THE CORRELATION BETWEEN STUDENTS’ ENGLISH GRAMMAR

MASTERY AND VOCABULARY ON THE STUDENTS’ ENGLISH

SPEAKING SKILL AT TENTH GRADE OF SMKN 2 PANDEGLANG

Muh. Ali Wahyudin

Sultan Ageng Tirtayasa University

Masrupi
Sultan Ageng Tirtayasa University

Siti Hikmah
Sultan Ageng Tirtayasa University

ABSTRACT
The aims of this research are to find out the Correlation between the mastery
English grammar and vocabulary on students’ English speaking skills in the tenth grade
at vocational high school 2 Pandeglang school academic year 2017-2018 and the
researcher chose vocational high school 2 Pandeglang as the place of research. In the
research of this quantitative approach, researcher use correlation method and ex post
facto design. Sample of this research is taken as many as 50 students consist of
representatives in vocational high school 2 Pandeglang in the tenth grade that first in
proportional random sampling selected. Research activities are designed related to the
topic of correlation between grammar and vocabulary on speaking skills. Researcher
used the test variable instrument and interview for students in collecting the required
data. To analyze the data, the research used SPSS application, including scoring test
results and mean variables. In addition, the researcher calculated the normality test and
homogeneity. Found a significant correlation by using correlation regression analysis.
The results also show that there is a statistically significant correlation in r score in the
calculation of each student grammar mastery and vocabulary on students' English
speaking skills. The combination of grammar mastery and vocabulary on English
speaking skills is noted that the score is higher than R table with the strength of the
correlation coefficient is very strong. In light of these findings. The researcher
recommends some recommendations that hope to help English students and teachers in
developing English speaking skills.

Key words: Grammar mastery, vocabulary, speaking skill

INTRODUCTION
One of the essential things in the life of human being is language. People use language
in everyday interaction for many purposes of life. Language substantially has a function to
convey human ideas and explain their mind other in speech community. Speaking English is
practiced by people, both who are native and who come from non- English speaking
countries. In the peoples get new information this is without a by designed place and a
specific time to learn. Every place they learning the language during periods in their life in

354
order to gain knowledge because they know that language is not only as a mean of
communication among human but also as a tool of know ledge transfer for them
Speaking English in a by designed place is demanded for student since the mastery of
English speaking Skill is a priority for many second language or foreign language learners ,
as confirmed by Richards ( 2008 : 2 ) . Student are facilities that is used and the mostly
learned foreign language in primary schools and high schools. In university as higher
education level, English language is also taught. English had given a palace as the first
foreign language.
To fulfil the target of English language expertise, Indonesia government gives the
focus on language Skill. There are four English language Skill. In accordance to Lauder (
2008 : 16 ) it had stated that set the Skill as the goal and placed the four English language
Skill in order of priority from reading, listening, speaking and writing to be provided in
Indonesia government, school levels as stated on ministerial decrees of 2013. The English
language learning had based on the curriculum to achieve the government’s target. To make
the speaking practice successful through the perfect time allotment and paper materials and
especially to solve the problems during teaching and learning process and in social relations,
Grammar could provide understandable sentences and make accuracy in using the language.
specifically in doing more formal, pronunciation provides the right way in which each word
is pronounced and heard by listener, meanwhile vocabulary involves in word variations used
when people speak. Besides the four English language Skill and the sub Skill, in learning
language it is due to the linguistics is the study of language.
Grammar had chosen to see the Correlation to English speaking Skill in this study.
Since grammar is essential for competent user of English, it is necessary for our students
because, as Astuti ( 2013 ) assumed that they find difficulties to understand grammar more
often and solve the grammatical problem for many students in Indonesia because there is a
gap between the learning and practice. It influences the students in case they makes sentences
grammatically to build English spoken language.
The Vocabulary is used as for the normal flow of conversation. Where the speaker
and the listener directly and clearly ask and answer, or give and response statement. They do
not use neither inference nor avoidance of any information which they want to tell. But in
fact, in our interaction with people, sure there are changes to make our words not too direct
by allowing the listener to infer the words. Or in some situations people feel that they cannot
give response at all, and then they change the topic. It also has the Subject of variable and
research is also appropriate to test their speaking skill.
355
 The concept of grammar and vocabulary also would suit to students of vocation senior
high school level the concept are related to the syllabus. The students are supposed to have
good competence of English in the language Skill and components. They learned grammar in
phrase, clauses and types of sentences which contain more difficulties, those materials are
focused in the senior high levels. As a result, they could construct various sentences and so
do for question and answer in various topic which would be used further, teacher alternated
statement response and question answer to students. it made the students difficult mastering
English well, especially vocabulary, so the student’s vocabulary mastery is unsatisfactory yet.
Therefore, it also has the Subject of conversation and research is also appropriate to test their
speaking skill their limited vocabulary mastery made them difficult to understand English
clearly, this condition causes them difficult to understand some words in a context and they
do not have enough yet words to say what they want to say. The tenth grade students in
specific, learn more portion of grammar according to the syllabus. So that the study had
suitable to test their grammar mastery. And they also had the speaking materials and the
study had also proper to test their speaking Skill.
Therefore, Based on the explanation about researcher the possibility to correlate the
students English grammar mastery, vocabulary, and English speaking Skill, the study for the
thesis in the master program of the English education department of Tirtayasa University had
Given the title The Correlation between Students’ English Grammar Mastery and vocabulary
on students’ English speaking skill at ten grade of SMKN 2 Pandeglang.

