THE CORRELATION BETWEEN THE STUDENTS’ SOCIOLINGUISTICS ...
Transcript of THE CORRELATION BETWEEN THE STUDENTS’ SOCIOLINGUISTICS ...
THE CORRELATION BETWEEN THE STUDENTS’ SOCIOLINGUISTICSCOMPETENCE AND THEIR SPEAKING ABILITY
(A Descriptive Study at the Third Semester Students of English Department inUnismuh Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Part Fulfillment of
the Requirement for the Degree of SarjanaPendidikan in English Education
BYDINA AWALIA
10535 4486 10
ENGLISH DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR2016
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Dina Awalia
Nim : 10535 4486 10
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Correlation between The Students’ Sociolinguistics
Competence and Their Speaking Ability at the Semester
Students of English Department in Unismuh Makassar
(Descriptive Study)
Dengan ini menyatakan bahwa :
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya
sendiri. Bukan hasil ciplakan dan tidak dibuat oleh siapapun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2016
Yang membuat pernyataan
Dina Awalia
v
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : Dina Awalia
Nim : 10535 4486 10
Jurusan : Pendidikan Bahasa inggris
Judul Skripsi : The Correlation between The Students’ SociolinguisticsCompetence and Their Speaking Ability at the SemesterStudents of English Department in Unismuh Makassar
(Descriptive Study)
Dengan ini menyatakan perjanjian sebagai berikut bahwa :1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya menyusun sendiri dan tidak dibuatkan oleh siapapun.2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi
dengan pembimbing3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan
skripsi ini.4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,
2, 3 maka saya bersedia menerima sanksi sesuai dengan aturan yangberlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2016Yang membuat perjanjian
Dina Awalia
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Motto and Dedication
Be sure We shall test to you with something of fear and
hunger, lack of wealth, lives and fruits. And give glad tidings to
those who patiently. (They are) those who, when misfortune befalls,
they say, “Inna lillaahi wainna ilaihi rooji’uun”. It was they who
got a perfect blessing and mercy from their Lord, and they are the
ones that receive guidance. (QS. Al-Baqarah: 155-157)
Idedicate this thesis for:
My beloved Ayah and Ummi (H. Mamang Amin and Hj.
Ridhayah Usman, My beloved Uncle KH. Djamaluddin Amin, my
sister Muanah, Muayyadah, Armaya, Mahdana (specially for my
sisters Checeng and Mahda that helped my study for about five
years) and my brother Muazzinul Ummah and his wife Syamsidar
that gave me the best motivation, my brother Zulkhaeran and my
young brother Mursyidul Amin, and my best friends for sincerity
and prayers in support of the author to bring hopefully into
reality.
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ABSTRACT
DINA AWALIA. 2016. The Correlation Between Students’ SociolinguisticsCompetence and their Speaking Ability (Descriptive Study at the third SemesterStudents of English Department in Unismuh Makassar). English EducationDepartment. The Faculty of Teachers Training and Education. MuhammadiyahUniversity of Makassar. Supervised by Erwin Akib and Amar Ma’ruf.
This research aimed to find out the correlation between students’sociolinguistics competence and their speaking ability.
This research was descriptive research. The research was conducted inEnglish department in Unismuh Makassar. The population was the third semesterstudents in academic year 2015/2016. The researcher took one class whichconsisted of 40 students.
The result of the research about the correlation between students’sociolinguistics competence and speaking ability is determined by correlationcoefficient in Pearson Product formula. Correlation coefficient shows how theyare correlated through scores or numbers. After calculating data of those variablesappropriately, obtained correlation coefficient is 0.74 in the interval of 0.70 –0.90, this means that the correlation belongs to “high correlation”. In other words,there is a significant correlation between students’ sociolinguistics competenceand their speaking ability.
Finally, the writer concluded that, there is a correlation between students’sociolinguistics competence and their speaking ability at the third semesterstudents of English department in Unismuh Makassar.
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ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah Robbil ‘Alamin, the writer is grateful for all the bounties
that Allah Subhaanahu Wa Ta’ala has showered on one which enabled me to
complete this thesis. Shalawat and salam are addressed to the final chosen
religious messenger, the Prophet Muhammad Shollallaahu ‘Alaihi Wasallam who
has changed the human life.
The writer realizes that many hands have given their helps and useful
suggestion for the completion of this thesis. Without the assistance of these
people, this thesis would never have existed. Therefore, the writer would like to
express his appreciation and sincere thanks to all of them particularly:
1. Dr. H. Irwan Akib, M. Pd, the Rector of the Muhammadiyah University of
Makassar.
2. Dr. H. A. Syukri Syamsuri, M. Hum, the Dean of Teacher Training and
Education Faculty.
3. Erwin Akib, S.Pd, M.Pd, the Head of English Education Department of FKIP
Muhammadiyah University of Makassar
4. My high appreciation and great thankful are due to consultant Erwin Akib,
S.Pd, M.Pd and Amar Ma’ruf, S.Pd, M.Hum who have given their valuable
time and guidance to finish this thesis.
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5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the
lecturers of English Department and all staff of Makassar Muhammadiyah
university of for their guidance during the years of my study.
6. The writer would like to express my deepest and affectionate thank to my
parents for their prayers, failing love, sacrifice and continual understanding
7. Thanks for my best friends Niken Hardiyanti Johan, Meli Kamelia, and
Sapriani who have given their time, guidelines, and patient, especially during
the writer arranging this thesis.
8. Thanks to all my friends in Amazing Class and the big family of EDSA 2010.
Makassar, Februari 2016
Dina Awalia
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TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................... i
APPROVAL SHEET ................................................................................... ii
CONSELLING SHEET ................................................................................ iii
SURAT PERNYATAAN ............................................................................. iv
SURAT PERJANJIAN ................................................................................ v
MOTTO AND DEDICATION .................................................................... vi
ABSTRACT ................................................................................................. vii
ACKNOWLEDGMENT .............................................................................. viii
TABLE OF CONTENT ............................................................................... x
LIST OF TABLE ......................................................................................... xii
LIST OF CHART ......................................................................................... xiii
LIST OF APPENDICES .............................................................................. xiv
CHAPTER I : INTRODUCTION
A. Background ...................................................................................... 1
B. Problem Statement ........................................................................... 2
C. Objective of the Research ................................................................ 2
D. Significance of the Research ............................................................ 2
E. Scope of the Research ...................................................................... 4
CHAPTER II : REFIEW OF RELATED LITERATURE
A. Previous Related Research Findings ................................................ 5
B. The Concept of Speaking ................................................................. 10
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C. The Characteristics of the Successful Speaking ............................... 15
D. How to Teach Speaking .................................................................... 15
E. The Concept of Sociolinguistic Competence ................................... 16
F. The Correlation between Sociolinguistic Competence and Speaking 39
G. Conceptual Framework ……………………………………………. 41
H. Research Hypothesis ………………………………………………. 41
CHAPTER III : RESEARCH METHOD.
A. Research Design ............................................................................... 42
B. Research Variables............................................................................ 42
C. Population and Sample .................................................................... 42
D. Research Instrument ......................................................................... 43
E. Procedure for Data Collection........................................................... 43
CHAPTER IV : FINDINGS AND DISCUSSION.
A. Findings ............................................................................................ 47
B. Discussion ........................................................................................ 53
CHAPTER V : CONCLUSION AND SUGGESTION.
