THE CORRELATION BETWEEN STUDENTS’ SPEAKING SKILL AND

READING COMPREHENSION SKILLS AT SHALAHUDDIN SENIOR

VOCATIONAL SCHOOL MALANG GRADE X

THESIS

By
YOSEP KURNIAWAN BASA SOGEN
NPM 2211100320014

INSTITUTE OF TEACHER TRAINING AND EDUCATION

BUDI UTOMO MALANG
FACULTY OF SOCIAL SCIENCES AND HUMANITY EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE EDUCATION
2023
ii
THE CORRELATION BETWEEN STUDENTS’ SPEAKING SKILL AND
READING COMPREHENSION SKILLS AT SHALAHUDDIN SENIOR
VOCATIONAL SCHOOL MALANG GRADE X

THESIS

Presented to
Institute of Teacher Training and
Humanity Education Budi Utomo Malang
in partial fulfillment of the requirements for the degree of
Bachelor in English Language Education Department

By
YOSEP KURNIAWAN BASA SOGEN
NPM 2211100320014

INSTITUTE OF TEACHER TRAINING AND EDUCATION

BUDI UTOMO MALANG
FACULTY OF SOCIAL SCIENCES AND HUMANITY EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE EDUCATION
2023

iii
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 DEDICATION

From the bottom of my heart, I would like to dedicate this thesis to:

1. My beloved parents: Yohanes Rudi Sogen and Veronica Maria Hendrarti who

always pray for my success and give me motivation to study hard until now. I

love them so much.

2. My beloved brothers Vincensius Kurniadi Pao Sogen, S.Pd and Fransiscus

Marcellino Lela Sogen who always support me to finish wrote this Thesis.

3. My beloved friends who always support me to finish this thesis.

4. Education Institution Shalahuddin Senior Vocational School Malang.

5. My beloved ALMAMATER Institute of Teacher Training and Education

Budi Utomo Malang Faculty of Social Sciences and Humanity Education

Department of English Language Education.

vii
 “MOTTO”
The key is perseverance and a lot of Strife. A winner constantly
thinks about the best way to collaborate, whereas a loser always
focuses on how to become powerful. Others can imitate as much as
you have, but not with your SPIRIT.

-Yosep Kurniawan Basa Sogen-

English will not Disappointed you.

-Yosep Kurniawan Basa Sogen-

viii
 ABSTRACT
Sogen, Yosep Kurniawan Basa. 2023. The Correlation Between Students’ English
Speaking Skill And Students’ Reading Skills At Shalahuddin Senior
Vocational School Malang Grade X. Thesis, English Education
Department, Faculty of Social Science and Humanity Education, Institute
of Teacher Training and Education Budi Utomo. (Advisor: (1) Tities
Hijratur Rahmah, M.Pd. Advisor: (2) Trisnian Ifianti, M.Pd)

Keywords: Correlation Study, speaking skill, reading comprehension skills.

Indonesia, as a developing country. Indonesia is a developing Southeast

Asian country. A country in which the level of education is also in its early stages
Some Indonesian schools have developed active English language teaching for
their students, one of which, as we know, is only practiced in a few private
schools that have been designated as "National Favorite Schools." However, not
all private schools have active English speakers every day, including those where
researchers perform teacher experience practices.
The Researcher use Quantitave method to conducted this study at
Shalahuddin Senior Vocational School in Kota Malang. Speaking is language skill
may be just something light, but speaking in a foreign language is not the same
case with the language skill which native speaker‟s skill. In order to make a
proper communication with native speaker in a target language, the learner has to
understand the nature of what appear to be involved. For example, learner need to
master the linguistic competent of the target language to be able to make
appropriate communication. Learning English is intended for the attainment of
language skills and components.
The results of the experiment carried out by the author are displayed
as numbers created from the SPSS application to indicate the accuracy of data
obtained during the conduct of research at the school. After being calculated, the
total mean score of Students‟ speaking skill were (̅̅̅̅) 4,52 and students‟
reading were ( X ) 35,00 The correlation coefficient (rο) was 0,12 in the interval
of 0.00 - 0.20, this means that the correlation belong to “ Consider as No
Correlation”. In other words there was significant correlation between students‟
speaking skill and their reading to learn English.

ix
 ACKNOWLEDGEMENT

First of all, the Researcher would like to say thanks and praise to Allah
the Almighty God, Jesus Christ and Holy Mother Mary for His guidance,
blessing, and powerful, so the Researcher could finish this final Thesis as the
requirenment for the Bachelor in English Education Department of Institute Of
Teacher Training And Education Budi Utomo Malang.
During conducted this research, there were many people who have
given their support and help to complete this research, so the researcher wishes
to express his appreciation to:

1. The Dean of Social Science and Humanity Education Faculty of IKIP

Budi Utomo Malang.

2. The Head of English Department of IKIP Budi Utomo Malang.

3. Mrs. Trisnian Ifianti, M.Pd as My Lecture who give the researcher

many support to complete this final assingment during he studied in
IKIP BUDI UTOMO Malang.
4. Mrs. Trisnian Ifianti, M.Pd & Tities Hijratur Rahmah, M.Pd as My
Advisor.
5. All of staff, lectures who the researcher unmentionable one by one,
and employee who work at IKIP BUDI UTOMO Malang.
6. His beloved parents for their support and pray, and also to his twin
brother Vincensius Kurniadi Pao Sogen., S.Pd who work as a
Teacher at Fransiskus Xaverius Tarakan Junior High School North
Kalimantan. And his little brother Fransiskus Marcellino Lela
Sogen as a University Student at Borneo of Tarakan University
7. His beloved Grandfather and his big family stay in Malang who
always give motivation, share, and support and his accompanyment.
8. Head Officer Mr. Samsudin., S.Ag, M.Pd & Mr. Drs. Romelan Aji
as Public Relations Devision of Shalahuddin Senior Vocational
School.

x
9. Mrs. Heni Sulistyowati, S.Pd as My an assistant teacher, when I
taught during my practical teaching activities.
10. For the All staff members and Students‟ of Shalahuddin Senior
Vocational School a place where the researcher did his counduct
research.
11. His friends from Social History, Indonesian Language & Literature
Education.
12. His friends from English Education Department from from 2019-
2022 generations that cannot be named respectively by The
Researcher.
13. My beloved friends (Monica Jeanne Marinka, Yuliana Safitri, Eva
Novi Ariani, Winda, Velli, Ido Moda, Bonifasius Daniswara,
Maneses Araw Taisaman, Yosef Mikhael, Omk Ijen, Moca Band).

Malang, July 20th 2023

Researcher

xi
 TABLE OF CONTENT

Cover ................................................................................................................................. i
Logo .................................................................................................................................. ii
Title ................................................................................................................................... iii
Advisor Approval Sheet .................................................................................................... iv
Approval Sheet .................................................................................................................. v
Declaration of Authorship ................................................................................................. vi
Dedication ......................................................................................................................... vii
Motto ................................................................................................................................. viii
Abstract ............................................................................................................................. ix
Acknoledgement ............................................................................................................... x
Table of Content ................................................................................................................ xii
List of Table ...................................................................................................................... xiv
List of Appendicies ........................................................................................................... xv

CHAPTER I INTRODUCTION................................................................................... 1
1.1. Background of Research ..................................................................................... 1
1.2. Problem Of The Study ........................................................................................ 6
1.3. Objectives of The Study...................................................................................... 6
1.4. Scope Research ................................................................................................... 7
1.5. Research Benefits................................................................................................ 7
1.6. Definition of Key Terms ..................................................................................... 8

CHAPTER II REVIEW OF RELATED LITERATURE .......................................... 9

2.1. Concept Of Speaking .......................................................................................... 9
2.1.1. Definition of Speaking ................................................................................ 9
2.2. Component Of Speaking ................................................................................... 12
2.2.1. Vocabulary .............................................................................................. 12
2.2.2. Pronounciation ........................................................................................ 13
2.2.3. Grammar ................................................................................................. 14
2.2.4. Fluency.................................................................................................... 15
2.2.5. Comprehension ....................................................................................... 16
2.3. Teaching Learning Speaking ............................................................................ 17
2.3.1. Prompter.................................................................................................. 18
2.3.2. Participant ............................................................................................... 18
2.3.3. Feedback provider ................................................................................... 18
2.4. Speaking Assesment ......................................................................................... 19
2.4.1. Definition of Assesment ....................................................................... 19
2.4.2. Aspects for Speaking Assessment ........................................................ 19
2.5. How To Assess Speaking.................................................................................. 20
2.6. Problems in Learning Speaking ........................................................................ 20
2.7. Concept of Reading........................................................................................... 22
2.8. Types of Reading .............................................................................................. 23
2.9. The purpose of Reading .................................................................................... 24
2.9.1. Reading Techniques ...................................................................................... 24
2.9.2. Concept of Reading Comprehension .............................................................. 25
2.9.2.1. Definition of Reading Comprehension ...................................................... 25

xii
 2.9.3. Teaching Reading ........................................................................................... 32
2.9.4. Role Of The Teacher ...................................................................................... 33
2.9.5. Study Correlation ............................................................................................ 34
2.9.6. Conceptual Framework................................................................................... 35
2.9.7. Variabel and Operational Definition .............................................................. 36
2.9.8. Previous Research Findings............................................................................ 37

CHAPTER III RESEARCH METHOD .................................................................... 41

3.1. Research Design............................................................................................... 41
3.2. Population and Sample .................................................................................... 42
3.3. Research Instrument......................................................................................... 43
3.4. Data Collection Techniques .............................................................................. 44
3.5. Data Analysis .................................................................................................... 46

CHAPTER IV RESEARCH FINDING AND DISCUSSION .................................. 56

4.1. Findings............................................................................................................. 61
4.2. Discussion ......................................................................................................... 66

CHAPTER V CONCLUSION AND SUGGESTION ............................................... 69

5.1. Conclusion ........................................................................................................ 69
5.2. Suggestion ......................................................................................................... 69

REFERENCES .............................................................................................................. 71
APPENDICES ............................................................................................................... 74

xiii
 LIST OF TABLES

1. Scoring students‟ speaking skill ............................................................................ 46

2. Scoring Students‟s reading skill ............................................................................ 51
3. Degree of pearson product moment ....................................................................... 54
4. Statistic Speaking Skill .......................................................................................... 57
5. Frequency distribution (X) ................................................................................... 58
6. Histogram Speaking Skill (X) ............................................................................... 59
7. Guidline score respondent (X) .............................................................................. 60
8. Statistic Reading Comprehension ......................................................................... 61
9. Frequency distribution (Y) ................................................................................... 62
10. Histogram Reading Skill (Y) ................................................................................ 63
11. Guidline score respondent (Y) .............................................................................. 63
12. The correlation between students‟ speaking skill and their reading
skill to learn English ............................................................................................. 64
13. Interval „r‟ product moment.................................................................................. 65

xiv
 LIST OF APPENDICES

1. Table „r‟ product of moment correlation ............................................................... 75

2. SPSS Speaking skill (X) ........................................................................................ 76
3. SPSS Reading Comprehension Skill (Y) ............................................................... 79
4. Normality Test 2 variable ..................................................................................... 82
5. Realibity Test ........................................................................................................ 89
6. Data Input of Descriptive Questionnaire .............................................................. 92
7. Valid Test (pearson) ............................................................................................. 93
8. Valid Test (spearman)........................................................................................... 99
9. Modul Ajar 1....................................................................................................... 105
10. Modul Ajar 2....................................................................................................... 120
11. Students‟s Scoring Speaking skill & Reading .................................................... 134

xv
 CHAPTER I

BACKGROUND OF RESEARCH

This chapter consists of background of research, problem of the study,

objective of the study, scope and research benefits, definition of key terms. The

researcher would like to provide all of them that the basic of regarding about the

title has been taken.

1.1. Background Of Research

Speaking is language skill may be just something light, but speaking in a

foreign language is not the same case with the language skill which native

speaker’s skill. In order to make a proper communication with native speaker in a

target language, the learner has to understand the nature of what appear to be

involved. For example, learner need to master the linguistic competent of the

target language to be able to make appropriate communication. In order to keep

politeness in a good conversation, the learner has to know the culture of the target

language in a certain context. It is understood that the learner of foreign 2

Language has to knowledgeable of what and how the native speakers of target

language use the language in a certain area appropriately. Language is an

important way of interesting with the people around us. We use language to let

others know how we feel, what we need, and to ask question. Through language

we can connect with other people language is societies in daily life and there have

characteristic. It means that language is the main key to point the characteristic of

societies. So the function of language as the communication and correlation tools

from one people especially learning English because English has become the

1
 2

global language. Learning English is intended for the attainment of language skills

and components. Including in these components are pronunciation, vocabulary,

and grammar. Meanwhile, the skills are Listening, Speaking, Reading, and

Writing. However, the most important one among those four skills is that

Speaking. Ur (1991) states “… of the all four skills, speaking is considered to be

able to be the most important skill.” Moreover, Hedge states (2000) “learning

speaking is very important for students.”

In the classroom, learning speaking needs more chances to practice the target

language. The teacher should decide the best way in the speaking class in practice,

and provides good sets of activities to support learning speaking of students.

Harmer (2003) states “ good speaking activities can and should be highly

motivation. And also In reading process, sometimes student lost their

concentration and motivation to read a text. Juel (1998) found that 40% of readers'

problems were caused by a shortage of motivation to read. So that, the student

finding difficulties in understanding the text. Students with knowledge strategies

in learning language will become more appropriate and flexible, so that they can

obtain language more easily. To overcome some weakness, most of the student

applied self-regulation. If all of the students participating fully and the teacher has

set up the activity properly and can then give sympathy and useful feedback they

will get tremendous satisfaction from it.” One of the goals inlearning speaking is

that the students are able to use their current proficiency in order to convey their

each message and avoid confusions among them due to the three components

which are pronunciation, vocabulary, and grammar. Moreover, the students are
 3

able to observe the social and culture rules that applied in reach communication in

speaking class practice.

The biggest influential in teaching learning process is a teacher. The teacher’s

role has to provide in and fully support a good teaching planning and to encourage

and motivate the students. The one who shape students speaking skills is a

teacher.

Based on the results of Researcher observation that in tenth grade of

Shalahuddin Senior Vocational School, it was found that many students still had

difficulties in speaking practice. Some of them were able to talk to with their

fellow, but they still had less of confidence if they were asked to speak in front of

class. Meanwhile the rest considered that speaking English was difficult and is

contained of amount of obstacles. They felt shy, embarrassed to try, less of

confidence, unmotivated, incurious, and effortless. These practical problems made

the students felt hard to speak English. As a result, the students could not focus

and difficult to pass the predetermined standard. From the problems above, the

researcher 3 concluded that it became difficult for the students to increase their

speaking skill with such problems. Hence, the students needed an innovative

instructional strategy to facilitate them to solve their problems in speaking. That’s

why the Researcher expressed the opinion that basic speaking skills need to be

supported with more effective methods for students. According to the researcher,

using methods by presenting reading texts that can be directly practiced by

students and simple conversations between interlocutors. In addition, the accuracy

of vocabulary pronunciation also needs to be addressed by teachers at the school if

they have a very or sufficient ability to say good pronunciation for students in the
 4

process of learning English. Not only sharpening the students' English speaking

skills, but also teaching students that the ability to pronounce sentences or

vocabulary in reading the correct text has improved so as to create a correlation

between speaking skills and reading skills of students in the English language

scheme.

Language of communication occurs in daily activity as a text. Language

represents medium of most communication comprehended by people in the entire

world. Language as medium of communication has two types, they are written

and spoken. Spoken language can be manifested in oration, dialogue,

presentations, etc. Written language can be manifested in a letter, news, short

messages, short message, short story, novel, etc. language is very important to

express something and to communicate with other. While Reading

comprehension, a hallmark of efective and sophisticated reading instruction, is

key to active participation in today’s changing global society (Israeli, 2017;

UNESCO, 2004; World Bank, 2013). Our understanding of the multi-layered

nature of text environments, and the demands of virtual reality, has grown over

the past decades, infuencing our view of what it means to teach reading (Pearson,

& Cervetti, 2017). As reading comprehension is a complex, multidimensional

interaction between reader, text, activity, and context, we have come to

understand that developing reading comprehension requires a supportive

classroom context to encourage strategic reading (Aferbach, Pearson, & Paris,

2017; Brevik, 2015; Brown, 2017; Kamil, Aferbach, Pearson, & Moje, 2011).

Understanding varius instructional pathways in classrooms is key to

understanding how students develop as strategic readers, attending to how the

 5

teaching of strategies fts naturally with other components of reading

comprehension instruction (Brown, 2017; Israeli, 2017)

Basically, people need comminication with others. To do this, they need

language to express their feeling, ideas and desires to others. Indonesia as a

developing country has realized that English as an International language is

needed to be mastered by Indonesia people. In Indonesia, as the first language, it

very important roles in some aspects of life such as science, technology and

educational fields as well. Considering the importance of English, Indonesia

government decide English as a compulsory subject for formal school

(PERMENDIKNAS No. 22, 2006 about National Education System and PP No.

28, 1990 about The Development of Human Resource).

English language proficiency is requirement and nessesity in the era of

communication and globalization. English teaching in senior high school server as

a mean of self-development of students in science, technology, and art. After

completing his studies, they are expected to grow and develop into individuals

who are independent, intelligent, skills and personable ready to participate in

national development.

Speaking is one of the most demanding skills in the daily life. Every person

needs to communicate with others through speaking. Speaking plays an important

role in making a social interaction with another people in order to gain

information. Thus, it is neccesary for every people to have a good speaking skill.

Speaking is one of the important aspects in learning language, because speaking is

the important tool for communication. Without speaking skill, students will be a

dumb. The teacher never knows the purposes of students mean

 6

The aim in speaking skill is challenging, so it is not easy thing. The teachers

and students may face some problems in the teaching and learning of speaking.

The inconvenient condition was appeared by the monotonous teaching technique

used by some teachers. Also sometimes the classroom activities tended to be

teacher entered. Some students sometimes were only passive in the teaching and

learning process. This is the challenge for the teachers to control the students’

success in learning, they should be more creative. People speak for many reasons

to be sociable, because they want something, because they want other people to do

something, to do something for someone else, to respond to someone else, to

express feelings or opinion about something, to exchange information, to refer to

an action or event in the past, present, or future, the possibility of something

happening, and so on (Lindsay & Knight, 2006). Generally, teacher and students

often find some problems in teaching and learning English, especially speaking

English. The problems of teacher in teaching speaking English to students

according to Brown (2000) and Harmer (2007), are from internal and external

factor. Internal problems are native language, age, exposure, innate phonetic

ability, identity and language ego, and motivation and concern for good speaking.

An external problem is institutional context that puts English as second or foreign

language in a nation.

1.2. Problem Of The Study

1.2.1. How is the students of Shalahuddin Senior Vocational School

Speaking skill and Reading skill?

1.2.2. What is the correlation between Speaking Skill & Reading Skill in

Shalahuddin Senior Vocational School?

 7

1.3. Objective Of The Study

1. To know how is the students of Shalahuddin Senior Vocational School

Speaking skill & Reading Skill

2. To know & describe the correlation speaking skill & reading skill of

Shalahuddin Senior Vocational School.

1.4. Scope Research

The goal in writing this thesis is speaking skill & reading skill to

contribute to the school its purpose in terms of English subjects to give

students confidence in applying English foreign language

communication to fellow learners.

1.5. Research Benefits

1. For the School, to provide language room facilities for students if they

have potential in foreign languages. Or it can also be done by organizing

extracurricular activities in the field of interest in English.

2. For the Teacher, to provide learning media that is very interesting for

students, especially in this day and age using electronic media that is

very capable so that students are interested in learning English actively

and fun.

