Beruflich Dokumente
Kultur Dokumente
THESIS
BY
FIRDAUS NUR HABIBA
NIM. 130221612267
THESIS
Presented to
Universitas Negeri Malang
in partial fulfillment of the requirements
for the degree of Sarjana in English Language Education
BY
Firdaus Nur Habiba
NIM. 130221612267
i
This is to certify that the sarjana’s thesis of Firdaus Nur Habiba has been
approved by the Board of Examiners as the requirement for the degree of sarjana
in English Language Education
Acknowledged by Approved by
Head of English Department Dean, Faculty of Letters
Dr. Johannes Ananto Prayogo, M.Pd, M.Ed Prof. Utami Widiati, M.A, Ph.D
NIP. 19581028 198601 1 001 NIP. 19650813 199002 2 001
ii
STATEMENT OF ORIGINALITY OF SARJANA’S THESIS
The undersigned,
NIM : 130221612267
Malang. Any theories, findings, research techniques which are not my own have
been acknowledged in the text. Theoretical contributions and findings in the thesis
are my own original works and have not been submitted for any degree in this
university or any other universities. If later it can be revealed that this thesis
contains plagiarism of others intellectual work of any kind, I would readily accept
As signed hereby,
iii
ABSTRACT
Habiba, Firdaus Nur. The Correlation Vocational High School Students’ Listening
Scores and Their Speaking Scores. Sarjana’s Thesis. English Education,
English Department, Universitas Negeri Malang. Advisors: Nunung
Suryati, M.Ed, Ph.D., Dr. Emalia Iragiliati, M.Pd.
iv
ABSTRAK
Habiba, Firdaus Nur. Korelasi Antara Nilai Listening Siswa dan Nilai Speaking
Siswa di SMK. Skripsi. Pendidikan Bahasa Inggris, Sastra Inggris,
Universitas Negeri Malang. Dosen Pembimbing: Nunung Suryati, M.Ed,
Ph.D., Dr. Emalia Iragiliati, M.Pd.
Kemampuan siswa dalam listening saat ini sangat penting terutama bagi
para siswa. Mereka hampir setiap hari belajar bahasa Inggris di sekolah.
Mempelajari listening membantu siswa untuk menggunakan bahasa dan juga
untuk meningkatkan kemampuan speaking siswa dalam bahasa Inggris. Jika siswa
diminta untuk menguasai speaking, mereka harus memahami listening.
Penguasaan kemampuan berbicara dalam bahasa Inggris merupakan prioritas bagi
banyak pelajar bahasa kedua atau bahasa asing. Akibatnya, peserta didik sering
mengevaluasi keberhasilan mereka dalam pembelajaran bahasa serta keefektifan
kursus bahasa Inggris mereka berdasarkan pada seberapa besar mereka merasa
telah meningkat dalam kemampuan bahasa lisan mereka. Para siswa yang
mendapat nilai listening lebih baik, nilai siswa dalam speaking pun akan
meningkat karena listening dan speaking itu saling terkait. Dalam penelitian ini,
peneliti memilih SMKN 8 Malang sebagai populasi dan kelas 12 RPL sebagai
sampel yang terdiri dari 56 siswa untuk mengetahui hubungan antara nilai
listening dan nilai speaking.
Data penelitian korelasional dianalisis dengan menggunakan statistik
hasil koefisien korelasi yang menunjukkan tingkat hubungan antara nilai listening
dan nilai speaking. Karena penelitian ini merupakan penelitian kuantitatif,
penelitian ini mencoba untuk mengungkapkan melalui analisis data statistik,
berupa nilai siswa dari masing-masing variabel yang keduanya memiliki korelasi.
Untuk mengumpulkan data dari tes listening siswa dan tes speaking dilakukan
oleh peneliti. Tes TOEIC yang digunakan untuk menguji tes listening dan tes
speaking dilakukan dengan memberi siswa sebuah topik untuk mengungkapkan
pendapat siswa tentang dampak positif dan negatif dari penggunaan media sosial.
Untuk mengetahui hubungan antara nilai listening dan nilai speaking, SPSS 17.0
digunakan sebagai alat untuk menghitung data. Beberapa langkah dilakukan
sebelum menemukan korelasinya, diantaranya uji linearitas, uji normalitas, dan uji
homogenitas. Hasil uji parametrik tersebut adalah uji non parametrik; ini berarti
ketiga uji tersebut tidak memenuhi kriteria untuk menguji menggunakan
parametrik test. Spearman's Rho Rank digunakan oleh peneliti untuk menemukan
korelasi antara nilai listening dan nilai speaking. Hasil penelitian menunjukkan
bahwa korelasi antara nilai listening dan nilai speaking siswa adalah 0,805 yang
berarti siswa yang mendapatkan niai tinggi pada test listening, nilai speaking nya
juga meningkat. Dari hasil korelasi menunjukkan bahwa nilai listening dan nilai
speaking siswa SMKN 8 Malang kelas 12 RPL menunjukkan korelasi yang sangat
tinggi..
