: 140) quotes some

Second Language Acquisition (SLA) researchers’ statements, no

matter how well the students learned grammar, no matter how

successfully the sound of L2 are mastered without words to express

a wider range of meanings, communication in an L2 just cannot

happen in any meaningful way. (McCarthy; 1990: 8)

From the statements above, vocabulary is very important to be

mastery by the students in learning foreign language because it is

central to language and it is basic to communication. Students have to

master vocabulary well before they master other skill.

32

3. Review on the Habit of Listening to English Songs

a. Description of Habit

Jck Richard et al. (1990: 128) stated that; “Habit is a pattern

of behavior that regular and which has become almost automatic as

a result of repetition. “In line with Weiner said that; “Habit is a

response that has become relatively automatic through practice”.

Furthermore, Good (1979:274) gave more definition that

habit is an act, movement, or pattern of behavior that through

practice has become easy and familiar, and is performed without

conscious thought, hesitancy, or construction. From definition

above, it can be drawn a brief inference that habit is a repetitive

action or repetition activity that to bring an inclination to do it

automatically, regularly and unconsciously. Afterwards, finally

become a pattern of behavior as a result of repetition activity. In

addition, habit deal with doing activity related with hobby, talent,

favorite activity or personal preference continuously, though it is

done unconsciously.

b. Description of Listening to English Songs

Listening is different from hearing as Blumental said that

hearing and listening are two different things. Listening is educated

hearing in another word, it is hearing for the purpose (1963: 186).

So listening needs more attention related to the mind than hearing.

While according to Rivers and Temperly, listening is a complex

33

operation integrating the distinct component of perception and

linguistic knowledge in ways that are at present poorly understood

(1998: 63). Furthermore, listening is an active process of

construction a message from a stream of sound with what one

knows of the phonological, semantic and syntactic potentialities of

the language.

Another definition of listening is given by Brown and Yule

that listening is the activity of paying attention to and trying to get

the meaning from something we hear (1983). From the definition

above, it can be conclude that listening is an active process of

paying attention to and trying to get the meaning from something

we hear which is at present unknown. Song, as Griffee states are

pieces of music that have words (1992:3). The main parts of songs

are music and words, while music itself is related with rhythm. A

group of words without music to perform them can not to be

included as a song. Song are generally performed in a repetitive

pattern here is that in a song, there are usually several lines of the

song, which are repeated twice, or more what a so-called “reffrain”

when they are performed.

English songs, therefore, is groups of English words

performed in rhythms called music. From the definition above, we

may conclude that singing and listening to english song is the

activity of producing English words and music with their voice,

34

which is often contrasted with speech and the activity of paying

attention and trying to get the meaning from groups of English

words contained in the songs.

c. The Usage of Song in Language Learning and Language

Teaching

Song are not only good for language learners, but for

language teachers songs offer an interesting techniques in

presenting the language focus because it provides enjoyment

especially in rising excitement and self-confidence for both

learners and teachers. Song take them to the other side of teaching-

learning process, but still, there is the material included. For

variety of reason, song are “stick in the head” or enjoyable and

highly memorable. The provide language learning on the focus of:

1. Listening

Songs provide a good form of listening because the

students are generally very much concerned to make out the

words (Byrne, 1997: 78). Songs contain words that are

performed with music, so they will raise students’ excitement

and makes them want to catch the words contained in the song.

2. Language

Songs can be used to focus on the form of language

including grammar, vocabulary, and pronunciation. Songs in

general use simple, conventional language, with a lot of

35

repetition, so they are effective although there are some songs

that can be quite syntactically and lexically complex.

3. Topic

Songs provide topics for discussion and extension

activities because each song has its own theme, which contains

the description, story, and purpose of certain topic. Wide range

of pop and folk songs also can be used to explore theme by

analyzing the story contains them.

Beside bring about some advantages for the listeners;

songs can also give advantages if they are used in the classroom.

It means that in presenting the materials, a language teacher uses

songs. Murphey (1992:14) states the advantages using songs in

the classroom as follow:

1) Music and songs are “tools for living”, and the topic holds

great value that can be explored as a material in learning

language focus.

2) By looking at music and songs critically, the teacher can also

help the students to develop the means to sort out the good

from the bad based on the content of the songs.

3) For the teacher, it can be a tremendous learning experience

where he is a source for the language.

The habit of listening to English songs brings some

advantages for English learner. Beside the advantages mentioned

36

before, the learners can also the performance of their favorite

singers who perform the songs. People love songs, usually, because

of the singers, and vice versa.

d. The Indicator of the Habit of Listening to English songs

The habit of singing and listening to English songs is

repetitive action of producing English words and music with their

voice, paying attention, and trying to get the meaning of groups of

English words contained in the song which is practiced

continuously and performed without conformed unconsciously

then becomes a pattern behavior that automatically practiced.

According to Murphey (1992:14) there are three indicators of the

Habit of Listening English Song:

1) Repetitive action

2) Attention

3) Getting the meaning

B. Previous related study

There are some researches in concerning on spaking skill which have

conducted by the researchers. What are mentioned below will explain about

the finding of those researches.

The first is a research entitled “a correlation study between

Mastering Vocabulary Mastery and SpeakingAbility” The research is

conducted by Rahmi Fhonna, a lecture of University of STKIP Bina Bangsa

Getsempena Banda Aceh (2014). The thesis is intended to verify (1) How is

37

the correlation of mastering vocabulary and speaking ability (2)How is the

students achievement in mastering vocabulary and speaking ability.

The research was carried out at the SMA 10 Fajar Harapan Banda

Aceh. The population of this study was the students of SMA 10 Fajar

Harapan Banda Aceh to be subject of try-out and 48 to be the subject of

research. The result of the research are (1) there is no correlation between

vocablary mastery (X) and speaking skill (Y) because the coefficient of

correlation r-obtained is lower than r-table (0.030 <0.266), (2) there is a

positive correlation between students vocabulary mastery (X) and speaking

skill (Y) because the coefficient of the r-obtained is higher than r-table

(0.374 > 0.266) there is positive correlation between vocabulary astery (X)

and the speaking skill (Y) because r-obtained is higher than r-obtained

(0.93> 0.28) and also f-obtained is higher than f-table (4.307 > 3.15).

The difference between the research that has done by Rahmi Fhonna

and the research that is done by the researcher is kind of variables. Rahma

has conducted the research two variables it is a vocab and speaking ability.

The similar are the first and the second variable. There are vocab and

speaking skills.

The second is a research entitled.” The correlation study between

habit in singing and listening to English Song, vocabulary mastery, and

speaking skill of eleventh grade students of SMA N 3 Surakarta research is

conducted by Yulianto. The thesis is intended to verify (1) is there any

positeve correlation between habit in listening and singing English song to

38

Speaking skill. (2) Is there any positive correlation betbeen vocabulary

mastery and speaking skill. (3) Is there any positive correlatin between

habitof singing and listening English song and vocabulary mastery toward

speaking skill. The population of this study was all eleventh grade students

of SMA N 3 Surakarta with number 30 students. The Sample size from this

research population is determined with use Slovin formula. The instruments

in collecting the data were questionnaire and test.

The research result has shown that student vocabulary is good

enough. While student habit of singing and listening English song

XIstudents of SMK N 3 Surakarta is good enough. so can be seen that there

is significant correlation among habit of singing and listening english song

with speking skill students of SMK N 3 Surakarta. It is based counting

result with significant value (3.208) >significance level (1.647). second

hypothesis is there is positive correlation between vocabulary mastery and

speking skill students of SMK N 3 Surakarta. It is based on counting result

with significant value (3.606) >significant levels (1.647). the third

hypothesis there is positive correlation between habit singing and listening

English Song and vocabulary mastery toward speking skill students of SMK

N 3 Surakarta. It is based on counting result with significant value (6.584)

>significant levels (3,34). The difference between the research that has done

by yulinto and the research that is done by the researcher is the variables.

Yulianto has conducted the research about the students study about singing

and listening English song. There are trhee variables in that research while

39

this research is three variables about students’ habit in listening English

song, Vocabulary Mastery and speaking skill. The similar is the first

variable and thesecond variable about vocab and speaking skill.

C. Rational

McWhorter (1989: 310) states vocabulary means the ability to

recognize individual words and to associate meaning with the particular

combinationof letter that form of word. Interpreting from McWhorter theory,

vocabulary is recognized from group of letters that stand for or represent

builds a word; this word has meaning. Another states combining a letter into

aword, it will build a new vocabulary.Hornby (1995: 721) states mastery is

defined as complete knowledge, great skill, and control. He also defines

mastery as a skill or competence through knowledge (1995: 777). Therefore,

it is predicated that if the students’ vocabulary is high, their speaking skill

will improve.

Ross (2006 in The Internet TESL Journal entitled ‘ESL Listening

Comprehension: Practical Guidelines for Teachers’) says that the example

of authentic listening materials is listening to song to learn more about well-

known bands that sing in English. It has been known that wherever we are.

By listening to song and applying cultural knowledge benefits, song

provides to students and teachers of English and adds one more important

value of the use of music in a language classroom. So if the students’ habit

of listening to English songs are high, their speaking skill will improve.

40

The conclusion of the explanation above is vocabulary mastery and

the habit of listening to English songs can be essential factors for speaking

skill. Vocabulary is the indicator of assessment speaking test, it means that

if students need their speaking improve their mush learn a lot of vocabulary.

Listening is one way or media to teach speaking. Listening can be treatment

for students learn pronunciation. It means that if the student’s need their

speaking is improve so their much study to listening many dialog in English.

(Bardovic-Harling, L. F. (1999)

D. Hypothesis

Based on the theory and rationale, the hypothesis of this research

are formulated as follows:

1. There is a positive significant correlation between vocabulary mastery

and speaking skill.

2. There is a positive significant correlation between the habit of

listening to English songs and speaking skill.

3. There is a positive significant correlation between vocabulary mastery

and the habit of listening to English songs stimultaneously toward

speaking skill.

41

CHAPTER III RESEARCH METHODOLOGY

A. Research Method

The research method that is used is correlation method. Hallonen

and Santrock, (1999: 20) states that correlation method whose goal is to

describe the relation between two or more events or characteristics. The

reason of choosing this method is the researcher wants to know the strengh

of the relation of two or more variables based on correlation coeficient.

There are three possible result of a correlation study: a positive

correlation, a negative correlation, and no correlation. The correlation

coefficient is a measure of correlation strength and can range from -1.00 to

+1.00. Perfect positive correlation would result in a score of +1. Perfect

negative correlation would result in –1 (Nunen, 1992: 39).

1. Positive Correlation: Both variables improve or decrease at the same

time. A correlation coefficient close to +1.00 indicates a strong positive

correlation;

2. Negative Correlations: Indicates that as the amount of one variable

improves, the other decreases. A correlation coefficient close to -1.00

indicates a strong negative correlation:

3. No Correlation: Indicates that is no relationship between the two

variables. A correlation coeeficient of 0 indicates no correlation.

42

There are three types of correlation study as follows:

1. Naturalistic Observation

Naturalistic observation involves observing and recording

the variables af interest in the natural environment without

interference or manipulation by the experimenter.

2. The Survey Method

Survey and questionnaires are the most common methods

used in psychological research. In this method, a random sample of

participants completes a survey, test, or questionnaire that relates to

the variables of interest. Random sampling is a vital part of

ensuring the generalize ability of the survey results.

3. Archival Research

Archival research is done by analyzing studies conducted

by other researchers or by looking at historical records.

In this research the researcher uses survey method. There are three

variables in this study; two independent variables (X) and dependent

variable (Y).

1. The independent variable

a. Vocabulary mastery (X1)

b. The habit of listening to English songs (X2)

2. The dependent variable

a. Speaking skill (Y)

43

Figure 3.1 The relationship of three variables is as follows:

The strength of the relationship between two variables can be

expressed mathematically using a correlation coefficient, symbolized by a

Greek symbol, r. The extent of correlation is measured by a figure between -

1 and +1. Perfect positive correlation would result in a score of +1. Perfect

negative correlation would result in -1 (Nunan, 1998: 39)

B. Place and Time of the Research

1. Plase of the Reasearch

This research was carried out in SMA N 1 Nogosari which is

located at Glonggong, Nogosari, Boyolali. The strategic location of

SMA N 1 Nogosari makes it easy to reach.It is also near some public

areas, such as traditional market, police station, and any other offices.

SMA N 1 Nogosari is one of the favorite schools in Nogosari.

This school consists of three grades in which each grade consists of five

classes. There are 14 classrooms, teacher office, headmaster office,

Vocabulary Mastery (X1)

The habit of singing and listening to English Songs (X2)

Speaking Skills (Y)

44

administration room, multimedia room, library, laboratories, mosque,

canteens, and also parking area. Each classroom is completed with

some facilities which are set to support teaching learning process, such

as whiteboard, blackboard, LCD, tables and chairs which are fit with

the number of the students, a teacher’s desk and chair, a clock, good air

circulation and lighting.

2. Time of the research

This research was carried out at the eleventh grade students’ of

SMA N 1 Nogosari in academic year of 2016/2017. Meanwhile, the

researcher conducted the researcher at October 26th until November

12th, 2016.

C. Population, Sample, and Sampling

1. Population

Alison et al (1998: 24) define population as a defined group

within a stated class. Sutrisno Hadi (1994: 70) states that population is

all the individuals for whom the reality of the sample will be

generalized. While Suharsini Arikunto (1993: 102) defines population

as all the subject on a research. In this study, the researcher takes all the

eleventh grade students of SMA N Nogosari in the academic year

2016/2017.

45

2. Sample

Sample is a sub-group of a population selected acording to

particular criteria and taken to represent the whole group (Alison et al,

1998:24). While Arikunto (1993:104) states that sample is the part or

representation of population being researched. In this study the sample

is 30 students out of the population. It is assumed that the number of

sample taken is normal. In this study, the researcher took class XI IPA 2

which consists of 30students as the sample.

3. Sampling

Arifin (2012: 216) states that sampling is a method of taking

sample out of population and usually following sampling which is used.

Sutrisno Hadi (1994: 75) states that sampling is a technique of taking

sample out of population.

One of the famous ways in statistics to get the representative

sample is random sampling. The researcher uses random sampling to

obtain her sample this is method that gives every member of the

population an equal chance of being selected in the study (Hallonen and

Santrock, 1999: 18). The cluster sampling in which the cluster are

selected and sample is drawn from the cluster members by simple

random sampling (Fink, 1995: 15).

In this research, the researcher used multi-stage cluster random

sampling to get representative sample. Fristly, the researcher took one

study program randomly. After getting one study program, the

46

researcher took one class among the classes randomly. The step of

selecting the class are as follows:

1. Listing the codes off all classes.

2. Writing down the code of each class on a small paper and rolling

the papers.

3. Putting all rolled papers into a box.

4. Shaking the box.

5. Taking one of the rolled papers from the box randomly and the

result will be the sample of the sample of the research.

D. Techniques of Collecting Data

The researcher used questionaires and test as the techniques to

collect the data for the research. The questionaires are used to obtain the

data of the student’s habit of listening to English songs, while the test is

used to collect the data of vocabulary mastery. And also interview is to

collect the data of student’s speaking skill.

1. The Instruments of Collecting the Data

a. Questionnaire

Questionnaire is used to get the data of the student’s habit

of listening to English songs. A questionnaire is a trial to collect

information using some written-question that must be answered in

written form (Nawawi, 1995;177), More (1999; 24) says that

questionnaire is a mean of collecting the data in which the

47

researcher call on students to examine themselves and react to

series of statement about their attitudes, feeling and opinions.

The researcher used a closes direct questionnaire. A closed

direct questionnaire is a questionnaire about respondent that must

be answered by the respondents him/herself and there are several

answers that have been provided so that a respondent only chooses

the most appropriate answer to collect the data of the students’

habit of listening to English songs.

The researcher usesd the Likert Scale, that is a scale with a

number of points or spaces, usually at least three but not more than

seven (Wiersma, 2000: 305), and mostly the options are in the form

of “selalu”, “kadang-kadang”, “jarang”, and “tidak pernah”. In the

habit of listening to English songs the respondents are expected to

choose one of those choices that they think are closely matched

with their condition at the time.

