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Introduction 8 halaman – Intinya seberapa?
Kajian Pustaka 29 halaman
Finding 38 halaman table semua
CHAPTER I
INTRODUCTION
This study is researching students’ speaking competence in monolog of
non English department students focusing on Mathematic and Counseling
department of UNRIKA Batam. This introductory chapter discusses background
of the study, identification of the problem, limitation and statement of the
problem, objective and significance of the study.
Yang berwarna merah dapat dipakai
untuk background. Sisanya justru
mengaburkan background.
A. Background (Intinya hanya alasan mendasar mengapa penelitian
termaksud perlu dilakukan)
Due
to
the
growing
effect
of
globalization,
the
international
communication in English is becoming widespread. To meet the challenges of this
modern trend, most of the non-English speaking countries around the world are
becoming more in needs and thus receptive to English language. The same
situation happens in most of the Asian countries and certainly in Indonesia. To
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provide this requirement of making our students literate in national and
international communication, the demand for speaking competence in English is
increasing at a fast speed.
The English language has become an international language. It is spoken,
learnt and understood even in those countries where it is not a native’s language.
English is playing a major role in many sectors including medicine, engineering,
education, advanced studies, business, technology, banking, computing, tourism
etc. All our software development today, the communication facilities available to
us through internet, our access to a variety of websites are all carried out in
English. Most research works are conducted and compiled in English. Anything
written and recorded in this language is read and listened to, in wider circles. As a
result, English is being taught and learned around the world as a second language
today. For most Indonesians, English is a foreign language. Learning a foreign
language is an integrated process that the learners should study the four basic
skills, they are : listening, speaking, reading, and writing. We use them to
understand our world through listening and reading to communicate our feeling
need, and communicate our desires through speaking and writing. By having more
knowledge about language skills we have much better chance of understanding
and being understood and getting what we want and need from these around us.
Speaking is one of four basic skills which is very important part in
studying English. People need to speak in order to communicate one to each other
and make a good communication. In-order to become a well rounded
communicator one needs to be proficient in each of the four language skills such
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as, listening , speaking, reading and writing, but the ability to speak competently,
provides the speaker with several distinct advantages. The capacity to express
one’s thoughts, opinions and feelings, in the form of words put together in a
meaningful way, provides the speaker with these advantages. The joy of sharing
one’s ideas with others is enormous. When we speak to others we come to have a
better understanding of our own selves. In speaking English, we have to know
some important components. The component is what aspect influencing how well
people speak English. Speaking is a complex skill because at least it is concerned
with components of grammar, vocabulary, pronunciation, and fluency. Grammar:
it is needed for students to arrange a correct sentence in conversation; Vocabulary:
means the appropriate diction which is used in communication; Pronunciation: is
the way for students’ to produce clearer language when they speak; Fluency: can
be defined as the ability to speak fluently and accurately.
Human oral interactions such as asking question, answering question,
asking and answering question, argumentating, debating, and telling something of
experiences. One of human needs in communication is telling something, whether
experiences, explaining, describing, argumentating, and any communication
activities which the speakers do self-communication or monologue. One of basic
types of speaking is extensive or monologue. It includes speeches, oral
presentations, and story-telling, during which the opportunity for oral interaction
from listeners is either highly limited (perhaps to non verbal responses) or ruled
out altogether.
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Proverb says “practice makes perfect”. Therefore, students must practice
to speak English as often as possible so that they are able to speak English
fluently and accurately and the students in university are required to have such
capabilities. A good mastery of English can be said to be a qualification for the
success of developing oneself. Therefore, universities in Indonesia need to prepare
their students not only to achieve mastery of their own subjects but also to use
English proficiently in oral and written communication. The main objective of
English language instruction in universities is to enable the students to
communicate competently in English in academic, social and professional
situations. However, it is sad to perceive that most of the students are far from
achieving these objectives at communicative level.
In classroom, the teachers do not sufficiently introduce speaking activities
to improve their speaking. They teach the rules but do not show and give the
practical use of the rules. As a result, students get very confused. The class is
mostly teacher-dominated. Students do not get proper chance to communicate in
the classroom because teachers never motivate the students speak in the class. If
the teachers do not motivate to speak in English and allow them to communicate
in the target language, then the students get chance to avoid target language. If the
teacher does not feel the importance of speaking and always gives importance to
reading, writing, and listening, then it is impossible for the students to improve
their speaking competence.
Based on the writer’s experiences in teaching English especially in non
English department class of UNRIKA Batam, there are some problems found in
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the field when the students attend English subject, especially speaking. It can be
found that their lack of ability to speak is caused by these factors: difficulty in
expressing ideas in English verbally, limited vocabulary, limited structure ability
(grammar), limited ability of articulating words (pronunciation), and low
motivation (poor exposure) to language practices.
All the students do not get enough opportunity to speak or take part in
classroom conversation because of classroom condition, too. In Math department
class, the numbers of students are 46 and in Counseling department are 49
students. In a class of 100 minutes duration it is impossible for each student to
speak individually in limited time.
The writer is inspired to conduct a research at non English department
students of Unrika Batam emphasizing on Mathematic and Counseling
department because the writer teaches English as a general lecture in these class
focusing on speaking skill and the writer also wants to expose the students’
speaking competence.
B. Identification of the Problem
Based on the background above, the writer identifies the problems are as
follow :
1. The students’ speaking is limited since they lack of vocabulary and grammar.
2. There are many errors in pronunciation.
3. The students have difficulty in expressing their ideas because they do not
know what to say and to develop the topic, they get stuck during speaking.
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4. The students’ motivation in study English especially in speaking is low, since
the students do not see the need to do so.
5. The duration of English class is only 2 lesson hours (100 minutes) for each
meeting in a week. And the numbers of students are around 46-49. So, It is
hard for students to learn and practice more in limited time.
6. The teachers do not use proper technique in teaching speaking. They do not
encourage activities which support speaking competence.
7. Lack of facilities to develop students’ speaking skills out of the class.
C. Limitation of the Problem
Based on the above problem identification, it is clear that the scope of this
research has to do with the students’ speaking competence in monolog of non
English department. All of the speaking aspects such as pronunciation, grammar,
vocabulary, fluency, and interactive communication have to be observed in order
to know students’ speaking competence in monolog.
D. Statement of The Problem.
In this research, the writer tries to describe the speaking competence of
non English department students. The problems are formulated as below:
1. How high is the speaking competence in monologue of Mathematic
department students of Unrika Batam?
2. How high is the speaking competence in monologue of Counseling
department students of Unrika Batam?
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3. What are the similarities and differences of Mathematic and Counseling
department students’ speaking competence in monologue?
E. Objective of the Research
Based on the problem statements, the objective of the research are :
1. To describe the speaking competence in monologue of mathematic department
students of UNRIKA Batam.
2. To describe the speaking competence in monologue of Counseling department
students of UNRIKA Batam.
3. To describe the similarities and differences of Mathematic and Counseling
department students’ speaking competence in monologue.
F. Significance of the Research.
The discussion about speaking competence in monologue of non English
department students hopefully will be useful to give some contributions to English
teaching learning. The usage of the discussion result has great advantages:
1. For The Writer:
To know students’ speaking competence in monologue, to fulfill the partial
program of the studying at English Department Graduate Program of Education
University Sarjanawiyata Tamansiswa Yogyakarta as one of requirement which is
write a thesis in order to get master degree.
2. For The Teacher:
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This research hopefully will develop creativity in teaching method and to increase
ability in teaching-learning process.
3. For The Students:
To stimulate and motivate students to improve their speaking competence, to
encourage students to express their ideas, opinion, and thought orally, to make
speaking lesson to be attractive, and to develop easy understanding.
4. For other researchers
Hopefully this research can give inspiration for other researchers to do research in
the same area of the study. Students’ competence, perceptions, and teachers’
teaching technique in English especially in speaking skill are improving all the
time. Therefore, further development of the research is really needed. And the
result of previous research can be used as a comparison and evaluation.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter attempts to some related theories of the research problem
based on relevant literature. It consist of six main theoretical review, such as (1)
speaking; (2) teaching speaking skill; (3) competence; (4) speaking competence;
(5) monologue; (6) features of academic spoken English.
Sebaiknya dengan urutan:
Speaking, speaking skill, English Speaking, English speaking skill,
kinds of English speaking, monologue English spe aking, problems
in monologue English speaking, dll.
Arti penting monologue English speaking harus ada dan utama
karena judul Anda mengandung kata “monologue”
A. Teaching Speaking Skills.
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According to Hornby (1995: 37) teaching means giving the instruction to
(a person): give a person (knowledge, skill, etc). While speaking means
to make use of words in an ordinary voice. So, teaching speaking is giving
instruction to a person in order to communicate. Tarigan (1990: 3-4) defines
that speaking is a language skill that is developed in child life, which
is preceded by listening skill, and at that period speaking skill is learned. It means
that speaking is the basic language. The process of speaking skill has
happened or preceded by listening skill. Increasing listening skill is very
beneficial for speaking ability.
The goal of teaching speaking skill is communicative efficiency. Learners
should be able to make themselves understood, using their current proficiency to
the fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural
rules that apply in each communication situation (Burnkart.1998:2).
Teaching speaking, in my opinion, is the way for students to express
their emotions, communicative needs, interact to other person in any situation,
and influence the others. For this reason, in teaching speaking skill it is necessary
to have clear understanding involved in speech.
1. Activities to Promote Speaking Skills
Some activities to promote speaking (Kayi, 2006: 2) are as follows:
1.1. Discussion
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The students may aim to arrive at a conclusion, share ideas about an event,
or find solutions in their discussion groups. Here the teacher can form
groups of students and each group works on their topic for a given time
period, and present their opinions to the class. Fauziati (2002:134) states that the
main aim of group discussion is to improve fluency, grammar in probably best
allowed to function as a naturally communicative context.
1.2. Role Play and Simulation
Role play has appeal for students because it allows the
s t u d e n t s t o b e c r e a t i v e a n d t o p u t themselves in another person’s
place for a while (Richard, 2003: 222). While simulation is very
similar to role-play but here students can bring items to the class to
create a realistic environment. For instance, if a student is acting as a singer, he
or she can bring a microphone to sing and so on.
1.3. Interviews
Conducting interviews with people give students a chance to
practice their speaking ability not only in class but also outside and help
them becoming socialized. After interviews, each student can present the result to
the class.
1.4. Reporting
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In class, the students are asked to report what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
1.5. Prepared Talks
A popular activity is the prepared talk where a student makes a
presentation on a topic. Such talks are not designed for informal
spontaneous conversation; because they are prepared, they are more
‘writing-like’ than spoken orally. However, if possible, students should
speak from notes rather than from a script (Harmer, 2001: 274).