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ACKNOWLEDGEMENTS
Suryati, M,Ed, Ph.D and Dr. Emalia Iragiliati, M.Pd for their immense
to solve different technical problems I faced during my thesis writing. I also owe
my deepest gratitude to my examiner Prof. Dr. Gunadi Harry Sulistyo, M.A. for
I owe all the kindness and support from my best friend Dewi Eriana
Fadlyn who gave me the idea. Thanks to my friends who helped me during
conducted the test Dewi Eriana Fadlyn, Aditama Melati, and Flora Desianti Putri.
Also, I thank to Firga Vitrasya who helped me and taught me about the statistics.
Aulia Akifina Annur who let me used her WiFi. For Galih Iman whose came to
friends Fadhilah Suci Safitri, Aditama Melati, and Dewi Eriana Fadlyn who
supported me on my second sarjana’s thesis examination. The last thanks for Arif
Nur Melati Suci for all the love and affection given to me. As parents they both
The writer
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TABLE OF CONTENTS
Page
APPROVAL PAGE……………………………………………………. i
STATEMENT OF ORIGINALITY OF SARJANA’S THESIS………… iii
ABSTRACT……………………………………………………………. iv
ACKNOWLEDGEMENT……………………………………………… vi
TABLE OF CONTENTS………………………………………………. vii
LIST OF TABLES……………………………………………………... x
LIST OF FIGURES…………………………………………………….. xi
CHAPTER I INTRODUCTION
1.1 Background of the Study……………………… 1
1.2 Research Questions…………………………… 6
1.3 Research Objectives…………………………... 6
1.4 Research Hypothesis………………………….. 6
1.5 Significance of the Study……………………... 7
1.6 Assumption…………………………………… 7
1.7 Scope and Limitation of the Study……………. 7
1.8 Definition of Key Terms……………………… 8
vii
3.4 Hypothesis Testing…………………………… 29
CHAPTER IV DISCUSSION
4.1 Discussion of Findings………………………... 32
4.2 Discussion of Previous Study………………… 33
REFERENCES…………………………………………………………. 39
APPENDICES…………...……………………………………………... 41
Appendix 1 Students’ Speaking Test Instruction..................................... 41
Appendix 2 Students’ Listening and Speaking Score.............................. 41
Appendix 3 Table 2.1 Tactics for TOEIC Listening Test Score 43
Conversion Tables getting an estimated TOEIC score………………….
Appendix 4 Table 2.2 Scoring Rubrics of Speaking TOEIC Test……... 44
Appendix 5 Students’ Listening Test…………………………………... 47
CURRICULUM VITAE……………………………………………….. 62
viii
LIST OF TABLES
TABLE PAGE
2.1 Tactics for TOEIC Listening Test Score Conversion Tables Getting 43
an estimated TOEIC score ………………………………………….
2.2 Scoring Rubrics of Speaking TOEIC Test…………………………. 43
2.3 Criteria for the Correlation Coefficient Interpretation……………... 17
3.1 Descriptive Statistical Analysis of Students’ Listening Score …….. 18
3.2 Descriptive Statistical Analysis of Students’ Speaking Score……... 20
3.3 Parametric Test of Normality Shapiro-Wilk Test of Students’ 22
Listening Score……………………………………………………...
3.4 Parametric Test of Normality Shapiro-Wilk Test of Students’ 25
Speaking Score……………………………………………………...
3.5 Linearity Testing of Students’ Speaking Scores and Listening 27
Scores……………………………………………………………….
3.6 Homogeneity Testing of Listening Scores and Speaking Scores….. 28
3.7 The Non-Parametric Spearman’s Rho Rank Correlation between 29
Students’ Listening Scores and Speaking Scores…………………...
ix
LIST OF FIGURES
FIGURE PAGE
3.1 Frequency of Students’ Listening Score…………………………… 19
3.2 Frequency of Students’ Speaking Score……………………………. 21
3.3 Graphic of the Scatter Diagram of Students’ Listening Score……... 24
3.4 Graphic of the Scatter Diagram of Students’ Speaking Score……... 26
3.5 The Scatter Diagram of Correlation Between Students’ Listening 30
Skill and Students’ Speaking Skill…………………………………
x
CHAPTER I
INTRODUCTION
studies, the research questions, the research objectives, the significance of the
study, the research hypothesis, the research assumption, the scope of the study,
Listening and speaking skills are the skills which cannot be separated
because since we are a child, we used to listen first before we try to speak and we
speak or imitate what we heard. Speaking skills for students is also important for
them to communicate with the opponent, if students cannot reply or answer the
questions; it means they still have not mastery it yet. The students should learn
outside the school and try to speak with their friends. If they do not try to speak,
they would have got difficulties to say something in English even the simple
conversation. It is better after the students listening something; they imitate it and
when we want to express our ideas, opinion, and desires and to establish social
1
2
(Mundhe: 2015).