3. For the Next Researcher, Hopefully, future researchers can develop

English language skills for schools Shalahuddin Senior Vocational

School especially finalizing the incomplete theory in the current research

paper. Create a comfortable learning atmosphere for students and

collaborate more with students. Can provide strong motivation for

students that learning English will not disappoint them in the future.
 8

1.6. Definition Of Key Terms

To avoid misunderstanding, some terms used in this study need to be

defined as follows:

1. Speaking proficiency is the students’ ability in making a dialog oral

conversation.

2. Reading Comprehension is an ability of students to understand the

meaning in a descriptive text that happen in the past.

3. Correlation is an analytical techniques in statistics are used to find

the relationship between two variables such an independent

variable and dependent variable.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the Researcher will try to give some theories that

related with consist of Definition Speaking as a language skill including,

Components of speaking, Teaching learning speaking, Speaking assesment, and

Problems in learning speaking, Reading skill, Study Correlation, and Previous

study.

2.1. Concept Of Speaking

2.1.1. Definition of Speaking

In the opinion of the researcher, speaking skill is the ability to express the

intention & word spoken with clear accuracy and intonation of pronunciation

accuracy. Students should be understand or know about four basic skills in

English language namely speaking, writing, listening, and reading. In this

research the researcher focus on speaking skill as an object. Speaking is the

basic skill that should be mastery in the world to create good communication

with the society. In this era, speaking is the most important skill that is speaking

becomes one of standard competencies that have to be taught by teacher in

teaching English beside listening, writing, and reading. The goal of the speaking

is to give response, and to express the ideas in interacting with other students.

According to Florez in Bailey (2005) and Nunan (2003) speaking can defined as

a productive oral or aural skill which consists of producing systematic verbal

utterances to convey meaning that involves producing, receiving and

9
 10

processinginformation. Thus, speaking as a process to convey meaning and a

way to send a message, an idea and opinion to the other people.

Speaking is the productive skill which involves many components to learn

so the learners can produce language verbally. According to Chastain (1998),

speaking is a productive skill that involves many components, such as grammar,

strategy, sociolinguistics and discourse; for him speaking is more than simply

making the right sounds, choosing the right words or getting the 13

constructions correct (pp. 330-358). Moreover, According to Nunan (2003: 48),

speaking is the way to someone producing systematic verbal utterance to

convey the meaning. It is producing utterances for communicating messages

(Rodriques, 2000). If there is no systematic verbal utterance it will be difficult

to understood. Speaking is an interaction process which involves another person

unlike listening, reading, and writing (Noll, 2006). It is more than producing the

utterances, but it includes constructing meanings, producing utterances and

processing information (Brown, 1994) confidently (Bygate, 1987). It gives

someone pleasure and joys that involves putting a message together,

communicating the message, and interacting with other people (Lindsay, 2006).

It means that speaking is the ability of someone who throws up their ideas in

communicative with the listeners by producing utterances.

As a language, English has four skills. They are listening, speaking, reading

writing. As a language, however, we mostly use speaking to convey our message

then the other three skills. Speaking is a skill to communicate the speech sound for

expressing ideas or messages. According to Tarigan (1981) “speaking ability is a

 11

skill to communicate a speech articulation or to speak a talk for expressing an idea

and a message”. According to Flucher (2003), academically speaking is one of

language skills which very important to be mastered by students in order to be a

good communicator”.

Speaking and listening are the key way to get interaction orally which is the

most used language skill. The speaker should learn more how to package the

conversational speaking well. Many students who were well trained in using

language structures have found themselves completely at loss in conducting a

conversation with a native speaker 2 of the language because the book form which

they learned the language forms failed to emphasize the characteristic of features

of everyday spoken language and persistently used outdate or pedantic turn of

phrase. In a dialog, students learn important features of conversation such as

greeting; expression of impatience, dismay, or surprise; conventional expression

of agreement and polite disagreement; common form of question and

noncommittal answer; expletives and exclamation which give the speaker time to

search for the correct form to express the meaning; appropriate levels of language

for specific situation and relationship (Rivers, 1981)

In addition, speaking is necessary for people to communication with other in

daily life to get information. Speaking is action should involve two or more people

to make conversation each other and to share opinion. Hedge (2000) said that

speaking can be developed by combining knowledge of grammar, vocabulary,

functional language, and communicative skill. It means that, speaking becomes

good communication should be develop or understand about that. Wallace (1978)

 12

stated that oral practice (speaking) becomes meaningful to students when they

have to pay attention what they are saying. Thus, the students can learn better on

how to require the ability to converse or to express their ideas fluently with precise

vocabularies and good or acceptable pronunciation. From explanation above, the

researcher concludes that speaking is process to share ideas to get the information.

Speaking is action that to do two or more people to make good communication.

Speaking involved some component such as vocabulary, pronunciation, grammar,

fluency, and comprehension. The students should be mastered all of the

component of speaking because it is very important in speaking. The students

should be know or learn about the component of speaking, because it is the

important part in speaking for people to understand what the other said.

2.2. Components of Speaking

In teaching English as foreign language, the goals is to make the students are

able to speak or they can communicate in English as target language, to transfer

their idea and feeling fluently. There are five kinds of language components in

speaking like vocabulary, pronunciation, grammar, fluency, and comprehension

because it will influence the speaking ability (Jill, 2008).

2.2.1. Vocabulary

Vocabulary is essential for EFL learners which acts like bricks to a

building. If the receptive vocabulary is rather limited, learners can hardly put

the "receptive vocabulary knowledge into productive use" (Nation, 2001, p.

129), so it is necessary for EFL learners to store a wealth of vocabulary in their

long-term memory. In addition, the ability to remember words from one's mind
 13

may cover the speaking fluency (Levelt, 1989 as cited in Abbaspaur, 2016).

Vocabulary can be presented in dialogues and reading passages where the new

words appear in context and in combination with other words (Jill, 2008).

Someone who has many inputs of vocabulary will be easier to produce

language. Furthermore, the vocabularies input will be improved through the

learning process, such as, reading and listening. According to 18 Jill (2008) said

that vocabulary can be presented in dialogues and reading passages where the

new words appear in context and in combination with other words. Fierce

criticism was made of Krashen’s model (Mclaughlin: 1987, Cook: 1993), in

particular that learners need to speak as well as listen (Wang, 2009). So, the

learner will be able to speak if they want to read and listen in many resources to

gain vocabularies.

Vocabulary is a part elements of speaking that the people must know

about it. According to Brown (2001) vocabulary is a set of lexemes, consisting

single words, compound words, and idioms that are typically used when talking

something. It means that, to be able to speak well the people should master

enough vocabulary and has capability to use it accurately. So, every people

should producing or have a lot of vocabularies to get communication well with

others.

2.2.2. Pronunciation

Understanding of the features of pronunciation helps learners understand

when they listen to the language (Jill, 2008). Pronunciation plays an important

role in intelligibility (Goh, 2007 as cited in Abbaspour, 2016). Mispronouncing

 14

a single sound or various uses of stresses and intonations cause the learner's

misunderstanding. Whereas, the learners are not necessary to produce English

perfectly. They just need to make the listeners get the point on what they are

talking about. If the speakers do not pay attention on pronunciation, it will build

misunderstanding about the message which they try to convey to the listener.

Harmer (1998) stated that the user of the language must know how to

pronounce a word appropriately. This knowledge is made up of three areas;

sounds, stress and intonation.

Pronunciation is part of elements of speaking which the students should be

know when they try to communicate with other. It means that the students must

know how to say a word that is how to pronounce it. Manser (1995) said that

pronunciation is a way that language and a word are spoken to the people. From

explanation above, it can conclude that pronouncing of sound or language have

a result lot of sounds. It means that pronunciation is one of five elements of

speaking that make the students be able to communicate with others well and

they can understandable.

2.2.3. Grammar

Understanding of the features of pronunciation helps learners understand

when they listen to the language (Jill, 2008). Pronunciation plays an important

role in intelligibility (Goh, 2007 as cited in Abbaspour, 2016). Mispronouncing

a single sound or various uses of stresses and intonations cause the learner's

misunderstanding. Whereas, the learners are not necessary to produce English

perfectly. They just need to make the listeners get the point on what they are
 15

talking about. If the speakers do not pay attention on pronunciation, it will build

misunderstanding about the message which they try to convey to the listener.

Harmer (1998) stated that the user of the language must know how to

pronounce a word appropriately. This knowledge is made up of three areas;

sounds, stress and intonation.

Grammar is the most important factors to influencing when the students

speak well. According to Richards and Smith (2010) grammar is a

description of the structure of a language and how language units such as words

and phrases are formed into sentence. For the definition above, grammar is one

of speaking abilities to support and help to the students when they wants to

communicating well with others.

In addition, according to Brinton (2000) grammar is a set of rules of

principles of the working of a language, its system or structure. It means that

grammar is the most important part of English language. If the students want to

make good communication with their friends or wants to speak well they should

understand or know about grammar in language.

2.2.4. Fluency

Fluency may be defined as the ability to speak accurately in

communicating a message (Jill, 2008). It can be defined as the ability to speak

freely without too much stopping and hesitating (Riddle as cited in Irianti,

2011). It will help the listener to respond the speaker’s saying without any

obstacle. Nation (1991) defines fluency as the ability to get across

communicative intent without too much hesitation and too many pauses to
 16

cause barriers or a breakdown in communication (Lan, 1994). Others define

accuracy as the use of correct forms where utterances do not contain errors

affecting the phonological, syntactic, and semantic or discourse features of a

language (Lan, 1994 as cited in Abbaspaur, 2016).

Fluently is the important part of English language. Fillmore (1979) state

that defined fluency is the ability to talk at length with few pauses. It means that,

when the people wants to speak they have the ability to explain or describe about

what they want to say with few pauses. This can define as the ability to express

self intelligibly accurately and without hesitation in communication.

To know about fluency, Brumfit (1984) said that treated fluency as

natural language use like the native speaker. It means that, if the people speak

with using fluently it can defined like the native speaker. When the students

wants to speak be sure if their pronunciation production of words must be

effective and suitablewith the reading dictionary not up to their wish only.

2.2.5. Comprehension

Comprehension is the ability to understand completely and be familiar

with a situation, fact, etc. As speaker, it is necessary to speak clearly to

comprehend the listener, in case, for avoiding misunderstanding between both

of them. In the community, the learners have to speak as clear as possible in

order to be successful in communication. The listener will 19 understand what

they are talking about and will give a response of what they are doing easily.

Comprehension is understand completely. Manser (1995) said that

comprehension is the power to understand about something. It means that the

 17

students must know or understand about fluency, good pronunciation,

vocabularies and mastering grammar too. The students’ make their speaking can

be understood easily by other students’ listening or inviting to speak. So,

comprehension is very important in component of speaking.

2.3. Teaching Learning Speaking

Teaching is a way to deliver and share some information. According to oxford

dictionary (2009) teaching is an activity to give lesson to somebody. By teaching

some body being taught is hoped can absorb information and knowledge delivered

by the teacher.

In teaching speaking students need more practices. The more they practice the

more they have chance to improve their speaking skill. According to Rivers

(1981) “teacher will need to give their students many opportunities to practice

speaking they will need to use their imagination in devising situation which

provoke the use of the language in the expression of students own meaning, even

when the student has limited resources on which draw”. Students who are to speak

so as to express their personal meaning need much practice in this process of

generating new sentences to suit their purposes. According to brown (2001), “The

benchmark of successful language acquisition is almost always the demonstration

of an ability to accomplish pragmatic goals through interactive discourse with

other speaker of the language”.

In teaching speaking process a teacher should not only deliver the information

of the speaking, but also being their motivator in their study. On way to motivate

them is being closer for them, so they can enjoy the study and highly motivated.
 18

According to Hammer (2007) there are three roles of teacher in teaching speaking

activities, they are teacher as prompter, participant, and feedback provider.

2.3.1. Prompter

Students sometime get lost, cannot think of what to say next, or in some

other way lose the fluency we except of them. Teacher can be leave them to

struggle out of such information on their own, and indeed sometimes this may

be the best option. However, teacher may be able to help them and the activities

to progress to offering discrete suggestion.

2.3.2. Participant

Teacher should be good animators when asking student to produce

language. At other times, however, teacher may want to participate indiscussion

and role-play themselves. That way they can prompt covertly, introduce the

information to help the activity along, ensure continuing students engagement,

and generally maintain the activity atmosphere.

2.3.3. Feedback provider

When student are in the middle of speaking activity, over correction may

inhibit them and take the communication activeness out of the activity. When

students have completed an activity it is vital that we allow them to assess what

they have done and that we tell them what, in our opinion, went well.

In Researcher’s summary, when the Teacher being a prompter,

 19

participant, and also feedback provider, they have to be careful to the students.

Do not force, do not participate too much with students during activity in the

class and also do not over correction to the students during teaching learning in

the class. From the teacher roles is when the teacher teach in the class they

should be a good teacher. It means that three kinds of the teacher roles is very

important and should be applied in the class. So, it will make a good

atmosphere in the class when teaching learning process happen.

2.4. Speaking Assessment

2.4.1. Definition of Assessment

Speaking assessment is important for the teacher to know the students

ability in speaking. Assessment used is in measurement in collecting and

analyzing information for making decisions in all aspects of instruction.

According to Berry (2008) assessment can be as simple as an exercise in which a

teacher gathers information from students, interprets, and makes judgements

about their performance. In assessment especially in quantitative description

(measurement e.g test score) and in qualitative description (non-measurement

e.g anecdotal records of behavior) of performance.

2.4.2. Aspects for Speaking Assessment

In aspects for speaking test, the students should be mastered in oral

skills of second language learning. According to Nurgiyantoro (2001) there

are five components are emphasized that can be determiner of the student

quality in their speaking competence, there are include: grammar, fluency,

comprehension, vocabulary, and pronunciation. In learning English language

 20

the students should be learn about five components. So, the students can

increase their ability to master in English language well.

2.3. How to Assess Speaking

Assessment is an ongoing process that encompasses a much wider

domain. Whenever a student responds to a question, offers a comment, or tries

out a new word or structure, the teacher subconsciously makes an assessment

of students’ performance. Written work-from a jotted down phrase to a formal

essay is performance that ultimately is assessed by self, teacher and possibly

other students (Brown, 2003).

Brown (2003) states as with all effective tests, designing appropriate

assessment tasks in speaking begins with the specification of objective or

criteria. Those objectives may be classified in term of several types of speaking

performance:

 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 purely phonetic level of oral production, a number of

prosodic,lexical and grammatical properties of language may be conclude in

the criterion performance.

 Intensive
 21

A second type of speaking frequently employed in assessment contexts

is the production of short stretches of oral language designed to demonstrate

competence in a narrow band of grammatical, phrasal, lexical of phonological

relationship (such as prosodic element-intonation, stress, rhythm, juncture).

Examples of extensive assessment tasks include directed response tasks,

reading aloud, sentence and dialogue completion limited picture-cued task

including simple sequences and relationship up to the simple sentence level.

 Responsive

Responsive assessment tasks included interaction and test

comprehension but at the somewhat limited level of very short conversations,

standard greetings and a small talk, simple request and comments and the like.

2.6. Problems in Learning Speaking

To meet the demand of the three roles of teacher in speaking class, a

teacher should really understand how far their students’ speaking ability. Yet it

is difficult to design and administer such more activities, in many ways, than to

do so for listening, reading, or writing. Speaking activities can fail miserably

due to some very real problem in English class. According to Ur (1996:121)

there are some problems in speaking activities.

 Inhibition

Unlike reading, writing, and listening activities, speaking requires some

degrees of real-time exposure to an audience. Learners are often inhibited about

trying to say thing in foreign language in the classroom, worried about making
 22

mistakes, fearful of criticism or losing face, simply shy of the attention that

their speech attracts.

 Nothing to say Even

If they are not inhibited, you often hear learners complain that they

cannot think of anything to say.They have no motive to express themselves

beyond the guilty feeling that they should be speaking.

 Low participation

Only one participant can talk at a time if he or she is to be heard and in

large group, this means that each one will have only very little talking time.

This problem is compounded by the tendency of some learners to dominate,

while other speaks very little or not at all.

 Mother-tongue use

In class where all or a number of learners share some mother tongues,

they may tend to use it because it is easier, because it fells unnatural to speak to

one another in a foreign language, and because they feel less exposed if they

are speaking their mother tongue. When they are talking in small group it will

be quite difficult to get some classes-particularly the less disciplined or

motivated ones to keep in target language. Problems above usually occur in the

teaching learning speaking activities. So the teacher must provide some

strategies to overcome them.

 23

2.7. Concept of Reading

According to Urquhart and weirt in William Grabe (2009), stated the

Reading is the process of receiving interpreting information in languange from

via the medium of print. According to Johnson (2008), Reading is practice of

using text to create meaning. Based on the definitions , the researcher concludes

that reading must develop, so the reader can undesrtand the meaning of passage

and also catch the meaning of the text.

2.8. Types of Reading

According to Patel and Praveen (2008), There are some types of reading

such as Intensive reading, Extensive Reading, Aloud Reading and Silent

Reading.

 Intensive reading is type of reading that focus on idiom and vocabulary

that taught by the teacher in the classroom and that idiom and vocabulary

is exist in poem,poetry,novel or other source. For exmple : The students 7

focus on linguistic or semantic details of a reading and focus on structure

details such as grammar.

 Extensive Reading is types of reading involves learners reading texts for

enjoyment and to develop general reading skills. For exmple : The students

read as many different kinds of books such as journals, newspapers and

magazine as you can, especially for pleasure, and only needing a general

understanding of the contents.

 24

 Aloud reading are reading by using loud voice and clearly. For exmple :

Reading poetry, dialogue, and other type of text. d. Silent reading activity

is meant to train the students to read without voice in order that the

students can concentrate their attention or though to comprehend the texts..

For exmple : The sutudents reading a text by heart.

2.9. The purpose of Reading

Reading is an activity with a purpose. A person may read in order to gain

information or verify existing knowledge. A person may also read for enjoyment,

or to enhance knowledge of the language being read. Reading also plays an

important role in civic life. Through reading, the individual keeps informed on

the political, social, and economic and cultural problems of his country. Reading

affects our attitudes, beliefs, standards, morals, judgments, and general behavior;

it shapes our thinking and our actions. The purpose of reading is to correlate the

ideas on the text to what you have already known. The reader must understand

about the subject that he/she read to connect the ideas. According to Grabe

William and L. Fredrika (2002), the category of purpose for reading includes are:

reading to search for simple information, reading to skim quickly, reading to

learn from text, reading to integrate information, reading to write, reading to

critique texts and reading for general comprehension.

2.9.1. Reading Techniques

There are many techniques that we can use to make our reading easy.
 25

According to mikulecky and Jeffries in Rahmad (2008), state the reading can

help much more if we can read well. The techniques are:

 Scanning is a technique you often use when looking up a word in the

telephone book or dictionary. You search for key words or ideas. Steps in

Scanning are:

 State the specific information you are looking for.

 Try to anticipate how the answer will appear and what clues you might

use to help you locate the answer. For example, if you were looking for

a certain date, you would quickly read the paragraph looking only for

numbers.

 Use headings and any other aids that will help you identify which

sections might contain the information you are looking for.

 Selectively read and skip through sections of the passage. Skimming is

technique used to quickly the main ideas of the text. Steps in skimming

are:

 Read the title.

 Read the introduction or the first paragraph.

 Read the first sentence of every other paragraph.

 Read any headings and sub-headings.

 Read the summary or last paragraph.

2.9.2. Concept of Reading Comprehension

2.9.2.1. Definition of Reading Comprehension

Reading is one of the basic communicative skills, but it is a very complex

process. Reading is an activity between a reader and writer, the writer sends his
 26

idea in the written symbols and the reader catches the idea from the printed

pages. He adds that there is an essential interaction between language and

thought in reading.

Reading is the meaning interpretation of printed or written verbal symbol.

Reading is a result of the interaction between the perception of graphic symbols

that represents language and the reader’s language skill and knowledge of the

word in thisprocess the reader tries to recreate the meaning intended the writer.