LITERATURE REVIEW
The Notion of Teaching English Speaking
Speaking contributes to many things in our lives, when student want something from
others, student have to talk for what student want, and student can talk to people like in
everyday activities and formal activities. Part of communication Shiamaa Abd EL Fattah
Torky (2006: 13) says Speaking is one of the four languages of Skills (reading, writing,
listening and speaking). This is a means by which learners can communicate with others to
achieve a specific goal or to express their opinions, intentions, hopes and point of view. Daily
activities require also the use of the language received when the user is not perfect from. Chat
with friends and make phone calls with friends can be an example of language usage, formal
activities such as meeting older people and talking with lecturers. From the situation student
know that student are talking in communication with others. Pridham, Francesca (2001: 2)
Communication can occur through body language, through prosodic features such as
356
intonation, speed, stress and volume and even through silence or laughter. It is worth
exploring, therefore, the special feature of the spoken language used as a conversation builder
block, through communication, can express ideas, facts, hopes, and even emotions to make
others understand our purpose from what student have been talking about. It is the source of
knowledge and the source of pleasure between the speaker and the listener. For example,
when a man wants to share ideas about today's news, surely he needs such communication
tools.
English Speech Skills Component
To use the language the skills in speaking concerns in the Sub-Skill aspects of the
English component are pronunciation, grammar, and vocabulary. To speak specifically this
can add fluency and understanding to considerations as stated on evaluation to speak Skills
from David P. Harris in Testing as a Second Language. According by Harris (1969)
component of English mentioned, there are most want to discuss one by one in more detail.
The five components that influence the improvement of English language skills are explained
among others. Vocabulary, Pronunciation, Grammar, Fluency, Understanding. Academic
reasons for making smooth studies. Not only for the sake of language improvement, but also
can be heard for the provision of students mastery of language in speaking skills. As stated in
Mackey (1978: 263) states that speaking is the most complicated of linguistic skills, because
it involves thinking about what to say while has been thought. That means talking a bit
difficult when speaking words until the sentence is well understood by the target
communication. The point is a more formal style of speech is appropriate, which marks the
dominance of one speaker over another. Successful speech management creates a sense of
modesty essential to harmonious social relationships

