THE SPEAKING MASTERY OF KEDIRI COURSE ALUMNI (A CASE …repositori.uin-alauddin.ac.id/8594/1/hasrullah.pdf · Simbung and B. Dg. Sangki, also to my brother Haerullah and Hasnillah,

THE SPEAKING MASTERY OF KEDIRI COURSE ALUMNI

(A CASE STUDY AT ENGLISH AND LITERATURE

DEPARTMENT, ADAB ANDHUMANITIES FACULTY, ISLAMIC

STATE UNIVERSITY OF ALAUDDIN MAKASSAR).

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana

Humaniora in English and Literature Department of the Faculty of Adab and

Humanities of UIN Alauddin Makassar

By

HASRULLAH

Reg. No. 40300108037

ENGLISH AND LITERATURE DEPARTMENT

ADAB AND HUMANITIES FACULTY

ISLAMIC STATE UNIVERSITY OF ALAUDDIN

MAKASSAR

2012

v

ACKNOWLEDGMENTS

First of all, the writer would like to express a lot of thanks to Allah SWT for giving

me Him blessing, mercy, guidance, and love during my study in faculty of Adab and

Humanities of UIN Alauddin Makassar. The writer never forget to say greetings and

shalawatto the great prophet Muhammad saw, the great leader who has brought us

from the darkness into the brightness era as we feel today.

During the process of writing this thesis, the writer has a lot of help from

many people. The writer special gratitude are express to his beloved parents, Hamada

Simbung and B. Dg. Sangki, also to my brother Haerullah and Hasnillah, then to my

big family in Salajangki, who have patiently given their moral values, financial

support, advice, love and prayers for him.

The writer would like to express his thanks to the Rector of UIN Alauddin

Makassar, Prof. Dr. Qadir Gassing, HT. MS., the Dean of Adab and Humanities

Faculty, Prof. Dr. Mardan, M.Ag. The Head of English and Literature Department,

Dr. Abd.Muin, M.Hum., and the secretary of English and Literature Department,

SerliahNur, S.Pd., M.Hum., M.Ed., for their help, support, suggestion, precious time,

and administrative support.My special gratitude to Dra.Hj. NuriEmmiyati, M.Pd., and

vi

SyahruniJunaid, S.S, M,Pd, for their generous support, advice, constructive and

suggestion, and precious time they have given during the completion of this thesis.

The writer also would like to thanks to the lecturers of Adab and Humanities

Faculty, for their knowledgeand who have given him advice during the academic

years, and also to the Staff of Adab and Humanities Faculty, for their help and

administrative support.

Next, the writer also would like to thanks to all friends at UIN Alauddin

especially at Adab and Humanities Faculty, at HmI Komisariat Adab, ECUINSA,

BSI 2008, Ahsan Fausan (Voce), Solihin (olink), Rustan (Baronk), Haeruddin (Heru),

Arfan (Appank) , Delukman (Luke), Thamrin (Tama), Andi Ilham(illank), Mukmin

(momonk), and all of his special friends at AG.2, AG1, AG3, thanks for being such a

nice person.

The writer presents this thesis for those who are interested in reading this

thesis. He hopes that this paper will be a worthwhile contribution to the readers.

Makassar, December 12th

2012

The Writer

Hasrullah

Reg. No. 40300108037

vii

TABLE OF CONTENTS

HALAMAN PERNYATAAN KEASLIAN SKRIPSI ............................... i

HALAMAN PERSETUJUAN PEMBIMBING ......................................... ii

HALAMAN PENGESAHAN SKRIPSI ..................................................... iii

APPROVAL SHEET .................................................................................. iv

ACKNOWLEDGMENTS .......................................................................... v

TABLE OF CONTENTS ............................................................................ vii

ABSTRACT ................................................................................................ x

CHAPTER I INTRODUCTION ................................................................. 1

A. Background of Research ................................................. 1

B. Problem Statement .......................................................... 5

C. Objectives of Research ................................................... 5

D. Significance of Research ................................................ 6

E. Scope of Research ........................................................... 6

CHAPTER II TEORITICAL FRAMEWORK ........................................... 7

A. Previous Findings ........................................................... 7

B. Speaking ......................................................................... 9

1. Defenition of Speaking ............................................ 9

2. The Element of Speaking......................................... 10

a. Pronunciation .................................................... 10

b. Vocabulary ........................................................ 10

c. Grammar ........................................................... 10

viii

d. Accuracy and Fluency ...................................... 11

C. Motivation ....................................................................... 11

1. Defenition of Motivation ......................................... 11

2. Kinds of Motivation ................................................. 12

D. Pare Kediri History. ........................................................ 14

CHAPTER III METHODOLOGY OF RESEARCH ................................. 17

A. Method of Research ........................................................ 17

B. Population and Sample .................................................. 17

C. Research Instrument ....................................................... 17

D. Procedure of Data Collection .......................................... 23

E. Technique of Data Analysis ............................................ 23

F. Procedure of Data Analysis ............................................ 24

CHAPTER IV FINDINGS AND DISCUSSION ..................................... 26

A. Findings .......................................................................... 26

1. The Result of Speaking Test ...................................... 26

2. The Result of Quitionnaire ......................................... 32

B. Discussion ....................................................................... 36

1. Speaking Mastery ...................................................... 36

2. Motivation of Kediri Course Alumni ........................ 37

ix

CHAPTER V CONCLUSION AND SUGGESTION ................................ 40

A. Conclusion ........................................................................... 40

B. Suggestion ........................................................................... 41

BIBLIOGRAPHY ....................................................................................... 42

x

ABSTRACT

Name : Hasrullah

Reg. Number : 40300108037

Title : The Speaking Mastery of Kediri course Alumni (A Case Study at

English and Literature Department, Adab and Humanities Faculty,

Islamic State University of Alauddin Makassar).

