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THE CORRELATION BETWEEN SPELLING ABILITY THROUGH DICTATION AND SPEAKING ABILITY OF SEVENTH YEAR STUDENTS AT MTs ROGOJAMPI KOTA
IN THE ACADEMIC YEAR
2010 / 2011
IN THE ACADEMIC YEAR
2010 / 2011
THESIS
BY
ADI IRAWAN
NIM : 078820300120
THE FACULTY OF LANGUAGE AND ART
AT UNIVERSITY OF PGRI BANYUWANGI
2011
THE CORRELATION BETWEEN SPELLING ABILITY THROUGH DICTATION AND SPEAKING ABILITY OF SEVENTH YEAR STUDENTS AT MTs ROGOJAMPI KOTA
IN THE ACADEMIC YEAR
2010 / 2011
THESIS
Presented to
University of PGRI Banyuwangi
In partial fulfillment on requirement
For the Sarjana in English Language Education
By
ADI IRAWAN
NIM : 078820300120
THE FACULTY OF LANGUAGE AND ART
AT UNIVERSITY OF PGRI BANYUWANGI
2011
AGREEMENT SHEET
1. TITLE :
THE CORRELATION BETWEEN SPELLING ABILITY THROUGH DICTATION AND SPEAKING ABILITY OF SEVENTH YEAR STUDENTS AT MTs ROGOJAMPI KOTA – BANYUWANGI IN THE ACADEMIC YEAR 2010 / 2011
2. THE RESEARCHER’S DATA :
- Name : ADI IRAWAN
- NIM : 078820300120
- Department : English Department
- Faculty : Art and Language Education
- Program : Strata 1 (S1)
3. RESEARCH LOCATION : MTs ROGOJAMPI KOTA - BANYUWANGI
Banyuwangi, May 2011
Researcher
ADI IRAWAN
NIM. 078820300120
APPROVED BY :
The First Consultant The Second Consultant
Dr. HAIRUS SALIKIN, M.Ed EKO WIDDY ASTUTI H, SS, M.Pd
The Dean The Head of LPPM
Faculty of Art and Language Education
MUHAMAD, M.Pd Drs. FX. SOEKARNO, MS, MM
APPROVAL SHEET
This is to certify that the Sarjana thesis of Adi Irawan has been approved
by thesis consultants for further approval by the board of examiners.
Day : Wednesday
Date : September, 14th 2011
Place : University of PGRI Banyuwangi
The Examiner Team
Chair Person Secretary
Drs. TEGUH SUMARNO, MM Drs. MISLAN, M.Pd
Members of Examiners :
1. Dr. HAIRUS SALIKIN, M.Ed (.............................................)
2. Drs. BAMBANG SUHARJITO, M.Pd (.............................................)
ACKNOWLEDGEMENT
Alhamdulillahirobbil Alamiin. Praise to the Almighty, Allah SWT who has given me the best health, longevit, help and guidance in finish this thesis. Everything, I have done will be nothing without Allah’s bless. My best gratitude is to our prophet Muhammad SAW for His Syafa’at.
During writing this thesis, there are a lot of people who give great helps from the beginning phase of the research until it finished. I would like to express my tha nks to:
1. Drs. Teguh Sumarno, MM as The Rector of University of PGRI Banyuwangi.
2. Drs. Agus Sunarko as The Head Master of MTs Rogojampi Kota – Banyuwangi who has given me a change to conduct the research.
3. Muhamad, M.Pd as The Dean of Faculty Art and Language Education who has given me an opportunity to finish my study.
4. Dr. Hairus Salikin, M.Ed as The First Consultant who has always given me support, valuable comment, correction and suggestion in writing and finishing this thesis.
5. Eko Widdy Astuti H, SS, M.Pd as The Second Consultant who has always given me support, valuable comment, correction and suggestion in writing and finishing this thesis.
6. Mr. Usriyadi Samatha as The English Teacher of MTs Rogojampi Kota – Banyuwangi who has given me a change to conduct the research.
7. All of the personal and administration staff of MTs Rogojampi Kota – Banyuwangi who has given and supported me with their information.
Finally, the researcher greatly hopes that this thesis will be useful for the reader or someone else who read and thanks a lot of all your helps. Insya Allah God Bless you all, Amin.
Banyuwangi, May 2011
The Researcher
DEDICATION
I would like to dedicate this thesis to:
1. My Beloved Family (Father, Mother and Sister) who always pray to me, push me up, support and lead me to the way I am. You will always be in my heart. “You are to be the greatest love of my heart that I have ever had and I will always love you till the ends of time.” My nephew, my grandfather, my grandmother and all of my families. You all are my greatest love.
2. My Beloved Friends (Rhiza Afgan, Ari Kalisat, Joko Kalisat, Rudi Bondowoso, Nuril EJC, Massss Fani, Anas Stikes, Via, Ulfi, Restu and all of my friends in the University of PGRI Banyuwangi especially in English Department 2007, also all of my friends in anywhere) thanks always give full attention, support and help me during writing this thesis. God Bless you all. Amiin.
3. My Beloved Students at MTs Rogojampi Kota – Banyuwangi thanks for your help doing the research. I love you all, may God return your kindness.