After explain describes of reading. The researcher will explain some

definitions of reading comprehension. Comprehension is the ability to absorb the

meaning of the material or material being studied. This can be shown by

translating material from one form to another from words to numbers, interpret

material, explain or summarie and predict the consequences of something.

Ability to absorb the meaning of material or material that can be learned,

students‟ abilities can be tested through tests by looking at the level of reading

comprehension like literal recognition and recall, inferential comprehension,

judgment and appreciation.

Reading comprehension as composed of a multiple member number of

skills and abilities those are interrelated and interdependent. Comprehension is a

multifaceted process affected by a variety of skills. However, unlike the large

number of supposedly distinct comprehension skills identified in many

commercial reading programs, researchers to date have only tentatively

confirmed the existence of approximately five component skills. Reading

comprehension is a process of making sense of written ideas thought meaningful

 27

interpretation and interaction with language, reading comprehension is best

viewed as a multifaceted process affected by several thinking and language

abilities.

Reading comprehension is variously defined by both practice and theory.

Reading comprehension is sometimes defined by comprehension tests. If a test

says it measures comprehension, whatever that test happens to measure becomes

what comprehension is supposed to entail.

Reading comprehension is the process of making meaning from text. The

goal, therefore, is to gain an overall understanding of what is described in the

text rather than to obtain meaning from isolated words or sentences.

2.9.2.1.1. Levels of Reading Comprehension

The levels of reading comprehension are mentioned, they

are literal comprehension, inferential comprehension and critical

comprehension.

2.9.2.1.2. Literal Comprehension

Literal comprehension refers to information explecity

stated in the written text. As a basic level, the reader are

needed the abilities to understand meaning of words before

recognizing of detail message, then the readers are required to

link the grammar theories with the main idea presented in the

passage. In the last step in literal comprehension the readers

are needed to sequence all the information stated in the

passage.
 28

2.9.2.1.3. Inferential Comprehension

The inferential comprehension is the process how a

reader derives an implicit idea in the passage. The reader needs

the abilities to detect mood of the material such as the authors‟

tone, purpose and attitude to make generalization, to see the

relationship, and to draw conclusion in the end of a story. A

reader is required to think harder when applying this

comprehension level.

2.9.2.1.4. Critical Comprehension

Critical comprehension is higher thinking of reading. The reader should be

actively reacting to the information presented by authors. The readers are needed the

ability to analyze the information and link those information to their background

knowledge, further, the readers evaluate the value of its information and give

personal judgments as a feedback to the author.

2.9.2.1.5. Reading Comprehension in the Classroom

As Franfoise Grellet states that there are two steps teaching

reading comprehension in the classroom, they are:

 ConstructingExercises

There must be variety in the range of exercises. This is an important factor in

motivation and it is necessary if different skills are to be covered. On the other

hand, a text should always be the starting point for determining why one would

normally read it, how it would be read, how it might relate to other information

before thinking of a particular exercise.

 29

 Classroom Procedures

The first point to be noted when the teacher practices reading in the classroom

is a silent activity. Therefore silent reading should be encouraged in most cases,

thought the teacher may sometimes need to read part of the text aloud. It is useful

to give the class some help on how to approach a new text. The following

procedure, for instance, is very helpful with most texts.

2.9.2.1.6. Reading Comprehension Skill

Dolmer, stated that the skill of reading comprehension can be categorized into

twelve skills, namely:

 Gaining the word meaning. It deals with the skill to find and

interpret the intended meaning.

 Identifying details. It deals with the skill to find some

explicitly stated pieces of information.

 Identifying sequence. It deals with the skill to identify the

sequence in which components occur or are placed.

 Identifying cause-effect relationship. It deals with the skill to

determine the reason for the occurrence of an event or an

action.

 Identifying main idea. It deals with the skill to identify the

central thoughtof a paragraph.

 Making inference. It deals with the skill to formulate an

image to the information that is not explicitly stated in the

passage.

 Making generalization and conclusion. It deals with the skill

 30

to make generalization then conclude it and infers the

relationship among separatesituations or events.

 Identifying tone or mood, it deals with the skill to recognize

the authors‟ attitude and the emotion that he or she intends

to the readers.

 Identifying theme. It deals with the skill to recognize the

moral or conceptthat the passage clarifies to the readers.

 Identifying the characterization. It deals with the skill to

determine the personality trains and feelings of a character in

a selection.

 Identifying fact-fiction and opinion. It deals with the skill to

determine which passage that presents actual condition and

the one that reflects the personal feelings of the author.

 Identifying propaganda. It deals with the skill to identify the

existence of an authors‟ biased opinion in the passage.

2.9.2.1.7. Factors Affecting Reading Comprehension

The low reading comprehension skills are caused by variety of factors. The

factors which are responsible to the depth of readers‟ comprehension as follow;

difficulty of material, intelligence, environment, emphasis on word recognition,

emphasis on oral reading, background of reading selection, adjustment of reading

techniques, and rate of reading.

 Difficulty of Material

The difficulty of material is proposed as one of the major causes of lack

comprehension. Especially multiple concepts in reading material, it contributes

 31

to identify absorbing material. Teachers sometimes supply the students with

advanced materials beyond their capabilities. In the same manner, unsuitable

methods that the teachers used may caused frustration to the student.

 Intelligence

Readers’ ability to comprehend is sometimes limited by the richness of

their background knowledge and vocabulary that readers have the more

success of reading comprehension they would be. Therefore mental maturity

should be taken into consideration in term determining where reading

instruction should star.

 Environment

The unpleasant environments such as noisy surrounding, inadequate

lighting, high or low temperatures, and distracting surroundings may interfere

the students’ comprehension.

 Emphasis on Word Recognition

All assignment would be wasted only if the students know how to make

word meaning properly. The deficiencies in comprehension are sometimes

caused by the lack power of concentration on the recognition of individual

words. Emphasizing on word recognition is enormously important in reading

comprehension. Teachers should teach the students how to use dictionary and

how to build word meaning.

 Emphasis on Oral Reading

When Students do oral reading, automatically they interpret the

meaning of the text passage through their mouth. The more practice students on

oral reading the more accurate they on comprehending the text.

 32

 Background for a Reading Selection

Concept about reading material and experience are frequent problem of

students‟ poor reading comprehension, Teacher should be careful in selecting

type of reading passage. Disorganized text materials such as used advance

textbook to younger learner, give them irrelevance contents, and supply them

with unfamiliar glossaries should be ignored by the teachers. Therefore,

teachers should aware to select textbook, and distribute it efficiently to the

students.

 Adjustment of Reading Techniques to Purpose

The importance of adjusting reading techniques and choosing the right

type of material are crucial factors in determining success in reading

comprehension.

 Rate of Reading

The wrong selection in adjusting the reading rate to the type of material,

such as newspaper, text book, novel or magazine might cause failure in

comprehending text material. In addition, identify five major determinant

factors of reading comprehension contrasting as follow; Background

experience, language abilities and thinking abilities, affection ( interest,

motivation, attitude, beliefs, and feelings), and reading purposes.

2.9.3. Teaching Reading

As on of languange skills, reading has an important role. For example:

nowadays, there are a lot of magazine, and internet, we can find some articles

in the form of English too.

 33

Ur (2009), states that sometimes we find the reading text easier to

understand is difficult to judge, since our level of English is obviously too

high fot this example; but for the leader, the purpose could probably have

been easier simply beacuse of the preparation of topic and vocabulary which

was provided through some questions related to text.

It has been explained above that reading is a complex process, it is not

only to read the text but the reader must be able to comprehend the writer’s

message so the reader can express their idea, infer conclusion in order to

obatain information. Regarding the important of reading, the teaching of

reading should be started as early as possible.

A major aim in the teaching of reading is to get students use their

knowledge to help them with their comprehension of reading text. Accroding

to cunningham, et. Al. (in Fahimsyah.2008), said that there are basic steps to

teach reading for the purpose to develop students comprehension:

1. Activate or develop background knowledge necessary

for understanding the text.

2. Set purpose for reading (identify information to be searched for

question to be answered, prediction to be verified).

3. Have students read for these purposes.

4. Have students how in some way (by answering question, summarizing,

reading relevant information aloud) whether theyhave met the purposes.

5. Give students feedback about their comprehension performance.

2.9.4. Role of the Teacher

 34

Teacher can apply many roles in teaching learning process. Just as

parents are called upon to be many things to their children,teachers cannot be

satisfied with only one role. According to Rebacca Oford et al. (in Brown

2001), classified the roles of teacher as follows:

2.9.4.1. The teacher as controller

The teacher should control and know what does students do such as

speak and languange that students use. Teacher also give chance to the

students when they shoud speak and teacher should know what students do is

related to instruction or not.

2.9.4.2. The teacher as a director

Teacher should make instructions that must be follow by the students

such as a teaher wants to conduct his or her class becomes a drama class.

2.9.4.3. The teacher as a manager

Teacher should have plan lessons,modules and courses and also arrage

the time or duration in teaching and learning process.

2.9.4.4. The teacher as a facilitator

Teacher should ready to facilitate the source of learn to achieve the

goal inteaching and learning activities such as magazine, newspaper.

2.9.4.5. The teacher as a resource

The teacher should ready as resources for the students when the

studentsneed information.

2.9.5. Study Correlation

Correlation research in the field of education, social and economic

 35

conducted by many researchers. Correlational research is the most widely used

research and has contributed significantly to the development of knowledge in

the field of Education (Cornell in Hadjar, 1999). In this type of research,

researchers try to connect a variable with another variable to understand a

phenomenon by determining the level or degree of relationship between these

variables. The degree of such relationship is indicated by the value of the

correlation coefficient, which serves as a tool for comparing the variability of

measurement results against these variables.

Correlation technique is an analysis technique that looks at the tendency of

patterns in one variable based on the tendency of patterns in other variables. That

is, when one variable has a tendency to rise then we see a tendency in the other

variable whether it is also up or down or erratic. If a tendency in one variable is

always followed by a tendency in another, we can say that these two variables

have a relationship or correlation.

Knowledge of the degree of such relationships is expected to add to the

understanding of the factors in the complex characteristics of a phenomenon, for

example, learning achievement.

According to Gay (in Sukardi, 2008) correlation research is one part of

research ex-postfacto because usually researchers do not manipulate the state of

existing variables and directly look for the existence of relationships and the

degree of relationship of variables reflected in the correlation coefficient.

However, there are other researchers such as Nazir in Sukardi (2008) which

groups correlation research into description research, because the research also

tries to describe conditions that have occurred. In this study, researchers tried to
 36

describe the present condition in a quantitative context that is reflected in the

variables.

Correlation or correlational research is a study to determine the

relationship and level of relationship between two or more variables without any

attempt to influence these variables so that there is no manipulation of variables

(Faenkel and Wallen, 2008). The existence of relationships and the level of these

variables is important because by knowing the level of existing relationships,

researchers will be able to develop them in accordance with the research

objectives. This type of research usually involves a statistical measure / level of

relationship called correlation (Mc Millan and Schumacher, in Shamsuddin and

Vismaia, 2009).

Based on some of the statements above, correlation research is a study that

involves the act of collecting data in order to determine whether there is a

relationship and the level of relationship between two or more variables. The

existence of relationships and the level of these variables is important because by

knowing the level of existing relationships, researchers will be able to develop

them in accordance with the research objectives.

2.9.6. Conceptual Framework

The Conceptual Framework is overview of the pattern of relationship

between variables in a coherent whole which is a description of the focus of

research. These frameworks are intended as the basis of systematic thinking

and to reduce the problems discussed in this research.

To further facilitate readers to understand this researchers made a chart

of conceptual framework in accordance with the title of “The Correlation

 37

between Students’ Speaking skill and Students’ Reading Comprehension at the

Tenth Grade of Shalahuddin Senior Vocational School Malang, this research is

providing the following diagram:

SMK Shalahuddin

Speaking skill Reading Comprehension

Correlation
(X) (Y)

2.9.7. Variabel and Operational Definition

2.9.7.1. Variable

In this research, there are two variables, consisting of independent and

dependent variables. The independent variable is students’ speaking skill and

dependent variable is students’ reading comprehension.

2.7.9.2. Operational Definition

 Students that routinely read to understand and learn from written material are

said to have a reading habit and comprehension.

 A person's capacity to comprehend the main idea of the reading material is

referred to as comprehension. He able speculate and extrapolate using the

knowledge that has been learned and relate it using other viewpoints.

According to this study's interpretation, pupils can comprehend the idea of

reading texts when they are used as speaking prompts. These include the
 38

purpose of learning media, the classification of learning media, the types of

learning media that need to be developed, the meaning of reading text, the

value of learning media, particularly multimedia media, the function of

learning media, and the criteria for choosing learning media.In order to speak

slowly and clearly from the text read in the textbook, comprehend its content,

and combine it with what the reader already knows, students must develop

two skills: reading comprehension and the capacity to retell or paraphrase the

text in accordance with the student's understanding.

2.9.8. Previous Research Findings

In contrast to this research proposal, the researcher considered previous

findings to support the researcher proposal. The researchers were as follows:

 Samrotul Muawanah in her researcher about the relationship between

students‟ reading habit and their reading comprehension at the second

grade students of SMA Dua Mei Ciputat based on research she found that

the correlation is strong. The test for significant correlation showed a t-

value of 0,779 > 3,20. Therefore, a significant correlation is observed.

 Nurul Hidayah in her research about the correlation between reading

habit in English and reading comprehension at second semester of IAIN

Tulungagung based on research she found that the result showed that

coefficient correlation was 0,642. This means that these variables were

positively correlated. This result (rvalue) was good that the “rvalue”
 39

(0,642 > 0, 342 in significant level 5% and > 0.4999 in significant level

1%).25

 Dony Prasetyo in his research about the correlation between translation

ability and reading habit toward writing ability at the twelfth grade

students MAN 2 Surakarta based on research he found that there is

significant positif correlation. The third hypothesis showed that the

coefficient of correlation (ryx1×2) between students’ translation ability

(X1) and reading habit (X2) and their writing ability (Y) was higher than

0 (0.8304>0), and linear regression showed that tobtain was higher than

ttable (24,443 > 3,44). The researcher concluded that there is a significant

positive correlation between translation ability and reading habit toward

writing ability in twelfth-grade students in MAN 2 Surakarta.

 Najnawati’s research on the correlation between students’ reading habits

and their reading comprehension in the second grade of mts negeri

parepare. Students reading habits in class VIII.4 MTs Negeri Parepare is

in the high category. This is in accordance with the results of the

questionnaire data analysis of the 29 respondents. This result proved that

is 2577:3132= 118 of the criteria set high category. 5.1.2 Students’

reading comprehension in class VIII.4 MTs Negeri Parepare was the high

category. This is in accordance with the result of the questionnaires data

analysis given to 29 respondents. This result proved that is 2410:2175 =

0,83 or 83% of criteria set high category.

 Yuliana in her researcher about the CORRELATION BETWEEN

STUDENTS’ SPEAKING SKILL AND THEIR MOTIVATION TO

 40

LEARN ENGLISH. Based on this research, she found, there was

significant correlation between students’ speaking skill and their

motivation to learn English at the eighth grade of SMP Aisyiyah

Paccinongang where correlation coefficient is (0.74) in the interval value

of 0.70 – 0.90, this means that belongs to (“High correlation”.).

Therefore, the null hypothesis (H0) of the study, the rejected and

alternative hypothesis (Ha), is accepted. The meaning of this statement is

that students’ speaking skills have a significant correlation with their

motivation to learn English. Motivation to make students feel responsible

for the learning process; therefore, the higher the motivation of each

student, the better the way to obtain the best result.

Based on some of the findings of the studies above, researchers conclude that

good reading, speaking habits are considered to have an important role in the process

of teaching and learning activities because a person's reading comprehension is

influenced by various factors, one of which is reading habits. If a person is able to

process what, where, when, and how reading habits, then learning will be more

effective and efficient so that it can maximize learning comprehension because the

right reading habits will be able to improve students' reading comprehension. And also

students can simultaneously expand their speaking skills that can be practiced in real

terms in their daily lives at school so that the continuity of the relationship between

reading and speaking can be in line with the abilities of each student.
 CHAPTER III

RESEARCH METHOD

This chapter presents the research methodology used in this

research. It comprises research design, place and time of research, subject

of the research (variable, population, and sample), research instrument,

technique of data collection, and technique of data analysis.

3.1. Research Design

Research design is commonly defined as the way how the researcher

gets the valid data of the research. In this research, the researcher uses

quantitative approach and the design employed is correlational research.

According to Ary (2010) quantitative research uses objective measurement

to gather numeric data that are used to answer questions or test predetermined

hypotheses. It generally requires a well-controlled setting. In addition,

Creswell (2012) correlational research are quantitative designs in which

investigators use a correlation statistical technique to describe and measure the

degree of association between two or more variables or sets of scores.

In this research, the researcher wants to know whether the correlations

between two variables were really existed or not. Thus, the correlational

research design was the most appropriate research design to answer

whether or not tenth grade students’ rereading some teks has correlation to

the speaking ability in random English text.

There are two kinds of variables in this research, variable X and variable

41
 42

Y. Speaking skill as variable X and reading comprehension as variable Y. The

research design that aflied in this research is quantitative research. The

researcher analyzed theresearch by using Pearson Correlation Product Moment.

The research design of this research is the correlation between students’

speaking skill and students’ reading comprehension at the Tenth Grade of

Shalahuddin Senior Vocational School.

3.1.1. Place and Time of Research

The place of this research was at the Shalahuddin Senior Vocational

School, which is located at Klojen, Malang East Java. This research was

conducted from March 6th to May 5th 2023 or for two months.

3.2. Population and Sample

3.2.1. Population

Arikunto (2010) said the overall population is the subject of research.

Agreeing with this notion, Sugiyono (2010) states that population is a

generalization region involves an object or a subject that has quality and

special characteristics in which chosen by the researcher to investigate and

make conclusion. It means that population refers to large group. In this

research the population was all students come from the tenth grade AK about

11 students’ of SHALAHUDDIN SENIOR VOCATIONAL SCHOOL

MALANG in academic year 2022/2023.

3.2.2. Sample

In this research, it was necessary for the researcher to gather the

data take from part of the population involving in this research. According
 43

to Lodico et al (2006), “A sample is a smaller group selected from a larger

population. Data is take from students among the population, which was

then considered as sample. (Arikunto, 2010), Sample is a part of the

population which is investigated. It means that sample was a representative

part of population that taken to represent the research. The data was taken

from students among the population, which was considered as sample. The

researcher was conducting a sample by using a purposive sampling

technique.

According to Cohen et al., (2007) in purposive sampling

technique, sample is satisfactory to specific needs. The researcher used

purposive sampling because the sample has been chosen for a specific

purpose. The researcher took AK 1 as the sample because it suggested from

English teacher in there and the researcher believe that they give sufficient

information. The number of the sample for this research would

automatically be less than the population, because it from 11 students from

class X AK-1 as the sample who were widely spread from the 2 classes of

first grade students. It consisted of (11) male/female.

3.3. Research Instrument

After the design of the research was designed, the next step was to

draw up the instrument. Research instrument occupies the most important

position on the field to obtain the data. Research instrument was defined as

tool to measure the nature or social phenomena being observed (Sugiyono,

2014). Here, it is purpose as a tool to get the data. It is used to measure the
 44

students’ rereading story mastery and their achievement in reading some

text for getting the data to prove the theory.

This research used a test as instrument reading text. According to

Ary et al (2010), “Test is a set of stimuli presented to an individual in

order to elicit responses on the basis of which a numerical score can be

assigned”. In this case, the researcher gave one test namely writing test to

get the data or information. The form the writing test is subjective test.

The first reading test, the researcher required all of students to read

down a story exactly in form of narrative/newspaper or random text but the

topic is about their favorite movie or short movie. The allocation of time is for

about 15 minutes. For second speaking test, the researcher required the

students to read down a story in form of recount and narrative text and the

topic is about life journey person and fairy tails that the researcher played in

the class.

