CORRELATION BETWEEN STUDENTS’ LANGUAGE

HABIT AND THEIR SPEAKING SKILL

IN SMPN I CISAUK TANGERANG

PROPOSAL

Submitted As the Fulfillment of the Degree of Sarjana Pandidikan

ENGLISH DEPARTEMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION
KUSUMA NEGARA
JAKARTA
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2009
TABLE OF CONTENT

TABLE OF CONTENT i

CHAPTER I. INTRODUCTION
A. Background of the Study………………………………… 1
B. The Identification of the Problem……………………….. 4
C. The Limitation of the Problem………………………….. 5
D. The Formulation of the Problem………………………… 5
E. Benefit of Research……………………………………… 6

CHAPTER II THEORETICAL FRAMEWORK

A. Definition of Habit……………….……………………….. 8
B. Speaking………………….. …………………………........ 9
C. Classroom Communication………..………..……………. 1
D. Hypothesis……………………………………………….. 1
E..Learning Style in Speaking Class…………….…………… 1
F. Technique of Teaching English Speaking………………… 3
1
3
1

4
CHAPTER III RESEARCH METODOLOGY
A. Purpose of the Study………………..………………… 1
B. Research Method ………………..……………………… 6
C. The Place and Time ……….………………..………… 1
D. Subject of the Research …………………..…………… 6
E. Data Collecting Instrument…………………..………… 1
F. Technique of Data Collection…………………………… 7
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G. Technique of Data Analysis…………………………….. 1

7
1
7
1
8
1
8
BIBLIOGRAPHY ………………………………………………………………... 2
1

CHAPTER I

INTRODUCTION

A. Background of the Study

As a professional teachers in the language teaching, especially the

teaching of English a foreign language, teachers mostly spend much of time on

appropriate teaching methodologist for greater effectiveness in students

acquisitions on English, designing and implementing materials, test, and practice

Teacher are responsible to educate the students from little or no knowledge to

sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the

teacher tend to carry out the teaching process in the classroom by applying

traditional and monolingual principle ways of teaching with unsatisfactory. This

shows that teachers need enrichments with appropriate ways of teaching

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atmosphere, that why in teaching English as the second language by applying

new and modified fashions in order that the result of the teaching learning

process would contribute more input to reach satisfied learning outcome. Whole

around the world recently, where the people encourage that English as their

target or second language used based on whole interactions and communication

holding the dominant role of very aspects of their life. English is most widely

used in teaching learning process of broader Educational occasions either formal

or informal environment.

It is reasonable that English is progemmed as the first foreign or second

language in many countries on this earth, furthermore in present global era. That

is why experts on language and language teaching range must invent today

English teaching and learning environment.

In KTSP Curriculum, it is clearly stated that one of the objectives of the

English subject in Junior High School is developing the ability to communicate

in English, either in written or oral form which covers listening, speaking,

reading and writing. Unfortunately the fact has shown that the students are quite

difficult to improve their speaking ability because they are accustomed to use

their native language language in their daily life than using English. This is the

reason why we can not deny the fact that the students still considered speaking

skill as the most difficult skill to be mastered. In class, we as teachers often find

the students can hardly use English for communicative objectives even in the
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simple form or we may find the students who are able to point the answer of the

question on a text but they can not explain their reason in choosing the answer. It

is also evident that in class, the students have limited time to practice their

speaking skills, and it resulted on their ability to use the target language, as the

old saying “Practice makes perfect”

Considering problem, relating to speaking activities in class and helping

students to improve their speaking skill is part of the teacher’s job. He or she is

expected to have right teaching techniques to provide students with appropriate

teaching materials and to create a positive classroom environment. Therefore, the

students will have opportunity to use English among themselves. The teaching –

learning process should not only happen between teacher and students but also

between students and students.

Speaking is an activity used by someone to communicate with other. It

takes place very where and has become part of our daily activities. When

someone speaks, he or she interacts and uses the language to express his or her

ideas, feeling and thought. He or she also shares information to other trough

communication.

People communicate in various diferent formal and nonformal setting,

from giving a presentation in abusiness meeting to chatting at acoctail party.

