My thesis
The Contribution
of Students’ Speaking Learning Strategies and Motivation toward Their Speaking
Skill at STAIN Batusangkar
Ridianto
Abstrak
Penelitian ini bertujuan untuk
mengetahui sumbangan strategi belajar berbicara dan motivasi terhadap
keterampilan berbicara pada mahasiswa Tadris Bahasa Inggris STAIN Batusangkar.
Jenis penelitian ini adalah penelitian korelasi. Populasi dalam penelitian ini
adalah mahasiswa semester VI Tadris Bahasa Inggris STAIN Batusangkar tahun
akademik 2011/2012, yang berjumlah 80 orang. Sampel penelitian diambil sebanyak
62 orang mahasiswa dengan menggunakan teknik Stratified Proportional Random Sampling. Data penelitian dikumpulkan
dengan menggunakan angket untuk variabel strategi belajar berbicara dan
motivasi, dan tes untuk variabel keterampilan berbicara. Seluruh data
penelitian dianalisis dengan menggunakan program SPSS versi 16. Temuan
menunjukkan bahwa terdapat sumbangan yang signifikan antara strategi belajar
berbicara terhadap keterampilan berbicara, motivasi terhadap keterampilan
berbicara, dan secara bersama-sama strategi belajar berbicara dan motivasi
memberikan sumbangan terhadap ketereampilan berbicara pada mahasiswa Tadris
Bahasa Inggris STAIN Batusangkar. Jadi dapat disimpulkan bahwa strategi belajar
berbicara dan motivasi mahasiswa memberikan sumbangan terhadap keterampilan
berbicara bahasa Inggris pada mahasiswa semester VI STAIN Batusangkar.
Keywords: Speaking Learning Strategies, Speaking Motivation, Speaking Skill
A.
Introduction
Based on the researcher’s observation
toward students’ English Department of STAIN Batusangkar, especially at semester
VI, it was found that some students were willing to speak English voluntarily.
Those who were willing to speak English voluntarily seemed to be better
speakers of English. To speak English, they did not rely too much on their teachers
or lecturers. They sought ever opportunity that could promote their speaking
skills. The dependent learners, on the other hand, were often unwilling to
speak English. They would speak up when they were asked to. Therefore, to help
unsuccessful language learners to speak English, it hypothesized that they
would need to be provided with foreign language learning tools, i.e. speaking
learning strategies.
Furthermore, based on the researcher's
interview with some students, it was found that there were some factors that
made the students failure in learning speaking. First, they were very afraid of
making mistakes. It could be one of effects of their previous learning experience.
Second, students were reluctant to speak English; the students did not have
enough opportunities to practice speaking English in the classroom. Besides
that, the students were seldom to speak English because of the lack of
vocabulary. Third, they were afraid of failure, laughter and ridicule. Fourth, it
was also assumed that another source of the students speaking problems faced by
English Education Department students of STAIN Batusangkar could take place in
learning strategies in speaking used by students.
Considering the result of researcher’s
observation and interview with some
students, so the researcher would like to look further and conduct a research
about the contribution of students’ speaking learning strategies and motivation
toward their speaking skill at semester VI of STAIN Batusangkar.
Due to the problem above, the researcher
could formulate the problem in question form, namely, (1) is there any the
contribution of students’ speaking
learning strategies toward their speaking skill at semester VI of STAIN
Batusangkar?; (2) is there any contribution of students’ speaking motivation
toward their speaking skill at semester VI of STAIN Batusangkar?; and (3) are
there any contribution of both
students’ speaking learning strategies and motivation toward their
speaking skill at semester VI of STAIN Batusangkar?.
In line with the formulation above, the
purposes of the research were to identify and find out: (1) the contribution
of students’ speaking learning
strategies toward their speaking skill at semester VI of STAIN Batusangkar; (2)
the contribution of students’ speaking motivation toward their speaking skill
at semester VI of STAIN Batusangkar; and (3) the contribution of both students’ speaking learning strategies and
motivation toward their speaking skill at semester VI of STAIN Batusangkar.