4. And the last to My Beloved Almamater.
MOTTO
“Reach knowledge and to reach it we must be calm and patient”
(Khalifah Umar Ra)
“If we make another people happy more than ourselves, although we’ll difficult to be rich, but ‘Insya Allah’ we’ll be given the easy of all problems in our life”
(Sujiwo Tejo)
“Our parent’s contribution would have been paid on their proud that is laid on our success”
(cerDIK, 2004)
“Dream, Believe and Make It Happen”
(Agnes Monica)
ABSTRACT
ADI IRAWAN, May,2011. THE CORRELATION BETWEEN SPELLING ABILITY THROUGH DICTATION AND SPEAKING ABILITY OF SEVENTH YEAR STUDENTS AT MTs ROGOJAMPI KOTA – BANYUWANGI IN THE ACADEMIC YEAR 2010 / 2011.
A Thesis English Education Program, the Faculty of Art and
Language Education, UNIBA.
Consultant : 1. Dr. HAIRUS SALIKIN, M.Ed
2. EKO WIDDY ASTUTI H, SS, M.Pd
Key Word : Spelling of word, coherence and sound production
The teaching of English in Indonesia is emphasized on mastering four langauge skills (listening, reading, writing and speaking skill) and language components. They communicate everyday with “language”, “ironically”, the teaching of those language skills still doesn’t spelling and speaking makes students more talkative in class or even another situation. Factually, the students of MTs Rogojampi Kota – Banyuwangi are rarely to be talkative in their class, so they less communication to one another. Most of the students do not have self confidence to express their ideas. They do not have courage to spell up and speak up, also they tend to be nervous. Therefore, researcher wants to conduct effective way in spelling ability through dictation and speaking ability. The problem of this study is “Is there any correlation between spelling ability through dictation and speaking ability?” The objective of this study is to know the correlation between spelling ability through dictation and speaking ability. The result of this study is expected to be useful for students in order to increase their English. Respondents of this research are seventh year students at MTs Rogojampi Kota – Banyuwangi in the academic year 2010 / 2011. There are 75 students as representation from 124 students. The research method of this research uses proportional random sampling. The researcher used correlation statistic analysis to know students ability in spelling and speaking. Based on the data analysis, it is known that there is a positive correlation between spelling ability through dictation and speaking ability at MTs Rogojampi – Kota in the academic year 2010/2011”. The obtained value of correlation coefficient is 1.000 by the critical value of product moment correlation with α= 5% and N= 75 is 0.227. It is in interval of 0.80 – 1.000 (Table of Correlation Coefficient Interpretation by Sugiyono, 2011:184). Regarding spelling and speaking, the writer is of the opinion that speaking practice will be a good way of providing a “means” for students to be able to spell it well. The students can express themselves while at the same time they learn to spell and practice their speaking.
TABLE OF CONTENTS
THE TITLE............................................................................................................. ii
AGREEMENT SHEET......................................................................................... iii
APPROVAL SHEET.............................................................................................. iv
ACKNOWLEDGEMENT...................................................................................... v
DEDICATION ...................................................................................................... vi
MOTTO ................................................................................................................ vii
ABSTRACT ......................................................................................................... viii
TABLE OF CONTENT ........................................................................................ ix
CHAPTER I INTRODUCTION
1.1. Background of The Research.............................................................................. 1
1.2. Delimitation 3
1.2.1. Operational Definition of Key Terms......................................................... 3
1.2.2. Limitation of The Research Problem.......................................................... 4
1.2.3. Limitation of Respondent and Informant.................................................... 4
1.2.4. Limitation of Research Area ..................................................................... 4
1.3. Purpose of The Research.................................................................................... 5
1.4. Advantage of The Research................................................................................ 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1. The Spelling Ability.................................. ...........................................................6
2.1.1. Definition of The Spelling Ability................................................................ 6
2.1.2. The Spelling Ability Through Dictation....................................................... 7
2.1.2.1. Types of Dictation .................................................................... 8
2.1.2.2. Materials and Procedures of Giving Dictation Test.................... 10
2.1.2.3. Advantages and Disadvantages of Dictation ............................. 12
2.1.2.4. Test of Dictation...................................................................... 14
2.2. The Speaking Ability......................................................................................... 16
2.2.1. Definition of Speaking Ability.................................................................. 16
2.2.2. The Importance of The Speaking Ability.................................................. 17
2.3 The Correlation between Spelling Ability Through Dictation and The Speaking Ability 18
2.4 The Hypothesis.................................................................................................. 18
CHAPTER III RESEARCH METHOD
3.1. The Research Design........................................................................................ 20
3.2. Area Determination Method.............................................................................. 22
3.3. Respondent and Informant Determination Method............................................. 23
3.3.1 Respondent Determination ...................................................................... 23........... 3.3.2 Informant Determination ......................................................................................................... 23
3.4 Data Collecting Method................................ ....................................................24
3.4.1 Primary Data........................................................................................... 24
3.4.2 Secondary Data....................................................................................... 26
3.4.2.1 Documentary Method................................................................. 27
3.4.2.2 Interview Method........................................................................ 27
3.5 Data Analysis Method....................................................................................... 27
CHAPTER IV RESEARCH REPORT, DATA ANALYSIS AND TEST OF HYPOTHESIS
4.1 Research Report ............................................................................................... 30
4.1.1 School Profile ......................................................................................... 32