By using, instrument the researcher obtained a value of the data or the

results of student achievement, that these data will be processed to determine

the relationship of rereading story mastery to the achievement of recount & re-

tealing the text in class X Shalahuddin Senior Vocational School Malang.

3.4. Data Collection Techniques

The data collection techniques used in this study are as follows:

3.4.1. Using Tests

A test is a collection of questions that students must respond to

determine their level of reading comprehension. The test will be a descriptive

 45

one, and students will have 20 minutes for taking it. And the researcher will

carry out the multiple-choice test because the scoring method is simple and

useful. The findings of a test are utilized for evaluating students reading

comprehension. In collecting data, researcher examined students’ speaking skill

in English and took the first data from the result of their speaking skill. The

implementation of speaking test the researcher explain about how to describing

things and gave students some example in front of the class before asking them

to the practice it. In this case, researcher demonstrated speaking in describing

person on the recount text as the example.

The researcher also gave students several sheets about recount text

description person to do. It means that second and third data was obtained from

those several sheets. Score criteria of speaking skill was point from low (1- 5)

and high motivation (6-10) and several score for reading comprehension skills

was point from (1 – 5). All students’ scores which were from was calculated in

likert scale formula.

3.4.2. Using Questionnaire

A questionnaire is a method of gathering data that involves asking the

respondent to answer a series of questions or a written statement. When

researchers are certain of the variables to be measured and know what may be

expected from the respondents, the questionnaire is an effective method for

gathering data.

The purpose of this study's questionnaire, which was given to students, was

to determine how frequently they read. The researcher utilized a closed

questionnaire to calculate the students' scores, and responders checked the

 46

options the researcher provided. The Likert's Scale Types, which comprises of 20

positive and negative statement items, provide the basis for five choices in the

surveys. The Likert scale is used to gauge a person's attitude, opinion, and

perception about a certain thing or phenomenon. The following explanations

were given for the questionnaire's indicators: Agree (Setuju), Hesitate (Ragu-

ragu), Disagree (Tidak Setuju), and Strongly Disagree (Sangat Tidak Setuju) are

all forms of agreement.

3.5. Data Analysis

1. Speaking test

The first table was used to assess the students’ speaking skill. It consisted of

four aspects: grammar, pronounciation, vocabulary and fluency. All aspects were

sum up to get the score.

Aspects Total Score

Grammar Pronunciation Vocabuary Fluency
(0-2.5) (0-2.5) (0-2.5) (0-2.5) (0-10)
Table. 3.1: Scoring students’ speaking skill
(Heaton in Trianto2012: 28)

Table. 3.2: The assessment of Grammar

Classification Score Criteria

Excellent 2.1 – 2.5 A few minor grammatical and lexical errors but

most utterances are correct.

Very Good 1.7 - 2.0 Make few noticeable errors of grammar and

word order.
 47

Good 1.3 – 1.6 Occasionally makes grammatical of word order

errors which do not, however obscure meaning.

Average 0.9 – 1.2 Makes frequent errors of grammar and word

order which occasionally obscure meaning.

Poor 0.5 – 0.8 Grammar and word order errors make

comprehension difficult. Must often rephrase

sentence or restrict him to basic pattern.

Very Poor 0.0 – 0.4 Errors in grammar and word order as severe as

to make speech virtually unintelligible.

(Heaton in Trianto, 2012: 31)

Table. 3.3 : The assesment of Pronunciation

Classification Score Criteria

Excellent 2.1 – 2.5 Pronunciation is only very slightly influenced by the mother

tongue. Two or three grammatical and lexical errors.

Very Good 1.7 - 2.0 Pronunciation is lightly influenced by the mother tongue. A few

minor grammatical and lexical errors but most utterances are

correct.

Good 1.3 – 1.6 Pronunciation is still moderately influenced by the mother

tongue but no serious phonological errors. A few grammatical

and lexical errors but only one or two major errors are

confusing.

Average 0.9 – 1.2 Pronunciation is influenced by the mother tongue but only a few

serious phonological errors. Several grammatical and lexical

 48

errors, some of which confuse.

Poor 0.5 – 0.8 Pronunciation is seriously influenced by the mother tongue with

errors causing a breakdown. Many “basic” grammatical and

lexical errors.

Very Poor 0.0 – 0.4 Serious pronunciation errors as well as many ”basic”

grammatical and lexical errors. No evidence of having mastered

any of the language skills and areas practiced in the course.

Table. 3.4 : The assesment of Vocabulary

Classification Score Criteria

Excellent 2.1 – 2.5 Easy to the listener to understand the speaker’s

intention and general meaning. Very few

interruption or clarification required.

Very Good 1.7 - 2.0 The speaker’s intention and general meaning

are fair clear. A few interruption by the listener

for the sake of clarification are necessary

Good 1.3 – 1.6 Most of what the speaker says is easy to follow.

His attention is always clear but several

interruptions are necessary to help him to

convey the message or seek clarification

 49

Average 0.9 – 1.2 The listener can understand a lot of what is said,

but he must constantly seek clarification. He

cannot understand and then with considerable

effort by someone who is used to listening to

the speaker.

Table. 3.5: The assesment of Fluency

Classification Score Criteria

Excellent 2.1 – 2.5 Easy to the listener to understand the speaker’s

intention and general meaning. Very few

interruption or clarification required.

Very Good 1.7 - 2.0 The speaker’s intention and general meaning

are fair clear. A few interruption by the listener

for the sake of clarification are necessary

Good 1.3 – 1.6 Most of what the speaker says is easy to follow.

His attention is always clear but several

interruptions are necessary to help him to

convey the message or seek clarification.

 50

Average 0.9 – 1.2 The listener can understand a lot of what is said,

but he must constantly seek clarification. He

cannot understand and then with considerable

effort by someone who is used to listening to

the speaker.

Poor 0.5 –0. 8 Only small bits (usually short sentence and

phrase) can be understood and then with

considerable effort by someone who is used to

listening to the speaker hardly anything of what

is said can be understood

Very Poor 0.0 – 0.4 Even the listener make a great effort interrupts,

the speaker is unable to clarify anything he

seems to have said.

The sixth table was used to determine degree of the score. The scores

consisted of four degrees. Hight and satisfactory include good speaking. And

low and fail include bad or poor speaking.

Table. 3.6 : Degree of Students’ Speaking Skill

Scores Categories

8.0 -10 High

6.0 -7.9 Satisfactory

4.0 - 5.9 Low

0.0 – 3.9 Fail

( Heaton in Supiartir, 2014: 57)

 51

2. Reading Test

The next table was used to assess the students’ reading

skill after the researcher presents a table of students'

English speaking skill, the researcher Also attach the

recount text to the composition of the text about

describing the figure of the person figure . It consisted of

four aspects: fluency, acuracy, pronounciation, and

intonation. All aspects were sum up to get the score.

Aspects Total Score

Fluency Acuracy Pronounciation Intonation
(1-5) (1-5) (1-5) (1-5) (20)
Table 3.7: Scoring Students’s reading skill

comprehension

1 2 3 4 5
Criteria
Poor Average Good Very Good Excellent
Classification (0 - 20%) (20 – 50%) (50 – 60%) (60 – 70%) (70 – 100%)

Fluency Cannot In case of a Fluent, but No more Very Fluently

fluently hesitation in there is still hesitation to conveyance
words at all fluency the some when read the words
words hesitation the words in
the text
Accuracy All speech A small part Most of the All of the Very accurate
is of speech can utterances utterances to understood
incomprehe already be can be well the utterances
nsible understood understood understood
Pronounciation Serious Almost all A small part Most of the All utterances
pronunciati speech is of the speech utterances are correct
 52

on errors as incorrect is correct are correct

well as
many
”basic”
grammatical
and lexical
errors.
Intonation A small part The The The The
of the pressure/rhyt pressure/rhyt pressure/rhy pressure/rhyth
speech is hm of words hm of a few thm of most m of all words,
correct is can words is words is phrases, and
understand to correct correct sentences is
pay attention correctly
to intonation applied
(Kurniawan,Yosep, 2023 : 50)

Table. 3.8 : Degree of Students’ Reading Skill (Comprehension)

Scores Categories

5 (70 – 100%) Excellent

4 (60 – 70%) Very Good

3 (50 – 60%) Good

2 (20 – 50%) Average

1 (0 - 20%) Poor

(Kurniawan. Yosep, 2023 : 50)

To calculate the data, the formulate was use;

1. Mean Score

The average score of each variable was required to asess the

correlation coefficient in the research. Calculating the mean score of the

students’ speaking test and students’ reading comprehension skill was

conducted by using the follow formula:

 53

Where:

= The mean score

∑x = The total raw score

N = The number of students

(Gay in Trianto, 2012: 31)

2. The Pearson r

The pearson product moment was used in the analysis of data

between students’ speaking skill and their motivation to learn English.

The correlational technique to evaluate hypothesis concerning

correlation between two variables that were examined statiscally.

The correlational technique in this research concerned the

variables which were analyzed to know whether the correlation was very

significant, considered no relationship, or it only happen by chance. The

formula of product moment correlation.

r = Correlation coefficient

N = Number of respondents

X = Distributions of students speaking skill

 54

Y = Distribution of their reading comprehension

∑X = Total score of students

∑X2 = The sum of the square from variables X

∑ = The sum of the square from variables Y

2
∑ = Total number of X multiplied by Y

Significant Critical value: 0.51 and 0.01

Criteria : If ro > means there was correlation accept, and Ha was accept , Ho

was reject if ro < means there was no correlation accept, and Ha

was accept, Ho was reject

Ha
: There was correlation between students’ speaking skill and their

motivation to learn English

Ho
: There was no correlation between students’ speaking skill and their

motivation to learn English.

(Gay, in Istianti 2013: 35)

The result of correlation coefficient was determine by degree of pearson

product moment and its interpretation.

Table. 3.9 : Degree of pearson product moment

 55

“r” value of product moment Interpretation

0.00 - 0.20 Consider as no correlation

0.20 - 0.40 Low correlation

0.40 - 0.70 Medium correlation

0.70 - 0.90 High correlation

0.90 - 1.00 Very high / perfect correlation

(Sudijono, in Istianti 2013:36)

3.5.3. Hypothesis

To find the answer the problem, the research propose alternative

Hypothesis (Ha) and Null Hypothesis (Ho). The hypothesis of the research

was formulate as follows:

Ha : There was correlation between student’s speaking skill and

their motivation to learn English at the tenth grade of

Shalahuddin Senior Vocational School Malang.

Ho : There was no correlation between student’s speaking skill

and their motivation to learn English at the tenth grade of

Shalahuddin Senior Vocational School Malang.

According to Gay, et, al. (2006:192), the existence of high correlation does

permit prediction. There are some predictions of correlation between speaking skill

and their psychological factors, they are:

a. High speaking skill, and high reading skill = Positive correlation

 56

b. High speaking skill, and low reading skill = negative correlation

c. Low speaking skill, and high reading skill = Negative correlation

d. Low speaking skill, and low reading skill = Possitive correlation

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

The findings of the research present the result of level in students’

speaking skill which was correlated by the reading skills of their motivation to

learn English. The discussion of the research covers further explanation of the

findings. All the data was presented based on the action that has been conducted.

4.1. Findings

In this section, the researcher describes the result of data analysis

based on the problem statement. The result of According to the SPSS

analysis, this section's description of the data includes variable data on

students' speaking skill (X) and reading comprehension (Y). The average

value, median, modus, and standard deviation that have been calculated

from the raw data using descriptive analysis techniques. The frequency

distribution and histogram graphs were also shown to provide a summary of

the findings from this investigation. The results of each variable's

descriptive statistical analysis are shown in the table below.

4.1.1. Students’ speaking skill

In this case, students’ speaking skill was the first quantivable variable

(X). all scores from quantivable variables (speaking skill and their motivation)

related the data of 11 students which had been collected in the research. As it had

been mentioned was the previous chapter can be seen in the following table.

56
 57

Table 4.1.1: The summarry of Descriptive statistics Students’ speaking

skill

Statistics
Speaking Skill (X)

N Valid 11

Missing 0

Mean 4.52

Std. Error of Mean .789

Median 4.00

Mode 2

Std. Deviation 2.618

Variance 6.854

Skewness .630

Std. Error of Skewness .661

Kurtosis -.463

Std. Error of Kurtosis 1.279

Range 9

Minimum 1

Maximum 10

Sum 50

Percentiles 10 1.24

20 2.20

25 2.20

30 2.74

40 3.18

50 4.00

60 4.54
 58

70 6.30

75 6.90

80 7.26

90 9.10

Variable Students’ Mean Score

T
Students’ Speaking skill 4.52
h

e researcher obtained data from 11 students by giving the students speaking

test to describing things. The results of the study revealed that the English

ability variable score ranged from 1 to 10, ( ) with a total mean were 4.52,

a median of 4.00, a mode of 2, a variance of 6.854, and a standard deviation

of 2.618. The following table shows the frequency distribution of students'

speaking skill.

Table 4.1.1.2: Frequency distribution of (Variable X)

Speaking Skill (X)

Frequency Percent Valid Percent Cumulative Percent

Valid 1 1 9.1 9.1 9.1

2 2 18.2 18.2 27.3

3 1 9.1 9.1 36.4

3 1 9.1 9.1 45.5

4 1 9.1 9.1 54.5

4 1 9.1 9.1 63.6

6 1 9.1 9.1 72.7

7 1 9.1 9.1 81.8

8 1 9.1 9.1 90.9

 59

10 1 9.1 9.1 100.0

Total 11 100.0 100.0

A calculation of the frequency distribution, each respondent's total score of the

smallest frequency is that the score 1, 3, 5, 6, 7, 8, 9, and 10 each have 1 frequency (9,

1%) however the largest frequency is that the score 18.2 and have 2 frequencies (18,

2%).

Figure 4.1.1.3: Histogram of Students’ speaking skill ( Variable X)

According to the information in the frequency distribution table above, when

the mean score of 4,52 is contrasted with it, it can be seen that the speaking ability of

the students scored lower than the average group of 1 respondent (3,2%), higher than

the average group of 1 respondent (3,5%), and in between the average group of 1

respondent and 1 other people (9,1%).

 60

Table 4.1.1.4. Guidelines for interval the score of respondent

Scores Categories

8.0 -10 High

6.0 -7.9 Satisfactory

4.0 - 5.9 Low

0.0 – 3.9 Fail

Interval Category
126 – 150 Very High
101 – 125 High
76 – 100 Medium
51 – 75 Low
26 – 50 Very Low
(Najnawati, 2019 : 33)

The highest value of this result variable is 12 x 5 = 60 because the

questionnaire consists of two statement criteria 60: 2 = 30. After all, the number of

respondents is 11, and the criterion value is 11 x 30 = 330. The overall value of the

students' speaking skills obtained from the study's results is 50. Speaking ability

among pupils is 50: 330, or 0.15 of the established criteria. Because the value of

students speaking skills belongs throughout the Fail category, it can be inferred. The

value results its by using the researcher’s self-made rating table.

4.1.2. Students’ Reading Comprehension skills

The following table demonstrates a summary of the descriptive data for

students' reading comprehension (Y).

 61

Table 4.1.1: The summarry of Descriptive statistics Students’ Reading

Comprehension Skill

Statistics

Reading Comprehension (Y)

N Valid 11

Missing 0

Mean 35.00

Std. Error of Mean 7.167

Median 25.00

Mode 25

Std. Deviation 23.770

Variance 565.000

Skewness 2.409

Std. Error of Skewness .661

Kurtosis 6.230

Std. Error of Kurtosis 1.279

Range 80

Minimum 20

Maximum 100

Sum 385

Percentiles 25 20.00

50 25.00

75 45.00
 62

Variable Students’ Mean Score

Students’ Reading skill 35.00

The findings revealed that the students' reading comprehension scores

ranged from 20 to 100, with a mean of 35, a median of 25, a modus 25, a

variance of 565.000, and a standard deviation of 23.770. The following table

shows the frequency distribution of students' reading comprehension abilities.

Table 4.1.2.1: Frequency Distribution of Students’ Reading Comprehension

(Variable Y)

Reading Comprehension (Y)

Frequency Percent Valid Percent Cumulative Percent

Valid 20 3 27.3 27.3 27.3

25 4 36.4 36.4 63.6

30 1 9.1 9.1 72.7

45 1 9.1 9.1 81.8

50 1 9.1 9.1 90.9

100 1 9.1 9.1 100.0

Total 11 100.0 100.0

According to the frequency distribution, a total score of 20 has three

frequencies (27,3%), a total score of 25 has four frequencies (36,4%), a total

score of 30, 45, 50, and 100 has one frequency (9,1%). As a result, the

respondent with the highest frequency has a score of 25, which has four

frequencies (36,4%), while the respondent with the lowest frequency has a score

of 30, 45, 50, and 100, which has one frequency (9,1%).The graph below can be

used to display this variable histogram.

 63

Figure 4.1.2.2: Histogram of Students’ Reading Comprehension Skills (Y)

Based on the data contained in the frequency distribution table above, it

can be concluded that students' reading comprehension scores, which are in groups

above the mean score of 11 respondents (18.9%), are higher than the mean score

of 35,00. The following percentage form criteria are used to classify students'

reading comprehension scores by category:

Table 4.1.2.3: Guidelines for interpreting the score of respondent

Scores Categories

5 (70 – 100%) Excellent

4 (60 – 70%) Very Good

3 (50 – 60%) Good

2 (20 – 50%) Average

(Kurniawan. Yosep, 2023 : 56)

Percentage (%) Relationship Level

90% - 100% Very high category
80% - 89% High category
70% - 79% Medium category
 64

60% - 69% Low category

0% - 59% Very low category

The results of the research indicate that students' reading comprehension skills

are valued overall at 385; the highest result variable value is 100; and since there were

11 respondents, the criterion value is 11 x 100, or 1100. Students' reading

comprehension proficiency is therefore 385:1100=0.35, or 35% of the established

criteria. In light of this, it may be said that pupils' ratings for reading comprehension

range within the Average category. The value results its by using the researcher’s self-

made rating table.

4.1.2.4: The Correlation between students’ speaking and students

reading

comprehension X Y XY X2 Y2 skill
60 65 3900 3600 4225
50 60 3000 2500 3600
125 100 12500 15625 10000
50 50 2500 2500 2500
110 90 9900 12100 8100
75 70 5250 5625 4900
85 85 7225 7225 7225
65 68 4420 4225 4624
55 60 3300 3025 3600
65 60 3900 4225 3600
50 60 3000 2500 3600
790 768 58895 63150 55974

To get the data the researcher conducted by giving a text about recount text

talked about describing a p e r s o n f i g u r e to learn English with 11 students’ as

 65

a sample. Total mean score of students’ reading skill to learn English ( ) were

35,00.

 The correalation between students’ speaking skill and reading

comprehension skills to learn English.

In this case, both the students’ speaking skill and students

reading related by using r formula. It means that score within a

certain range on variable are associated with score within a certain

range on the other variables. Person r formula to find out whether

or not there was significant correlation between students

speaking skill and their reading skill to learn English through the data

which have been obtained.

Table 4.1.3. The correlation between students’ speaking skill and their

reading skill to learn English.

Variable Students’ Mean Score Classification

Students’ speaking 4,52

0.12 Consider as no correlation
Students’ reading 35,00

After being calculated, the total mean score of Students’ speaking skill

were (̅̅̅̅) 4,52 and students’ reading were ( X ) 35,00 The correlation coefficient (rο)

was 0,12 in the interval of 0.00 - 0.20, this means that the correlation belong to “

Consider as No Correlation”. In other words there was significant correlation

between students’ speaking skill and their reading to learn English.

To summarize the resutlt the correlation was listed bellow :

 66

“ r “ of product moment Interpretation

0.00 – 0.20 Considered as No Correlation

0.20 – 0. 40 Low Correlation

0.40 – 0.70 High Correlation

0.90 – 1.00 Very High / Perfect Correlation

Based on the table above, it can seen that correlation index (r0 =

0,12) was the interval of 0.70 – 0.90, this means that the correlation belongs

to “ No Correlation”. In other words, there was Negative correlation

between variable X and Y.