Some experts
have defined learning strategies. Some of them define it broadly namely by
relating it to the process of getting information, while others define it
specifically, focusing on the techniques applied in learning.
The broad
definition is proposed by several experts. Wenden and Rubin (in Hismanoglu, 2000:2)
define learning strategies as “…any sets of operations, steps, routines used by
the leaner to facilitate the obtaining, storage, retrieval, and use of
information’’. Next, Richards and Platt (in Hismanoglu, 2000: 2) argue language
learning strategies “as intentional behavior and thought used by learners
during learning so as to better help them understand, learn, or remember new
information”.
Then, the
specifically definition is proposed by several experts. O’Malley and Chamot
(1990: 9) state “learning strategies that focusing on selected aspects of new
information, analyzing and monitoring information during the encoding process,
evaluating the learning when it is completed, or assuring oneself that the
learning will succeed as a way to ally anxiety”. Moreover, Oxford (1990:8)
states that “learning strategies are specific actions taken by the students to
enhance their own learning easier, faster, more enjoyable, more self-directed,
more effective, and more transferable to new situation”. Meanwhile, Chamot, et
al (1999:2) state “learning strategies are procedures or techniques that
learners can use to facilitate a learning task”. Last but least, Nunan
(2000:19) defines learning strategies is “mental process which employ to lean
and use the target language”.
From the
experts’ opinion above, it can be inferred that students’ speaking learning
strategies are any set of operations, attempts, steps, behavior or thought and
also mental process that are used by the learner to help them comprehend,
learn, retain new information and used the target language so the learning
process felt easier, enjoyable by the learners, especially in speaking skill.
There are many
experts that tell about language learning strategies. Language learning
strategies can be used all language skills, namely, listening, speaking,
reading, and writing. There have, however, been relatively few studies
investigating the benefits of providing second language learners with formal
training in the applications of strategies for speaking. In one study, O'Malley and Chamot (in Cohen et al, 1996:4)
explain that the students are given explicit training such as metacognitive,
cognitive, and social-affective strategies can improve their speaking task.
Alcaya, et. al (in
Cohen, 1996:23-26) argue that speaking learning strategies involve three stages
namely before you speak, while you are speaking, and after you speak.
Next, Dave (2012) explains that language leaning strategies for speaking
are divided into six points namely memory (applying images and sounds by using
key words), cognitive (practicing by recombining), compensation (overcoming
limitations in speaking by the use of mime or gesture), metacognitive (centering
your learning by delaying speech), affective (encouraging yourself by taking risks
wisely), and social (cooperating with proficient users of the new language).
Moreover, in
line with Dave’s opinion, Oxford (1990:58-97and 152-173) explains “the applying
of speaking language learning strategies. She divided the strategies into two
groups; they are direct and indirect
strategies.” Furthermore, Oxford (1990:56-97,
151-173, 326-327) mentions that strategies are useful for speaking, namely,
direct and direct strategies. They are first; direct strategies involve
memory strategies, cognitive strategies, and compensation strategies. Second, indirect strategies involve
metacognitive strategies, affective strategies, and social strategies.
In this
research, the researcher uses Oxford’s concepts to determine and find the
contribution of students’ speaking
learning strategies. The reason the researcher chose Oxford’s concepts is
because this concept has more complex strategies than other experts above.
Harmer (2000:51)
states that “motivation is some kind of internal which drive pushes someone to
do things in order to achieve something”. In addition, Brown (2000:72) argues
that “motivation is the extent to which you make choices about goals to pursue
and the effort you will devote to that pursuit”. Furthermore, Griffiths
(2008:19) explains that “motivation concerns what moves a person to make
certain choices, to engage in action, and to persist in action.” In other
words, motivation is in which can be construed to have determined a person’s
behavior. Thus, motivation is the need or desire that determines an
individual’s effort, behaviors and actions.