In determining the students’ scores, the researcher at the

first determines the item score of each statement in the

questionnaires. The way to score based on Husaini and Purnomo

(1996: 69) is as follows :

For the positive items

Selalu (SL) is scored 4

Kadang-kadang (KD) is scored

Jarang (JR) is scored 2

48

Tidak Pernah (TP) is scored 1

For the negative items

Selalu ( SL) is scored 1

Kadang-kadang (KD) is scored 2

Jarang (JR) is scored 3

Tidak Pernah (TP) is scored 4

b. Test

A test can be defined as systematic procedure for observing

one’s behavior and describing it with the aid of numerical devices

or category system (Cronbach in Syakur, 1995: 5). A test is useful

to help the teacher to measure the students’ achievement, to know

the students’ progress, to motivate and direct student learning and

also to evaluate the teaching process, whether it good or not. There

are two types of test that is used in this research, such as :

1) Objective Test

An objective test is a test that has right or wrong answers

and so can be marked objectively. Objective tests are popular

because they are easy to prepare and take, quick to mark, and

provide a quantifable and concrete result (British Council, 2015).

To collect the data of students’ vocabulary mastery the researcher

uses an objective test. The vocabulary test is a test to measure the

students’ ability in identifying the words, which is limited on

49

finding the meaning of words, synonyms, antonyms, and words in

context.

In this study, the researcher uses an objective test in the

form of multiple choices test with four options, which consists of

40 items for the try out. The researcher marks 1 for each item if the

students answer correctly, and the researcher marks 0 if the

students answer incorrectly.

1) Oral Test

To collect the data of speaking skill, the researcher used

oral test that is oral interview. According to Underhill (1996: 7) an

oral test is a repeatable procedure in which a learner speaks, and is

accessed on the basis of what he says. It can be used alone

combined with tests of other skills.

Oral interview is testing situations in which the tester and

the testee carry on a conversation. The tester generally has a list of

questions to ask the testee, and someone-either the interviewer or

another person but preferably another person-assesses the language

proficiency of the testee. The advantage of an interview is that it

attempts to approximate a conversation situation, but the

knowledge that it is a test and the constraints of the roles in the

interview make it difficult to have a real, naturalconversation (S.

Kathleen Kitao: nd).

50

To find out the validity of oral test, the researcher uses

content validity of oral test, the researcher uses content validity

since the instrument is based on the blueprint and the blueprint is

based on the construct which is the construct is based on the

theories.To find out the realibility of oral test, the researcher uses

inter-rater reliability is essentially a variation of the equivalent

forms types of reliability in that the scores are usually produced by

two raters, the scoores are line up in columns, and a correlation

coefficient is calculated between them (Brown. 1996: 203).

2. Try Out the Instrument

As instrument is said to be good if it is valid and reliable. Before

the instruments are used, they have been tried out. It is intended to find

the level of validity and reliability of the instruments. After taking one

class among the classes randomly to do try out test, the try out was

conducted at XI IPA 2 Students of SMA N Nogosari in academic year

2016/2017.

a. The Validity of the Instrument

An instrumen is said to be valid if it is able to measure what

should be measured. The validity, as Nunan stated, has to do with

the extent to which a piece of research actually investigates what

the researcher purports to investigate (1992: 14). There are two

types of validity: internal validity and external validity. Internal

51

validity refers to interpretability of research. External validity

refers to the extent to which the result can be generalized from

samples to populations. The researcher used internal validity to

measure the validity of vocabulary mastery test and the habit of

listening to English song questionnaire since the researcher

analyzed the items of the instruments whether they appropriate or

not.

After conducting the try out, the result were computed to

find out the validity of the instrument. The formula used to measure

the validity is Product Moment Formula as follows :

𝑟𝑟𝑟𝑟𝑟𝑟 = 𝑛𝑛∑𝑟𝑟𝑟𝑟 − (∑𝑟𝑟)(∑𝑟𝑟)

�{𝑛𝑛∑𝑟𝑟2 − (∑𝑟𝑟)2}{𝑛𝑛∑𝑟𝑟2 − (∑𝑟𝑟)2}

Where :

Rxy : the coefficient of the correlation between variable X and Y

X : the sum of the scores of each item

Y : the sum of the scores of each student

n : the number of the students

(Sudjana, 2002: 369)

The computation of the validity of vocabulary mastery test

is presented in appendix Ra, while the questionnaire of the habit of

listening to English songs is presented in appendix 8b. After being

computed, the result consulted to the rtable for N=31 is 0,355. The

result of the try out indicates that:

52

1. Out of the 50 items of vocabulary mastery test, 40 items are

valid and 10 items are invalid. The invalid items are

8,9,13,24,26,30,35,38,40, and 42.

2. Out of the 12 items of speaking test, 10 items are valid and 2

items are invalid. The invalid items are 3 and 10.

3. Out of the items of questionnaire habit of listening English

songs, 24 items are valid and 6 items are invalid. The invalid

items are 2,3,12,22, and 23.

b. The Reliability of the Instruments

Reliability refers to consistency of scores achieved by the

same persons when they are reexamined with the same test on

different occasions or with different sets of equivalent items

(Anastasi and Urbina, 1997: 84). According to Fraenkel and

Wallen (2000: 176) reliability refers to the consistency of the

scores obtained-how consistent they are for each individual from

one administration of an instrument to another and from one set of

items to another.

To measure the reliability of the vocabulary mastery test

(X1), the researcher uses the Alpha Cronbach Formula as follows:

rL1 – � 𝑘𝑘𝑘𝑘−1

� �1 − ∑𝑠𝑠12

𝑠𝑠12�

Where:

rL1 : the coefficient of reliability

53

k : the number of valid items on the test

S21 : the variance of each item

S21 : the variance of all scores on the total test

(Mason and Bramble, 1997: 276)

Table 3.1 The Result of The Reliability of X1

Cronbach's Alpha r-table N of Items Result

0.947 0.367 30 Reliable

The table above showed that r-obtained is higher than r-table

(0.367). It showed that the Vocabulary mastery (X1) is reliable.

To measure the reliability of the Habit of listening English

song (X2) tryout, the researcher used Kunder Richardson – 20

Formula or KR-20 through SPSS 20 for windows.The formula is

as follows:

𝑟𝑟𝑖𝑖 = �𝑘𝑘

𝑘𝑘 − 1� �𝑠𝑠𝑡𝑡2 − ∑𝑝𝑝1𝑝𝑝2

𝑠𝑠𝑠𝑠2�

Where:

Ri = the coefficient of reliability

K = the number of valid items

P = the proportion of people who respond correctly to each

item

q = 1 - p

St2 = the total variance

(Sugiyono, 2007: 359)

54

The result of the reliability testing of the Vocab Test (try-out)

of 30 students at the eleventh grade students of SMA N 1

Nogosari can be seen the following table.

Table 3.2 The Result of The Reliability of X2


0.947 0.367 30 Reliable

The table above showed that r-obtained is higher than r-table

(0.367). It showed that the Habit of Listening to English Song

(X2) is reliable.

The result of the reliability testing of the Speaking Skill (Y)

Test (try-out) of 30 students at the eleventh grade students of

SMA N 1 Nogosari can be seen the following table.

Table 3.3 The Result of The Reliability of Y


0.947 0.367 30 Reliable

The table above showed that r-obtained is higher than r-table (0.367). It

showed that the Speaking Skill Test instrument is reliable.

55

E. Techniques of Analyzing the Data

After collecting the data, the next step is to analyze them to know

whether there is a positive correlation between vocabulary mastery and

speaking skill, habit of listening to english song and speaking skill,

vocabulary mastery and the habit of listening to English songs

stimultaneously toward speaking skill.

The step in analyzing data are :.

1. Analyzing pre-requirement testing

Before doing the analysis to know the correlation between vocabulary

mastery, habit of listening english song, and speaking skill, it is needed to

do an analysis pre-requirement test consisted of normality test and

linearity test. Arikunto (2006: 314) stated that normality and linearity test

is used to check the validity of a simple to be treated.

a. Normality testing

Normality test is used to know if data got from the each

variable distributes normally or not (Arikunto, 2006: 320). The

normality test uses Kolmogorov Smirnov (KS-Z) formula through

SPSS 20 for windows with the significant 5%. The characteristic used

is whether the obtained of Kolmogorov Smirnov (KS-Z) is higher than

0.05, it means that the data has a normal distribution. So the parametric

statistics can be used to analyze the data.

b. Linearity testing

56

Linearity test is used to know whether the pattern of the

independent variables (X1 and X2) with the dependent variable (y) has

linear form or not. Linearity test in this research uses F test with the

significant 5% with SPSS 20 for windows. The formula of F test is as

follow:

Freg= 𝑠𝑠2𝑟𝑟𝑟𝑟𝑟𝑟𝑠𝑠2𝑟𝑟𝑟𝑟𝑠𝑠

and Freg= 𝑠𝑠2𝑇𝑇𝑇𝑇𝑠𝑠2𝑟𝑟

Where:

Freg1 = the significance of regression

Freg2 = the linearity of regression

S2reg =the variance of regression

S2res = the variance of residual

S2TC = the variance due to linear regression

S2e = the variance of error

(Hadi, 2000:14)

The criteria of this test is if the result of F obtained is higher than

0.05, so that the correlation is linear and the regression analysis can be

used.

2. Hypothesis Testing

a. The test of the first and second Hypothesis

The tests of the first and second hypotheses are used to know the

correlation between student’s interest in learning English and reading

skill and the correlation between students linguistic intelligent and

reading skill. The test used is as follow:

57

1) Simple correlation

The simple correlation used product moment correlation

through SPSS 20 for windows to test the hypothesis correlation

between two variables if the data of those two variables in the

interval or ratio form and the source of the data are same

(Sugiyono, 2007: 228). The formula of product moment correlation

(Pearson) is as follow:

𝑟𝑟𝑥𝑥𝑥𝑥 =𝑛𝑛∑𝑋𝑋𝑋𝑋 − (∑𝑋𝑋)(∑𝑋𝑋)

�{𝑛𝑛∑𝑋𝑋2 − (∑𝑋𝑋)2}{𝑛𝑛∑𝑋𝑋2 − (∑𝑋𝑋)2}

Where:

rxy = the coefficient of correlation between X and Y

X = the independent variable

Y = the independent variable

(Hasan, 2004:61)

The criterion of this test is if coefficient correlation is positive

so the correlation is positive, if coefficient correlation is negative

so the correlation is negative and if coefficient correlation = 0, it

means there is no correlation between the variables.

2) The significance of the simple correlation coefficient

The significance of the simple correlation coefficient is if the

significance of coefficient correlation is lower than significant

level α=0.05, so the correlation is significant

58

3) Simple linear regression

Equation of simple linear regression is as follow:

Ῡ= a + bX

Where:

Ῡ= calculated value of Y (dependent variable)

a= constant number

b= coefficient of regression

X= independent variable

Where:

b= 𝑛𝑛∑𝑋𝑋𝑋𝑋−(∑𝑋𝑋)(∑𝑋𝑋)∑𝑋𝑋2−(∑𝑋𝑋)2

a = ∑𝑋𝑋−𝑏𝑏∑𝑋𝑋𝑛𝑛

(Hasan, 2004: 64)

b. The test of the third Hypothesis

The test of the third hypothesis is used to know the correlation

between vocabulary mastery, habit of listening to English song, and

speaking skill. The test used is as follow:

1) Multiple correlation

According to Sugiyono (2007: 232) multiple correlations is a

number that shows the direction and the strength or the relationship

between two or more independent variables simultaneously with

59

one dependent variable. The formula used in multiple correlations

is as follow:

Ry.x1x2=�𝑟𝑟𝑦𝑦𝑦𝑦12+𝑟𝑟𝑦𝑦𝑦𝑦22−2𝑟𝑟𝑦𝑦𝑦𝑦1𝑟𝑟𝑦𝑦𝑦𝑦2𝑟𝑟𝑦𝑦1𝑦𝑦2

1−𝑟𝑟𝑦𝑦1𝑦𝑦22

Where:

Ry.x1x2 = correlation between variable X1 and X2 simultaneously

with Y

ryx1 = product moment correlation between X1 and Y

ryx2 = product moment correlation between X2 and Y

rx1x2 = product moment correlation between X1 and X2

(Sugiyono, 2007: 233)

2) The significance of the multiple correlation coefficient

The significance of the multiple correlation coefficients is if the

coefficient of significance F change is lower than the level of

significance α=0.05, so the correlation is significant.

3) Multiple linear regression

The equation of regression with two predictors is as follow:

Ῡ=a + b1X1 + b2X2

(Sugiyono, 2007: 275)

60

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher discusses the research finding and the

discussion of the research finding. The research findings consist of the

descriptions of the data, the pre-requirement testing and the testing of the data

hypotheses. There are three variables in descriptions of the data and there are

linearity and normality test in pre-requirement testing. Meanwhile, there are three

kinds of hypothesis in hypothesis testing. The discussion consists of the

discussion of the research findings.

A. Research Findings

In the research finding, the researcher describes the description of

the data which has three variables, one dependent variable and two

independent variables. The researcher also describes the data analysis

consisting of pre-requirement testing and hypothesis testing.

1. Description of the Data

The research description is based on the score from

questionnaire to know thehabit of listening to English song and the

score of test to know the vocabulary mastery and the speaking skill at

the eleventh grade students SMA N 1 Nogosari. It is presented in the

form of mean, mode, standard deviation, the highest and the lowest

score which is completed with the variable description in the form of

61

histogram. The computation of mean, median, mode, etc. the researcher

used SPSS 20.00 for windows and the result is as follow.

Table 4.1 The Computation of Mean, Median, Mode, etc.

X1 X2 Y

N Valid 30 30 30

Missing 0 0 0

Mean 64.9667 74.7333 55.8667

Std. Error of Mean 1.68392 1.91721 2.30728

Median 65.0000 74.0000 59.0000

Mode 55.00a 72.00 60.00

Std. Deviation 9.22322 10.50101 12.63747

Variance 85.068 110.271 159.706

Range 32.00 45.00 46.00

Minimum 48.00 51.00 34.00

Maximum 80.00 96.00 80.00

Sum 1949.00 2242.00 1676.00

The data obtained on the table above can be explained as follows:

a. The Data of Vocabulary Mastery (X1)

The data of Vocabulary Mastery are collected from a test.

The test consists of 40 items which are valid. The respondent who

did the test is 30 students at the eleventh grade students SMA N 1

Nogosarias the sample of the research. From the result of the

62

Vocabulary Mastery test, we know that highest score is 80 and the

lowest score is 48, so the range is 32. The sum is 1949 and the

respondent is 30 so the mean is 64.9667. The standard error of

mean is 1.68392, the median is 65.0000, the mode is 55.00, the

variance is 85.068, and the standard deviation is 9.22322. It can

be concluded that the ability of the students in answering vocab

test at eleventh grade SMA N 1 Nogosari is various. The

frequency of the distribution of the scores can be seen on the

following table:

Table 4.2 The Frequency of The Distribution of The Vocabulary Mastery (X1)

Frequency Percent Valid Percent Cumulative Percent

Valid

48.00 1 3.3 3.3 3.3

50.00 2 6.7 6.7 10.0 55.00 4 13.3 13.3 23.3

58.00 1 3.3 3.3 26.7

60.00 3 10.0 10.0 36.7 63.00 3 10.0 10.0 46.7 65.00 3 10.0 10.0 56.7

68.00 1 3.3 3.3 60.0

70.00 4 13.3 13.3 73.3 73.00 1 3.3 3.3 76.7

75.00 4 13.3 13.3 90.0 78.00 1 3.3 3.3 93.3 80.00 2 6.7 6.7 100.0

Total 30 100.0 100.0

Based on the data above, we can know that there is one

student who got 48 for his verbal score and it certainly will be the

63

lowest score. Furthermore, there are two students who got 80 for

their verbal intelligent score and it certainly will be highest score

of verbal intelligent score of the verbal test. From the highest

score and the lowest score we can know the range of the data, the

range is the highest score minus the lowest score and the result is

80 – 48 = 32 From the table above the researcher can take the

conclusion that the score of the students’ vocabulary mastery test

at the elevent grade students of SMA N 1 Nogosari is various.

Then, the frequency distribution of the vocabulary mastery data

can be seen on the following histogram.

Figure 4.1 Histogram of Vocabulary Mastery Score (X1)

b. The Data of Habit of Listening to English Song (X2)

The data of Habit of Listening to English Song are

collected from a questioner. The questionnaire consists of 30 items

which are valid. The respondent who did the test is 30 students at

64

eleventh grade of SMA N 1 Nogosari as the sample of the research.