These skills are derived from his analysis of the listening process with its
identify purpose and scope, follow topic development of lecture, recognize key
lexical items related to subject/ topic, deduce meanings of words from context,
volume, pace, key), follow different modes of lecturing: spoken, audio, audio-
what another person says and psychological involvement with the person who is
talking. The vocational high school students are important to mastery listening
skills. By mastery listening skills, the students who wants to continue work on the
Which means listening skills should be mastered by the students to receive the
3
information.
producing and receiving and processing information (Brown, 1994; Burns &
Joyce, 1997). Its form and meaning are dependent on the context in which it
Language functions (or patterns) that tend to recur in certain discourse situations
(e.g., declining an invitation or requesting time off from work), can be identified
activity as the ability to express oneself in the situation, or the activity to report
from listening. When we speak we produce the text and it should be meaningful.
In the nature of communication, we can find the speaker, the listener, the message
different rates of deliver, use grammatical word classes (nouns, verbs, etc.),
systems (e.g., tense, agreement, pluralization), word order, patterns, rules, and
elliptical. Based those are micro-skills the students should mastery speaking by
enormous for the learners of any language. Without speech, a language is reduced
to a mere script. It means with speaking skills the students can deliver the
with people when they are working. Mastery speaking skills is necessary for
company.
The students’ listening skills and students’ speaking skills are related based
on the importance of mastery those skills for vocational high school students. For
daily use students tend to listen to something like songs, movies, and games and
they tend to imitate by speaking what they have heard. This latter view of
listening considers how listening can provide input that trigger the further
more speaking related as it supported by Cross (1999: 244) that naturally baby
can speak after she or he listens to another. It can be through active listening, it is
pronunciation.
5
Previous research that related to this study about the correlation between
listening and speaking is already found and conducted by Maisaroh (2006) This
study was taken from the students of English Department of Stater Islamic
II and listening I. This aim of this study is to get the empirical data about
this study, the researcher concerned that in English teaching especially speaking
subject, may it can be input to all English teachers to develop their way of English
teaching program. It means that it is important for the teacher develop the
material that can be used by students to improve their skill in English outside the
school. The result of this study showed moderate positive correlation which
means the higher or the lower the score in listening, the between or the worst the
This study was taken from 120 students at a specific higher education institution.
This means the students need to improve their skill in English in order to mastery
that skill and also it is necessary for them to learn English as a second language.
The result of this study showed that listening and speaking could not study
separately because somehow those skills work together in the process of second
language acquisition.
influence to students’ speaking among high school students. The study was
6
conducted toward one class of high school students in Yogyakarta. The aim of
this study to observe whether listening in English has any relation in determining
speaking scores at vocational high school students which is related to any findings
on listening and speaking test in vocational high school. The correlation between
students’ listening scores and their speaking scores at the 12th grade of SMKN 8
the problem were formulated as follow: is there any positive and significant
Based on the research problem, the study was extended to get result about
the correlation between students’ listening scores and their speaking scores at the
find out: this study tries to examine the correlation between the students’ listening
The researcher formulates the hypothesis is: the higher listening scores the
Practically, the result of this study gives benefits to the English teachers.
By knowing that these two skills are related, teachers can use this research as a
consideration to their teaching. The teacher can make materials or activities which
can relate listening and speaking more. For example, after doing some listening
activity, teacher can make follow up activity on speaking, The teacher could use
that strategy in the classroom and develop the materials more using that strategy,
such as role play or speak about a topic in front of the class with the topic from
listening activity.
Theoretically, for the future researcher, the result of this research could be
used as some basis or consideration when they want to conduct similar research.
The researcher believes that this research could help the future research to give the
1.6 Assumption
The researcher formulates the assumption is: the higher listening scores the
This research focuses on confirm that listening scores and speaking scores
are correlated. The subject that is used by the researcher is 12th graders of
Software Engineering Program SMKN 8 Malang. The object was limited on the
students’ listening scores and students’ speaking scores which is used to know the
The test used to measure listening scores in this study adopted from
TOEIC book which suitable for the vocational students for their job requirement.
The text types that used in TOEIC test consist of general business, manufacturing,
technical areas, travel, dining out, entertainment, and health (Kusuma, 2016: 11).
The test used to measure speaking scores in this study is based on the topic
that is given by the researcher which focused on the students’ opinion based on
the topic.