Lestari (in
Endrian, 2011:19) mentions that there are six indicators as generally to see
students’ speaking motivation in learning English namely students’ attention
when the teacher explained, students’ activeness in doing exercises, students’
attendance, students’ activeness in asking question, students’ courage in
answering teacher’s question and students’ activeness in doing homework. Next,
Hamzah (2011:23) explains that the indicators of students’ speaking motivation
in learning English come from the intrinsic and extrinsic motivation namely students’
desire and want to be successful person, students’ encouragement and
requirement in learning, students’ expectation and ambition for the future,
students’ reward in learning process, students’ interesting in learning, and
have the conducive environment.
Furthermore,
Clement, et. al (in Dornyei, 2010:112) state that the specific content areas in
speaking motivation, namely; (a)criterion measures (related to intended
effort); (b) ideal L2 self; (c) ought-to L2 self; (d) parental encouragement;
(e) instrumentality-promotion; (f) instrumentality-prevention; (g) linguistic
self-confidence; (h) attitudes toward learning English; (i) travel orientation;
(j) fear of assimilation; (k) ethnocentrism; (l) interest in the English
language; (m) English anxiety; (n) integrativeness; (o) cultural interest; and
(p) attitudes toward L2 community.
Mastering
speaking skill is essential to connect to the audience. Widdowson (in Asrida,
2005:14) explains that “speaking is the active or productive skill and makes
use of the oral medium. He further argues that communication through speaking
commonly performed face to face and occurs as part of dialogue or other forms
of verbal exchange.” In addition, Wilkins (in Zaim, 2005:24) states that
“speaking is the ability to compose sentences is needed but it is not only
ability needed because oral communication takes place when someone makes use of
sentences to perform a variety of different social nature.”
From the above
opinions, the researcher can conclude that speaking is conveying message orally
to others and, of course, he/she has to consider the structure and spoken
production. Speaking is not only the ability to pronounce sounds or words but
also the ability to communicate some ideas which are set and develop confirming
with a speaker or hearer whether the speaker understands or not either the
materials of the hearer: whether he is able to adjust calmly to a situation
while he is communicating his ideas.
Shumin (in Richard and Renandya, 2002:205-2006)
states that there are four factors that affect students’ oral communication
ability (speaking skill) that are age or maturational constraints, aural
medium, socio-cultural factors, and affective factors. The affective factors
related to foreign language learning emotions, self-esteem, empathy, anxiety,
attitude and motivation. To be a good English speaker is not easy because there
are many factors or components that support speaking skill. Shumin (in Zainil, 2006)
the factors or components that support speaking skills are language component and
non linguistic component.
Hughes
(2003:131-132) states that “the indicators of oral proficiency consists of five
components which are vocabulary, fluency, grammar, pronunciation,
comprehension”. It is expected that by having those skills and components, the
students can perform communication well and in turn the goals of teaching can
be obtained. Furthermore, Brown and Abeywickrama (2009:219) mention that “the
criteria or indicator of speaking skill (oral presentation) involve content
(introduction, body, and conclusion) and delivery (gestures, body language, eye
contact, voice quality and others)”. Thus, it can be concluded that the
indicators of speaking skill relate to pronunciation, grammar, comprehension,
fluency, vocabulary, delivery (gestures and body language), content
(introduction and conclusion).
Based on the explanation
above, there are ten components or indicators in speech process. First, the
indicator of pronunciation refers to how well the students pronoun English
word. Second, the indicator of structure refers to the form of English
sentences that used by students when they have spoken English. Third, the
indicator of vocabulary refers to whether the students can use the suitable
vocabulary or diction in speaking. Fourth, the indicator of fluency refers to
how fluent the students speak. Fifth, the indicator of content refers to how
far the students can explain the content or information of their speech in
detail. Sixth, the indicator of introduction refers to how the students to
develop and consider the speaking situation. Seventh, the indicator of voice
quality refers to how the students to control their voice. Ninth, indicator of
non verbal communication (gestures and eye contact) refers to how the students
can control and manage their non verbal communication effectively. Finally, the
indicator of conclusion refers to how the students make the conclusion in order
to the audience understanding about their talking about.
