A.
Title
THE
INFLUENCE OF STUDENT’S PRIOR KNOWLEDGE OF SPEAKING ABILITY IN SPEAKING
CLASS AT THE SECOND SEMESTER OF TBI IAIN MADURA
B.
Background
of Study
Basic English for English language
learners are needed to prepare for high institution like University whether it
is S1 or S2 because in the high institutions we will not be tough English
language in low level but we will be tough level in parentheses studying about deepening
in many aspect that correlating with English language such deepening speaking,
listening, writing, vocabulary, and others. Preparing knowledge or having basic
before going to high level it is good preparation, having basic in material
it’s self it is called prior knowledge. Students had it before, it will help
and support in following material in teaching learning process so they can not
confuse and enjoying the materials. So we will find the differences between
students who have prior knowledge and not. Sometimes it influences for students
that study in university whether it is in like of following materials or
continuation of study in the next level. Most of student said that it is the
first problem that they have in that case.
In this case we will find that problem I
students university in IAIN MADURA. Most of students IAIN MADURA when they are
asked by researcher about what the causes are, most of them said that the first
cause that they have it talk about not having basic in English or we can call
it that they do not have prior knowledge. It is magnificent for them because
they can not be shock when they meet with new knowledge in the next level. If college
students in IAIN MADURA do not have it,
they will not follow explanation of lectures in the class. Although they are
fifth, six even seven semester if they let their lateness or they do not have
prior knowledge they ill not have the brave too although they want to come in
the class under of them such as the second semester, and the third semester.
Prior knowledge will look their preparations in following consequences for the
next more over in speaking subject. So in that case many students university in
IAIN MADURA are not suitable with their class. When they stay in high level exactly they abilities will be high
too, but the fact is not, many of students university in IAIN MADURA still have
problem in speaking , the first mine problem is because of no prior knowledge.
The first ability prior knowledge is
result that they got before they got the high ability. Student’s prior
knowledge is a requirement to follow material so that they can do learning
process well. Previous experience and prior knowledge is main factor that will
influence the experience of studying for students. Degeng state that prior
knowledge that students had before is magnificent as reference in choosing teaching
strategy which is optimal[1] . Mayoung
stated that if the prior knowledge of students is high so they can be easy to
understand the materials and they cannot find the difficulties to understand[2]. A
distinction is often made between competence and performance in the study of
language. According to Chomsky, competence consists of the mental
representation of linguistics rule. Performance consists of the comprehension
and production of language Prior knowledge in speaking represent for receiving
knowledge and following rules in speaking subject. Afina stated that one of
aspects is metacognitive, it is a component refer to individual ability in
planning, organizing, doing controlling and self evaluation learning process[3]
This problem has researched in the previous
study that discuss about the importance of studying interest and reviews
research on the association between interest and prior knowledge. It is
concluded that there is a substantial linear relationship between interest and
prior knowledge. Previous finding of nominal interest- knowledge relationship
were attributed to one, or more , of the following: (a) knowledge and interest
measure reflecting different content.(b)questionable reliability or validity of
the measure. And another discussion talk about the effects of prior knowledge
in the relation to the method of assessment.
and the researcher selected 83 articles, book, papers and research
report related to prior knowledge. While prior knowledge generally had positive
generally had positive effects on student’s performance, the effect varied by
assessment method. More specially, prior knowledge was more likely to have
negative or no effects on perfomance when flawed when flawed assessment measure
were used.
Why the researcher research about “ the
student’s prior knowledge related with speaking class TBI IAIN MADURA of second
semester because it is very important to be researched especially to know how
far the abilities in prior knowledge of students college in STAIN PAMEKASAN.
The researcher find the problem related with prior knowledge of students
collage in IAIN MADURA, so the question is why do many students college at IAIN
MADURA not have suit ability like their class?. It is the first question why
should researcher do it? The answer that researcher find is in prior knowledge.
By knowing the first key we can be easy to find the solution. Because of not
have prior knowledge they difficult to understand and enjoying the
material. The important thing that we
can take the comprehension it is related with how must we prepare first before
doing and following the materials and rules for speaking class, and one of
preparations that we can take it is related with prior knowledge. It becomes
good way for doing teaching learning process.
We will find what is correlation between speaking class and prior
knowledge.
C.