The key terms used in this study are listening and speaking
Listening in TOEIC test ETS TOEIC for vocational high school students
language speaking skill for workplace. Speaking skill is important for effective
RESEARCH METHOD
In this chapter, the researcher presents the research method, population and
sample, instruments which consist of listening and speaking test, data collection
procedure, data analysis which consist of scoring rubrics of listening and speaking
98) ―The data in correlational research are analyzed using statistics result in
correlation coefficient which shows the degree of the relationship between the
variables involved‖. The relationship in this study is listening and speaking score
researcher using statistics and scatter diagram to show the scores on two variables
The result in the correlation research design is to find out whether the two
variables are connected and correlated. There are some varieties of correlation,
which are positively related, negatively related, positive correlation and negative
10
11
significant relationship despite of how are the correlated. Listening scores as the
independent variable it means the variable that is stable and unaffected by other
means the variable that depends on other factors that are measured. The negative
one means the vice versa, therefore it is not related in any way at all. The positive
correlation means the relationship of listening and speaking scores are moving to
the same direction, meanwhile the negative means that if there is one variable that
is rising, the other one will fall. In the statistics measurement, correlation is
represented by the number between 1 to -1. If the score shows 1, it means that it is
listening and speaking scores of the students, and the closer to 0 means the less
relationship that the variables have. There are two variables in this study. The
The populations of this study were students of SMKN 8 Malang and the
sample were Software Engineering Program of the grade twelve which consist of
56 students. The researcher chose this school of the population because it was the
proceeding. Other reason why the researcher chose this vocational high school
because SMKN 8 Malang got an international certification that is ISO 9001. The
TOEIC test that school usually held for the students also from the application that
12
the government provided. The test is usually online using VIERA application
which if the students got higher score, they could be doing the test and compete
with other students from other schools. The researcher chose 12th graders since
they have enough mastery listening and speaking skill rather than 10th graders and
11th graders.
The researcher chose Software Engineering program since they were the
one who needed communicating skill the most among those three. They need
listening and speaking due to their ability making software, websites, coding or
Engineering deals with hardware and computer peripherals so they deal with
hardware and computer tools. They need reading skill to understand the manual
machines, robots, and heavy equipment, so they need reading skill to read the
manual book of the machines, whereas the Software Engineering program later
will work on service and they need to communicate with the customer a lot, so
The sampling that was chosen by the researcher was simple random
sampling. The researcher only took Software Engineering class grade 12th because
that major only has two classes RPL A and RPL B which are consist of 56
students and the school provided those classes to be conducted. It made the
researcher easy to gather the data and examine the correlation between student’s
2.3 Instruments
There were three instruments that used to conduct the research. There were
listening test, speaking test, and students’ interview. The detailed explanations
To conduct the listening test. The researcher used TOEIC test to test
students’ listening skill. There were some reasons why the researcher tests the
student using the TOEIC test. First, the test is considered good enough to know or
use the test after consulting it to the expert of the field which agreed that this test
has its validity and quite reliable to be used. Second, the researcher chooses
TOEIC test since they are vocational high school students and the test using
TOEIC.
The researcher took the listening test from the book and there were 100
questions that tested to the students and also there were a CD included from this
book for listening test. On the listening TOEIC test there were four parts. Part 1
And the last Part 4 Short Talks which consists of number 71-100. There are some
reasons why the researcher did not use TOEIC test from the school since the data
from the students’ test could not be shared and the researcher decided to test the
14
students using paper based test. Also, with test the students the researcher knew
The scoring procedures of listening and speaking test using the rubric
score. The researcher used the rubric score to calculate the test result. The
researcher adopted the listening rubric score from TOEIC test book. The listening
For the speaking test, the researcher provided a topic for each student to
answer and asked them to tell their opinion. The researcher made a topic about the
effect of using social media for their daily life. Then the researcher gave each of
them to tell the negative and the positive effect. The first student told their opinion
about the negative effect, the second student told about positive effect, and so on.
speaking test. The result of speaking test computes using speaking rubrics which
attached in Appendix 3.
The research was taken on Saturday, February 25th 2017. The researcher
chose on Saturday because the researcher did not want to distract students’
teaching learning process since they are 12th graders and they prepared for the
15
National Examination. On Saturday, they had additional lesson and the class and
the time was not the same as usually. The school was grouping them by their
scores. The researcher asked for help to her friends for test the students.
First, the researcher tests the listening. The listening test was held at 11
a.m. until 12 a.m. There were 100 questions that were given to the students. The
researcher also asked the students to write their WhatsApp number to make easy
to contact the students for interviewing them. Since the speaker did not clear
enough, the researcher asked the students to come forward and sit close from each
other. After done the listening test, the researcher asked 6 students to sit in front
row and in turn told their opinion about the negative and the positive effect of
using social media for their daily life. The researcher also wrote the students’
scores for their speaking and after that, they might go home. The speaking test
After getting all the response from the subjects, the researcher then
computes the result of listening and speaking test. The complete score of both of
The data analysis covered the scoring rubrics of listening and speaking
test, analyzing the interview result description of the data, fulfillment of statistical
After scoring and computing the final score of both listening and speaking
test, the data need to be described using descriptive statistical analysis. The aim of
using descriptive statistical analysis to make the data easier to understand and to
be described. The data also presented in the form of table and scatter diagram.
are being conducted (Garson, 2012: 8). Parametric tests are more valid when they
are performed on data that have a normal distribution (Tuckman, 1978: 252).