Mastery of English Grammar

In education especially in the teaching of grammar is one of the hot topics that are
now in the spotlight and the abundant recognized methodologies for best teaching practices
Grammar languages are defined and explained by many linguists. One of them is Winarsih,
Dwi (2013: 104). Lock sees that the first language and especially as a communication system
and grammar analysis to discover how it is organized to enable speakers and writers to create
and exchange meaning. Instead of insisting on a clear distinction between grammatical and
ungrammatical forms for certain communicative purposes in a particular context. The main
concern is with their structural and constituent functions and with their meaning in context. In
learning English, acquisition of grammar means achieving the skills of the selected material

357
or English rules. On how this is conveyed this view approaches the basic functional idea.
Many answers emphasize grammar, as a practical tool for effective language usage. In fact,
it's possible to label this category of answers as conveying something. It has been shown that
students need to be taught grammar through various methodologies and approaches to meet
their individual learning styles, and teachers should consider students' attitudes and
perceptions when making decisions about how to teach grammar. Therefore, as AL-Mekhlafi
and Nagaratnam (2011: 83) It is suggested, it is necessary to make the detailed difficulties
faced by teachers and students in certain contexts, take appropriate steps to overcome them,
and adjust the method particular to fit the teaching environment and grammatical learning.
Some Grammatical Focus many grammatical materials can be learned from many of the
sources it accesses; books, e-books, and websites. Some of them are used in this study and
are usually found in school exams. Particularly the material chosen is high level English
material available in the tenth grade based on their syllabus and textbooks. Researchers
examined and found a high school syllabus involving in delivering materials related to their
syllabus based on a national curriculum to help school students. There are some basic
grammatical materials given at the vocational school level because of the student transition
from the vocational school level. How to rate material. Here the selected material is derived
from the syllabus of SMKN 2 Pandeglang: Preposition, Pronouns, Phrasal verbs, Level of
comparison, Tenses, Passive Voice, adjective clauses, conditional clauses, and speeches
reported Tenses of essential learning as basic guidelines for conquering sentence variations
and it is actually easy to remember the sentence form by remembering the type of time and its
aspects. According It Saaristo, Pekka (2015: 292) it seems that grammar also serves as a
protection against unwanted changes. That means reflecting the idea of grammar as a
functional tool for communication - it describes how to communicate in a particular
language. Now this should be explained about all tenses considering only the type of time and
aspect of the tenses. Tenses are divided into the types of time people have. It can be
explained that after observing three kinds of time, it must know the aspects that can be seen
from the first row of the tenses table. The aspect is simple, continuous, and perfect and
perfectly continuous. The key to remembering these aspects is a simple single word verb,
except for the simple use of the future.
The vocabulary
Vocabulary is the key to understanding and understanding, and most new language
learning consists of learning new words. Mastery of Vocabulary Mastery in Vocational
Secondary School especially in the first graduates Students are still in receptive usage level.
358
They are able to identify the words when they meet them in class on the activities. Learn
English but they cannot produce or use words of speech or writing. First-grade students are
able to master vocabulary in listening to words, uttering words, spelling words and practicing
in expressing their meaning. The process of vocabulary mastery is not as easy as the
definition. Vocabulary mastery cannot be done at once but step. Keraf (1989: 65-66) defines
the step in processing vocabulary mastery. First, the period of the children, this term children
are able to define vocabulary concepts to say their concrete ideas. Second, adolescence. This
term is a teenager beginning to use the language and make it more widely directly in simple
communication. Third, the adult period, this term vocabulary is used more and more
intensively because they make more communication with each other. Vocabulary learning is
clear to almost all educators and students. This is the first thing foreign students face when
they enter the classroom. They have to deal with words in various ways. Also, they must
memorize the words for their communication. Thornbury (2002: 27) states that vocabulary is
very useful for anyone who learns a foreign language. In this case the vocabulary is an
important one that should not be ignored in language and learning and it is very
communication with others in oral or written form. Especially in vocabulary learning because
most students tend to be more open to the understanding that vocabulary development is an
important aspect of teaching. This type of vocabulary can help teachers decide how much
effort to put into vocabulary teaching. And the researchers will discuss the vocabulary
indicators. Adapted by Lado (1979: 121-122) found that in studying vocabulary students
often find some indicators of difficulty, factors affecting vocabulary such as pronunciation,
spelling, length and complexity of meaning and range. So, to learn the vocabulary, it's time
researchers explain there are some indicators of difficulty vocabulary. Pronunciation,
Spelling, Length or complexity, Meaning, Reach. Learning vocabulary often finds some
difficulties, one of which difficulties within reach. Span is generally more difficult in analysis
especially for word transparency. The importance of vocabulary is a major aspect of learning
English especially for novice students. Vocabulary is very important in the language because,
According to Juhendi (2011: 4) who was sent fish in his research says that vocabulary is an
important aspect of language, as it appears in every language skill including listening,
speaking, reading and writing skills. Because English teaching in Indonesia aims to improve
the vocabulary teaching of English teachers much needs a deep attention from vocabulary
lessons. However, vocabulary teaching is not always very responsive to such problems, and
teachers have not yet fully recognized the remarkable communicative advantage in
developing vast vocabulary. Vocabulary learning plays a very important role in language
359
learning. That's because people need vocabulary in expressing their ideas, both in mother
tongue and in foreign languages. Edge (1993) states that knowing many words in a foreign
language is very important. Correspondingly, some claim that the storage of good words is
essential for understanding and communication. Without vocabulary mastery, learning a
language is very difficult and communication in a second language cannot occur in a
meaningful way. And according to Garcia, to Hiebert and Kamil (2005) states that one of the
main determinants of poor speaking comprehension for English learners is low vocabulary.
This means that understanding a bad vocabulary is essential when it comes to saying
something to everyone, when it comes to what it has done about something in
communication. Researchers want to tell some ideas based on the above explanation. That
learners are taught how to guess the meaning of words from the context are at the same level
or even more successful in quiz performance than those who already know the vocabulary. In
short, when learning vocabulary, researchers suggest it should be borne in mind that there are
various presentation theories available. However, teachers should vary the techniques and
choose the most effective and appropriate theories for learners. According to Boitn and
Marks (1994: 106) argue that the role of teachers is to help, advise, motivate, encourage, and
inspire learners when learning new words. Similarly, in learning the vocabulary the teacher
needs to present the vocabulary in a way that will be easier for the student to memorize and
store new words in the mind of the student.