From the result of habit of listening English song questioner, we

know that highest score is 96 and the lowest score is 51, so the

range is 45. The sum is 2242.00 and the respondent is 30 so the

mean is 74.7333. The standard error of mean is 1.91721, the

median is 74.0000, the mode is 72.00, the variance is 110.271, and

the standard deviation is 10.50101. It can be concluded that the

ability of the students in answering questionnaire of Habit listening

to the English Song at eleventh grade students of SMA N 1

Nogosari is various. The frequency of the distribution of the scores

can be seen on the following table:

Tables 4.3 The Frequency of The Habit of Listening to English Song(X2)


Valid

51.00 1 3.3 3.3 3.3 52.00 1 3.3 3.3 6.7 57.00 1 3.3 3.3 10.0 62.00 1 3.3 3.3 13.3 67.00 1 3.3 3.3 16.7 69.00 1 3.3 3.3 20.0 70.00 3 10.0 10.0 30.0 72.00 5 16.7 16.7 46.7 74.00 2 6.7 6.7 53.3 75.00 1 3.3 3.3 56.7 77.00 1 3.3 3.3 60.0 79.00 1 3.3 3.3 63.3 80.00 2 6.7 6.7 70.0 81.00 2 6.7 6.7 76.7 82.00 1 3.3 3.3 80.0 83.00 1 3.3 3.3 83.3 86.00 1 3.3 3.3 86.7 88.00 2 6.7 6.7 93.3 90.00 1 3.3 3.3 96.7 96.00 1 3.3 3.3 100.0 Total 30 100.0 100.0

65

Based on the data above, we can know that there is one

student who got 51 for his Interest score and it certainly will be the

lowest score. Furthermore, there is one student who got 96 for their

Habit of listening to English Song score and it certainly will be

highest score Habit of listening to English Song score of the Habit

questionnaire. From the highest score and the lowest score we can

know the range of the data, the range is the highest score minus the

lowest score and the result is 96 – 51 = 45 From the table above the

researcher can take the conclusion that the score of the Habit of

listening to English Song at the eleventh grade students of SMA N

1 Nogosari is various. Then, the frequency distribution Habit of

listening to English Song data can be seen on the following

histogram:

66

Figure 4.2 Histogram of Habit of Listening to English Song Score (X2)

c. The Data of Speaking Skill (Y)

The data of Speaking Skill are collected from a test. The

test consists of 10 items which are valid. The respondent who did

the test is 30 students at the eleveth grade students of SMA N 1

Nogoari as the sample of the research. From the result of the

Speaking Skill test, we know that highest score is 80 and the

lowest score is 34, so the range is 46. The sum is 1676.00 and the

respondent is 30 so the mean is 55.8667. The standard error of

mean is 230728, the median is 59.0000, the mode is 60, the

variance is 159.706, and the standard deviation is 12.63747. It can

be concluded that the ability of the students in answering Speaking

67

Skill test at eleventh grade students of SMA N 1 Nogosari is

various. The frequency of the distribution of the scores can be seen

on the following table:

Table 4.4 The Frequency of The Distribution of Speaking Skill Score (Y)


Valid

34.00 1 3.3 3.3 3.3

38.00 1 3.3 3.3 6.7

40.00 2 6.7 6.7 13.3

42.00 1 3.3 3.3 16.7

44.00 2 6.7 6.7 23.3

46.00 3 10.0 10.0 33.3

48.00 2 6.7 6.7 40.0

52.00 2 6.7 6.7 46.7

58.00 1 3.3 3.3 50.0

60.00 6 20.0 20.0 70.0

62.00 1 3.3 3.3 73.3

64.00 1 3.3 3.3 76.7

68.00 1 3.3 3.3 80.0

70.00 1 3.3 3.3 83.3

72.00 3 10.0 10.0 93.3

78.00 1 3.3 3.3 96.7

80.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

Based on the data above, we can know that there are one

student who got 34 for his speaking skill score and it certainly will

68

be the lowest score. Furthermore, there are two students who got

80 for their speaking skill score and it certainly will be highest

score of speaking skill test. From the highest score and the lowest

score we can know the range of the data, the range is the highest

score minus the lowest score and the result is 80 – 34 = 46. From

the table above the researcher can take the conclusion that the score

of the students’ Speaking skill test at the eleventh grade students of

SMA N 1 Nogosari is various. Then, the frequency distribution of

the speaking skill data can be seen on the following histogram:

Figure 4.3 Histogram of Speaking Skill Score (Y)

69

2. Data Analysis

The data analysis of this research consists of pre-requirement

testing and hypothesis testing. Before testing the hypotheses, it is

necessary to test the pre-requirement test by using normality and

linearity test.

a. Pre-Requirement Testing

There are two pre-requirement testing in this research, those

are: normality testing to know the distribution of the data normal or

not and linearity testing to know the form of regression or not.

1) Normality Testing

Normality testing distribution is purposed to know

whether the variable data research data research distribution is

normal or not. There are three kinds of the testing of normality

data in this research, normality of vocabulary mastery,

normality habit of listening to the English song and normality

of speaking skill. If the data is not normal, so the parametric

statistic can be used to analyze the data. To compute the

normality of the data, the researcher used Kolmogorov –

Smirnov formula through SPSS 20.0 for windows at the level

of significant 5% and the result of the computation of the

normality test can be seen on the following table.

70

Table 4.5 Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

X1 .096 30 .200* .949 30 .156

X2 .187 30 .009 .932 30 .057

Y .114 30 .200* .956 30 .237

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

The data obtained on the table above can be explained as follow:

a) Normality of Vocabulary Mastery (X1)

Based on the table tests of normality above, the

normality testing distribution from Vocabulary Mastery for

30 respondents at the eleventh grade students of SMA N 1

Nogosari at the level of significance α = 0.05 is 0.156. The

result shows that variable data of Vocabulary Mastery is in

normal distribution because the significance is higher than

0.05.

b) Normality Habit of Listening to English Song (X2)

Based on the table tests of normality above, the

normality testing distribution from Habit of Listening to

English Song for N= 30 at the eleventh grade students of

SMA N 1 Nogosari at the level of significance α = 0.05 is

0.057. The result shows that variable data of Habit of

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Listening to English Song is in normal distribution because

the significance is higher than 0.05.

c) Normality of the Speaking Skill (Y)

Based on the table test of normality above, the

normality testing distribution from speaking skill for the

number of respondents is 30 at the eleventh grade students

of SMA N 1 Nogosari at the level of significance α = 0.05

is 0.237. The result shows that variable data of speaking

skill is in normal distribution because the significance is

higher than 0.05.

2) Linearity Testing

Linearity testing is purposed to know whether two

variables which will be done by statistical analysis correlation

show the linear relationship or not. If the data is not linear, the

regression analysis cannot be used. To compute the linearity

testing, the researcher used F test at the level significant a=

0.05 through SPSS 20 for windows.

a) Linearity of Vocabulary Mastery (X1) and The speaking

Skill (Y)

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B

B

Based on the table tests of linearity above the linearity

testing from vocabulary mastery and speaking skill for N =

30 at the level of significance α = 0.05 is 0.241. The result

shows that the linearity testing from vocabulary mastery

score and the speaking skill score at the eleventh grade

students of SMA N 1 Nogosari is linear because the

significance is higher than 0.05.

b) Linearity Habit of listening to English Song (X2) and the

Speaking Skill (Y)

Table 4.6 Linearity of Vocabulary Mastery (X1) and Speaking Skill (Y)

Sum of Squares df Mean

Square F Sig.

Y*X1

Between Groups

(Combined)

7926.467 16 495.404 5.075 .003

Linearity 5755.198 1 5755.198 58.95

8 .000

Deviation from Linearity

2171.268 15 144.751 1.483 .241

Within Groups 1269.000 13 97.615

Total 9195.467 29

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Table 4.7 Linearity Habit of listening to English Song(X2) and Speaking Skill (Y)

Sum of Squares df Mean

Square F Sig.

Y* X2

Between Groups

(Combined) 632.950 17 37.232 9.134 .000

Linearity 529.693 1 529.693 129.942 .000

Deviation from

Linearity 103.257 16 6.454 1.583 .213

Within Groups 48.917 12 4.076

Total 681.867 29

Based on the table tests of linearity above, the

linearity testing from Habit of listening to English Song and

speaking skill for N = 30 at the level of significance α =

0.05 are 0.213. the result shows that the linearity testing

from Habit of listening to the English Song score and the

speaking skill score at the eleventh grade students of SMA

N 1 Nogosari are the form of linear because the

significance is higher than 0.05.

b. Hypothesis Testing

Because the computation of normality and linearity shows

that the data are in normal distribution and the regression is linear,

the researcher can continue to test the hypothesis of the research.

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1) First Hypothesis

The first hypothesis on this research is that there is a

significant correlation between Vocabulary Mastery and

Speaking Skill at the eleventh grade students of SMA N 1

Nogosari. To test the hypothesis, the researcher analyzed the

data using the Pearson Product Moment Formula through

SPSS 20.0 for windows.

The statistical formulations of the first hypothesis are as follow:

a) Ho: sig>α. It means that there is no significant correlation

between X1 and Y

b) Ho: sig< α. It means that there is significant correlation

between X1 and Y

The result of computation shows that the correlation

coefficient (r) between vocabulary mastery and speaking skill

is 0.791 as showed on the following table.

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Table 4.8 The Correlation of Vocabulary Mastery(X1) and

Speaking Skill(Y)

Y X1

Pearson Correlation

Y 1.000 .791

X1 .791 1.000

Sig. (1-tailed) Y . .000

X1 .000 .

N Y 30 30

X1 30 30

It means that the correlation between vocabulary

mastery and the speaking skill is positive and very strong. At

the level of significant α= 0.05 and the number of respondents

are 30, the sig. (1-tailed) is 0.000. It is lower than 0.05 so the

correlation is significant.

From the result that there is a significance correlation

and the significance correlation means that Ho is rejected and

Ha accepted. Therefore, the correlation between vocabulary

mastery and the speaking skill is positive and very strong

because the coefficient of correlation is 0.791. It means that

94.2% variation of the speaking skill is influenced by

vocabulary mastery.

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Next, the researcher used of simple linear regression

through SPSS 20.0 for windows to predict how far the

vocabulary mastery affects the speaking skill. And the result of

the question of simple linear regression is Y= 9.341+0.989X

got from the following table.

Table 4.9 Simple Linear Regression of X1 and Y

Model Unstandardized Coefficients

Standardized Coefficients

t Sig.

B Std. Error

Beta

(Constant) -.279 9.341 -.030 .976

X1 .989 .145 .791 6.844 .000

From the equation Y= 9.889+0.879Xcan be analyzed

that:

a) If the score of vocabulary mastery (X1) = 0, so it can be

predicted that the score of the speaking skill is 9.341.

While if the score the vocabulary mastery is 53, so it can

be predicted the score of speaking skill is

9.341+0.989(53)= 61.758.

b) The coefficient of regression b=0.989 indicate that the

addition value of speaking score for every addition the

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vocabulary mastery score. It also indicates that the

correlation between vocabulary mastery and the speaking

skill is positive because the coefficient is positive.

The equation above can be a basic to predict the

speaking score which is influenced by vocabulary mastery

score if it is significance. To the significance it can be seen

from the table coefficients (a). The sig=0.000. Because

tasted in two sides so the level of significance 5% is

divided into two, so α=0.025. 0.000 is lower than 0.025, it

means that equation of simple linear regression is valid

and there is a significance correlation between vocabulary

mastery and speaking skill.

The result above means that Ho is rejected and Ha

accepted. Therefore, there is a significant correlation

between vocabulary mastery and the speaking skill is

positive and very strong. The coefficient of determination

that is shown between vocabulary mastery and speaking

skill is 0.9892= 0.978. It means that 84.4% variation of the

speaking is influenced by other factors or variables that

are not explained in this research.

78

2) Second hypothesis

The second hypothesis of this research is that there is a

significance correlation between Habit of listening to English

Song and speaking Skill at the eleventh grade students of SMA

N 1 Nogosari. To test the hypothesis, the researcher analyzed

the data using the Pearson Product Moment Formula through

SPSS 20.0 for windows. The statistical formulations of the

second hypothesis are as follow:


between X2 and Y


between X2 and Y


coefficient (r) between Students’ Habit of listening to English

Song and speaking skill is 0.819 as showed on the following

table.

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Table 4.10 The Correlation Habit of listening to English

Song(X2) and Speaking Skill(Y)

Y X2

Pearson Correlation

Y 1.000 .819

X2 .819 1.000


X2 .000 .

N Y 30 30

X2 30 30

It means that the correlation between Habit of

listening to English Song and the speaking skill is positive

and very strong. To know whether the correlation

significance or not, it can be seen on sig. (1-tailed) on the

table above. The sig=0.000 at the significance level α= 0.05,

the correlation is significant because the significance of the

coefficient correlation is lower than 0.05

The result above means that Ho is rejected and Ha

accepted. Therefore, there is a significant correlation

between Habit listening to the English Song and the

speaking skill is positive and very strong. The coefficient of

determination that is shown between Habit of listening to

80

English Song and speaking skill is 0.8192= 0.670. It means

that 70.4% variation of the speaking is influenced by other

factors or variables that are not explained in this research.

Next, the researcher used equation of simple linear

regression through SPSS 20.0 for windows to predict how

far the Habit of listening to English Song affect the

speaking skill. And the result of the question of simple

linear regression is Y= -26.488+1.385X got from the

following table.

Table 4.11 Simple Linear Regression of X2 and Y

Model

Unstandardized Coefficients

Standardized Coefficients T Sig.

B Std. Error Beta

(Constant) -26.488 11.878 -2.230 .034

X2 1.385 .183 .819 7.558 .000

From the equation Y= -26.488+1.385X2 can be

analyzed that:

a) If the score Habit of listening to English Song(X2) = 0,

so it can be predicted that the score of the speaking skill

is-26.488. While if the score Habit of listening to

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English Song is 53, so it can be predicted the score of

speaking skill is -26.488+1.385(53)= 46.917

b) The coefficient of regression b=1.358 indicate that the

addition value of speaking score for every addition

Habit of listening to English Song score. It also

indicates that the correlation between Habit of listening

to English Song and the speaking skill is positive

because the coefficient is positive.


speaking score which is influenced by Habit of listening to

the English Song score if it is significance. To the

significance it can be seen from the table coefficients (a).

The sig=0.000. While the level of significance α=5% is

divided into two because the correlation is tasted in two

sides so the so α=0.025. Because the sig=0.000 is lower

than 0.025, so the equation of simple linear regression is

valid and there is a significance correlation between Habit

of listening to English Song and speaking skill.

3) Third hypothesis

The third hypothesis of the research is that there is a

significance correlation between Vocabulary Mastery(X1) and

Habit of listening to English Song(X2) simultaneously and the

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Speaking Skill (Y) at the eleventh grade students of SMA N 1

Nogosari. To test the hypothesis, the researcher analyzed the

data using the Pearson Product Moment Formula through

SPSS 20.0 for windows.

The statistical of third hypothesis are as follow:


between X1, X2 simultaneously and Y.


between X1, X2 simultaneously and Y.

The result of Multiple Correlation Formula through SPSS

20.0 is showed on the table below.

Table 4.12 Multiple Correlation of Vocabulary Mastery(X1) and Students’

Habit of listening to English Song(X2) and Speaking Skill(Y)

Model R R

Square

Adjusted R

Square

Std. Error of

the Estimate

Durbin-

Watson

F Sig.

1 .918 .843 .831 5.765 1.319 72.

245 000


coefficient (R) between vocabulary mastery(X1), Habit of

listening to English Song(X2) simultaneously and speaking

skill (Y) is 0.918. The significance sig. is 0.000. It is lower

than α=0.05, so the coefficient of the correlation is significant.

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It means that Ho is rejected and Ha accepted. Therefore,

there is a significance correlation between vocabulary mastery

and Habit of listening to English Song simultaneously and the

speaking skill at the eleventh grade students of SMA N 1

Nogosari in academic years 2016/2017. It is positive and very

strong because the coefficient of correlation is 0.918. The

coefficient of determination that is shown between vocabulary

mastery and Habit of listening to English Song and speaking

skill is 0.9182= 0.842. It means that 84.2% variation of the

speaking is influenced by other factors or variables that are not

explained in this research.

Next, the researcher used equation of multiple linear

regressions through SPSS 20.0 for windows to predict how far

the vocabulary mastery and Habit of listening to English Song

simultaneously affect speaking skill. And the result of the

question of multiple linear regression is Y=

5.449+0.859X1+0.065X2 got from the following table.