Meanwhile, when the data are not normally distributed, the researcher could not
use parametric test. The researcher should use non-parametric test if the data are
The researcher used non-parametric test after tested the data using SPSS
17.0 then found out the result that to find out the correlation between students’
listening and speaking skill. A directional test or two-tailed test is used to correlate
the variables. The researcher conducts the normality testing to know whether the
testing was conducted to know whether the data in this study were normally
distributed or not. The researcher used SPSS 17.0 to determine the data in this
1978: 33). There are two kinds of hypotheses that have to be established, null
H0: rxy = 0
H1: rxy ≠ 0
The researcher needs to test the hypothesis after found the result of
listening and speaking test. The aim of conducting hypothesis testing is to know
the correlation between those two variables. The data was computed and
correlated using SPSS 17.0. Other criteria are needed to reject or accept the null
hypothesis. The criteria to reject or accept null hypothesis are defined below.
The researcher set the significant level as .05 it means when the researcher
calculates using SPSS 17.0 and find out the result of significant level is under .05
18
so the null hypothesis is rejected, otherwise when the researcher calculates using
SPSS 17.0 and find out the result of significant level above .05 so the null
hypothesis is accepted.
correlation coefficient which is used to interpret the result of correlating the two
(2005: 92) defined the criteria of correlation coefficient interpretation in Table 2.1
By using the table, the researcher tries to interpret the result of the
correlation based on the result from the calculation of listening scores and
FINDINGS
The data of students’ listening score were calculated using SPSS 17.0. In the
following Table 3.1, the descriptive analysis of students’ listening scores data is
shown.
From Table 3.1, it can be seen that the size of the sample (N) is 56 and all
of the data have been calculated (Missing = 0). The mean in Table 3.1 is 68.96
which show that the average score of the students’ listening scores is high enough.
19
20
The median is 74.50 which show that the middle score of the students on listening
test is high. The mode in Table 3.1 is 80 which show that the students frequently
got 80 scores.
that the value of data distribution is higher than 0 and it is assumed that there are
any variances of data in this study but they are not in the high proportion. It is also
confirmed by the value of its range; 62. The value of the range shows the
The data from the table also presented in histogram in Figure 3.1 below.
From Figure 3.1, we can see that most of the students got 80. So, we can
conclude that the students’ frequencies of listening score are mostly high. It shows
The data of students’ speaking scores were calculated using SPSS 17.0. In
the following Table 3.2, the descriptive analysis of students’ speaking scores data
is shown.
From Table 3.2, it can be seen that the size of the sample (N) is 56 and all
of the data have been calculated (Missing = 0). The mean in Table 3.2 is 2.77
which show that the average score of the students’ speaking scores is high
enough. The median is 3.00 which show that the middle score of the students on
speaking test is high. The mode in Table 3.2 is 3 which show that the students
shows that the value of data distribution is lower than 0 and it is assumed that
most of the students got the same scores. It is also confirmed by the value of its
range; 3. The value of the range shows the scores that the students mostly got.
The data from the table also presented in histogram in Figure 3.1 below.
From Figure 3.2, we can see that most of the students got 3. Based on the
rubric score the range of the score from 0 to 4. So, we can conclude that the
students’ frequencies of speaking scores are high enough. It shows from the score
test. So, the researcher calculated using SPSS 17.0 to find out what kind of
testing that conducted. The normality testing, linearity testing, and homogeneity
Normality testing is needed to find out the data is parametric test or non-
parametric test. The researcher used parametric test Shapiro-Wilk test using SPSS
17.0 to test the normality of both variables. The researcher uses Shapiro-Wilk test
to do normality testing is because the sample of this study is below 2000 samples.
The result shows the normality testing of students’ listening scores can be
used the default level of significant which is 5% or .05. The researcher states the
hypothesis as follows.
accepted
rejected
Based on the data in Table 3.4, the calculated value in column Sig.
(Significant) is .005 which is lower than .05, so the null hypothesis is accepted
and the conclusion that the data of frequency of students’ listening scores are not
normally distributed. We can see clearly the data from the normality graphic of Q-
Figure 3.3 shows that the data is not normally distributed. It can be seen
from scatter diagram that rise from the bottom left corner to the top right corner
along the diagonal line which shows the data which are not normally distributed
in scatter diagram.
The result shows the normality testing of students’ listening scores can be
used the default level of significant which is 5% or .05. The researcher states the
hypothesis as follows.
accepted
rejected
Based on the data in Table 3.4, the calculated value in column Sig.