4.1.2 Structure of School Organization ............................................................. 33
4.1.3 Condition of Teachers and Staff .............................................................. 33
4.2 Research Data ................................................................................................. 39
4.2.1 Table 4.4 of Test A Score (Spelling Test) ................................................ 40
4.2.2 Table 4.5 of Test B Score (Speaking Test)............................................... 45
4.2.3 Table 4.6 of Test B1 Score (Pronunciation Test)....................................... 50
4.2.4 Table 4.7 of Test B2 Score (Fluency Test) ............................................... 55
4.2.5 Table 4.8 of Test A Average Score.......................................................... 60
4.2.6 Table 4.9 of Test B Average Score.......................................................... 66
4.3 Data Analysis and Test of Hypothesis................................................................. 70
4.3.1 Data Analysis and Test of Hypothesis ...................................................... 70
4.3.1.1 Statistical Table of Major Hypothesis Test................................... 73
4.3.1.2 Statistical Table of 1st Hypothesis Test......................................... 75
4.3.1.3 Statistical Table of 2nd Hypothesis Test........................................ 80
4.4 Discussion and Interpretation ............................................................................ 86
4.4.1 Discussion and Interpretation of Spelling Ability Through Dictation.. ......... 86
4.4.2 Discussion and Interpretation of Pronunciation of Speaking Ability............ 93
4.4.3 Discussion and Interpretation of Fluency of Speaking Ability..................... 98
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ..................................................................................................... 104
5.2 Suggestion .... 104
5.3 Closing ........................................................................................................... 105
REFERENCES ................................................................................................. 106
APPENDIXES
1. Research Matrix
2. The Sample of Test
3. The Sample of The Students’ Answer Sheet
4. Key Answer of The Test
5. Documentation and Interview
6. The Letter of Recommendation of MTs Rogojampi - Kota
ABSTRACT
ADI IRAWAN, May,2011. THE CORRELATION BETWEEN SPELLING ABILITY THROUGH DICTATION AND SPEAKING ABILITY OF SEVENTH YEAR STUDENTS AT MTs ROGOJAMPI KOTA – BANYUWANGI IN THE ACADEMIC YEAR 2010 / 2011.
A Thesis English Education Program, the Faculty of Art and
Language Education, UNIBA.
Consultant : 1. Dr. HAIRUS SALIKIN, M.Ed
2. EKO WIDDY ASTUTI H, SS, M.Pd
Key Word : Spelling of word, coherence and sound production
The teaching of English in Indonesia is emphasized on mastering four langauge skills (listening, reading, writing and speaking skill) and language components. They communicate everyday with “language”, “ironically”, the teaching of those language skills still doesn’t spelling and speaking makes students more talkative in class or even another situation. Factually, the students of MTs Rogojampi Kota – Banyuwangi are rarely to be talkative in their class, so they less communication to one another. Most of the students do not have self confidence to express their ideas. They do not have courage to spell up and speak up, also they tend to be nervous. Therefore, researcher wants to conduct effective way in spelling ability through dictation and speaking ability. The problem of this study is “Is there any correlation between spelling ability through dictation and speaking ability?” The objective of this study is to know the correlation between spelling ability through dictation and speaking ability. The result of this study is expected to be useful for students in order to increase their English. Respondents of this research are seventh year students at MTs Rogojampi Kota – Banyuwangi in the academic year 2010 / 2011. There are 75 students as representation from 124 students. The research method of this research uses proportional random sampling. The researcher used correlation statistic analysis to know students ability in spelling and speaking. Based on the data analysis, it is known that there is a positive correlation between spelling ability through dictation and speaking ability at MTs Rogojampi – Kota in the academic year 2010/2011”. The obtained value of correlation coefficient is 1.000 by the critical value of product moment correlation with α= 5% and N= 75 is 0.227. It is in interval of 0.80 – 1.000 (Table of Correlation Coefficient Interpretation by Sugiyono, 2011:184). Regarding spelling and speaking, the writer is of the opinion that speaking practice will be a good way of providing a “means” for students to be able to spell it well. The students can express themselves while at the same time they learn to spell and practice their speaking.
Banyuwangi, September 14th 2011
Researcher
ADI IRAWAN
NIM. 078820300120
APPROVED BY :
The First Consultant The Second Consultant
Dr. HAIRUS SALIKIN, M.Ed EKO WIDDY ASTUTI H, SS, M.Pd
INTRODUCTION
This chapter present: (1) Background of the study, (2) Research problem, (3) Limitation of the research and (4) Definition of key term.
1.1 Background of The Research
Spelling is act of forming words correctly from individual letters and also the ability to do this way in which a word is spelt. By using dictation, the teacher can realize the weakness of the students in comprehending the language as well as the weaknesses of the previous teaching method. Since dictation is used to check the ability of the students in understanding the foreign language phenomenon, the teacher hopes that within a short time he can check whether the teaching aims have been satisfactorily fulfilled or not.
Dictation can help students to diagnose and correct these kinds of errors as well as others." (1991) Montalvan writes that "as students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar." (1990)
Moreover, by speaking students will be familiar with the sentence that he or she is using in speaking, Lado (1964 : 61). States that the students do not know a sentence until they can speak it, he further states that students who have mastered the language orally can learn to read more less readily by then or with limited help. Speaking is closely related to self realization. Much of our impression about people comes from what they say and how to say it. Therefore, spelling as one of part writing skill is considered to be difficult because many students might get good marks in English speaking test, but when they are write it, they skill make many errors.
Referring to the teaching of spelling ability through dictation and speaking ability at junior high school help of the teaching of spelling, writing and speaking skill conducted at MTs Rogojampi Kota – Banyuwangi as the site of the study are:
1. The student spelling and speaking ability of the school is considered low.
2. Lack of participation from their parents especially in English.
3. Lack of motivation from themselves and from their environment how to be good command in English.
4. File culture of study of the students is low.
Spelling and speaking are as the actual production of performance is the concrete realization of competence or the knowledge of the system of a language such as the rules of spelling of word, sound production and so on. This is the main reason why the writer wishes to use the sound product of her English language learning students as a reflection of their knowledge of spelling of word.