A. Conclusion ....................................................................................... 55
B. Suggestion ........................................................................................ 55
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLE
Table Page
4.1 The classification and percentage of the students’ main ideas ............... 26
4.2 The classification and percentage of the students’ main ideas ............... 28
4.3 The Mean Score of the Students ............................................................ 29
4.4 The Data of the Correlation Language competence and Speaking ........ 30
4.5 The Summarize the Result of the Correlation ........................................ 31
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LIST OF CHART
Chart Page
4.1 The classification and percentage of the students’ main ideas ............... 27
4.2 The classification and percentage of the students’ main ideas ............... 29
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LIST OF APPENDICES
Appendix Page
I Instrument of Evaluation Test ................................................................. 39
II. The students’ Score of Vocabulary and Speaking ability ........................ 40
III. Data of Correlation Language Competence and their Speaking ability.. 42
IV. Value of the Correlation Coefficient for Different Level of significance 45
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CHAPTER I
INTRODUCTION
A. Background
English is one of the international language, it also become language of
science and technology. English as one of the subjects that has been adapted
with curriculum that have competence in skills of English including listening,
speaking, reading and writing. As almost people know that speaking is one of
the important skills that must be practiced. By speaking people are able to
know what kinds of situations the world. People need to communicate with
other people, especially with people from other countries. Through speaking
the students can stimulate to speak with others in social interaction or in the
classroom.
Hudson (1967) defines sociolinguistics as the study of language in relation
to society. It is important to recognize that much of the interest in
sociolinguistics has come from people (such as educationalists) who have
practical concern for language, rather than a desire simply to understand better
how this small area of the universe works.
Mugford (1999) defines sociolinguistics competence has contributed
to help foreign language teaching achieve a greater understanding of the
nature of language, as well as its manifestations, along with the understanding
of the nature of society.This mentioned has implied better preparation on the
foreign language teacher’s part, and a more complete and complex exposure
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to the target language and the evolving factors in it, on the students’ part.
Nevertheless, it is important to question whether both teachers and students’
sociolinguistic competence and performance are balanced enough to
determine if the people they interact, teach and learn from are salient
‘knowers’ and users of the language.
Sneddon (2003) says that a first language (also native language or
mother tongue) is the language has learned by someone from birth, or that a
person speaks the best and so is often the basis for sociolinguistic identity. In
some countries, the terms native language or mother tongue refer to the
language of one's ethnic group rather than one's first language. Children
brought up speaking more than one language can have more than one native
language, and be bilingual. A second language is any language that one speaks
other than one's first language.
One of the more widely accepted definitions of a native speaker is
someone who was born in a particular country and was raised to speak the
language of that country during the critical period of their development, The
journal or qualifies as a "native speaker" of a language if they were born and
immersed in the language during youth, in a family where the adults shared a
similar language experience as the child. Native speakers are considered to be
an authority on their given language due to their natural acquisition process
regarding the language, versus having learned the language later in life. This is
achieved through personal interaction with the language and speakers of the
language. Native speakers will not necessarily be knowledgeable about every
grammatical rule of the language through their experience with the language.
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From explanation mentioned above, the writer know how important the
sociolinguistics competence in speaking activity. Based on the explanation
above, the writer commits in carrying out the research entitle “The Correlation
between Students’ Sociolinguistics Competence and Their Speaking ability at
the third semesters of the English students’ in Universitas Muhammadiyah
Makassar.
B. Problem Statement
The problem investigate in this research is formulated as follow :
Is there any correlation between students’ sociolinguistics competence and
their speaking ability at the third semester students in English department of
Unismuh Makassar ?
C. Objective of the Research
The objective of this research is finding out the correlation between
students’ sociolinguistics competence and their speaking ability
(comprehensibility) at the third semesters students of English department in
Unismuh Makassar.
D. Significance of the Research
After conducting this research, the writer hopes that the result is avaluable
contribution to the readers. The writer hopes that the result of the study is
provide:
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1. The students: They are able to increased their sociolinguistics competence
and speaking ability.
2. The teachers: They are able to increased their techniques in teaching
English.
3. The writer: It can study and get more information to identify the problem
in sociolinguistics competence and speaking, beside that this thesis is an
experience for the writer in writing English.
4. The readers: This piece of writing are, at least, be of reference in providing
the reader with English activity.
E. Scope of the Research
The scope of the research is limited on the study of the correlation between
students’ sociolinguistics competence especially of students’ native
languageand speaking ability (comprehensibility) at the third semester
students of English department in Universitas Muhammadiyah Makassar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Susan Gal (1979) in her research that connects with the
sociolinguistic aspects of anthropology who find the values of a group of
socio-cultural and cultural norms of behavior which depicts those values.
Anthropologist interested in the question of how a speaker (as individuals)
involved with the structure of society that uses language choice to express
cultural values. Because an individual can perform different election to the
values offered by the culture at different time.
Gal examines a matter of choice and language shift in
Oberwart,Eeast-Austria, close to the Hungarian border. She remained there
for a year in a local family. Gal also uses interviews and questionnaires but
data collected in this way be regarded as complementary. Data obtained
from the essence of daily observations during she stay with the subjects
examined, along with the recording. Because according to him, the data
obtained through questionnaires that sometimes cannot be trusted, because
it needs a profound observation.
Gal found that sociolinguistic identity of someone looks strong in his
behavior towards monolingual. In Obewart, monolingual means
monolingual in German, as virtually all adult Hungarian speakers are
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bilingual. Generally speaking, the members of the community who speak
Hungarian expected to switch to the German language if there
monolingual, people used Jerman language. Things like that can be seen in
places of public gathering. The true value of that fact is the use of the
German language by citizens of Hungary shows the status as Austrians be
side a subordinate group of local residents. Galobserved in Obewart many
bilingualin Hungarian and German.
Giles (1973) states that definition of sociolinguistic research that
uses social psychology conducted by Giles who cultivate the theory of
accommodation. Giles develop asense of accommodation, a term
commonly used in psychology, into linguistic behavior. The
accommodation usually takes the form of convergence (fused or towards
one direction), the speaker will choose one language or variety of language
that is appropriate to the needs or the ability of the speaker.
In other words, a speaker may be does not attempt to adjust the
interlocutor he said with interest and even deliberately make she said
nothing in common with the other person. This will happen if the speaker
wants to emphasize loyalty or loyalty to the group and broke away from
the opposing group said. Symptoms such example is on the Negroin the
United States, which in its dialogue with the white people sometimes
deliberately wearing typical English non standard of nigger, just to show
that he is not white (which is often condescending) but Negroes. Such an
attitude also on the Arabs who in 1970 issued acommunique on oil is not
in English but in Arabic.
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Mugford (1999) states that the importance of sociolinguistic
competence is not limited to the practice of structures and vocabulary in
simple and complex exchanges. Sociolinguistic competence is concerned
with higher thinking competences through which students demonstrate
how they can use language in and outside the classroom, and to prove how
they can manage information in the target language. Most importantly,
sociolinguistics competence also has a strong role in the way learners use
the language. They are learning to enrich the knowledge they process.
Language teachers should consider the language classroom as a forum that
can be enriched through the fundamentals of sociolinguistics so that
students obtain the opportunity to use their linguistic knowledge and put it
to the test in situations that will enrich a great number of competencies.
Language learners encounter fragments of knowledge at all times:
every time that they learn how to state a hypothesis, a possibility and to
refute a statement, for example, they are being active participants in the
consolidation of the shared knowledge in the classroom. Thus, language
and the act of learning a foreign language will cause learners to question
their convictions and already learned information; the extent to which they
use their own language correctly, and will also enable them to visualize
how they can use the language they are using and their mother tongue to
communicate new ideas.
At this point, it is important to question how well students use the
knowledge they possess; how prepared they are to embrace new
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knowledge; whether they can be perceptive enough to realize they have
come across new knowledge; and whether the language classroom can
host the production of such knowledge. The most obvious appreciation
one can make is that knowledge will emerge in the environment where its
structure is addressed (facts, examples, details, hypothesis, thesis, etc); and
since certain language structures can directly promote addressing elements
of knowledge structure (second conditional in English can be used to study
hypothesis), one can logically think that a language classroom that invites
and welcomes reality and information beyond the learners’ mother culture
and that of the language they are learning, will certainly have scope to help
students use language for greater purposes than classroom communication.
Language teachers should consider the language classroom as a
forum that can be enriched through the fundamentals of sociolinguistics so
that students obtain the opportunity to use their linguistic knowledge and
put it to the test in situations that will enrich a great number of
competencies. A language classroom will be a limited learning space if the
teaching process and the teacher’s initiatives rely solely on the situations
presented in the book, but if a teacher devises ways to address the salient
elements of sociolinguistic competence in the classroom, his/her classes
will be filled with relevance, meaning and richness in terms of
explorations.