Problem
of Study
According to Cresswell problem of study
is a general educational issue, concern, or controversy addressed in research
that narrow the topic.[4] It
is important because it sets the state for the entire study without knowing.
Based on the explanation above, the
researcher formulate the problem as follow:
1.
Does student’s prior
knowledge influence to the student’s speaking ability in speaking class at the second
semester at IAIN MADURA ?
2.
How is the statically
significant influence of student’s prior knowledge on student’s speaking
ability in speaking class at second semester of tbi IAIN MADURA
D.
Objective
of study
According
to cresswell objectives of study are statement of intent used in quantitative
research those specific goals that the investigations plane to achieve in study[5].
Objectives are found at the end of the “ statement of the problem “ section,
after literature review, or in separate section of the study.
Based on the research
problem above, the researcher will be conducted as follow:
1.
To investigate
whether there is influence or not between student’s prior with
student’s speaking ability on speaking class at the second semester of tbi IAIN
MADURA.
2.
to measure how
is the statistically influence of student’s prior knowledge on student’s
speaking ability in speaking class at second semester of tbi IAIN MADURA
E.
Assumption
Assumption is the researcher’s believe that
there is correlation among variables. According to Adnan Latif assumption is
the researcher’s believe that the relationship between two variables exist and
be discovered[6]
From the statement above
the researcher formulate the assumption as follow:
1. Most
of student’s in second semester of tbi IAIN MADURA get difficulties on speaking
ability in speaking class.
2. Knowing
their prior knowledge on their speaking ability and measuring about the
influence of student’s prior knowledge
on speaking ability.
F.
Hypothesis
According
to creswell hypothesis is statement in quantitative research in which the
investigator make a prediction or a conjecture about the outcome of
relationship among attribute or characteristic[7].
There are two kinds of hypothesis: null hypothesis (HO) and alternative
hypothesis (HA).
In this study the researcher will use
the alternative hypothesis will be given as follow:
Ha : There is influence between
student’s prior knowledge with student’s
speaking ability.
The researcher uses alternative
hypothesis (Ha) in this research. It means the researcher believes that there
is influence between student’s prior knowledge with student’s speaking ability
in speaking class at second semester of tbi IAIN MADURA.
G.
Significance
of study
Significant of study is whatever we have
deemed it to be it explain the benefit of research and the problem of
researcher, Namely theoretically and practical significant. While the
significant of study are:
1.
Theoretically
This study is very magnificent whether
it is for students or the teacher. The teacher will know about student’s
capacities, and it will increase the quality of English teaching learning
process especially on student preparation.
2.
Practically
a. For
the researcher,
this study will be good experience and
it make researcher understand about the benefit of prior knowledge and how far
it will influence students especially in speaking class
b. For
the teacher
by knowing student's prior knowledge teacher
can measure and knowing about student'
capacity, teacher can give many methods and the teacher can create another
various strategy that can make the teaching English in the class more
enjoyable.
c. For
the student
can motivate and develop the ways of
study and ready to follow the next level or semester especially in speaking
class, so they will have high motivation facing for the next level or
semester..
d. For
IAIN MADURA
it will be additional input of IAIN MADURA
especially in IAIN MADURA library for
collection.
H.
Scope
and Limitation
Scope is the opportunity to do or to achieve
and than the range or extend of matters being deal with study.
Limitation is the
action or process to limit the study or being limited[8].
The writer has scope and limitation of the research. The scope it’s self is
student’s prior knowledge. In this case researcher limit the study on the prior
knowledge of student university of IAIN MADURA, the sample of this research,
the writer would like take sample of this research from student university of
IAIN MADURA in second semester. It is very magnificent for the researcher
giving limitation of the study that will be researched and explained focus on
the title : the Influence of student’s prior knowledge of speaking ability in
speaking class at the second semester of TBI IAIN MADURA.
I.
Definition
of key term
Definitions of key term are
provided to avoid miss understanding and
miss interpretation of difficult word for the readers in classifying about the
key terms, it is expected that the readers will have the same perception for
some words of phrase used in this study the researcher would like to explain
the terms used in this research, as follow:
1.
Speaking is one
of skills that must student know and comprehend to be able to speak fluently in
speaking class.[9]
2.
Student’s prior
knowledge are knowledge, expertise , and experience that students have before.[10]
J.