Consultants : (1) Hj. NuriEmmiyati, and (2) SyahruniJunaid,

This thesis is a research about the speaking mastery of Kediri course alumni

(A Case Study at English and Literature Department, Adab and Humanities Faculty,

Islamic State University of Alauddin Makassar). The objectivesor aims of this

research were to describe about speaking mastery and motivation based on the

Harmer theory in learning English of Kediri course Alumni.

The methode in this research used quantitative method. The sources of data

were the Kediri course Alumni at English and Literature Department, Adab and

Humanities Faculty, Islamic State University of Alauddin Makassar.

This research found the mastery classification of speaking mastery, they were:

0% alumni is classified as excellent, 9% alumni are classifiedas good, 35% are

classified as average, 52% alumni are classifyed as poor and 0% alumni is classified

as very poor. the motivation of alumni in learning English is that 4% alumni

classified as low motivation, 48% alumni classifyed as natural motivation and 48%

alumni classifyied as high motivation.

The conclusion in this research that many speaking mastery of Kediri course

alumni is not excellent, it means that course in Pare Kediri have not inflication to

student in speaking mastery to much.

CHAPTER I

INTRODUCTION

A. Background of Research

Linguistics is concerned with identifying the meaningful elements of

specific language (Kreidler, 2009:2). Linguistics is the study about language. A

language is a system of arbitrary vocal symbols which permits all people who

have learned the system of culture to communicate or to interact, and every

language categorizes the universe in its own unique way of course English too.

Fromkin (1983:5) said that the possession of language more than any other

attribute. It means language is the basic from any other attribute to

communication. Nurmayanti (2010:9) in her thesis stated that English language as

foreign language has four skills; they are speaking listening, writing and reading.

In English language learning there is one important skill. Some of the skills

important are speaking skill. Speaking is the important skill in English language

as foreign language.

According to Widdowson (1985:7), speaking is an oralcommunication,

that gives information involves two elements, they are: speaker, who gives the

message and the listener who receivest the message. It daily activity like speaking

English is the way to success in English learning. Zurianti (2010:7) states

thatspeaking is physically situated face to face interaction usually speaker can see

each other and so can refer to the physical context and use a number of physical

2

signal to indicate for instance, attention to the interaction. It means that speaking

skill had a relationship between speakers to other speaker. Besides, speaking

English is crucial. It is because; speaking skill now is a subject in many schools

especially in Indonesia. So that English speaking skill had to be learned, and we

have to get speaking ability well. There are much way to get a good speaking

skill, one of them is joining course of English language.

Course is an institution that including to non-formal education.Course is

an even educate like other school. According to Perry (2000:25) that course is not

formal school or no formally, and it is managed by special institution, besides that

course as “out of school education”; it is education out of school and has certain

method. Course is using usually short time and just learns about one skill.

Graves (1996:12) states that course only particular knowledge for learners.

There many good places to course, to learn about English as foreign language.

In Indonesia, there is one place that many English students go there to

study English, one of them is Kediri city. Kediri is a town in East Java province,

Indonesia. In Kediri there is a village, the name is Pare village. Pare is an

“English village” in Kediri city, it because the daily language in Pare is English

language.

3

Here is the quotation of interview with one of tutor of English course, Mr.

HermantoMentu (2012):

Researcher: what makes Pare interesting?

HermantoMentu: Pare provides a good system of learning English and

other Language learning, like grammar, speaking, pronunciation and

vocabularies.

Researcher: How is the system of English learning in Pare?

HermantoMentu: So many systems in Pare such as a dormitory where we

must speak English for 24 hours when we stay in the dormitory. Learning and

memorizing vocabularies, expression by dressing, singing and practicing.

Researcher: How is the condition in Pare?

HermantoMentu: Pare has been a good place to learn English until right

now, because the condition has been such as listening English anytime and

everytime. (Based on interview)

According to HermantoMentu, Pare village is aunique village, because

majority of the people there use English language every day. Besides in Pare

village there are many courses place, He said that early Pare village commonly

like other village, but the day after day the number of course places are

increasing. Now, in that village there are about more than 70 course places, and

students free to choose one of courses with low price. This condition makes

majority of people in Pare use English language as daily language in their daily

4

activities, HermantoMentu said also even though not all of the people use English

language every day just a part of them.

Researcher guesses that this condition that consist a lot of students in

English Literature Department, Adab and Humanities Faculty of UIN Alauddin

Makassar are going to Pare village in Kediri city for joining course of English

language.

Based on the background above researcher wants to do research about this

problem with the title “The Speaking Mastery of Kediri Course Alumni at English

and Literature Department, Adab and Humanities Faculty, Islamic State

University of Alauddin Makassar”.

