THE CORRELATION BETWEEN THE LISTENING AND SPEAKING COMPETENCE LEVELS OF THE BASIC CLASS STUDENTS OF “EFFECTIVE ENGLISH CONVERSATION COURSE” IN KUDUS
By NISA LISTIANA NIM 201232082
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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THE CORRELATION BETWEEN THE LISTENING AND SPEAKING COMPETENCE LEVELS OF THE BASIC CLASS STUDENTS OF “EFFECTIVE ENGLISH CONVERSATION COURSE” IN KUDUS
SKRIPSI Presented to the University of Muria Kudus In Partial Fulfillment of the Requirements for Completing the Sarjana Program In English Education
By: NISA LISTIANA NIM 201232082
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING OF EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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MOTTO AND DEDICATION
MOTTO
Pray, and I (Allah) will make it come true. (QS. Al-Mu’min:60)
If you want something you’ve never had, you must be willing to do something you’ve never done.
A good speaker is a good listener.
DEDICATION She would like to dedicate this skripsi to:
Her beloved parents, Mr. Warjono and Mrs. Sri Hartini.
Her beloved two sisters, Wiwik Setiyowati, S.HI and Ririn Widayati, S.PdI
Her cheerful friends, D’time (Dwi, Ida, Mela and Elynaa)
Her dearest, Briyan Dwijayanto, Amd who always loves and supports her
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ACKNOWLEDGEMENT
Firstly, the researcher would like to express her gratitude to Allah, the almighty for grace and guidance so that she could finish this research by the title the correlation between the listening and speaking competence levels of the basic class students of “Effective English Conversation Course” in Kudus. Secondly, sholawat and salutation is always given to lovely prophet Muhammad who is obviously waited for his help in days later. Thirdly, she willingly would like to thank every one who has helped for completing this research: 1.
Dr. Slamet Utomo, M.Pd, the Dean of Teacher Training and Education Faculty who has given motivation to finish and compile this study.
2.
Diah Kurniati, S.Pd, M.Pd, the Head of English Education Department and has given permission and opportunity to the researcher by doing the research.
3.
Dra. Sri Endang Kusmaryati, M.Pd, as the first advisor who has already approved this research, given a lot of guidance in the writing this study and become her wise inspiration.
4.
Mutohhar, S.Pd, M.Pd, as the second advisor who has always given corrections and suggestions during completing this skripsi, and become her inspiration.
5.
All lecturers of English Education Department of Teacher Training and Education Faculty of Muria Kudus University for valuable knowledge, guidance, and advices during the years she learns in UMK.
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6.
The director of Effective English Conversation Course Kudus Branch, H. Sunhaji, who gave chance to the researcher to do her research.
7.
All of teachers and tutors of EECC, Mr. Kresna, Mr. Fahrul, Miss Kifty, Miss Ana and Miss Lia.
8.
All of the basic class students who have given the time for doing the test.
9.
Her beloved parents Mr. Warjono and Mrs. Sri Hartini who give love, spirit and do’a.
10. Her best friends D’time (Dwi, Ida, Mela, and Elynaa) who always support and unmentioned friends of UMK in English Education Department. The researcher would like to express her gratitude to the readers for some critics and suggestions. Hopefully this skripsi will be useful for everyone.
Kudus,
July 2016
The Researcher
Nisa Listiana
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ABSTRACT Listiana, Nisa. 2016. The Correlation between the Listening and Speaking Competence Levels of the Basic Class Students of “Effective English Conversation Course” in Kudus. Skripsi: English Education Department Teachet Training and Education Faculty Muria Kudus University. Advisors: (1) Dra. Sri Endang Kusmaryati, M.Pd, (2) Mutohhar, S.Pd, M.Pd. Key words : correlation, listening and speaking competence level. Effective English Conversation Course (EECC) is the English conversational course branch of Pare-Kediri in Kudus which has a purpose for its students to be able to speak English fluently and accurately during conversations. This course always correlates the listening with speaking test, or it can be active listening or every time they are listening, the tutor directly asks them to retell the content orally or respond and ask question related the content of the audio. Based on the observation in the basic class, the researcher finds the students who have full concentration in listening, they can fluent in speaking because they usually listen a lot so that they understand the content and it affects in their speaking. And also they try not to think about grammar and speak spontaneously with their own words. But if they do not concentrate in listening they have difficulty to speak because they do not understand the content. Hence, the researcher wants to investigate there is a significant correlation between the listening and speaking competence levels of the basic class students of “Effective English Conversation Course” in Kudus. The objective of this research is to find out whether there is a significant correlation between the listening and speaking competence levels of the basic class students of “Effective English Conversation Course” in Kudus. The method of this research is correlation design. The subject is all of the basic class students which consist of 17 students. The instruments of the research are listening and speaking test. Listening test consists of 30 questions and speaking test is - asking the students to retell a short story based on the audio. After getting the students score and level, the researcher analyze the data by using correlation product moment formula. The result shows that there is a significant correlation between the listening and speaking competence levels of the basic class students of “Effective English Conversation Course” in Kudus. Based on the result of the mean score of the listening competence level is 74.94 and the standard deviation is 8.55, so it is categorized as a good criterion. And the mean score of the speaking competence level is 75.82 and the standard deviation is 7.7, so it is categorized as a good criterion. From those data, 0.96 is gotten for the coefficient rxy, it is categorized perfect correlation. Based on the result above, the researcher would like to suggest as (1) to the tutor and English teacher, training listening more, to make the student’s speaking competence excellent. (2) to the students, should like listening more at least 1 hour a day and listen anything in the form of audio and do not hold the text. (3) to the future researcher are expected to use another type of speaking test to stronger the argument.