Review
related Literature
A literature review is a written summery
of journal articles, books, and other document that describe the past and the
current state of information on the topic research study, it also organize the
literature into subtopic, and documents the need for a proposal study.[11]
According to Adnan latif a interviewing literature is one of the activity that
have to be done by the researcher.[12]
In this chapter’s aims is to review some
literatures which are containing the underlying theories which closely related
to this research. The review of theories consist of prior knowledge, current
learning and using prior knowledge instruction.
A.
Prior
knowledge.
1.
Prior
knowledge & current learning
Prior knowledge affects how the learner
perceives new information. This phenomenon is readily demonstrated by a simple
experiment. What is the first image that you associate with the word
"cardinal"? Some people think immediately of football, some of
baseball, birds, Roman Catholic priests, or the color red. In the absence of a context,
the association you make will depend on your prior knowledge. Your
interpretation of this new information, the word "cardinal," was
dependent on what you brought to the situation.
Fortunately, in most learning tasks,
words occur in a context to assist in interpretation. If the word
"cardinal" had occurred in the context of a discussion about the
Inquisition, the number of associations which you could choose from would be
dramatically circumscribed. But sometimes the context is no more meaningful than
the word itself. If you had never heard of the Inquisition, that context would
be no help. Much the same thing happens
in the classroom every day. Instructors use terms and concepts of which
students have no prior knowledge to provide an adequate context for
interpretation. Used at the rapid pace of the expert, this is what they
complain about as "jargon" and its over-use leaves gaps in student
ability to process new information. The phenomenon is similar to that
experienced by the average computer novice attempting to obtain help from an
expert. Half of the words are totally unfamiliar and the other half are used in
an entirely new and illogical way. After two or three sentences, the listener
is left in the dust and feeling hopelessly ignorant and hostile. This may be
the stuff of great comedy routines, but it is disaster in a classroom.
Alternatively, an incorrect bit of prior
knowledge which is not corrected could keep the students from understanding an
entire lecture. This is frequently the case in science classes, where naive
conceptions of natural laws must be unlearned before the correct version can be
understood. For example, in chemistry, instructors must somehow convince
students that air exists just as liquids and solids exist even though it can't
be detected by the senses. [13]
Intellectually students know this, but they
often behave as if air was simply the absence of matter. This concept which
seems simple, almost automatic, to an expert can be a stumbling block to
understanding a whole range of phenomena for a novice. Prior knowledge affects how a student
organizes new information. Remember that a goal of learning is to incorporate
new information into the existing organization of memory. A student uses that
existing structure to assimilate new information. For example, in the absence
of any strong signals to the contrary, a student in a history class is going to
organize new historical information chronologically because that is the way
history had been organized in earlier classes.
History instructors trying to organize
around a different conceptual structure must fight against the students'
tendency to see everything as happening in a straight timeline. Instructors can
use this prior knowledge of structure to their advantage when they use
analogies or examples. The analogy represents a known organizational structure
of information. That organizational structure is what is transferred to the new
information. For example, in trying to explain how a gland works, an instructor
might say that the gland is like a thermostat. Most students already know that
a thermostat controls the temperature by monitoring the presence of heat. They
transfer this understanding to the functioning of a gland. It monitors and
controls the level of a hormone in the body in the same fashion. If the analogy
is a good one, the student can take it from there to intuit all sorts of
properties of the gland which parallels the thermostat. [14]
Prior knowledge affects how easily
students make connections for new information. One of the keys to learning and
memory is the richness of the connections a bit of information has. The more
connections, the easier it is to remember. When new information gets hooked up
with a particularly rich and well-organized portion of memory, it inherits all
the connections that already exist. This is why it is much easier to learn
information that is in one's existing field of expertise than to learn
information from a brand new field. There are many more ways to access the
system. When a student has nothing to hook new information to, he or she is
thrown back on the most basic characteristics of the information such as sound,
or form, or straight rote memorization.
2.
Using
prior knowledge in instruction
To begin, it is helpful to know what
prior knowledge students bring to the learning setting. Have they had certain
common courses? It pays to know what those courses contained. What are their
other common experiences? Are they all from similar backgrounds, similar
environments? How will that affect the way they interpret the content? Do they
have common aspirations and goals? Are they all going in the same direction?