This paper is meant to discuss briefly the application of authentic assessment in the learning of spelling skill. The paper is divided into three main parts, the first part is the introduction, the second part is the dicussion and the third or the last part is the conclusion. In the discussion part, there are two main parts, the first part is about the spelling task or prompts and the second part is about the scoring criteria.
Based on the background above, the researcher thinks that spelling ability and speaking ability are important in English skill.
1.2. Delimitation
Delimitation is point or line that may not or cannot be passed whenever we want to ask anythings to the researcher.
1.2.1 Operational Definition of Key Terms.
The term used in this research are as follows:
Spelling Ability means the act of forming words correctly from individual letters.
Dictation means the act of saying words aloud, so that somebody can write it down.
Speaking Ability means produce fluent speech with the student ability to speak English.
Pronunciation means the way which a word is pronounced.
Fluency means the quality or condition of being fluent, this is make a person has not obstacle how to speak.
1.2.2 Limitation of The Research Problem
Considering with the problem above, the researcher manages about the research problem:
Is there any correlation between spelling ability through dictation and speaking ability of seventh year students at MTs Rogojampi in the academic year 2010/2011?
1.2.3 Limitation of Respondent and Informant
1.2.3.1 Limitation of The Respondent
The respondent of this research is the students of MTs Rogojampi – Banyuwangi, especially for the seventh year students in academic year 2010/2011.
1.2.3.2 Limitation of The Informant
The people who help to give the information in this research, they are:
1. The headmaster
2. The English teacher
3. The administration staff
4. Seventh year students of MTs Rogojampi – Banyuwangi
1.2.4 Limitation of Research Area
The limitation of research area is at MTs Rogojampi – Banyuwangi. It located on Jl. KH. Zaenuddin No. 46 Kauman, Rogojampi – Banyuwangi.
1.3 Purpose of The Research
The purpose of this research is to know the correlation between spelling ability through dictation and speaking ability of seventh year students at MTs Rogojampi in the academic year 2010/2011.
1.4 Advantage of The Research
This research is expected to improve English knowledge to the researcher, the reader, the respondent and the teacher.
a. The researcher
The researcher will know how’s far the student’ spelling and speaking ability.
b. The reader
The reader will get some experiences from this research.
c. The respondent
The respondent as reference and motivation for learning harder, especially in spelling and speaking ability.
d. The English teacher
The English teacher knows students’ spelling and speaking ability.
REVIEW OF RELATED LITERATURE
This chapter presents: Definition of the spelling ability, the spelling ability through dictation, definition of the dictation, materials and procedures of giving dictation test, advantages and disadvantages of dictation, test of dictation, the role of testing in the classroom, definition of speaking ability, the importance of the speaking ability, the correlation between spelling ability through dictation and speaking ability and the hypothesis.
2.1 The Spelling Ability
2.1.1. Definition of The Spelling Ability
Spelling is broad distinct from simply putting words on paper has three steps: thinking about it, doing it and doing it again (again and again, as often as time will allow and patience will endure), Thomas S. Kane, The Oxford Essential Guide to Writing. Many experts state that spelling is an important skill that must be mastered by the English learner. Because spelling is one of skill in English. And by spelling student can discovery, form of word. One of them are stated by Cox (1999:309) writing is way of knowing something discovered in the form of the word and phrases. “If your written work and speech (in writing, speaking and structure classes) contain these mistakes, your grades will be reduced greatly. If you write and speak English without these mistakes, your grades will improve. Freedom from these mistakes is the lowest possible standard which will be accepted” (Barli Bram, Write Well: Improving writing Skills).
Therefore, writing as one of language skill is considered to be difficult because many students might get good marks in English speaking test, but when they are asked to write they skill make many errors.
2.1.2. The Spelling Ability Through Dictation
Dictation is act of saying words aloud, so that somebody can spell it down. Dictation can help students to diagnose and correct these kinds of errors as well as others. By using dictation test, the students can habit to spell and write anythings.
Teaching spelling to children should follow some consideration, such as : the age and the level of the students. Since the seventh year students belong to young learner or beginning level in English, they should be introduced the spelling of words. Because they study a foreign language that is different from their mother tongue (Indonesian). So, it needs a great effort to learn of spelling, in teaching to junior high school at seventh year students , the teacher may begin with the simple spelling and guide one. In relation to that statement, Byrne (in Hugly et al. 1983: 39) says that it is important for beginner to learn spelling in the form of guided spelling toward free spelling.
In Oxford Advanced Learner’s Dictionary (1995:190), dictation means “being dictated to: passage that is dictated”. In addition, Oller (1979: 39) states that: “Dictation is a task which requires the processing of temporally constrained sequences of material in the language, divided up the stream of speech and then refers down what is heard requires understanding the meaning of the material”. From the definition above, we may come to a conclusion that dictation is a kind of test that not only challenge students’ short term memory and understanding in spelling vocabulary but also to understand the meaning of what is said. The students are hoped to perceive the contents of the passage and recognized all the words and sentences being read so that they are able to put these aural codes into written symbols.
It is clear implies that dictation is used to assess the students’ ability, in this case spelling and speaking skill. Teacher hopes that this method of evaluation can motivate students in learning English and check whether the teaching aims have been satisfactorily fulfilled or not.