Most speakers of language speak one way with their friends , another on a job
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interview or presenting report in class, another talking to small children, another

with their parents and so on. These speaking activities are called daily language.

Nearly everybody has at least an informal and a formal style in speaking.

In an informal style therule of contraction are used more often, the syntactic rules

and agreement may be altered, and many words are used that do not occur in the

formal style.

Informal style, although permitting certain abbreviations and deletions

not permited in formal speech, are olso rule governed. For example, question are

often shortened with the subject you and the auxilary verb deleted.. One can ask

You running the marathon? Instead of the more formal Are you running the

marathon?

In any speaking class, our students may be very different from one

another in terms of how they participate. Some iteractional differences are due

personality factor (such as being shy or having n outgoing nature). Other may

stem from cultural difference (e.g., some cuilures value silence more than other).

There many methode and thecnique to make improvement ability to

speaking skill. The other ways are doing group work or pair work, and limiting

teacher talk.

In this research, the researcher focuses to how students’ language habit

toward speaking skill for students. The reason for using students’ language habit

is give more opportunities to students to make turns in speaking during the times
 7

allocated. The researcher assumes that students’ languages habit are combination

between language practice and role play. They can express their ideas freely

because they do activities with their friends.

B. The Identification of the Problem

Based on the background of the study mentioned above, the

identification of the problems of the research is:

1. What kinds the effectiveness method of students’ language

habit toward speaking skill?

2. Is English learning more interested to teach speaking use

students’ language habit?

3. Is a teacher more interested to teach speaking English use

students’ language habit?

4. Is learning speaking to make students confident to talk in?

5. Is daily language more interesting for student to learn English?

6. Is daily language suitable to teach speaking at ninth grade?

C. The Limitation of the Problem

The researcher limits the discussing of the study about, “The Correlation

between the Student’s Language Habit and Their Speaking Skill.” The

researcher fined the effective technique to teach using students’ language habit

for junior height school ninth grade.

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D. The Formulation of the Problem

Based on limitation of problem mentioned above, the problem of the

research can be formulated as follows: The correlation between the students’

language habit and their speaking skill to the ninth grade of SMP Negeri 1

Cisauk Tangerang.

E. Benefit of Research

The researcher hopes that this thesis can develop education institution to

perform a language laboratory, teacher to use the approach and method

properly in teaching speaking to their students; it can be refer for English

teacher in studying which pursuant and guide liner of the better ways to achieve

the successful English Study.

The benefit of this research for elementary in SMPN 1 Cisauk that the

headmaster of the school knows actually teaching and teaching speaking are

really acceded by the teacher. The students of course the headmaster tries

provide the equipment of speaking so that, the students speaking can be

improved by practicing actively.

The students of STKIP Kusuma Negara can have a good reference for

their knowledge and someday they will make tries connected with learning

speaking. Then they may make some references of this thesis because this
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thesis can be put in the library of STKIP Kusuma Negara and every body can

read it.

Using student’s habit language in teaching speaking skill to the ninth

grade students of SMPN 1 Cisauk Tangerang. It motivates and encourages

students of SMPN 1 Cisauk Tangerang; it motivates and encourages students

to practice speaking English. It makes them enjoy expressing their feeling,

ideas, and opinion and even in messages and suggestions and helps students to

take port in practice.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Definition of Habit

Habits are routines of that behavior are repeated regularly and tend to

occur subconsciously, without directly thinking consciously about them1

Habitual behavior sometimes goes unnoticed in persons exhibiting them,

because it is often unnecessary to engage in self-analysis when undertaking in

routine tasks. Habituation is an extremely simple form of learning, in which an

organism, after a period of exposure to a stimulus, stops responding to that

stimulus in varied manners. Habits are sometimes compulsory.2

Habit formation is the process by which a behavior becomes habitual.