1.6. Dialogue
Dialogue is one of the media in teaching speaking. It helps the
students practice in speech, pronunciation, intonation, stress. Dialogue also
increase students’ vocabulary. The primary objective of using dialogue is
developing student’s compet ence (pronunciation, intonation, stress) in
teaching speaking like native speaker. Therefore, in teaching learning uses
dialogue (short and long), the students are motivat ed by the teachers
question to reason rather than to r e c o l l e c t . D i a l o g u e s i s t w o s i d e s
c o m m u n i c a t i o n , i t m e a n s w e j u s t n o t h a v e t o e x p r e s s something
but we should have to understand what another people said (Podo and
Sulaiman,1995: 25).
2. Characteristics of Successful Speaking Activities
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Sometimes spoken language is easy to perform, but in some
cases it is difficult (Brown, 2001: 270). In order that they can carry out the
successful speaking, they have to fulfill some characteristics of successful
speaking activity such as:
2.1. Learners talk a lot.
As much as possible of the period of time allocated to the activity
is in fact occupied by learners talk. This may be obvious, but often most time is
taken up with teacher talk or pauses.
2.2. Participant is even.
Classroom discussion is not dominated by a minority of
t a l k a c t i v e participants. All get a chance to speak and contributions are fairly
evenly distributed.
2.3. Motivation is high.
Learners are eager to speak because they are interested in the topic
and have something new to say about it, or they want to contribute to achieve a
task objective.
2.4. L a n g u a g e i s a n a c c e p t a b l e l e v e l .
L e a r n e r s e x p r e s s t h e m s e l v e s i n u t t e r a n c e s t h a t a r e relevant,
easy comprehensible to teach others and an acceptable level of language accuracy.
3. Features of Academic Spoken English
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Academic speaking is similar in many ways to academic writing: it is
linear, it is explicit, it has one central point and it is presented in standard
language. Academic spoken style is also similar in many ways in that it is formal,
explicit, hedged, and responsible. However, it is less complex and objective than
written language.
3.1. Formal
In general this means that when you are speaking you should avoid
colloquial words and expressions.
3.2. Explicit
It is the responsibility of the speaker in English to make it clear to the
listener how various parts of the talks is related. These connections can be made
explicit by the use of different signaling words.
3.3. Precision
When speaking in an academic context, facts and figures are given
precisely.
3.4. Hedged
In any kind of academic speaking you do, it is necessary to make decisions
about your stance on a particular subject, or the strength of the claims you are
making. Different subjects prefer to do this in different ways.
A technique common in certain kinds of speaking is known by linguists as a
'hedge'.
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3.5. Responsible
In academic speaking you are responsible for demonstrating an
understanding of the source text. You must be responsible for, and must be able to
provide evidence and justification for, any claims you make.
3.6. Accuracy
Academic speaking uses vocabulary accurately. Most subjects have words
with narrow specific meanings. Linguistics distinguishes clearly between
"phonetics" and "phonemics"; general English does not.
3.7. Complex
Spoken language is less complex than written language. Spoken language
has shorter words, it is lexically less dense and it has a less varied vocabulary. It
uses more verb-based phrases than noun-based phrases. Spoken texts are longer
and the language has less grammatical complexity, including fewer subordinate
clauses and more active verbs.
3.8. Objective
Spoken language in general has more words that refer to the speaker. This
means that although the main emphasis should be on the information that you
want to give and the arguments you want to make, it is not unusual to refer to
yourself or your audience.
B. Speaking
1. Definition of Speaking
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There are many experts explain about definition of speaking. “Speaking is
a productive language skill” (Siahaan, 2008:95). It means that speaking is a
person’s skills to produce sounds that exists at the meaning and be understood by
other people, so that able to create of good communication. It is a mental concept
that processed by someone in such a way to form a meaning when uttered.
A S Hornby (2003:1289) has explained that speaking is “to say exactly what you
think, in every direct way” it means that speaking is skill that has meaning which
appears directly from our mind to convey messages to other people. In other
words, speaking a way to say what you feel now, and it is appears from our mind.
Wendy and Listbeth (2003:33) state that speaking is perhaps the demanding skill
for the teacher to teach. In their own language children are able to express
emotions, communicate intonations and reactions, explore the language and make
fun of it, so they expect to be able to do the same in English. In other words,
speaking activity must be done on fun situation that make the students feel enjoy
to learn it. When the condition of the learning process class are good, enjoy, fun,
full of spirits, etc. it will make the brain’s of the students are processed, so that
acquisition process of the students run effectively.
Based on the definitions above, it can be inferred that speaking is a basic of
person skill to produce language that has meaning and be understood by other
people about what the speaker says. It is a skill of speaker to give information to a
listener or group of listeners by transfer it effectively. And speaking activity must
be set on fun situation.
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2. Component of Speaking
The component is what aspect influencing how well people speak English.
According to Syakur (1987: 5), speaking is a complex skill because at least it is
concerned with components of grammar, vocabulary, pronunciation, and fluency.
2.1.Grammar
It is needed for students to arrange a correct sentence in conversation. It is in line
with explanation suggested by Heaton (1978: 5) that student’s ability to
manipulate structure and to distinguish appropriate grammatical form in
appropriate one. The utility of grammar is also to learn the correct way to gain
expertise in a language in oral and written form.
2.2.Vocabulary
Vocabulary means the appropriate diction which is used in communication.
Without having a sufficient vocabulary, one cannot communicate effectively or
express their ideas in both oral and written form. Having limited vocabulary is
also a barrier that precludes learners from learning a language. Language teachers,
therefore should process considerable knowledge on how to manage an interesting
classroom so that the learners can gain a great success in their vocabulary
learning. Without grammar very little can be conveyed, without vocabulary
nothing can be conveyed.
2.3.Pronunciation
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the components of a
grammar made up of the elements and principles that determine how sounds vary
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and pattern in a language. There are two features of pronunciation; phonemes and
supra segmental features. A speaker who constantly mispronounces a range of
phonemes can be extremely difficult for a speaker from another language
community to understand (Gerard, 2000:11).
2.4.Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in
speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums”
or “ers”. These signs indicate that the speaker does not have to spend a lot of time
searching for the language items needed to express the message (Brown. 1997: 4).
According to Bailey in BRAC University Journal (2006 :85), fluency is the extent
to which speakers use the language quickly and confidently, with few hesitations
or unnatural pauses, false starts, word searches, etc.
http://beddebah-haterulez.blogspot.com/2012/08/the-components-of-speakingability.html
3. Functions of Speaking
Brown and Yule (1983) made a useful distinction between the
interactional functions of speaking (in which it serves to establish and maintain
social relations), and the transactional functions (which focus on the exchange of
information). Here, three part version of Brown and Yule’s framework (after
Jones 1996 and Burns 1998): talk as interaction: talk as transaction: talk as
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performance. Each of these speech activities is quite distinct in term of form and
function and requires different teaching approaches.
3.1. Talk as Interaction
Our daily communication remains interactional with other people. This
refers to what we said as conversation. It is an interactive communication which
done spontaneous by two or more person. This is about how people try to convey
his message to other people. Therefore, they must use speaking skill to
communicate to other person. The main intention in this function is social
relationship.
The main feature of talk as interaction can be summarized as follow :
a. Has a primarily social function.
b. Reflects role relationship.
c. Reflects speaker’s identity.
d. May be formal or casual.
e. Use conversational convention.
f. Reflects degrees of politeness.
g. Employs many generic words.
h. Use conversational register.
i. Is jointly constructed.
Some of the skills involved in using talk as interaction are :
a. Opening and closing conversations.
b. Choosing topics.
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c. Making small talk.
d. Recounting personal incidents and experiences.
e. Turn taking.
f. Using adjacency-pairs.
g. Interrupting.
h. Reacting to others.
Examples of these kind of talk are:
 Chatting to an adjacent passenger during a plane flight (polite conversation
that does not seek to develop the basis for future social contact).
 Chatting to a school friends over café (casual conversation that serves to
mark an on going friendship).
 Telling a friend about an amusing weekend experience and hearing her or
his recount a similar experience he or she ever had. (sharing personal
recount).
 A student chatting to his or her professor while waiting for an elevator
(polite conversation between the two participants).
 Telling a friend about an amusing weekend experience, and hearing her or
him recount a similar experience he or she once had (sharing personal
recount).
3.2. Talk as Transaction
In talk as transaction is more focus on message that conveyed and making
others person understand what we want to convey, by clearly and accurately. In
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this type of spoken language, students and teacher usually focus on meaning or
talking what their way to understanding. In transaction,
… talk is associated with other activities. For example, students may be
engaged in hand–on activities (e.g. in science lesson) to explore concept
associated with floating and sinking. In this type of spoken language
students and teachers usually focus on meaning or on talking their way to
understanding. Jones (1996 : 14)
This type of talk refers to situation where the focus is on what is said or done.
Burns distinguishes between two different types of talk as transaction. First,
situation where the focus is on giving and receiving information and where the
participant focus primarily on what is said or achieved (e.g. asking someone for
the time). Accuracy may be not a priority as long as information is successfully
communicated or understood. Second, obtaining goods or services such as
cheking into a hotel.
The main features of talk as transaction are :
a. It is primarily information focus.
b. The main focus is the message and not the participants.
c. There may be negotiation and acceptance.
d. There may be frequent questions, repetitions, and comprehension checks.
e. Participants employ communication strategies to make themselves
understood.
f. Linguistic accuracy is not always important.
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Some of the skills involved in using talk as transaction are :
 Explaining a need or intention.
 Describing something.
 Asking questions.
 Confirming informations.
 Justifying an opinion.
 Making suggestions.
 Clarifying understanding.
 Making comparisons.
 Agreeing and disagreeing.
Example of these kind of talk are ;
 Classroom group discussion and problem solving activities.
 A class activity during which students design a poster.
 Discussing needed repairs to a computer with a technician.
 Discussing sightseeing plans with a hotel clerk or tour guide.
 Making a telephone call to obtain flight information.
 Asking someone for direction on the street.
 Buying something at shop.
 Ordering foods from a menu in a restaurant.
3.3. Talk as Performance
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In this case, speaking activities is more focus on monolog rather than
dialog, often follows a recognizable format (e.g. speech of welcome), and is closer
to written language than conversational language. This refers to public talk, that is
talk which transmit information before an audience such as mornig talk, public
announcement, and speeches.
Spoken text of this kind according to Jones (1996, 14),
… often have identifiable generic structures and the language use is more
predictable.
… because of less contextual support the speaker must include all
necessary information in the text – hence the importance of topic as well
as textual knowledge. And while meaning is still important, there will be
more emphasis on form and accuracy.
The main features of talk as performance are:
a. Focus on both message and audience.
b. It reflects organization and sequencing.
c. Form and accuracy is important.
d. Language is more like written language.
e. It is often monologic.