Brown
and Abeywickrama (2009:213-214) argues that “the oral proficiency scoring
categories consists of fluency, pronunciation, task, grammar, vocabulary, and
comprehension.” In line with Hughes (2003:131-132) and Harris (1974:111-113)
state “the
same criteria to rate a candidate’s speaking proficiency. They are accent,
grammar, vocabulary, fluency, and comprehension. Based on each criterion, a
candidate’s speaking proficiency is rated using six-point scale”.
Then, Knight (1992:295)
states that “the criteria of assessing speaking skills are grammar, vocabulary,
pronunciation, fluency, conversational skill, sociolinguistic skill, non
verbal, and content.” Moreover, information technology evaluation services
argues that about evaluating students presentation in speaking skill that are
organization, subject knowledge, graphics, mechanics, eye contact, and
elocution.
Based on the
experts above, it can be concluded that speaking skill can be seen in a process
of socialization through communication and it has many aspects of language such
as pronunciation, structure, vocabulary, fluency, and comprehension,
sociolinguistic skill, conversation skill, and others. Based on the criteria
proposed above, the researcher used several criteria using 6 point scale, as
presented in the following table:
Table 1: Scoring Criteria for Assessing Oral
Presentation
No
|
Aspect/Components
|
1
|
2
|
3
|
4
|
5
|
6
|
1
|
Accent/Pronunciation
|
|
|
|
|
|
|
2
|
Grammar
|
|
|
|
|
|
|
3
|
Vocabulary
|
|
|
|
|
|
|
4
|
Fluency
(Rate)
|
|
|
|
|
|
|
5
|
Introduction
(how effective?)
|
|
|
|
|
|
|
6
|
Content
(well organized?)
|
|
|
|
|
|
|
7
|
Voice
quality
|
|
|
|
|
|
|
8
|
Non
–verbal communication (gestures)
|
|
|
|
|
|
|
9
|
Eye
Contact
|
|
|
|
|
|
|
10
|
Conclusion
(effective and interesting?)
|
|
|
|
|
|
|
B.
Method of the
Research
The
correlational research design was used to see how much the contribution of
students’ speaking learning strategies and motivation toward their speaking
skill. By using Stratified Proportional Random Sampling, 62 students of the semester VI of STAIN
Batusangkar in academic year of 2011/2012 were taken as sample.
There
were two instruments which were used in this research namely questionnaire and
speaking test. The
data of students’ speaking learning strategies and students’ speaking
motivation were collected by using questionnaires. While, students’ speaking
skill data was collected by using speaking test which was helped by two
lecturers of English Department of STAIN Batusangkar. The form of speaking test was oral production
test (speech), namely student’s performance individually in front of class in
form of presentation.
After data of speaking skill and data of students’ speaking
learning strategies and motivation were collected, the collecting data were
then analyzed by aid
of descriptive and inferential statistic. Descriptive analysis was arranged
based on mean score (M) and standard deviation (SD) score. Then, inferential
statistic was used to make inference about parameters, based on the statistic
from sample. They were some tests: normality, homogeneity, linearity, and multicolinearity
testing were applied before preceding the correlation analysis. Furthermore,
data were analyzed by using correlation technique “Product Moment” or single
regression technique for hypotheses 1 and 2, and multiple regression technique
for hypothesis 3. In analyzing the data, the researcher used correlation
technique and multiple linier regressions by using of SPSS program. In this
way, it was used to see the influence of independent variables
toward dependent variable
.
Data analysis was expected to draw conclusion whether hypothesis that had been
formulated was received or rejected.
C.
Result
1.