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Table 4.13 Multiple Linear Regression of X1 and X2 toward Y

Model

Unstandardized Coefficients

Standardized

Coefficients T Sig.

B Std. Error Beta

(Constant) 5.449 7.353 .741 .465

X1 .859 .195 .873 4.404 .000

X2 .065 .264 .049 .246 .808

From the equation Y= 5.449+0.859X1+0.065X2 can be

analyzed that:

a) If the score of vocabulary mastery(X1) and Habit of

listening to English Song(X2) = 0, so it can be predicted

that the score of the speaking skill is 5.449. While if the

score the vocabulary mastery(X1) and Habit of listening to

English Song (X2)are got addition 1, so it can be predicted

the score of speaking skill is Y=

5.449+0.859(1)+0.065(1)= 6.373. than if the score the

vocabulary mastery(X1) and Habit of listening to English

Song (X2)are 70, the score of speaking skill will be

5.449+0.859(70)+0.065(70)= 70.129

b) The coefficient of multiple regressions 0.859 and 0.065

indicate that the addition value speaking score for every

85

addition the vocabulary mastery(X1) and Habit of

listening to English Song (X2) score. It also indicates that

the correlation between vocabulary mastery(X1) Habit of

listening to English Song (X2) and speaking skill is

positive because the coefficient is positive.


speaking score which is influenced by vocabulary mastery (X1)

and Habit of listening to English Song (X2) score if it is

significance. To test the significance it can be seen from the

table coefficients (a). From we get sig=0.000. At the level of

significance α=0.05 and N =30. The significance 0.05 is

divided into two and the result is 0.025. Sig (0.00) is less than

0.025. So the equation of multiple linear regressions is valid

and there is a significance correlation between vocabulary

mastery (X1) Habit of listening to English Song (X2) and

speaking skill.

B. Discussion of the Research Finding

The discussion of the research finding focuses on two sections,

descriptive analysis of each variables and the inferential analysis of each

variable, which is the correlation between dependent variable and two

independent variables. In the result of the descriptive of the data, it shows

that vocabulary mastery, Habit of listening to English Song and speaking

86

skill at the eleventh grade students of SMA N 1 Nogosari are good with the

mean score 64.6997 for vocabulary mastery, 74.7333 for Habit of listening

to English Song and 55.8667 for speaking skill.

For the data of vocabulary mastery, we know that the highest score

is 80 and the lowest score is 48, so the range is 32. The standard error of

mean is 1.68392, the median is 65.0000, the mode is 55, the variance is

85.068, and the sum is 1949.00. For the data Habit of listening to English

Song, we know that the highest score of the questionnaire which is given to

30 respondents at the eleventh grade students of SMA N 1 Nogosari is 96

and the lowest score is 51, so the range is 45. The standard error of mean is

1.91721, the median is 74.0000, the mode is 72.00, the variance is 110.271,

and the sum is 2242.00. The data of the speaking skill are collected from a

test. The test consists of 10 items which are valid. The test is given to the 30

students at the eleventh grade students of SMA N 1 Nogosari as a sample of

the research. From the test, the researcher got the highest score is 80 and the

lowest score is 34, so the range is 46.00. The standard error of mean is

2.30728, the median is 59, the mode is 60.00, the variance is 159.706, and

the sum is 1676.00. The other result of descriptive analysis can be seen

through the standard deviation value of each variable. The standard

deviation value can be the basic interpretation on the dispersion of the

students’ score of their vocabulary mastery, of their Students’ Habit

listening to the English Song and their speaking skill. The value of the

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standard deviation of vocabulary mastery test is 9.22322; Habit of listening

to English Song is 10. 50101 and the speaking skill test is 12.63747.

Considering the values, the researcher concludes that the students’

achievements are somewhat homogeneous. In the result of pre-requirement

analysis, the researcher used two kinds of testing used to be the pre-

requirement before doing hypothesis testing, those are: normality testing

and linear testing. The normality testing is used to know the distribution of

the data is normal or not.

Based on the result of the research finding, it can be known that the

data of vocabulary mastery test is normal distribution because the

significance (0.200.) is higher than 0,05. Meanwhile the data Habit of

listening to English Song questionnaire is in normal distribution because the

significance (0.187) is higher than 0.05. Then the data of speaking skill test

is also in normal distribution because the significance (0.114) is higher than

0.05.

The linear testing is used to know whether two variables showed the

linear relationship or not. Based on the result in the research findings, there

are two kinds of linearity in this research, those are: linearity of vocabulary

mastery (X1) and the speaking skill (Y) and linearity Habit of listening to

the English Song(X2) and the speaking skill (Y). The linearity testing from

vocabulary mastery and the speaking skill for N = 30 at the level of

significance α = 0.05 is 0.241. the result shows that the linearity testing from

88

vocabulary mastery score and the speaking skill score at the eleventh grade

students of SMA N 1 Nogosari is linear because the significance is higher

than 0.05. And the linearity testing from Habit of listening to English Song

and the speaking skill for N= 30 at the level of significance α= 0.05 is 0.241.

the result shows that the linearity testing from Habit of listening to English

Song and the speaking skill score at eleventh grade students of SMA N 1

Nogosari is in form of linear because the significance is higher than 0.05.

Because of the distribution of all the data is normal and linear, so the

hypothesis testing can be done. For the first hypothesis is known if the

correlation between vocabulary mastery and the speaking skill is positive

because the result of the computation shows that the correlation coefficient

(r) between vocabulary mastery (X1) and the speaking skill (Y) is 0.791. At

the level of significant 0.05 and the number of respondents are 30, the sig.

(1-tailed) is 0.000. It is lower than 0.05 so the correlation is significant and

it has a strong correlation.

It means that there is a significant correlation between vocabulary

mastery and the speaking skill at the eleventh grade students of SMA N 1

Nogosari. It also means that the increase of vocabulary mastery will be

followed by increase in the speaking skill. In the computation, the

coefficient of the determination that is shown between vocabulary mastery

and the speaking skill is 0.791. It means that 84.4 % variation of the

speaking skill is influenced by vocabulary mastery and the other is

influenced by other factors. By improving their vocabulary mastery, their

89

speaking skill will increase. As explained before, the need of vocabulary

mastery is must for speaking skill. If the vocabulary mastery is higher, their

speaking skill is higher too.

From the testing of first hypothesis, the researcher also used

equation simple of linear regression to predict how far the vocabulary

mastery affects the speaking skill. The result of the equation of simple linear

regression is Y=9.341+0.989(X1). The equation of simple linear regression

is valid because the significant (0.000) is lower than α (0.025). So, the

equation above can be a basic to predict the speaking skill score which is

influenced by vocabulary mastery score. The equation Y= 9.341+0.989(X1)

can be explained if the score of vocabulary mastery (X1) is 0, it can be

predicted that the score of the speaking skill is 9.341. While if the score of

the vocabulary mastery is 53, it can be predicted that the score of speaking

skill is 9.341+0.989(53)= 61.758. The coefficient of regression b=0.989

indicate that the addition value of speaking score for every addition the

vocabulary score. It also indicates that the correlation between vocabulary

mastery and the speaking score is positive because the coefficient is positive.

From the second hypothesis, it is known if the correlation between

Habit of listening to English Song and the speaking skill is positive because

the result of the computation shows that the correlation coefficient (r)

between Habit of listening to the English Song(X2) and the speaking skill

(Y) is -26.488. To know whether the correlation significant or not, it can be

seen on sig. (1-tailed). The sig = 0.00 at the significant level α = 0.05, the

90

correlation is significant because significant (0.000) is lower than a (0.05). It

means that there is a significant correlation between Habit of listening to the

English Song and the speaking skill at the eleventh grade students of SMA

N 1 Nogosari. It also means that the increase Habit of listening to English

Song will be followed by increase in the speaking skill. The contribution

Habit of listening to English Song and speaking skill is 70.4%.

It means that the percentage Habit of listening to the English Song

influences their speaking skill. Based on the percentages of the how high the

contribution of the correlation, it is important to motivate the students in

increasing their Habit of listening to English Song.

From the testing of second hypothesis, the researcher also used

equation simple of linear regression to predict how far the Habit of listening

to English Song affects the speaking skill. The result of the equation of

simple linear regression is Y=-26.488+1.385(X2). The equation of simple

linear regression is valid because the significant (0.000) is lower than α

(0.025). So, the equation above can be a basic to predict the speaking skill

score which is influenced by Habit of listening to English Song.

The equation Y= -26.488+1.385(X2) can be explained if the score

Habit of listening to the English Song(X2) is 0, it can be predicted that the

score of the speaking skill is 26.488. While if the score Habit listening to

English Song is 53, so it can be predicted that the score of speaking skill is -

26.488+1.385(53)= 46.917. The coefficient of regression b=1.385 indicate

91

that the addition value of speaking score for every addition the Habit of

listening to English Song. It also indicates that the correlation between

Habit of listening to the English Song and the speaking skill score is

positive because the coefficient is positive.

From the testing of the third hypothesis, it is seen that there is a

correlation between vocabulary mastery, Habit of listening to English Song

and speaking skill because the result of the computation shows that the

correlation coefficient ( r ) between vocabulary mastery (X1) habit of

listening to English song (X2) and speaking skill (Y) is 5.449. The

significant sig.is 0.000. It is lower than a= 0.05, so the coefficient of the

correlation is significant. It means that there is a significant correlation

between vocabulary mastery , Habit of listening to English Song, and

speaking skill at the eleventh grade students of SMA N 1 Nogosari in the

academic year of 2016/2017.

The contribution of vocabulary mastery and Habit of listening to the

English Song simultaneously is 84.4%%, it means that 84.4% variance of

the speaking skill is influenced vocabulary mastery and Habit of listening to

English Song simultaneously and the other 15.6% is influence by other

factors. It also means that the increase of vocabulary mastery and Habit of

listening to English Song will be followed by increase of the speaking skill.

The higher vocabulary mastery and Habit of listening to English Song, the

higher the speaking skill will be. The contribution of vocabulary mastery to

the speaking skill is 84.4% and the contribution of habit of listening to

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English song is 70.4% and the contribution of vocabulary mastery and Habit

of listening to English Song simultaneously to speaking skill is 84.2%. It

means that bolt of them have positive contribution to the speaking skill.

From the testing of third hypothesis, the researcher also used

equation of multiple linear regressions to predict how far vocabulary

mastery and Habit of listening to the English simultaneously affect the

speaking skill. The result of the equation of multiple linear regression is Y=

5.449+0.859(X1)+0.065(X2). The equation of simple linear regression is

valid because the significant (0.000) is less than α (0.025). So, the equation

above can be a basic to predict the speaking skill score which is influenced

by vocabulary mastery and Habit of listening to English Song in speaking

score. The equation Y= 5.449+0.859(X1)+0.065(X2) can be explained if the

score of vocabulary mastery (X1) and habit of listening to English song (X2)

are 0, it can be predicted that the score of the speaking skill is 1.045. While

if the score of vocabulary mastery and Habit of listening to English Song are

got addition 1, so it can be predicted that the score of speaking skill is

5.449+0.859(1)+0.065(1)= 6.373.. The coefficient of multiple regressions

0.859 and 0.065 indicate that the addition value of speaking score for every

addition the vocabulary mastery and Habit of listening to English Song in

speaking score. It also indicates that the correlation between vocabulary

mastery, Habit of listening to the English Song and speaking skill is positive

because the coefficient is positive.

93

The first hypothesis is supported by the opinion from the expert that

there is positive correlation between vocabulary mastery and the speaking

skill. Gardner (1983: no page) said that Vocabulary mastery has to do with

words, spoken or written. People with vocabulary mastery display a facility

with words and languages. They are typically good at reading, writing,

telling stories, and memorizing words and dates. It means that students with

high vocabulary mastery are tending to learn best by speaking. So, if the

vocabulary mastery is high, their speaking skill will improve.

The second hypothesis is also supported of thee opinion from some

experts that there is a correlation between habit of listening to English song

and Speaking skill.Jck Richard et al. (1990: 128) stated that; “Habit is a

pattern of behavior that regular and which has become almost automatic as a

result of repetition. “In line with Weiner said that; “Habit is a response that

has become relatively automatic through practice”.Rivers and Temperly,

listening is a complex operation integrating the distinct component of

perception and linguistic knowledge in ways that are at present poorly

understood (1998: 63). While Bond and Eva (1963: 313) stated that

anything that is done to improve the speaking skill of children will tend to

increase their listening. They also said that listening gave the direction, the

motive power and the drive to speaking, that the speaking program should

develop broad listening in many fields of human experience; the speaking

skill has a marked influence upon listening. So, if the habit of listening to

English song is high, their speaking skill will improve.

94

From the supported statements from the experts for the first and the

second hypotheses, it means that the third hypothesis is also supported.

Rivers, as quoted by Zimmerman (in Coady and Huckin; 1997:11),

states:“Excerssive vocabulary learning early in the course gives students the

impression that the most important thing about learning a language is

accumulating new words as equivalents for concepts which they can already

expressed in groups of words and in combinations of language segments,

and that the meaning of an individual words is usually difficult to determine

when it is separated from a context of other words and phrases”Laufer (in

Schmitt and McCarthy; 1997: 140) quotes some Second Language

Acquisition (SLA) researchers’ statements, as follows: “No matter how well

the students learned grammar, no matter how successfully the sound of L2

are mastered without words to express a wider range of meanings,

communication in an L2 just cannot happen in any meaningful way.

(McCarthy; 1990:viii)”From the statements above, vocabulary is very

important to be mastery by the students in learning foreign language

because it is central to language and it is basic to communication. Students

have to master vocabulary well before they master other skill.

Brown and Yule that the habit of listening to English songs is

repetitive action of producing English words and music with their voice,

paying attention, and trying to get the meaning of groups of English words

contained in the song which is practiced continuously and performed

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without conformed unconsciously then becomes a pattern behavior that

automatically practiced.

From the testing of first hypothesis, there is a positive between

vocabulary mastery and the speaking skill at the eleventh grade students of

SMA N 1 Nogosari in the academic year of 2016/2017. Then, it also means

that the increase of vocabulary mastery will be followed by the increase of

students speaking skill. The higher vocabulary mastery, the higher students

speaking skill will be. It seems that vocabulary mastery has high

contribution to the ability of speaking (84.4%). By improving student’s

vocabulary mastery, their speaking skills will increase. Students can

improve their vocabulary mastery by having more practice and Speaking.

From the testing of second hypothesis, there is a positive between

habit of listening to English song and the speaking Skill at the eleventh

grade students of SMA N 1 Nogosari in the academic year of 2016/2017.

Then, it also means that the increase habit of listening to English song will

be followed by the increase of students speaking skill. The higher habit of

listening to English song, the higher students speaking skill will be. It seems

that habit of listening English song has high contribution to the ability of

speaking (70.4%). By improving student’s habit of listening English song,

their speaking skill will increase. Students’ habit of listening English song

much is built. It can be either by teachers or students. Teacher should have

more strange by increase their habit of listening to English song, such as

giving more assignments to listening.

96

From the testing of third hypothesis, it is know there is a positive

correlation between vocabulary mastery habit of listening to English song

and speaking skill because the result of computation shows that the

correlation coefficient (r) between vocabulary mastery (X1), habit of

listening to English song (X2) simultaneously and the speaking skill (Y)

5.449. Then, it means that the increase of vocabulary mastery and habit of

listening to English song will be followed by the increase of the speaking

skill.

The higher vocabulary mastery and habit of listening to English song,

the higher students’ speaking skill will be. Furthermore, the coefficient of

determination that is shown between vocabulary mastery and habit of

listening to English song and speaking skill is 0.895. It means that 84.2%

variation of the speaking skill is influenced by vocabulary mastery and habit

of listening to English song 15.8% is influenced by other factors. The

percentage of contribution of vocabulary mastery and habit of listening to

English song is big, so it can be considered by teachers and students to

improve the vocabulary mastery and habit of listening English song for

increasing the speaking skill.

97

CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION

In this chapter, the researcher discusses the research conclusion,

suggestion and implication. The research conclusion is to answer the problem

statements so answering about the objective of the study. The suggestion is used

to give the suggestion to the teacher, the students and the other researcher for the

future research. The implication that can be explained from the result is with the

positive correlation and significant between the variables.

A. Conclusion

Based on the research finding and the discussion of the research

finding has been provided in the purpose in the previous chapter. The

researcher explained the conclusion of research according to the third of the

objective of the study.