Some of the skills involved in using talk as performance are :
a. Using an appropriate format.
b. Presenting information in an appropriate sequence.
c. Maintaining audience engagement.
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d. Using correct pronunciation and grammar.
e. Creating an effect on the audience.
f. Using appropriate vocabulary.
g. Using appropriate opening and closing.
Examples of talk as performance are :
 Giving a class report.
 Giving a speech of welcome.
 Conducting a class debate.
 Making a sales presentation.
 Giving a lecture.
4. Type of Speaking
Brown (2003:141) states basic types of speaking are:
4.1. Imitative
At one end of a continuum of types of speaking performance is the ability
to simply parrot back (imitate) a word or phrase or possibly a sentence. While this
is a purely phonetic level of oral production, a number of prosodic, lexical, and
grammatical properties of language may be included in the criterion performance.
No inferences are made about the test taker’s ability to understand or convey
meaning or to participate in an interactive conversation. The only role of listening
here is in the short-term storage of a prompt, just long enough to allow the speaker
to retain the short stretch of language that must be imitated.
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4.2. Intensive
A second type of speaking frequently employed in assessment context is
the production of short stretches of oral language designed to demonstare
competence in a narrow band of grammatical, phrasal, lexical, or phonological
relationships (such as prosodic elements – intonation, stress, rhythm, juncture).
The speaker must be aware of semantic properties in order to be able to respond,
but interaction with an interlocutor or test administrator is minimal at best.
Example of intensive assessment task include directed respond tasks, reading
aloud, sentence and dialog completion; limited picture-cued tasks including
simple sequences; and translation up to the simple sentence level.
4.3. Responsive
It includes interaction and comprehension but at somewhat limited level of
very short conversations, standard greetings, and small talks, simple request and
comments, and the like. The stimulus is almost a spoken prompt with perhaps
only one or two follow-up questions.
4.4. Interactive.
The difference between responsive and interactive speaking is in the
length and complexity of the interaction, which sometimes includes multiple
exchanges and/or multiple participants. Interaction can take the two forms of
transactional language, which has the purpose of exchanging specific information,
or interpersonal exchanges, which has the purpose of maintaining social
relationships.
In
interpersonal
exchanges
oral
production
can
become
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pragmatically complex with the need to speak in a casual register and use
colloquial language, ellipsis, slang, humor, and other sociolinguistics conventions.
4.5. Extensive (monologue)
Extensive oral production includes speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listener is either
highly limited or ruled out altogether. Language style is frequently more
deliberative (planning is involved) and formal for extensive tasks, but cannot rule
out certain informal monologue such as casually delivered speech.
C. Competence
1. Definition of Competence
Richard Boyatzis (1982:64) defines a competence as: ‘An underlying
characteristic of an individual which is crucially related to effective or superior
performance’. Boyatzis placed the concept of competence firmly in the context of
effective performance from the outset, enhancing the conceptual worth of higher
levels of performance by refining his definition as: ‘Those characteristics that
differentiate superior performance from average and poor performance’ (Boyatzis
1982:66).
Competence, according to Hyland (1993a:127), is tied to a ‘narrow and
mechanistic’ behaviourist theory of learning. Competence systems fail to take
account of a human capacity for adapting skills to what is known of particular
circumstances and particular ends.
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Competence (or competency) is the ability of an individual to do a job
properly. A competency is a set of defined behaviors that provide a structured
guide enabling the identification, evaluation and development of the behaviors in
individual employees.
http://en.wikipedia.org/wiki/Competence_%28human_resources%29
A competency is an integration of knowledge, skills, abilities, behaviours,
attitudes and personal characteristics that allow an individual to perform
successfully on the job.
http://www.nd.gov/hrms/docs/ND%20Competency%20Library.pdf
2. Type of Competence
2.1. Core competencies:
Capabilities and/or technical expertise unique to an organization, i.e. core
competencies differentiate an organization from its competition (e.g. the
technologies, methodologies, strategies or processes of the organization that
create competitive advantage in the market place). An organizational core
competency is an organization’s strategic strength.
2.2. Technical competencies:
Depending on the position, both technical and performance capabilities
should be weighed carefully as employment decisions are made. For example,
organizations that tend to hire or promote solely on the basis of technical skills,
28
i.e. to the exclusion of other competencies, may experience an increase in
performance-related issues (e.g. systems software designs versus relationship
management skills).
2.3. Behavioral competencies:
Individual
performance
competencies
are
more
specific
than
organizational competencies and capabilities. Behavioral competencies are
observable and measurable behaviors, knowledge, skills, abilities, and other
characteristics that contribute to individual success (e.g. development of talent,
communication).
2.4. Management competencies:
Management competencies identify the specific attributes and capabilities
that illustrate an individual’s management potential. Unlike leadership
characteristics, management characteristics can be learned and developed with the
proper training and resources. Competencies in this category should demonstrate
pertinent behaviors for effective management to be effective.
http://en.wikipedia.org/wiki/Competence_%28human_resources%29#Types
of
Competencies
D. Speaking Competence
Competence in speaking is the ability to communicate orally in clear,
coherent, and persuasive language appropriate to purpose, occasion, and audience.
29
Developing this competency includes acquiring self confidence and developing
control of the language through experience in making presentations to small
groups, to large groups, and through the media.
http://www.shsu.edu/sacs/compliancereport/narratives/documents/3.5.1THECB_P
erspectivesandObjectives.pdf
E. Monologue
1. Definition of Monologue
1.1. Noun
A. A Long speech by one actor in a play or film, or as part of a theatrical or
broadcast programme:
Example :
“He was reciting some of the great monologues of Shakespeare he had a long and
exacting monologue at the end of the film.”
B. A Long, tedious speech by one person during a conversation:
Example :
“Fred carried on with his monologue as if I hadn’t spoken.”
1.2. Derivatives
A. Monologic - Adjective
Example :
“By the end of the eighteenth-century, religious discourse was no longer clearly
monologic, but more of a controlled dialogue.”
30
B. Monological - Adjective
Example :
“He reminds us how we need to avoid monological thinking that all actions must
be non-violent.”
C. Monologist (also monologuist /-gɪst/) - Noun
Example :
“A talented actor and monologist, he has won critical acclaim for his one-man
shows and diverse body of film work.”
D. Monologize (also monologise) - Verb
Example :
“His interior monologizing can also serve to indicate distance rather than
empathy.”
1.3. Origin
Mid 17th century: from Greek monologos 'speaking alone'.
http://www.oxforddictionaries.com/definition/english/monologue
Webster defines a monologue as “a dramatic soliloquy” and as “a long
speech.” In a play, a monologue is an uninterrupted speech. Monologues can be
quite flexible as to the form they take. Some monologues are delivered directly to
the audience (Alterman, 2005:3).
The short monologue generally runs from two to ten minutes. It has a
relatively uncomplicated story with not too many characters (Alterman, 2005:3).
31
2. Type of monologues
According to Glenn Alterman (2005 : 4) types of monologue are:
2.1. The Autobiographical Narrative Monologues
In these plays, the artist recalls actual stories and events from his life. The
actor/writer generally is the narrator in these pieces. There might be little or no
attempt to perform different characters in the story. The emphasis here is on the
telling of his own personal tale.
Example :
Billy Crystal’s autobiographical journey, 700 Sundays, tells of growing up in
Manhattan, and the people who influenced his life.
2.2. Autobiographical Character Monologues
Some autobiographical monologue plays are character driven, relying
mainly on dialogue rather than narrative. The actor/writer acts out history with
multiple characters to propel the story.
Example :
Chaz Palminteri’sA Bronx Tale is based on his recollections of growing up in the
Bronx. At the age of thirty-six, Palminteri wrote and performed this thirty-fivecharacter, one-man show and was later turned into a film starring Robert De Niro
(and many other actors).
2.3. Character-driven, Fictional Monologues
32
In these plays, the actor/writer creates multiple characters to expressa
theme, display a lifestyle, or tell a (sometimes) imaginary story. In manycases the
characters have a common connection.
Example :
John Leguizamo’s plays Freak, Spic-O-Rama, and Mambo Mouth deal with his
childhood,his
life,
and
growing
up
in
Manhattan
using
real
and
imaginarycharacters.
2.4. Reality-Based Docu-Monologues
These pieces are created from real-life events. The monologist uses the
exact words of the people involved.
Example :
In her play Twilight: Los Angeles, 1992, Anna Deavere Smith relates the
experiences of forty-six real people in the wake of the Rodney King verdict and
the riots that followed. Ms. Smith portrayed all of the characters.
2.5. Topical Monologues
These monologues rely heavily on the events of the day as seen through
the eyes of the monologist. They are part autobiographical, part observation, and
part opinion.
Example :
Kate Clinton’s funny, feminist topical monologues express her particular viewof
the world as she sees it.
2.6. Storytelling Monologues
33
These are fictional stories performed by the actor/writer. They are
generally written in narrative form, in which the actor serves as storyteller. During
the telling of the story, the actor will occasionally break the narrative form to
momentarily become one of the characters, and then immediately return to the
narrator/storyteller role.
Example :
St. Nicholas by Conor McPherson is an excellent example of this form. In this
monologue play, a fictitious character tells anintriguing imaginary tale of
vampires and late-night debauchery.
CHAPTER III
RESEARCH METHOD
34
Research method is a systematic way to solve a problem. It is a science of
studying how research is to be carried out. Essentially, the procedures by which
researchers go about their work of describing, explaining and predicting
phenomena are called research method. It is also defined as the study of methods
by which knowledge is gained. Its aim is to give the work plan of research.
A. Research Type
This research was carried out based on principles of descriptive qualitative
approach because the writer wants to describe students’ speaking competence in
monologue more specifically case study.
Case Study
One of the main characteristics of qualitative research is its focus on the
intensive study of specific instances, that is cases, of a phenomenon. For this
reason, qualitative research sometimes is called case study research. Case study
research evolved as a distinctive approach to scientific inquiry, partly as a reaction
to perceived limitations of quantitative method, Gall and Borg (2003:433).
Some definitions about case study are :
Cohen and Manion in Bassey (1999:24) stance about case studies is
The case study researcher typically observes the characteristics of an
individual unit - a child, a clique, a class, a school or a community. The
purpose of such observation is to probe deeply and to analyse intensively
the multifarious phenomena that constitute the life cycle of the unit with a
35
view to establishing generalisations about the wider population to which
that unit belongs.
Stake (1995:237) “A case study is both the process of learning about the case and
the product of our learning”. Miles and Huberman (1994:25) state case study is
“...a phenomenon of some sort occurring in a bounded context”.
Robert Yin (2009:18), he wrote that case study is
-
Investigates a contemporary phenomenon in depth and within its real-life
context, especially when
-
The boundaries between phenomenon and context are not clearly evident.”
