A CORRELATION BETWEEN VOCABULARY MASTERY AND SELF-CONFIDENCE

TOWARDS SPEAKING ABILITY OF THE FIRST GRADE STUDENTS OF MAN 1

SURAKARTA IN THE ACADEMIC YEARS OF 2018/2019

Class 5 A Group Name :

1. Nanda Indira (163221005)
2. Filaili Nur Azizah (163221019)
3. Nurul Fathkuril Jannah (163221024)
4. Mufidatun Rohmaniah (163221027)
5. Yuli Anastasia (163221028)
6. Anisa Nur Afifah (163221029)
7. Devi Permatasari A.U (163221031)

ENGLISH EDUCATION DEPARTEMENT

ISLAMIC TEACHER AND TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2018

 CHAPTER 1

INTRODUCTION

A. Background of The Study

There are so many languages in this world, when learners decide to learn a new language
or a foreign language they will be involved in process of learning language skills for complete
communication. Learn a new language or a foreign language; it has same process when we learn
our native language. It is started by listening, then speaking, then reading and the last process is
writing. Language skill divided into 2 skills, those are skill of language input and skill of
language output. Skill of language input consists of listening and reading while skill of language
output consists of speaking and writing. Among these four skills, speaking is one of the
important skills that we use to communicate and to understand each other in our daily activities.
Furthermore, speaking is a key to communicate as an interactive process of developing meaning
that involves producing, receiving, and processing information. For instance teaching and
learning process in the classroom, teacher and students will speak each other to make them
understand and being understood. Futhermore, it is stated in the curricullum that the students are
expected to be able to speak English in the classroom along with their mother language, they also
expected to be able to ask a question using English. But the fact was some of the students choose
to be a passive one in the classroom and they did not have motivation, confidence and courage to
speak up. Whereas the teachers have tried so many method and tools to teach speaking and to
increase students speaking skill, but they were still low in speaking because the students afraid to
make mistake in grammar, pronunciation and et cetera.

In addition, as argued by Nunan in Halima (2016) speaking as a productive skill focuses

on how learners use and communicate in the foreign language, but in reality they barely speak in
the classroom because of speaking has so many awareness’s and other communicative
consideration. Such as awareness’s to make mistake in pronunciation, fluency or in grammar. In
addition, Rababa’h in al-hosni (2016) pointed out that there are many factors that cause
difficulties in speaking English among EFL learners. Some of these factors are related to the
learners themselves, the teaching strategies, the curriculum, and the environment. To sum up, in
the successful learning, Smelser in Satriani (2016) identified that there are three elements
affected by self-esteem, namely cognitive, affective, and evaluative elements. The first element
(self-esteem) which means characterizing some parts of oneself in power, confidence, and
agency has a relation with English language proficiency. In addition, Dedmond in Hisken (2017)
states that, self-esteem is defined as the complication of feelings about us that guides our
behavior, influences our attitudes, and drives our motivation. In hence, Rosenberg cited in
Soureshjani (2017) states that, self-esteem is important to a person's identity and awareness and
that high and low self-esteem would influence a behavior in positive and negative ways
respectively. Erikson and Stern in Hassanzadeh (2016) highlighted the role of affective factors
such self-esteem in learning a foreign language. They put into words that the way people assess
themselves would influence the process of foreign language learning, such as speaking. a person
should put a high value for his performance and be confident of his achievement because those
judgments he makes are the drive for mastering proficiency Stout (2001) quoted in Juyandegan
(2017). Low self-esteem can negatively affect language learning and they especially appear in
oral communication. Hence, Snyder and Tice in Mruk (2006) stated that people with high self-
esteem usually feel competent enough to take the risk and worthy enough to sustain a failure,
should it occur, so they may set their sights high from the beginning. The others, in contrast, are
often just as concerned with avoiding the loss of worthiness as with gaining more, so they may
use what is called a “self-handicapping strategy” even as they go about trying to be successful. In
addition, Burns cited in Fahim and Rad (2012) argues that, “A person who has high self-esteem
is confident reveals that a person is in secure, lacking in confidence and self-critical. It can be
identified that students with high self-esteem usually set higher goals for themselves and they
have high confidence when they speak. On the other hand, the students have low self-esteem it
could be influence their speaking skill such as they have no courage to speak up in front of class.
It can be said that self-esteem has high contribution to students speaking skill. Based on the
researcher interview MAN 1 Surakarta, July 2018 the researcher identified some problems,
firstly the students still lack on vocabulary, and they had no enough confidence to speak because
they awareness in grammar. Furthermore, they also less in pronunciation because in English
there were different forms between written and spoken form. On the other hand, some of them
said that they enjoy the learning process of English especially when they learnt speaking,
because they could express what they felt, share their opinion or asked when they did not
understand the lesson when they learnt English without afraid with the pronunciation and
grammar as long as their teacher and their friend understand what they said. Based on the
explanation above, the researcher would do the correlation method entitled A Correlation
between Vocabulary Mastery and Self-Confidence towards Speaking Ability of the First Grade
Students of MAN 1 Surakarta in the Academic Years of 2018/2019.