From the three examples above, while a limited appreciation, one
can see how sociolinguistic competence does have a significant role in the
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way language is used to communicate, to interact, share and acquire new
knowledge. For this reason, while interaction with native speakers might
be a reliable tool that will help learners understand the way language is
used in a sociolinguistically successful manner, experimenting with
different situations and with a wide range of information might also help
students devise means to use their sociolinguistic knowledge to fulfill the
needs of the situation they are presented with.
Based on the finding above the researcher finds the similarity and
differences, such as: the similarity between their research and this research
have same goal to sociolinguistics competence. The differentiate between
their research and the writer are:
1. Gal analyzed how to produced and understand language in different
sociolinguistic contexts of anthropology, taking into consideration
such factors as the status of participants in society, beside the
researcher analyzes the sociolinguistics competence by the students in
speaking ability.
2. Giles also analyzed states that usessocial psychology conducted
cultivate the theory of accommodation to develop asense of
accommodation, a term commonly used in psychology, into linguistic
behavior who the speaker will choose one language or variety of
language that is appropriate to the needs or the ability of the speaker.
3. Mugford analyzed to develop a concept of sociolinguistics competence
that is concerned with higher thinking competences through which
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students demonstrate, besides the researcher applicable to language in
speaking.
B. The Concept of Speaking
1. Definition of speaking
Speaking means the ability to express our idea, opinion and
communication about ourselves, interesting, world and all thing around us
through our sound system fluently with good pronunciations, grammar,
suitable of vocabularies and good understanding of the speaker and the
listener.
There are eight definitions of speaking that have been proposed by
some experts in language learning.
Hornby (1973:45) states that speaking is making the use of words in an
ordinary voice, offering words, knowing and being able to use language
expressing one-self in words, and making speech.
According to Walter in Mila (2008:10), speaking is one way of
learning about one self. In speaking, someone must face problems that
have history and relatively to other people, groups, and the predictions we
have formed for living together.
Widowson (1985:10) states that speaking is a means of oral
communication that gives information involves two elements, namely the
speaker who gives the messages and the listeners who get or receive the
messages.
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Tarigan in Mila (2008:10) states that speaking is what the children get
by listening and send it out to the other by voice or sound.We can attempt
a closer definition by saying that speaking is combining sounds in a
recognised and systematic way, according to language-specific principles,
to form meaningful utterances, of course to express an idea or feeling to
another.
Tarigan (1990:15) says that speaking is the ability to pronounce
articulation of sounds or words for expressing, stating and conveying
thought, ideas and feeling. Speaking is so complex because it includes
many aspects such as grammar, pronunciation, fluency and vocabularies.
Nunan (1991:40) says that speaking is using language in the simplest
way by producing ordinary sound. Speaking in not only to communicated
with other people but by speaking can get new information or can share to
idea with other people. Language just possessed by human being to
interact each other. Communication can be done at least by two people,
there are speaker and hearer. The hearer should listen and understand what
speaker says, and then gives a response.
Bygate (1987:3) says that in order to achieve a communicative goal
throughspeaking, there are two aspects to be considered – knowledge of
the language, and skill inusing this knowledge. It is not enough to possess
a certain amount of knowledge, but aspeaker of the language should be
able to use this knowledge in different situations.
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Brown (2001: 271) says that speaking skill is always related to
communication. Speaking skill itself can be stated as the skill to use the
language accurately to express meanings in order to transfer or to get
knowledge and information from other people in the whole life situation.
2. The Components of Speaking
Vanderkevent (1990:8) says that there are three components in
speaking as follows:
a. The speakers
The speakers are a people who produce the sound. They are
useful as the tool to express opinion or feelings to the hearer. So if
there are no speakers, the opinion or the feelings or the feeling
want not be stated.
b. The listeners
The listeners are people who receive or get the speaker’s
opinion or feeling. If there are no listeners, speakers will express
their opinion by writing.
c. The Utterances
The utterances are words or sentences, which are produced by
the speakers to state the opinion. If there is no utterance, both of
the speakers and the listeners will use sign.
3. Elements of Speaking
There are some aspects of speaking that normally considered as the
crucial aspect and should be mastered by the students who are learning
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English. A number of criteria have been suggested for evaluating
spoken language. But not all of these may be equally relevant to all
students at all times, and of course there may be other criteria which
particular situations may demand. Heaton (1988) proposed that three
elements that are used as the parameters in assessing the speaking skill
as they are described as followed:
a. Accuracy
Accuracy refers to producing correct sentences by putting
correct vocabulary and grammar. Accuracy concerned about how shall
a person prioritizes the two clearly important speaker goals of accurate
(clear articulate, grammatical, and phonological correct). All these
components are explained as below:
1) Pronunciation
Pronunciation is very important in speaking because it will
influence the meaning of word. Dawson (1984), states that
pronunciation practice means listening and distinguishing one
sound from another as well as saying the sounds properly.
Pronunciation is the way in which a language is spoken, the way in
which a word is pronounced, the way a person speaks the word of
the language. Alexander, at all (1998) pronunciation is the way in
which a language or a word particular is pronounced.
In speaking, the speaker’s utterances can be understood. This
means that the speakers need to be able to say what they want to say.
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This means that the students’ pronunciation should be at least adequate
for the purpose. Allen et al (1997) stated that when the students can
discriminate among sound feature of the language they are learning,
and when they have received specific suggestions about how to
produce certain sounds and sound combinations, they must be given
opportunity to practice their pronunciation.
2) Vocabulary
Mastering vocabulary is the first step to speak English. The two
kinds of vocabulary are active and passive vocabulary. Active
vocabulary means that the students should be able to use the words in
speaking and writing. While passive vocabulary means that the
students should be able to recognize and understand the words when
they are listening to someone or when they are reading. Dawson
(1984) divides vocabulary into two kinds: (1) active vocabulary. That
is the words they can understand and produced, (2) passive vocabulary.
That is, those they can understand only (passive vocabulary is always
larger than active).
3) Grammar
Gautam (1988) states that the quality of students; speaking
ability will be better if they have a good structure. Knowing the
grammar is the crucial in learning English because through the
grammar, the students will understand how to organize the words into
a sentence, what tenses will be used, and what is the proper utterance.
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Ur (1996) confirmed that grammar is defined as the way words are put
together to make correct sentences.
b. Fluency
Fluency refers to communicate the ideas without thinking too
much about the things to say or having to stop. Fluency is indicated by
natural speed of speaking and only little number of pause. These signs
indicate that the speaker does not need to spend so much time to decide
the language items to apply in extending the massage. The speaker
may often have to search for a way to say what he wants to say.
Contributions may be limited to one or two simple utterances. Fluency
can also refer to smoothness or flow with sounds; syllables, words, and
phrase are combined all together when someone speaks quickly. Simon
and Schuster (2006) define fluency as:
1. The quality of flowing, smoothness, freedom from harshness
2. The ability to write or to speak easily, smoothly, expressively,
readiness or smoothness speech.
c. Comprehensibility
Comprehensibility is the process of understanding of the
structure sent by the speaker to the listener. According to Clark (1977)
comprehension has two common senses namely narrow sense and
broader sense. In narrow sense, it donates the building of meaning
from sounds. Comprehension in broader sense donates the
interpretation the meaning and utilized the speech act conveyed by the
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speaker without need of too much attention in the individual features
in the speech signal. It covers the big picture and it is not always
restricted to pronunciation and appropriate vocabulary. Therefore,
comprehensibility refers to the general meaning of the speech
delivered.
C. The Characteristics of Successful Speaking
According to Nunan in Nursam Sailu (2011:17) there are four
characteristics of successful speaking.
1. Learners talk a lot
2. All participants are involved
Classroom discussion is not dominated only by some persons or
groups. We can say that it is success if every person is talkative
participants.