RESEARCH METHODOLOGY

Design

This research chose by correlation method because it has a quantitative approach.

Based on Gaur (2009: 31) Quantitative research involves collecting quantitative data based
on precise measurements using structured, reliable, and validated data collection instruments
or through archival data sources. This study has a non-experimental research that does not
manipulate situations, circumstances or study participants. And to conduct the research the
research used correlational design of the ex post facto designs Setiyadi (2006) Which means
that the researcher only administered the tests to know the correlation between mastering of
English grammar and vocabulary that must be processed by the students is in line with the
development of their English speaking skills as the students .So, there was no treatment of
any kind to subjects. The researcher gave the test about grammar mastery, vocabulary and
speaking skill. After that, the data gained from the test was analyzed to see whether mastering

360
grammar and vocabulary related to the skill of speaking or not. The researcher used
quantitative method to analyze the result of research. This method was used to find the
correlation between students’ grammar mastery and vocabulary on students’ speaking skill.
For reasons of choosing systematic research ex post facto design is the data has
occurred or real cannot be manipulated in the event and then this research allows
investigation of variables that can be in a non-experimental manner. Mastery of English
grammar and vocabulary may affect English proficiency. This correlation produces
information that benefits the true nature of phenomena, if found positively through
correlation calculations, will make it easy to master speaking English. Correlation calculation
is design to prove Correlation between variables Mastery of English grammar and
Vocabulary on English speaking Skill
The population in this research is the tenth grade students in Vocational high school 2
Pandeglang. The sample of the study was taken from the tenth graders as sample. The
sampling technique that researchers do the researchers have proportional random sampling to
get only 50 students as participants in this study. Conceptual of Variable Instrument Data
Collection Techniques based on interviews to sample and multiple choice test is to convey
meaning and utilize English which involves speaker in order to reach the goal for the listener
by using correct pronunciation, proper fluency, sufficient vocabulary, proper grammar, and
covers the overall understanding.