B. Identification of the Problem

1. The factor which influence the student speaking ability

2. Play important role student vocabulary mastery and self- confidence toward speaking
ability

3. The correlation student vocabulary mastery and speaking ability

4. The correlation self-confidence and speaking ability

5. The correlation between vocabulary mastery and self-confidence toward speaking ability

6. The contribution student vocabulary mastery and self-confidence toward speaking ability.

C. Limitation Of The Study

This study focused on three variable, namely self-confident and vocabulary mastery and
speaking ability as dependent variable. Therefore, the researcher limited this research on finding
a correlation between self-confident and vocabulary mastery toward speaking ability of the first
grade students of MAN Surakarta in the academic year of 2018/2019.

D. Problem Statement

Based on the background of the study above, the objective of the research is formulated
as follow : there any significant positive correlation beetwen students’ motivation and self-
confidence toward speaking ability of the first grade students of MAN Surakarta in the academic
year of 2018/2019.

E. The Objective of The Study

According to problem of study stated above, the objective of the research is to know
whether there is significant positive correlation between vocabulary mastery and self-confidence
towards speaking ability of the first grade student of MAN 1 Surakarta in the academic year
2018/2019

F. The Purpose Of The Study

The purpose of the study is to know The Correlation Between Vocabulary Mastery And
Self-Confidence Towards Speaking Ability Of The First Grade Students Of MAN 1 Surakarta in
the academic year of 2018/2019

G. The Benefit Of The Study

The benefit of the study result is as follows

1. Theoretical benefit

To prove whether there is Correlation Study Between Vocabulary mastery and Self-
confidence towards Speaking Ability of the first grade students of MAN 1 Surakarta in the
academic year of 2018/2019.

Through this research is expected to improve knowledge either for teacher or society. So
it can be used as the reference in improving and developing speaking ability in the school. The
researched also hoes that this research will give contribution for the development of education in
Indonesia large

2. Practical benefit

For teacher, result of this research gives information which hopefully can be used as
starting pointt whether it is important to increase self-confidence and speaking ability on the
variable and the teacher can improve teaching learning process especially in teaching and
learning speaking ability by giving attantion on the improvement of vocabulary mastery their
speaking ability . For the student in foreign language class should have vocabulary mastery in
speaking ability, because when we talk about another language it means we start to learn the
beginning. It starts in very command word to the difficult one.

For institution this study can help to develop student ability and understanding
characteristic of student, so that the student can be motivated to study English and make them
think that English is a funny subject to learn , it is not difficult but only need more practice . The
researcher hopes also they can be move active in English class whether they be able to speak or
not it just to increase their braveness to use their skills in speaking class.
 CHAPTER II

THEORITICAL REVIEW

A. Review Of Speaking Ability

1. The Definition Of Speaking
Brown, (2004: 140) states that speaking is a productive skill that can be observed directly
and empirically. Referring to the above definition, it can be said that the score is a measure of the
production of oral speaking. He also said that the talk, is the result of creative construction of
linguistic string; speakers make choices lexicon, structure, and discrouse. Speaking ability can be
said to be successful if the listener can understand what the speaker is saying.
Speaking is an interactive process of constructing meaning that involves producting and
receiving and processing information ( Burns &Joyce, 1997:7). Its form and meaning are
dependent on the context in which it occurs, including the participants themselves, their
collective experience, the physical environment, and purpose for speaking.
2. The Definition Of Ability
Robbin (2007: 57) states ability is the capacity of a person’s activity to perform various
tasks in a job and a current assessment of what can be done person. Ability is possession of the
qualities (expecially mental qualities) required to do something or get something done. ( Oxford
dictionary,2008:3)
3. The Definition Of Speaking Ability
Cooper (2010:88) defines speaking ability as the productive skill because one carries out
activity for using his speech organs successfully, while it is receptive skill because needs
someone else to listen what has been said in order to react what have been heard before
successfully.