1. For the first hypothesis is known if the correlation between vocabulary

mastery and the speaking skill is positive because the result of the

computation showed that the correlation coefficient (r) between

vocabulary mastery(X1) and the speaking skill (Y) is 0.791.It means

there is a correlation between vocabulary mastery and the speaking skill

at the eleventh grade students’ of SMA N 1Nogosari in academic years

2016/2017. At the level significant 0.05 and the number of respondents

are 30, the sig (1-tailed) is 0.000. It is lower than 0.05 so the correlation

is significant and is has a strong correlation.

98

2. For the second hypothesis is known if the correlation between habit of

listening to English song and the speaking skill is positive because the

result of the computation showed that the correlation coefficient (r)

between habit of listening English song and speaking skill is 1.389. It

means there is a correlation between habit of listening to English song

and the speaking skill at the eleventh grade students’ of SMA N 1

Nogosari in academic years 2016/2017. At the level significant 0.05 and

the number of respondents are 30, the sig (1-tailed) is 0.000. It is lower

than 0.05 so the correlation is significant and is has a strong correlation.

It can be concluded that there is a significant correlation between habit

of listening to English song and the speaking skill at the eleventh grade

students of SMA N 1 Nogosari in academic years of 2016/2017.

3. For the third hypothesis is known if the correlation between vocabulary

mastery, habit of listening to English song and speaking skill is

positive because the correlation coefficient ( r ) between vocabulary

mastery (X1) and habit of listening to English song (X2)

simultaneously toward the speaking skill (Y) is 5.449. The significant

sig.is 0.000. It is lower than a= 0.05, so the coefficient of the correlation

is significant. It means that there is a significant correlation between

vocabulary mastery, habit of listening to English song and speaking

skill at the eleventh grade students of SMA N 1 Nogosari in the

academic year of 2016/2017.

99

B. Suggestion

After the researcher draws the conclusion of the research, the

researcher is going to present the suggestion to the teacher, students and the

other researcher dealing with vocabulary mastery, habit of listening to

English song and speaking skill. The suggestions given by the researcher are

as follow:

1. For the Teacher

a. A teacher should know and able to implement a good in teaching

speaking because it is quite complicated to learn

b. English teacher is a motivator and stimulator. The teacher should

support the students’ expectation about vocabulary mastery.

c. The teacher should encourage the students to have and use

dictionary as a tool to help them with difficult words, so their

vocabulary will increase.

d. The teacher should also give a high motivation to the students to

read more and more English literature.

e. Teacher can use English song to teach as a media in listening.

2. For Students

a. The students should realize that ability of speaking is important. So,

they must improve their speaking skill doing more exercise in

understanding speaking passage.

100

b. The students should realize that having sensitively in study new

word with high interest in speaks can help them to understanding

vocabulary. So, it will be easier for them to speaking fluently.

c. The students should realize that with love to study language will

help them to improve their ability in speaking too.

3. For other researcher

The researcher realizes this research paper is not perfect. There

are still many weaknesses dealing with the theory or the other because

of the limited skill of the researcher. She also understands that this

research paper only gives a little contribution to teach speaking. The

other researcher perhaps can develop this research with their own

material and other method which are suitable for students in order to

give new dimension in world of education. However, the researcher is

sure that it will be useful and this research can be used as starting to

investigate the topic more completely and comprehensively.

C. Implication

Based on the result of the research, the discussion and the

conclusions, the implication that can be explained from the result is with the

positive correlation and significant between vocabulary mastery, habit of

listening to English song toward the speaking skillat the eleventh grade

students of SMA N 1 Nogosari in the academic years of 2016/2017, can be

used as a considering and input for the English teacher to increase his

101

students’ vocabulary mastery and the habit of listening to English song. So

the speaking skill of the students can increase. The vocabulary mastery and

habit of listening to English song give a big contribution to the speaking

skill. It is about 84.2% and 15.8% from other factor.

Then, with the significant correlation between vocabulary mastery,

habit of listening to English song and speaking skill at the eleventh grade

students of SMA N 1 Nogosari in academic years of 2016/2017can be used

as a considering for the students to be always enrich their sensitively in

vocabulary and listening English song, so it can increase speaking skill with

consciousness without compulsion from the other.

102

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Ellis, R. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford

University Press.

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Education (4th ed). New York: Mc Grew-Hill Companies, Inc.

Gairns, R. & Redman, S. 1998. Working with Words: A guide to Teaching and

Learning Vocabulary. Cambridge: Cambridge University Press.

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Press.

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of SMA Al-Islam 1 Surakarta in the Academic Year of 2007/2008. Surakarta:

Sebelas Maret University.

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of America: Halliday Lithograph.

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Publishers.

Mc Whorter, Kathleen T. 1989. Colledge Reading and Study Skills. London

Niagara Country Community College.

Murphey, T. 1992. Music and Song. New York: Oxford University Press.

Nunan, David. 1992. Research Method in Language Learning. Cambridge :


Schmit, N. And McCarthy, M. 1997. Vocabulary: Description, Acquisition and

Pedagogy. Uk: Cambridge University Press.

Sudjana. 2002. Metode Statistika. Bandung: PT Tarsito Bandung.

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Suharsini Arikunto. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta: PT Rineka Cipta.

Sutrisno Hadi. 1994. Analisis Regresi. Yogyakarta: Andi.

Syakur. 1995. Language Testing and Evaluation 1. Surakarta: Departemen

Pendidikan dan Kebudayaan Republik Indonesia, Universitas Sebelas

Maret.

Thornburry.S. 2005. How to Teach Speaking. London: Longman.

Underhill, N. 1996. Testing Spoken Language- A handbook of oral testing

technique. Cambridge : Cambridge University Press.

Ur. P. 1996. A Course in Language Teaching: Practice and Theory. New York:


Widdowson, H.G. 1996. Teaching Language as Communication. Oxford: Oxford

University Press.

Wiersma, W. 2000. Research Method in Education: An Introduction. Buston:

University of Toledo.

Yulianto. 2010. A Correlational Study Between Habit in Singing and Listening to

English Songs, Vocabulary Mastery, and Speaking Skill of the Eleventh

Grade students of SMK N 3 Surakarta. Surakarta: Sebelas Maret University.

105

APPENDIX 1

The Blue Print of Vocabulary Mastery Test (X1)

Theory No Indicator Number of Item Total

Item

( Gairns

and

Redman;

1998:

22).

1 Antonym 1, 2, 3, 4, 5, 24, 25,

40 8

2 Synonym 9, 10, 11, 16, 26, 31,

32, 33 8

3 Hyponym 8, 20, 21, 22, 23, 34,

35, 37 8

4 Meaning 6, 7, 12, 13, 14, 15,

27, 29, 8

5 Noun 17, 18, 19, 28, 30,

36, 38 8

TOTAL 40

106

Research Instrument (Test) of Vocabulary Mastery (X1)

ACADEMIC READING TEST

DIRECTION:

1. This test consists of 5 (indicators), each of which is following by some questions,

there are 40 items all

2. Read each of the texts carefully before answer the question following!

3. Chose the correct answers by signing with line (X) on the word A, B, C, D on the

answer sheet!

EXAMPLE:

The question : Boy : girl = grandfather : . . . .

a. Grandparents

b. Grandchild

c. Grandfather

d. Grandmother

The Answer : A B C D

4. The available duration to do the test is 90 minutes

107

Answer the questions carefully!

1. Clean : dirty = high: . . . .

a. Short

b. Tall

c. Big

d. Small

2. High : short = black : . . . .

a. white

b. Boastful

c. Remainder

d. Taller

3. Good : bad = Beautiful : . . . .

a. Single

b. Ugly

c. crowded

d. loud

4. Brother : sister = Father : . . . .

a. Uncle

b. Mother

c. Grand

d. Aunt

5. Brother is a boy : sister is a . . . .

a. Man

b. Human

c. Girl

d. Women

6. Man as a father : woman as a . . . .

a. Sister

b. Grandfather

c. Uncle

d. Mother

7. Mr. Jokowi is a president : Mr.

Widodo is a . . . .

a. Headmaster

b. Doctor

c. Governor

d. Teacher

8. Sit down in the chair : sleeping in

the . . . .

a. Bed

b. Bad

c. Table

d. Floor

9. Search : look for = view: . . . .

a. Scene

b. Viewer

c. Mountain

d. Scenic

10. Fast : . . . . = weak: low

a. quickly

b. faster

c. quick

d. slow

11. Run : lari = Singing : . . . .

a. Menari

b. Bersama

c. Bernyanyi

d. Nyanyian

108

12. Reading : membaca = Writing : . .

a. Menulis

b. Membagi

c. Tulisan

d. Tertulis

13. Open : buka = Close : . . . .

a. Menarik

b. Membuka

c. Tutup

d. Tertutup

14. Yellow : Kuning = Red: . . . . .

a. Merah jambu

b. Merah tua

c. Merah

d. Ungu

15. Cold : Blanket = Rain : . . . .

a. Air

b. Umbrella

c. Cold

d. Wet

16. Smart : Learning = Stupid : . . . .

a. Intelligent

b. Diligent

c. Lecturer

d. Lazy

17. Fly : Bird = walk : . . . .

a. Kenari

b. Lion

c. Bee

d. Butterfly

18. Afternoon : sun = Night : . . . .

a. Star

b. Moon

c. Orbit

d. Planet

19. Ice : Cold = Sugar : . . . .

a. Powder

b. Kristal

c. Sugarcane

d. Sweet

20. Hours : Minutes = Minutes : . . . .

a. Time

b. Hour

c. Seconds

d. Day

21. Dogs : Animals = Apples : . . . .

a. Vitamin

b. Red

c. Fruits

d. Fresh

22. Shoes : legs = had : . . . .

a. Head

b. Eyes

c. Hand

d. Nose

23. Jacket : body = Ring : . . . .

a. Hand

b. Eyes

c. Fingers

d. Legs

109

24. Phone : Communication = Bicycles

: . . . .

a. Wheel

b. Competition

c. Fast

d. Transportation

25. Cat : pet = lion : . . .

a. Wild

b. Animal

c. Mammalia

d. Bird

26. Nose : breath = foot : . . . .

a. See

b. Walk

c. Eat

d. Play

27. She : is = they : . . . .

a. Was

b. Were

c. Are

d. Am

28. Ahmad : he = Tiara : . . . .

a. They

b. We

c. She

d. It

29. Banana : Fruit = Cow : . . . .

a. Bull

b. Chubby

c. Animals

d. Skin

30. Hungry : eat = thirsty : . . . .

a. Drinking

b. Running

c. Seeing

d. Speaking

31. Beautiful : Pretty = calm: . . . .

a. Single

b. Quite

c. Crowded

d. loud

32. Charming : Handsome = Fat : . . . .

a. Slim

b. Heavy

c. Tall

d. Dark

33. Slim : thin = big : . . . .

a. Small

b. Wide

c. Near

d. Tall

34. Hat : head = . . . .: arm

a. Watch

b. Sleeve

c. Ring

d. Clothes

35. Six : twelve = nine : . . . .

a. Ten

b. Eight teen

c. Eighty

d. Twenty

110

36. Indonesia : social =

a. USA : freedom

b. Japanese : love working

c. Korean : Individualism

d. England : rice

37. Mei : July = December :

a. February

b. January

c. March

d. June

38. Madura : Sate = Yogyakarta : . . . .

a. Sambel tumpang

b. Fried rice

c. Gudeg

d. Noodle

39. Jawa tengah : Srimpi dance = Bali :

. . . .

a. Plate dance

b. Kecak Dance

c. Reog

d. Saman Dance

40. Fish in the sea : Rabbits in the . . . .

a. Rewer

b. Jungle

c. Land

d. Sky

111

KEY ANSWER OF VOCABULARY TRY OUT TEST (X1)

1. A 26. B 2. A 27. C 3. B 28. C 4. B 29. C 5. C 30. A 6. D 31. B 7. A 32. B 8. A 33. B 9. A 34. A 10. C 35. B 11. C 36. C 12. A 37. A 13. C 38. C 14. C 39. B 15. B 40. C 16. D 17. B 18. B 19. D 20. C 21. C 22. A 23. C 24. D 25. A

112

APPENDIX 2

The Blue Print of Research Instruments of Habit of Listening English Songs (X2)

Concept Indicator Item Number Total

Item Positive Negative

The habit of listening

to English songs is

repetitive action of

producing English

words and music

with their voice,

paying attention, and

trying to get the

meaning of groups of

English words

contained in the song

which is practiced

continuously and

performed without

conformed

unconsciously then

becomes a pattern

behavior that

automtically

practiced.

Repetitive action

Attention

Getting the meaning

1, 2, 3, 4, 5

9,10,11, 12, 13,

14, 15

21, 22, 23, 24

6, 7, 8,

16, 17, 18,

19, 20, 25,

8

10

7

Total 25

113

QUESTIONAIRE OF STUDENT’S HABIT OF LISTENING ENGLISH SONG (X2)

1. Saya biasa mendengarkan lagu-lagu berbahasa Inggris

a. Selalu b. Kadang-kadang c. Jarang d. Tidak pernah

2. Saya mendengarkan lagu-lagu berbahasa Inggris untuk belajar.

a. Selalu b kadang-kadang c. Jarang d. Tidak pernah

3. Selain mendengarkan, saya juga menyanyikan lagu-lagu berbahasa inggris


4. Saya tidak betah berlama-lama mendengarkan lagu-lagu berbahasa Inggris

a. Sangat setuju b. setuju c. Kurang setuju d. Tidak setuju

5. Saya tidak biasa mendengarkan lagu-lagu berbahasa Inggris, karena saya tidak

mengetahui artinya.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

6. Bagi saya sangat sulit untuk menghafalkan lagu-lagu berbahasa Inggris


7. Sejak kecil saya tidak suka mendengarkan lagu-lagu berbahasa Inggris


8. Saya tidak bisa mencatat lirik lagu-lagu berbahasa Inggris yang saya dengarkan.


9. Saya sangat tertarik untuk mendengarkan lagu-lagu berbahasa inggris


10. Lagu-lagu berbahasa Inggris yang saya dengarkan menarik karena liriknya bagus


11. Lagu-lagu berbahasa inggris yang saya dengarkan menyenangkan karena musiknya

enak untuk di dengarkan


12. Saya ingin bisa berbahasa Inggris dengan cara mendengarka lagu-lagu berbahasa

Inggris


13. Saya tidak bisa belajar bahasa Inggris dengan cara mendengarkan lagu-lagu berbahasa

Inggris


114

14. Meskipun saya sering mendengarkan lagu-lagu berbahasa Inggris, saya tetap saja

tidak bisa memahami/mengetahui liriknya.


15. Saya tidak bisa menirukan lagu-lagu berbahasa Inggris karena liriknya susah untuk

dipahami.


16. Saya tidak bisa menikmati lagu-lagu berbahasa Inggris karena saya tidak mengetahui

maksud artinya.


17. Lagu-lagu berbahasa Inggris yang saya dengarkan sangat membosankan, karena

musiknya tidak enak untuk di dengarkan.


18. Saya tertarik pada lagu-lagu berbahasa Inggris yang kosakatanya saya tahu artinya.


19. Saya menerjemahkan liri lagu berbahasa Inggris menggunakan google translate


20. Jika tidak bisa mengetahui arti dari lagu-lagu berbahasa Inggris, saya akan bertanya

kepada teman saya yang pintar berbahasa Inggris


21. Saya tertarik untuk mendengarkan lagu-lagu berbahasa Inggris tetapi saya malas

untuk mengetahui artinya.


22. Saya tidak tertarik pada lagu-lagu berbahasa Inggris yang kosakatanya saya tidak tahu


23. Bagi saya menerjemahkan lagu-lagu berbahasa Inggris dengan menggunakan google

translate tidaklah efektif.


24. Jika ada lagu berbahasa Inggris yang tidak menarik judulnya, saya tidak tertarik untuk

mengetahui liriknya.


25. Bagi saya tidaklah penting untuk mengetahui arti dari lagu-lagu berbahasa Inggris


115

APPENDIX 3

The Blue Print of Research Instruments of Speaking Skill

Theory No Indicator Number of

Item

Total

Item

( Gairns and

Redman;

1998: 22).

1 Pronunciation 1 and 2 2

2 Grammar 3 and 4 2

3 Fluency 5, 6 and 7 3

4

Vocabulary

8, 9 and 10 3

TOTAL 10

117

TEST OF SPEAKING SKILL (Y)

1. Situation 1

You are a new student, your new teacher tell you to introduce yourself in the class.