DISCUSSION
Exposure of research result is procedure of writing of systematics which must be
explained. To get the results of research from the results of this variable hypothesis there are
steps that must be passed. Before the results of the research the researchers get the final
value and the results revealed, in the validation of research instruments to be used through a
series of tests such as validity and reliability tests should be established. The instruments in
this study have been validated and all are reliable This is the time to calculate the score
results for statistical calculations of the SPSS 16 software version. The formula used to
calculate is the multiple correlation and regression calculation. The research process was
performed using the instrument immediately after the validation test, and then the
researchers conducted an assessment of the instrument paper that had been done by the study
participants. With a systematic researcher finally getting the Score finally gained. The
researcher concludes for hypothesis 1, hypothesis 2 and hypothesis 3 in the following
discussion detailed description as the result of calculations has been obtained from Pearson

361
correlation on double correlation and regression with underline r and direct correlation
significance.

1. Hypothesis 1 between the mastery of English grammar and English speaking skills
For the correlation between the grammar test and the students' English speaking skills,
there are student results that are categorized very strongly in quality. As a result, the
average score should be pretty good. It is estimated that students are reasonably
proportionate to access the grammatical items to be used in their speech. However, the
average score is only 71.22. that means there is a gap between high and low score
difference. The smallest value is 59 which is weak for the tenth grade in understanding
the grammar. The other is many of the closest scores are 69 and some score over 77. That
means there are a number of students who are quite capable of using grammar correctly.
And always used or implemented when they are learning then their grammatical value is
above the average score
Based on the value representing in low-grade intervals. Nearly half of the students
score lower than 70. Students from low score ranges should remember the grammatical
items they have learned and add new items if that is possible. On the other hand, there are
also students from 50 samples who score more than 70. They are more concerned about
the Grammar used in speaking. from this data, it was found that it can be considered that
improving grammar will also improve your speaking ability. Grammar is a pretty good
factor among other factors in speech skills. it can say that grammar is necessary to help
with speech skills. Mastering the ability of grammar makes us diligent in remembering
the rules and using them in activities. Quoted by Winarsih, Dwi (2013: 104) The key sees
that language first and foremost as a communication system and grammar analysis to
discover how it is organized to enable speakers and writers to create and exchange means.
This means that Grammar is a pretty good factor among other factors in speaking skills. it
could be so much better. When our conversations are understandable and also, grammar
has mostly formal use when it know the grammatical application in every sentence
element in the mastery of grammar and speaking skills. From the significance of the 2 tail
score is 0.000, lower than the significant score of 0.05. Which means the correlation is
significant. The statement is that there is a significant correlation between grammar
mastery students and their English proficiency. It can be concluded that grammar mastery
is one of the factors that must be determined when students have to learn English skills
based on this Saaristo expert, Pekka (2015: 292) seems that grammar also serves as a
362
 protection against unwanted changes. This means reflecting the idea of grammar as a
functional tool for communication that describes how speakers communicate in a
particular language. This view is close to basic functionalist ideas, many answers
emphasize grammar, as a practical tool for effective language usage. Some formulations
also express grammar as a resource in adapting the use of language to contexts and
situations when expressing something. Based on the above exposures and the researcher's
statement that grammar mastery is one of the factors that must be determined when
students have to learn English skills, and is a reinforcement of theory theory that has been
disclosed previously. The grammar is a functional tool for communication that describes
how speakers communicate in English learning activities. Because all this grammatical
focus can have a positive contribution to make our language accurate. While studying
English. it can all benefit to improve accuracy in using language. Languages written and
spoken
2. Hypothesis 2 between vocabulary and English speaking skill
The results of vocabulary tests illustrate students' understanding at a sufficient level.
Their understanding did not spread well because some students got low scores and the
rest achieved a high score, the lowest score was 56 but the highest score was 80. The
average score was 64.72. And in the pronunciation, good delivery is very important in