(Significant) is .000 which is lower than .05, so the null hypothesis is accepted
and the researcher that the data of frequency of students’ speaking scores are not
normally distributed. The data also represent on the scatter diagram that shows the
Figure 3.4 shows that the data is not normally distributed. It can be seen
from the scatter diagram that rise from the bottom left corner to the top right
corner along the diagonal line which shows the data which are not normally
After the researcher found out the normality testing, then the researcher
conducted linearity testing. The linearity testing was used SPSS 17.0 to test the
linearity of the data from both variables. The result of linearity testing is presented
used the default level of significant which is 5% or .05. The researcher states the
hypothesis as follows.
If calculated Sig. value of linearity > .05, the null hypothesis is accepted
If calculated Sig. value of linearity < .05, the null hypothesis is rejected
From the data in Table 3.5, the calculated value in column Sig.
(Significant) is .000 which is lower than .05, so the null hypothesis is rejected and
significant should be in the same or higher than the level of significant. The
researcher used the default level of significant which is 5% or .05. To interpret the
accepted
rejected
Based on the data in Table 3.6, the calculated value in column Sig.
(Significant) is .000 which is lower than .05, so the null hypothesis is accepted
and we can conclude that the data are heterogeneous. Overall, from those three
statistical assumptions which are required to conduct parametric test, two of them
are not fulfilled and one is fulfilled. So, the researcher conducts non-parametric
test to find out the correlation between students’ speaking score and students’
listening score.
30
testing. There are two ways of doing hypothesis testing; parametric test and non-
parametric test. Based on the normality testing, linearity testing, and homogeneity
testing showed that the result did not fulfill the criteria of parametric test. So,
parametric test Spearman’s Rho in SPSS 17.0. The result of the correlation is
Based on the Table 3.7 shows that the result of calculation using SPSS
17.0 to know the correlation between students’ listening score and speaking score.
The researcher used the default significant level which is 5% or .05. The
The criteria to reject or accept the null hypothesis was formulated below:
.000 which is lower than .05. It means that the higher listening scores the students
got, the better they achieve in speaking scores. The correlation coefficient or r
indicates the strength of the correlation. Based on the information from the table
3.8 r value in this Spearman’s Rho Correlation is .805. According to Triton (2005:
92), the calculated r is categorized as very strong correlation. The scatter diagram
of the correlation between these two variables is shown in Figure 3.7 below.
4,5
4
3,5
Speaking Score
3
2,5
2
1,5
1
0,5
0
0 20 40 60 80 100
Listening Score
32
Figure 3.7 The Scatter Diagram of Correlation Between Students’ Listening Scores
between students’ listening scores and students’ speaking scores. The scatter
diagram indicates that the spreading mostly in the middle. It means that the result
of the students’ listening scores and speaking scores has very strong correlated
related to the Table 2.3 the criteria for the correlation coefficient interpretation. It
means that there is a correlation between students’ listening scores and students’
DISCUSSION
whether the data in this study were normally distributed or not. The researcher
used SPSS 17.0 to determine the data in this study are normally distributed or not.
testing using SPSS 17.0 and the result found that the data is linear. Then, the
researcher also tests the homogeneity of the data the result found that the data is
heterogeneous. Since parametric test was conducted and the result found that just
one of three fulfillments is filled, the researcher using non-parametric test which
means the data was calculated using non-parametric test Spearman’s Rho Rank.
scores has been found. Which the result shows that the higher students’ listening
scores, the better they achieve in speaking scores. The calculation and
computation used SPSS 17.0. The correlation coefficient from both variables is
.805, which means the listening scores, and speaking scores has very strong
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34
Engineering Program SMKN 8 Malang at the 12th grade affect their speaking
score which means the better the student achieve in listening scores, the better
they achieve in speaking scores and there is positive and significant correlation
This research supported the study by Maisaroh (2006) showed that the
result of listening and speaking score has positive moderate correlation which the
correlation score between listening and speaking is rxy= .371. in this study, the
researcher found the score from students who already passed the listening and
speaking class. There are some differences that the researcher found in this study.