2. Situation 2

Mention about your hobby? Why you like it? Tell the researcher all about your hobby.

3. Situation 3

Researcher : Tomorrow is my birthday, my parents would like to arrange a party

for me. So I need to invite you comes to my birthday party!

Students :

a. Response if you accept this invitation

b. Response if you reject this invitation

4. Situation 4:

You come late to school because you have an accident on the way. What should you

do and say when you come to class?

5. Situation 5:

You lose your biology notes, and your teacher gives homework. You need to borrow

your friend’s note. So what should you say?

6. When your mother say:

Mother: can you help me to buy a kilogram of egg?

a. Expression of accept it

b. Expression of reject it

7. Situation 6:

Sister : I want to go out, by a motorcycle!

You : give a suggestion!

8. Situation 7:

Researcher : What do you think about social media Facebook?

It’s good or bad for you?

Students : . . . . !

118

9. Public speaking.

a. Tell how to make a cup of tea

b. How to operate Microsoft word

10. Situation 9:

You look your friend so busy with her phone, what should you suggest her?

119

APPENDIX 4 The Scoring of Speaking based on Heaton (1998; 97)

Concept Oral skill can be identified with speaking skill. The point of view about oral skill is to:

a. Express oneself intelligibility b. Convey intended meaning accurately with sufficient command of

vocabulary c. Ability to communicate by using language appropriate context d. Interact with other speakers fluently

Aspect Score Comprehensibilit

y Accuracy Ability to

communicate Fluency

5 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or clarifications required.

Pronounciation is only very slightly influenced by the mother-tongue. Two or three minor grammatical and lexical errors.

On a par which an educated native speaker. Completely at case in his use of English on all topic discussed

Speaks without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

4 The speaker’s intention and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary

Pronounciation is slightly influenced by the mother-tongue. A few minor gramatical and lexical errors but most utterances are correct

Although he cannot be mistake for a native speaker, he expresses himself quite clearly. He experiences little difficulty in understanding English, and there is no strain at all in communicating with him

Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.

3 Most of what the speaker says is easy to follow. His intention is always clear but several

Pronounciation is still moderately influences by the mother-tongue but no

Satisfactory verbal communication causing little difficulty for native speaker.

Although he has to make an effort and search for words, there are not too

120

interruptions are necessary to help him to convey the message or to seek clarification.

serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.

He makes a limited number of errors of grammar, lexis, and pronounciation but he is still at ease in communicating on everyday subjects

many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.

2 The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences

Pronounciation is influenced by mother-tongue but only a few serious phonological errors. Several grammatical and lexical errors some of which cause confusion

Although verbal communication is usually fairly satisfactory, the native speaker may occasionally experience some difficulty in communicating with him

Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.

1 Only small bits (Usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker.

Pronounciation seriously influenced by the mother-tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors.

Mush difficulty experienced by native speakers unaccust to ‘foreign’ English. His own understanding is severely limited, but communication on everyday topic is possible.

Long pauses while he searches for the desired meaning. Frequently fragmentary, and halting delivery. Almost gives up making the effort at times. Limited range of expression.

121

INSTITUT AGAMA ISLAM NEGRI SURAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jalan pandawa, Pucangan, Kartasura, Sukoharjo Telepon (0271)781516 Fax (0271)782774

Website: www. Iain – Surakarta.ac.id E-mail: [email protected]

LEMBAR JAWAB

1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d 6. a b c d 7. a b c d 8. a b c d 9. a b c d 10. a b c d 11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d 16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d

21. a b c D 22. a b c D 23. a b c D 24. a b c D 25. a b c d 26. a b c d 27. a b c d 28. a b c d 29. a b c d 30. a b c d 31. a b c d 32. a b c d 33. a b c d 34. a b c d 35. a b c d 36. a b c d 37. a b c d 38. a b c d 39. a b c d 40. a b c d

NAMA :

KELAS :

MATERI TEST :

mailto:[email protected]

122

APPENDIX 5

123

APPENDIX 6

STUDENTS LIST OF TRYOUT

NO NAMA

1 AS 2 AM 3 AL 4 AMD 5 DJS 6 DAB 7 DN 8 ES 9 EA 10 EH 11 GA 12 IDI 13 INI 14 IA 15 MAA 16 MTR 17 NGA 18 NS 19 NLA 20 PF 21 PA 22 RDA 23 RDS 24 RP 25 RW 26 SIP 27 SP 28 SR 29 SNS 30 TN

124

APPENDIX 7

STUDENTS LIST OF TEST

NO NAMA

1 A 2 ARP 3 AA 4 AK 5 AT 6 CM 7 DR 8 DA 9 EM 10 FC 11 IM 12 INK 13 KDR 14 MAD 15 NS 16 ND 17 NA 18 PS 19 PW 20 PRW 21 RQ 22 RR 23 ROR 24 RNU 25 SIT 26 SUL 27 SUY 28 TRI P 29 USHI 30 VER

125

APPENDIX 8

SURAT PENELITIAN

126

APPENDIX 9

SURAT BUKTI MELAKUKAN PENELITIAN

127

APPENDIX 10

VALIDITY AND RELIABILLITY OF VOCABULARY MASTERY (Y)

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

VAR00001 26.47 86.326 .685 .933

VAR00002 26.37 88.240 .503 .935

VAR00003 26.40 86.248 .715 .933

VAR00004 26.50 87.569 .545 .935

VAR00005 26.07 91.444 .436 .936

VAR00006 26.33 88.989 .431 .936

VAR00007 26.13 89.982 .505 .935

VAR00008 26.40 89.972 .300 .937

VAR00009 26.67 88.092 .280 .935

VAR00010 26.43 87.220 .594 .934

VAR00011 26.50 87.569 .545 .935

VAR00012 26.47 86.326 .685 .933

VAR00013 26.37 88.240 .203 .935

VAR00014 26.37 85.620 .806 .932

VAR00015 26.37 88.240 .503 .935

VAR00016 26.40 86.248 .715 .933

VAR00017 26.50 87.569 .545 .935

VAR00018 26.33 85.540 .840 .932

VAR00019 26.37 88.240 .503 .935

VAR00020 26.07 91.444 .436 .936

VAR00021 26.33 88.989 .431 .936

VAR00022 26.37 85.620 .806 .932

VAR00023 26.37 85.620 .806 .932

VAR00024 26.20 90.234 .364 .936

VAR00025 26.33 85.540 .840 .932

VAR00026 26.47 90.257 .260 .937

VAR00027 26.33 88.989 .431 .936

VAR00028 26.13 89.982 .505 .935

VAR00029 26.10 90.645 .474 .936

VAR00030 26.70 91.183 .173 .938

VAR00031 26.33 86.644 .707 .933

128

VAR00032 26.07 91.444 .436 .936

VAR00033 26.33 88.989 .431 .936

VAR00034 26.13 89.982 .505 .935

VAR00035 26.40 89.972 .300 .937

VAR00036 26.67 88.092 .507 .935

VAR00037 26.43 87.220 .594 .934

VAR00038 26.40 93.214 -.048 .940

VAR00039 26.47 86.326 .685 .933

VAR00040 26.23 93.978 -.145 .940

VAR00041 115.28 211.564 .850 .923

VAR00042 114.55 233.256 .166 .930

VAR00043 115.07 225.352 .416 .929

VAR00044 115.10 227.239 .576 .927

VAR00045 114.97 227.963 .439 .928

VAR00046 115.21 226.527 .419 .928

VAR00047 115.31 212.793 .819 .924

VAR00048 115.79 218.527 .646 .926

VAR00049 115.34 224.448 .631 .927

VAR00050 114.76 227.333 .533 .928

Reliability Statistics

Cronbach's

Alpha

N of Items

.937 50

129

APPENDIX 11

VALIDITY AND RELIABILLITY OF HABIT OF LISTENING ENGLISH SONG (X2)


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

VAR00001 115.79 218.527 .646 .926

VAR00002 116.17 244.362 -.362 .935

VAR00003 115.45 226.399 .323 .930

VAR00004 115.10 221.453 .705 .926

VAR00005 115.79 218.527 .646 .926

VAR00006 115.34 224.448 .631 .927

VAR00007 115.03 225.249 .546 .927

VAR00008 115.14 228.837 .430 .928

VAR00009 115.79 218.527 .646 .926

VAR00010 115.79 218.527 .646 .926

VAR00011 115.28 211.564 .850 .923

VAR00012 114.55 233.256 .166 .930

VAR00013 115.07 225.352 .416 .929

VAR00014 115.10 227.239 .576 .927

VAR00015 114.97 227.963 .439 .928

VAR00016 115.21 226.527 .419 .928

VAR00017 115.31 212.793 .819 .924

VAR00018 115.79 218.527 .646 .926

VAR00019 115.34 224.448 .631 .927

VAR00020 114.76 227.333 .533 .928

VAR00021 115.41 223.037 .648 .926

VAR00022 115.48 227.616 .340 .929

VAR00023 115.59 229.180 .259 .930

VAR00024 116.31 228.079 .519 .928

VAR00025 115.66 228.448 .440 .928


Cronbach's

Alpha

N of Items

.929 30

130

APPENDIX 12

VALIDIITY AND RELIABILLITY OF SPEAKING SKILL (Y)


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

VAR00001 26.50 87.569 .545 .935

VAR00002 26.47 86.326 .685 .933

VAR00003 26.37 88.240 .103 .935

VAR00004 26.37 85.620 .806 .932

VAR00005 26.37 88.240 .503 .935

VAR00006 26.47 86.326 .685 .933

VAR00007 26.37 88.240 .503 .935

VAR00008 26.40 86.248 .715 .933

VAR00009 26.50 87.569 .545 .935

VAR00010 26.07 91.444 .236 .936

VAR00011 26.33 88.989 .431 .936

VAR00012 26.13 89.982 .505 .935


Cronbach's

Alpha

N of Items

.937 12

131

APPENDIX 16

MEAN MEDIAN DAN MODUS

Frequencies

Notes

Output Created 12-NOV-2016 07:38:52

Comments

Input

Active Dataset DataSet0

Filter <none>

Weight <none>

Split File <none>

N of Rows in Working Data

File 30

Missing Value Handling

Definition of Missing User-defined missing values

are treated as missing.

Cases Used Statistics are based on all

cases with valid data.

Syntax

FREQUENCIES

VARIABLES=X1 X2 Y

/STATISTICS=STDDEV

VARIANCE RANGE

MINIMUM MAXIMUM

SEMEAN MEAN MEDIAN

MODE SUM

/HISTOGRAM NORMAL

/ORDER=ANALYSIS.

Resources Processor Time 00:00:02.68

Elapsed Time 00:00:02.28

[DataSet0]

132

Statistics

X1 X2 Y

N Valid 30 30 30

Missing 0 0 0

Mean 64.9667 74.7333 55.8667

Std. Error of Mean 1.68392 1.91721 2.30728

Median 65.0000 74.0000 59.0000

Mode 55.00a 72.00 60.00

Std. Deviation 9.22322 10.50101 12.63747

Variance 85.068 110.271 159.706

Range 32.00 45.00 46.00

Minimum 48.00 51.00 34.00

Maximum 80.00 96.00 80.00

Sum 1949.00 2242.00 1676.00

a. Multiple modes exist. The smallest value is shown

Frequency Table

X1

Frequency Percent Valid Percent Cumulative

Percent

Valid

48.00 1 3.3 3.3 3.3

50.00 2 6.7 6.7 10.0

55.00 4 13.3 13.3 23.3

58.00 1 3.3 3.3 26.7

60.00 3 10.0 10.0 36.7

63.00 3 10.0 10.0 46.7

65.00 3 10.0 10.0 56.7

68.00 1 3.3 3.3 60.0

70.00 4 13.3 13.3 73.3

73.00 1 3.3 3.3 76.7

75.00 4 13.3 13.3 90.0

78.00 1 3.3 3.3 93.3

80.00 2 6.7 6.7 100.0

Total 30 100.0 100.0

133

X2


Percent

Valid

51.00 1 3.3 3.3 3.3

52.00 1 3.3 3.3 6.7

57.00 1 3.3 3.3 10.0

62.00 1 3.3 3.3 13.3

67.00 1 3.3 3.3 16.7

69.00 1 3.3 3.3 20.0

70.00 3 10.0 10.0 30.0

72.00 5 16.7 16.7 46.7

74.00 2 6.7 6.7 53.3

75.00 1 3.3 3.3 56.7

77.00 1 3.3 3.3 60.0

79.00 1 3.3 3.3 63.3

80.00 2 6.7 6.7 70.0

81.00 2 6.7 6.7 76.7

82.00 1 3.3 3.3 80.0

83.00 1 3.3 3.3 83.3

86.00 1 3.3 3.3 86.7

88.00 2 6.7 6.7 93.3

90.00 1 3.3 3.3 96.7

96.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

134

Y


Percent

Valid

34.00 1 3.3 3.3 3.3

38.00 1 3.3 3.3 6.7

40.00 2 6.7 6.7 13.3

42.00 1 3.3 3.3 16.7

44.00 2 6.7 6.7 23.3

46.00 3 10.0 10.0 33.3

48.00 2 6.7 6.7 40.0

52.00 2 6.7 6.7 46.7

58.00 1 3.3 3.3 50.0

60.00 6 20.0 20.0 70.0

62.00 1 3.3 3.3 73.3

64.00 1 3.3 3.3 76.7

68.00 1 3.3 3.3 80.0

70.00 1 3.3 3.3 83.3

72.00 3 10.0 10.0 93.3

78.00 1 3.3 3.3 96.7

80.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

135

Histogram

138

APPENDIX 17

Linearity of Speaking Skill and Vocabulary Mastery

ANOVA Table

Sum of Squares df Mean Square

Y * X1

Between Groups

(Combined) 7926.467 16 495.404

Linearity 5755.198 1 5755.198

Deviation from Linearity 2171.268 15 144.751

Within Groups 1269.000 13 97.615

Total 9195.467 29

ANOVA Table

F Sig.

Y * X1

Between Groups

(Combined) 5.075 .003

Linearity 58.958 .000

Deviation from Linearity 1.483 .241

Within Groups

Total

Measures of Association

R R Squared Eta Eta Squared

Y * X1 .791 .626 .928 .862

139

APPENDIX 18

Linearity of Speaking Skill and Habit of listening English Song

ANOVA Table

Sum of Squares df Mean Square

Y * X2

Between Groups

(Combined) 8813.717 18 489.651

Linearity 6170.921 1 6170.921

Deviation from Linearity 2642.796 17 155.459

Within Groups 381.750 11 34.705

Total 9195.467 29

ANOVA Table

F Sig.

Y * X2

Between Groups

(Combined) 14.109 .000

Linearity 177.813 .000

Deviation from Linearity 4.479 .018

Within Groups

Total

Measures of Association

R R Squared Eta Eta Squared

Y * X2 .819 .671 .979 .958

140

APPENDIX 19

Multiple Linear Regressions between X1 and X2 toward Y

Descriptive Statistics

Mean Std.

Deviation

N

Y 63.80 14.018 30

X1 63.10 14.243 30

X2 63.97 10.529 30

Variables Entered/Removeda

Model Variables

Entered

Variables

Removed

Method

1 X2, X1b . Enter

a. Dependent Variable: Y

b. All requested variables entered.

Model Summaryb

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

Durbin-Watson

1 .918a .843 .831 5.765 1.319

a. Predictors: (Constant), X2, X1

b. Dependent Variable: Y

Correlations

Y X1 X2

Pearson Correlation

Y 1.000 .918 .854

X1 .918 1.000 .923

X2 .854 .923 1.000

Sig. (1-tailed)

Y . .000 .000

X1 .000 . .000

X2 .000 .000 .

N

Y 30 30 30

X1 30 30 30

X2 30 30 30

141

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1

Regression 4801.560 2 2400.780 72.245 .000b

Residual 897.240 27 33.231

Total 5698.800 29 a. Dependent Variable: Y

b. Predictors: (Constant), X2, X1

Coefficientsa

Model Unstandardized Coefficients Standardized

Coefficients

t Sig.