Reading skill to learn English was significant as same calue rate ( ro

= 0.5). So the null hypothesis (H0) of the research the rejected and

alternative hypothesis (Ha) was accepted. The meaning of the statement was

the students’ speaking skill has significant no correlation with their reading

comprehension skill to learn English.

4.2. Discussion

Before discussing the results of this research, firstly the researcher

explained the focus of the research. This research was conducted in

Shalahuddin Senior Vocational School. The population is the tenth grade

student of Shalahuddin Senior Vocational School In Academic year 2022/2023

which consists of six classes namely , so the total population is 11 students,

consisting of 6 male and 5 female.

In this part, discussion deals with the interpretation of findings

derived from the result of findings about the significant correlation between
 67

students’ speaking skill and their reading skill to learn English. The

correlation students’ speaking skill and their reading to learn English had

been proved at the tenth grade of Shalahuddin Senior Vocational School.

To conduct a correlation research, it was required data of two

quantifiable variables. Before taking the correlational research, the

researcher collected all data from students. All data collected trough

speaking test and reading test from the recount text. After collecting the

overall data, those data were classified into two several devisions they

were: data of students’ speaking skill and data of students’ reading skill.

Then data of students’ speaking skill were separeted into first quantifiable

variable, and second quantifiable data of students’ reading skill to learn

English. Finnally, data both quantifiable variables were being analyzed and

calculated to see the significant correlation between students’ speaking skill

and their reading skill to learn English. Analyzing and calculating needed

formulation. By applying the formula of pearson r ( pearson product

moment), the data could be measured significantly, apppropriately, and

stastistically, that how closely they were correlated. The description of the

data collected showed that there is correlation between students’ speaking

skill and students’ reading comprehension at the tenth grade of Shalahuddin

Senior Vocational School.

The result of research about the correlation between students’

speaking skill and reading skill to learn English was determined by

correlation coefficient in pearson product formula. Correlation coefficient

shows how closely they were correlated through scores of numbers. After
 68

calculating data of those variable apppropriately, obtained correlation

coefficient was (0,12) in the interval of 0.00 – 0.20, this means that the

correlation belong to “ No Correlation”. In other words, there was

significant correlation between students’ speaking skill and their reading

skill to learn English.

Therefore, Students’ who studies hard to speak can master to in

speaking English gradually through of their more studies hard reading too to

practice their tongue when they try to reading good. They get power from

their efforts, either they are motivated instrinsically and or motivated

extrinsically.
 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter The Researcher writen the consists of two sections. The

first section deals with conclusion of the findings, and the second one deals

with suggestion that cover recommendation concerning the implication of the

findings and for further related researcher.

5.1. Conclusion

Based on the research findings and discussion in the previous chapter,

the researcher comes to following conclusions:

There was significant correlation between students’ speaking skill and

their motivation to learn English at the tenth grade of halahuddin Senior

Vocational School where correlation coefficient is 0.12 in the interval value

of 0.00 – 0.20, this means that belongs to (“Consider No Correlation”.). So

the null ahypothesis (H0) of the research the rejected and alternative

hypothesis (Ha) is accepted. The meaning of the statement is the students’

speaking skill has significant correlation with their reading skill to learn

English. Motivation to make students feel have a responsibility in learning

process, therefore, the higher motivation in each student, they will do the best

way to get the best result.

5.2. Suggestion

Based on the conclusion above, the researcher would like to offer

suggestions as follows:

1. The researcher should pay attention more about students’ motivation

69
 because motivation have significant roles for improving students speaking

skill.

2. The Teacher should also give higher motivation for students’ to practice

speaking skill and to know how important English speaking is.

3. The students of Shalahuddin Senior Vocational School Malang should

have an English club when they can practice their speaking skill.

4. Further researcher need to be conducted and explored more about the

correlation between students’ speaking skill and reading skill also include

their motivation to learn English.

70
 71

REFERENCES

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improve students' speaking and reading skills." Exposure Journal 2.1
(2013): 68-75.

Andrew, B. R. Habit, American Journal Psychology, Vol.14, 2, 1903.

Boyoh, Hanny, Fanny. 2018. Inference: Journal of English Languange

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Terhadap Kemampuan Berbicara Bahasa Inggris. Universitas Indraprasta
PGRI.

Broughton, G., Brumfit, C., Pincas, A., & Wilde, R. D. (2002). Teaching
English as a foreign language. Routledge.

Brown, Gillian and Yule. Goerge. 1980. Teaching the Spoken Language:
Cambridge Press. Cambridge

Budiayarno, 2014. Improving the Second Year Students’ Speaking ability

through Case Presentation. Method at SMA Yapip Makassar
Sungguminasa. Makassar State Islamic University

Gay, L. R, et al, 2006. Education Research. Pearson Education, Inc New

Jersey Gupit, Furtunato. 1986. Elements of Public

Goh, Christine C. M and Burns, Anne. 2012. Teaching speaking: A Holistic

Approach. Cambridge University Press United States of America

Grabe & Soller. (2002). Teaching & Researching Reading, Pearson Education:
England

Grellet, frangoise. Developing reading skills a practical guide to reading

comprehension exercise. Cambridge: Cambridge University Press, 1999

Gupit, Furtunato. 1986. Elements of Public Speaking. Rex Printing Company

Inc:St. Queson City

Harmer, Jeremy. 1991. The Practice of English Language Teaching. London,

Longman Group.

Harmer, Jeremy. The Practice of English Language. new york: longman

publishing, 1991.

Istianti, Nerfi. 2013. The Correlation between Students’ Motivation in

Learning Speaking and their their Speaking Abiliity. Jakarta Satate Islamic
Syarif Hidayatullah University
 72

Leong, Mei-Lai & Ahmadi, Masoumeh, Seyedeh. International Journal of

Research in English Education. An Analysis of Factors Influencing
Learners’ English Speaking Skill. Universiti Sains Malaysia, Malaysia

Marcel.1996. English SpeakingElements.(Online),.(http//eng.gsu.edu/most.

dos/ghtml.), accssed 10 April 2017)

Mardianti, Nunung; Wijayati, Primardiana Hermilia; Murtadho, Nurul. The

Correlation between Students' Reading Anxiety and Their Reading
Comprehension in ESP Context. International Journal of Language
Education, 2021, 5.2: 15-29.

Mart, Cagri Tugrul. "Developing speaking skills through reading."

International Journal of English Linguistics 2.6 (2012): 91.

Mikulecky, B. S. (1996). Teaching reading in a second language. England.

Pearson Education, Inc.

Nahla. 2011. Motivating Students in the EFL Classroom. (Online), Vol 4, No.
3, (http:// www.ccsenet.org/elt, accssed 10 April 2017)

Najnawati. 2019. The Correlation Between Students’ Reading Habit And

Students’ Reading Comprehension At The Second Grade Of Mts Negeri
Parepare. Tarbiyah Faculty Of State Islamic Institute Of Parepare,
Parepare.

Noval, Khalil Hasan. 2012. The Reason Behind The Students’ Weakness

Nuttal, C. (1982). Teaching Reading Skill in a Foreign Language. London:

Heinermann Educational Books

Philadelphia University: Jordan Speaking. Rex Printing Company Inc: St.

Queson City

Sudijono, Anas. 2015. Pengantar Evaluasi Pendidikan. Jakarta: PT Raja

Grafindo Persada.

Sudijono, Anas. Pengantar statistik pendidikan. PT Raja Grafindo Persada,

2005.

Sudjana. (2003). Teknik regresi dan korelasi. Bandung: Tarsito.

Sudjana. 2017. Metoda Statistika. Bandung: PT Tarsito Bandung.

Sugiyono, (2010). Metode Penelitian Pendidikan, Pendekatan Kualitati,

Kuantitaif dan R &D: Alfabeta: Bandung.
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Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif, dan R&D.

Bandung: Alfabeta.

Sugiyono. 2018. Metode Penelitian Kuantitatif, Kualitatif, dan R&D.

Bandung: Alfabeta. University Requirement Language Courses In
Speaking Skill.

Ura, P. 1996. A Course in Language Teaching. Cambridge: Cambridge

University Press

Woodrow, Lindy. Anxiety and speaking English as a second language. RELC

journal, 2006, 37.3: 308-328.

Yulis, Marinda, Putri. 2016. The Correlation between Students’ Motivation

and Their Speaking Skill At 8 Th Grade In Mts N Rambah .University of
Pasir Pengaraian
Appendices

74
 75

LAMPIRAN 1
DISTRIBUSI NILAI rtabel SIGNIFIKANSI 5% dan 1%

N The Level of Significance N The Level of Significance

5% 1% 5% 1%
3 0.997 0.999 38 0.320 0.413
4 0.950 0.990 39 0.316 0.408
5 0.878 0.959 40 0.312 0.403
6 0.811 0.917 41 0.308 0.398
7 0.754 0.874 42 0.304 0.393
8 0.707 0.834 43 0.301 0.389
9 0.666 0.798 44 0.297 0.384
10 0.632 0.765 45 0.294 0.380
11 0.602 0.735 46 0.291 0.376
12 0.576 0.708 47 0.288 0.372
13 0.553 0.684 48 0.284 0.368
14 0.532 0.661 49 0.281 0.364
15 0.514 0.641 50 0.279 0.361
16 0.497 0.623 55 0.266 0.345
17 0.482 0.606 60 0.254 0.330
18 0.468 0.590 65 0.244 0.317
19 0.456 0.575 70 0.235 0.306
20 0.444 0.561 75 0.227 0.296
21 0.433 0.549 80 0.220 0.286
22 0.432 0.537 85 0.213 0.278
23 0.413 0.526 90 0.207 0.267
24 0.404 0.515 95 0.202 0.263
25 0.396 0.505 100 0.195 0.256
26 0.388 0.496 125 0.176 0.230
27 0.381 0.487 150 0.159 0.210
28 0.374 0.478 175 0.148 0.194
29 0.367 0.470 200 0.138 0.181
30 0.361 0.463 300 0.113 0.148
31 0.355 0.456 400 0.098 0.128
32 0.349 0.449 500 0.088 0.115
33 0.344 0.442 600 0.080 0.105
34 0.339 0.436 700 0.074 0.097
35 0.334 0.430 800 0.070 0.091
36 0.329 0.424 900 0.065 0.086
37 0.325 0.418 1000 0.062 0.081
 76

LAMPIRAN 2

SPSS FREKUENSI SPEKING SKILL

FREQUENCIES VARIABLES=SK
/NTILES=4
/NTILES=10
/PERCENTILES=25.0 50.0
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN MEDIAN MODE SUM
SKEWNESS SESKEW
KURTOSIS SEKURT
/HISTOGRAM NORMAL
/ORDER=ANALYSIS.

Frequencies

Notes
Output Created 15-JUN-2023 02:14:29
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics are based on all
cases with valid data.
 77

Syntax FREQUENCIES
VARIABLES=SK
/NTILES=4
/NTILES=10
/PERCENTILES=25.0 50.0
/STATISTICS=STDDEV
VARIANCE RANGE
MINIMUM MAXIMUM
SEMEAN MEAN MEDIAN
MODE SUM SKEWNESS
SESKEW
KURTOSIS SEKURT
/HISTOGRAM NORMAL
/ORDER=ANALYSIS.
Resources Processor Time 00:00:00,28
Elapsed Time 00:00:00,46

Statistics
Speaking Skill (X)
N Valid 11
Missing 0
Mean 4.52
Std. Error of Mean .789
Median 4.00
Mode 2
Std. Deviation 2.618
Variance 6.854
Skewness .630
Std. Error of Skewness .661
Kurtosis -.463
Std. Error of Kurtosis 1.279
Range 9
Minimum 1
Maximum 10
Sum 50
Percentiles 10 1.24
20 2.20
25 2.20
 78

30 2.74
40 3.18
50 4.00
60 4.54
70 6.30
75 6.90
80 7.26
90 9.10

Speaking Skill (X)

Cumulative
Frequency Percent Valid Percent Percent
Valid 1 1 9.1 9.1 9.1
2 2 18.2 18.2 27.3
3 1 9.1 9.1 36.4
3 1 9.1 9.1 45.5
4 1 9.1 9.1 54.5
4 1 9.1 9.1 63.6
6 1 9.1 9.1 72.7
7 1 9.1 9.1 81.8
8 1 9.1 9.1 90.9
10 1 9.1 9.1 100.0
Total 11 100.0 100.0
 79

LAMPIRAN 3

SPSS FREKUENSI STATISTIK READING COMPREHENSION SKILL

FREQUENCIES VARIABLES=RK
/NTILES=4
/PERCENTILES=25.0 50.0
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN MEDIAN MODE SUM
SKEWNESS SESKEW
KURTOSIS SEKURT
/HISTOGRAM
/ORDER=ANALYSIS.

Frequencies

Notes
Output Created 12-JUN-2023 23:30:27
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics are based on all
cases with valid data.
Syntax FREQUENCIES
VARIABLES=RK
/NTILES=4
/PERCENTILES=25.0 50.0
/STATISTICS=STDDEV
VARIANCE RANGE
MINIMUM MAXIMUM
SEMEAN MEAN MEDIAN
MODE SUM SKEWNESS
SESKEW
KURTOSIS SEKURT
/HISTOGRAM
/ORDER=ANALYSIS.
 80

Resources Processor Time 00:00:00,27

Elapsed Time 00:00:00,25

Statistics
Reading Comprehension (Y)
N Valid 11
Missing 0
Mean 35.00
Std. Error of Mean 7.167
Median 25.00
Mode 25
Std. Deviation 23.770
Variance 565.000
Skewness 2.409
Std. Error of Skewness .661
Kurtosis 6.230
Std. Error of Kurtosis 1.279
Range 80
Minimum 20
Maximum 100
Sum 385
Percentiles 25 20.00
50 25.00
75 45.00

Reading Comprehension (Y)

Cumulative
Frequency Percent Valid Percent Percent
Valid 20 3 27.3 27.3 27.3
25 4 36.4 36.4 63.6
30 1 9.1 9.1 72.7
45 1 9.1 9.1 81.8
50 1 9.1 9.1 90.9
100 1 9.1 9.1 100.0
Total 11 100.0 100.0
81
 82

LAMPIRAN 4

SPSS UJI NORMALITAS 2 VARIABEL

EXAMINE VARIABLES=Speaking_Skill Reading_Comprehension_Skill

/PLOT BOXPLOT STEMLEAF NPPLOT
/COMPARE GROUPS
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.

Explore

Notes
Output Created 15-JUN-2023 07:53:30
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User-defined missing values
for dependent variables are
treated as missing.
Cases Used Statistics are based on cases
with no missing values for
any dependent variable or
factor used.
 83

Syntax EXAMINE
VARIABLES=Speaking_Skill
Reading_Comprehension_Sk
ill
/PLOT BOXPLOT
STEMLEAF NPPLOT
/COMPARE GROUPS
/STATISTICS
DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
Resources Processor Time 00:00:01,80
Elapsed Time 00:00:01,52

Case Processing Summary

Cases
Valid Missing Total
N Percent N Percent N Percent
Speaking_Skill 11 100.0% 0 0.0% 11 100.0%
Reading_Comprehension_Sk 11 100.0% 0 0.0% 11 100.0%
ill

Descriptives
Statistic Std. Error
Speaking_Skill Mean 4.52 .789
95% Confidence Interval for Lower Bound 2.76
Mean Upper Bound 6.28
5% Trimmed Mean 4.44
Median 4.00
Variance 6.854
Std. Deviation 2.618
Minimum 1
Maximum 10
Range 9
Interquartile Range 5
Skewness .630 .661
Kurtosis -.463 1.279
 84

Reading_Comprehension_Sk Mean 35.00 7.167

ill 95% Confidence Interval for Lower Bound 19.03
Mean Upper Bound 50.97
5% Trimmed Mean 32.22
Median 25.00
Variance 565.000
Std. Deviation 23.770
Minimum 20
Maximum 100
Range 80
Interquartile Range 25
Skewness 2.409 .661
Kurtosis 6.230 1.279

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
*
Speaking_Skill .185 11 .200 .946 11 .589
Reading_Comprehension_Sk .311 11 .004 .661 11 .000
ill

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Speaking_Skill

Speaking_Skill Stem-and-Leaf Plot

Frequency Stem & Leaf

1,00 0 . 1
4,00 0 . 2233
3,00 0 . 445
2,00 0 . 67
1,00 0 . 9

Stem width: 10
 85

Each leaf: 1 case(s)

86
 87

Reading_Comprehension_Skill

Reading_Comprehension_Skill Stem-and-Leaf Plot

Frequency Stem & Leaf

7,00 2 . 0005555
1,00 3 . 0
1,00 4 . 5
1,00 5 . 0
1,00 Extremes (>=100)

Stem width: 10
Each leaf: 1 case(s)
88
 89

LAMPIRAN 5

SPSS UJI REALIBILITAS

RELIABILITY
/VARIABLES=P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19
P20
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.

Reliability

Notes
Output Created 16-JUN-2023 07:02:38
Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Matrix Input
Missing Value Handling Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics are based on all
cases with valid data for all
variables in the procedure.
Syntax RELIABILITY
/VARIABLES=P1 P2 P3 P4
P5 P6 P7 P8 P9 P10 P11
P12 P13 P14 P15 P16 P17
P18 P19 P20
/SCALE('ALL VARIABLES')
ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
Resources Processor Time 00:00:00,00
Elapsed Time 00:00:00,01
 90

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 11 100.0
a
Excluded 0 .0
Total 11 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics
Cronbach's
Alpha N of Items
.726 20

Item-Total Statistics
Corrected Cronbach's
Scale Mean if Scale Variance Item-Total Alpha if Item
Item Deleted if Item Deleted Correlation Deleted
P1 44.55 40.073 .553 .703
P2 44.36 39.455 .234 .724
P3 44.09 36.491 .679 .681
P4 45.00 40.000 .347 .711
P5 44.64 40.655 .211 .723
P6 44.27 38.618 .348 .710
P7 45.00 37.800 .746 .685
P8 44.36 42.455 .124 .727
P9 44.27 36.818 .580 .688
P10 44.18 37.764 .615 .690
P11 45.18 39.964 .296 .715
P12 45.00 44.200 -.078 .744
 91

P13 44.45 45.673 -.212 .756

P14 44.91 38.891 .426 .704
P15 44.73 38.818 .288 .717
P16 45.18 43.964 -.053 .741
P17 44.18 45.964 -.248 .755
P18 45.00 37.400 .633 .687
P19 44.64 42.855 .078 .730
P20 45.00 37.800 .588 .691
 92

LAMPIRAN 6
SPSS INPUT DATA DESCRIPTIVE VARIABLES

DESCRIPTIVES VARIABLES=Total_P
/STATISTICS=MEAN STDDEV MIN MAX.

Descriptives

Notes
Output Created 16-JUN-2023 06:40:01
Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User defined missing values
are treated as missing.
Cases Used All non-missing data are
used.
Syntax DESCRIPTIVES
VARIABLES=Total_P
/STATISTICS=MEAN
STDDEV MIN MAX.
Resources Processor Time 00:00:00,00
Elapsed Time 00:00:00,03

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Total_P 11 35 61 47.00 6.633
Valid N (listwise) 11
 93

LAMPIRAN 7
SPSS UJI VALIDITAS (pearson)

COMPUTE Total=P1 + P2 + P3 + + P5 + P6 + P7 + P8 + P9 + P10 + P11 + P12 + P13 +

P14 + P15 + P16 +
P17 + P18 + P19 + P20.
EXECUTE.
CORRELATIONS
/VARIABLES=P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19
P20 Total
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.