Speaking ability is students abillity in expressing their ideas orally which is represented
by the scores of speaking. Freeman ( in Risnadedi,2001: 56-57) state that speaking more
complex and difficult than people assumse, and speaking study like study other cases in study of
language, naturalize many case to languange teacher.
 4. The Stage Of Speaking Performance

Speaking Classroom activity is different with outdoor activity. In the classroom,the

teacher will face with their students. The types of the speaking activities are also different.
According to Brown (1994;141-142) there are five types of classroom speaking performance:

a. Imitative

Imitative is focused on some particular element of language form that the purpose of
meaningful interaction. In imitative categories, the speaking classroom may legitimately be spent
generating “a human tape recorder” speech. Such drilling, it offers the students opportunity to
listen and to orally repeat certain strings of the language that may pose some linguistics difficulty,
either phonological or grammatical.

b. Intensive

Intensive is including any speaking performance that is designed to practice some

phonological or grammatical aspect of language. It can be self initiated or can be a part of some
pair work activity where the learners are going over certain forms of language.

c. Responsive

The classroom activity encourages the short replies to teacher or students-initiated

question or comments. These replies are usually sufficient and do not extend into dialogues.

d. Extensive (Monologue)

The students at intermediate to advanced levels are called on to give extended monologues
in the form of oral report, summarize, or perhaps short speeches.

e. Transactional (Dialog)

Transactional language carried out for the purpose of conveying or exchanging specific
information is an extended form of responsive language.
 5. Speaking Difficulties

Sometimes, a person feels himself less confident to speak. There are several reasons that
make him less confident to do the talking. Which may come from themselves, or from the
surrounding environment. Brown (2004: 270-271) states that there are eight factors that makes
talking difficult. There are as follows :

a. Clustering

Fluent speech is phrasal, not word-by-word. Learners can organize their output both
cognitively and physically ( in breath groups ) through such clustering.

b. Redundancy

The speaker has an opportunity to make meaning clearer through the redudancy of
language. Learners can capitalize on this feature of spoken language.

c. Reduced forms

Contractions, ellisions, reduced vowels, etc. All form special problems in teaching spoken
English ( see the section below on Teaching Pronounciation ). Student who dont learn colloquial
contractions can sometimes develop a stilted, bookish quality of speaking that in turn stimatized
them.

d. Performer variables

One of the adventages of spoken language is that the process of thinking as you speak
allows you manifest a certain number of performance hesitations, pauses, backtracting, and
corrections. Leaeners can actually be yought how to pause and hesitate. For example, in English
our "thingking time" is not silent we insert certain "filler" such as uh, um, well, you know, I
mean, like, etc. One of the most salient differences between native an nonnative speakers of a
language is in their hesitation phenomena.

e. Colloquial Language

Make sure your students are reasonably well acquainted with the word, idioms, and
phrases of colloquial language and that they get practice in producing these forms.
 f. Rate and Delivery

Another sailent characters of fluency is rate of delivery. One of your taks in teaching
spoken English is to help learners achive an acceptable speend along with other attributes of
fluency.

g. Stress, rhythm, and intonation

This is the most important characteristic of English Pronunciation, as will be explained

below. The stress-ted rhytym of spoken English and its intonation patterns convey important
messages.

h. Interaction

As noted in the previous section, learning to produce waves of language in a vacuum-

with interlocutors-would rob speaking skill of ita richest component the creativity of
conversational negotiation.

6. Testing Speaking

There are many technique to conduct oral or spoken test. the most commonly used
spoken test type are suggested by 'Jbomburry (2005: 124125) as follows:

a) Interviews

An interview is conducted by calling out individuals one by one for their interviews.
Interviews is easy to set up but it is not conductive to test informal, conversational speaking
styles. The effect of interviewer, such as style of questioning is difficult to eliminate.

b) Live monologue

The candidates prepare and present a short talk on a pre-selected topic. This type of test
eliminates the interviewer effect and provides evidence of the candidate's ability to handle on
extended tum, which is not always possible in interviews. Other students can be involved as
audience in question and answer session so the speaker's ability to speak interactively and
spontaneously can be coped in the test.
c) Recorded Monologue

A recorded monologue is less a more public performance. it is more practicable that live-
monologue. Leamers can record themselves on certain topic talk. The assessment of recorded
monologue can be done after the event, and the result can be triangulation.

d) Role Play

A learner must perform a certain role in the classroom. Another students or teacher can
performance another role.

e) Collaborative Task and Discussions

These are similar with role-play except that the learners are not required to assume a role
but simply to them. The learner's interactive skill can be observed in circumstance that closely
approximately real life language use.