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ABSTRAK Listiana, Nisa. 2016. Hubungan antara tingkat kompetensi mendengarkan dan berbicara pada siswa kelas dasar di “Effective English Conversation Course” di Kudus. Skripsi: Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1) Dra. Sri Endang Kusmaryati, M.Pd, (2) Mutohhar, S.Pd, M.Pd. Kata kunci: hubungan, tingkat kemampuan mendengarkan, dan berbicara. Effective English Conversation Course (EECC) adalah cabang kursus percakapan bahasa Inggris dari Pare-Kediri di Kudus yang memiliki tujuan bagi para siswanya untuk dapat berbahasa Inggris dengan lancar dan akurat selama percakapan. Kursus ini selalu menghubungkan mendengarkan dengan tes berbicara , itu bisa jadi mendengarkan aktif atau setiap kali mereka mendengarkan, guru langsung meminta mereka untuk menceritakan kembali isinya secara lisan atau menanggapi dan mengajukan pertanyaan yang berhubungan dengan isi audio. Berdasarkan pengamatan di kelas dasar, peneliti menemukan bahwa siswa yang berkonsentrasi penuh dalam mendengarkan mereka bisa fasih dalam berbicara karena mereka terbiasa banyak mendengarkan sehingga mereka memahami isinya dan itu mempengaruhi dalam berbicara mereka. Dan juga mereka mencoba untuk tidak memikirkan tata bahasa dan berbicara secara spontan dengan kata-kata mereka sendiri. Tetapi jika mereka tidak berkonsentrasi dalam mendengarkan mereka mengalami kesulitan untuk berbicara karena mereka tidak memahami isinya. Oleh karena itu, peneliti ingin meneliti ada korelasi yang signifikan antara tingkat kemampuan mendengarkan dan berbicara pada siswa kelas dasar di "Effective English Conversation Course" di Kudus. Tujuan dari penelitian ini adalah untuk mengetahui apakah ada hubungan yang signifikan antara tingkat kompetensi mendengarkan dan berbicara pada siswa kelas dasar di "Effective English Conversation Course" di Kudus. Desain yang digunakan dalam penelitian ini adalah desain korelasi. subjeknya adalah semua siswa kelas dasar yang terdiri dari 17 siswa. Instrumen penelitian ini adalah tes; mendengarkan dan berbicara tes. Mendengarkan tes terdiri dari 30 pertanyaan dan berbicara tes adalah meminta siswa untuk menceritakan kembali cerita pendek berdasarkan audio. Setelah mendapat nilai dan peringkat siswa, peneliti menganalisis data dengan menggunakan rumus korelasi product moment. Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara tingkat kompetensi mendengarkan dan berbicara pada siswa kelas dasar di "Effective English Conversation Course" di Kudus. Ini berdasarkan hasil dari nilai rata-rata tingkat kompetensi mendengarkan adalah 74,94 dan deviasi standar 8,55, sehingga dikategorikan sebagai kriteria baik. Dan nilai rata-rata tingkat kemampuan berbicara adalah 75,82 dan deviasi standar 7,7, sehingga dikategorikan sebagai kriteria baik. Dari data tersebut, 0,96 didapat dari rxy koefisien, dan dikategorikan korelasi sempurna.
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Berdasarkan hasil di atas, peneliti ingin memberikan saran sebagai (1) untuk pengajar dan guru Bahasa Inggris, melatih banyak mendengarkan untuk membuat kemampuan berbicara siswa menjadi sangat baik. (2) untuk siswa, seharusnya menyukai banyak mendengarkan paling tidak 1 jam perhari dan mendengarkan apapun dalam bentuk audio dan tidak memegang teksnya. (3) bagi peneliti selanjutnya diharapkan untuk menggunakan jenis tes berbicara yang lain untuk lebih memperkuat argumentasi.
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TABLE OF CONTENTS
COVER ........................................................................................................... LOGO .............................................................................................................. TITLE ............................................................................................................. MOTTO AND DEDICATION ...................................................................... ADVISORS’ APPROVAL ............................................................................ EXAMINERS’ APPROVAL ......................................................................... ACKNOWLEDGEMENT ............................................................................. ABSTRACT .................................................................................................... ABSTRAK ...................................................................................................... TABLE OF CONTENTS ............................................................................... LIST OF TABLES ......................................................................................... LIST OF FIGURES ....................................................................................... LIST OF APPENDICES ...............................................................................