2.1.2.1 Types of Dictation
In determining the kinds of dictation as a testing device, the teacher should
have a look at the material provided. To prepare which kind of dictation used, the
teacher, as the examiner should realized the specific point to be gained in using each test. As a testing technique, dictation may be given in various ways.
According to Oller (1979: 264) there are five types of dictation procedures that have been used in a variety of ways as testing techniques. Those five ways are
elaborated as follows:
a. Standard dictation
Standard dictation is probably the best known. Students are required to write verbal sequences of material as spoken by a teacher or played back from a recording. The material should be presented at a normal conversational speed and is given in sequences that are long enough to challenge students’ short term memory.
b. Partial dictation
Partial dictation also called spot dictation. This type has a close relation with the standard dictation, but the students are given either a written version of the text or the spoken one. The written version has certain portions which are deleted. The students must listen to the spoken material and fill in the missing portion in the written version. It is easier to perform because more sensory information is given concerning the message; a partial written version and a complete spoken version.
c. Dictation with competing noise
This type of dictation is rather difficult because the material is presented with adding noise. This kind of dictation drills the students to be used to everyday communication context where language is used in less than ideal acoustic condition; for example, we are trying to have a conversation in someone’s living room when the television and air conditioner are producing a high level of competing noise or trying to hear a message over a public address system in a busy air station, etc.
d. Dicto-Comp
This type of dictation is actually a combination of two forms, namely dictation and composition. Here, the teacher reads the whole passage three times and the students are only given chance to write their work after the teacher has finished the third reading. They should recall the whole story and write the story as a reproduction of what they heard.
e. Elicited imitation
In this case, the students listen to the material, but instead of writing down the material, the students are asked to repeat it or otherwise recount what was said. The condition of the class, whether noisy or not will determine the success or failure in administering the process of the dictation test. The teacher should strictly consider the readiness of the students before facing the dictation test with
the hope to get the test successfully. In this study, I used standard dictation in collecting the data because I considered that this type of dictation can be followed
well by the elementary school students.
2.1.2.2 Materials and Procedures of Giving Dictation Test
It is important for the teachers to make some preparation when they are going to give a dictation test to their students. Oller (1979: 39) stated that, as an integrative test, dictation has to meet the naturalness requirements:
a. The sequences of words or phrases to be dictated are selected from normal prose, or dialogue, or some other natural form of discourse (or perhaps the sequences are carefully contrived to mirror normal discourse, as in wellwritten function).
b. The material is presented orally in sequences that are long enough to challenge
the short-term memory of the learners.
Base on those naturalness requirements, it is important for the teachers to
make some preparation when they are going to give dictation test to their students.
There are some requirements that must be followed, those are:
a. Teachers have to select suitable materials to be dictated.
b. The words dictated should have been taught to the students before.
c. The words dictated should be selected or chosen from simple words.
d. Teachers have to select suitable procedures which are appropriated in giving dictation test. There are two ways of giving dictation test; first is the teacher reads the words directly, and the second is the words dictated have been recorded before.
From the requirements above, it is clear that the materials of dictation are any single words, compound words, word phrases, and sentences which are going to be dictated. The teacher can choose the material from the book provided and used as reference and the teacher may use a tape recorder as an aid in presenting the test. For elementary students, teacher should choose the material which can be
easily done by students.
Besides preparing the materials, teachers have to select suitable procedures
which are appropriated in giving dictation test. The procedures of the presentation
can be arranged in two ways; the teacher himself reads the material in front of the
class or uses a tape recorder as an aid in presenting the test. The teacher is required to read the passage three times in all: first, at normal speed; then, with pauses between phrases or natural word groups so that the students may write down what they have just heard, and finally, at normal speed once more so they
can check their work.
2.1.2.3 Advantages and Disadvantages of Dictation
Dictation has been used in language learning for several hundred years. However, the use of dictation has always been controversial. It has not always been looked on with favour by some experts. For example, Lado (1977: 34) says
that dictation is favoured by many teachers and students both as a teaching and testing device, but on critical inspection it appears to measure very little of language. Since the words are given, it does not test vocabulary. In line with Lado’s opinion above, Harris (1969: 5) believes that as a testing device, dictation
must be regarded as generally uneconomical and imprecise.
Contrary to those two beliefs above, Davis and Rinvolucri (1993: 122) found out that dictation can be very useful as a test by which to ascertain the pupil’s progress in spelling, punctuation and pronunciation. They further stated that dictation is an activity which is suitable for a wide range of levels and ages. According to them, dictation is an exercise which draws on the personal experience, attitudes and opinions of what both teachers and students.
The following are some advantages according to Montalvan (2006):
a. Dictation can help develop all four language skills in an integrative way.
b. As students develop their aural comprehension of meaning also of the relationship among segments of language, they are learning grammar.
c. Dictation helps to develop short-term memory. Students practice retaining meaningful phrases or whole sentences before writing them down.
d. Practice in careful listening to dictation will be useful later on in note taking exercises.
e. Correcting dictation can lead to oral communication.
f. Dictation can serve as an excellent review exercise.
g. Dictation is psychologically powerful and challenging.
h. Dictation fosters unconscious thinking in the new language.
i. If the students do well, dictation is motivating.
j. Dictation involves the whole class, no matter how large it is.
k. During and after the dictation, all the students are active.
l. Correction can be done by the students.
m.Dictation can be prepared for mixed ability groups.
n. Dictation can be prepared for any level.
o. The students, as well as the teacher, can get instant feedback (if the exercise is
corrected immediately).
p. The dictation passage can (and should) be completely prepared in advance (it
also can be taped).
q. Dictation can be administered quite effectively by an inexperienced teacher.
r. While dictating, the teacher can move about, giving individual attention.
s. Dictation exercises can pull the class together, for example, during those valuable first minutes.
t. Dictation can provide access to interesting texts, by introducing a topic, for example, or summarizing it, as in a dicto-comp.
u. Research has shown the learning to write down what you hear can encourage the development of literacy.