B. Problem Statemsent

According to the statement above, so that the research questions of this

research are:

1. How is the mastery of speaking of Kediri course Alumni at English and Literature

Department, Adab and Humanities Faculty?

2. How is the motivation of Kediri course Alumni at English and Literature

Department, Adab and Humanities Faculty in learning English language?

C. Objective of Research

The objectives of the study are as follows:

1. To know the mastery or ability of Kediri course Alumni in speaking skill.

2. To understand and describe the motivation of Kediri course Alumni.

5

D. Significance of Research

In this research have significance of research, as follows;

1. Result of research is as contribution to the teacher, to know

speaking mastery of students in English and Literature

Department, Adab and Humanities Faculty of UIN Alauddin

Makassar, especially Kediri course Alumni as students in English

and Literature Department.

2. For other students especially in English and Literature Department

to realize how important the speaking ability then will be reference

by other researcher in the future.

E. Scope of Research

The scope of this research is limited to speaking skill mastery of

Kediri course Alumni at English and Literature Department, Adab and

Humanities Faculty, UIN Alauddin Makassar, and their motivation in study

English as foreign language. Then in this research to that mastery focused to

research from accuracy aspect, grammar, vocabulary, pronunciation and

fluency aspect.

CHAPTER II

REVIEW RELATED THEORY

A. Previous Findings

The writers present some previous findings, which relevant with this

researching, they are:

Musa (2010) in his research “The Speaking on the Fifth Semester

Students of English and Literature Department, UIN Alauddin Makassar”.

This research aims to find out speaking skill ability, he found that, the mean

score of the students speaking ability in each subject; pronunciation was 3,4

and classified as good, grammar was 3,2 and classified as good, vocabulary

was 3,2 and classified as good, fluency was 2,9 and classified as fair and

comprehension was 3,4 and classified as good.

Fitriani (2008) in her thesis with title “Improving Students speaking

Skill by Using Interpreter Game of SMU YAPIP SungguminasaGowa”.This

research aims to find out some techniques in testing speaking skill by using

interpreter game in improving students speaking skill. This research‟s finding

is that the result of the data indicated that there was a differences between the

mean score of the pretest and post-test of student„s speaking ability before and

after treatment. It is proved by result of the students score in pretest 6, 19 and

the students score in post test 8,2. The percentage of students ability in study

speaking skill = 28,8%.

7

Surya (2011) in his thesis with the title “Personal Experiences to

Improve Students Speaking Ability at the Second Grade of MAN Pinrang,

research speaking ability”. This research aims to find out the improvement of

students speaking ability by using personal experiences. He found that the

student‟s accuracy in speaking was improved from average to good category.

It was supported by showing the mean score of pretest 2,53 with the minimum

score 1 and the maximum score 4, while the mean score of post-test 3,93 with

the minimum score 2 and the maximum score 5. The student‟s fluency in

speaking was improved from poor to good category.

The similarity, of the researcher purposes above have the same

destinations with the writer‟s research that is to find out the speaking ability,

but, in this research just need to know how the speaking mastery of the

students after join at English course in Kediri is.

Then differences are the researchers above are different ways to

increase the student speaking skill. Musa and this research have different in

the object of research. Fitriani supposed to apply English games to increase

the student speaking skill, Surya supposed to apply in this research personal

experiences method to improve student speaking skill, while the researcher

himself does not have any methods to increase the students speaking skill, but

want to find out the result of course and motivation Kediri course Alumni in

join course.

8

B. Speaking

1. Definition of Speaking

Speaking is one of the skills in English leaning. We are speaking every

day by using English help us to improve our mastery in English learning,

it can be daily activity, in daily activity like speaking English is the way

to success in English learning. Speaking is physically situated face to face

interaction usually speaker can see each other and so can refer to the

physical context and use a number of physical signal to indicate for

instance, attention to the interaction. Widdowson (1985:7) stated speaking

is an oral communication, that gives information involves two elements,

they are: speaker, who gives the message and the listener who receipt the

message. Besides, according to Brown (1994:3), speaking is an

interactive process of constructing meaning that involves producing and

receiving and processing information.

According to this statements speaking must give face to face, it

because speaking have an interaction between speaker to other speaker,

and speaking is an interaction physically, and speaking must be feed back

by two elements: speaker and listener.

Besides, according Heaton inLukman (2010:27), speaking is the

mastery to communicate ideas appropriately and effectively.

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2. The Elements of Speaking

a. Pronunciation

Pronunciation is the act of pronouncing a word or words. From

Marting Hewings in Riadh (2011:21), says English pronunciation

refers to stress and accent by speaker. It means that the good

pronunciation must have stress or accent well. Besides, Byrne

(1981:8) states that pronunciation is the sound that the speaker can

imitate when he is listening to other.

b. Vocabulary

Vocabulary is all word used by person or group.According to

that statement vocabulary is all things which have a name, and that

name is a vocabulary, vocabulary used to all languange activity

like speaking.

Huddeleston in Hafsah (2011) says that vocabulary is the

content and function words of a language and vocabulary is words

having meaning.

c. Grammar.

In linguistics, grammar is the set of structural rules that govern

the composition of clauses, phrases, and words in any given

natural language. Margareth (2005:18) in her thesis stated;

structure in linguistics term means the rules of pattern in which the

word are put together to build the sentence to communicate.