The indicator of speaking ability test oral proficiency scoring categories

Indicator Score Categories

Fluency 1 No specific fluency
description. Refer to other
four language areas or
implied level of fluency.
Numerous non – native
pauses and/or non – native
flow that interest with
intelligibility
2 Can handle with
confidence but not with
facility most social
situation including
introductions and casual
 conversations about
current events, as well as
work, family, and
authobiograpical
information.
3 Can discuss particular
iterest of competence with
reasonable easy. Rarealy
has to grope for words.
4 Able to use the language
fluency on all levels
normally pertient to
professional needs. Can
participate in any
conversation within the
range of his experience
with a high degree of
fluency
5 Has complete in the
language such that his
speech is fully accepted by
educated native speaker.
Grammar 1 Errors in grammar are
frequent, but speake can be
understood by native
speaker used to dealing
with foreingner attempting
to speak his language
2 Can usually handle
elementary constructions
quite accurately but does
 not have through or
confident control of the
grammar.
3 Control of grammar is
good. Able to speak the
language with sufficient
structural accuracy to
participate effectively in
most formal and informal
conversation on practical,
social and professional
topics.
4 Able to use the language
accurately on all levels
normally to pertinent to
professional needs. Errors
in grammar are quite rare.
5 Equivalent to that of
educated native speaker.
Vocabulary 1 Speaking vocabulary
sufficient to express
anything but the most
elementary needs.
2 Has speaking vocabulary
sufficient to express
anything but the most
elementary needs.
3 Able to speak language
with sufficient vocabulary
to participate effectively in
the most formal and
 informal conversation in
practical social and
proposional topics.
Vocabulary is word
enough that rarely has to
brope for a word.
4 Can understand and
participate in any
conversation in the range
of experience with a high
degree of precision of
vocabulary.
5 Speech on all levels is
fully accepted by educated
native speakers in all its
futures including breathed.

B. Review Of Vocabulary Mastery

1. The Nature of Vocabulary

In learning English, vocabulary cannot be separated from other English language skills. It
plays important role in understanding the language holistically. Vocabulary knowledge is the
single most important area of second language competence regarded as academic achievment.

Hatch and Brown (1995:1) state that the term of vocabulary refers to list or a set of a
particular language or list or a set of words that individual speaker may use. Burns and Broman
(1975: 295) say that vocabulary may be defined as the total number of word (with rules of
combining them) used by person, class or frofession to make up languange either in oralz written
communiaction. According to Hornby (1995: 133) vocabulary is a list or a set of words with
their meaning.
 From the definition above, it can be concluded that vocabulary is a list or a set of words
with their meaning for particular languange used by individual or group of people, either in oral
or written communication regarded as academic achievement.

2. The Important of Vocabulary

There are four language skills: listening, speaking, reading, and weitting. Students have
to master the words in order they can comprehend when they are reading a text, when they are
listening someonr's speak, when they writting, and when they are speaking. Thus, vocabulary is
one of the important things in languange elements that should be learnt and taught.

Coady and Huckin (1998:5) stete that vocabulary is central to language and critical
important to the typical language learner. Nunan (1998: 117) states that the acquisition of an
adequate vocabulary is essential for successful second language use because without an
extensive vocabulary we will be unable to use the structure and functions we may have learned
for comprehensible communication.

Based on the explanation above, it can be concluded that vocabulary is central of

language in which it is the biggest component of any language and the success in learning
languange can be proved by the success in mastering vocabulary.

3. Vocabulary Mastery

Vocabulary mastery is an important part in all language skills. Hornby (1995: 721)
defines mastery as: (1) complete knowledge, great skill; and (2) control. And vocabulary is the
total number of word that individual speakers of language might use for a particular language.

It is important for learner to master the vocabulary of langauge because it is the essential
part of communication. Krashen in Lewis (1996: 23) says vocabulary is basic to communication.
If acquirers do not recognize the meaning of the key word used by those who addressed them,
they will be unable to participate in the conversation.

Thornbury (2001: 27) declared there are some factors that make learning vocabulary are
rather difficult for second language learner. If those factors are fulfilled, someone can be said
that he or she has achieved the vocabulary mastery. Those factors are: pronuncation, grammar,
meaning, are the indicators in vocabulary mastery.