Correlations

Notes
Output Created 16-JUN-2023 06:47:50
Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics for each pair of
variables are based on all the
cases with valid data for that
pair.
Syntax CORRELATIONS
/VARIABLES=P1 P2 P3 P4
P5 P6 P7 P8 P9 P10 P11
P12 P13 P14 P15 P16 P17
P18 P19 P20 Total
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
 94

Resources Processor Time 00:00:00,06

Elapsed Time 00:00:00,31

Correlations
P1 P1 P1 P1 P1 P1 P1 P1
P1 P2 P3 P4 P5 P6 P7 P8 P9 0 1 2 3 4 5 6 7
P Pearso 1 -.3 .33 .00 -.3 .06 .30 -.3 .71 -.0 .41 .24 -.4 .58 .80 .23 .23
* **
1 n 73 5 0 77 9 3 36 2 23 8 7 03 6 4 2 2
Correlat
ion
Sig. .25 .31 1.0 .25 .84 .36 .31 .01 .94 .20 .46 .21 .05 .00 .49 .49
(2-taile 9 4 00 4 0 5 3 4 6 0 4 9 8 3 3 3
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso -.3 1 .39 .46 .81 .16 .42 .60 .09 .62 .02 -.1 .23 -.0 -.3 .03 -.6
** * *
2 n 73 1 1 7 9 3 2 0 7 8 15 7 68 16 2 81
Correlat
ion
Sig. .25 .23 .15 .00 .62 .19 .05 .79 .03 .93 .73 .48 .84 .34 .92 .02
(2-taile 9 5 4 2 0 4 0 3 9 5 6 2 2 3 5 1
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .33 .39 1 .00 .30 .44 .57 .29 .36 .61 .52 -.3 .08 .44 -.0 -.1 -.0
*
3 n 5 1 0 8 4 1 2 3 2 6 11 0 7 79 89 29
Correlat
ion
Sig. .31 .23 1.0 .35 .17 .06 .38 .27 .04 .09 .35 .81 .16 .81 .57 .93
(2-taile 4 5 00 7 1 7 4 3 5 7 3 5 8 7 7 2
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .00 .46 .00 1 .27 .00 .61 .38 .14 .68 -.1 .33 .15 .00 .11 .17 -.5
* *
4 n 0 1 0 9 0 2 3 3 8 48 3 7 0 7 2 16
Correlat
ion
Sig. 1.0 .15 1.0 .40 1.0 .04 .24 .67 .01 .66 .31 .64 1.0 .73 .61 .10
(2-taile 00 4 00 6 00 5 5 5 9 5 6 4 00 2 3 4
d)
 95

N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso -.3 .81 .30 .27 1 .22 .17 .39 .01 .39 .21 -.1 .10 .21 -.2 -.0 -.6
** *
5 n 77 7 8 9 4 1 4 1 3 4 40 8 3 05 39 16
Correlat
ion
Sig. .25 .00 .35 .40 .50 .61 .23 .97 .23 .52 .68 .75 .53 .54 .90 .04
(2-taile 4 2 7 6 8 5 1 5 2 8 2 2 0 6 9 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .06 .16 .44 .00 .22 1 .62 -.0 .34 .45 -.0 -.1 -.1 -.0 .07 -.2 .45
*
6 n 9 9 4 0 4 7 13 9 6 62 28 65 87 3 04 6
Correlat
ion
Sig. .84 .62 .17 1.0 .50 .03 .96 .29 .15 .85 .70 .62 .80 .83 .54 .15
(2-taile 0 0 1 00 8 9 9 3 9 7 8 8 0 0 7 9
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .30 .42 .57 .61 .17 .62 1 .23 .52 .84 .00 .20 .00 .00 .14 .00 .00
* * **
7 n 3 3 1 2 1 7 5 4 2 0 4 0 0 3 0 0
Correlat
ion
Sig. .36 .19 .06 .04 .61 .03 .48 .09 .00 1.0 .54 1.0 1.0 .67 1.0 1.0
(2-taile 5 4 7 5 5 9 8 8 1 00 7 00 00 4 00 00
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso -.3 .60 .29 .38 .39 -.0 .23 1 -.1 .64 -.2 -.5 .75 -.1 -.3 -.5 -.3
* **
8 n 36 2 2 3 4 13 5 79 7 93 74 6 14 91 39 41
Correlat
ion
Sig. .31 .05 .38 .24 .23 .96 .48 .59 .03 .38 .06 .00 .74 .23 .08 .30
(2-taile 3 0 4 5 1 9 8 9 2 2 5 7 0 4 7 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .71 .09 .36 .14 .01 .34 .52 -.1 1 .21 .05 .14 -.4 .30 .68 .21 .06
* *
9 n 2 0 3 3 1 9 4 79 4 8 3 53 2 3 4 7
Correlat
ion
 96

Sig. .01 .79 .27 .67 .97 .29 .09 .59 .52 .86 .67 .16 .36 .02 .52 .84
(2-taile 4 3 3 5 5 3 8 9 7 7 5 1 6 1 7 5
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso -.0 .62 .61 .68 .39 .45 .84 .64 .21 1 -.0 -.1 .34 .02 -.1 -.2 -.2
* * * ** *
1 n 23 7 2 8 3 6 2 7 4 55 72 0 9 76 42 42
0 Correlat
ion
Sig. .94 .03 .04 .01 .23 .15 .00 .03 .52 .87 .61 .30 .93 .60 .47 .47
(2-taile 6 9 5 9 2 9 1 2 7 1 3 7 2 6 4 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .41 .02 .52 -.1 .21 -.0 .00 -.2 .05 -.0 1 .14 -.2 .71 .16 .40 -.2
*
1 n 8 8 6 48 4 62 0 93 8 55 8 66 3 0 2 08
1 Correlat
ion
Sig. .20 .93 .09 .66 .52 .85 1.0 .38 .86 .87 .66 .42 .01 .63 .22 .54
(2-taile 0 5 7 5 8 7 00 2 7 1 5 9 4 8 1 0
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .24 -.1 -.3 .33 -.1 -.1 .20 -.5 .14 -.1 .14 1 -.4 .00 .35 .51 -.1
1 n 7 15 11 3 40 28 4 74 3 72 8 72 0 1 6 72
2 Correlat
ion
Sig. .46 .73 .35 .31 .68 .70 .54 .06 .67 .61 .66 .14 1.0 .29 .10 .61
(2-taile 4 6 3 6 2 8 7 5 5 3 5 3 00 0 4 3
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso -.4 .23 .08 .15 .10 -.1 .00 .75 -.4 .34 -.2 -.4 1 -.3 -.6 -.4 .01
** *
1 n 03 7 0 7 8 65 0 6 53 0 66 72 73 23 72 5
3 Correlat
ion
Sig. .21 .48 .81 .64 .75 .62 1.0 .00 .16 .30 .42 .14 .25 .04 .14 .96
(2-taile 9 2 5 4 2 8 00 7 1 7 9 3 8 1 2 6
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
 97

P Pearso .58 -.0 .44 .00 .21 -.0 .00 -.1 .30 .02 .71 .00 -.3 1 .51 .02 -.2
*
1 n 6 68 7 0 3 87 0 14 2 9 3 0 73 5 9 91
4 Correlat
ion
Sig. .05 .84 .16 1.0 .53 .80 1.0 .74 .36 .93 .01 1.0 .25 .10 .93 .38
(2-taile 8 2 8 00 0 0 00 0 6 2 4 00 8 5 2 5
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .80 -.3 -.0 .11 -.2 .07 .14 -.3 .68 -.1 .16 .35 -.6 .51 1 .30 .06
** * *
1 n 4 16 79 7 05 3 3 91 3 76 0 1 23 5 7 6
5 Correlat
ion
Sig. .00 .34 .81 .73 .54 .83 .67 .23 .02 .60 .63 .29 .04 .10 .35 .84
(2-taile 3 3 7 2 6 0 4 4 1 6 8 0 1 5 8 8
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .23 .03 -.1 .17 -.0 -.2 .00 -.5 .21 -.2 .40 .51 -.4 .02 .30 1 -.2
1 n 2 2 89 2 39 04 0 39 4 42 2 6 72 9 7 42
6 Correlat
ion
Sig. .49 .92 .57 .61 .90 .54 1.0 .08 .52 .47 .22 .10 .14 .93 .35 .47
(2-taile 3 5 7 3 9 7 00 7 7 4 1 4 2 2 8 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .23 -.6 -.0 -.5 -.6 .45 .00 -.3 .06 -.2 -.2 -.1 .01 -.2 .06 -.2 1
* *
1 n 2 81 29 16 16 6 0 41 7 42 08 72 5 91 6 42
7 Correlat
ion
Sig. .49 .02 .93 .10 .04 .15 1.0 .30 .84 .47 .54 .61 .96 .38 .84 .47
(2-taile 3 1 2 4 4 9 00 4 5 4 0 3 6 5 8 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .74 -.2 .46 .16 -.1 .51 .61 -.1 .71 .34 .14 .16 -.3 .46 .58 -.1 .34
** * *
1 n 2 31 6 7 40 2 2 91 4 4 8 7 15 6 5 72 4
8 Correlat
ion
Sig. .00 .49 .14 .62 .68 .10 .04 .57 .01 .30 .66 .62 .34 .14 .05 .61 .30
(2-taile 9 5 9 4 2 8 5 3 4 0 5 4 6 9 9 3 0
d)
 98

N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .62 -.6 .24 -.3 -.3 -.1 -.2 -.1 .01 -.2 .46 -.1 -.0 .64 .39 -.2 .34
* *
1 n 0 02 3 83 94 34 35 20 5 51 3 91 33 9 1 51 1
9 Correlat
ion
Sig. .04 .05 .47 .24 .23 .69 .48 .72 .96 .45 .15 .57 .92 .03 .23 .45 .30
(2-taile 2 0 1 5 1 5 8 5 5 6 2 3 4 1 4 6 4
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Pearso .49 .23 .62 .16 .00 .12 .40 .57 .42 .51 .14 -.5 .31 .31 .23 -.1 .00
*
2 n 4 1 1 7 0 8 8 4 8 6 8 00 5 1 4 72 0
0 Correlat
ion
Sig. .12 .49 .04 .62 1.0 .70 .21 .06 .18 .10 .66 .11 .34 .35 .48 .61 1.0
(2-taile 2 5 1 4 00 8 3 5 9 4 5 7 6 3 9 3 00
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
T Pearso .63 .35 .78 .34 .32 .50 .75 .18 .68 .63 .45 .00 -.1 .55 .44 .04 -.0
* ** ** * *
ot n 6 3 0 7 5 1 0 8 2 2 2 0 16 2 4 2 84
al Correlat
ion
Sig. .03 .28 .00 .29 .32 .11 .00 .58 .02 .03 .16 1.0 .73 .07 .17 .90 .80
(2-taile 5 7 5 6 9 6 8 1 1 7 2 00 5 9 1 2 5
d)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
 99

LAMPIRAN 8
SPSS UJI VALIDITAS (spearman)

NONPAR CORR
/VARIABLES=P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19
P20 Total
/PRINT=SPEARMAN TWOTAIL NOSIG
/MISSING=PAIRWISE.

Nonparametric Correlations

Notes
Output Created 16-JUN-2023 07:09:59
Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data 11
File
Missing Value Handling Definition of Missing User-defined missing values
are treated as missing.
Cases Used Statistics for each pair of
variables are based on all the
cases with valid data for that
pair.
Syntax NONPAR CORR
/VARIABLES=P1 P2 P3 P4
P5 P6 P7 P8 P9 P10 P11
P12 P13 P14 P15 P16 P17
P18 P19 P20 Total
/PRINT=SPEARMAN
TWOTAIL NOSIG
/MISSING=PAIRWISE.
Resources Processor Time 00:00:00,08
 100

Elapsed Time 00:00:00,03

a
Number of Cases Allowed 131072 cases

a. Based on availability of workspace memory

Correlations
P1 P1 P1 P1 P1 P1
P1 P2 P3 P4 P5 P6 P7 P8 P9 0 1 2 3 4 5
Spea P Correlat 1. -.3 .3 .0 -.3 .0 .3 -.2 .7 .1 .3 .2 -.3 .6 .8
rman' 1 ion 00 87 36 00 95 90 03 95 36 10 71 47 73 12 09
** * **
s rho Coeffici 0
ent
Sig. . .2 .3 1. .2 .7 .3 .3 .0 .7 .2 .4 .2 .0 .0
(2-tailed 40 12 00 30 92 65 79 10 47 62 64 59 46 03
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat -.3 1. .3 .4 .8 .1 .3 .5 .0 .5 .0 -.1 .2 -.0 -.2
2 ion 87 00 67 41 43 66 93 89 10 90 65 20 72 92 60
**
Coeffici 0
ent
Sig. .2 . .2 .1 .0 .6 .2 .0 .9 .0 .8 .7 .4 .7 .4
(2-tailed 40 66 74 01 25 32 56 77 56 49 24 18 88 39
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .3 .3 1. .0 .2 .5 .5 .2 .3 .6 .5 -.3 .0 .4 -.0
3 ion 36 67 00 00 53 08 81 18 53 49 31 09 52 36 50
*
Coeffici 0
ent
Sig. .3 .2 . 1. .4 .1 .0 .5 .2 .0 .0 .3 .8 .1 .8
(2-tailed 12 66 00 53 11 61 19 87 31 93 55 80 80 84
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .0 .4 .0 1. .3 .0 .6 .3 .0 .7 -.1 .3 .1 .0 .2
4 ion 00 41 00 00 48 00 12 23 83 18 67 33 68 00 02
* *
Coeffici 0
ent
 101

Sig. 1. .1 1. . .2 1. .0 .3 .8 .0 .6 .3 .6 1. .5
(2-tailed 00 74 00 94 00 45 33 09 13 24 16 22 00 51
) 0 0 0 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat -.3 .8 .2 .3 1. .2 .2 .4 -.0 .4 .2 -.1 .2 .1 -.1
5 ion 95 43 53 48 00 14 01 85 81 83 10 02 01 49 74
**
Coeffici 0
ent
Sig. .2 .0 .4 .2 . .5 .5 .1 .8 .1 .5 .7 .5 .6 .6
(2-tailed 30 01 53 94 27 54 30 12 32 36 65 54 61 09
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .0 .1 .5 .0 .2 1. .6 -.1 .3 .5 -.0 -.1 -.2 -.0 .0
6 ion 90 66 08 00 14 00 47 06 48 19 05 42 19 65 76
*
Coeffici 0
ent
Sig. .7 .6 .1 1. .5 . .0 .7 .2 .1 .9 .6 .5 .8 .8
(2-tailed 92 25 11 00 27 31 56 95 02 88 77 17 49 23
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .3 .3 .5 .6 .2 .6 1. .0 .4 .8 .0 .2 -.0 .0 .2
7 ion 03 93 81 12 01 47 00 91 81 79 00 04 26 00 23
* * **
Coeffici 0
ent
Sig. .3 .2 .0 .0 .5 .0 . .7 .1 .0 1. .5 .9 1. .5
(2-tailed 65 32 61 45 54 31 90 34 00 00 47 40 00 10
) 0 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat -.2 .5 .2 .3 .4 -.1 .0 1. -.1 .4 -.1 -.5 .7 -.0 -.2
8 ion 95 89 18 23 85 06 91 00 73 06 99 71 18 03 62
*
Coeffici 0
ent
Sig. .3 .0 .5 .3 .1 .7 .7 . .6 .2 .5 .0 .0 .9 .4
(2-tailed 79 56 19 33 30 56 90 12 15 58 66 13 93 36
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
 102

P Correlat .7 .0 .3 .0 -.0 .3 .4 -.1 1. .2 .0 .0 -.3 .2 .6

9 ion 36 10 53 83 81 48 81 73 00 64 10 83 69 89 87
** *
Coeffici 0
ent
Sig. .0 .9 .2 .8 .8 .2 .1 .6 . .4 .9 .8 .2 .3 .0
(2-tailed 10 77 87 09 12 95 34 12 33 76 09 64 89 20
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .1 .5 .6 .7 .4 .5 .8 .4 .2 1. .1 -.0 .1 .1 .0
1 ion 10 90 49 18 83 19 79 06 64 00 18 50 74 78 54
* * **
0 Coeffici 0
ent
Sig. .7 .0 .0 .0 .1 .1 .0 .2 .4 . .7 .8 .6 .6 .8
(2-tailed 47 56 31 13 32 02 00 15 33 31 85 08 01 75
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .3 .0 .5 -.1 .2 -.0 .0 -.1 .0 .1 1. .1 -.1 .6 .1
1 ion 71 65 31 67 10 05 00 99 10 18 00 25 99 96 16
*
1 Coeffici 0
ent
Sig. .2 .8 .0 .6 .5 .9 1. .5 .9 .7 . .7 .5 .0 .7
(2-tailed 62 49 93 24 36 88 00 58 76 31 14 58 17 34
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .2 -.1 -.3 .3 -.1 -.1 .2 -.5 .0 -.0 .1 1. -.4 .0 .4
1 ion 47 20 09 33 02 42 04 71 83 50 25 00 19 00 04
2 Coeffici 0
ent
Sig. .4 .7 .3 .3 .7 .6 .5 .0 .8 .8 .7 . .2 1. .2
(2-tailed 64 24 55 16 65 77 47 66 09 85 14 00 00 18
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat -.3 .2 .0 .1 .2 -.2 -.0 .7 -.3 .1 -.1 -.4 1. -.3 -.5
1 ion 73 72 52 68 01 19 26 18 69 74 99 19 00 08 56
*
3 Coeffici 0
ent
Sig. .2 .4 .8 .6 .5 .5 .9 .0 .2 .6 .5 .2 . .3 .0
(2-tailed 59 18 80 22 54 17 40 13 64 08 58 00 56 76
)
 103

N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .6 -.0 .4 .0 .1 -.0 .0 -.0 .2 .1 .6 .0 -.3 1. .5
1 ion 12 92 36 00 49 65 00 03 89 78 96 00 08 00 10
* *
4 Coeffici 0
ent
Sig. .0 .7 .1 1. .6 .8 1. .9 .3 .6 .0 1. .3 . .1
(2-tailed 46 88 80 00 61 49 00 93 89 01 17 00 56 09
) 0 0 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .8 -.2 -.0 .2 -.1 .0 .2 -.2 .6 .0 .1 .4 -.5 .5 1.
1 ion 09 60 50 02 74 76 23 62 87 54 16 04 56 10 00
** *
5 Coeffici 0
ent
Sig. .0 .4 .8 .5 .6 .8 .5 .4 .0 .8 .7 .2 .0 .1 .
(2-tailed 03 39 84 51 09 23 10 36 20 75 34 18 76 09
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .2 .0 -.1 .1 -.0 -.1 .0 -.4 .1 -.0 .4 .5 -.4 .0 .3
1 ion 49 51 38 89 34 79 51 91 90 56 15 25 20 52 26
6 Coeffici
ent
Sig. .4 .8 .6 .5 .9 .5 .8 .1 .5 .8 .2 .0 .1 .8 .3
(2-tailed 60 83 86 78 22 98 81 25 76 70 05 97 99 79 28
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .2 -.6 .0 -.5 -.6 .4 .0 -.4 .1 -.2 -.1 -.1 -.0 -.2 .0
1 ion 49 85 08 25 03 68 00 26 69 65 73 89 74 21 38
* *
7 Coeffici
ent
Sig. .4 .0 .9 .0 .0 .1 1. .1 .6 .4 .6 .5 .8 .5 .9
(2-tailed 60 20 82 97 49 46 00 92 19 31 10 78 29 14 11
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .7 -.2 .4 .1 -.1 .5 .6 -.2 .7 .4 .1 .1 -.3 .4 .5
1 ion 42 61 74 67 64 28 12 48 03 46 25 67 14 74 86
** * *
8 Coeffici
ent
 104