As behaviors are repeated in a consistent context, there is an incremental

increase in the link between the context and the action. This increases the

1
Butler, Gillian. Hope, Tony. Managing Your Mind: The Mental Fitness Guide (Oxford
Paperbacks.1995)p, 120
2
Merriam Webster Dictionary. Definition of Habit (Retrieved: August 2008), page. 225
 11

ability to do things without occupying the mind with the low level details

required, allowing it to become an automatic response pattern or habit. It is

usually the result of learning, repetition, and practice of the behavior in that

context.3 Features of an automatic behavior are all or some of: efficiency, lack

of awareness, unintentionally, uncontrollability4 Habit formation is modeled as

an increase in automat city with number of repetitions up to an asymptote.5

Author John Tesh advises that it takes about 21 days to establish or break a

habit.6

The habit–goal interface is constrained by the particular manner in

which habits are learned and represented in memory. Specifically, the

associative learning underlying habits is characterized by the slow, incremental

accrual of information over time in procedural memory.7 Habits can either

benefit or hurt the goals a person set for themselves.

Goals guide habits most fundamentally by providing the initial outcome-

oriented impetus for response repetition. In this sense, habits often are a vestige

of past goal pursuit8

3
Wood W.Neal. A New Look at Habit and The habit-Goal interface: Psichological Review.
(Cambridge. 2007), p. 843-869
4
Barg JA. The four horsemen of automaticty. Awareness, intention, efficiency, and control
social cognition. In Wyer RS, Srull TK (ed.s), Handbook of social cognition: Vol. 1 Basic
processes, pp. 1–40. Hove: Lawrence Erlbaun Associates Publishers
5
Hull CL (1951). Essentials of behavior. Westport, CT: Greenwood Press
6
John Tesh (2008), Intelligence for Your Life, p. 39
7
Bas Verplanken, Suzanne Faes , "Good intentions, bad habits, and effects of forming
implementation intentions on healthy eating",(European Journal of Social Psychology 21 Juni
1999) (5-6): 591-604
8
ibid.
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B. Speaking

Speaking, as one of the linguistic skills, is often perceived to be task

that comes naturally to an individual. Culture plays a very significant role in

determining how language is spoken. In school base Curriculum 2006, there are

some competition standard and basic competitions which have to be reached by

students in learning English.

Speaking is the productive skill in the oral mode. It like the other skill

is more complicated than seems at first and involves more than pronouncing

words.

It is thinking of what one wishes to say, choosing the right words from our
vocabulary, putting the words in the proper grammatical framework;
communicating the felling we have and so on speaking is producing
movement: movement of the rib cage, the vocal cord and the mouth9

There are three kinds of speaking situation in which we find ourselves:

1. Interactive, include face to face conversation and telephone calls, in

which we are alternately speaking and speaking and in which we have a

chance to ask for clarification, repetition, or shower speech from our

conversation partner.

2. Partially interactive, such as when giving a speech to a live audience,

where the convention is that the audience does not interrupt the speech.

The speaker nevertheless can see the audience and judge from the

9
Anne. Smith. Speaking Communication. (Berkeley Press.2009),p. 125
 13

expressions on their faces and body language whether or not he or she is

being understood

3. Non-interactive, such as when recording a speech for a radio broadcasts.

Some of the micro-skill involved is speaking. The speaker had to:

a. Pronounce the distinctive sound of language clearly enough so that

people can distinguish them. This including making tonal distinctions

b. Use stress and rhythmic pattern, and intonation of the language clearly so

that people can understand what is said.

c. Use the correct from words, this may mean for example changes in the

tense, case or gender

d. Put word together in correct word order

e. Use vocabulary appropriately

f. Use the register or language variety that is appropriate to the situation

and the relationship to the conversation partner.

g. Make clear to the listeners the main sentence constituents, such as

subject, verb, object by whatever means the language uses

h. Make the main ideas stand out from supporting ideas or information

i. Make the discourage hang together so that people can follow what you

are saying
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C. Classroom Communication

Communication in a classroom setting is unique because there are highly

regulated patterns of communication between teacher and students, both of

whom definitely have different status, that are not present in any other

communication even or setting.

Barnes suggests that how much success a student achieves in classroom

depend on different patterns of communication that they are able to recognize

and that are set up by the teacher.10 In fact the teacher who controls the whole

structure of classroom communication.

Even though it is the classrooms (and set up through teachers’ own use of

language), they are not always aware of these patterns and the effect they have

on their students’ learning. Barnes said, it is important for teacher to study the

communication pattern they have set up in their classrooms because in doing

so, they can attempt to seek answer to the following questions 11 :

a. How are patterns of communication set up in class?

b. Who has decided these patterns of talk?

c. What are the effects of these patterns of talk on student participation?

d. How do these patterns change?

e. How do students (and teacher) learn them?