3. Motivation is high
Learners are eager to speak because they are interested to the topic and
have something new to say, or because they want to contribute and
achieve task objective.
4. Language is acceptable
Learners express themselves in utterance that are relevant easily
comprehensible to teach and acceptable level of long accuracy.
Based on definition above about speaking, the researher can
conclude that speaking is always related to communication. Speaking skill
itself can be stated as the skill to use the language accurately to express
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meanings in order to transfer or to get knowledge and information from other
people in the whole life situation, and there are three components in speaking:
speakers, listeners and utterances.
D. How to Teach Speaking
Hornby (1995: 37) says that teaching means giving the instruction to (a
person): give a person (knowledge skill). While speaking means to make use
of words in an ordinary voice. So, teaching speaking is giving instruction to a
person in order to communicate. Speaking is a crucial part of second language
learning and teaching. Despite its importance, for many years, teaching
speaking has been undervalued and English language teachers have continued
to teach speaking just as a repetition of drills or memorization of dialogues.
However, today's world requires that the goal of teaching speaking should
improve students' communicative skills, because, only in that way, students
can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance.
Harmer (2007:122) says that when teaching young learners we constantly
have to keep in mind the factthat what we have in front of us is a mixed class
with varied abilities,expectations, motivation level, knowledge and last but not
least, differentlearning styles. Thus, need to vary approaches and offer as
muchopportunity as possible to make the whole class find a little something to
holdon to, expand and grow. Young learners are like sponges, they soak
upeverything we say and how we say it. Thus clear and correct pronunciation
18
is ofvital importance, since young the learners repeat exactly what they hear.
What hasbeen learned at an early stage is difficult to change later on.
One rule thatapplied here is slowly and steadily through constant revision
and recycling. Withthe help of mixed activities, such as dialogues, choral
revision, chants, songs,poems and rhymes, the students speaking abilities
grow, their pronunciation getsbetter and their awareness of the language
improves. When applying the abovementionedtools into the teaching practice,
what should be kept in mind is thatinteraction is an important way of
learning.Therefore, increased oral emphasisshould be included in our teaching
to give the students as much speaking time aspossible.
Now many linguistics and English as second language (ESL)
teachersagree on that students learn to speak in the second language by
"interacting".Communicative language teaching and collaborative learning
serve best for thisaim. Communicative language teaching is based on real life
situations thatrequire communication. By using this method in ESL classes,
students will havethe opportunity of communicating with each other in the
target language. Inbrief, ESL teachers should create a classroom environment
where students havereal-life communication, authentic activities, and
meaningful tasks that promoteoral language. This can occur when students
collaborate in groups to achieve agoal or to complete a task.
Harmer (2007:123) says that there are three reasons for teaching speaking:
1. Speaking activities provide rehearsal opportunities, chances to practice
real life speaking in the safety of classroom.
19
2. Speaking task in which the students try to use any or all of the language
they know provide feedback for both teacher and students. Everyone
can see how well they are doing: both how success they are and also
what language problems they are experience.
3. The more students have opportunities to activate the various elements of
language they have stored in their brain, the more automatic their use of
these elements becomes. As a result, students gradually become
autonomous language users. This meant that they will be able to use
words and phrase fluently without very much conscious thought.
Harmer (2007:124) says that good speaking activities should be
extremely engaging for the students. If they are all participation fully, and
the teacher has set up the activities properly. And then give sympathetic
and useful feedback. In teaching speaking the students should speak
clearly using good grammar, pronunciation. Because it can make the
communication become well. And students can speak more actively in the
class.
Based on definition above about teaching speaking, the researcher
can conclude that teaching speaking is means giving the instruction to (a
person): give a person (knowledge skill). While speaking means to make
use of words in an ordinary voice. So, teaching speaking is giving
instruction to a person in order to communicate.
20
E. The Concept of Sociolinguistic Competence
1. Definition of Sociolingustics
Sociolinguistics is an interdisciplinary science between sociology
and linguistics, two areas of empirical science which has a very close
connection. Sociology itself can be interpreted as an objective and
scientific study of man in society, and the institutions and social processes
that exist in society. Sociology trying to figure out how the community
took place, lasting and remain there. While linguistics is a science that
studies the language or science that takes language as an object of study. It
can be concluded that sociolinguistics are interdisciplinary field of science
that studies the language in relation to the use of language in society.
De Saussure (1961) at the beginning of the 20th century mention
that the language is one of the social institutions similar to other social
institutions such as marriage, inheritance treasures and so on. In the
middle of this century experts in the field of language felt the need for
more attention to the dimensions of societal language, because it turns out
the dimensions of society not only gives "meaning" to the language, but
also led to a wide-variety of language which not only demonstrates the
existence of social differences in society but also gives an indication of the
language situation and reflects the goals, topics, rules and modes of
language use.
Languageas an object in sociolinguistics not be approached as a
language as performed by general linguistics, but rather approached as a
21
means of interaction or communication in human society. Every human
social activity is always associated with the language. Therefore, no matter
what the formulation of sociolinguistics given by experts will not be
separated from the question of the relationship of language with activities
or aspects of society.
2. Definition of Sociolinguistic competence
Mugford (1999) the importance of sociolinguistic competence is
not limited to the practice of structures and vocabulary in simple and
complex exchanges. Sociolinguistic competence is concerned with higher
thinking competencies through which students demonstrate how they can
use language in and outside the classroom, and to prove how they can
manage information in the target language. Most importantly,
sociolinguistic competence also has a strong role in the way learners use
the language they are learning to enrich the knowledge they possess.
As a field of study that involves the interaction of both language
and society, sociolinguistics has contributed to help foreign language
teaching achieve a greater understanding of the nature of language, as well
as its manifestations, along with the understanding of the nature of society.
The idea above mentioned has implied better preparation on the
foreign language teacher’s part, and a more complete and complex
exposure to the target language and the evolving factors in it, on the
students’ part. Nevertheless, it is important to question whether both
teachers and students’ sociolinguistic competence and performance are
22
balanced enough to determine if the people they interact, teach and learn
from are salient ‘knowers’ and users of the language.
Thus, since sociolinguistic competence offers a platform for
appreciating language in its social, cultural and linguistic dimensions, its
role and significance transcends its definition. This are of study, when
considered, offers views and perspectives that can enable instructors to
generate learning experiences that will form learners as language users
who are able to use language as a tool to explore existing knowledge, to
manage it and to use it to enrich their own.
For this reason, language teachers should consider the language
classroom as a forum that can be enriched through the fundamentals of
sociolinguistics so that students obtain the opportunity to use their
linguistic knowledge and put it to the test in situations that will enrich a
great number of competencies.
A language classroom will be a limited learning space if the
teaching process and the teacher’s initiatives rely solely on the situations
presented in the book, but if a teacher devises ways to address the salient
elements of sociolinguistic competence in the classroom, his/her classes
will be filled with relevance, meaning and richness in terms of
explorations.
Courtney (1980) states that to understand the role of
sociolinguistics competence can be defined quite simply as knowing and
understanding how to speak given the circumstance you are in. When we
23
speak in our native language, we do not have to think about who we are
talking to, or how we should say something. Our words typically came
naturally, it is essential part of effective communication. Second language
learners must learn how to produce and understand language in different
sociolinguistic contexts, taking into consideration such factors as the status
of participants, the purposes of interactions, and norms or conventions of
interactions.
Sociolinguistics is the study of the language used to interact
socially (large dictionary Indonesian language support). Sociolinguistics is
the branch that studies the relationship and interplay between the behavior
of language and social behavior (Kridalaksana, 2008:225), while
according Baalbaki (990: 460) Sociolinguistics is a branch of linguistics
that examines the relationship between language and society, the object of
study is the language level, variation language, diglossia, language
community, modern methods, the context of the situation.
a. Restrictions
Halliday (1970),called sociolinguistics as linguistic institutional
ween language and the people who use it). We imagine (behavior) of
human language user would have various aspects, such as the number,
attitudes, customs, and culture.