Sig. .0 .4 .1 .6 .6 .0 .0 .4 .0 .1 .7 .6 .3 .1 .0
(2-tailed 09 39 41 24 31 95 45 61 16 70 14 24 47 41 58
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .6 -.5 .1 -.3 -.4 -.1 -.2 .0 .1 -.2 .4 -.2 .0 .6 .3
1 ion 38 91 92 44 23 84 64 06 01 11 20 15 16 60 81
* *
9 Coeffici
ent
Sig. .0 .0 .5 .3 .1 .5 .4 .9 .7 .5 .1 .5 .9 .0 .2
(2-tailed 35 56 72 00 95 89 34 85 67 34 99 25 62 27 48
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
P Correlat .4 .2 .6 .1 .0 .1 .4 .5 .4 .4 .1 -.5 .2 .3 .2
2 ion 94 21 19 67 00 62 08 71 75 95 25 00 93 30 63
*
0 Coeffici
ent
Sig. .1 .5 .0 .6 1. .6 .2 .0 .1 .1 .7 .1 .3 .3 .4
(2-tailed 22 14 42 24 00 33 13 66 39 22 14 17 82 22 35
) 0
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
T Correlat .6 .3 .7 .2 .2 .3 .6 .2 .7 .6 .3 -.1 -.0 .5 .5
o ion 98 09 66 16 14 96 24 60 34 20 82 18 89 77 30
* ** * * *
t Coeffici
al ent
Sig. .0 .3 .0 .5 .5 .2 .0 .4 .0 .0 .2 .7 .7 .0 .0
(2-tailed 17 55 06 24 27 27 40 40 10 42 46 31 95 63 94
)
N 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
 105
MODUL AJAR 1

Nama Penyusun Yosep Kurniawan Basa Sogen

Instuisi SMK Shalahuddin Malang
Tahun Ajaran 2023 / 2024
Mapel BAHASA INGGRIS
Jenjang SMK
Kelas / Fase X (Sepuluh) Reguler / E
Semester GENAP
Materi Pokok RECOUNT TEXT (READING)
Alokasi Waktu 2 PERTEMUAN x 4 JP x 40 menit :160 menit
Capaian Pembelajaran 1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)
Elemen Reading – Watching (Membeca dan Memirsa)
Profil Pelajar Pancasila Beriman, Bertaqwa Kepada Tuhan YME dan Berakhlaktul Karimah, Kreatif,
Bergotong Royong.
Sarana Prasarana 1. Media
- PPT
- Video
- Kamus
- Buku Paket Bahasa Inggris Kelas 10
2. Alat / Bahan
- Computer
- LCD
3. Sumber Belajar
- Modul
- Buku Paket Bahasa Inggris Kelas 10
- LKS
Model Pembelajaran Discovery Learning, Mind Mapping
Tujuan Pelajaran - Menganalisa beberapa teks tentang
pengalaman/kegiatan/kejadian/peristiwa masa lampau dengan benar.
- Menyimpulkan isi pesan teks dengan cara membaca atau
mendengarkan teks Recount dengan benar.
- Menemukan fungsi sosial, struktur teks dan unsur kebahasaan dari
teks recount dengan benar.
- Membuat teks dengan tulisan tangan dengan rapi tentang
pengalaman/kejadian/peristiwa waktu lampau menggunakan
ketepatan ejaan dan tanda baca dengan baik.
Pertanyaan Pemantik - How was your experience life?
- Where do you went holiday?
- What do you do there?
 106

Persiapan Pembelajaran  Guru mengecheck kesiapan siswa belajar

 Guru menjelaskan tujuan pembelajaran / kompetensi yang akan di capai
 Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan
yang akan dilakukan siswa.
Kegiatan Pembelajaran  Menyimak & Berbicara
Peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan guru,
teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan. Mereka
menggunakan dan merespon pertanyaan dan menggunakan strategi untuk memulai
dan mempertahankan percakapan dan diskusi. Mereka memahami dan
mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi mengenai
topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa Inggris
untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan pemuda dan
untuk membahas minat. Mereka memberikan pendapat dan membuat
perbandingan. Mereka menggunakan elemen non-verbal seperti bahasa tubuh,
kecepatan bicara, dan nada suara untuk dapat dipahami dalam sebagian konteks.
 Membaca & Memirsa
Peserta didik membaca dan merespon berbagai macam teks seperti narasi,
deskripsi, prosedur, eksposisi, recount, dan report. Mereka membaca untuk
mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan
mengevaluasi detil spesifik dan inti dari berbagai macam jenis teks. Teks ini dapat
berbentuk cetak atau digital, termasuk di antaranya teks visual, multimodal atau
interaktif. Pemahaman mereka terhadap ide pokok, isu-isu ataupengembangan plot
dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi tujuan
penulis dan mengembangkan keterampilannya untuk melakukan inferensi
sederhana dalam memahami informasi tersirat dalam teks.
 Menulis
Peserta didik membuat mind mapping jenis mendeskripsikan idola mereka, melalui
aktivitas yang dipandu setelah mempelajari teks recount BJ. Habinie, menunjukkan
kesadaran peserta didik terhadap tujuan dan target pembaca. Mereka membuat
perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks dengan
menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka
menyampaikan ide menggunakan kosakata dan kata kerja umum dalam tulisannya.
Mereka menyajikan informasi menggunakan berbagai mode presentasi untuk
menyesuaikan dengan pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-
beda, dalam bentuk cetak dan digital.
Prasyarat Pengetahuan /  Siswa mampu membaca dan merespon berbagai macam teks
Keterampilan secara mandiri.
 Siswa mampu menunjukkan keterampilan merespon teks yang
makin kompleks.
 Siswa mampu menulis melalui aktivitas yang dipandu dan
 menyampaikan ide kompleks dan menggunakan berbagai kosakata dan
kata kerja dalam tulisannya.
Kegiatan Penutup  Siswa dengan bimbingan guru menyimpulkan materi yang di sampaikan.
 Guru memberi umpan balik
 Guru menyampaikan rencana pembelajaran
Assesmen  Formatif …. (Siswa membaca teks pada buku teks ajar)
 Sumatif (Siswa memirsa pada teks buku)
LKPD Terlampir pada Lampiran
 107

Bahan Bacaan Guru & Modul Bahasa Inggris For SMK

Peserta Didik
Glosarium Recount Text (Reading Text)
Daftar Pustaka 1. Buku Bahasa Inggris SMA/MA/SMK/MK Kelas 10
2. https://www.ruangguru.com/blog/aspects-of-recount-text
3. https://www.english-academy.id/blog/pengertian-recount-text

Malang, 03 April 2023

Mengetahui,
Guru Pamong Guru PPL

Heni Sulistyowati, S.Pd Yosep Kurniawan Basa Sogen

NIP. NPM. 2211100320014
 108

LAMPIRAN 1 (Rangkuman Materi)

1. Recount Text (Menceritakan Uaang)

Salah satu jenis teks dalam Bahasa Inggris yang berisi mengenai cerita suatu tindakan
maupun kegiatan penulis atau tokoh-tokoh dalam cerita tersebut. kegiatan atau tindakan yang
dimaksud merupakan pengalaman dari penulis yang diungkapkan melalui recount text,
biasanya tujuan recount text adalah untuk menghibur pembaca, serta memberikan informasi.
 109

LAMPIRAN 2 (Student Work Sheet)

Task 1 = (Think-Pair-Worksheet)
Individually, Please Read carefully the text of BJ. Habibie and analyzse part of this recount
text!

READING COMPREHENSION
Bacharuddin Jusuf Habibie known as BJ. Habibie was
born on 25 June 1936. He was theThird President of the Republic
of Indonesia (1998–1999). Habibie was born in Parepare, South
Sulawesi Province to Alwi Abdul Jalil Habibie and R.A. Tuti
Marini Puspowardojo. His father was an agriculturist from
Gorontalo of Bugis descent and his mother was a Javanese
noblewoman from Yogyakarta. His parents met while studying in
Bogor. When he was 14 years old, Habibie’s father died.
Following his father’s death, Habibie continued his studies in
Jakarta and then in 1955 moved to Germany. In 1960, Habibie received a degree in engineering in
Germany,giving him the title Diplom-Ingenieur.
He remained in Germany as a research assistant under Hans Ebner at the Lehrstuhlund
Institut für Leichtbau, RWTH Aachen to conduct research for his doctoral degree. In 1962, Habibie
returned to Indonesia for three months on sick leave. During this time, he was reacquainted with Hasri
Ainun, the daughter of R. Mohamad Besari. The two married on 12 May 1962, returning to Germany
shortly afterwards. Habibie and his wife settled in Aachen for a short period before moving to
Oberforstbach. In May 1963 they had their first son, Ilham Akbar Habibie, andlater another son, Thareq
Kemal Habibie.
When Habibie’s minimum wage salary forced him into part-time work, he found
employment with the Automotive Marque Talbot, where he became an advisor. Habibie worked on
two projects which received funding from Deutsche Bundesbahn. Due to his work with Makosh, the
head of train constructions offered his position to Habibie upon his retirement three years later, but
Habibie refused. Habibie did accept a position with Messerschmitt-Bölkow-Blohm in Hamburg.
There, he developed theories on thermodynamics, construction, and aerodynamics known as the
Habibie Factor, Habibie Theorem, and HabibieMethod, respectively. He worked for Messerschmit
on the development of the Airbus A-300B aircraft. In 1974, he was promoted to vice president of the
company. In 1974, Suharto requested Habibie to return to Indonesia as part of Suharto’s drive to
develop the country. Habibie initially served as a special assistant to Ibnu Sutowo, the CEO of the state
oil company Pertamina.
Two years later, in 1976, Habibie was made Chief Executive Officer of the new
 110

state-owned enterprise Industri Pesawat Terbang Nusantara (IPTN). In 1978, he was appointed as
Minister of Research and Technology. Habibie was elected vice president in March 1998. On 21 May
1998, Suharto publicly announced his resignation and Habibie wasimmediately sworn in as president.
Habibie’s government stabilized the economyin the face of the Asian financial crisis and the chaos of
the last few months of Suharto’s presidency. Since relinquishing the presidency, Habibie has spent
more time in Germany than in Indonesia. However, he has also been active as a presidential adviser
during Susilo Bambang Yudoyono’s presidency. In September 2006, he released a book called Detik-
Detik Yang Menentukan: Jalan Panjang Indonesia Menuju Demokrasi (Decisive Moments: Indonesia’s
Long Road Towards Democracy). The book recalled the events of May 1998.

(Adapted from: http”//en.wikipedia.org/wiki/B._J.Habibie)

Parts Of The Text Purposes Details

Bacharuddin Jusuf Habibie known as BJ.
Orientation Knowing about BJ. Habibie
Habibie was born on 25 June 1936. He was the
Profile orientation
Third President of the Republic of Indonesia
(1998–1999). Habibie was born in Parepare,
South Sulawesi Province to Alwi Abdul Jalil
Habibie and R.A. Tuti Marini Puspowardojo.
His father was an agriculturist from Gorontalo
of Bugis descent and his mother was a Javanese
noblewoman from Yogyakarta. His parents
met while studying in Bogor. When he was 14
years old, Habibie’s father died.

Following his father’s death, Habibie

Events To give inform about life
continued his studies in Jakarta and then in
journey BJ. Habibie.
1955 moved to Germany. In 1960, Habibie
received a degree in engineering in Germany,
giving him the title Diplom-Ingenieur. He
remained in Germany as a research assistant
under Hans Ebner at the Lehrstuhlund Institut
für Leichtbau, RWTH Aachen to conduct
research for his doctoral degree. In 1962,
Habibie returned to Indonesia for three
months on sick leave. During this time, he
 111

was reacquainted with Hasri Ainun, the

daughter of R. Mohamad Besari. The two
married on 12 May 1962, returning to Germany
shortlyafterwards. Habibie and his wife settled
in Aachen for a short period before movingto
Oberforstbach. In May 1963 they had their
first son, Ilham Akbar Habibie, andlater
another son, Thareq Kemal Habibie.
When Habibie’s minimum wage salary
forced him into part-time work, hefound
employment with the Automotive Marque
Talbot, where he became anadvisor. Habibie
worked on two projects which received
funding from DeutscheBundesbahn. Due to his
work with Makosh, the head of train
constructions offeredhis position to Habibie
upon his retirement three years later, but
Habibie refused.Habibie did accept a position
with Messerschmitt-Bölkow-Blohm in
Hamburg. There, he developed theories on
thermodynamics, construction, and
aerodynamics known as the Habibie Factor,
Habibie Theorem, and HabibieMethod,
respectively. He worked for Messerschmit on
the development of theAirbus A-300B aircraft.
In 1974, he was promoted to vice president of
the company.In 1974, Suharto requested
Habibie to return to Indonesia as part of
Suharto’s drive to develop the country.
Habibie initially served as a special assistant to
IbnuSutowo, the CEO of the state oil
company Pertamina. Two years later, in
1976,Habibie was made Chief Executive
Officer of the new state-owned enterprise
Industri Pesawat Terbang Nusantara (IPTN). In
1978, he was appointed as Ministerof Research
 112

and Technology. Habibie was elected vice

president in March 1998.On 21 May 1998,
Suharto publicly announced his resignation
and Habibie wasimmediately sworn in as
president. Habibie’s government stabilized the
economyin the face of the Asian financial
crisis and the chaos of the last few months of
Suharto’s presidency.

Since relinquishing the presidency, Habibie

Re-orientation
has spent more time in Germanythan in
Indonesia. However, he has also been active
as a presidential adviser during Susilo
Bambang Yudoyono’s presidency. In
September 2006, he releaseda book called
Detik-Detik Yang Menentukan: Jalan Panjang
Indonesia Menuju Demokrasi (Decisive
Moments: Indonesia’s Long Road Towards
Democracy). The book recalled the events of
May 1998.

Answer the following questions by referring to the reading text about B.J. Habibie.

1. When did Habibie’s father die?

2. Why did Habibie move to Germany?
3. When did Habibie receive a degree in engineering in Germany?
4. Why did Habibie remain in Germany after getting a degree?
5. What happened to Habibie in 1962?
 113

Task 2.

Find out the Sosial function, generic structure, language feature based from the following text!

Parts Of The Text Purposes Details

Orientation To find out Who’s Joko Ir. H. Joko Widodo or
Widodo profile.
commonly called "Jokowi" is
the 7th President of the
Republic of Indonesia. Born
June 21, 1961, Joko Widodo
was born to Widjiatno
Notomihardjo and Sudjiatmi.
He was the eldest child and
only son of four children.
Events To know a Joko Widodo’s life - With the difficulties of life
journey
experienced, he was forced to
trade, mock umbrellas, and
become a pelvic porters to
finance their own school needs
and daily pocket money. When
other children go to school by
bicycle, he chooses to stay on
foot. Inheriting carpentry skills
from his father, he began
working as a sawmill at the
 114

age of 12.
- In 1980 with his academic
skills, he was accepted into the
Department Forestry, Faculty
Of Forestry Gajah Mada
University. He used this
opportunity to study wood
structure, utilization, and
technology.
- He successfully completed his
education with the title of
thesis "study on consumption
patterns of plywood in Final
use in Kodya Surakarta" and
with a degree in Engineers
(Ir.). In addition to college, he
is also listed as an active
member Mapala Silvagama,
Student Activity unit nature
lovers in his faculty.
- Jokowi is married to Iriana in
Surakarta on December 24,
1986, and has 3 children,
namely Gibran Rakabuming
Raka (1987), It's A Shame
Good (1991), and Kaesang
Hope (1994).

Re-orientation To inform readers how far - On solo city elections in 2005

Joko Widodo’s carrier.
Jokowi was captured by
Indonesian Democratic Party
Of Struggle (PDI-P) and The
National Awakening Party
(PKB) to run as a candidate
for mayor of Surakarta.
- In 2012, he was nominated by
the PDI-P as a candidate for
 115

governor of DKI Jakarta.

- On May 19, 2014, Jokowi
announced that Jusuf Kalla
will be his vice presidential
candidate. The nomination
was supported by the coalition
Indonesian Democratic Party
Of Struggle, The NasDem
Party, The National
Awakening Party, and Hanura
Party
- On August 9, 2018, Jokowi
surprisingly announced that
Ma'ruf Amin will be his
partner.

1. What are the names of Joko Widodo's parents?

: ……………………………………………………………………….
2. What skills did Joko Widodo inherit from his father?
: ………………………………………………………………………..
3. Who is the little name of Joko Widodo?
: ………………………………………………………………………..
4. What happened to Joko Widodo in 1980?
: …………………………………………………………………………
5. What happened to Joko Widodo in 1986?
: ………………………………………………………………………..
6. What year did president joko widodo officially serve as president for 2 period?
: ……………………………………………………………………….
7. Why Vice President Jusuf Kalla is considered ineligible to run again as Vice President for
Joko Widodo?
: ……………………………………………………………………….
8. What are the names of Joko Widodo and Iriana children?
: …………………………………………………………………………
9. Which party promoted Joko Widodo to become a President of Indonesia?
: ………………………………………………………………………….
10. What was Joko Widodo's position before becoming President of the Republic of Indonesia?
: ……………………………………………………………………………..

Answer Question

1. Widjianto Notomihardjo & Sudjiatmi.

2. Carpentry Skills.
3. Mulyono.
 116

4. In 1980’ with His academic skills Jokowi accepted into the Department Forestry,
Faculty Of Foresttry Gajah Mada University.
5. On 1986’ in Surakarta, Jokowi is married with Iriana.
6. Jokowi served as a President for 2 period on 2019.
7. Because Jusuf Kalla was deemed ineligible to run again due to term limits for the
Office of President and Vice President.
8. Gibran Rakabuming (1987), Kahiyang Ayu (1991), Kaesang Pangarep (1994).
9. Party whom promote jokowi be a President is Indonesian Democratic Party Of
Struggle (PDIP).
10. Before becoming as a President of the Republic Indonesia, jokowi was ass a Major
of Surakarta (2010) 7 Governor of Jakarta (2012)

2. Rubrik Penilaian
Task 1 (Watching & Reading)

Task 1
Part Orientation Event Re-orientation

Formative Assessment Task 1

Tujuan : Peserta didik mampu menyusun recount text lisan dengan bahasa
sendiri sesuaidengan karakteristik jurusannya.