It can be concluded that vocabulary mastery means the complete knowledge or great
skill of the list of the total number of word that imdividual speakers of language might use for
particular language. This complete knowledge includes the knowledge of the meaning of the
word, the pronuncation, grammar, and meaning to carry it.

4. The Indicator Of Vocabulary

Based on the review of related theory of vocabulary mastery, it can be cincluded that
vocabulary mastery is a list or set of words for a particular language used by a person, class or
profession to make up laguage either in oral or written communication. Vocabulary mastery
includes to carry it. Mastering the vocabulary of language needs the attention to its meaning of
word form.

The resercher will contruct and summarizes the concept of vocabulary mastery theories
as the indicator of the researcg into:

a. Word formation (derivation and inflection)

b. Word meaning (translation, antonym and synonym)

5. Kinds Of Vocabulary Mastery

There are several kinds of vocabulary. The first is come from hatch and Brown (1995:
370) they state that receptive vocabulary is word that the students recognize and understand
when tgey occur in a context, butbit cannot produce correctly, and productive vocabulary is
words, which the students understand, can pronounce correctly, and use constructively in
speaking and writing. It was different with Ur (1996: 60) that states the kinds of vocabulary in
five aspects, those are:

a. Form : Pronounciations and spelling

The learner has to know how a word is pronounced ( it is pronounciation), and what it
looks like (it is spelling).
 b. Grammar

The learner also needs to know all tenses from of the sentences form of the verb, the
plural noun or singular, etc. A word sometimes comes grammatically.

c. Collocation

It deals with appropriateness of particular combination of words.

d. Aspects of meaning

In language teaching, this kind of relationship is useful. The learner should recognize the
words in different relationship. Synonyms and antonyms are the examples.

e. Word formation

Certain vocabulary can be broken down into their components. The learners'
understanding in prefixes and suffixes can help them in knowing the meaning. That aspect will
give the learners to know and learn foreign language. However, that aspect has to teach in match
to the of students.

In this research, the researchers will use the five aspects as the indicators for making the
item of questions. The five aspects used in the blue print of vocabulary mastery test.

6. How to Test Vocabulary Mastery

There are several ways to test vocabulary of the learners. We know that a good
knowledge of English vocabulary is important for important for everyone who wants to use the
language. From the statement before, the knowledge of vocabulary is often tested. The ways are
follows:

a. Multiple Choice Test

In this type of the test, the learners just choose the best answer what they want.

b. Cloze Test
 In cloze test, the knowledge of a wide range of words types including grammar words as
well as content words. Thornburry (2002: 133).

c. Dictation

Here the examiner will dictates the text and learners will write the word down. Dictation
is an easy way of testing for the teacher because the preparation is minimal. Ur (1996: 40).

d. True or false

The kinds of test depend on the test or listening for to the teacher prepares a set of
statements and students have to circle true or false.

f. Question and Answer

This type of the test based on a test or listening, the students have to answer the question
that given before.

g. Gap Filling

Many multiple-choice task described can be converted into gap filling or fill in the blank.
The students should write or choose a word or phrase in the blank space.

h. Transformation

Students will practice to make grammatical transformation orally or in writing. For

example, students will change the question into statement.

C. Review of Self-Confidence
1. Definition of Self-Confidence

According to Goleman in Genctan (1984); Ozbey (2004) self-confidence is defined as an

individual's recognition of his own abilities, loving himself and being aware of his own emotions.
Akagunduz (2006), in Fadiyah (2015) divides self-confidence into two sub-categories as
intrinsic self-confidence and extrinsic selfconfidence and continuous his explanation as follows:
intrinsic selfconfidence is the thoughts and emotion about individuals' being reconciled or
pleased with themselves. Self-esteem, self-love, self- knowledge, starting concrete aims and
positive thinking are the elejnent of intrinsic self-confidence. Extrinsic self-confidence is also the
behavior and attitude towards others. The constructing element of extrinsic self-confidence are
communication and controlling the emotions. In a study to develop a self-confidence scale
conducted by Akin (2007), two factor as extrinsic and intrinsic self-confidence were determined.

Self-confidence is essentially an attitude which allows us to have a positive and realistic

perception of ourselves and our abilities. It is characterized by personal attributes such as
assertiveness, optimism, enthusiasm, affection, pride, independence, trust, the ability to handle
criticism and emotional maturity (Sihera, 2007). Self-confidence is an personal factor that pays a
supportive role in the achievement of foreign language learning. Some studies claim that no
language learning activities will be carried out successfully without it (Huitt, 2004 & Khodadad,
2003, cities in Hayati 2008,; Brown, 1994)), in Safaa Mohammad Al-Hebaish, faculty of
education, Taibah University, in Fidiyah, 2015.