Pride and Holmes (1972) concluded sosiolingustic simple: the
study of language as part of culture and society ", ie the study of language
as part of culture and society. Here there is confirmation, the language is
24
part of culture (language in culture), language is not a stand-alone
(language and culture).
In the same year, Fishman (1972), an important figure
sociolinguistics, "revise" the term sociolinguistics sociology of language
(sociology of language with the following definition: the sociology of
language focuses upon the entire gamut of topics related tha social
organization of language behavior, including not only language usage per
se, but also language attitudes, overt behavior toward language and
language users.
b. In interdisciplinary Sociolinguistics
In interdisciplinary sociolinguistics is a discipline which is closely
related to other disciplines such as linguistics, sociology, pragmatic,
Anthropology, dialectology, social psychology.
c. Sociolinguistics and other disciplines
1) Sociolinguistics and Linguistics
General linguistic study of language structure includes a sound,
word, sentence and discourseas a single system is a stand-alone social
focus on functions discussed in consumption, so that the social,
linguistic analysis of the structure of the language as sociated with the
social and cultural context.
Sociolinguistics is the study of linguistics is connected with
sociological factors. Thus, sociolinguistics not left linguistics. It
studied in linguistics (science that studies the language as a
25
phenomenon independent) as a basis for social use to show differences
in the language associated with social factors. It studied in linguistics,
including what should be de Saussure, the Bloomfieldien (Bloomfield,
Charles Fries, and pocket) and the Neo Bloomfieldien with deep
structure and surface structure of his, as seen by sociolinguistic form
the basic language when associated with the user and usage language
will change and difference. Studies on phonology, morphology,
sentence structure, and lexical semantics in linguistics used by
sociolinguistics to reveal the structure of language that is used by
every group said in its context.
Therefore, it is not possible to meet sociolinguistics can study
languages with no knowledge based on linguistic pure. Sociolinguistic
study languages exist diverse because they are influenced by factors
outside the language (social), thus meaning a speech also determined
by factors outside the language. To be able to reveal the meaning and
form of the language is required knowledge of pure linguistics
(grammar), so that the study was not to leave the object in itself.
2) Sociolinguistics and sociology
Sociology is the study of human relationships as individuals or
as groups. Language used by the public as a means of communication
among and study of language variation is one of the study of
sociolinguistics. It relations between the two disciplines can be seen
from the use of research methods.
26
Sociolinguistic looking language as basic research (see the
relationship between the social and linguistic) and see the social
structure as a determinant variable. What there in sociology, in the
form of social facts are transfer red to the social, so comes the belief
that the language as sociated with the social strata. Nevertheless, the
relationship between social and sociological fact is reciprocal
(symbiotic mutualism).
3) Sociolinguistics and pragmatics
Sociolinguistic study of language variation and language use in
relation to the behavior of the people or language variations in its
relationship with the social context of the community that supports it
(Fishman, 1972: 4) the context of the discussion close relation with the
pragmatic knowledge. Context is an element outside the language
being studied in a pragmatic(Aslinda, 2007: 13). What language is
used by a society that has made communication smooth, this is a study
sosioinguistic. Knowledge equally have speakers and dialogue partners
in order to be compatible communication, this study is pragmatic.
Pragmatics is the science that studies the language of goals and
impact language associated with the context, or the use of language
that is adapted to the subject, objectives, participants, venues and
facilities. As sociolinguistics, pragmatics also assumed that the
language (speech) is not monostyle.
27
Pragmatic view of language as a communication tool whose
existence (both form and meaning) is determined by the diversity of
speakers and determined and defined by topic, place, means, and time.
These facts are utilized by sociolinguistics to explain the variations of
language or variety of language. Emphasizes pragmatic aspects of the
communication objectives, as proposed by Searle in the commission
said. Language will be different because of the different purposes.
These things also used by emphasizing the sociolinguistic variation of
language as (by) the function of the language. The use of language in a
pragmatic interlocutors also very expensive factor, namely those
involved in the process of communicating and interacting.
Therefore, the code (to borrow a term sociolinguistics) used were
different. In sociolinguistics, the interlocutor aspect is developed
further by a factor of social or social dialects such as socioeconomic
level, education level, age, sex, social relationships, and so on. Such
utterances "3 X 4 how much?" And the answer will have a different
meaning. Pragmatic view, the difference was due to factors place,
destination, and speakers. Sociolinguistic looking at it from the angle
register. However, both require "shared knowledge" or common
ground to come to a real understanding.
4) Sociolinguistics and anthropology
Anthropology and studying human culture and social system
and reviewing community from the stand point of culture is very
28
broad, and one element of culture is language, what language is used
by all ethnic groups in communicating with other ethnic studies is
sociolinguistic (Aslinda, 2007: 13)
Anthropology is the study of man, especially about the origin,
physical form different colors, customs, and beliefs in the past. In
cultural anthropology considers that contained aspects of language.
Thus, if there are similarities in the language means having close
cultural kinship. It also means, in common language marked similarity
of culture, and the language used in the formation of cultures such as
spells, rhymes reverberate, debate, deliberation, and traditional
ceremonies. Anthropology discuss the outline of language to explain
the cultural aspects.
Sociolinguistic trying to exploit the classification society
through cultural anthropology conducted and sees it as a factor
influencing the language. Sociolinguistic trying retest linguistic data
found that anthropology. View of life (which is reflected in the
behavior) is used as a factor causing variation of language, especially
aspects of vocabulary and structures. It is seen among others in the
Sapir-Whorf hypothesis. Anthropology object naturalistic approach.
Anthropology trying to enter the "setting" of research with rapport
before holding participatory observation. This method is used by
sociolinguistics in order to find the language data accurately while
finding fluently factors in detail. In Atropologi there is the principle of
29
development and change. This principle is transferred into
sociolinguistic so comes the term kronolek, tempolek, and terms taboo
in sociolinguistics. Anthropology also gives the concept of the
structure of culture and cultural transformai to sociolinguistics. This is
indicated by the appearance of the term grandfather (because of the
concept and appreciation tograndparents as parents who have great
character and position), as well as Simbok (as parents who can
complement and give perfection or tombok).
Cultural anthropology conveyed through language, which must
therefore be no communicative ability. This principle was taken by
sociolinguistics. Similarly, knowledge of the culture obtained in
conjunction with the acquisition of language, such as greetings, the use
of language in context. Through it can be known how the culture of
living in a society complete with the values of philosophy that
developed in it.
The language in use for whistle blower cultural anthropology.
Thus, what is considered important, it must be highlighted. In a society
found a variety of terms, in accordance with the level of culture. In
Egypt for example, there is a vocabulary to 500 lions, 200 words for
the snake, 80 word for honey, and a 4644 word for camel. Similarly, in
Javanese culture that accentuates the taste (to no term rumangsa can be
rumangsa lan) have enough adjectives affective vocabulary, such as
sadness, grief, ngenes, miserable, sad, wedi, crazy.
30
5) Sociolinguistics and psycholinguistics
At the time of Chomsky, linguistics began to be associated with
psychological and viewed as a science that is not independent.
Furthermore, Chomsky says (1974) that linguistics is not a stand-alone
science. Linguistics is a part of psychology in human thinking.
Chomsky saw language as the two elements together, namely
competence and performance. Competence is an element in the
language (deep structure) and put the language in terms of psychiatric
speakers, while competence is a visible element of parole. Thus,
Chomsky believes that language is not a single symptom. but
influenced by psychological factors speakers.
Chomsky also began to explore the area meaning although
eventually admitted that the meaning of the region is the most difficult
areas in the study of linguistics. What Chomsky expressed about the
structure and the outer structure used by sociolinguistic as a guideline
that the speech that looked really just a manifestation of psychosis in
terms of native speakers. Further sociolinguistic open itself to examine
the differences in the form of speech.