First, the sample and the population were taken, second the method of gathering
the data and third the steps of data calculation. From this study, the researcher
also found the similarities, which this study found the correlation between
listening and speaking score. From the result, showed the same result and support
the study which there is a correlation between speaking and listening score and
supported the study that listening and speaking were studied separately to discuss
and affirm practical and conceptual foundations about the forms in which these
skills are developed and performed in the context of the classroom. It means this
35
study found that listening and speaking skill is correlated each other which cannot
be separated to mastery. With mastery the listening skill, the students also could
mastery speaking skill. In the classroom, the teacher might be using English for
teaching and make the students pay attention listening to the teacher, and then the
students also asked to speak in the classroom. This study showed that students
who listening better, the more they can speak fluently. The similarity that
researcher found in this study is about the interview which researcher conducted
to know how the students learn listening and speaking outside the school. The
result of the interviewing the students found that most of the students capable to
speak after they heard songs, movie, or news. They are trying to imitate what they
listened to. They are improving their skills through songs, movies, or news. It
means in this study shows that there is a relationship between listening and
influence in the way the students respond by speaking. Based on the outcome,
strategies to drive his speaking class. The result of the study demonstrated that the
variable was positive. It also proved with a unit of program or treatment given
3.134 times from previous speaking score for the same sample. For the analysis of
data, the extent of correlation between two variables was shown as low. It
indicated that even though listening had positive correlation toward speaking, it
was not the only dominant factor to determine success in speaking. In this study
36
shows that the correlation between listening and speaking score has low positive
correlation, which means even students has higher score in listening it doesn’t
affect their speaking score would be higher too. This study not quite enough to
support my study, but what the researcher can find in this study that the teacher
should make the right strategy to improve students’ listening and speaking skill
which can improve their skills. With the right treatment, it would show high
correlation between listening and speaking which means the better listening they
After reviewing some related previous study, we can see that some of the
results of previous studies are not supported by the result in this study because of
some factors such as, treatment provided by the researcher, number of sample,
research design, etc. The previous study also stated that listening also correlated
with other skill and specific aspects. However, listening and speaking are
between listening scores and speaking scores, for further study, the teacher or the
researcher can use any strategy that related to listening and speaking to improve
their skills.
Theoretically, this study could give references for further studies that
listening and speaking skill are the skills which cannot be separated because since
we are a child, we used to listen first before we try to speak and we speak or
imitate what we heard. Speaking skill for students is also important for them to
communicate with the opponent, if students cannot reply or answer the questions,
it means they still haven’t mastery it yet. This latter view of listening considers
how listening can provide input that trigger the further development of second
37
language proficiency (Richard, 2008: 3). These trigger is more speaking related as
it supported by Cross (1999: 244) that naturally baby can speak after she or he
to help students practice the full range of speaking and listening skills necessary
in whole groups, small groups, and with a partner—that are built around
significant content. Language arts teachers also realize the importance of engaging
future learning.
CHAPTER V
This last chapter deals with the conclusions of the research findings, and
suggestions for all English teachers and future researchers related to the research
findings.
5.1 Conclusions
From the findings, the researcher concluded that there are three steps that
should be done to know whether the test is using parametric test or non-
parametric test. There are normality, linearity, and homogeneity. In normality test
using SPSS 17.0 the researcher found that the data is not normally distribution
because the significant level is lower than .05. In homogeneity test using SPSS
17.0 the researcher found that the data is heterogeneous it means that the
significant value of homogeneity is lower than .05. In the linearity test, the
researcher found that the data are linear because the data is higher than .05. From
the three steps that already fulfilled, the researcher used non-parametric test to
find out the correlation between students’ listening skill and students’ speaking
Using SPSS 17.0 the researcher then found the value of correlation is .805
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5.2 Suggestions
In this research, the researcher gives the result of listening and speaking
correlation and proves that there is a correlation between both of them. For
further study, this research has some weaknesses when conducting this research.
First, the TOEIC test is not tested by the researcher beforehand. The researcher
just took the test from the TOEIC test book. Second, the researcher did not make
any indicators which the test is appropriate for vocational students or not. The
researcher chose TOEIC test from the book since the researcher did know the
school’s indicators of TOEIC test and the school did not allow to access the
application that students used to do the TOEIC test. Third, the limitation of
sample and population of this research which the school has been provided two
There are also some strengths from this research. First, the sample and
population is vocational high school students since there is not enough research
on vocational high school especially in listening and speaking. Second, this study
found that the higher students achieve in listening, the better they achieve in
speaking which means there is a correlation between listening and speaking. The
researcher hopes that this study can help further researchers to conduct same
research better.
REFERENCES
Adryani, Yune. 2011. The Correlation Between Listening and Speaking Among
High School Students. PGRI University of Yogyakarta: Yogyakarta.
(Online), (http://download.portalgaruda.org/article.php), accessed on
November 24th, 2016.
Astorga-Cabezas, Erickzon D. 2015. The Relationship Between Listening
Proficiency and Speaking Improvement in Higher Education:
Considerations in Assessing Speaking and Listening. English Area
AIEP Institute Santiago: Chile. (Online), (http:
//www.questia.com/library/journal), accessed on November 3rd, 2016.
Brown, H. (2001). Teaching by principles: An interactive approach to language
pedagogy. White Plains, NY: Addison-Wesley
Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for
English Language Teaching and Research.
Cross, David. 1999. A Practical Handbook of Language Teaching. Ed. C.
Vaughan James. London: Prentice Hall International.
Garson, G. David. 2012. Assumptions. North California State University: G.