Data Description
Based
on statistical analysis, the general description was shown in the table below:
Table 2: Statistical
Result of Variables of Students’ Speaking Learning Strategies and Motivation toward Their
Speaking Skill
|
Students' Speaking LS
|
Students' Speaking Motivation
|
Students' Speaking Skill
|
Mean
|
92.48
|
133.02
|
70.63
|
Std. Deviation
|
8.590
|
12.467
|
13.310
|
Minimum
|
77
|
96
|
47
|
Maximum
|
108
|
157
|
96
|
Sum
|
5734
|
8247
|
4379
|
a.
Description of
Students’ Speaking Learning Strategies
The data of
students’ speaking learning strategies was obtained from questionnaire scores.
The score was obtained from students who filled the questionnaire. Mean of the
score was 92.48, standard deviation of the
score was 8.590 and median of the score was 90.50. The highest score was 108, and the lowest one was 77. The
graph of the frequency distribution data was presented in following figure:
Figure 1: Histogram
of the Frequency Distribution of Students’ Speaking Learning Strategies
b.
Description of Students’ Speaking Motivation
The data of
students’ speaking motivation was obtained from their raw score of
questionnaire. The score was obtained from students who filled the
questionnaire. Mean of the score was133.02, standard
deviation of the score was 12.467, and median
of the score was133.00. The highest score was 157, and the lowest one was 96.
The graph of the frequency distribution data was presented in following
figure:
Figure 2: Histogram
of the Frequency Distribution of Students’ Speaking Motivation
c.
Description of Students’ Speaking Skill
The data of
students’ speaking skill was obtained from their raw score of speaking test.
The score was gotten from students who followed the speaking test. Mean of the
score was 70.63; standard deviation of the
score was 13.310, and median of the score was70.00. The highest score was 96, and the lowest one was 47.
The graph of the frequency distribution data was presented in following figure:
Figure 3: Histogram
of the Frequency Distribution of Students’ Speaking Skill
2.
Inferential
Statistic
The
result of testing normality showed that the data of distribution of the three
variables were normal. Where, values of asymptotic significant .116, .829 and .516
were higher than
significance table .05. Then, the result of testing homogeneity showed that c²computed (4.12) was smaller than ctable (5.99) at the level of significance .05. It
means that Ho which states the population variance is homogeneous accepted. It
can be concluded that the data derived from homogeneous population.
Furthermore,
based on the data analysis by using SPSS program was gotten the result of
analysis was linear. The linearity was about 24.699 if it was compared with
F-table on σ =.00 (4.98), it saw that F-calculated was greater than F-table. Ho
was rejected. Thus, the multiple regression (Ỳ= -39.952 + 0.861X₁ + 0.233X₂) could be used
as taking the conclusion of the independent variables with the dependent
variable. It could be shown on the figure below:
Figure
4: Normal P-P Plot of Regression Standardized Residual
Finally,
the result of testing multicolinearity was shown that the marks of VIF (1.203)
are near to one for all independent variables and also tolerance (.831).It can
be concluded that in regression on independent variables toward dependent
variable did not have the multicolinearity to independent variables.
3.
Hypothesis Testing
Based
on statistical analysis of the hypothesis testing, there are three findings
which would be discussed here:
a. There Is Contribution of Students’ Speaking Learning Strategies toward
Their Speaking Skill.
The
research finding showed that there were positive and significant
contribution students’ speaking
learning strategies toward their speaking skill at semester VI of STAIN
Batusangkar. The contribution is 41.6%. It means that if students have good
speaking language learning strategies, they can improve their speaking skill.
On the other hand, students cannot improve their speaking skill if they do not
have any good speaking language learning strategies. In line with Oxford
(1990:1) states that learning strategies are especially important for language
learning because they are tools for active, self-directed involvement, which is
essential for developing communicative competence. Appropriate language
learning strategies result in improved proficiency or speaking skill and
greater self-confidence. It can be concluded that speaking learning strategy is
important for students to improve their speaking skill. They can speak English
very well when they have good speaking strategy. On the other hand, they cannot
speak English well if they do not have good speaking strategy.
b. There is contribution of students’ speaking motivation toward their
speaking skill.