their communication, they do not hesitate to give an opinion that they realize in
pronunciation. So, they are not hard at saying words to contribute from every word.
although they are still hesitant to convey their awareness of this and lancer to convey
some meaning. And According to Websters (1988: 9) states that in learning the
language, one will learn the words of that language because we have learned that it is an
important area of the language. From the above statement, the researcher assumes that
vocabulary is a very important language element. Thus, It seems in the research It can be
concluded that students are quite capable to obey the vocabulary used. Students know
how the right shape is the right response. And there is a hypothesis between vocabulary
and English skills that the researcher by looking at Pearson correlation of double
correlation and regression calculation, has correlation with score 0,793. That is a positive
correlation. And the correlation is very strong, as in the table of power correlation
coefficients. Of significance is 0,000, lower than the significant score of 0.05. Which
means the correlation is significant. Thus, the statement is that there is a significant
correlation between the vocabulary of students and their English proficiency. It can be
concluded that the vocabulary of learning is one of the factors that must be determined
363
 when students must learn English skills combined with the meaning of vocabulary and
English skills show a significant correlation with the results of statements that
corroborate the theory. Based on Thornbury (2002) theorists stated that the vocabulary is
very useful for anyone who learns a foreign language. In this case the vocabulary is an
important one that should not be ignored in language and learning. the research
statement is that learning vocabulary is one of the most reliable factors when students
have to learn, is to reinforce the already-revealed theory. That learning vocabulary plays
a very important role in learning the language. because people need the vocabulary to
express their ideas, both in the mother tongue and in the foreign language in speaking
skills
3. Hypothesis 3 is a combination of grammar or X1 and vocabulary or X2 variables to be
correlated with English speaking skill or Y variables.
The test exam describes the students. Their score can be good. There is no bad score
for some because the minimum score is 64. This shows that students with low English
quality but not too weak. And then Shiamaa Abd EL Fattah Torky (2006: 13) states that
Speaking is one of the four languages of Skills (reading, writing, listening and speaking).
This is the means by which learners communicate with their opinions, and their point of
view During the show they speak, But, that is without a grammatically correct sentence.
With this in mind, the mastery of grammar is needed to be underlined in subsequent tests
in this study. Meanwhile, the highest score was 79 and the average score was 71.22.
Many students who have more than enough speaking skills. They have an idea and a
higher Target achievement to make their skills better to be arranged. Claren green (2015:
5) states that the combination of vocabulary and grammar patterns found in journals is
consistent with this grammatical model. This model shows that the grammatical clause
has a key function in managing the conversation coherence in this vocabulary and that
this function can not be separated from other methods of managing coherence in
Language Therefore, hypothesis 3 is a combination of grammatical variables or X1 and
vocabulary or X2 be correlated with English skills or variable Y r notes that the score is
0.910. That is higher than r table 0.279 or there is a correlation. The strength of the
correlation coefficient is very strong. When the mastery of English grammar and
vocabulary is unified. The last statement is "there is a significant correlation between the
mastery of English grammar, vocabulary and English language skills.When English
grammar can be handled and vocabulary improves, no doubt English proficiency will
increase, due to the combination of strong factor variables ultimately resulting in a good
364
 average score in the evaluation scores after study. Each variable incorporating one
another's grammar mastery, vocabulary and English skills showed significant
correlations with the results of the theory of statement reinforcement. Nadiyah (2016:
107) found that the correlation between the mastery of students' English grammar,
conversational competence and their English proficiency, if English grammar can be
handled and vocabulary increases.No doubt the English skills will increase.It means
Strengthening the previous research theory really keeps connecting a ntara gramma
students r mastery, vocabulary, and students' English speaking skills. Finally, all three
hypotheses have been answered. For answers to the correlations between grammar and
English skills, vocabulary and English proficiency, and mastery of grammar along with
spoken vocabulary has been proven. As long as there is a correlation, students can learn
better English grammar, vocabulary about speaking skills. Which means English
grammar, the vocabulary of speaking skills is better studied together.