"Self-confidence is the belief that you can achieve success and competence. In order
words, it is believes yourselfto be capable. Self-confidence might be in reference to specific tasks
or a more wide ranging attitude you hold about your abilities in life" (RMIT University: 2009) in
Fidayah: 2015.

Base on those statement self-confidence is attitude of personal factor which allows us to

have positive, realistic perception and believe to achieve success and competence.

As the communication and travel opportunities develop and the borders between
countries are removed, speaking, as a general neglected area in language teaching process, has to
be one of the main concems in EFL context. Self-confidence, as a facilitator to speak fluently
and accurately both and mother tongue and target language, is gaining importance in
communication especially in speaking.

2. Indicator of Self-Confidence

There are certain characteristics of those who have high selfesteem and confidence in
their ability to affect the journey of their life. These factors are universal and can be learned if
they are not present in your life right now. (Didik Setyawan, 20i2:40-41). The indicator of Self-
confidence are:
 a. They are ambitious. They want more from life, then existence or survival. They can
dream themselves in better circumstances and surroundings.
b. They are goal oriented. They seek a challenge of completing and setting new goals for
themselves. They are not especially competitive, except against themselves. They enjoy
breaking their own records.
c. Ibey have learned to ccynmunicate. They know how to ask for what they want and to
bear advice and counsel. It is less inyxvtant for them to be right than to effective. Ibey
listen more than they speak
d. are loving and kind. Those cropk who are a good inner Elf-image from nourishing
relationships instead of ones. They have leamed to detach from relationships wbch do not
allow them to authentic.
e. They attractive and open to others. The sdf-confi&rre people is usually drawn to one
another. They vibrate their confidence in a way that attracts good things and good people
to them. Being attractive does not necessarily mean physically attractive in the usual
sense of the word, but rather spiritually beautiful.

The researcher summarize the indicator of self-confidence, it has five points namely:
ambitious, goal oriented, leamed to communication, love and kind, attractive and open to others.
Selfconfidence is the important thing because the students need selfconfidence to complete with
the other friends. Therefore, the students remind the leaning process, in the other benefit, the
have good relationship with other and the students can be successful in academically.

3. Self-Confidence Sign

There are the differences between learners who have high level of self-confidence and
those who have not. The characteristics of those who have high level of self-confidence are
explained by M. Farouk Radwan Msc (2012). The explanations of the characteristics of those
who have high level of self-confidence such as bellow:

a. Confidence body language

Each posture or position leaves a certain impression in the viewers' mind and that is why
sticking to self-confidence postures and boy language will make other people think that you are
confident.
 b. Confident people are relaxed

Confident people are relaxed. They do not become anxious when they are with others.
They do not bite their finger nails and they are not nervous. This does not mean that people who
are not relaxed are not self-confidence, but it means that you cannot both feel confident and
anxious in the same time.

c. Remain calm wen being criticized

Confident people accept criticism with a smile. They do not lose their temper when
somebody challenges their competency and sometimes they do not even bother to defend
themselves when they are being criticized.

d. Hyperactivity

It is not a general rule but in many confident are hyperactive ad it happens because lack
of confidence and it forces the person to retreat the rear lines which is not.

e. Assertiveness

Clear tones of voice structured phrases, assenive body language are all clear signs of self-
confidence. Assertiveness is a skill that can be learned. If you want to learn how to become
assertive juq check out this guide. Assertiveness will not only make you feel self-confident but
also it can prevent depression.

4. Strategies for Building The Student’s Self-Performance

Providing encouragement and a positive atmosphere will help the students developing
their self-confidence. Miller (2013) state that "students with self-confidence pay attention more
in class get along better with their peers and generally have a more focused and inquisitive
attitude" Miller has techniques to promote self-confidence of the students such as:

a. Step l

Provide positive feedback to your students when appropriate. Tell them when they have
done a good job on an exam or report, Children thrive on praise and will push themselves to do
well if they know you will be proud of them for their achievement.
 b. Step2

Give only genuine praise. If you provide empty praise, they will not feel as motivated to
push themselves harder.

c. Step 3

Set realistic goals for each student. Recognize that every child is different and has
different learning capabilities. Make goals realistically achievable so that children will feel a
sense of accomplishment when the goal is completed. Do to make task too easy or too
challenging.

d. Step 4

Use teaching strategies that provide an opportunity for equal participation. For example,
in gym class make sure all students get equal playing time.

e. Steps 5

Create an open, positive environment for leaning to know your students on an individual
level. Call them by name when ask them a question. Give them credit for trying even they give
the wrong answer.