After reviewing the advantages and disadvantages of dictation, the influence of it on students’ achievement in mastering listening material will be discussed.
2.1.2.4 Test of Dictation
2.1.2.4.1 Definition of Test
Testing is an important part of every teaching and learning experience. In
Webster’s Dictionary (2004:1021) test means an examination of the nature or value of anything. According to Brown (2002:3), “test is a method of measuring a
person’s ability, knowledge, or performance in a given domain”.
In addition, Tinambunan (1988:2) gives definition of measurement, test and evaluation: “Measurement is the process of assigning numbers to individual or their characteristic according to specific rules. Test is a set of question, each of which has a correct answer that examinees usually answer orally or in spelling. Evaluation is the systematic process of collecting, analyzing and interpreting information to determine the extent to which pupils are achieving instructional objectives”.
From the definitions above, we can come to a conclusion that test has narrower meaning than evaluation but a broader meaning than measurement. It seems appropriate in evaluation studies to limit the term test to the process of gathering the data and fashioning them into an interpretable form.
Any test, which is intended to measure the students’ achievement or to evaluate a language teaching program, must fulfil the requirements of a good test
such as validity and reliability of a test. The validity and reliability of a test are very significant because the test result will be used to evaluate the effectiveness of
teaching process in general including the curriculum, method, etc.
When we select testing techniques used in educational settings, we must carefully consider the reason for using those techniques. Tests which are administered in educational settings have several purposes. In general, their purpose is to provide students, parents, teachers, teachers, school psychologist, and other professional with information to assist them in making decisions that will enhance student’s educational development.
2.1.2.4.2 The Role of Testing in The Classroom
Heaton (1975: 2) states that “testing and teaching are so closely interrelated that is virtually impossible to work in either field without being constantly concerned with the other”. The statement above implies it is virtually impossible to give a test to the students if they haven’t gotten teaching or instructional program first and in the teaching learning activity there must be a test to measure the students’ achievement or to know the effectiveness of the teaching program.
In language testing, especially English test, beside as a device to measure the students’ achievement of the materials covered at the end of a marking period, the test also functions a device to reinforce and motivate students, or primarily as a means of assessing the students’ performance in the language. Madsen states that: “A good test of English can help students in at least two ways. First of all, test can help create positive attitudes toward instruction by giving students a sense of accomplishment. Second, English can help students learn the language by requiring them to study hard, emphasizing course objectives, and showing them where they need to improve”. (1983:4)
Therefore, test is useful for both teacher and students. For students, test is the need to assess their knowledge. For the teachers, English test plays several important roles, such as to provide insight into ways of improving the evaluation
process and to provide means of diagnosing their own efforts if they have taught
effectively.
Harris (1969: 3) points out six roles of classroom tests as follows:
a. To determine readiness for instructional programs.
b. To classify of place individual in appropriate language classes.
c. To diagnose the individual specific strengths and weaknesses.
d. To measure aptitude for learning.
e. To measure the extent of the student achievement of the instructional goals.
f. To evaluate the effectiveness of instruction.
In addition, Valette (1977: 3) states that three roles of classroom tests are:
a. The tests can be used to define course objectives;
b. They can stimulate student progress;
c. They can be used to evaluate class achievement.
2.2 The Speaking Ability
2.2.1 Definition of The Speaking Ability
Speaking as oral language is the most important one for English language learners. In fact, speaking is also the most difficult skill to develop. The environment in Indonesia provides less support for learners because English is not spoken in the community (Huda, 1999: 72).
By speaking, students will be familiar with the sentence that he or she is using in speaking, Lado (1964: 61). States that the students do not know a sentence until they can speak it, he further states that students who have mastered the language orally can learn to read more less readily by then or with limited help. Speaking is closely related to self realization. Much of our impression about people comes from what they say and how to say it. Because many students might get good marks in English spelling test, but when they are asked to speak they skill make many errors.
2.2.2 The Importance of Speaking Ability
Speaking is one of the English productive skills that should be mastered by the students in globalization era because mastering speaking skill they can be able to communicative well, not only for academic but also for professional purposes.
Lado (1964: 7) argues that with resent emphasis on the spoken word, tile ability to speak the language has become dominant requirement people always require the proper way to state tile intention to others, lecture lecturer to students, manager to staff, shop attendants to tile costumer and even parents to tile children. They always do those indentation first by through speaking.
One of the aims of the most language programs is to develop spoken language skill and most programs aim to integrate both spoken mid written language. Learning a language means using it in communication in oral and written form and being able to express feeling, thought and experience various, contexts. Lado (1964: 51) states that to know the language is to use it. He further states that students don’t know a sentence until he can speak it.
2.3 The Correlation between Spelling Ability Through Dictation and Speaking Ability
Correlation is the connection between two things in which one thing changes as the other does (Oxford Learner’s Pocket Dictionary). In this research, there are two variables, they are spelling and speaking. Both of them are productive skills in English. Making the dictation technique, the students will write down on the paper, then they must speak well their written.
According the narration above, there are correlation between spelling ability through dictation and speaking ability of seventh year students at MTs Rogojampi in the academic year 2010/2011.