George and Bennett (2005:17) “...an instance of a class of events [where] the term
class of events refers to a phenomenon of scientific interest...that the investigator
chooses to study with the aim of developing theory regarding causes of
similarities or differences among instances (cases) of that class of events”.
A case study is a research approach that is used to generate an in-depth,
multi-faceted understanding of a complex issue in its real-life context. It is an
established research design that is used extensively in a wide variety of
disciplines, particularly in the social sciences. A case study can be defined in a
variety of ways, the central tenet being the need to explore an event or
phenomenon in depth and in its natural context. It is for this reason sometimes
referred to as a “naturalistic” design.
In a case study, a substantial amount of data is collected about the specific
case (or cases) selected to represent the phenomenon. These data are in the form
36
of words, images, or physical objects, although some quantitative data may be
collected as weel, Gall and Borg (2003:437).
B. Research Setting
This research takes place in University of Riau Kepulauan (UNRIKA) as
one of the private university in Batam which is located at Jl. Batu Aji Baru, Batam
province of Riau Kepulauan. There are four majors of non English department,
they are Mathematic, Counseling, History, and Biology. The writer decides to do
the research in this university because she teaches there, so it makes the research
process easier.
This research is speaking test in monologue of Mathematic and
Counseling department students which will be conducted at the same day that is
on Friday, 6th June 2014. At the first lesson hour is Counseling department which
starts from 05.00 pm – 06.40 pm and Mathematic department starts from 07.30
pm – 09.10 pm, as their usual lecturing schedule.
C.
Research Participants
The participants in this research are undergraduates students of non
English department which consist of 46 Mathematic department students and 49
Counseling department students who are studying at the second semester of
UNRIKA Batam in academic year 2013/2014. But here the writer presents four
students of each department as the sample. These groups of students are selected
because of they are taught English as a general lecture by the writer.
37
D.
Data and Technique of Data Collection.
The data in this research is students speaking performance in which they
reported what they found in newspapers or magazines as the most interesting
news during their speaking test.
The data is collected during the speaking test. Before taking the speaking
test the participants are required to read newspapers or magazines and report it
what they found as the most interesting news. Time allocated to each student to
present his/her report is maximum three minutes.
E.
Instrument
Instrument is the tools used in collecting data. The writer use instrument in
this research to measure students speaking competence.
The instrument of this research is recording. The researcher records
students speaking by using a tablet voice recorder. The result of recording will be
transfer to the written script. The transcript will be analyzed to the data analyses.
Recording will help in analyzing the students’ speaking and by this
instrument can be known the students’ competence in monologue speaking.
F.
Technique of Data Analysis
38
Qualitative data, usually in the form of words rather than numbers, have
always been the staple of some fields in the social sciences notably anthropology,
history, and political science.
In this study, the writer wants to describe students’ speaking competence
in monologue. After collecting data, then the writer categorized and described
students’ result according to scale criteria of Pandiya.
Tampaknya di seluruh dunia tidak ada laporan penelitian deskriptif kok melulu
dalam bentuk table (38 halaman table semua).
Table 3.1. Scale Criteria
Scale
I
II
III
Proficiency
10 – 39%
40 -50%
60 – 70%
Category
Very Poor
Poor
Average
Description of Criteria
Pron
: Many wrong pronunciation
GA
: No mastery of sentence construction
Voc
: Little knowledge of English words
Flue
: Dominated by hesitation
IC
: Message unclear
Pron
: Frequent incorrect pronunciation
GA
: Major problems in structure
Voc
: Frequent errors of word choice
Flue
: Frequent hesitation
IC
: Disconnected idea
Pron
: Occasional errors in pronunciation
39
IV
75 - 80%
Good
GA
: Several errors in structure
Voc
: Occasional errors in word choice
Flue
: Occasional hesitation
IC
: Ideas stand but loosely organized
Pron
: Some errors in pronunciation
GA
: Minor problems in structure
Voc
: Minor errors in word choice
Flue
: Minor hesitation
IC
: Clear and organized ideas
Pron
: No errors/Minor errors
GA
: Demonstrates mastery of structure
(few errors)
V
85 – 100%
Very Good
Voc
: Effective/appropriate word choice
Flue
: No hesitation
IC
: Well organized and clear ideas
40
41
Tampaknya, data Anda mengandung
sesuatu yang lebih berguna daripada
yang sudah Anda paparkan. Perlu cara
pengolahan dan pembahasaan yang
lebih mendalam.
CHAPTER IV
FINDING AND DISCUSSION
The purpose of this study was to describe math department students’
speaking competence in monolog as well as counseling department students. This
chapter shows how the data will be analyzed and interpreted according to the
theory which has been written in chapter III.
Data analysis aims to find out the real fact of research. It further examined
whether
pronunciation,
grammar,
vocabulary,
fluency,
and
interactive
communication.
A. Finding
In this research, the data were obtained during the writer conducted the
research. The aim of the research is to describe the result of the test which was
performed by the students. The test was students’ report about what they found in
newspapers or magazines as the most interesting news. Based on the result of
speaking test, the ability of Mathematic department and Counseling department
42
students of Unrika Batam in speaking monolog can be obscured and analysed
properly.
First step in analyze the data, the writer listened to the recorded speaking
in monolog of 46 students of Mathematic department
and 49 students of
Counseling department. In this study, the writer analyzes four students of each
department that can be reached by the writer. The model of analysis in this study
that used by the writer is based on Pandiya’s scale criteria.
Necessary description about four of Mathematic department students and four of
Counseling department students are as follow:
1. Mathematic Department Students’ Speaking Competence in Monologue.
Table 4.1. Student 1 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
My name is Rani Safitri, NPM thirty two. Ok, I will tell you the
news about baby dumping case. As we know every watch news on
television, baby dumping case has often done in Indonesia. Seems
not to feel sorry and widely the irresponsible parents would throw
5
the babies in many ways. All that they do with many reasons. One of
the reason is because economy factor. They throw out their baby
with the reasons are not able to finest their baby’s life. Another
reason is because the baby is the result of an affair the baby’s
parents. So that they do not want others to know about their babies.
10
In Batam, this case also had a lot going on. Like the news I read in
newspaper Wednesday thirteenth may 2014, a name Rumy
Simangunsong villagers nanas RT two RW nine found a plastic bags
around side a highway Yos Sudarso, Tuesday six thirty am
containing a female baby. The baby was found still complete with
43
15
placenta. But it is no longer alive. Rumy panic and told to her friends
and then her friends told this incident to the police. Rumy told to the
police that when she was found the plastic bags she was
around
side. And then police brought the poor baby to martyr otorita Batam
hospital in Sekupang to do post more term. Miss witnesses this
20
incident said that the baby was wrapped in black plastic bags and
could be accidentally throw away because the baby’s parents affair.
Table 4.2. Student 1 Speaking Analysis
Analysis of Student’s Speaking
Criteria
Pronunciation
There are minor errors pronounced by the student 1 which
can be seen below;
-
In line 2, 3, 9, word “case” was pronounced “kes”
-
In line 3, word “done” was pronounced “don”.
-
In line 10, word “read” was pronounced in present
form but actually the sentence is in the past form.
Grammar
-
In line 8, article “an” was pronounced “ænd”
-
In line 15, word “longer” was pronounced “lonjer”
The writer found few errors in structure in the speaking of
student 1, they are :
-
Line 6 : “….. the reasons are not able to finest their
baby’s life”.
The sentence above only mention 1 (one) reason. It
should be “ … the reason is …”.
-
Line 10 & 12 : “ …. Wednesday … “, “Tuesday....”
Preposition “on” should be put before name of the
day.
44
-
Line 11 : “……Rumy Simangunsong villagers …”.
The underlined word tells about a person who live
in a village named Rumy Simangunsong. Because
only one person, the underlined word should not
with “s”
-
Line 12 : “ …. a plastic bags ….”.
Article “a” means “one”, the noun should be single
or without letter “s”.
-
Line 13 : “….. 06.30 am .…”.
Use preposition “at” before mention about time.
-
Line 14 : “ But it is no longer alive”.
“It” refers to the baby which was found (in the
past), and the verb that should be used is “was”.
-
Line 16 : “ …. when she was found the plastic bag,
….”.
The sentence above means she was found by
plastic bag. Of course it is impossible.
-
Line 19 : “Miss witnesses this incident said ….. “.
In previous, it only mention one name (Rumy
Simangunsong) as the person who found the plastic
bag containing a baby. So the word “ witness” is
without “es”.
Vocabulary
Minor errors in word choice are :
-
Line 2 : “ …. every watch news on television, …”.
The underlined word means “each”. But the
sentence says about an activity not a noun. So, the
right word choice is “everytime” which shows
adverb of frequency.
-
Line 15 : “ …. her friends told this incident to the
police”.
45
Tell somebody in authority about crime like police,
the appropriate word is “report”.
-
Line 19 : “Miss witnesses this incident said ….”.
“Miss” is used before the family name or title for
unmarried woman. In this sentence does not
mention any name. An article “the” is right word to
replace the word “miss”.
No hesitation in presenting the report. Never said “e ....”
Fluency
and no word repitition.
Interactive
The report was well organized, the ideas were clear and
Communication comprehensible. The writer could catch all of her
utterances easily and clearly.
Table 4.3. Student 2 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
My name is Dinda Fahira, NPM thirty six. I want to tell you about go
green to save the environment. As we know, the earth is getting
hotter air. Air pollution is so bad that the people were so much easily
to get sick. When I was a little, I could feel the fresh air on the side of
5
the road and the trees are green. But now I can not find anymore. We
realize it or we are not realize human action like cutting down trees
as a caused seriously disaster. The forest station has
to variety of
disaster such as a flood, landslide, and the most phenomenal is effect
of global warming. Global warmimg is effect of global warming is
10
temperature on land, sea, and the atmosphere increase. Effect of
global warming already being felt by uncertain climate. Family
realize life go green to make the earth will become more beautiful,
healthy, clean, green, and help reduce global warming. If ... if the
earth being left as is it today, is it not possible disaster will hit this
46
15
country. Therefore, so let’s be as together to keep the earth in order
keep life going well and the future generation can still .. can still feel
the beauty and natural world of Indonesia.
May be there’re some very good tips we can start from our self. The
first walking and cycling. You can also support effort to go green by
20
getting using walking and cycling. If you want to go out of the house
with a short distance you can also choose the walking and cycling.
This is habit that is environmentally, friendly, and healthly. And
getting use walking and cycling and environment…tal air pollution
can be reduced. And the second, use of the water as needed. Water is
25
source of life. Water will maintain ee .. maintain clean and help
environmental and with our body. And the tree is … planting the
plants in the garden of our house. Plants and plant function is
terminate of oxygen cleaner.