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d. Accuracy and Fluency.

Chrystal in Rosmawati (2005:12) statethat accuracy essentially

depends on the recognized of the considering the phonetic of

conversation English particularly from the point of view of its

segmental (vowel and consonant) system. Accuracy is the state of

being correct or exact and without error, especially as result of

careful effort. It means that accuracy is the thruth in to pronounce

all the words to speaking. And then fluency that is a highly nation

relates main to smoothness of continuity in discourse or fluency is

the state of being able to speak a language smoothly and easily.

C. Motivation

1. Definition of Motivation

Indeed every people have a motivation to do something as a stimulant.

Harmer (1991:12) states that motivation is some kind of internal drive that

encourages somebody to pursue a course of action. Besides Harmer (1993:15)

states that motivation is an inner drive, impulse and emotion or desire that

moves to a particular action. It means that motivation in our desire moves or

become action or doing. Rusyam (1992:7), states that motivation is behavior

activation to line a target with provided the basis for a target. It means that

motivation crucial to do everything, because motivation is behavior to provide

the target. Donough (1993:9) states that motivation is the factors that support

the students to learn English language.

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2. Kinds of Motivation

Harmer (1993:3) distinguishes motivation into two kinds as extrinsic

and intrinsic motivation.

a. Extrinsic Motivation

Harmer (1993:3) states that when we are extrinsically motivated to

do something, we are lead to an external rewards such as money, praise

from someone. It means that extrinsic motivation is something be

motive in doing something; Ur (1996:5) says that when work is reduced

to a behavior, which will only be done for the sake of reward the work

is.

b. Intrinsic Motivation

Harmer (1993:4) points out that intrinsic motivation is concerned

what makes someone to do something, that motivation from inside, our

self and not from other. Djamarah (2008:157) says that intrinsic

motivation is motives which become active or its function does not need

to be stimulated from outside because every individual has encourage

element to do something.

In relation to the learning English language, it is concluded that

intrinsic motivation which is guided by an interest in English itself and

an internal desire to learn without concern for external personality. Both

of intrinsic and extrinsic motivation has function, that extrinsic and

intrinsic motivation functions as; motivation is encouragement of

12

activity, motivation is activator of activity, and motivation is manager of

activity. It means motivation influence to all of activities.

3. Motivation in Learning English as Foreign Language

Everybody wants to success in everything, but sometimes feel lazy to

do something, including in learning English as foreign language. Kadir (2009)

in his research states that someone feel lazy to study or feel bored in learning,

but sometime they become diligent, moreover they have strong power to study

more and more, that is because changing of their perception about goal of

study English as foreign language.

Arden N. Frandsen in Kadir (2009) states that, there are many factors

that can motive someone to study English as foreign language, they are:

1. Strong feeling to want knows many things

2. Creativity of student who study and willingness to get progress

3. Willingness to get sympathy from parents, teacher, and friends

4. Willingness to recover the last failures with new effort

5. Willingness to get safe feeling when he knows more his lesson

6. Feedback as reward and punishment in the end of study

According to Hamalik (2011:19), generally the function of motivation

in learning English as foreign language can be decided as follows:

1. To stimulate someone in study English, because without

motivation the study will not raise

2. Motivation as a director, it aims to get the behavior that we want

13

3. Motivation in learning English as a activator in studying English.

It is function as a machine to a car, size of motivation in studying

can determine how fast or slow something doing.

D. Pare Kediri History

City Kediri is a town in East Java province, Indonesia. Kadiri town

with an area of 63.40 km2 split Brantas River stretching from South to North

along the 7 km. English village isname SinggahanPelem village, Pare district,

Kediri regency, where is there tens foreign language course place present.

Pare is one village in Kediri, east Java. Pare is the best place ever to

study about English especially English. Pare has been an English village

because everywhere, every time we only serve everything about English.

Pare was built by Mr. Khalend on 1977 and without the declaration;

Pare has been an English village and a best place for every learner for learning

any knowledge especially English.

Pare provides a good system of learning English and other Language

learning, like grammar, speaking, pronunciation and vocabularies.

Pare has been a good place to learn English until right now, because

the condition has been such as listening English anytime and everytime.

Many systems in Pare such as a dormitory, where we must speak

English for 24 hours, when we stay in the dormitory. Learning and

memorizing vocabularies, expression by dressing, singing and practicing.

14

Every course place has their own specially, such as speaking,

grammar, vocabularies and pronunciation. So every learner is easy to make a

decision where they want to study, and by the time now more than 250

courses place have been made and build in Pare Kediri, East Java like; Smart,

Access, The Eminence, Fabulous, 22nd

, Onthel, Marvelous, Mahesa Institute,

PEACE, BEC, Out Loud, Global, etc. with low price. Besides they have their

special skill with their system to share and teach their knowledge to every

learner in their courses. Students free to choose those programs of course and

usually at the time of school holiday season, this English village is invaded

student that want to learn English.(Based on Interview).

CHAPTER III

METHODOLOGY OF RESEARCH

A. Method of Research

This research used quantitative research method. This method

intended to find the speaking mastery of Kediri course alumni at English and

Literature Department, Adab and Humanities Faculty, Islamic State

University of Alauddin Makassar.