6. Step 6

Show enthusiasm for the subject are teaching and for students' success. If the enthusiastic
about students' success, the students will also be more motivated to achieve their goal. Self-
confidence closely related with speaking ability because students need self-confidence as the first
modal to public speaking.

The students without self-confidence students will never improve their speaking ability.
Therefore, self-confidence closely related with speaking ability. The researcher summarize the
indicator of selfconfidence, it has five points namely: ambitious, goal oriented, learned to
communication, love and kind, attractive and open to others. From the indicators. The researcher
using the five points of self-confidence as the indicator concept of the self-confidence
questionnaire, and take into blue print of the self-confidence questionnaire.
 CHAPTER 3

RESEARCH METHODOLOGY

A. The Research Design

This research, the researcher used quantitative research. Suryaputra ( 2007 : 23 )

quantitative research is the classification of research base on the characteristics of a data. It has
random characteristic, aimed to choose the number of individual from population. The research
use numeric data or non-numeric data that have been converted into numbers, satistical and
result can be measud. This research conducted in correlation research design. ( Arikunto
1998:336 ) correlation study is meant to find the relationship between variable ( vocabulary
mastery and self-confident in speaking ability ). Gay et Al ( 2006 : 11-12 ) there are three
possible result of a correlation study : a positive correlation , a negative correlation and no
correlation.

1. Positive correlation : indicates that as the amount of one variable improves the other decreases.

2. Negative correlation : correlation coefficient close to -1.00 indicates a strong negative

correlation.

3. No correlation : correlation coefficient if 0 indicates no correlation.

B. Setting of The study

1. The place of the research

The place of this research is at MAN 1 Surakarta. It is located on Jl. Sumpah pemuda No 25,
Kadipiro, Surakarta. This research was conducted in the first grade of MAN 1 Surakarta in
academic year 2017/2018.

2. The time of research

The researcher will conduct the research in July 2018.

C. The Population, Sample, and Sampling

1 . Population

According to Supangkat (2008: 3), population is a group of object which can be sources
01 research. According to Fraenkel and Walien, the population is the group to which the result of
the study are intended to apply. According to Arikunto (in Rahmanto, 2014: 46) population is
the whole of research subject. The researcher conclude that population is the group who can be
the object of the research. The population of this research is all the tenth grade students of MAN
I Surakarta that consist of 230 students divide in three programs. The programs are boarding
class, regular and full day class, It consist of 10 classes.

2. Sample

According to Tabachnik and Fidell (2013: 7), samples are measured to make
generalization about populations. If population is too large, and the researcher cannot examine
all subjects or objects which exist in it, for example if we do not have fund or time to conduct the
research, the researcher can use sample which is taken from the population to represent the
examination of subject or objects. In short, sample is a part of quantity an characteristic which
is belonged to population (Sugiyono, 2011: 61). Th sample of this research is 30 students out of
the population.

3. Sampling

Sugiyono (2009:118) states that sampling is a technique of taking saniple out of the
population. ln this study the researcher uses cluster random sampling to get the sample. The
researcher took three classes among ten classes of the tenth grade students of MAN I Surakarta.
The steps of selecting the class are:

a. Make a list of classes

b. Gave code to each class.

c. Write each code on a piece of paper and enrolling it.

d. Put the rolled paper into a box.

e. Took three rolled randomly. The result was the class for the sample.

The classes chosen are X IPS 4, X IPS 5, and X IPS 6. The total number of the chosen
classes is 90 students. In this research, the researcher did not observe the whole students of
chosen classes. The researcher only took 30 students randomly as a sample.

The 30 students will be the sample of the research. They will be given some test,
vocabulary mastery and speaking skill to support the research. They will also be asked to answer
the questionnaire of interpersonal intelligence.

D. The Technique of Collecting Data

In collecting the data had been collected by used questionnaire and test. The
questionnaire was used to obtain students' habit of using English in daily life, while the test used
to collect the data of students' speaking achievement.

l . The Research Instrument

a. Questionnaire.