B Std. Error Beta

1

(Constant) 5.449 7.353 .741 .465

X1 .859 .195 .873 4.404 .000

X2 .065 .264 .049 .246 .808


Residuals Statisticsa

Minimum Maximum Mean Std. Deviation N

Predicted Value 44.04 86.75 63.80 12.867 30

Std. Predicted Value -1.536 1.783 .000 1.000 30

Standard Error of Predicted

Value 1.064 2.840 1.766 .459 30

Adjusted Predicted Value 44.05 87.31 63.86 12.889 30

Residual -9.499 15.785 .000 5.562 30

Std. Residual -1.648 2.738 .000 .965 30

Stud. Residual -1.677 2.799 -.005 1.003 30

Deleted Residual -9.834 16.498 -.058 6.017 30

Stud. Deleted Residual -1.738 3.261 .011 1.061 30

Mahal. Distance .022 6.074 1.933 1.556 30

Cook's Distance .000 .118 .027 .032 30

Centered Leverage Value .001 .209 .067 .054 30


142

APPENDIX 20 Normality Testing

Explore [DataSet0]

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

nilai_Verbal 30 100.0% 0 0.0% 30 100.0%

nilai_interest 30 100.0% 0 0.0% 30 100.0%

nilai_reading 30 100.0% 0 0.0% 30 100.0%

Descriptives

Statistic Std. Error

nilai_Verbal

Mean 21.50 .893

95% Confidence Interval for

Mean

Lower Bound 19.67

Upper Bound 23.33

5% Trimmed Mean 21.46

Median 21.50

Variance 23.914

Std. Deviation 4.890

Minimum 14

Maximum 30

Range 16

Interquartile Range 9

Skewness .060 .427

Kurtosis -1.266 .833

nilai_interest

Mean 79.07 2.408


Mean

Lower Bound 74.14 Upper Bound 83.99

5% Trimmed Mean 78.57 Median 79.00 Variance 173.926 Std. Deviation 13.188 Minimum 60 Maximum 109 Range 49

143

Interquartile Range 21 Skewness .413 .427

Kurtosis -.803 .833

nilai_reading

Mean 21.73 .885


Mean

Lower Bound 19.92 Upper Bound 23.54

5% Trimmed Mean 21.70 Median 22.00 Variance 23.513 Std. Deviation 4.849

Descriptives

Statistic Std. Error

nilai_reading Minimum 14

Maximum 30

Range 16

Interquartile Range 8

Skewness .069 .427

Kurtosis -1.128 .833

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

nilai_Verbal .096 30 .200* .949 30 .156

nilai_interest .187 30 .009 .932 30 .057

nilai_reading .114 30 .200* .956 30 .237

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

144

APPENDIX 21

Simple Linear Regression between X1 and Y


Mean Std. Deviation N

Y 62.13 17.807 30

X1 63.10 14.243 30


Model Variables

Entered

Variables

Removed

Method

1 X1b . Enter



Model Summaryb


Square

Std. Error of the

Estimate

Durbin-Watson

1 .791a .626 .613 11.085 2.219

a. Predictors: (Constant), X1


ANOVAa


1

Regression 5755.198 1 5755.198 46.841 .000b

Residual 3440.268 28 122.867

Total 9195.467 29

Correlations

Y X1

Pearson Correlation Y 1.000 .791

X1 .791 1.000


X1 .000 .

N Y 30 30

X1 30 30

145


b. Predictors: (Constant), X1

Coefficientsa


Coefficients

t Sig.

B Std. Error Beta

1 (Constant) -.279 9.341 -.030 .976

X1 .989 .145 .791 6.844 .000




Predicted Value 40.27 86.76 62.13 14.087 30



Value 2.030 4.129 2.797 .618 30


Residual -49.143 17.922 .000 10.892 30

Std. Residual -4.434 1.617 .000 .983 30

Stud. Residual -4.550 1.647 .001 1.010 30

Deleted Residual -51.767 18.595 .022 11.513 30

Stud. Deleted Residual -8.754 1.702 -.138 1.712 30

Mahal. Distance .006 3.056 .967 .862 30

Cook's Distance .000 .553 .028 .100 30



146

APPENDIX 22

Simple liner Regression between Y and X2


Mean Std. Deviation N

Y 62.13 17.807 30

X2 63.97 10.529 30


Model Variables

Entered

Variables

Removed

Method

1 X2b . Enter



Model Summaryb


Square

Std. Error of the

Estimate

Durbin-Watson

1 .819a .671 .659 10.393 1.866

a. Predictors: (Constant), X2


ANOVAa


1

Regression 6170.921 1 6170.921 57.128 .000b

Residual 3024.546 28 108.020

Total 9195.467 29

Correlations

Y X2

Pearson Correlation Y 1.000 .819

X2 .819 1.000


X2 .000 .

N Y 30 30

X2 30 30

147

Coefficientsa


Coefficients

t Sig.

B Std. Error Beta

1 (Constant) -26.488 11.878 -2.230 .034

X2 1.385 .183 .819 7.558 .000




Predicted Value 40.01 95.43 62.13 14.587 30



Value 1.898 4.797 2.607 .648 30


Residual -37.013 15.206 .000 10.212 30

Std. Residual -3.561 1.463 .000 .983 30

Stud. Residual -3.780 1.488 -.008 1.029 30

Deleted Residual -41.710 15.735 -.187 11.221 30

Stud. Deleted Residual -5.306 1.523 -.057 1.241 30

Mahal. Distance .000 5.210 .967 1.084 30

Cook's Distance .000 .907 .051 .165 30




b. Predictors: (Constant), X2

1 2 3 4 51 ADITIA 1 1 1 1 12 ALFIANA RAFI PRATAMA 0 0 1 1 13 ANGGA AFRIZAL BUDI 1 1 1 1 14 ANISA KURNIAWAN 1 0 1 1 15 ASEP TAUFIQ 0 1 1 1 16 CATUR MAKRIFAH 1 1 1 1 07 DEWI RAHMAWATI 0 1 1 1 08 DILLA ALFIANA 1 1 1 1 19 EMILIA 0 1 1 0 1

10 FAIZAL CHOIRUL MAJID 1 1 1 1 111 INTAN MUTIARA 1 0 1 1 112 ISNAINI NUR KHOLOFAH 1 1 0 1 013 KHOIRINA DWI R 1 1 1 1 114 MUH ARIFIN DIAN 1 1 1 1 115 NOVI IKA SAPUTRI 1 1 1 1 116 NIVIASIH DWI L 1 1 1 1 117 NURUL AZHAR RATNA 0 0 0 0 018 PIANTIKA SEKAR ARUM 1 1 1 1 119 PRIHATIN WIJAYANTI 0 0 0 0 020 PUTRI RIZKI WIJAZA 1 1 1 1 121 RISA QUROTUN AINI 1 1 1 1 122 RISKY ROMADHONI 1 1 0 0 123 RORO RINDU R 1 1 1 1 124 RYKA NAZLA ULFAH 1 1 1 0 125 SITI SUWANTI 0 1 0 1 026 SULASTRI 0 1 1 1 027 SUYANTI WULANDARI 1 1 1 1 128 TRI PURWANINGSIH 1 1 1 0 129 USHIN AKHFI A 1 1 1 0 130 VERY WAHYUTIKA 1 1 1 1 1

SCORE = JUMLAH BENAR x 10 / 4 = 100

Score of vocabulary test (X1)

NO NAMA

6 7 8 9 10 11 12 13 140 0 1 0 1 0 1 1 01 1 1 1 0 0 0 0 01 1 0 0 0 0 0 0 10 1 1 0 1 1 0 1 01 0 1 1 1 0 1 1 11 1 1 1 0 1 1 0 11 1 0 1 1 0 1 1 01 1 1 1 1 1 1 0 11 0 1 0 0 0 1 1 01 1 1 1 1 0 1 0 10 1 1 0 1 1 0 1 11 1 1 0 1 1 0 1 11 1 1 1 1 1 0 0 00 0 0 1 1 1 1 1 01 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 10 1 1 1 1 1 0 1 11 1 1 1 1 1 1 1 10 1 0 1 0 1 0 1 11 0 1 1 0 1 1 0 11 1 1 1 1 1 1 1 11 1 0 1 1 0 1 1 00 0 0 0 0 0 0 0 10 1 0 0 0 0 0 0 01 0 1 0 1 0 1 0 11 1 1 1 0 1 1 1 11 1 0 1 0 1 0 1 00 1 0 1 0 1 0 1 00 1 0 1 0 1 0 1 00 1 1 1 0 1 1 1 1

15 16 17 18 19 20 21 22 230 0 0 0 1 1 1 0 11 0 1 0 1 0 1 0 11 1 1 1 0 0 0 1 11 1 0 1 0 1 0 1 00 1 1 1 0 1 1 1 01 0 1 1 0 1 1 1 01 1 0 1 1 0 1 1 00 1 0 1 0 1 0 1 00 1 1 0 0 1 1 1 10 1 0 1 1 0 1 1 00 1 1 0 1 0 1 0 10 1 1 1 0 1 1 1 00 1 1 1 0 0 0 0 00 1 1 0 1 0 1 0 11 1 1 1 1 1 1 1 11 1 1 0 0 0 0 1 11 0 1 1 1 1 0 1 11 1 1 1 1 1 1 1 00 1 0 1 1 0 1 1 01 0 1 1 0 1 1 0 11 1 1 0 0 1 0 1 01 1 0 1 1 1 1 0 10 0 0 1 0 1 0 1 01 1 1 1 1 1 0 0 11 0 1 1 1 1 0 1 10 1 1 1 0 1 1 0 11 0 1 0 1 1 0 1 11 0 1 0 0 1 0 0 11 0 1 1 0 1 0 1 11 1 0 1 1 1 1 1 0

NUMBER OF ITEM

24 25 26 27 28 29 30 31 320 1 0 1 0 1 0 1 00 1 1 1 0 0 1 1 11 0 1 0 1 1 0 0 01 0 1 0 0 1 1 1 10 0 0 1 1 1 1 1 01 1 1 1 0 1 1 1 01 0 1 0 1 0 1 0 10 0 1 0 1 0 1 1 00 1 0 1 0 1 0 0 01 1 1 0 1 1 1 0 11 1 1 1 1 1 1 1 11 0 1 0 1 0 1 0 10 1 1 1 1 1 0 1 10 1 1 1 1 1 1 1 11 1 0 0 0 0 0 0 00 0 0 0 1 0 0 0 00 1 1 1 1 1 1 1 10 1 1 0 1 1 0 1 11 1 0 1 1 0 1 1 10 1 0 1 0 1 0 1 01 0 1 0 1 1 0 0 11 0 1 0 1 0 1 0 11 0 1 0 1 1 0 1 11 0 1 1 0 1 0 1 00 1 0 1 1 1 0 0 01 1 1 1 1 0 1 1 10 1 1 0 1 1 0 1 10 1 0 0 0 1 0 1 00 1 1 0 1 1 1 0 01 1 0 1 0 1 1 1 0

33 34 35 36 37 38 39 400 1 0 1 1 0 0 0 200 0 0 0 1 1 1 1 220 1 1 1 1 1 1 1 251 1 1 1 1 1 1 1 281 1 1 1 0 0 0 0 261 1 1 0 1 1 1 0 300 1 0 1 0 1 0 1 240 0 0 1 0 1 1 1 251 0 0 0 0 0 1 1 191 0 1 1 1 0 0 0 281 1 1 1 1 1 1 1 321 1 1 1 1 1 1 0 280 1 0 0 0 0 1 1 241 1 1 1 1 1 1 1 310 1 0 0 1 1 0 0 280 0 0 0 1 0 1 1 231 1 1 1 1 1 1 1 300 1 1 0 1 1 0 0 320 1 1 1 1 1 0 0 221 0 0 0 1 1 0 1 250 0 1 0 1 1 1 1 290 1 0 1 0 1 1 1 260 1 1 1 1 0 1 0 201 1 1 1 1 1 1 1 251 0 0 1 1 1 1 1 240 1 1 0 1 1 1 0 300 1 1 0 1 1 0 1 270 1 1 1 1 1 1 1 220 1 1 1 1 1 1 1 260 1 0 0 0 0 0 1 27

TOTAL

505555706575606348708070607870587580556373655063607575556568

SCORE



SCORE = JUMLAH TOTAL

NO NAMA

score of habit of listening english song (X2)

6 7 8 9 10 11 12 13 142 1 3 2 3 4 4 1 32 2 4 1 3 3 3 2 23 4 4 4 2 4 2 2 33 3 4 4 4 3 3 3 42 3 4 4 4 4 3 3 24 3 4 3 3 3 3 3 32 3 4 3 3 3 3 3 44 4 4 4 4 4 4 3 22 4 4 4 4 4 4 4 22 3 4 3 3 3 3 3 24 4 4 4 4 4 4 4 32 3 4 3 3 4 3 3 23 3 4 4 3 4 3 3 32 3 4 3 3 3 3 3 22 4 4 4 4 3 4 4 24 4 4 4 4 3 3 4 21 1 4 3 3 2 2 1 24 4 4 4 4 4 4 4 33 3 4 3 3 3 4 3 24 3 1 1 3 4 1 3 42 2 4 4 3 3 3 2 32 3 4 4 3 3 3 3 33 4 4 3 3 4 3 4 12 2 4 4 3 2 2 2 24 4 4 3 3 4 4 4 32 1 4 3 2 3 3 1 22 3 3 4 3 4 2 3 22 4 4 3 3 3 3 4 32 4 4 3 4 4 4 4 32 4 4 4 3 3 3 4 3

NUMBER OF ITEM

15 16 17 18 19 20 21 22 231 2 2 2 2 2 2 2 13 1 1 2 4 2 3 3 11 1 3 4 3 2 3 1 44 4 4 4 2 2 3 4 33 4 3 4 1 1 1 1 43 3 3 4 3 2 3 3 33 4 3 2 3 2 2 3 33 4 4 4 1 2 3 4 44 3 3 2 3 3 3 3 43 4 2 2 2 2 2 3 43 4 4 3 4 2 3 4 34 3 3 2 3 2 3 3 34 3 4 3 3 2 3 4 43 4 3 2 3 2 3 3 34 4 3 2 4 2 2 4 43 4 4 4 2 2 3 4 42 3 1 2 3 1 2 3 34 4 3 3 4 4 4 4 43 3 3 2 3 2 3 4 33 4 4 3 2 2 3 3 33 4 3 3 2 2 3 4 43 3 2 3 3 2 2 3 34 4 3 3 3 2 3 3 43 3 3 4 3 2 3 3 34 4 3 4 4 3 3 3 33 3 2 4 2 2 3 3 34 4 3 3 2 2 3 4 44 4 3 3 3 2 3 4 34 4 3 3 4 2 3 4 33 4 3 2 2 2 2 3 3

24 253 1 512 3 572 2 702 3 812 3 724 3 803 3 724 4 902 4 792 3 691 4 883 3 722 3 812 3 702 4 822 4 862 1 524 4 962 3 741 3 722 2 722 3 702 4 802 2 672 4 882 1 622 3 752 4 772 4 832 4 74

SCORE

SCORE OF SPEAKING SKILL (Y)



SCORING = JUMLAH x 2 + 100

NO NAMA NUMBER

6 7 8 9 103 3 3 3 3 32 643 3 3 3 3 30 603 4 3 4 3 35 703 3 2 2 2 24 482 2 3 2 2 21 422 2 3 3 3 23 463 4 3 3 2 31 623 3 3 3 4 36 723 3 3 3 3 30 603 3 3 3 3 30 602 3 2 2 3 22 443 4 4 4 4 36 724 4 3 3 3 36 723 4 4 3 3 29 584 4 4 4 4 40 802 3 2 3 3 26 523 3 3 3 3 30 602 2 2 2 2 20 403 3 3 3 3 30 602 2 3 3 3 24 483 3 3 3 3 30 602 2 2 2 2 20 404 4 4 4 4 39 783 4 2 2 2 23 464 4 4 4 3 34 684 1 4 2 2 23 462 2 2 1 2 17 342 2 3 4 1 19 383 2 2 2 2 26 522 3 2 2 2 22 44

SCORETOTALR OF ITEM

correlation

1 ADITIA 50 51 642 ALFIANA RAFI PRATAMA 55 57 603 ANGGA AFRIZAL BUDI 55 70 704 ANISA KURNIAWAN 70 81 485 ASEP TAUFIQ 65 72 426 CATUR MAKRIFAH 75 80 467 DEWI RAHMAWATI 60 72 628 DILLA ALFIANA 63 90 729 EMILIA 48 79 60