B. Population and Sample

1. Population

In population, the researcher investigates the Alumni of Kediri course in

English and Literature Department, Adab and Humanities Faculty in UIN

Alauddin Makassar. The total of population was 23 Alumni, they are; 13

students at ninth semester, 1 students at fifth semester, 7 students at third

semester and 3 studentsat seventh semester. This research is researched in

academic year 2011-2012.

2. Sample

In this research, the writer used total sampling technique, or all of the

population is the sample. They are 23 students as sample.

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C. Research Instrument

1. Research instrument to find out the speaking mastery

In this research instrument, the writersused speaking test to find out

the data. The researcher told the Alumni to choose one of five topics

prepared and they have to explain the topic about a few minutes. The topics

here are; education, terrorist, sport, art, and corruption. The assessment of

speaking mastery involved pronunciation, grammar, and vocabulary.

The following are score classification and the tables to find out the

speaking mastery of Alumni. The following is score classification based on

the speaking mastery of Alumni;

4 -is classified as excellent

3 -is classified as good

2 -is classified as fair

1 - is classified as inadequate

0 - is classified as unacceptable

(Darwis, 2006: 8)

The following are mastery based on the total score:

5 – Excellent

4 – Good

3 – Average

2 – Poor

1 – Very poor

(Darwis, 2006: 8)

17

The next are some tables to find out the speaking mastery by focus

on the elements of the speaking skill:

a. Pronunciation

No. Classification

Mastery

Score Criteria

1 Excellent 4 Has view traces of foreign accent

2 Good 3 Always intelligible, though one is conscious

of a definite accent

3 Fair 2 Pronunciation problems necessitate

concentrated listening and occasionally lead

to misunderstanding

4 Inadequate 1 Very hard to understand, must frequently be

asked to repeat

5 In acceptable 0 Pronunciation problems so severe as to

make speech virtually unintelligible

b. Grammar

No. Classification

Mastery

Score Criteria

1 Excellent 4 Makes few (if any) noticeable errors of

grammar word order

2 Good 3 Occasionally makes grammatical and/ or

word order errors which do not, however,

obscure meaning

3 Fair 2 Makes frequent errors of grammar and word

order, which occasionally obscure meaning

18

4 Inadequate 1 Grammar and word order errors make

comprehension difficult, must often

rephrase sentences and/or restrict himself to

basic patterns.

5 In acceptable 0 Errors in grammar and word order so serve

as to make speech virtually unintelligible.

c. Vocabulary

No. Classification

Mastery

Score Criteria

1 Excellent 4 Use vocabulary and idioms is virtually this

of native speaker.

2 Good 3 Sometimes uses inappropriate term and/or

must rephrase ideas because of lexical

inadequacies.

3 Fair 2 Frequently use the wrong words,

conversation somewhat limited because of

inadequate vocabulary.

4 Inadequate 1 Misuse of words and very limited

vocabulary make comprehension quite

difficult

5 In acceptable 0 Vocabulary limitations so extreme as to

make conversation virtually impossible.

19

d. Fluency

No. Classification

Mastery

Score Criteria

1 Excellent 4 Speech of fluent and effort as that of a

native speaker.

2 Good 3 Speed of speech to be slightly affected by

language problems.

3 Fair 2 Speed of speech to be slightly strongly by

language problems

4 Inadequate 1 Usually hesitant, often forced into silence

by language limitation

5 In acceptable 0 Speech is halting and fragmentary as to

make conversation virtually impossible.

e. Comprehension

No. Classification

Mastery

Score Criteria

1 Excellent 4 Appears to understand everything without

difficulty.

2 Good 3 Understand nearly everything at normal

speed, although occasional repetition may

be necessary.

3 Fair 2 Understand what is said at lower than

20

normal speed with repetitions.

4 Inadequate 1 Has great difficulty following what is said,

can comprehend only social conversation

spoken slowly and with frequent repetitions.

5 In acceptable 0 Cannot be understood even simple

conversation.

(Surya:2011)

2. Research instrument to find out the motivation

In this research that to find out the Alumni motivation in

learning English, the researcher used questionnaire.

The number of questionnaire are 20 items, they are:

1. Ten items are related to the intrinsic motivation.

2. Ten items are related to the extrinsic motivation.

The following are scoring of questionnaire to find the

motivation in learning English:

0 = Never

1 = Seldom

2 = Sometimes

3 = Usually

4 = Always

(Adapted from Razieh.2011:17)

21

D. Procedure of Data Collection

1. Procedure of data collection to find out the speaking mastery.

In this research, the steps were done to collect the data, as follows;

a. Showed to the Alumni five topics then asked them to choose one of

five topics prepared then they had to express their opinion based on

the chosen topics by English.

b. To save the data results, the writer used Nokia tape recorder.

2. Procedure of data to find motivation in learning English.

The researcher used the form of questionnaire to find out the

motivation of Alumni as follows:

a. The researcher gave the questionnaire to students,

b. The researcher spent a few minute to give explanation about the

purpose of the questionnaire

c. Finally, the researcher collected the answer of the questionnaire.