The link between competence and performance can be seen from
the use of language speakers. The man is said to have competence and
good performance if it can use different variations of the language
according to the situation. a good performance of people who certainly
have a good competence, and enabling extensive use of code
31
(elaborated code). Conversely, those who lower their competences,
would appear limited code (restricted code). In developmental
psychology are developmental phase that began crying(crying aims:
hunger, cold, fear), prone, sitting, crawling and walking. All of them
followed or in line with its linguistic development. In sociolinguistics,
it is adopted as a variation of language speakers in terms of age,
(people studying languages in accordance with the level of
development). Therefore, also known as variations in language teens
and seniors.
From the point of psychology, men have a general psychiatric
different from women. Therefore, what they speak also not the same.
Sociolinguistic transferring this concept, so comes the term variations
of the language according to the genus or gender.
Social psychology is more insightful than the individual social
insight, insight perseoarangan is still associated with kedudukanya as
citizens, this approach can be used in sociolinguistics is to analyze the
attitude of the language that a person's attitude towards a particular
language.
6) Sociolinguistics and dialectology
Dialectology learn the language variation in the various
regions, which are used by social groups, which are used in a certain
period of time. So in sociology described within the limits of society
such as the boundaries of age, gender, social status and social layers.
32
7) Sociolinguistics and Rhetoric
Rhetoric examines said elected and one of the study is about
the style of language. Both of these disciplines make variations of
language as an object of study. Rhetoric attention to pay attention to
the forms being selected language sociolinguistic study about variation
associated with the base or the factors that led to its variation.
d. The object study of sociolinguistics
Sociolinguistic study object was initially set at the first
conferencein 1964 sociolinguistic university of california in the United
States. There are seven things that become the object of study
sociolinguistics, namely (1) the social identity of the speaker (2) social
identity of the listeners involved (3) social environment where the
event said (4) analysis sinkonikanddia chronic of dialeg social (5)
social events of different by speakers on the behavior of other forms of
speech (6) levels of variation and linguistic diversity (7) the practical
application of linguistic research
3. The Type ofLanguage Options
In a language that only a standard variety, found there is a unique
situation in several languages, namely in a language found there are two
standard language that are equally recognized and respected. It's just
different functions and their use. Such a situation is called diglossia and
33
can occur in people of various languages. In such a situation there are
likely two or several languages involved and every citizen be bilingual,
both active and passive. Because in his repertoire there are more than one
language, bilingual that can make the choice of language used when he
interacts verbally with others, especially with the citizens of other guyub
different first language.
Language choice is the dependent upon factors that we already
know, such as participant, the ambiance, the topic, and so forth. In a
situation of diglossia good so each language has a sphere of usage. But
according to Fishman, if diglossia was leaked, the language of the
penetrated or seeps into the realm of the use of another language.
Consequently, the language of the latter is then pressed for its use. As a
result, there can be a shift in the language (language shift), because in
many cases the language is always used and the speakers of other
languages who originally controlled by another not passed down to their
children; her children are not able to reduce the future over the language to
the next generation. If this happens continuously, within a few
generations, there was the extinction of the language (language death).
Sociolinguistic fact that as a field of study of language, because
there are choiced in the use of language.The term"a multilingual society"
itself refers to the fact that there is some language and there is a choice of
languages. Language options always appear together with the diversity of
languages. Because it examines the obvious choice of language is an
34
important aspect in sociolinguistics. If we talk about the choice of
language, first thing that comes to mind is the"whole language" that exist
in a society. Or more so in person.We imagine the people who master two
or more languages and have to choose one language when he speaks.There
is a choice of the type of language that we are familiar in the study of
sociolinguistics.
a. Code Switching
First it must be remembered, the code is a neutral term that can
refer to the language, dialect, Sociolect, or a variety of languages. If for
example the A have a first language that is the language of Bali and the
second language is Indonesian and also mastered English, he can switch
codes with three languages. Where the language chosen depends on many
factors such as the speaker, topic, atmosphere.
Suwito (1985) divides over the code into two, namely :
1. The external code switching
When the interpreter, as of Indonesian switched to English or vice
versa
2. The internal code switching
When the form of a code rather than a variant, such as those from low
Javanese language change to manners.
Some of the factors that cause over the code :
1. Speakers
35
A speaker sometimes deliberately switch the code on the hearer as a
destination. For example change the situation of the official becoming
unofficial or otherwise.
2. Partner Talks
Hearer the same linguistic background with speakers typically turn
over the code in the form of variants and when hearer different
linguistic backgrounds tend rather in the form of code interpreter.
3. Presence of the Third Speakers
For neutralize the situation and respect the presence of said third
partner, usually the speaker and hearer switch codes, especially if they
are different linguistic backgrounds.
4. Subject Talks
The principal topic of conversation or a dominant factor in determining
the transfer code. Formal subject is usually expressed with the standard
variety, with serious and neutral style and subject informal delivered
with the language, the style a little emotional, and completely
arbitrarily.
5. To generate a sense of humor
usually done over a variant, rather wide, or rather a way of speaking.
6. To simply prestigious
Although the factor of the situation, the speaker, topic, and the socio-
situational factors do not expect any code switching, occurred over the
36
code, so that it looks coercion, unnatural, and tend to be
communicative.
b. Code-Mixing
The second kind of choice of language is code-mixing. Code
mixing is similar to what was once called the interference from one
language into another language. In code-mixing elements slipped speakers
of other languages while wearing a particular language. In the case of the
A above, the Balinese language he incorporated elements of Indonesian;
when speaking in Indonesian he deliberately incorporate elements of
Balinese language or English; and in English he may incorporate elements
of Indonesian. The elements taken from other languages that are often
manifested in words, but it can also be a phrase or group of words.
Code mixing is divided into two, namely:
1. Mix the code inside (innercode-mixing):
Mix a code derived from the original language with all its variations
2. Mix the code to the outside (outer code-mixing):
mixed code derived from foreign languages.
The background of the code-mixing can be classified into two, namely
1. attitudes (attitudinal type)
The background of the attitude of speakers
2. language (linguistic type)
37
The background of the language barrier, so there is no reason a role
identification, the identification of varieties, and the desire to explain
or interpret.
Thus the code-mixing occurs because of the reciprocal
relationshipbetween speakers, language forms and functions of language.
Some form of code-mixing:
1. The insertion of the word,
2. Insertion of phrase,
3. The insertion of the clause,
4. The insertion of the phrase or idiom,
5. The insertion form baster (joint establishment of native and foreign).
Nababan (1991: 31) states that the concept of code, included in the
events of our time switching from one kind of language that one, for
example a variety of formal to a variety of others, for example the use of
kromo inggil (Java language) to said lower, for example, the language
ngoko, and so on. Kridalaksana (1982: 7) argues that the use of another
language variations to adapt to the role or any other circumstances, or
because of the participation of other so-called code switching. Holmes
(2001: 35) asserts that a distance over the code reflect the social
dimension, relationship status, or level of formality of the interaction of
the speakers.
38
From the above opinion can be concluded that the charge code is a
symptom of transition because of the changing role of language usage and
the situation. Rather code shows the interdependence between the
contextual and situational functions that are relevant to the use of two
languages or more.
Jendra (1991) gives the characteristics of code mixingis as follows;
a) Code-mixing is not required by the situation and context of the
conversation as the symptoms of code, but it depends on the speech
(language functions).
b) Code mixing occurs because your relaxation and speakers in language
usage.
c) Code mixing generally occurs in situations official (informal).
d) Mixin character code on the scope of the clause at the level of the
highest level and said them lowest level.
e) insert language elements in the event of code-mixing is no longer
supporting the language function independently but are united by the
language that has been inserted.
Mixed code (code-mixing) occurs when a speaker uses a language
predominantly supports a narrative interspersed with elements of other
languages. It is usually associated with the characteristic of speakers, such
as social background, level of education, religious flavor. Usually the
prominence characteristic form of your relaxation or informal situations.
39
But it could happen due to the limitations of language, expression in the
language there is no equivalent, so there is a compulsion to use other
languages, although only supports one function. Mix well convergense
code includes language (linguistic convergence).
Kridalaksana (1982; 32) providing code-mixing restrictions or
interference as a unit use the language from one language to another to
expand the style or variety of language; including the use of words,
clauses, idioms, greetings, and so on. Nababan (1989: 32) states that one
language into another situation where the mixing of two (or more)
languages or language variety in a situation that requires speaking the
language mixing. Acts of such language is called code-mixing.