10 FAIZAL CHOIRUL MAJID 70 69 6011 INTAN MUTIARA 80 88 4412 ISNAINI NUR KHOLOFAH 70 72 7213 KHOIRINA DWI R 60 81 7214 MUH ARIFIN DIAN 78 70 5815 NOVI IKA SAPUTRI 70 82 8016 NIVIASIH DWI L 58 86 5217 NURUL AZHAR RATNA 75 52 6018 PIANTIKA SEKAR ARUM 80 96 4019 PRIHATIN WIJAYANTI 55 74 6020 PUTRI RIZKI WIJAZA 63 72 4821 RISA QUROTUN AINI 73 72 6022 RISKY ROMADHONI 65 70 4023 RORO RINDU R 50 80 7824 RYKA NAZLA ULFAH 63 67 4625 SITI SUWANTI 60 88 6826 SULASTRI 75 62 4627 SUYANTI WULANDARI 75 75 3428 TRI PURWANINGSIH 55 77 3829 USHIN AKHFI A 65 83 5230 VERY WAHYUTIKA 68 74 44

NO NAMA X1 X2 Y

APPENDIX 13

1 2 3 4 51 Andi Sulistiyanto 0 1 1 0 02 Andri Mustofa 0 1 0 0 03 Ani Lestari 0 1 0 1 04 Anita Mega Budi 1 0 0 1 05 Deni Joko Susilo 1 0 0 1 16 Dewa Ageng Beby 1 0 0 1 17 Dianita Nugraha 1 0 0 1 18 Eka Sapitri 1 1 1 0 19 Elya Anida 1 0 1 0 1

10 Erika Hesti Setyani 1 1 1 1 111 Gita Andriyani 1 0 1 1 112 Igga Dwi Indriyani 1 1 1 0 013 Ilma Nur Indyastuti 0 0 1 1 014 Indah Alfianingtyas 0 1 1 0 115 Muh Aziz Annaba 0 1 1 1 116 Mya Tri Rahmawati 0 1 1 0 117 Nava Galuh Adya 0 1 0 1 118 Nining Setyowati 0 0 0 0 119 Nur Laila Agustina 1 0 0 1 020 Pradina Fitriana 0 0 1 0 021 Putri Apriyan 1 1 0 1 022 Rifna Dewi Aryani 0 1 1 0 123 Rina Dwi Susanti 1 1 0 1 024 Rismaka Palupi 0 0 0 1 125 Ryan Wibowo 0 1 1 1 026 Sandi Ilham Prasety 0 0 1 0 027 Siska Pebrianti 1 1 1 1 128 Sri Rahmawati 1 1 1 0 129 Suprihatin Nur Safitri 1 1 1 0 130 Tri Nuryani 1 1 0 1 0

No Nama

Validity and Reliability of Tryout Test of vocabulary mastery (X1)

6 7 8 9 10 11 12 13 140 1 1 1 1 1 0 1 10 0 1 0 0 0 0 1 01 0 1 0 0 0 0 1 01 1 1 0 0 0 0 1 11 1 1 0 1 1 0 1 11 0 1 0 1 1 1 1 10 0 1 0 1 0 1 0 00 0 1 0 1 0 1 0 01 0 1 0 1 1 1 0 10 0 0 0 0 1 1 1 11 0 1 0 1 0 1 1 10 0 1 0 0 0 1 0 11 0 1 0 1 1 1 0 10 1 1 1 1 1 1 1 11 1 1 1 1 0 1 1 10 1 1 1 1 0 1 1 01 1 0 1 1 1 1 0 00 1 1 1 0 1 1 1 00 1 1 1 0 1 1 0 01 1 1 1 0 1 1 1 01 1 1 1 0 1 1 0 01 1 1 1 0 1 1 1 11 1 1 1 0 1 1 0 11 0 1 1 0 1 0 1 11 0 1 1 1 1 0 0 01 0 1 1 1 1 0 1 00 0 1 1 1 0 0 1 01 0 1 0 1 0 0 1 00 1 1 0 1 0 0 1 01 1 1 0 1 0 0 1 1

15 16 17 18 19 20 21 22 231 1 1 0 0 1 1 0 01 1 1 0 0 1 0 0 11 1 1 0 1 1 0 0 11 0 1 0 1 0 0 0 11 0 1 0 1 0 0 1 11 0 1 0 1 0 0 1 11 1 1 0 0 1 0 1 01 1 1 0 1 1 0 1 10 1 1 0 0 1 0 0 00 1 1 1 1 0 1 1 11 1 1 1 0 0 1 0 00 0 1 1 1 1 1 1 01 0 1 1 1 1 1 0 01 1 1 0 1 1 1 1 01 1 1 0 1 1 1 0 11 0 1 1 1 1 1 1 11 0 1 1 1 1 1 0 11 0 0 1 0 0 1 0 11 0 0 1 0 0 0 0 11 0 0 1 0 1 0 1 11 0 0 1 0 1 1 1 11 0 0 1 0 1 1 0 01 1 0 1 0 0 1 0 01 0 0 1 0 0 1 1 11 0 0 0 1 0 1 1 01 1 0 0 0 0 0 1 01 1 0 0 1 1 0 1 01 1 0 1 0 1 0 0 01 1 0 1 1 1 1 0 01 1 1 1 0 1 1 0 1

24 25 26 27 28 29 30 31 321 1 1 0 0 0 1 0 11 0 1 0 0 1 1 1 11 0 1 0 1 1 1 0 01 0 1 0 1 1 1 0 01 1 1 0 1 1 1 1 01 1 1 0 1 1 0 1 11 1 1 0 1 1 0 1 11 0 0 0 1 1 1 1 11 0 0 0 1 1 1 0 01 0 0 0 1 1 1 0 01 0 0 1 1 1 1 1 01 0 0 1 1 1 1 1 11 0 1 1 1 1 0 1 11 0 0 1 1 1 0 0 11 0 1 1 1 1 0 0 10 0 1 1 0 1 0 1 00 0 0 1 0 1 0 1 10 1 0 1 1 1 1 1 00 1 0 1 0 1 1 1 10 1 0 1 0 1 1 1 10 0 0 1 0 0 1 0 11 0 0 1 0 0 1 0 01 0 1 1 0 0 0 0 10 1 1 1 1 0 0 1 10 1 1 1 0 0 1 1 00 1 1 1 0 0 1 1 11 1 1 1 0 0 0 0 10 1 1 1 0 0 0 0 10 1 0 0 1 0 0 0 00 1 1 0 1 0 1 0 0

Number of Items

33 34 35 36 37 38 39 40 410 1 1 0 0 0 1 0 10 1 0 0 0 0 0 1 00 1 0 0 1 0 0 0 00 1 0 1 0 0 0 1 00 1 0 1 1 0 1 0 00 1 0 1 0 0 0 1 00 1 0 1 1 0 0 0 01 1 0 1 0 0 0 1 01 1 1 1 1 0 0 0 01 1 1 1 0 1 1 1 11 1 1 0 1 1 1 1 11 1 0 0 0 1 1 1 10 1 0 1 1 1 1 0 10 1 0 0 0 1 1 0 10 1 1 0 0 0 1 1 10 1 0 0 0 0 1 0 10 1 1 0 1 0 1 1 10 1 0 1 1 0 1 0 10 1 1 1 1 1 0 1 00 1 1 1 1 0 0 0 00 0 1 1 1 0 0 1 10 0 1 1 1 1 0 1 11 1 1 0 1 0 1 1 10 1 1 0 1 0 1 1 10 1 1 0 1 1 1 0 10 1 1 1 1 1 1 0 00 1 0 1 0 1 1 0 00 1 0 1 0 1 1 0 00 1 0 0 0 1 1 0 10 0 0 0 0 1 1 1 1

42 43 44 45 46 47 48 49 500 0 1 1 1 0 0 0 10 1 1 0 1 0 0 1 10 1 1 0 1 0 1 1 10 1 1 0 1 0 1 1 11 1 1 1 1 0 1 1 11 1 1 1 1 0 1 1 01 0 1 1 1 0 1 1 01 1 1 0 0 0 1 1 10 0 1 0 0 0 1 1 11 1 1 0 0 0 1 1 10 0 1 0 0 1 1 1 11 0 1 0 0 1 1 1 10 0 1 0 1 1 1 1 01 0 1 0 0 1 1 1 00 1 1 0 1 1 1 1 01 1 0 0 1 1 0 1 00 1 0 0 0 1 0 1 00 1 0 1 0 1 1 1 10 1 0 1 0 1 0 1 11 1 0 1 0 1 0 1 11 1 0 0 0 1 0 0 10 0 1 0 0 1 0 0 10 0 1 0 1 1 0 0 01 1 0 1 1 1 1 0 01 0 0 1 1 1 0 0 11 0 0 1 1 1 0 0 11 0 1 1 1 1 0 0 00 0 0 1 1 1 0 0 00 0 0 1 0 0 1 0 00 1 0 1 1 0 1 0 1

APPENDIX 14

1 2 3 41 Andi Sulistiyanto 2 1 3 22 Andri Mustofa 2 3 2 13 Ani Lestari 3 4 3 44 Anita Mega Budi 3 3 2 45 Deni Joko Susilo 2 4 3 26 Dewa Ageng Beby 3 3 2 47 Dianita Nugraha 2 3 3 48 Eka Sapitri 3 4 1 39 Elya Anida 3 4 2 2

10 Erika Hesti Setyani 3 4 2 311 Gita Andriyani 3 3 1 412 Igga Dwi Indriyani 3 3 2 213 Ilma Nur Indyastuti 3 4 1 214 Indah Alfianingtyas 3 3 2 415 Muh Aziz Annaba 2 4 3 416 Mya Tri Rahmawati 1 4 1 417 Nava Galuh Adya 1 3 3 218 Nining Setyowati 4 4 3 319 Nur Laila Agustina 3 3 3 420 Pradina Fitriana 4 3 3 221 Putri Apriyan 2 4 2 222 Rifna Dewi Aryani 3 3 3 323 Rina Dwi Susanti 3 4 3 224 Rismaka Palupi 2 3 2 425 Ryan Wibowo 2 3 1 426 Sandi Ilham Prasety 2 3 2 327 Siska Pebrianti 2 4 2 328 Sri Rahmawati 2 3 2 229 Suprihatin Nur Safitri 2 3 2 230 Tri Nuryani 2 3 2 4

No Nama

Validity and Reliability of Tryout Test of Habit of listening to the English so

5 6 7 8 9 10 11 12 131 2 1 1 2 2 2 1 33 2 3 3 3 2 2 2 44 3 3 4 3 3 3 4 44 3 3 3 3 3 3 3 43 2 4 4 4 2 2 3 43 4 3 3 3 4 4 3 43 2 3 3 3 2 2 3 43 4 4 4 4 4 4 4 44 2 3 4 2 2 2 4 43 2 3 4 3 2 2 3 43 4 4 3 3 4 4 4 44 2 3 3 3 2 2 3 44 3 3 4 3 3 3 3 43 2 3 3 3 2 2 3 44 2 4 4 4 2 2 4 43 4 3 4 3 4 4 4 42 1 2 3 3 1 1 1 44 4 3 4 4 4 4 4 43 3 3 3 3 3 3 3 43 4 2 3 4 4 4 3 13 2 3 4 3 2 2 2 43 2 3 3 3 2 2 3 44 3 3 4 3 3 3 4 43 2 3 3 3 2 2 2 44 4 3 3 4 4 4 4 43 2 3 3 3 2 2 1 44 2 3 4 4 2 2 3 34 2 3 3 3 2 2 4 44 2 4 3 4 2 2 4 43 2 3 3 4 2 2 4 4

ong

14 15 16 17 18 19 20 21 222 3 4 4 1 3 1 2 21 3 3 3 2 2 3 4 34 4 4 4 4 3 4 4 34 4 3 3 3 4 4 4 44 4 4 3 3 2 3 4 33 3 3 3 3 3 3 3 33 3 3 3 3 4 3 4 34 4 4 4 3 2 3 4 44 4 4 4 4 2 4 3 33 3 3 3 3 2 3 4 24 4 4 4 4 3 3 4 43 3 4 3 3 2 4 3 34 3 4 3 3 3 4 3 43 3 3 3 3 2 3 4 34 4 3 4 4 2 4 4 34 4 3 3 4 2 3 4 43 3 2 2 1 2 2 3 14 4 4 4 4 3 4 4 33 3 3 4 3 2 3 3 31 3 4 1 3 4 3 4 44 3 3 3 2 3 3 4 34 3 3 3 3 3 3 3 23 3 4 3 4 1 4 4 34 3 2 2 2 2 3 3 33 3 4 4 4 3 4 4 33 2 3 3 1 2 3 3 24 3 4 2 3 2 4 4 33 3 3 3 4 3 4 4 33 4 4 4 4 3 4 4 34 3 3 3 4 3 3 4 3

Number of Items

23 24 25 26 27 28 29 302 2 2 2 2 1 3 1 602 4 2 3 3 3 2 3 784 3 2 3 4 4 2 4 1054 2 2 3 4 3 3 954 1 1 1 1 4 2 3 864 3 2 3 3 3 4 3 952 3 2 2 3 3 3 3 874 1 2 3 4 4 4 4 1042 3 3 3 3 4 2 4 942 2 2 2 3 4 2 3 843 4 2 3 4 3 1 4 1022 3 2 3 3 3 3 3 863 3 2 3 4 4 2 3 952 3 2 3 3 3 2 3 852 4 2 2 4 4 2 4 994 2 2 3 4 4 2 4 992 3 1 2 3 3 2 1 633 4 4 4 4 4 4 4 1142 3 2 3 4 3 2 3 903 2 2 3 3 3 1 3 873 2 2 3 4 4 2 2 853 3 2 2 3 3 2 3 853 3 2 3 3 4 2 4 964 3 2 3 3 3 2 2 814 4 3 3 3 3 2 4 1024 2 2 3 3 3 2 1 753 2 2 3 4 4 2 3 903 3 2 3 4 3 2 4 903 4 2 3 4 3 2 4 962 2 2 2 3 3 2 4 88

Total

APPENDIX 15

1 2 3 4 51 Andi Sulistiyanto 4 3 3 4 32 Andri Mustofa 4 3 3 3 33 Ani Lestari 3 4 4 3 44 Anita Mega Budi 3 2 3 3 25 Deni Joko Susilo 3 2 2 2 26 Dewa Ageng Beby 2 2 2 2 27 Dianita Nugraha 2 3 3 3 38 Eka Sapitri 2 3 4 4 49 Elya Anida 3 3 3 3 3

10 Erika Hesti Setyani 3 3 3 3 311 Gita Andriyani 3 2 2 2 212 Igga Dwi Indriyani 4 3 3 3 413 Ilma Nur Indyastuti 4 3 3 4 414 Indah Alfianingtyas 3 2 2 2 215 Muh Aziz Annaba 4 4 4 4 416 Mya Tri Rahmawati 3 2 3 2 317 Nava Galuh Adya 4 3 3 3 318 Nining Setyowati 2 2 2 2 219 Nur Laila Agustina 3 4 3 3 320 Pradina Fitriana 2 3 3 2 221 Putri Apriyan 3 3 3 3 322 Rifna Dewi Aryani 2 2 2 2 223 Rina Dwi Susanti 3 3 4 4 424 Rismaka Palupi 2 3 2 2 225 Ryan Wibowo 3 3 3 3 326 Sandi Ilham Prasety 2 3 1 1 127 Siska Pebrianti 3 2 1 2 128 Sri Rahmawati 2 2 1 1 129 Suprihatin Nur Safitri 3 2 3 3 330 Tri Nuryani 3 2 2 2 2

No Nama

Validity and Reliability of Tryout Test of speaking skill (Y)

6 7 8 9 10 11 123 4 3 3 3 3 33 3 3 3 3 3 33 4 3 4 3 4 32 2 3 3 2 2 22 2 2 2 3 2 22 2 2 2 3 3 34 3 3 4 3 3 24 4 3 3 3 3 43 3 3 3 3 3 33 3 3 3 3 3 32 2 2 3 2 2 33 4 3 4 4 4 44 4 4 4 3 3 33 3 3 4 4 3 34 4 4 4 4 4 42 3 2 3 2 3 33 3 3 3 3 3 32 2 2 2 2 2 23 3 3 3 3 3 32 2 2 2 3 3 33 3 3 3 3 3 32 2 2 2 2 2 23 4 4 4 4 4 42 2 3 4 2 2 23 3 4 4 4 4 31 1 1 1 1 1 12 2 2 2 2 1 21 1 1 1 1 1 13 3 3 2 2 2 23 2 2 3 2 2 2

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