E. Technique of Data Analysis

1. Technique of data analysis to find out speaking mastery

In this technique, researcher has a formula to calculate the participant

speaking ability. The formula to find out the percentage is:

F

P = --------- X 100

N

22

Where:

P : Percentage

F : Frequency

N : The total of number of students

(Hadi, 1981:361)

2. Technique of data analysis to find out the motivation

To know the scoring and criteria of Alumni motivation in learning

English, the researcher used the descriptive statistic and scores of each

option in questionnaire.

The procedure in analyzing the data as follows;

Scoring the Alumni motivation, the writer uses the criteria:

- 67 – 100 High motivation

- 34 – 66 Natural motivation

- 0 – 33 Low motivation

(Razieh.2011:17)

F. Procedure of Data Analysis

In this research, the writer mentioned the steps the procedure of data

analysis, as follows;

1. The writer listened to the tape recorder over and over to have the

Alumni ability and weakness.

2. The researcher wrote the mistake of sentence.

23

3. The researcher examined and graded the Alumni mastery by

focusing on the elements of the speaking skill.

4. Finally, to find the speaking mastery and the Alumni motivation in

learning English, the researcher applied the formula.

BAB IV

FINDING AND DISCUSSION

This chapter deals with the finding of the research and the discussion of the

findings. The findings were ordered in line with the research question outlined in the

introduction part. In the discussion section, arguments and further interpretation of

the findings were given.

A. Finding

Relating to the case, the following are score from the speaking test by Kediri

course Alumni in English and literature Department

1. The Results of the Speaking Test

a. Result of Pronunciation assessment

Classification

Mastery

Score Criteria F % N

Excellent 4 Has view traces of foreign accent 0 0

23

Good 3 Always intelligible, though one is conscious

of a definite accent

3 13

Average 2 Pronunciation problems necessitate

concentrated listening and occasionally lead

to misunderstanding

3 13

Poor 1 Very hard to understand, must frequently be

asked to repeat

15 65

Very Poor 0 Pronunciation problems so severe as to make

speech virtually unintelligible

2 9

Total 23 100

25

The table of pronunciation assessment showed that, 13% Alumni are good

mastery, 13% Alumni are average mastery, 65% Alumni are poor mastery, and 9 %

Alumni are very poor mastery then 0% Alumni excellent mastery in pronunciation

assessment.

b. Result of Grammar assessment

Classification

Mastery

Score Criteria F % N

Excellent 4 Makes few (if any) noticeable errors of

grammar word order

0 0

23

Good 3 Occasionally makes grammatical and/ or

word order errors which do not, however,

obscure meaning

2 9

Average 2 Makes frequent errors of grammar and word

order, which occasionally obscure meaning

4 17

Poor 1 Grammar and word order errors make

comprehension difficult, must often rephrase

sentences and/or restrict him to basic

patterns.

13 57

Very Poor 0 Errors in grammar and word order so serve

as to make speech virtually unintelligible.

4 17

Total 23 100

The table of grammar assessment showed that, 9% Alumni are good mastery,

17% Alumni are average mastery, 57% Alumni are poor mastery, and 17 % Alumni

are very poor mastery then 0% Alumni excellent mastery in grammar assessment.

26

c. Result of Vocabulary assessment

Classification

Mastery

Score Criteria F % N

Excellent 4 Use vocabulary and idioms is virtually this

of native speaker.

0 0

23

Good 3 Sometimes uses inappropriate term and/or

must rephrase ideas because of lexical

inadequacies.

1 4

Average 2 Frequently use the wrong words,

conversation somewhat limited because of

inadequate vocabulary.

2 9

Poor 1 Misuse of words and very limited

vocabulary make comprehension quite

difficult

15 65

Very Poor 0 Vocabulary limitations so extreme as to

make conversation virtually impossible.

5 22

Total 23 100

The table of vocabulary assessment showed that, 4% Alumni are good

mastery, 9% Alumni are average mastery, 65% Alumni are poor mastery, and 22 %

Alumni are very poor mastery then 0% Alumni excellent mastery in vocabulary

assessment.

27

d. Result of Fluency assessment

Classification

Mastery

Score Criteria F % N

Excellent 4 Speech of fluent and effort as that of a native

speaker.

0 0

23

Good 3 Speed of speech to be slightly affected by

language problems.

2 9

Average 2 Speed of speech to be slightly strongly by

language problems

5 21

Poor 1 Usually hesitant, often forced into silence by

language limitation

13 57

Very Poor 0 Speech is halting and fragmentary as to

make conversation virtually impossible.

3 13

Total 23 100

The table of fluency assessment showed that, 9% Alumni are good mastery,

21% Alumni are average mastery, 57% Alumni are poor mastery, and 13% Alumni

are very poor mastery then 0% Alumni excellent mastery in fluency assessment.

e. Result of Comprehension assessment

Classification

Mastery

Score Criteria F % N

Excellent 4 Appears to understand everything without

difficulty.

0 0

Good 3 Understand nearly everything at normal

speed, although occasional repetition may be

2 9

28

necessary. 23

Average 2 Understand what is said at lower than normal

speed with repetitions.

6 26

Poor 1 Has great difficulty following what is said,

can comprehend only social conversation

spoken slowly and with frequent repetitions.

13 56

Very Poor 0 Cannot be understood even simple

conversation.