Table 4.4. Student 2 Speaking Analysis
Analysis of Student’s Speaking
Criteria
Pronunciation
Some errors pronounced by student 2 can be seen below;
-
Line 2, 22, 23, and 26 word “environment (tal/ly)”
The
underlined
syllables
were
pronounced
“envi……”.
-
Line 3 word “were” was pronounced “weər”.
-
Line 7 word “caused” was pronounced “kosed”
-
Line 8 word “flood” was pronounced “flud”
-
Line 11word “felt” was pronounced “filt”
-
Line 12 word “climate” was pronounced “klimət”
-
Line 13 word “reduce” was pronounced “redius”
-
Line 15 word “as” was pronounced as written.
-
Line 16 word “generation”. The underlined syllable
47
was pronounced “ge ……”
-
Line 17 word “natural”. The underlined syllables
were pronounced as Indonesian one “natu….”
-
Line 19 word “support”. The underlined syllable
was pronounced as Indonesian one “su…..”
-
Line 28 word “oxygen”. The underlined syllable
was pronounced“….gen”
Grammar
In student 2 report, the writer found few errors in structure.
-
Line 3 : “ Air pollution is so bad that the people
were ….”.
The sentence is in present form. But as can be seen,
it used past form in the second verb
-
Line 4 : “ ……. and the trees are green”.
Student 2 was talking about things were happened
when she was a little. So the underlined verb
should be in the past form too.
-
Line 6 : “………...we are not realize ……..”.
Word “realize” is a verb so it needs auxiliary verb
“do” not a verb “are”
-
Line 7 : “…… as a caused seriously disaster”
The underlined word tells about thing that make
something happen, so it should be a noun cause +
of ….”.
-
Line 8 : “ ………. such as a flood, ….. “.
An article “a” is for countable noun. Here word
“flood” is uncountable noun.
-
Line 12 : “Family realize ……. “.
Word “family” is singular, so the verb should be
added “s” or “es”.
-
Line 14 : “ ………… is it not possible disaster will
48
hit this country”.
The sentence above is not an interrogative sentence
but it is a statement. So, it should begin with
subject and following the verb, “it is …….”.
-
Line 16 : “ ……. in order keep life going well ....“
With the purpose of doing something ie “keep life
going well”, in formal form is “in order to”.
-
Line 19 : “The first walking and cycling”.
In a simple sentence should be at least has subject,
predicate (verb), and object (compliment). In the
sentence above only has subject “The first” and
Object (compliment) “walking and cycling”. There
should be a verb “is” for the above subject.
-
Line 20 : “.….. by getting using walking and
cycling “.
for above sentence, it doesn’t need the underlined
words.
-
Line 22 : “This is …..………. “.
In previous sentence, student 2 mentioned two
activities, they are “walking” and “cycling”. The
word “habit” refers to them. For plural noun should
use “these are”.
Vocabulary
Student 2 errors in word choice are :
-
Line 2 : “ ………, the earth is getting hotter air”.
This sentence does not need word “air” because the
sentence meaning has already cleared.
-
Line 7 : “…… as a caused seriously disaster”
The underlined word should be a noun “cause”
NOT a verb because it tells thing that make
something happen “seriously disaster”.
49
-
Line 14 : “If the earth being left as is it today, is it
not possible disaster will hit this country”.
In previous sentences, student 2 said about bad
things that have happened in the earth. If something
bad has happened, the effect also must be bad.
Therefore, the sentence above should be without
“not” because the meaning will become “good”
-
Line 20 : “.….. by getting using walking and
cycling”.
This sentence does not need words “getting using”
because they’re not appropriate words.
-
Line 23 : “And getting use walking and cycling
..…”.
The appropriate word to replace the underlined
words is preposition “by”.
-
Line 27 : “……. planting the plants in the garden
…..”.
The underlined words are not needed because by
using word “planting” of course the plants that are
used.
Fluency
In deliver her report, student 2 did minor hesitation. There
were few utterances she repeated. They can be seen as
below:
-
Line 9 : “Global warmimg is effect of global
warming is ………. “.
-
Lline 14 : “If … if “
-
Line 17 : “ …….. can still can still ……….. “.
-
Line 23 : “environment…tal”.
50
Interactive
The speech is same as previous one. It is well organized
Communication and the ideas are clear. The writer could understand every
single word.
Table 4.5. Student 3 Transcript of Speaking in Monolog
Students’ Speaking in Monolog
Line
My name is Danang Galih Rakasiwi, NPM zero …. Fifty … fourty
five. I want tell … you about final champ … league champion. Real
Madrid is the winner after defeat atlico Madrid …. e … at .. at top
par .. party that title at Es .. tiado sport stadion …… seco .. with
score four one. Even real Madrid successful champion but real …
5
real Madrid … real Madrid player make made .. made frustrate by
atlico player … after Diego insert goal to at least until .. un .. until ..
until game ninety minute seemingly … victory .. for atlico. But
happen real Madrid four goal on minute ninety three by Sediego
10
Ramos and pluit sound.
Table 4.6. Student 3 Speaking Analysis
Analysis on Student’s Speaking
Criteria
Pronunciation
Minor errors can be seen below;
-
Line 2 : “final”
It’s pronounced as Indonesian word “final”
-
Line 2 : “league”
-
Same as error in line 2 above, it’s pronounced
“liga”
-
Line 2, 5, 8 : “real”
-
It’s pronounced “rel”
-
Line 3, 4, 7 : “at”
51
It’s pronounced “at”
-
Line 4 : “title”
It’s pronounced “titel”
-
Line 5 : “successful”
It’s pronounced “suksesful”
-
Line 6 : “frustrate”
It’s pronounced as Indonesian word “frustasi”
-
Line 8, 9 : “minute”
Same as error in line 6, it’s pronounced “menit”
-
Line 10 : “sound”
It’s pronounced “sond”
Grammar
Major problems in structure are:
-
Line 2-3 : “Real Madrid is ….. “
The activity did in past time, therefore the
underlined word should be “was”
-
Line 3 : “ …… after defeat ……. “
Same as error in line 2-3 above, the underlined
word should be “defeated”
-
Line 5 : “successful champion”
There should be an article “the” for referring to a
particular thing ie “champion”
-
Line 6 : “real Madrid player”
There’s no a player’s name mentioned, it means all of
them. Therefore, the underlined word should add “s”
-
Line 6 : “ player made frustrate …”
The sentence above is in passive form, so it should use
“be” ie “were” after the subject.
-
Line 6 : “frustrate by …… “
The underlined word should in past form “frustrated”
-
Line 7 : “atlico player”
Same as error in line 6 (real Madrid player), the underlined
52
word should add “s”.
-
Line 7 : “after Diego insert …. “
The activity did in past time, therefore the underlined word
should in past form too ie “inserted”
-
Line 8 : “ …. ninety minute”
The underlined number should be in ordinal number ie
“ninetieth” showing order in a series. And use preposition
“at” before “ninetieth” to say when something happen.
-
Line 8 : “ … victory …. “
An article “a” should be used before a singular noun.
-
Line 9 : “real Madrid four goal ….. “
There should be a verb after subject. This sentence is in
past form, so the verb should be “inserted”
-
Line9 : “four goal …. “
To show more than one thing, the noun should add “s”
-
Line 9 : “on minute ……. “
Preposition “at” is used to show when something happen.
-
Line 9 : “minute ninety three …. “
The underlined number should be in ordinal number
“third” to show order in a series.
-
Line 10 : “pluit sound”
The sentence should added words “was heard” at the end
to explain the noun.
Vocabulary
Student 1 occasional errors in word choice are :
-
Line 4 : “title at …. “
To show a particular position or area, it should use
“placed”
-
Line 4 : “stadion”
The word above is not English word but it’s Indonesian. In
English it’s called “stadium”
-
Line 7 : “ …. insert goal … “
53
The sentence is not complete. It should be “insert ball into
the goal”
-
Line 9 : “ … happen ….. “
Same as error in line 7 before, it should be “what was
happened … ”
-
Line 10 : “pluit”
It’s Indonesian word. In English, it’s called “whistle“
Fluency
In delivery her report, student 1 did minor hesitation.
They can be seen as below:
Interactive
-
Line 2 : “champ … liga champion”
-
Line 3 : “at .. at top par .. party”
-
Line 4 : “Sco .. with score”
-
Line 5 :” real … real”
-
Line 6 : “make made .. made”
-
Line 7 : “until .. un .. until .. until”
The development of ideas was limited but it was
Communication comprehencible.
Table 4.7. Student 4 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
My name is Nurafidah e … NPM seventy eight. E … SMK country
Batam accident . The driver knock down Marina direct
. Like
that also track satlantas. Polresta Barelang he ask information and
general responsibility follow witness Indra and to student SMK
5
country Batam the resign only pass twenty four may yesterday.
Driver motorcycle … motorcycle no .. no do not helmet the moment
that. Riko take direction … Riko take direction … left ... left street
large suddenly from direction backside the quickner against
blunders motorcycle Riko. Struck mentioned straight away straight
54
10
affair until not aware tile track the against blunders motorcycle
Marina and Riko. Motorcycle the fall. Incident opportunity stuck
nan current on the pass move from branch oclock go in Tiban.
Branch until three kilometer. Like that also the current on the … on
the current … on current until to go in the STC Sekupang go in the
15
Tiban.
Table 4.8. Student 4 Speaking Analysis
Analysis on Student’s Speaking
Criteria
Pronunciation
Minor errors pronounced by student 2 can be seen below;
-
Line 1, 5 : “country”
It’s pronounced “kontri”
-
Line 2 : “knock”
It’s pronounced “knok”
-
Line 2, 7, 8 : “direct/ly”
It’s pronounced “direkt”
-
Line 4 : “general”
It’s pronounced “jeneral”
-
Line 4 : “responsibility”
It’s pronounced “responseibility”
-
Line 4 : “student”
It’s pronounced “staden”
-
Line 6 : “do not”
It’s pronounced “da net”
-
Line 8 : “suddenly”
It’s pronounced “sadenlai”
-
Line 9 : “against”
It’s pronounced “ejein”
55
-
Line 9 : “mentioned”
It’s pronounced “mentioned”
-
Line 11 : “Incident”
It’s pronounced “insaiden”
-
Lline 12, 13, 14 : “current”
It’s pronounced “curent”
Grammar
There are few errors in grammar of student 2.
-
Line 2 : “driver knock ….. “
The sentence is in the past form. So, the underlined
verb should be in past form too “knocked”
-
Line 2 : “direct”
Here the word “direct” as an adverb to say how
something is done. So, it should be “directly”
-
Line 3 : “he ask … “
Same as error in line 2 “driver knock”, the
underlined verb should be “asked”
-
Line 3 : “ask information”
There should be a pronoun “some” for unspecific
amount before noun.