2.4 The Hypothesis
The research hypothesis is usually a predictive statement that represents a very specific proposed answer to the problem statement (Bieger Gerlach, 1996:4). So, the hypothesis is a temporary answer which is needed to assume the relationship or correlation between two or more variables, in which it will be rejected if the data is wrong and it will be accepted if the data is approved.
According the narration above, there is a significant and positive correlation between spelling ability through dictation and speaking ability of seventh year students at MTs Rogojampi in the academic year 2010/2011.
CHAPTER III
RESEARCH METHOD
Research method derived from the word method means that ‘appropriate way to do something’; logos means ‘study or science’. Methodology is the way to do something using thought thoroughly to achieve the main aim. Otherwise, research is the activity to find, to write, to formulate and to analyze then arranging the report. From that limitation, it can be concluded that: Research Methodology is a branch of science which discusses about the way doing research (include the activity: to find, to write, to formulate and to analyze then arranging the report) according to the fact or indications scientifically (Narbuko Achmadi, 2003: 1-2).
Some people say that research methodology is the same with research method, but according that opinion Suprayogo-Tobroni (2001: 7) give definition about Research Method: “Metode penelitian yang menunjuk pada cara, tehnik atau strategi dalam melakukan penelitian seperti metode pengumpulan data, tehnik penarikan sample/informan, metode analisis data atau pemecahan masalah.” Research method is point into the way or strategy to do scientific research such as collecting data method, sampling/informant collecting technique, data analyses method or overcoming the research problem. From that statement is known that the research method is the technique procedure or strategy to overcome the problem, to achieve a goal or to do some work.
Dealing with the study, some methodological issues will be discussed. They are:
3.1 The Research Design
3.2 The Area Determination
3.3 The Respondent and Informant Determination
3.4 Data Collecting Method
3.5 Data Analysis Method
3.1 The Research Design
In this research, the researcher uses the statistical research design. The statistical research design means the method to find out the correlation between two variables in learning teaching. The other opinion comes from Wiersona Jurs said that “statistical research design is collection of theory and methods applied for the purpose of understanding data.” The function of statistical research design are: Collection of data, Present of data, Arrange of data, Analyse of data and re-conclude of data.
In the statistical technique, for determined the correlation between two scores are called correlation technique. Correlation is the connection between two variables in which one variable changes as the other does (Oxford Dictionary, 2000). The other means about correlation is correlating between two problems or more (Drs. FX. Soekarno, 2006). Actually, not all of the correlation have correlated. If there are correlation between two variables, so the correlation are positive. The other way, if there are no correlation between two variables, so the correlation are negative.
3.2 Area Determination Method
Determining research is important step for the researcher to conduct a research wherever the research is taken research area. However, in order the research can be conducted effectively and to avoid an expected difficulty for the researcher, it must be considered an appropriate area that will be become the researcher area. In this researcher determines that purposive area, the area of the research is at MTs Rogojampi Banyuwangi. This school is chosen because this is one school which needed learning of English more.
3.3 Respondent and Informant Determination Method
In the research, the data source is named ‘respondent’. Suprayogo and Tobroni state that: “Respondent is people or amount of people who give ‘respond’ or idea toward what is asked or determined by the researcher” (2001: 163). The respondent as data resources will help to figure out the problem which is researched by giving some clear answers. The respondent may be university students, senior or junior high school. “The position of the researcher and data resources is equal so the researcher should be smart to dig tile data from the resource with constructing the trust, close relation and cooperation.”
People who give information is called ‘informant’. The informant is as a subject in a research. Suprayogo and Tobroni (2001: 163) explain that “informant is (people who give information, information source and data source) as a subject being researched, because they are not just as data source, otherwise they are also actors who define the successfulness of the research, depending on the information that given.” The informant has data that is research about area, situation or written data, etc.
The successfulness or unsuccessfulness of the research depends on the respondent and informant source. Without them. The research will not be happened and of course there will not be answer for research’s question.
3.3.1 Respondent Determination
The method which is used to determine the research respondent is Random Sampling. The proportional random sampling is the technique of talking a sample in all individual of population whether it is individually or to guttery by giving the some chance to be chosen as the sample member, moreover random sampling is also called talking of sample by randomly without selecting them (Drs. Cholid Nabuko and Drs. H. Abu Achmadi, 2007: 118).
Based on the above statement, the researcher determines the respondent of this research is the seventh year students at MTs Rogojampi Kota – Banyuwangi in the academic year 2010/2011.
3.3.2 Informant Determination
The people who give information is called informant. Informant is person who gives secret or important information about somebody or something, (Oxford Learner’s Pocket Dictionary).
The people who help to give the information in this research, they are:
1. The head master
2. The English teacher
3. The administration staff
4. Seventh year students of MTs Rogojampi Kota – Banyuwangi
3.4 Data Collecting Method
The data of this research consisted of primary data and secondary data. The primary data was taken from the spelling and speaking test. Meanwhile, the secondary data was taken from observation.
3.4.1 Primary Data
Primary data of this research is spelling and speaking test, because by spelling test through dictation and speaking test can improve the students’ ability. The researcher uses spelling test through dictation and speaking test which are given respondent to know how many the students get spelling and speaking ability in their class.
Test Method
In spelling through dictation is really needed for the teacher to have spell and write test. The students is claimed to spell and write English well. In spelling test has two components that are tested, they are spelling of word and coherence. In this research, the researcher uses the spelling test which given to respondent to know how much the spelling ability in theis class, especially in relating to sound production and fluency, so that they can write well in their situation class. Sound production is the sound that they are spell. And the fluency means the method to write and speak language easily and well.