2 9

Total 23 100

The table of comprehension assessment showed that, 9% Alumni are good

mastery, 26% Alumni are average mastery, 59% Alumni are poor mastery, and 9 %

Alumni are very poor mastery then 0% Alumni excellent mastery in comprehension

assessment.

Based on the table above, researcher concludes that:

Classification

Mastery

F % N

Excellent 0 0

23

Good 3 9

Average 8 35

Poor 12 52

Very poor 0 0

29

The table above showed that, 0% Alumni is classified as excellent, 9%

Alumni are classification mastery as good, 35% are classification mastery as average,

52% Alumni are classification mastery as poor and 0% Alumni is classified as vary

poor

Based on the data the description of the items could be represented the

classification of their motivation level. Themotivation classifications are follows:

No. Name Classification

Low Natural High

1 ADA √

2 AKM √

3 ANT √

4 ASM √

5 ASD √

6 AST √

7 AIS √

8 BHN √

9 DLM √

10 DMD √

11 FRD √

12 HRH √

30

13 HNM √

14 MFT √

15 NMW √

16 NAF √

17 PNM √

18 RHA √

19 RWD √

20 RDS √

21 SKW √

22 SGT √

23 VVT √

Based on the table above, 1 Alumni was classify as low motivation, 11 Alumni

was classify as natural motivation and 11 Alumni was classify as high motivation.

Motivation

Classification

F % N

High 11 48

23 Natural 11 48

Low 1 4

Total 23 100

31

The table above shows that 4% Alumni was classified as low motivation, 48%

Alumni was classified as natural motivation and 48% Alumni was classified as high

motivation.

B. Discussion

In this part, the writer discussed the result of the data analysis of the speaking test

and questionnaire in accordance with the scope of this research. Thus the discussion

was intended to know speaking mastery and the motivation of Kediri course Alumni

at English and Literature Department, Adab and Humanities Faculty, Islamic State

University of Alauddin Makassar.

Based on the speaking test and questionnaire above, the writer discussed one by

one about mastery speaking and motivation of Kediri course Alumni, they were:

1. Speaking mastery

In this research, the writer found that pronunciation assessment showed that

13% alumni are good mastery,13% alumni are average mastery, 65% alumni are poor

mastery,9 % alumni are very poor mastery. And 0% alumni is excellent mastery in

pronunciation assessment.in grammar assessment showed that. 9% alumni are good

mastery, 17% alumni are average mastery, 57% alumni are poor mastery, and 17 %

alumni are very poor mastery. And 0% alumni is excellent mastery in grammar

assessment. In vocabulary assessment showed that 4% alumni are good mastery, 9%

alumni are average mastery, 65% alumni are poor mastery, 22 % alumni are very

poor mastery and 0% alumni excellent mastery in vocabulary assessment.

32

Besides vocabulary and pronunciation assessment, the researcher also

researched about their fluency. Researcher found that fluency assessment showed that

9% alumni are good mastery, 21% alumni are average mastery, 57% alumni are poor

mastery, 13% alumni are very poor mastery and 0% alumni excellent mastery. Then

in comprehension assessment showed that, 9% alumni are good mastery, 26% alumni

are average mastery, 59% alumni are poor mastery, 9 % alumni are very poor mastery

and 0% alumni excellent mastery in comprehension assessment.

Based on the data analysis above the researcher found that the speaking

mastery of alumni can be classified as: 0% alumni is classified as excellent, 9%

alumni are classified as good, 35% are classified mastery as average, 52% alumni are

classification mastery as poor and 0% alumni is classified as very poor. In this

research, the researcher found also that course in Pare Kediri is not effective the

speaking mastery of Kediri course alumni in Adab and Humanities Faculty of UIN

Alauddin Makassar.Heaton inLukman (2010:27) states that mastery speaking is the

mastery to communicate ideas appropriately and effectively, and speaking mastery

can be seen from several assessment aspect they are: pronunciation, grammar,

vocabulary and accuracy.

2. Motivation of Kediri Course Alumni

In this research, respondent‟s answer 20 numbers of questionnaires, each

questionnaire have each option. The result of research based on the data

33

analysis,researcher found that 1 Alumni was classified as low motivation, 11 Alumni

was classify as natural motivation and 11 Alumni was classify as high motivation. It

means that 4% Alumni was classified as low motivation, 48% Alumni was classified

as natural motivation and 48% Alumni was classified as high motivation.

Based on the result of questionnaire researcher found that as follows:

a. Extrinsic motivation

Researcher found that 4% respondent always learn English because their

parents willingness, 9% usually, 4% sometimes, 9% seldom and 74% choose never

learn English because their parents willingness. Then researcher found also that 13%

respondent always learn English because their lecturer order, 13% usually, 9%

sometimes, 17% seldom and 48% choose never learn English because their lecturer

order.

Besides that 4% respondent always learn English because their friends also

study English with them, 9% usually, 26% sometimes, 26% seldom and 35%

respondent never learn English because their friends also study English. Researcher

found also that 4% respondent always learn English because their girlfriends likes to

study English, 4% usually, 13% sometimes, and 65% respondent never learn English

because their girlfriend.

Researcher found also that 0% respondent always learn English because their

brother willingness, 0% usually, 9% sometimes, 17% seldom and 74% never learn

English because their brother willingness. Besides that 0% respondent always learn

34

English because want a gift, 0% usually, 4% sometimes, 4% seldom and 92%

respondent never learn English because want a gift.