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CHAPTER I INTRODUCTION 1.1 Background of the Research .....................................................................
1
1.2 Statement of the Problem ..........................................................................
4
1.3 Objective of the Research .........................................................................
4
1.4 Significance of the Research .....................................................................
4
1.5 Scope of the Research ...............................................................................
5
1.6 Operational Definition ..............................................................................
6
CHAPTER II REVIEW OF RELATED LITERATURE & HYPOTHESIS 2.1 English Language Competence ....................................................................
7
2.2 Listening and Speaking as Oral Competences .............................................
8
2.3 Teaching English in Effective English Conversation Course (EECC) ........
10
2.4 Teaching English in Basic Class of EECC ..................................................
11
2.5 Teaching Listening and Speaking ................................................................
12
2.5.1
Teaching Listening in Basic Class of EECC ...........................................
14
2.5.2
Teaching Speaking in Basic Class of EECC ...........................................
18
2.6 Review of Previous Researches ...................................................................
21
2.7 Theoretical Framework ................................................................................
23
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2.8 Hypothesis ....................................................................................................
25
CHAPTER III METHODS OF THE RESEARCH 3.1 Design of the Research .............................................................................
26
3.2 Subject of the Research .............................................................................
26
3.3 Instrument of the Research .......................................................................
27
3.4 Data Collection .........................................................................................
32
3.5 Data Analysis ............................................................................................
33
CHAPTER IV FINDING OF THE RESEARCH 4.1 Data Description .......................................................................................
36
4.1.1 The Listening Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ........................
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4.1.2 The Speaking Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ........................
39
4.1.3
The Correlation between the Listening and Speaking Competence Levels of the Basic Class of “Effective English Conversation Course” in Kudus ............................................................................................... 41
4.2 Hypothesis Testing....................................................................................
42
CHAPTER V DISCUSSION .........................................................................
43
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ................................................................................................
46
6.2 Suggestion .................................................................................................
46
REFERENCES ...............................................................................................
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APPENDICES ................................................................................................
51
STATEMENT.................................................................................................
69
DOCUMENTATION .....................................................................................
72
CURRICULLUM VITAE .............................................................................
73
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LIST OF TABLES
Table
Page
2.1 The Material of Teaching Listening in Basic Class ..................................
15
2.2 Grading System of Assessment the Speaking Competence Level ............
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3.1 The Criteria Score of the Listening Competence Level ............................
28
3.2 Scoring Scale of Speaking Competence ...................................................
28
3.3 The Criteria Score of the Speaking Competence Level ............................
30
3.4 The Criteria of Reliability Index ...............................................................
32
3.5 The Interpretation of Product Moment .....................................................
34
4.1 The Listening Competence Level Test Score and Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ......................................................................................
37
4.2 The Frequency Distribution of the Listening Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ......................................................................................
37
4.3 The Speaking Competence Level Test Score and Level of the Basic Class Students of “Effective English Conversation Course” in Kudus .............. 39 4.4 The Frequency Distribution of the Listening Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ......................................................................................
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40
LIST OF FIGURES
Figure
Page
4.1 The Diagram of the Listening Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ..............
38
4.2 The Diagram of the Speaking Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus ..............
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LIST OF APPENDICES
Appendix
Page
The name of the basic class students of “Effective English Conversation Course” in Kudus................................................................
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The test item of the listening competence level of the basic class students of “Effective English Conversation Course” in Kudus ..............
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The answer key of the listening competence level test of the basic class students of “Effective English Conversation Course” in Kudus ..............
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The score and level of the listening competence level test of the basic class students of “Effective English Conversation Course” in kudus .......
56
The calculation of the listening competence level of the basic class students of “Effective English Conversation Course” in Kudus .............
57
The test of the speaking competence level of the basic class students of “Effective English Conversation Course” in kudus ..................................
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The score and level of the speaking competence level test of the basic class students of “Effective English Conversation Course” in kudus .......
60
The calculation of the speaking competence level of the basic class students of “Effective English Conversation Course” in Kudus ..............
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The Correlation Product Moment between the Listening and Speaking Competence Level of the Basic Class Students of “Effective English Conversation Course” in Kudus .................................
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10. rtable of Correlation Product Moment ........................................................
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11. The try out score and level of the test of the listening competence level of the basic class students of “Effective English Conversation Course” in kudus .......................................................................................
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12. The Calculation of Try Out Test of the Listening Competence Level of the Basic Class Students of "Effective English Conversation Course" in Kudus ......................................................................................
67
13. The reliability of try out test of the listening competence level of the basic class students of "Effective English Conversation Course" in Kudus ......................................................................................
68
1. 2. 3. 4. 5. 6. 7. 8. 9.
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