What does this information tell you about the prior knowledge they will bring
to your class? The use of a pretest of critical concepts and terms can alert
both the instructor and the students to gaps or misconceptions that could prove
inconvenient later. Prior knowledge need not be only knowledge of the content,
although that is the most critical type of knowledge to monitor.
Knowledge of popular culture or current
events can be used to great advantage as well in the same ways, especially in
the context of analogies. Some would say that knowledge of popular culture is
simply another form of cultural literacy.
Use prior knowledge deliberately in the presentation of new information.
Beginning a class with a review of what has gone before helps activate prior
knowledge. Presenting new information in its relationship to old not only helps
students learn the new information but strengthens the old. Introducing new
concepts by contrasting them with some that have already been learned makes use
of prior knowledge to aid in the learning of new.
Better yet, having the students make
those comparisons teaches them something about the way to approach the learning
of new material and about the structure of the discipline.. It is also
desirable to get the students to monitor their own prior experiences and
consciously use them in learning new information. Asking students to recall
past courses that are related to the present course is an interesting way to
encourage this. In a graduate course I ask students to produce a personal
bibliography from the readings of their previous courses that relate to the
present course. They find this an interesting experience which has never been
asked of them before, but it makes the point that what they know is related to
what they are learning. Finally it is
always a good idea to check for faulty prior knowledge regularly so that it is
not allowed to continue to detract from learning. There is a wonderfully
apocalyptic story about an astronomy class in which the instructor drew many
beautiful orbital diagrams and still the students had trouble understanding
celestial motions. Finally, by accident, the instructor discovered that several
of the students were interpreting the ovals he drew as being in reality ovals
rather than the circles shown in perspective. Until you ask the students what
they understand about what is being taught, you will never really know what is being
learned. Structure the learning to bring those misconceptions to the attention
of the students. Often they will not realize their confusion until it is too
late. Final thoughts The lesson we take from the research on prior knowledge is
simply this: students are not blank slates on which our words on inscribed. The
students bring more to the interpretation of the situation than we realize.
What they learn is conditioned by what they already know. What they know can be
as damaging as what they don't know.
B.
Speaking
ability
1.
Definition
of speaking
According to scott thornbury in his book
that speaking ability is an ability and such need to be developed practical
independently of the grammar curriculum and speaking is the most important skill
.it means speaking is an ability to perform the linguistic knowledge in actual
communication[15].
The ability function to express our ideas, feelings, thoughts, and need orally.
According to Jane Reval in st. faiqotul jannah’s thesis[16],
he stated that communication involves at least two people where both sender and
receiver need to communicate to exchange information, ideas, opinions, views or
feeling. It means the partner is important to share each other speaking trough
students can exchange our information for others.
2.
Kinds
of speaking
Kinds of speaking according to rudolph,
et al. In ST. Faiqotul Jannah’s thesis[17]
at the challenge of effective speaking there are many kind of speaking that
should students know, are:
a. Speaking accurately
Speaking accurately is speaking which
using words that convey the meaning precisely. It means when students speak
accurately they want their partner can interpret their word correctly and
understand the meaning what students wants to convey. If the listener cannot
understand, what the students mean it seem that their speaking is fools.
b.
Speaking clearly.
Speaking clearly is the way the students
use spoken language clearly, without ambiguous and confusing language. In
speaking clearly, they also need a large of vocabulary.
c. Speaking vividly
It means a language is full of live-vigorous,
bright, and intense. While, speaking vividly is the way the student’s speak
lively, it can make their listener interest with their information, and they
can remember the student's massage. Usually, speaking vividly is one of
strategy that is used by the speaker in speaking public.
d. speaking appropriately
Students must have been appropriate speaking
when they do communication with others, because through this way students can
use the language to the needs, interest, knowledge, and attitude of their
listeners. It means the students should know how to use 5w+1h in our
communication to avoid miscommunication with others.
So effective speaking consist of accurate,
clear, vivid, and appropriately in order to make listener understand and
interest with their information.