CONCLUSION
A correlation study focusing on English grammar mastery, the vocabulary of speaking
skills as a variable has ended. In accordance with the research findings, discussions and also
from theories that support the research, it can be concluded that.
1. The results of statistical calculations show that the first pair of relationships between
the mastery of English grammar students and speaking skills have been approved has
a positive correlation. As the grammar mastery score increases, English skills also
increase. Correlation has a very strong strength factor based on the correlation
coefficient score. Then the correlation strengthens very strongly and the grammar is
still significant for English speaking skills. Grammar is one of the factors that can be
determined because grammar provides rules in making good words and sentence
sequences. When grammar is mastered, it can be used in speaking. They can use
grammar as their focus to have better speaking skills. Better English grammar is better
speaking skills.

2. As the correlation between vocabulary and speaking skills has been positively proven
and correlated significantly. Means that in line with higher competence in the
vocabulary, speaking skills will also develop. With the strength of correlation
coefficient in sufficient category. Vocabulary is good to know and use because they
are the principle to match the statement with its response in speaking based on the

365
 vocabulary of pronunciation, spelling, length and complexity and then meaning.
Understanding vocabulary is a must but its use is optional because Vocabulary is
important for good speaking skills

3. As the correlation between the mastery of students' English grammar and the
vocabulary of simultaneous speaking skills has been positively confirmed. With the
strength of the correlation coefficient is "very strong", the correlation between the
three variables is significant and has the strongest bond because it obtains the highest
score of correlation coefficient. Scores of English and English grammar. Meanwhile,
the mastery of good English grammar to support their speaking skills is stronger to be
limited, compared to the vocabulary in supporting English language skills. That
means students can focus to master English with the help of English grammar
mastery. Then can add to their increase by improving the vocabulary competence.
When the mastery of English grammar and vocabulary students together, the two can
complete our English language skills.

REFERENCES

Astuti, Dian Karyani. ( 2013 ) “ The Gap between English Competence and performance (
Performance : the learners speaking ability ) “ in Journal of foreign language and
Teaching Conference proceeding ( FLLTCP ) Proceeding . Bangkok : Thammasat
University.

Ajai S, Gaur and Sanjaya S, Gaur ( 2009 ). Statistical methods for practice and research .
india :sage publications

Angela,downing and Philip Locke ( 2006 ). English Grammar. New York:

Rout ledge

Al-mekhlafi, abdu mohammed and nagaratnam, ramani perur (2011) difficulties in teaching
and learning grammar in an Efl context. College of education, oman :sultan qaboos
university,

Brown, gillian and yule, george (2013). Discourse analysis. New york :cambridge university
press.

Bryman, Alan ( 2003 ) Advanced Quantitative data analysis. England : Open University Press

Cutting,joan. (2002) Communication and discourse . Switzerland : university of berne.

Douglas .H, Brown . (2001) principles of language learning and teaching .san Francisco state
university : longman .

366
Dwi winarsih. (2013) Students’ mastery of systemic functional grammar and its classroom
implementation: a naturalistic study at english department of tidar university. Jawa
tengah :universitas tidar.

Davies, bethan . ( 2000) Grice’s cooperative principle: getting the meaning across.
Elfrieda H.Hiebert and Michael L.Kamil . ( 2005) Teaching and Learning Vocabulary.
Lawrence Erlbaum associate publishers :United States of Amerika
Elder,catherine ( 2001) Language Testing, Assessing the language proficiency of teachers.
University of Auckland : Sage Publication
Edward sapir . (1921)language an introduction to the study of the speech. Newyork :
Harcourt.brace .

Francesca, pridham . ( 2001 )The language of conversation . New york : routledge

Fulcher, glenn and Fred Davidson. ( 2007 )Language testing and Assessment . New york :
routledge

Gray. E.david ( 2004 ). doing research in the real world . London :sage publications.