10
D. Barnes, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120
11
ibid
 15

f. How much of this communication contributes to student learning and

how much perform other functions (what are these functions)?

g. Does teacher’s behavior match his/her sated intentions and beliefs?

D. Hypothesis

Assumption or basic of opinion is in the heart of thinking that

correlations acceptance by investigator, in this research the researcher

assumptions are follows:

1. The students have some problems in speaking English

2. The students no have confidence to speaking English

3. Teaching speaking by using students’ language habit will be effective to

overcome the students’ problems in speaking

E. Learning Style in Speaking Class

In any speaking class, students may be very different from one another in

term of how they participate. Some interact ional differences are due

personality factors (such as being shy or having an outgoing nature). Other may

stem from cultural difference (e.g., some culture value silence more than

others). Still other difference may come from students’ learning style.
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Learning styles are “the way we learn things in general”12 They are

“natural and habitual, and preferred ways of absorbing processing and retaining

new information and skill”13

One learning style issue that influences learners’ speaking in class is the

contrast between reflectivity and impulsivity. Reflective learners prefer to think

about their answer or comments before speaking in class. They are generally

cautious, while impulsive learners tend to be more impetuous and may take a

gamble. They may respond immediately, often before they’ve thought through

their ideas completely. So in an English speaking class, impulsive learners are

typically those who will speak out quickly, perhaps without much concern for

accuracy. Reflective learners, on the other hand, will want to think through

what they have to say before speaking out in class.14

F. Technique of Teaching English Speaking

Penny Ur said, also states some problems that may prohibit the students

to develop their speaking skill, which are inhibition, lack of ideas shy, low

participation, and students; preference to use their mother language15 And also

she says, “Of all four skills (listening, speaking, reading and writing) speaking

12
H.D. Brown, Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts,
NJ: Pretice-hall Regent, 1994), p.105
13
K. Kinsella. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning
Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995) p. 171
14
Op cit. H.D. Brown. P. 113-114
15
Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966).p. 121
 17

seem intuitively the most important.”16 Based on the statement above speaking

is the most important skill that should be mastered by students in order to

communicate in English fluently. Speaking is essential to all interaction and his

is an ability to understand and master about what an active process of

constructing a message, especially for student in high school.

It is important for us as language teacher to be aware of how much we

are talking in class so we do not take up all the time the students could be

talking.

Pair work and group work activities can be used to in crease the amount

of time that learners get to speak target language during lessons. One further

interesting point is that when the teacher is removed from the conversation, the

learner take on diverse speaking roles that normally filled by the teacher (such

as posing questions or offering clarification).

16
Ibid. Penny Ur, p. 120
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CHAPTER III

RESEARCH METHOLOGY

A. Purpose of the Research

Speaking is learned in two board contexts: foreign language and second

language situations. The challenges of us as a teacher are determined partly by

the target language context.

The purpose of this research is for examining and improvement speaking

skill of students to learn the target language as a foreign language. Learning

speaking skill is very challenging for students in foreign language contexts,

because they have very few opportunities to use the target language outside in

the classroom.

B. Research Method

In order to achieve the aim of the research, the researcher used

Correlation method. The researcher chooses Correlation method because he

wanted to find out whether there any correlation between habit language and

speaking skill.
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The correlation is a way to measure how associated or related two

variables are. The researcher looks at things that already exist and determines if

and what way those things are related to each other. The purpose of doing

correlations is to allow us to make a prediction about one variable based on

what we know about another variable.

The researcher, use the students’ language habit to make improvement of

speaking’ skill. Students' experiences, observations, and interactions inside and

outside of the classroom have an impact upon what they say and how they say

it. Speaking activities involve thought and reflection, and provide opportunities

for students to plan and organize for speaking.

C. Place and Time

The research will take a place at SMPN 1 Cisauk Tangerang ninth grade

on semester II.

D. Subject of the Research

This study, the researcher took the students of SMPN 1 Cisauk

Tangerang as population. The samples would be the ninth grade students. There

were one class and the researcher took twenty students randomly from them as

the sample by lottery.