B. Basic types of speaking
There
are four categories in speaking performance[18]:
- Imitative
At
one end of parrot back ( imitate) a word of phrase or possibly a sentence while
this is our key phonetic level of oral production, a number of prosodic,
lexical and grammatical properties of language may be included in criteria
performance:
- Intensive
A
second type of speaking frequently employed in assessment contents is the production
of short stretches of oral language design to demonstrate competence in narrow
band of grammatical, phrase, lexical or phonological relationship ( such as
prosodic elements- intonation ,stress rhythm, juncture). The speaker must be
aware of semantic properties in order to be able to be respond, but interaction
with an interlocutor or test administrator is minimal at best.
- Responsive
Responsive assessment task include interaction
and test comprehension but a speaking somewhat limited level of very short
conversation, standard greeting and small talk, simple request and comment, and
the like.
- Interactive
The different between responsive and
interactive speaking is in the length and complexity of the interaction can
take two form of transactional language, which has the purpose of exchanging
specific information, or interpersonal exchanges which has the purpose of
maintaining social relationship.
- Extensive
Extensive oral production task include speeches,
oral presentation, and storytelling, during which the opportunity for oral
interaction from listeners either highly limited or ruled out altogether.
In conclusion four categories above are
important in speaking performance , imitative to make students simply parrot
back a word of phrase, intensive to demonstrate competence, responsive to give
interaction , interactive can give specific information and extensive include
speeches.
C. Teacher's Role in the Teaching
and Learning of Speaking.
During teaching learning of speaking, teacher
has some roles. In st. Faiqotul Jannah's thesis, harmer state the important role of teacher during in teaching
and learning process are:
- Motivator
As motivator, the teacher has to create
the right .conditions for generation ideas. Teacher has task to persuade
students of the usefulness if the activity. Teacher also has task to encourage
students as much effort as possible from maximum benefit. Teacher may also
suggest lines to those who cannot think of anything, or prompt them with his or
her own ideas.
- Resource
Teacher should be ready to supply
information and language where necessary. Teachers need to tell students that
he or she is prepared to look a their work when they are doing it. He or she n
also offer advise or suggestion in a constructive way.
- Feedback provider.
Teacher should respond positively to the
consistent of what students have spoken. When offering correction, teacher will
chose what and how much to focus. It is based on what student need at
particular stage of their studies and on the task they have undertaken.
So the teacher has role as motivator to
encourage students as much effort as possible for maximum benefit, beside that
he or she should as feedback provider to offering correction when students get
some difficulties.
D. Indicator of Teaching Speaking Effectively.
The indicator of teaching speaking effective
are seen firstly in the meaning outcome, second language learners need to know
not only the linguistic knowledge, but also the culturally acceptable ways of
interacting with other in different situation and relationship[19].
There are two components generally recognized
in analysis of speech to measuring English speaking ability bellow.
- Accuracy
Accuracy is usual an exact amount or
precise measurement. It can measure answers we give in school, work we do, and
skills. It measures how right we are.
- Pronunciation
Pronunciation is a key to gaining full
communicative competence. The most relevant of pronunciation are: vowels and
consonant, the stress, rhythm, and intonation patterns.
- Grammar
Grammar has been central but recent
decades. After time extremist have advocated no using of grammar is important
in speaking English well and learning grammar in learning English. Grammatical
structure is an important element in discourse, to balance between fluency and
accuracy and to the explicit specification of pedagogical task that the learner
should accomplish.
- Vocabulary
Vocabulary was also the focus of drill,
exercise and memorization efforts, currently, in attention to communication
with giving vocabularies.
- Fluency
Fluency is important in many
communicative language and initial goal in language teaching. Fluency is the
capacity to speak fluently, confidently, and at consistent with the form of
relevant native speak community. Accuracy refers to the ability to speak
properly, which is selecting the correct words and expressions to convey the
intended meaning as well as using the grammatical pattern of English[20].
In conclusion speaking has two
components such as accuracy and fluency. In accuracy include three components:
pronunciation, grammar and vocabulary.
- Method of Research
In this chapter, the
researcher would like to explain the method to collect the data of the
research. There are five points of this chapter to be explained, they are: research
design, population and sampling, research instrument, data collection
procedure, and data analysis.
1. Research Design
Research design is
correlation design in which the researcher is interested in the extent to which
two variables or more co-vary, that is, where change in one variable are
reflected in changes in the others[21].
In this research, the researcher use quantitative research, namely the
correlation study, because this research measure the relationship between two
variables. Independent variable is student’s prior knowledge while the
dependent variable is speaking ability. In this research the researcher wants
to find out the correlation of student’s prior knowledge to student’s speaking
ability. Here the researcher use two test, namely questionnaire and documentation.