-
Line 6 : “do not helmet
Still the same error as in line 2 & 3 above, the
underlined word should be “did”
-
Line 6 : “do not helmet”
There should be a verb before the underlined noun
ie “wear”
-
Line 7 : “Riko take …. ”
The activity happened in past time, therefore the
underlined verb should be “took”
-
Line 9 : “motorcycle Riko”
To show possessive for singular noun, it should
become “Riko’s motorcycle”
56
-
Line 11 : “Motorcycle the fall”
Article “the” should be put before noun ie “the
motorcycle” and the verb should in past form “fell”
-
Line 12 : “go in Tiban”
Preposition “to” is used to show in the direction of
something.
Vocabulary
Student 2 minor errors in word choice are :
-
Line 1 : “SMK country …”
The
appropriate
words
are
“Government
Vocational School”
-
Line 3 : “Polresta Barelang he …. “
It should not use “he” but the sentence should
become “personnel of Polresta Barelang”
-
Line 5 : “… only pass …”
“Just happened” are the appropriate words to
express something done.
-
Line 6 : “Driver motorcycle”
Person who rides a motorcycle is called “rider”.
-
Line 6-7 : “the moment that”
To say particular time for doing something, it
should be “at that moment”
-
Line 7 : “ Riko take direction left”
The sentence should become “Riko was riding on
the leftside”
-
Line 8 : “street large”
The appropriate word is “highway” to express a
main road.
-
Line 8 : “direction backside”
“Behind” is the appropriate word to replace the
words above.
-
Line 8 : “the quickner”
57
“The driver” should be used to replace the
underlined word.
-
Line 9 : “blunders”
The suitable word is “smash” to express an
accident in which one vehicle hits another.
-
Line 8, 10 : “against”
“hit against”
-
Line 12 : “branch oclock”
“JAM” Junction. “JAM” is the name of the
junction
Fluency
In delivery her report, student 2 did minor hesitation.
There were few utterances she repeated. They can be seen
as below:
-
Line 6 : “motorcycle … motorcycle no .. no”
-
Line 7 : “Riko take direction … Riko take
direction”
Interactive
Communication
-
Line 7 : “left ... left”
-
Line 14 : “on the … on the current … on current”
Some unintelligible sentences :
-
Line 2-3 : “Like that also track satlantas”.
-
Line 3-4 : “Polresta Barelang he ask information
and general responsibility follow witness Indra”
-
Line 5 : “the resign only pass twenty four may
yesterday.
-
Line 9-11 : “Struck mentioned straight away
straight affair until not aware tile track the against
blunders motorcycle Marina and Riko”.
-
Line 11-12 : “Incident opportunity stuck nan
current on the pass move from branch oclock go in
Tiban.
58
-
Line 13 : “Branch until three kilometer”.
-
Line 13-14 : “Like that also the current on the …
on the current … on current until to go in the STC
Sekupang go in the Tiban.
Criterion
Students
Table 4.9. Description of Mathematic Students’s Competence
Competence
Speech was clear. It included minor
P
errors in pronunciation.
Few errors made in grammatical which
G
do not, however, obscure meaning.
Proficiency
Category
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
Demonstrated effective use of word
S
V
choice. Minor errors were noticeable but
clear.
1
There’s no word repetition at all in the
speech. No hesitation in reporting. The
F
speech was fully accepted by educated
native speakers.
The speech was well organized, the ideas
IC
were clear and comprehensible.
Speech was generally clear, though errors
S
2
in pronunciation were quite rare. Errors
P
mainly were because influenced by
mother tongue.
59
Demonstrated effective use of grammar.
Minor
G
problems
in
structure,
nevertheless, it didn’t seriously interfere
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
85 – 100 %
Very good
60 – 70%
Average
40 – 50 %
Poor
60 – 70%
Average
40 – 50 %
Poor
60 – 70%
Average
40 – 50 %
Poor
with the communication of the message.
Minor errors in word choice. Sometimes
V
used unnecessary words that did not,
other hand, obscure meaning.
Speech as fluent and natural as that
native speakers. Minor repetition words
F
which
did
not
affect
overall
comprehensibility.
It’s generally well organized and clear
ideas.
IC
P
Completely
intelligible
and
coherent.
Errors
never
interfered
with
understanding and rarely disturb the
native speaker. Accent may be obviously
foreign.
G
Showed limited control of grammar.
Several errors in structure, but still can be
understood.
S
3
V
Occasional errors in word choice, and be
able to speak the language with sufficient
vocabulary.
F
Usually hesitant, often forced in to
silence by language limitations
IC
The development of ideas was limited
but it was comprehensible.
S
P
Accent was intelligible though often
60
4
quite faulty.
G
Made several errors of grammar and
40 – 50 %
Poor
60 – 70%
Average
60 – 70%
Average
40 – 50 %
Poor
word orders which ocassionally obscure
meaning
V
Frequenlty
used
the
wrong
words
conversation somewhat limited because
of inadequate vocabulary.
F
Speed and fluency were rather strongly
affected by language problems.
IC
The
speech
was
only
minimally
connected to the ideas and largely
unintelligible.
2. Counseling Department Students’ Speaking Competence in Monologue.
Table 4.10. Student 1 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
Niki Pertiwi, NPM fourty seven. And president … presidential
Republic Indonesia. Indonesia presidential will choosing the third
president. President e … in fourty two thousand and fourty …
fourteen that e .. candidate of the two the best candidate in Indonesia
5
is Joko Widodo with e … his partner e … Jusuf Kala and … and
Prabowo with Hatta Rajasa. E … e … Jokowi have e … Jokowi
have e … program e … about education and e … poor people. e ….
to .. to education Jokowi will make a free schooling for e …
Indonesian from elementary em … school until high school. Em …
10
for the poor people in Indonesia Jokowi give a people the health
card to go to hos … a free hospitality e … and Prabowo e …
Prabowo e … have a program about e … new Indonesia it’s e …
61
safe protect the forest and … and keep the … the farm. E …
Prabowo said that he doesn’t want e … forest was … was burn like
15
e … Pekanbaru’s … Pekanbaru then e … he will keep all forest all
… all the … the farm and he want Indonesia always be new. Em …
then e … Jo … Jokowi and Prabowo was debate about e …
nationality e … then e … Jusuf Kala asked Prabowo about how
about your young military, you … you want you doesn’t have …
20
have wife, so in Indonesia doesn’t have e … misiz countries. E …
but Prabowo from Indonesian vote, Prabowo is a good … good …
good … good people and for a future in for a future Indonesian,
Prabowo is a … is a will … will make Indonesia be more better. E
… Jokowi e … Jokowi e …Jokowi and Jufus Kala e … have include
25
e … pe … pi ka es … pi ke es, e … gold nasdem and PDIP Jokowi
and Prabowo e … had … had e … Golkar, Gerindra e … and e ….
PDIP.
Table 4.11. Student 1 Speaking Analysis
Analysis of Student’s Speaking
Criteria
Pronunciation
minor errors pronounced by the student 1 which can be
seen below;
-
Line 1 : “Republic” was pronounced as Indonesian
word or as it’s written “republik”
-
Line
4
:
“Candidate”
was
pronounced
as
Indonesian word “kandidat”
-
Line 6 & 11 : “Program” was pronounced as
Indonesian word or as it’s written.
-
Line 17 : “was” was pronounced as it’s written
“was”
62
Grammar
There are several errors in grammar of student 1.
-
Line 1 : “ …. presidential Republic Indonesia”.
Student 2 talked about election of president in
Indonesia. The appropriate word order should be
“Indonesia presidential election” or “presidential
election of Indonesia”
-
Line 2 : “ ……. will choosing ….. “
After modal “will” should use present verb.
-
Line 4 : “ … two the best candidate … “.
For plural form, the righ noun should add s/es.
-
Line 4 : “ … two the best candidate in Indonesia is
… “.
The right “be” for plural noun is “are”
-
Line 6 : “Jokowi have …. “.
For a singular third person subject, the right verb is
“has”.
-
Line 6 : “ … program e … about education and e
… poor people”.
There were two programs mentioned, so the word
“program” should add “s” .
-
Line 8 : “To education …… “.
The right preposition to replace the underlined one
is “in” to show at a point within an area
(education).
-
Line 10 : “ … Jokowi give a people the health card
….. “.
Here, give people the health card is one of Jokowi
program that will be done if he become a president.
To show activity in the future, should use modal
“will”.
-
Line 10 : “ ….. a people ……. “.
63
“People” is plural, it should without an article “a”.
-
Line 11 : “Prabowo have a program …… “.
The right verb for a singular third person subject
above is “has”.
-
Line 11 : “ ….. a program about e … new
Indonesia it’s e … safe protect the forest and …
and keep the … the farm.
Student 1 mentioned two programs, they are “safe
protect the forest and keep the farm”. For more
than one things, the noun should add s/es
-
Line 12 : “ ….. it’s e … safe protect the forest and
… and keep the … the farm”.
There’re two things mentioned, so the right word is
“they are ….. ”
-
Line 14 : “ … forest was burn … “
The sentence above should not use “was” but the
verb should in past form “burned” because it tells
about the forest which burned.
-
Line 15 : ” .… he want Indonesia always …. “
To express a situation that exist always the
underlined verb should add “s” for singular third
person subject.
-
Line 16 : “Jokowi and Prabowo was debate ….”.
The sentence above should not use “was” but the
verb should in past form “debated” because it tells
about activity they did in the past.
-
Line 18 : “Jusuf Kala asked Prabowo about how
about your young military”
The word “your” should replaced by a possessive
adjective “his” because it refers to a man
“prabowo”.
64
-
Line 21 : “…… from Indonesian vote”
To say as a result of something, the correct
preposition is “by”.
-
Line 21 : “Prabowo is a good people”
The subject is singular, the noun that refers to it
should be singular (person).
-
Line 22 : “for a future Indonesian”
To show singular possession noun use an
apostrophe + s after the noun “Indonesia”
-
Line 23 : “…….. more better”.
Word “better” shows comparative form that means
more, so it doesn’t need word “more”
Vocabulary
Errors found in word choice are :
-
Line 1 : “ …. presidential Republic Indonesia”.
Student 2 talked about election of president in
Indonesia.
The
appropriate
title
should
be
“Indonesia presidential election” or “presidential
election of Indonesia”
-
Line 2 : “…. Indonesia presidential …… “.
By looking at each word in the sentence, the right
word
is
“Indonesian
people”.
Of
course
“Indonesian people” NOT “presidential” who will
vote the third president.
-
Line 2 : “ …. choosing the third president”.
Formal choice that make in an election called
“vote”
-
Line 2 : “ ………. the third president”.
For Indonesia, this is not election of the third
president but the seventh. The third was in 1998.
-
Line 8 : “ …. a free schooling for e … Indonesian
65
…. “.