Questionnaire is giving a list of questions to the respondents (Arikunto, 2006: 151). A

questionnaire is a way to collect information using written-questions that must be answered in
written form. In this research, the researcher used the questionnaire indirectly or closed type that
means the respondent only answer the question about the characteristics. By using this
questionnaire, the researcher can device the data from the sample related to the use of English in
daily. This method is used by the researcher to know how far is the profile of the habit of using
English in daily life of the first grade students of MAN 1 Surakarta in the academic year of
2018/2019.

To construct the questionnaire the researcher uses an indicator of habit by Verplanken &
Orbell theory. Then make a blue print of habit for guidance to construct the questionnaire. The
questionnaire uses five alternatives based on the Likert Scale type. In this scale usually expressed
in five options and at first, the researcher determines the score of each statement in questionnaire
to determining the students' scores. Since the statements and the questions in the questionnaires
are mainly divided into two statements; positive and negative one, in scoring the answers the
researcher uses the following criteria. The questionnaire consists of 30 items and each item
consists of five options with the scale of scoring from 1 to 5.

b. Test.

Testing method is method of giving a series of questions or exercises for measuring

respondents' capability (Arikunto, 2006: 150). It is used to know the speaking ability of the first
grade students of MAN 1 Surakarta.

The kind of test is making dialogue tes where a pair of students is given a topic and then
they are expected 10 perfortn a dialogue based on the topic given Ur (1996: 39). First, the
researcher interviewed the English teacher of class related to the speaking test commonly applied
in the class. Because the teacher want this test practice in the dormitory to get more time för
student's test the researcher take a data in the dormitory. After discussing, the researcher uses an
exercise to the students. The technique is making dialog where the students given a topic to
prepare their speech. It is used to know their capability on constructing their own word into
sentences and the sentence structure used, so it is called as comprehension-processing-production
skill (NicUderhill: 1987).

E. The Technique of Analyzing Data

l. Normality test

Normality test is aimed to know whether the sample taken from the population has
normal distribution or not. The data of the habit of English in daily life and speaking
achievement are considered in normal distribution if the significance of Liliefors is higher than
0.05.

2. Linearity testing

Linearity testing is aimed in order to know whether between two variables involved in a
research, which computed by statistic analysis correlation, have relationship linearly or not. The
regression is linier if the Fobtained is lower than the Ftable or if the significant obtained is higher
than 0.05.

3. Significance testing
 Significance testing is proposed to know whether between two variables involved in a
research, which computed by statistical analysis correlation shows the significant or not. The
regression is significant if Fobtained is higher than Ftable.

4. Hypothesis Test

To test the hypothesis, the researcher uses Pearson Product Moment Formula. Pearson
product moment formula used to know whether there is a significant correlation between
variable X and Y. Pearson product moment Correlation is aimed to know the degree of
relationship between dependent and independent variable.
A CORRELATION BETWEEN VOCABULARY MASTERY AND SELF-CONFIDENCE
TOWARDS SPEAKING ABILITY OF THE FIRST GRADE STUDENT OF MAN
SURAKARTA IN THE ACADEMIC YEAR 0F 2018/2019

CHAPTER I INTRODUCTION

A. Background of Study
B. Identification of The Problem
C. Limitation of The Study
D. Problem Statement
E. The Objective of The Study
F. The Benefit of The Study

CHAPTER II THEORITICAL REVIEW

A. Theoritical Description
A. Review of Speaking Ability
a. The Definition of Speaking
b. The Definition of Ability
c. The Definition of Speaking Ability
d. The Stage of Speaking Performance
e. Speaking Difficulties
f. Testing Speaking
B. Review of Vocabulary Mastery
a. The Nature of Vocabulary
b. The Important of Vocabulary
c. The Indicators of Vocabulary
d. Kind of Vocabulary Mastery
e. How to Test Vocabulary Mastery
C. Review of Self-Confidence
a. Definition of Self-Confidence
 b. Indicator of Self-Confidence
c. Self-Confidence Sign
d. Strategies for Building The Student’s Self-Performance
B. Rational
a. The Correlation of Vocabulary Mastery and Speaking Ability
b. The Correlation of Self-Confidence and Speaking Ability
c. The Correlation of Vocabulary Mastery and Self-Confidence towards Speaking
Ability
C. Hypothesis

CHAPTER III RESEARCH METHODOLOGY

A. The Reseach Design

B. Setting of The Study
C. The Population, Sample, and Sampling
D. The Technique of Collecting Data
E. The Technique of Analyzing Data

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding
B. Discussion

CHAPTER V CONCLUTIONS, IMPLEMENTATIONS, AND SUGGESTIONS

A. Conclusions
B. Implications
C. Suggestions