Then to know if there is significant influence of student’s prior knowledge
strategy on student’s speaking ability development, the researcher will use
product moment.
Well, this research will focus mainly on the prior
knowledge of students university at the second semester of tbi IAIN MADURA .
The aim of this research is to know the prior knowledge of students
college which faced by students college IAIN
MADURA.
2. Population and
Sampling procedure
Population is larger group about which
the generalization is made. A population is defined as all members of any
well-defined class of people, events, or objects[22].
The researcher take the sample from students university in second semester of
tbi IAIN Madura because the researcher will focus on second semester and it
will be object in this study.
Arikunto stated that if the subject is
less than 100,it is better to take all subject to be sample, so the researcher
can be called population research[23],
while the Sample is small group that is observed[24].
3.
Research
Instrument
Research instrument is an instrument
which is used to measure the natural or social phenomena that is researched.
These phenomena specifically are called variable of research.[25]
In this research, the researcher use two kinds of research instrument, they are
questionnaire and documentation.
In
this research, the researcher uses two instruments, they are as follow:
a. Questionnaire
Questionnaire is some written questions for respondent
to answer[26].
Is used to collect data on students who evaluate by using student’s prior
knowledge.
In this study, the researcher will us one
type of objective questionnaire, namely structure or close questionnaire. It
contains the question and alternative answer to them, the answer provide for
each question and should be exhaustive of all possible response and the same
time mutually exclusive[27].
Here , the structured or close-question is made in multiple choice form.
Multiple choice form can be scored objectively and can measure learning outcome
directly.
To
determine the validity and reliability of the questionnaire instrument, the
researcher used formula:
1.
Validity
of questionnaire
A
test should have validity in the sense that if it measure what it purports to
measure. The questionnaire that is valid for situation may not be valid for
other situation, and the purpose of using questionnaire is also a factor in
showing validity. In this research the researcher use content validity and the
researcher consult the questionnaire to the advisor and to English teacher at
the second semester of tbi IAIN MADURA in speaking class.
2.
Reliability
of questionnaire
reliability of measuring instrument
is the degree of consistency which it measure whatever it is measuring [28].
Questionnaire score cannot measure anything well unless it measures
consistently. To have confident measuring
instrument we would
need to be assured. For instance, test reliability is affected by number of
factor s such as: the student, situation etc.
To know the questionnaire is
reliable, the researcher uses split half ( sperman brown) formula:
r11
= 2 x r1/2 1/2
─────────
( 1+ r1/2
1/2)
Where
:
r11 :Instrument
reliability
r1/2 1/2 : rxy as
correlation between two split half ( even-odd
instrument)
r11 is
higher than r table, the instrument is called reliable.
b.
Test.
Test is some question, exercise, and other way
which are used to measure skill and intelligence knowledge which was had by
individual or a group[29].
The researcher uses test to know the student's skill in speaking class.
The researcher used two kinds of test, namely
pree-test and post-test provide a measure on some attribute or characteristics
that assessed for participants in an experiment before they receive a treatment.
While post test is a measure on some attributes or characteristics that is
assessed for participant in an experiment after treatment[30].
Pre-test is conducted in order to know
student's speaking ability before knowing their prior knowledge. And post-test
is conducted after student's prior knowledge as their basic after they are
given treatment.
- Validity of the
test
Validity is the most important consideration
in developing and evaluating measuring instrument[31]. It
means the researcher uses validity of instrument. And a test should have
validity in the sense that if it measures what it intends to measured[32].
The validity of the test always depends on
situation and purpose of the test used. A test that is valid for situation may
not be valid for other situation, and the purpose for using test is also a factor
in showing validity[33].
In this research, the researcher uses
content validity because the test that is given to the student contain the
material will be test included the material that was taught by the teacher. The
researcher gives test about speaking used instrument namely oral test. It can be
proven by the teacher's lesson plan, specification of the test and lesson plan
is made the teacher based on syllabus as documentation.