Based on the data analysis researcher found also that 26% respondent always

learn English because a good place for studying, 13% usually, 30% sometimes, 9%

seldom and 22% respondent learn English because a good place for studying. Then

researcher found also that 0% respondent always learn English because they want a

high score from their lecturer, 13% usually, 30% sometimes, 17% seldom and 39

respondent never learn English because they want a high score from their lecturer.

Then result of the questionnaire that 4% respondent always learn English because

they want a praising, 4% usually, 13% sometimes, 26% seldom and 52% respondent

never learn English because they want a praising.

b. Intrinsic motivation

Based on the result of the questionnaire researcher found that 39% respondent

always learning English because study English is their hobby, 22% usually, 26%

sometimes, 4% seldom ad 9% never study because learning English their hobby.

Researcher found also that 88% respondent learn English because their own

willingness, 4% usually, 4% sometimes, 0% seldom and 4% respondent never learn

English because their own willingness.

Researcher found also that 62% respondent always learn English because they

are motivated to be a smart person, 30 usually, 4% sometimes, 4% seldom and 0%

respondent never learn English because want to be a smart person. Then result of the

research that 65 % respondent always learn English because want to enrich their

35

knowledge, 9% usually, 22% sometimes, 4% seldom and 0% never learn English

because wan to enrich their knowledge.

Based on the result of the questionnaire researcher found that 83% respondent

always learn English because they want to reach their dream, 13% usually, 0%

sometimes, 0% seldom and 4% respondent never learn English because they want to

reach their dream. Besides researcher found also that 44% respondent always learn

English because they want to an expert in English, 39% usually, 13% sometimes, 0%

seldom and 4% never learn English because want to be an expert in English.

Based on the questionnaire researcher found that 52% respondent always

learn English because English is their favorite studying, 30% usually, 9% sometimes,

4% seldom, and 4% respondent never learn English because English is the favorite

studying. Besides that 65% respondent always learn English because their awareness,

35% usually, 0% sometimes, 0% seldom and 0% never learn English because their

awareness. Researcher found also that 70% respondent always learn English because

their own willingness, 26% usually, 4% sometimes, 0% seldom and 0% never learn

English because their own willingness. Based on the analysis of questionnaire the

writer found that alumni study English is because their internal motivation, and is not

because the external motivation.

Based on the data analysis researcher found that 4% Alumni was classified as

low motivation, 48% Alumni was classified as natural motivation and 48% Alumni

was classified as high motivation. In mastery speaking researcher found also 9%

Alumni are classification mastery as good, 35% are classification mastery as average,

36

52% Alumni are classification mastery as poor and 0% Alumni is classified as vary

poor.

Based on the classification above that motivation of alumni in learning

English is kind to motive in action. Donough (1993:9) states that motivation is the

factors that support the students to learn English language, motivation to learncan be

seenfrom thelow, medium and high motivation, besides Harmer (1991:12) states that

motivation is some kind of internal or external drive that encourages somebody to

pursue a course of action.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presented some conclusions and suggestions about Speaking

Mastery of Kediri course Alumni (A Case Study at English and Literature

Department, Adab and Humanities Faculty, Islamic State University of Alauddin

Makassar).

A. Conclusion

Based on the findings, discussion, and presentation result of this experiment,

the writer gave some conclusions as follows:

1. Mastery classification of speaking mastery, they were: 0% Alumni is

classified as excellent, 9% Alumni are classified mastery as good, 35% are

classified mastery as average, 52% Alumni are classified mastery as poor

and 0% Alumni is classified as very poor. It means that many student of

Kediri course alumni not good enough in speaking skill.

2. Motivation of Alumni are 4% Alumni was classify as low motivation,

48% Alumni was classifed as natural motivation and 48% Alumni was

classified as high motivation .

It means the conclusion in this research that many speaking mastery of Kediri

course alumni is not excellent, it means that course in Pare Kediri have not inflication

to speaking mastery to much.

38

B. Suggestion

Based on the conclusion got from finding and discussion above, the writer

formulated and followed suggestions to Alumni and students in English and

Literature Department:

1. The students especially Alumni of Pare Kediri course should be to do

speaking practice actively both everywhere, and Alumni must be spirit to

study English then have high motivation.

2. The writer realizes that this thesis far from beings complete, therefore

criticismand corrections for the improvement of this work are very much

welcome.

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A

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D

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X

BIOGRAPHY

Hasrullah( DaengNaba ),was born in

Sala‟jangkiBontonompo Selatan Gowa, on 11 June

1990. Son from the couple Hamada Simbung, and

Sangki, completed his Elementary School at SDI

KadundunganSala‟jangki. Then he continued his study

in Islamic Boarding School (Abnaul Amir Islamic Boarding School) and finished in

this school, graduated in 2004. He finished his Senior High School at Abnaul Amir,

Islamic Boarding School in 2007. After finishing his schools, he was interested in

learning English and, hoping to apply her knowledge. His interest in English made

him choose the Department of English and Literature at the State Islamic University

Alauddin Makassar.

Contact person:

Email : [email protected].

Fb :facebook.accuelkcassanovakaraengdaengnaba.com