E. Data Collecting Instrument

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The data needed was taken from a test. The test is used to identify the

students’ achievement. The test is objective test in the term of essay item

consist of ten items.

F. Technique of Data Collection

Research Procedure is:

1. Developing the research instrument

2. Selecting the sample from the population

3. Giving pre-test

4. Treatment

- pre- speaking

- while speaking

- Post-speaking

5. Giving post-test

6. Calculating and analyzing the test scores

7. The result of the test

G. Technique of Data Analysis

The researcher gave the students pre-test to find out their skill of

speaking teaching and learning activities.

Post-test was given to students to find out their ability of speaking after

teaching and learning activities.

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The data gathered from the experiment was analyzed using the t-test. The steps

of the data analysis process are as follow:

a. Find out the mean (M) of each group. According to Burn 17 that for the

most common measure of central tendency in educational research is

the arithmetic mean, the mean (M) is simply the sum of all the score

(∑x) divided by the number of score (n), or

M = ∑X
n

M is the mean of the sample

∑x is the total amount of all the individual observation

n is the sample

b. Find out standard deviation (Sd) of each group. According to Burn, that

standard deviation reflects the amount of spread that the score exhibit

around some central tendency measure, usually the ,mean. The standard

deviation advice from the variance.

The formula for obtaining the standard deviation is:

- (∑X)²
∑X² N
Sd= N-1

Sd is standard deviation

∑X² is the sum of the squared raw scores

(∑X)² is the sum of the raw scores squared

17
Burn, Reseach Methodolody (London: Mc Graw Hill 1993), p. 33
 22

N is number of the students

According to Burns, that as with standard error of the mean, a critical

ratio is formed to find the deviation in standard error unit teams of

the difference between the means18. The ratio is called the ratio. In

this research the researcher took the formula as follows:

M1 – M2
t =
Sd1² Sd2²
N + N
1 2

M1 is mean of experimental group

M2 is mean of control group

Sd1 is standard deviation of experimental group

Sd2 is standard deviation of control group

N1 is number of students of experimental group

N2 number of students of control group

18
Barnes. F.P. Research for the Practitioner in education (Washington: National Education
Assosiation 1990), p,120
 BIBLIOGRAPHY

Anne. Smith. Speaking Communication. (Berkeley Press.2009)

Barnes D, From Communication to Curriculum. (Middlesex: Penguin 1976)

Brown H.D., Principal of Language Learning and Teaching, 3rd Edition (Englewood
Cliftts, NJ: Pretice-hall Regent, 1994)

Barnes. F.P. Research for The Practioner in Education. (Washington: National

Education Assosiation)

Bas Verplanken, Suzanne Faes "Good intentions, bad habits, and effects of forming
implementation intentions on healthy eating", European Journal of Social
Psychology 29(21 Jun 1999)

Barg JA. The four horsemen of automaticty. Awareness, intention, efficiency, and
control social cognition. In Wyer RS, Srull TK (ed.s), Handbook of social
cognition:Lawrence Erlbaun Associates Publishers

Burn, Reseach Methodology (London: Mc Graw Hill 1993)

Butler, Gillian. Hope, Tony. Managing Your Mind: The Mental Fitness Guide
(Oxford Paperbacks.1995)

Gage, N and Fisher. The Scientific Basic of the Art of Teaching, (New York: Teacher
College Press, 1978)

Hammerly. H., Fluency an Accuracy: Toward balance in language Teaching and

Learning.(Clevedon, UK : Multilingual Matters, Ltd. 1991)

Hull CL. Essentials of behavior. (Westport, CT: Greenwood Press 1951)

John Tesh (2008), Intelligence for Your Life

Kinsella.K. Understanding and Empowering Diverse Learners. In J. Reid, ed.

Learning Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995)

Merriam Webster Dictionary. Definition of Habit (Retrieved: August 2008)

 24

Veenman S.. Perceived Problem of Beginning Teacher. Review of Education

Reseach, (American Education Reseach Journal 1984)

Penny. Ur, A Course in Language Teaching: Practice an Theory (Great Britain:

Cambridge University Press, 1966)