The underlined word should be more specific to
“student” because NOT all Indonesian can get the
program.
-
Line 8 : “ …. Jokowi will make a free schooling
…”.
“a free schooling” is a kind of education program
that had planned by Jokowi. For this sentence, it’s
better the underlined words replaced to “has a
program about”.
-
Line 10 : “ …. a free hospitality”
The underlined word do not relate to what speaker
meant. “Free of hospital fee” is the appropriate
phrase.
-
Line 20 : “misiz countries”
The words above refer to the wife of the president,
it called “first lady”.
-
Line 24 : “ ……… have include …… “
The sentence talked about some parties which
support Jokowi and Jusuf Kala. So the appropriate
words are “supported by”
-
Line 25 : “Prabowo e … had …… “
Same as error mentioned in line 24 above, it should
use words “…. supported by”
Fluency
In delivery her report, student 1 did minor hesitation.
There were few utterances she repeated. They can be seen
as below:
-
Line 10 : “ to hos … a free hospitality “.
-
Line 11 : “Prabowo e … Prabowo e … “.
-
Line 12 : “and … and”
66
Interactive
-
Line 15 : “all … all the … the”
-
Line 16 : “Jo … Jokowi”
-
Line 18 : “about how about”
-
Line 18 : “you … you want you doesn’t”
-
Line 21 : “good … good … good … good”
-
Line 22 : “for a future in ... for a future Indonesian”
-
Line 22 : “is a … is a will … will”
-
Line 23 : “Jokowi e … Jokowi e …Jokowi”
-
Line 25 : “e … had … had e”
The speech is organized and clear ideas. It is basically
Communication intelligible.
Table 4.12. Student 2 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
Ok … my name Elsa Junita, NPM e… 046. E … the title is e …
controversial some controversial Farhat Abas in two thousand
fourty. E … you know Farhat Abas is an Indonesian lawyer who is
very well .. very well .. very well know, frequently handle cases of
5
celebrity e .. and official. And Farhat Abas famous with the word e
… the controversial word in social media, for example twitter
account. E … at normally e … the word e … about famous celebrity
e … official for example e … case e … the case e… the problem
with Ahmad Dani. E … e … Farhat Abas e … make the state e …
10
the e … the … the problem start when e … Farhat Abas make the
state in the twitter account by harassing Ahmad Dani. And Ahmad
Dani not e … not like with the state of Farhat Abas and she .. she
call the lawyer e … the lawyer name is e … Ramdan Alamsyah.
67
And e … he bring the cases or … or the problem e … to the co … to
15
the law. E … Farhat Abas e .. hear that and afraid e … Farhat Abas
hear that and afraid and he apologize for Ahmad Dani apologize
Ahmad Dani with e … with he … delete the twitter account. But e ..
the law still but law .. the law still e … the law. Ahmad Dani will ..
will take him to court. E… e … not just with Ahmad Dani e … e …
20
Farhat Abas e … had controversial with e … his wife, the name is
Nia Daniati. E … the gossip says e … Nia Daniati e … Nia Daniati
and Farhat Abas divorce but is not just gossip is just is make e …
the real e … the real. E … the gossip say saying e … Farhat Abas
and Nia Daniati em… divorce because e … three person was hold in
25
relation. E … not long e … not long appear the romantism e… with
e … with secretarys the name is e … Regina and appear that
romantism e … in media .. media and social media. e … some ..
sometime ago the initial of IDH e .. e .. come e.. come admit e …
admit the victim of sexual from Farhat Abas. But e … Farhat Abas e
30
… not responsible. And e … Farhat Abas assume e … IDH just e …
slander .. slander ... slander elevate by IDH. And then in the twitter
account e … Farhat Abas e ... make controversial he … he admit the
e … president opposition in Indonesia.
Table 4.13. Student 2 Speaking Analysis
Analysis of Student’s Speaking
Criteria
Pronunciation
Minor errors pronounced by student 2 can be seen below;
-
Line 5, 7 : “famous”
It’s pronounced “
-
“
Line 22, 24 : “divorce”
It’s pronounced “disvors”
68
-
Line 26 : “secretary”
It’s pronounced as Indonesian word “sekertaris”
Grammar
There are few errors in grammar of student 2.
-
Line 1 : “my name Elsa … “.
The
sentence
above
express
about
general
statement of fact. For subject above should use
“be” in present form ie “is”.
-
Line 2 : “some controversial … “.
Word “controversial” is an adjective, there should
be a noun after that ie “statements”
-
Line 2 : “some controversial Farhat Abas …”.
To say that belonging to or relating to somebody,
should be put preposition “of” after noun.
-
Line 4 : “is very well know”.
Using past participle verb to show something that
has happened.
-
Line 5 : “Farhat Abas famous …..”.
“famous” is an adjective, after subject should be
put “Be”. In this sentence, use “is” because the
subject is singular third person.
-
Line 9, 10 : “Farhat Abas e … make the state ….”
The underlined word should be in past form ie
“made” because the the activity ended in the past.
-
Line 10 : “the problem start …….”.
Same as error in line 9 & 10 before, the verb
should be “started”
-
Line 12 : “Ahmad Dani not like …….“.
In negative form, should use auxiliary verb. This
sentence is a past form, so it use “did”
-
Line 12 : “ ……. she call ……… “
69
In previous, it talked about “Ahmad Dani” so the
singular third person should be “He”
-
Line 12 : “ ……. she call ……… “
Same as errors in line 9 & 10 above, the verb
should be “called”
-
Line 13 : “the lawyer name is ……. “.
An apostrophe (‘) and –s are used with noun/s to
show possession. The underlined word should
become
“lawyer’s”
because
it’s
a
singular
possessive noun.
-
Line 14 : “…….. he bring ……… “.
The underlined word should be in past form ie
“brought” because the activity ended in the past
time.
-
Line 14 : “…….. the cases …… “.
There’s only one case that will brought to court by
Ahmad Dani. Therefore, the noun should be in
singular form (case)
-
Line 15 : “Farhat Abas e .. hear …..”.
It’s a past form sentence because the activity
finished in the past time. So, the verb should be
“heard”.
-
Line 16 : “……. he apologize …… “
Same as errors in line 15 above, the underlined
word should be “apologized”
-
Line 19 : “e … not just …….. “
In a sentence, there should be a subject/s and a
verb/s. Previously talked about “the controversial
statement”, so to complete sentence above should
use “It is as the subject and verb.
-
Line 20 : “ …… had controversial with …. “.
70
Similar to structure error in line 2, Word
“controversial” is an adjective, there should be a
noun after that ie “statement/s”
-
Line 21 : “The gossip says ……. “
The sentence is in past form which tell about an
activity that finished before. The underlined verb
should be “said”
-
Line 22 : “ ….. is not just gossip …. “
There’s no subject here. Previously, it said about
“the gossip” so the appropriate subject should be
used is “It”
-
Line 23 : “the gossip say saying …… “.
Same as error in line 21, the underlined verb should
be “said”
-
Line 25 : “not long appear …..”
The activity finished in the past time. So, the verb
should be “appeared”
-
Line 28 : “IDH e .. e .. come admit
Same as error in line 25, the verb should in past
form “came” and “admitted”
-
Line 29 : “ …. sexual from Farhat Abas”
To replace the underlined preposition is “by”
because it uses to show who do/does something.
-
Line 29 : “Farhat Abas e … not responsible”
The sentence above is in negative form. To
complete it, should use auxiliary verb “did”.
-
Line 30 : “Farhat Abas assume”
Same as error in the use of past form verb before,
the underlined verb should be “assumed”
-
Line 30 : “….IDH just slander”
Still the same error as in few lines above that’s
71
about the use of past form verb, the underlined
verb should be “slandered”
Vocabulary
Student 2 minor errors in word choice are :
-
Line 2 : “ …. in two thousand fourty”.
It talked about things did in this year that is “two
thousand and fourteen”
-
Line 3 : “you know, …. “.
“As we know, … “ are better expressions than “you
know,…” because it’s not only the listener “know”
but absolutely the speaker too.
-
Line 5 : “ … the controversial word”.
The thing that controversial is not just “word” but
“statements”
-
Line 6 : “ ….. for example twitter account”.
The appropriate words to replace the underlined
words are “That is”
-
Line 7 : “at normally ….. “
The preposition “at” is not needed here.
-
Line 7 : “the word ..…. “.
Because it’s not just a word that mentioned, so it
should be replaced by “statements”
-
Line 8 : “for example ……. “
The appropriate words to replace the underlined
words are “such as”
-
Line 9, 11, 12 : “……… the state ………..”
The underlined word should be written as a noun
“statement”
-
Line 14 : “he bring the case to the law”
A place where cases are heard is called “Court”
-
Line 16 : “apologize for Ahmad Dani”.
72
The activity did in the past time, therefore the
underlined verb should be “apologized” to
-
Line 17 : “with he … delete …… “.
For showing how or in what way something is
done, it uses preposition “by” + verb.ing “deleting”
-
Line 17 : “delete the twitter account”.
Here, doesn’t mean delete the twitter account but
delete “the statements in the twitter account”.
-
Line 22 : “is make the real”.
This sentence doesn’t need the underlined word,
just say “….. is real”
-
Line 24 : “three person”.
The underlined number should be in ordinal
number “third”
-
Line 24 : “….was hold in relation”.
The sentence should not use word “hold”.but it
should use possessive adjective ie “their” before
noun “relation”.
-
Line 25 : “not long”
The words above were not right in this sentence.
It’s better say “a few times later”
-
Line 25, 27 : “romantism”
As a noun the correct word is “Romanticism”.
-
Line 28 : “IDH e .. e .. come admit
Here doesn’t need the underlined word because it’s
complete without it.
-
Line 29 : “victim of sexual ……….”
Word “Victim” of course the person was annoyed
and under pressure. So, the sentence should add a
word “harassment” after “sexual”
73
Fluency
In deliver her report, student 2 did minor hesitation. There
were few utterances she repeated. They can be seen as
below:
-
Line 2 : “… controversial some controversial …”.
-
Line 4 : “very well .. very well .. very well ….”
-
Line 5 : “the word e … the controversial word”
-
Line 8 : “case e … the case”
-
Line 9 : “Farhat Abas e.. make the state ……..
Farhat Abas make the state”
-
Line 17 : “But e .. the law still but law ... the law
still”
Interactive
-
Line 18 : “will ... will”
-
Line 21 : “Nia Daniati e … Nia Daniati”
-
Line 22 : “is just is make”.
-
Lline 23 : “the real e … the real”
-
Line 25 : “not long e … not long”
-
Line 26 : “with e … with”
-
Line 27 : “in media .. media”
-
Line 27 : “some .. sometime”
-
Line 28 : “come e.. come admit e … admit”
-
Line 31 : “slander .. slander ... slander”
The speech was well organized and the ideas were clear.