In speaking skill to measure the students’ ability in speaking it is really needed for the teacher to have oral test. The students is claimed to speech their English. This oral test has only two components that are tested, they are pronunciation and fluency. In this research, the researcher uses the oral test which given to respondent to know how much the speaking ability in theis class, especially in relating to the pronunciation and fluency, so that they can make communicative conversation in their situation class. The pronunciation is the way in which a language or a particular word or sound is spoken. And the fluency means the method to write and speak language easily and well.
Analytic methods of Scoring:
1. For Spelling Test Through Dictation.
Scoring scale for controlled writing by H. Douglas Brown are:
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2. For Speaking Test (Sample Oral-English rating Sheet)
Like spelling, speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates to analyse. The score is gotten from analytic scoring based on Testing for Language Teacher book by Arthur Hughes.
Pronunciation:
_5. Has few traces of foreign accent.
_4. Always intelligible, though one is conscious of a definite accent.
_3. Pronunciation problems necessitate concentrated listening and occasionally lead to understanding.
_2. Very hard to understand because of pronunciation problems. Must frequenctly be asked to repeat.
_1. Pronunciation problems so severe as to make speech virtually unintelligible.
Fluency (Sound Production):
_5. Choice of structures and vocabulary consistently appropriate; like that of educated native speaker.
_4. Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.
_3. Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication.
_2. Communication often impaired by completely inappropriate or misused structures or vocabulary items.
_1. A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.
3.4.2 Secondary Data
Supporting data of this research is consist of observation, interview, documentary and data analysis method.
3.4.2.1 Documentary Method
Document is written material or thing that related with event or certain activity, it can be recording or written document such as data base archive or picture. The data will be the secondary data that support the primary ones.
3.4.2.2 Interview Method
Recently interview technique is one of the important parts to do in every survey that is why it is mostly used in Indonesia. Without interview the researcher will lose worth information that directly asked only to the respondent. Interview is data collecting method for practice or scientific. Foremost in qualitative social research. Narbuko and Achmadi Urter that: “Wawancara adalah proses tanya jawab dalam penelitian yang berlangsung secara lisan dimana dua orang atau lebih bertatap muka mendengarkan secara langsung informasi-informasi atau keterangan-keterangan” (2003: 83). Interview is process of question and answers in research which lasting orally where two or more people are face to face listen to the information directly in interview there are the interview is person who gives answer.
Before doing interview, the researcher prepares certain question related to the data needed. The questions are addressed to the students about all the things in also addressed English spelling and speaking teacher and students.
3.5 Data Analysis Method
The next step is to analyze the data by using either statistical or non statistical method. In this study the writer uses statistical method to analyze empirical data, Tuckman (1979:249) states that: “statistical test is the major aid for data interpretation by statistical testing, a researcher can compare groups of data to determined the probability that differences between them are based on chance, there are by providing evidence for judging the validity of hypotheses on inference.”
Based on Sugiyono (2011:147) data analysis technique in the quantitative research uses the statistic. In this research, the data which are collected through test will be analyzed by using statistical analysis. This research deals with the interval data for both variables. In Sugiyono (2011:153) it is explained that for testing the associative/correlation hypothesis by using interval data, the researcher should use Correlation Product Moment. The formula is:
Explanation:
rxy : Correlation between x and y
x : Students spelling skill
y : Students speaking skill
N : number of respondents
xy : total of x times y
x2 : quadrate of x
y2 : quadrate of y
∑ : total of variable
(Sukarno, 2006:69)
To identify whether the result of statistical computation is significant or not, it must be consulted with “t” table. The result will be significant if the statistical value is equal with or higher than “t” table. On the contrary if the statistical value is lower than “t” table, the result will be not significant. The significant of Product Moment table is 5%.
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CONCLUSION AND SUGGESTION
This is the last chapter that explains about conclusion, suggestion, and closing. The conclusion following into two conclusions there are major and minor. The suggestion is contain of advice to students and teachers.
5.1 Conclusion
In accordance with the objectives, hypothesis and results of research that have been described before, can put forward the following conclusion:
This study is proposed to answer whether or not there is a correlation between spelling ability through dictation and speaking ability at MTs Rogojampi – Kota
5.2 Suggestion
With regard to the result of the study, there are some suggestions that the writer intend to offer. The study reveals that correlation between spelling ability through dictation and speaking ability. Hence, there should be new ways, methods, and techniques for making the teaching of spelling and speaking are supported each other. Regarding spelling and speaking, the writer is of the opinion that speaking practice will be a good way of providing a “means
.” for students to be able to spell and write well. The students can express themselves while at the same time they learn to write and practice their speaking.
Furthermore, the result of the study shows that students’ correlation between spelling ability through dictation and speaking ability still other factors, which affect students’ ability such as the students’ motivation, their interest in learning spelling and speaking, the frequency of practice, their spelling and speaking habit, etc. Therefore, further research which considers those factors, should be conducted.
5.3 Closing
Gratitude Allah SWT the writer prays for an abundance of strength so that research and this thesis can be completed on time. To all who assisted in the research and writing of these authors can only express my gratitude to God with the hope that the rewards bestowed a double reward.
The researcher is fully aware that this thesis is far from perfect, mainly due to various limitations in the self-writer. Therefore, the authors would be very happy and grateful if there are some people that are pleasing to give criticism and advice for realizing better to perfection. Despite the many weaknesses and shortcomings, the researcher hopes that this thesis can be useful and welcome an abundance of God’s mercy.
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