- Reliability of the
Test
Reliability
is the stability and consistency of score from an instrument. The score should
be nearly the same when the researcher’s administer the instrument multiple
times but different time. For the reliability of the instrument, the researcher
uses cronbach alpha formula. Cronbach alpha formula it self used to find the
instrument of reliability scores instead of 1 and 0, for example questionnaire
or from description as follow:
r11 = ( k
) (1 - ∑ab2 )
( k-1) ─────
a2t
where : r11 = The reliability of Instrument
k = The number of item test
∑ab2 =
some
of variance of the item test
a2t =
Total Variance
4.
Data
Collection
Data collection means identifying and
selecting individual for a study, obtaining their permission to study them,
gathering information by asking people question or observing their behavior[34].
The researcher used questionnaire to collect the data related variable x
(student’s prior know ledge), documentation is also collected to support and
check whether the data from student’s name list, questionnaire, photo and
collect the data related variable Y ( speaking ability)’
- Questionnaire
Questionnaire is some written question
for respondent to be answered[35]. It is technique used to collect the data
about variable X by making some written question that given to the respondent.
In this research, the researcher uses
one type of objective questionnaire, namely structured or close questionnaire
in multiple choice form which multiple choice can be scored objectively and can
measuring learning outcome directly. And questionnaire has organized and planed
ahead of time based on an indicator is the improving knowledge by using
student’s prior knowledge in speaking class. The question consist of 20 items
with four alternatives, namely a,b,c, and d. while the score for each
alternative are a=4, b=3, c=2, and d=1. Those are called likert scale. Likert
scale is used to count attitude, opinion, perception someone or group of people
and social phenomenon[36].
Table
Table
of questionnaire scale
|
Questionnaire
scale
|
Score
|
|
A
|
4
|
|
B
|
3
|
|
C
|
2
|
|
D
|
1
|
a.
Test.
Test is some question, exercise, and other way
which are used to measure skill and intelligence knowledge which was had by
individual or a group[37].
The researcher uses test to know the student's skill in speaking class. The
researcher uses this method to collect the data related to variable Y
(student’s speaking ability), the score of speaking ability get from English
teacher and researcher and they get from oral test that the researcher
conduct and score of questionnaire.
5.
Data Analysis
Data analysis is the process of data
simplification into simple form can be read and interpreted easily[38]. It
means data analysis involves many steps that direct the researcher to obtain
the answer of research. The purpose of data analysis is to present data into
intelligible and interpretable Tables or graphics in order the data can analyze
easily. In this research the researcher will analyze the data after finding all
of information about the influence of student's prior knowledge on student's
speaking ability.
The data will be analyzed by using
statistical analysis. It is suitable with quantitative data characteristics,
namely numerical form. The statistical formula which is Used to product moment
because the researcher wants to know the relationship between two variables. As
sugiono stated that product moment correlation is used to test associative
hypothesis with one independent variable and one dependent variable, and the
kind of data is interval or ratio[39].
They
are variable X ( student's prior knowledge i) and variable Y ( student's
speaking ability). Then the variable X and Y are correlated by using product
moment. The formula is follow:
rxy = ∑xy
──────────
rxy = Coefficient
correlation between two variable
∑xy = The Sum of crossing deviation score
between variable x and y
∑x2 = The sum of square score of x
∑y2 = The sum of square score of y
.
.
.
The
test significance of correlation between variable (X and Y ) like the following
criteria:
1. If the value of r
statistical is the same or bigger than r table, the correlation is
significance. So, the hypothesis ( Ha) accepted.
2.
If the value of r statistical is smaller than r table, the correlation is not significance.
So the hypothesis (Ha) will be rejected.
To
test the coefficient correlation whether it is significant or not, it must be
consulted with r table product moment in the level of significant 5% , or by
using the sample one to be consulted to interpretation coefficient correlation
table.