Communication The writer could understand anything all about it.
Table 4.14. Student 3 Transcript of Speaking in Monolog
Line
Students’ Speaking in Monolog
74
Child to e .. for …. sexual. E .. effect sexual e … to … example
dispesi depresi, stress, cancer. Treats.. treats become more .. more
victim em … on the thought. And in .. inju .. and injury physical to
child victim want on .. on their problem. Sexual about by family
5
member is insist inju … injury.
Table 4.15. Student 3 Speaking Analysis
Analysis on Student’s Speaking
Criteria
Pronunciation
Some problems in pronunciation are:
-
Line 1, 4 : “child”
It’s pronounced “cild”
-
Line 1 : “effect”
It’s pronounced “efek”
-
Line 2 : “depression”
It’s pronounced “depresi”
-
Line 2 : “cancer”
It’s pronounced “kengker”
-
Line 2 : “treats”
It’s pronounced “trets”
Grammar
Few errors in grammar are :
-
Line 1 : “effect ….. “
There’re more than one thing mentioned as the
75
effect, so it should become “effects”
-
Line 1 : “effect sexual ….. “
There’s a word “victim” in the speaking, so it
should be “effect of sexual harassment”.
Vocabulary
Errors in word choice are :
-
Line 1 : “to … example “
The appropriate preposition is “for”
-
Line 2 : “depresi”
The right word is “depression”
Fluency
Interactive
Communication
Some utterances which were repeated :
-
Line 1 : “e … for …. ”
-
Line 1 : “e … to … “
-
Line 2 : “Treats ... treats”
-
Line 2 : “more … more”
-
Line 3 : “em … “
-
Line 3 : “in .. inju .. and injury”
-
Line 4 : “on … on”
-
Line 5 : “inju … injury”
Some unclear messages :
-
Line 1 : “Child to e .. for …. sexual.
-
Line 2-3 : “treats become more .. more victim em
… on the thought.”
-
Line 3-4 : “injury physical to child victim want on
.. on their problem”.
-
Line 4-5 : “Sexual about by family member is
insist inju … injury.
76
Table 4.16. Student 4 Transcript of Speaking in Monolog
Students’ Speaking in Monolog
Line
Azwan NPM thirty nine. Mm .. Acci … accident … accident car in
Java paper day. The .. the accident .. the accident .. the accident
happen in … the accident happen in re .. round mm … was bad
.
The .. from .. from day .. from day accident .. from day accident
5
…… reported .. reported to way. Mm … already .. already .. already
dead because is in to way. The tim … the tim dead with name Henry
and Rino. They .. they are not .. they are not .. they are not .. they are
not to because … (itu aja ma’am).
Table 4.17. Speaking Analysis of Student 2
Analysis on Student’s Speaking
Criteria
Pronunciation
Many errors pronounced by student 4 can be seen below;
-
Line 1, 2, 3, 4 : “ accident”
It’s pronounced “æsidæn”
-
Line 2 : “paper”
It’s pronounced “peper”
-
Line 3 : “was“
It’s pronounced “was”
-
Line 4 : “day”
It’s pronounced “dai”
-
Line 5, 6 : “way”
-
It’s pronounced “wai”
-
Line 5 : “already”
It’s pronounced “alrædi”
-
Line 6 : “because”
It’s pronounced “bikaus”
-
Lline 6 : “dead”
77
It’s pronounced “did”
-
Line 7 : “and”
It’s pronounced “an”
-
Line 7, 8 : “they”
It’s pronounced “dai”
Grammar
Errors in grammar of student 2.
-
Line 3 : “The accident happen …”
The sentence is passive voice form and done in past
time. So it should be “the accident was happened”
-
Line 5-6 : “already dead”
There should be a noun mentioned in the sentence
to show who did the action. In this case, it should
become “The victims have already dead”
Vocabulary
Minor errors in word choice are :
-
Line 2 : “Java paper …..”
The underlined word should be replaced by
“newspaper” to show thing with news which was
reported.
-
Line 6 : “the tim dead …… “
It should be “victim” to replace the underlined
word. In this case, it show person who killed as the
result of an accident.
Fluency
Minor hesitation and few repeated utterances are :
-
Line 1 : “Acci … accident … accident”
-
Line 2 : “The .. the accident .. the accident .. the
accident”
-
Line 2 : “the accident happen in … the accident
78
happen in”
-
Line 3 : “The .. from .. from day .. from day”
-
Line 4 : “from day accident .. from day accident..“
-
Line 4 : “reported .. reported”
-
Line 5 : “already .. already .. already”
-
Line 6 : “tim … tim”
-
Line 7 : “they are not .. they are not .. they are not ..
they are not”
Interactive
Communication
Some unclear sentences.
Line 3 : “the accident happen in re .. round mm …
-
was bad”
Line 4-5 : “from day accident …… reported ..
-
reported to way.
-
Line 5-6 : “already dead because is in to way”
-
Line 7-8 : “they are not to because …”
-
Table 4.18.
Criterion
Student
Description of Counseling Students’s Speaking Competence in Monologue
Competence
Proficiency
Category
85–100 %
Very good
60 – 70%
Average
Minor errors in pronunciation which
mostly affected by speaker’s mother
P
S
tongue, but could be understood by a
1
native speaker.
Could
G
usually
handle
elementary
constructions quite accurately but did not
79
have good control of grammar.
Exhibited
fairly
use
of
effective
vocabulary. There were some inaccurate
V
word choice. But basically, did not
75 – 80 %
Good
75 – 80 %
Good
85 –100 %
Very good
85 –100 %
Very good
60 – 70%
Average
75 – 80 %
Good
75 – 80 %
Good
influenced the general ideas.
Fluency of speech was rather strongly
F
affected by language problem. Showed
minor hesitation.
Could be understood nearly everything.
IC
Basically, the speech was clear ideas.
It included minor errors in pronunciation
P
which
did
not
affect
overall
intelligibility.
Demonstrated
grammar.
G
Made
control
frequent
errors
of
of
grammar which occasionally obscure
meaning.
S
2
limited
Frequenlty used wrong words, however
V
speech was clear generally.
Showed
F
regularly
used
of
words
repetition, but in general, speech was
basically understandable.
Th speech was organized and the ideas
IC
were clear. The whole thing could be
85– 100 %
Very
Good
understood.
Pronunciation
P
S
could
be
understood
though frequently incorrect.
40 – 50 %
Poor
10 – 39 %
Very Poor
Grammar and word order errors, made
3
G
comprehension difficult. No mastery of
sentence construction.
80
Speaking vocabulary inadequated to
express anything. Very little knowledge
V
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
10 – 39 %
Very Poor
of English words.
Frequent pauses and hesitation.
F
Message was unclear and
IC
generally
incomprehensible.
Errors in pronunciation were frequent as
P
to
make
the
speech
virtually
unintelligible.
G
S
4
V
No mastery of sentence construction,
made the speech meaningless.
Little knowledge of English words.
Frequent pauses and dominated by
F
hesitation.
I
Limited relevant content was expressed,
C
make unclear ideas
3. Similarities and Differences Speaking Competence in Monolog Among
Students of Mathematic and Counseling Department.
After analyzing all students performance whether in department
Mathematic and Counseling, it could be seen the similarities and the
differences among them.
Table 4.19.
Speaking Competence in Monolog of Mathematic and Counseling Department
Students
MATHEMATIC
STUDENT
S1
COUNSELING
P
G
V
F
IC
P
G
V
F
IC
VG
VG
VG
VG
VG
VG
G
G
G
VG
81
S2
VG
VG
VG
VG
VG
VG
G
A
G
VG
S3
A
P
A
P
A
P
VP
VP
VP
VP
S4
P
P
A
A
P
VP
VP
VP
VP
VP
= Similarities
Notes :
P
G
V
F
IC
= Pronunciation
VG
= Grammar
G
= Vocabulary
A
= Fluency
P
= Interactive Communication
VP
Based on the table above, it could be observed
= Very Good
= Good
= Average
= Poor
= Very Poor
that there were some
similarities among students of Mathematic department and Counseling
department. The similarities were in two aspects, such as “pronunciation” and
“interactive communication”.
It was not only found similarities but also there were differences among
them. The differences were quite significant, they could be seen in some aspects
such as grammar, vocabulary, and fluency.
B. Discussion
Based on the findings above, the writer found that students’ speaking
competence in monolog of Mathematic and Counseling department was diverse.
In this research, the writer has a few things which can be discussed. They are
about students problems in some aspects, such as :
1. Pronunciation. English word is different between what is written and how to
pronounce it.
2. Grammar. How to construct a sentence.
3. Vocabulary. The appropriate word choice.
82
4. Fluency. It’s affected by language problem.
5. Interactive communication. Unclear ideas
83
CHAPTER V
CONCLUSION AND SUGGESTION
This last chapter will provide two parts, they are conclusion which contain
of conclusion of this study and answers for the research questions, and the second
is suggestions which hopefully can
A.
Conclusion
This part consist of conclusion of this study and also the answers for the
research questions. Speaking competence in monolog of Mathematic and
Counseling department students can be described with the following details.
In mathematic department, student 1 and student 2 were very good in all
aspects
such
as
pronunciation,
vocabulary,
fluency,
and
interactive
communication. Student 3 was categorized average in mostly aspects, but in
grammar and fluency was categorized poor. Student 4 was poor in pronunciation,
grammar, and interactive communication, except in aspect of vocabulary and
fluency was classified average.
In Counseling department, student 1 was very good in aspect of
pronunciation and interactive communication, but in aspect of grammar,
vocabulary and fluency was categorized good. Student 2 was very good in
pronunciation and interactive communication, good in grammar and fluency,
however average in vocabulary. Student 3 was mostly categorized very poor in all
aspects, except in pronunciation was categorized poor. Student 4 was classified
very poor in all aspects.
84
There were some similarities and differences among students of
Mathematic and Counseling department. The similarities were in student 1 and
student 2 of each department, they were very good in aspect of pronunciation and
interactive communication. And they were categorized good in aspect of
grammar, vocabulary, and fluency. Except student 2 of Counseling department
was average in vocabulary. Other than some differences were in most of aspects.
B. Suggestion (Anda
melupakan kata kunci – MONOLOGUE)
Considering about the result, some suggestions are proposed to the
following related points.
1. Teacher.
The teachers should use proper technique in teaching speaking and do as often as
possible activities which support speaking competence.
2. Student.
The students should encourage themselves to be competent in speaking by
involved in any speaking activities actively, either in the class or out of the class.
3. University Management.
In order for the English subject which focusing on speaking skill at non English
department can be better, the university management should consider the number
of students in one class because time allocation for English lecture is only two
lesson hours or one hundred minutes. It is hard for students to learn and practice
more in limited time.
85
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