Code-mixing can also be regarded as a transfer code that is rapid in
society multilinguistik (Holmes, 2001: 42).In situations formal language,
there are rarely mixed code. If there is a code-mixing in a formal situation
is usually caused by the absence of compulsion phrase or exact equivalent
in the language of it, so it is necessary to use the word or phrase from
another language (foreign language).
40
F. The Correlation between Sociolinguistic Competence and Speaking
Tarigan (1990) defines that speaking is a language skill that is
developed in child life, which is produced by listening skill, and at that
period speaking skill is learned. Based on Competence Based Curriculum
speaking is one of the four basic competences that the students should gain
well. It has an important role in communication. When someone speak to
other person, there will be a relationship. The relationship itself is
communication. Furthermore, defines speaking as development of the
relationship between speaking and sociolinguistics competence.
Sociolinguistic competence is the ability to interpret the social meaning of
the choice of linguistic varieties and to use language with the appropriate
social meaning for the communication situation.
Courtney (1980) says that sociolinguistic competence can be
defined quite simply asknowing and understanding how to speak given the
circumstances you are in. To go into more detail, when we speak in our
native language, we don’t have to think about who we are talking to, or
how we should say something. Our words typically come naturally, and
we don’t even realize all the complexities that go into the process.
Although we often do not actively think about this process, it is a essential
part of effective communication.
Sociolinguistic will get a guide to show us to communicate with
language, diversity of language or style of what language should we use
41
when we talk to a specific person. If wear a child in a family of course we
have to use a variety or style different language if the other person is the
father, mother, brother, or sister. If you are a student, of course we have to
use a variety or style that is different to the teachers, to classmates, or to a
fell student whose class higher.
The use of Indonesian as a language of everyday communication
play an important role in various domains, such as government, family,
religion, ethnicity, education and so on. In everyday life, the Indonesian
language is everyday in the process of communicating. As a bilingual
society will experience language contact, hence the birth code-switching.
Code-switching is an event of the use of language or other language
elements into a language or languages switching events. Code-switching
events can be seen in everyday life at the time of interaction. The switched
code is usually caused by the absence of equivalent word in the language
used to express a purpose. In accordance witht he above conclusion, the
link age code-switching theory to this research lies in that this study
includes a switch of code that are not deliberated Indonesian in English
class.
Based on finding above the relationship between speaking and
sociolinguistic competence have means that the main objective of speaking
is for communication.
42
G. Conceptual Framework
Based on the some theories present the writer try to give theoretical
framework as follows:
Figure 2.1 The Diagram of the Theoretical Framework
Based of the conceptual framework above shown the process of
research in correlation between students’ sociolinguistic competence of code
switching and their speaking ability. The research will use descriptive research
as the methodology of research. The aim of this research is correlation
between students’ sociolinguistic competence and their speaking ability.
H. Research Hypothesis
H1 : There is a significant correlation between students’ sociolinguistic
competence and their speaking ability at the third semester students’ of
English Department in Unismuh Makassar.
H0 : There is no a significant correlation between students’
sociolinguistic competence and their speaking ability at the third semester
students’ of English Department in Unismuh Makassar.
Sociolinguisticcompetence Correlation Speaking
Indonesian Language
Analyzing
Test
Code-switching
43
CHAPTER III
RESEARCH METHOD
A. Research Design
The method usedin this research wasdescriptive; it aimed to
givedescriptive account ofcorrelation between students’ sociolinguistics
competence espesially of students’ code-mixingand speaking ability at the
thirdsemesterstudents of English department of Unismuh Makassar.
B. Research Variables
This research had two variablesnamely, independent variable and
dependent variable: Independent variable in this study is the students’
sociolinguistic competence, and dependent variable in this study is the
students’ speaking ability and indicators of sociolinguistics competence is
code-switching.
C. Population and sample
1. Population
The population of this research was the third semester students of English
department in Unismuh Makassar in academic year of 2014-2015. It
consists of ten classes. There are the total number of the population are
447 students (source: Prodi Pend. Bahasa Inggris Unismuh).
44
2. Sample
In this research, the researcher were used a purposive sampling. The
sample of this research is the third semester students of English
department in Unismuh Makassar.
D. Research Instrument
The researcherwere used oral test to asses and examine the third
semester students’ speaking ability. There is of research instrument in this
research, namely testwill use record the students’ voice.
E. Procedure of Data Collection
The procedures of collecting the data in this research:
1. Test
a. The researcher would give five topics to the students.
b. The students are asked to choose one of the topics by the
researcher.
c. The researchers would give a topic foreach students face to face
about 5 minutes. The students on the researcher left side.
d. The researcher would explain about the purpose of the research.
e. The students are asked to choose one of the topics by researcher.
f. The students are asked to speak out based on the topic
45
2. Technique of Data Analysis
The data had been collected through the speaking and native language and
analyze by using quantitative statistic. The statistics and formulates as
followed:
a. Tabulating the scores of the students from sociolinguistic competence
of code-mixing and speaking.
Table 3.1. Classifying the student’s sociolinguistic competence of
code-mixing and speaking
Classification Score Criteria
Excellent 6Pronunciation is only very slightly influencedwith code-mixing by Indonesian language
Very Good 5Pronunciation is slightly influenced with code-mixing by Indonesian language
Good 4Pronunciation is still moderately influencedwith code-mixing by Indonesian language.
Fair 3Pronunciation is influenced with code-mixingby Indonesian language.
Poor 2Pronunciation is seriously influenced withcode-mixing by Indonesian language
Very poor 1Little or no communication and pronunciationis seriously influenced with code-mixing byIndonesian language.
(Heaton, 1989: 100)
Score = Number of correct answer X 100
Total number of items on test
(Sahril, 2008)
46
b. Calculating the mean score by using the following formula:
= Σ
Where :
X : Mean score
∑X : Total raw score
N : Total respondents
(Gay, 1981:298)
The formula of standard correlation Pearson r:
= ∑ − (∑ )(∑ )∑ − (∑ ) ∑ − (∑ )
Where:
rxy : Pearson r
∑ : The sum of scores of Code-Switching∑ : The sum of scores of English mastery∑ : The sum product paired Code-Switching
and English mastery scores∑ : The sum of squared in X∑ : The sum of squared in Y
N : The number of sample
47
Criteria : If ro>rt means there is correlation between students’
sociolinguistic competence of codes-witching and their
speaking ability.
If ro<rt means there is no correlation between students’
sociolinguistic competence of code-switching and their
speaking ability.
Table 3.2 Standard of correlation product moment
Standard Interpretation
0.00 – 0.20 Considered as No Correlation
0.20 – 0.40 Low Correlation
0.40 – 0.70 Medium Correlation
0.70 – 0.90 High Correlation
0.90 –1.00 Very High/ Perfect Correlation
(Anas Sudijono, 2014:193)
Table 3.3 Scoring and categories of the students’
Scores Categories
80-100 High
60-79 Satisfactory
40-59 Low
0-39 Fail
(Heaton in Ramayanti, 2012:23-27)
48
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the finding and discussion of the research. The
finding consist of the data obtained through oral test to see is there any
significant correlation between the student’s code-switching mastery and their
speaking ability. In the discussion part, the writer described the findings in
detail.
A. Findings
In this section, the researcher describes the result of data analysis
based on the problem statement. The result of data analysis indicates that there
is the correlation between students’ sociolinguistics competence of code-
switching and their speaking ability at the third semester students of English
Department in Unismuh Makassar. The outline of two variables can be seen
clearly in the following explanation:
1.The Students’ Sociolinguistics Competence of Code-Switching
In this case, students’ code-mixing is the first quantifiable variable (X).
As it had been mentioned in the previous chapter, the researcher obtained data
from 40 students by giving the students’ speaking test to describe things. After
being calculated, types of data have been obtained; total scores of students’
sociolinguistics competence of code-switching (ΣX) are 2714, sum of the
49
square in students’ sociolinguistics competence of code-switching (ΣX2) are
188434.