Research finding
showed that there was positive and significant contribution students’ speaking
motivation toward their speaking skill at semester VI of STAIN Batusangkar. The contribution is 19.9%. It means that the
students who want to be skillful in speaking, they must have motivation. They
will not be able to speak if they do not have motivation to understand speaking
component. Even though they have understood all aspect of speaking, but they
will not be able to speak something if they are not motivated to learn how to
speak effectively. In short, speaking ability will not be constructed without
having motivation.
Yasin in Syafrin
(2005:9) states that “attitudinal and motivational factors have more to do with
the successful attainment of communication language skills in second language.”
Via attitude, motivation and self-discipline/learning strategy teachings
variable can play its role in gaining the ability in speaking. Furthermore,
Shumin in Richard and Renandya (2002:205) states that “there are four factors
that affect students’ oral communication ability (speaking skill) that are age
or maturational constraints, aural medium, socio-cultural factors and affective
factors.” The affective factors related to foreign language learning emotions,
self-esteem, empathy, anxiety, attitude and motivation. Students’ speaking
motivation not only comes from the inner side but also from outer side, mainly
from their lecturers. The lecturers have to motivate their students in order to
make them diligent to study and to master speaking lesson. In students’
university level, they are expected to have the independent learning because
they are demanded to reach the goal teaching and learning process. Then, they
can improve their speaking skill.
It can be
concluded that student can improve their speaking skill if they have high
motivation and good independent learning. On the other hand, they cannot
improve their speaking skill when they do not have high motivation and good
independent learning.
c. There Is Contribution of Both Students’ Speaking Learning Strategies
and Motivation toward Their Speaking Skill.
These result
showed that there was positive and significant contribution of students’ speaking learning strategies and
motivation toward their speaking skill at semester VI of STAIN Batusangkar. The
contribution is 45.6%. Generally, it is line with the theoretical that
mentioned before, there are many factors that might affect or contribute to
students’ achievement in English learning. Students’ speaking skill is affected
by several factors, which are internal factor and external factor. The external
factors come from outside of the students such as learning sources, lecturer,
and method of teaching. Meanwhile, the internal factors which come from inside
of the students selves such as motivation, IQ, learning strategy, and others.
In
speaking, language learning strategies and motivation can improve students’
speaking skill. It means that if students have good language learning
strategies and high motivation, they will get good mark and can communicate
each other. On the other hand, if students do not have any good language
learning strategies and high motivation, they will not get good mark and cannot
communicate each other in English. In other word, researcher can say that
students can speak English very well if they have good language learning
strategies and high motivation to learn English language. It means that
language learning strategies and motivation can give the positive contribution
for teacher, student and school.
D.
Conclusion and
Suggestion
Based on the research findings above, it
could be concluded that: (1) there is positive and significant contribution of students’ speaking learning strategies
toward their speaking skill. The contribution of students’ speaking learning
strategies was 41.6% toward their speaking skill and effective contribution was
45.66%, (2) there is positive and significant contribution of students’ speaking motivation toward
their speaking skill. The contribution of students’ speaking motivation toward
their speaking skill was 19.9% and effective contribution was 21.84% and (3) there
is positive and significant contribution
of both students’ speaking learning strategies and motivation toward their
speaking skill. The contribution of both students’ speaking learning strategies
and motivation altogether toward their speaking skill were 45.6% and effective
contributions were 67.5%. It means that 54.4% of students’ speaking skills were
affected by other factors such as attitude, self-confidence, IQ and many
others.
Based on the conclusions previously
stated, several suggestions are proposed, first, students should learn and use
their understanding of speaking strategies and have motivation in speaking
activities to improve their speaking skill. Second, students are suggested to seek more speaking learning strategies
and improving motivation in the books, journals, internet, and so on to add
more information about the latest speaking learning strategies and motivation
that could be applied in their speaking activity. Last but not least, it is suggested to other researchers to
investigate other factors that can affect speaking skill in order to have brief
description about the factors that contribute speaking skill both internal and
external factors.
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