David Garson and Statistical Associates Publishing.
Kusuma, Alvina. 2016. TOEFL TOEIC Practice Test. Solo: Genta Smart
Publisher
Latief, Adnan. 2014. Research Methods on Language Learning an Introduction.
Universitas Negeri Malang: Malang.
Maisaroh. 2006. Correlation Between Listening Score and Speaking Score. Syarif
Hidayatullah State Islamic University: Jakarta. (Online),
(http://repository.uinjkt.ac.id), accessed on November 3rd, 2016.
Mundhe, Ganesh B. 2015. Teaching Receptive and Productive Language Skills
with The Help of Techniques. Pune, Mahashtra: India.
Nunan, D. 1991. Research Methods in Language Learning. Cambridge:
Cambridge
University Press.
Qureshi, Ishrat Aamer. The Importance of Speaking Skill for EFL Learners.
Alama Iqbal Open University: Pakistan
Richard, Jack C and Willy A. Renandya ed. 2002. Methodology in Language
Teaching. An Anthology of Current Practice. Cambridge: Cambridge
University Press.
Richards, Jack C. 2008. Teaching Listening and Speaking from Theory Through
Practice. Cambridge University Press: New York.
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41
1. The posstive effect of using Social Media for your daily life.
2. The negative effect of using Social Media for your daily life.
2 AT 94 100
3 AYP 91 100
4 ADDDD 91 100
5 AFR 89 75
6 ASZ 89 100
7 AIP 88 75
8 BRS 87 75
9 BRR 87 75
42
43
10 DYK 86 100
11 FIH 85 75
12 FPB 85 75
13 FSZ 84 75
14 MFA 84 75
15 GAB 83 100
16 GK 81 75
17 KWM 80 75
18 LKA 80 75
19 MHR 80 100
20 MAI 80 75
21 MSA 79 75
22 MFA 79 75
23 MIR 78 75
24 RAVS 78 75
25 RM 77 100
26 SP 77 100
27 VNR 77 100
28 WKS 75 100
29 ARA 74 50
30 ACK 73 75
31 AF 73 75
32 DKP 67 50
33 DP 67 75
34 DSA 63 75
35 DKN 63 50
36 DSP 62 75
37 EHP 61 50
44
38 EG 61 50
39 FRZ 60 100
40 FR 58 50
41 HAR 57 75
42 IN 57 50
43 IR 56 50
44 MSADY 53 50
45 MFD 50 50
46 MRA 49 50
47 MYYAR 48 50
48 PAZ 48 50
49 RGM 46 50
50 RGD 45 25
51 SM 42 25
52 SF 41 50
53 TTS 40 50
54 USE 40 50
55 YT 36 25
56 YWA 33 50
Appendix 3 Table 2.1 Tactics for TOEIC Listening Test Score Conversion
Tables getting an estimated TOEIC score
Listening Raw Score Listening Scaled Score
96 – 100 495
91 – 95 450 – 495
86 – 90 415 – 475
81 – 85 370 – 450
76 – 80 340 – 420
71 – 75 315 – 390
66 – 70 285 – 360
61 – 65 255 – 330
45
56 – 60 230 – 305
51 – 55 205 – 275
46 – 50 175 – 245
41 – 45 150 – 220
36 – 40 125 – 185
31 – 35 100 – 155
26 – 30 85 – 120
21 – 25 75 – 100
16 – 20 55 – 80
11 – 15 35 – 65
6 – 10 25 – 40
1–5 10 – 30
0 0
(Source: Kusuma, 2016: 13)
conjunction,
juxtaposition).
1 The response is Consistent Range and Limited
very limited in pronunciation, control of relevant
content and/ or stress, and grammar and content is
coherence or is intonation vocabulary expressed.
only minimally difficulties severely limit The response
connected to the cause (or prevent) generally
task, or speech is considerable expression of lacks
largely listener effort; ideas and substance
unintelligible. A delivery is connections beyond
response at this choppy, among ideas. expression of
level is fragmented, Some low-level very basic
characterized by at or telegraphy; responses may ideas.
least two of the frequent rely heavily on Speaker may
following: pauses and practiced or be unable to
hesitations. formulaic sustain
expressions. speech to
complete the
task a may
rely heavily
on repetition
of the
prompt.
0 Speaker makes no attempt to respond OR response is unrelated to the
topic.
(Source: https:// www.ets.org/ toeic/ institutions/ resources/ downloads/)
48
CURRICULUM VITAE
her family. Her father’s name is Sukwanur Ridho and his mother is Nur Melati
Suci.
On 2006 she graduated from SDN Pakis Kembar 1 Malang. When junior
high school, she studied in Bangil at SMPN 2 Bangil followed her grandparents
She graduated from State Vocational High School 8 Malang in 2012. She
postponed his collage and she has been working an Elementary School in Batu for