To facilitate the measurement of students’ code-switching mastery, the
raw scores are converted in the standard scores using the percentage correction
formula as stated in chapter three. To see the mean score of code-mixing
mastery, the writer tried to calculate the mean score of the code-switching test
by using the following formula:
=∑
=
= 67.8
Where:
= the mean.
Σ X = the sum of all scores.
N = the total number of subjects
So, the mean score of code-mixing test atthe third semester students of
English Department in UNISMUH Makassar in academic year 2015/2016 is
67.8. It can be said that the code-switching mastery is fairly good.
2. The Students’ Speaking Ability
In this case, students’ speaking ability is the second quantifiable variable
(Y). To get the data, the researcher conducted a research by giving speaking
test about describe to 40 students as a sample. After being calculated, types of
data have been obtained; total scores of the students’ comprehensibility
50
mastery (ΣY) are2384, sum of the square in the students’ speaking mastery
(ΣY2) are144544.
The following is the calculation of the mean score of the student in speaking
ability:
M =∑
=
= 59.6
Where:
M = the mean.
∑Y = the sum of all scores.
N = the total number of subjects
From the calculation above, the writer knows that the speaking ability at
the third semester students of English Department in UNISMUH Makassar in
academic year 2015/2016 is59.6. It means that speaking ability atthethird semester
students of English Department in UNISMUH Makassar is fair.
To judge the students’ grade and the level of the code-switching mastery,
the writer used the criteria from the standard of evaluation according to
Depdikbud in Istiqmah (2012)for the students’ scores. However, they were
simplified into 7 classifications.
51
4.1 Table of classifying the student code-mixing mastery andspeaking ability
No Rate of Score Categories X Y
1 96-100 Excellent 0 0
2 86-95 Very good 10 0
3 76-85 Good 24 24
4 66-75 Fairly good 0 0
5 56-65 Fair 6 16
6 36-55 Poor 0 8
7 00-35 Very poor 0 0
Figure 4.1Graphic of the test
The mean score of the students’ code-switching is 0 students got excellent,
10 students got very good, 24 students got good, 6 got fairly good, 0 students got
fair, 0 students got poor. Whereas the mean score of the students’speaking
0
5
10
15
20
25
Excellent
51
4.1 Table of classifying the student code-mixing mastery andspeaking ability
No Rate of Score Categories X Y
1 96-100 Excellent 0 0
2 86-95 Very good 10 0
3 76-85 Good 24 24
4 66-75 Fairly good 0 0
5 56-65 Fair 6 16
6 36-55 Poor 0 8
7 00-35 Very poor 0 0
Figure 4.1Graphic of the test
The mean score of the students’ code-switching is 0 students got excellent,
10 students got very good, 24 students got good, 6 got fairly good, 0 students got
fair, 0 students got poor. Whereas the mean score of the students’speaking
Excellent Very good Good Fairly good Fair
code-mixing mastery
speaking ability
51
4.1 Table of classifying the student code-mixing mastery andspeaking ability
No Rate of Score Categories X Y
1 96-100 Excellent 0 0
2 86-95 Very good 10 0
3 76-85 Good 24 24
4 66-75 Fairly good 0 0
5 56-65 Fair 6 16
6 36-55 Poor 0 8
7 00-35 Very poor 0 0
Figure 4.1Graphic of the test
The mean score of the students’ code-switching is 0 students got excellent,
10 students got very good, 24 students got good, 6 got fairly good, 0 students got
fair, 0 students got poor. Whereas the mean score of the students’speaking
Poor
code-mixing mastery
speaking ability
52
abilitytest is 0 students got excellent,0 students got very good, 24 students got
good, 16 got fairly good, 0 students got and 0 students got poor.
Based on the discussion above, we can know that the students’ code-
mixing mastery and speaking ability is fairly good.
3. Correlation between Sociolinguistics competence of Code-Switching
and Speaking Ability
The main goal of the study is to find out whether or not there is a
positivecorrelation between sociolingustics competence of code-switching and
speaking ability atthe third semester students of English Department in
UNISMUH Makassar in academic year 2015/2016.
To find out the correlation between two variables above, the writer
used the Pearson’s product moment formula to compute the data. To carry out
the statistical analysis, the working hypothesis is changed into the Null
Hypothesis to know about the correlation between sociolinguistics
competence of code-mswitching and speaking ability at the third semester
students of English Department in UNISMUH Makassar in academic year
2015/2016.
To compute the correlation, the writer prepared the computation of two
variables by Pearson’s Product Moment Formula. There are two variables;
code-switching mastery as variable X and speaking ability as variable Y.
Pearson’s product moment formula can be stated as follows:
N= 40 ∑ = 188434∑ =167417 ∑ = 144544
53
∑ = 2714∑ = 2384
= ∑ − (∑ )(∑ )∑ − (∑ ) ∑ − (∑ )
= 167417 − ( )( )188434 − ( ) 144544 − ( )
= 167417 −188434 − 144544 −= 167417 − 161754.4[188434 − 184144.9][144544 − 142086.4]= 5662.6[4289.1][2457.6]= 5662.6√10540892.16= 5662.63246.6= 0.74
From computation above, it is found that the correlation coefficient is
0.74. It means that hypothesis was accepted. So, there is a positive and
significant correlation between the students’ sociolinguistics competence of
code-switching and their speaking ability in learning English. It can be
interpreted that there is positive and high correlation between the students’
sociolinguistics competence of code-switching and their speaking ability in
learning English.
54
B. DISCUSSIONS
The result of data analysis shows that the correlation coefficient
between the two variables is 0.74. It means that there is a positive correlation
between the two variables.
Table 4.2 Standard of correlation product moment
Standard Interpretation
0.00 – 0.20 Considered as No Correlation
0.20 – 0.40 Low Correlation
0.40 – 0.70 Medium Correlation
0.70 – 0.90 High Correlation
0.90 –1.00 Very High/ Perfect Correlation
(AnasSudijono, 2014:193)
To see whether the correlation between the students’ sociolinguistics
competence of code-switching and their speaking ability is significant or not,
the writer concludes the result by applying the following comparison between
the r analysis and the r table.
If > r table. The correlation is positive.
If < r table. The correlation is negative.
If = r table is zero correlation
55
The value of correlation coefficient obtained is 0. 74, while the criteria
of the correlation between 0.70 to 0.90 are considered high. It means that the
level of relationship of the correlation coefficient of the two variables is high.
In this research the variable Y is influenced high by the variable X, and the
other way the variable is also influenced high by the variable Y.
From the computation above, the writerconclude that = 0.74 with
N= 40 are significant. It means that null hypothesis is rejected and H1
hypothesis is accepted, there is a significant correlation between students
sociolinguistics competence of code-switching and speaking ability at the
third semester students of English Department in UNISMUH Makassar in the
academic year 2015/2016.
57
CHAPTER V
CONCLUSION AND SUGGESTION
The chapter consists of two sections. The first section deals with the
conclusion of the finding, and the second one deals with suggestions. The writer
puts forward the following conclusion and suggestions:
A. Conclusion.
Based on the research findings and discussion in the previous chapter,
conclude that there is a correlation between the correlation between the students’
sociolinguistics competence and their speaking ability, while the criteria of the
correlation between 0. 70 to 0.90 are considered high, the writer conclude that
= 0.74 with N 40 are significant. It means that null hypothesis is rejected and
H1 hypothesis is accepted.
B. Suggestion
Based on the conclusion above, it is suggested that in speaking ability
and code-switching are:
1. English teacher is a motivator and supporter. The teacher should give a high
motivation to the students to speak moreand more English literature to
increase their comprehension level.
2. The teacher should support the students’ expectation about speaking and their
interest to increase their speaking comprehension.
58
3. A teacher should know and able to implement a good method in teaching
speaking, because it is quite complicated to learn.
4. The teacher also should encourage the students to have and use practical
speaking as a method to help them with difficult words.
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