|
Value
of “r” product moment (rxy)
|
Interpretation
|
|
0,000-0,200
|
There is correlation between
variable X and variable Y, but the correlation is very slow
|
|
0,200-0,400
|
There is low correlation between
variable X and variable Y
|
|
0,400-0,700
|
There is sufficient correlation
between variable X and variable Y
|
|
0,700-0,900
|
There is strong correlation
between variable X and variable Y
|
|
0,900-1,000
|
There is correlation between
variable X and variable Y with very strong
|
REFERENCES
jhon W. Creswell, Educational research design: planning,
conducting, Evaluating Qualitative and Quantitative Research (2012)
Oxford Dictionary ( new York ;
Oxford University Press, 1995)
Hansberger jt, holt RW. The effect of prior knowledge on goal
variability & learning: the more goal the merrier. Proceeding of the 46th
annual meeting of the human factors & Ergonomic society 2002, Baltimore
Adnan Latif Muhammad Research Method on Language Learning on
introduction( Malang;ikip Malang,2015 )
Pedomam
Penulisan Karya Ilmiah ( edisi Penyempurnaan) ( Pamekasan :
STAIN presss, 2015),
Sugyono,
Metode Penelitian Kuantitativ Kualitativ daan
R &D
Donald
Ary at all Introduction of Research in
Education ( New York)
Suharsimi
Arikanto, Prosedur Penelitian
Kathen
M. Balley, Practice English Language
Teaching. Speaking.
Svinicky Marilla, The role of prior knowledge in learning, The
University of Texas,
Jack C Richard, Methodology In Language Teaching:
Antology of current Practice (
Combrige Press , 2002)
Svinicky
Marilla, The role of prior knowledge in
learning, The University of Texas,
H. Douglas
Brown, Language Assessement Principle And
Classroom Practice, USA Longman, 2004
[1] Degeng (1989; 65)
[2] Mayoung m lianty ( 2016)
[3] Zimmerman in alfina ( 2014)
[4] John W. Cresswell, Educational Research (Buston, Person
Education, 2012), page 6.
[6] Mohammad Adnan Latif , Research
Method on Language Learning ( Malang ; UM Press,, 2013), page 54
[7] Ibid, page 111
[8] Oxford Dictionary ( new York ;
Oxford University Press, 1995)
[9] Stated by salehoddin
[10] Hansberger jt, holt RW. The effect of prior knowledge on goal
variability & learning: the more goal the merrier. Proceeding of the 46th
annual meeting of the human factors & Ergonomic society 2002, Baltimore
[11] jhon W. Creswell, Educational research design: planning,
conducting, Evaluating Qualitative and Quantitative Research (2012)page30
[12] Adnan Latif Muhammad Research Method on Language Learningon
introduction( Malang;ikip Malang,2015 ) p, 43
[13] Svinicky Marilla, The role of prior knowledge in learning, The
University of Texas, page 1
[16]
St. Faiqotul Jannah, The Influence of Feedback Strategy On
Students’s Speaking Ability Development at The seven Grade Of Mts AL-Falah
Tlanakan Branta Tinggi Pamekasan .page 7
[17]
Ibid p,7
[18] H. Douglas Brown, Language Assessement Principle And
Classroom Practice, USA Longman, 2004. P 184-185
[19]
Jack C Richard, Methodology In
Language Teaching: Antology of current
Practice ( Combrige Press , 2002) P 206
[22] Ary,Donald, introduction to research in education ( new York hoit
, rinehart and Winston 1979) p. 148
[23] Suharsimi Arikanto, prosedur penelitian suatu pendekatan praktik
( Jakarta: PT Rineka cipta , 2006) ,p 134
[24] Ibid, page 129
[25] Sugiono, metode penelitian pendidikan
pendekatan kuantitatif, kualitatif, dan R&D, ( Bandung :
Alfabeta. 2008) page.102
[26] Ibid page 199
[27] Ary et All, Introduction to research in education, p , 175
[29]
Jhon Creswell, Educational Research ( Boston : person Education ,2012) page 151
[30] Jhon Creswell, Educational
Research ( Boston : person Education ,2012) page 297
[31] Ary,Donald, introduction to research in education ( new York hoit
, rinehart and Winston 1979) p.242
[32] Sugiono, metode penelitian pendidikan
pendekatan kuantitatif, kualitatif, dan R&D, ( Bandung :
Alfabeta. 2008) page.173
[33] Suharsimi Arikanto, Prosedur Penelitian page 163
[34] Jhon , W, Creshwell. EDUcational
Research, page .9
[35] Sugiono, MMethodologi Penelitian
Pendidikan Pendekatan Kuatitatif, akualitatif dan R&D , P. 199
[36] Ibid , page 93
[37] Jhon Creswell, Educational
Research ( Boston : person Education ,2012) page 151
[38] Pedomam Penulisan Karya Ilmiah ( edisi Penyempurnaan) ( Pamekasan :
STAIN presss, 2015), page 26