Gardner, R. (1985). Social psychology and second language learning: the role of attitude and
motivation. London: Edward Arnold.

Glenn Gamst, Lawrence S.Meyers and A.J. Guarino ( 2004 ). Analysis of Variance Designs
A Conceptual and Computational approach with SPSS and SAS . New york :
Cambridge University press

Grieebaum, Sidney and Nelson, Gerald ( 2002 ). An introduction to English grammar .New
York: Pearson Education

Griffee,Dale T ( 2012 ). An introduction to second language research methods, Design and

Data. America: TESL-EJ Publications

Gower, Roger et al (1995) Teaching Practice Handbook. Oxford: Heinemann

Harris, T and Hodges, R (Eds). (1995). The lyteracy dictionary: The vocabulary of reading
and writing. Newark, DE: International Reading Association (taken from Teaching
the brain to the read by judy wilis.M.D)

Hatch, E and Farhady, H. (1982). Research Design And Statistics For Applied Linguistics.
University of California, Los Angeles.

Heaton, B.J. (1975). Writing English Language Test, London: Longman.

Isaac, S. and Michael, W.B. (1971). Handbook in research and evaluation. California : Robert
R.Knapp

Jill. C.Murray. ( 2011) Do Bears Fly? Revisiting Conversational Implicate In Instructional .

Australia :Macquarie University,

367
Jack C, Richards and Willy A,Renandya ( 2011) Methodology in language teaching.
Newyork :Cambridge University,

Jackson, Howard. (2000). Words, Meaning, and Vocabulary. Newyork: The Gromwell Press.
Trowbridge.

Krug,Manfred G and Julia Schluter ( 2013) Research Methods in Language Variation and
Change. Newyork :Cambridge University,

Kerlinger, F.N. (1974) Fundations of behavioral research. New York : Holt, Rinehart and
Winstron.

Lauder , Allan.( 2008 ) “ The status and Function of English in Indonesia : A Review of key
Factors” in Makara , Sosial Humaniora . Depok : University of Indonesia.

Lazar, Gillian.( 2003) Literature and language teaching, A guide for teachers and trainers .
Newyork :Cambridge University,

Mahmudah, Dzur Rif’ah. (2014) The Correlation between students writing ability and their
vocabulary mastery. English education department: Muhammadiyah University of
makassar.

María luisa carrió pastor and eva maría mestre. (2013) A proposal for the tagging of
grammatical and communication errors. Research in corpus linguistics : academy
publisher.

Matthiessen , Christian M.I.M. (2013) An Introduction to functional grammar. New york :

Oxford University Press

Nunan , david.( 1991) Language teaching methodology. Text book for teachers. Prantice hall
.

Nadiyah (2016) the relationship between student’s grammar mastery , conversation

competence and their speaking skill. Jakarta : University Islam negeri press

Richard, Jack C. (2008) Teaching Listening and Speaking : From Theory to practice. New
York : Cambridge University Press.

Shiamaa Abd EL Fattah Torky .(2006) The Effectiveness of a Task- Based Instruction
program in Developing the English Language Speaking Ability of Secondary Stage
Students. Assistant Researcher at the Curricula Development Department. The
National Center for Educational Research and Development. Ain Shams University

Saaristo. Pekka ( 2015) grammar is the heart of language: grammar and its role in language
learning grammar and its role in language learning among finnish university students.
University of jyvaskyla.

Savignon, S. J. (1991) Communicative Language Teaching, , The State of The Art, TESOL
Quarterly.
Setiyadi, Ag. B. (2006). Metode Penelitian Untuk Pengajaran Bahasa

368
Asing: Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Thornbury Scott ( 2000) How to teach speaking. British national corpus: University of
mugla.

Thornbury Scott ( 2000) How to teach Vocabulary. British national corpus: University of
mugla.

Quway, Nabila .(2017) The relation between grammar mastery And speaking competence. A
case study on master of applied linguistics student of diponegoro university.
Semarang : diponegoro university.

369