Aspek Skor Kriteria

5 Mudah dipahami dengan aksen penutur asli
4 Mudah dipahami meskipun dengan aksen tertentu
Pronunciation 3 Ada pengucapan sehingga pendengar harus konsentrasi
2 Sulit dipahami sehingga diminta mengulang
1 Masalah serius, tidak bisa dipahami
5 Lancar seperti penutur asli
4 Kelancaran sedikit terganggu
Fluency 3 Kelancaran agak terganggu
2 Sering berhenti karena ragu
1 Berbicara terputus-putus
5 Menggunakan kosakata seperti penutur asli
4 Kadang menggunakan kosakata yang tidak tepat
Vocabulary 3 Sering menggunakan kosakata yang tidak tepat
2 Menggunakan kosakata sangat terbatas
1 Sangat terbatas
5 Tidak ada atau sedikit mengalami kesalahan
4 Kadang-kadang mengalami kesulitan tata bahasa
Grammar 3 Sering mengalami kesalahan yang mempengaruhi makna
 117

2 Banyak kesalahan tata bahasa yang menghambat

1 Kesalahan tata bahasa sangat parah, tidak bisa dipahami

3. Rubrik Penilaian
Task 2 (Membaca)
No Social Function Generic Structure Language Feature Total
1.
2.
3.

 Penilaian Sikap
Teknik Penilaian : Pengamatan (Observasi)
Bentuk Instrumen : Lembar Observasi
Instrumen Penilaian :

LEMBAR OBSERVASI SIKAP

Aspek yang Dinilai Jumlah Skor

No Nama Siswa Predikat
DS JJ BS TJ Skor Sikap

1 Abdul Rozaq 25 85 60 75 245 61.25 Baik

2 Imam Efendi 50 50 80 40 220 55 Baik
3 Nara Rischa 80 95 95 70 340 85 Sangat Baik
4 Nico Pratama 90 90 30 90 300 75 Baik
5 Ryan Kurniawan 80 95 85 100 360 90 Sangat Baik
6 Novaltino 90 95 85 75 345 86.25 Sangat Baik
7 Delima Dhe Puspasari 95 95 95 100 385 96.25 Sangat Baik
8 Mega Devira Putri 65 65 65 50 245 61.25 Baik
9 Rindi Silva Reza 65 65 75 50 255 63.75 Baik
10 Ronald Putra Pahlevi 40 40 75 20 175 43.75 Cukup
11 Yeni Astutik 50 50 50 50 200 50 Baik

Keterangan:
BS : Bekerja Sama
JJ : Jujur
TJ : Tanggung Jawab
DS : Disiplin
 118

Catatan:
1) Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2) Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 =
400
3) Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4) Predikat:
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

 Penilaian Pengetahuan
Teknik Penilaian : Tes Tertulis
Bentuk Instrumen : Lembar Kerja Peserta Didik
Instrumen Soal : Terlampir
Akumulasi Nilai : Total jawaban benar x 100
Jumlah soal

 Penilaian Reading Skill

No Aspek yang dinilai Kriteria Skor
1 Pemahaman Peserta didik dapat memahami keseluruhan
(comprehension) teks dan menjelaskan kepada teman 4
kelompoknya mengenai isi teks.
Peserta didik dapat memahami sebagian besar
dan beberapa kali bertanya kepada teman 3
kelompoknya mengenai isi teks.
Peserta didik dapat memahami sedikit teks
dan banyak bertanya kepada teman 2
kelompoknya mengenai isi teks.
Peserta didik kesulitan memahami teks dan
tidak bertanya sama sekali kepada teman 1
kelompoknya mengenai isi teks.
 119

2 Ketepatan jawaban Peserta didik dapat menjawab pertanyaan-

(answer accuracy) pertanyaan yang diberikan guru dengan benar 4
tanpa kesalahan penulisan.
Peserta didik dapat menjawab pertanyaan-
pertanyaan yang diberikan guru, tetapi 3
jawabannya sedikit kurang tepat.
Peserta didik mencoba menjawab pertanyaan-
pertanyaan yang diberikan guru, tetapi 2
jawabannya tidak tepat.
Peserta didik tidak dapat menjawab
pertanyaan-pertanyaan yang diberikan sama 1
sekali.
3 Membaca dengan Peserta didik aktif membaca teks dengan
4
seksama (read menggunakan mata atau jari mereka.
carefully) Peserta didik membaca teks, tetapi beberapa
3
kali tidak mengerti makna di dalam teks.
Peserta didik beberapa kali tidak membaca
2
teks.
Peserta didik tidak aktif membaca teks. 1
 120

MODUL AJAR 2

Nama Penyusun Yosep Kurniawan Basa Sogen

Instuisi SMK Shalahuddin Malang
Tahun Ajaran 2023 / 2024
Mapel BAHASA INGGRIS
Jenjang SMK
Kelas / Fase X (Sepuluh) Reguler / E
Semester GENAP
Materi Pokok RECOUNT TEXT (GENERIC STRUCTURE) & MIND MAPPING
Alokasi Waktu 2 PERTEMUAN x 4 JP x 40 menit :160 menit
Capaian Pembelajaran 1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)
Elemen Reading – Watching (Membeca dan Memirsa)
Profil Pelajar Pancasila Beriman, Bertaqwa Kepada Tuhan YME dan Berakhlaktul Karimah, Kreatif,
Bergotong Royong.
Sarana Prasarana 1. Media
- Buku Ajar Bahasa Inggris Kelas 10
- Kamus
2. Alat / Bahan
- Papan Tulis
- Spidol
3. Sumber Belajar
- Modul
- Buku Paket Bahasa Inggris Kelas 10
- LKS
Model Pembelajaran Discovery Learning, Mind Mapping
Tujuan Pelajaran - Menganalisa beberapa teks tentang
pengalaman/kegiatan/kejadian/peristiwa masa lampau dengan benar.
- Menyimpulkan isi pesan teks dengan cara membaca atau mendengarkan
teks Recount dengan benar.
- Menemukan fungsi sosial, struktur teks dan unsur kebahasaan dari teks
recount dengan benar.
- Membuat teks dengan tulisan tangan dengan rapi tentang
pengalaman/kejadian/peristiwa waktu lampau menggunakan ketepatan
ejaan dan tanda baca dengan baik.
Pertanyaan Pemantik - Do you recognize that idol?
- Where do you went holiday?
- What do you do there?
 121
Persiapan Pembelajaran  Guru mengecheck kesiapan siswa belajar
 Guru menjelaskan tujuan pembelajaran / kompetensi yang akan di capai
 Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan
yang akan dilakukan siswa.
Kegiatan Pembelajaran  Menyimak & Berbicara
Peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan guru,
teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan. Mereka
menggunakan dan merespon pertanyaan dan menggunakan strategi untuk memulai
dan mempertahankan percakapan dan diskusi. Mereka memahami dan
mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi mengenai
topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa Inggris
untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan pemuda dan
untuk membahas minat. Mereka memberikan pendapat dan membuat
perbandingan. Mereka menggunakan elemen non-verbal seperti bahasa tubuh,
kecepatan bicara, dan nada suara untuk dapat dipahami dalam sebagian konteks.
 Membaca & Memirsa
Peserta didik membaca dan melakukan pengulangan pengucapan berbagai macam
kosakata dalam bentuk ke 2 dan Irregular verbs . Mereka membaca untuk
mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan
mengevaluasi detil spesifik dan inti dari berbagai macam jenis irregular verbs. Teks
ini dapat berbentuk cetak atau digital, termasuk di antaranya teks visual,
multimodal atau interaktif. Pemahaman mereka terhadap ide pokok, isu-isu
ataupengembangan plot dalam berbagai macam teks mulai berkembang. Mereka
mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk
melakukan inferensi sederhana dalam memahami informasi tersirat dalam teks.
 Menulis
Peserta didik membuat mind mapping jenis mendeskripsikan idola mereka, melalui
aktivitas yang dipandu setelah mempelajari teks recount BJ. Habibie, menunjukkan
kesadaran peserta didik terhadap tujuan dan target pembaca. Mereka membuat
perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks dengan
menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka
menyampaikan ide menggunakan kosakata dan kata kerja umum dalam tulisannya.
Mereka menyajikan informasi menggunakan berbagai mode presentasi untuk
menyesuaikan dengan pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-
beda, dalam bentuk cetak dan digital.
Prasyarat Pengetahuan /  Siswa mampu membaca dan merespon berbagai macam
Keterampilan pertanyaan pada buku teks secara mandiri.
 Siswa mampu menunjukkan keterampilan merespon teks yang
makin kompleks dan membuat mind mapping.
 Siswa mampu menulis melalui aktivitas yang dipandu dan
 menyampaikan ide kompleks dan menggunakan berbagai kosakata dan
kata kerja dalam tulisannya.
Kegiatan Penutup  Siswa dengan bimbingan guru menyimpulkan materi yang di sampaikan.
 Guru memberi umpan balik
 Guru menyampaikan rencana pembelajaran
Assesmen  Formatif …. (Siswa membaca teks pada buku teks ajar)
 Sumatif (Siswa memirsa pada teks buku)
LKPD Terlampir pada Lampiran
 122

Bahan Bacaan Guru & Modul Bahasa Inggris For SMK

Peserta Didik
Glosarium Recount Text
Daftar Pustaka 1. Buku Bahasa Inggris SMA/MA/SMK/MK Kelas 10
2. https://www.ruangguru.com/blog/aspects-of-recount-text
3. https://www.english-academy.id/blog/pengertian-recount-text

Malang, 05 April 2023

Mengetahui,
Guru Pamong Guru PPL

Heni Sulistyowati, S.Pd Yosep kurniawan Basa

NIP. Sogen
NPM. 2211100320014
 123

LAMPIRAN 1 (Rangkuman Materi)

1. Generic Structure (Struktur Umum Text)

Teks Recount memiliki struktur teks yang harus peserta didik ketahui untuk dapat
menganalisa setiap bagian dari teks yang di paparkan yang di bagi menjadi 3 bagian, yaitu
Orientation, Series of events, Re-orientation.

Orientation
Dalam bahasa Indonesia, artinya orientasi alias pengenalan. Sudah pasti, isi dari
orientation
adalah informasi mengenai tokoh atau karakter, lokasi, waktu kejadian, etc.
Melalui orientation, harapannya pembaca dapat memahami jalan/alur cerita dari
penulis.
Series of Events
Kamu familiar dengan kata events? Yes, event adalah kejadian,
sedangkan series berarti rangkaian. Dalam bagian ini, penulis akan
menuliskan rangkaian mengenai peristiwa/kejadian yang mereka
alami (inti dari recount text).

Reorientation

Dalam membuat recount text, akhir dari sebuah cerita disebut dengan
reorientation. Pada bagian ini, penulis akan menuangkan rangkuman
 124

dan kesimpulan dari keseluruhan cerita sekaligus memberitahu ending-

nya (sad/happy). Jika ada, author juga akan menambahkan kesan dan
pesan untuk pembaca. Bagian ini, penulis akan menuangkan
rangkuman dan kesimpulan dari keseluruhan cerita sekaligus
memberitahu ending-nya (sad/happy). Jika ada, author juga akan
menambahkan kesan dan pesan untuk pembaca.

2. Mind Mapping
Mengelompokan beberapa ide dalam bentuk kerangka yang terstruktur
untuk membantu mengingat atau menganalisis sebuah masalah. Mind
mapping juga disebut sebagai proses memindahkan bentuk pemikiran yang
di otak ke dalam bentuk tulisan dan gambar. Sedangkan mind map adalah
gambar dari kerangka atau peta pikiran yang telah kamu kelompokan
berdasarkan ide-ide yang ada di pikiran.

Dengan menggunakan mind mapping juga bisa mendapatkan beberapa manfaat

seperti,

 Membantu memahami konsep-konsep baru

 Menemukan ide-ide kreatif
 Membantu dalam melakukan presentasi
 Memudahkan dalam merumuskan masalah

Cara membuat mind mapping

Untuk membuat mind mapping tidak susah. Adapun yang diperlukan adalah menemukan ide-
ide yang berhubungan dengan masalah yang ingin kamu selesaikan. Oleh karena itu, bagi
kamu yang masih bingung, berikut adalah cara membuat mind mapping.

1. Tentukan topik utama

Hal pertama yang perlu kamu lakukan dalam membuat mind mapping adalah, mencari topik
utama. Topik tersebut dapat berasal dari masalah yang ingin kamu selesaikan, dan biasanya
berbentuk kata kunci yang terdiri dari 1 sampai 3 kata.
 125

Bisa dilihat pada contoh di atas. Kamu dapat mengawalinya dengan

memilih topik yang memiliki artian luas, misalnya komunikasi.
2. Tambahkan cabang berdasarkan topik utama

Selanjutnya, siswa perlu mencari ide-ide yang paling erat kaitannya dengan topik utama dan
menjadikannya sebagai cabang pertama dari topik tersebut. Pada gambar di bawah, bisa siswa
lihat cabang utama dari komunikasi yaitu nonverbal dan verbal. Nonverbal dan verbal adalah
jenis dari komunikasi. Jadi, jika siswa masih kesulitan dalam menentukan cabang utama,
coba identifikasi berdasarkan jenis atau bagian lainnya.

3. Uraikan cabang utama menjadi beberapa sub-topik

Setelah mendapatkan ide sebagai cabang utama, kamu dapat menguraikannya menjadi
beberapa sub-topik. Kamu bisa mencoba menentukan beberapa ide dengan ruang lingkup
yang lebih kecil. Sehingga dapat menjadi ranting dari cabang utama.
 126

4. Hubungkan setiap ide dengan garis

Setelah menentukan beberapa sub-topik, jangan lupa hubungkan masing-masing ide dengan
garis. Dengan menggunakan garis, kamu akan semakin mudah untuk memahami isi dari mind
map yang kamu buat. Mulai dari topik utama hingga sub-topik yang paling spesifik.

5. Gunakan kode warna pada garis penghubung di setiap sub-topik

Untuk mempermudah mengingat setiap ide pada sub-topik, kamu dapat menambahkan kode
warna pada garis penghubung atau gambar. Bisa kamu lihat pada contoh gambar di bawah,
setiap topik memiliki kode warnanya sendiri, misalnya 'gestur' yang memiliki warna ungu.

6. Kembangkan sub-topik dengan ide-ide yang paling penting

Kamu nantinya pastinya akan banyak menemukan berbagai ide yang kemungkinan memiliki
hubungan dengan sub-topik. Namun, untuk membuat mind mapping yang efektif, kamu perlu
menentukan ide-ide yang memiliki kaitan paling erat dengan sub-topik. Hal ini berguna untuk
mencegah kamu memasukkan ide yang tidak dibutuhkan.
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7. Tambahkan catatan kecil jika diperlukan

Tak jarang, nantinya mind mapping yang kamu buat dapat memiliki jumlah cabang yang
banyak. Agar kamu tidak lupa makna dari setiap ide, tak ada salahnya membuat catatan kecil.
Selain itu, catatan tersebut juga dapat menjadi keterangan dari ide-ide yang dianggap sulit
atau kompleks.

Gambar 1. Contoh Mind Mapping sederhana pada buku teks

3. Grammar Review (Simple Past Tense) & Vocabularies Practice (Irregular Verbs)
a. Simple past tense merupakan jenis kalimat yang digunakan untuk menceritakan
kejadian yang terjadi di masa lampau yang mana telah selesai atau berakhir di
masa lampau itu juga. Jadi kita akan menggunakan tenses ini ketika kita
menceritakan aktivitas kita yang sudah selesai terjadi di masa lalu.
 128

Kalimat Positif

S + Verb-2 (past tense)

S + be (was/were)

The Lawyer came

I was a stamp collector

Kalimat Negatif

S + did + not + bare infinitive

S + be (was/were) + not

The lawyer didn’t come

I wasn’t a stamp collector

Kalimat Interogatif

did + S + bare infinitive?

be (was/were) + S?

Did the lawyer come

Was I a stamp collector

Kalimat yang menggunakan Simple Past Tense memiliki beberapa time expression
(keterangan waktu) sebagai berikut:

Yesterday (kemarin)

Last night/week/month/year/time (semalam / minggu lalu / tahun lalu / waktu yang lalu)

This morning (pagi ini)

One hour/day/week/month/year ago (satu jam/hari/minggu/bulan/tahun lalu)

In January (di bulan Januari)

In 1999 (pada tahun 2021)

On Saturday (pada hari Sabtu)

 129

b. Irregular Verb
Sebuah Kata kerja yang ditandai oleh bentuk past tense dan past participlenya tidak
konsisten. Artinya kata kerja bentuk kedua dan ketiga tidak berubah,

Past Tense: Irregular Verb

Make a sentence from each of the following irregular verbs.
Example:
see – saw: I saw him yesterday.

Present-past Present-past Present-past

arise- arose see – saw become - became
begin - began sleep – slept bend- bent
break - broke teach - taught bring - brought
build - built take - took buy - bought
catch - caught write - wrote cut - cut
choose - chose say - said draw - drew
drive - drove shake - shook drink - drank
fall - fell sit - sat find - found
eat - ate tell - told go - went
give - gave win – won grow - grew
have - had pay – paid hide - hid
hear - heard read – read keep - kept
know - knew mean - meant lead - led
leave - left put - put make - made

The Simple Past Tense

Observe the italicized verbs in the following sentences in the left and the
right columns from BJ. Habibie Story.
• Habibie continued his • His parents met while
studies in Jakarta. studying in Bogor.
• Habibie received a degree • They had the first son,
in engineering in Germany. Ilham Akbar Habibie
• Habibie and his wife • He found employment with
settled in Aachen for a the Automotive Marque
short period. Talbot.
• He developed theories on • Habibie became an advisor
thermodynamics. in the Automotive Morque
Talbot.
• He worked for • Habibie spent some of his
Messerschmit. life in Germany.
 130

LAMPIRAN 2 (Student Work Sheet)

Task 1 = (Think-Pair-Worksheet)
Individually, Please make a mind mapping from your Idol!

1980 become
Eminent Scientist Statistical
America
Mechanic

E=mc2 Albert Einstein 14 Maret 1879

18 April 1955 Mileva Marić

Author of 11
scientific papers

4. Rubrik Penilaian
Formative Assessment Task 1
Tujuan : Peserta didik mampu menyusun recount text lisan dengan bahasa
sendiri sesuai dengan karakteristik jurusannya.

Aspek Skor Kriteria

5 Mudah dipahami dengan aksen penutur asli
4 Mudah dipahami meskipun dengan aksen tertentu
Pronunciation 3 Ada pengucapan sehingga pendengar harus konsentrasi
2 Sulit dipahami sehingga diminta mengulang
1 Masalah serius, tidak bisa dipahami
5 Lancar seperti penutur asli
4 Kelancaran sedikit terganggu
Fluency 3 Kelancaran agak terganggu
2 Sering berhenti karena ragu
1 Berbicara terputus-putus
5 Menggunakan kosakata seperti penutur asli
4 Kadang menggunakan kosakata yang tidak tepat
Vocabulary 3 Sering menggunakan kosakata yang tidak tepat
2 Menggunakan kosakata sangat terbatas
1 Sangat terbatas
 131

5 Tidak ada atau sedikit mengalami kesalahan

4 Kadang-kadang mengalami kesulitan tata bahasa
Grammar 3 Sering mengalami kesalahan yang mempengaruhi makna
2 Banyak kesalahan tata bahasa yang menghambat
1 Kesalahan tata bahasa sangat parah, tidak bisa dipahami

 Penilaian Sikap
Teknik Penilaian : Pengamatan (Observasi)
Bentuk Instrumen : Lembar Observasi
Instrumen Penilaian :

LEMBAR OBSERVASI SIKAP

Aspek yang Dinilai Jumlah Skor

No Nama Siswa Predikat
DS JJ BS TJ Skor Sikap

1 Abdul Rozaq 70 75 79 65 289 72.25 Baik

2 Imam Efendi 50 50 50 50 200 50 Baik
3 Nara Rischa 75 100 100 50 325 81.25 Sangat Baik
4 Nico Pratama 85 85 85 85 340 85 Sangat Baik
5 Ryan Kurniawan 95 95 95 95 380 95 Sangat Baik
6 Novaltino 80 80 85 90 335 83.75 Sangat Baik
7 Delima Dhe Puspasari 100 100 100 100 100 100 Sangat Baik
8 Mega Devira Putri 75 90 85 50 300 75 Baik
9 Rindi Silva Reza 60 60 60 65 245 61.25 Baik
10 Ronald Putra Pahlevi 20 20 45 55 140 35 Cukup
11 Yeni Astutik 35 40 40 55 170 42.5 Cukup
Keterangan:
BS : Bekerja Sama
JJ : Jujur
TJ : Tanggung Jawab
DS : Disiplin
Catatan:
1) Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
 132

25 = Kurang
2) Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 =
400
3) Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4) Predikat:
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

 Penilaian Pengetahuan
Teknik Penilaian : Tes Tertulis
Bentuk Instrumen : Lembar Kerja Peserta Didik
Instrumen Soal : Terlampir
Akumulasi Nilai : Total jawaban benar x 100
Jumlah soal

 Penilaian Reading Skill

No Aspek yang dinilai Kriteria Skor
1 Pemahaman Peserta didik dapat memahami mind mapping
(comprehension) tokoh idola yang di buat dan dapat di 4
presentasikan terkait recount teks.
Peserta didik dapat memahami bentuk kata
3
kerja beraturan (Irregular verbs).
Peserta didik dapat mengucapkan dengan
benar mengenai pelafalan pada kosakata kata 2
kerja berarturan dengan benar.
Peserta didik kesulitan memahami dan
menganalisa perbedaan dari kata kerja yang
bercetak miring pada kolom teks dan tidak 1
bertanya sama sekali kepada guru maupun
teman sekelasnya.
2 Ketepatan jawaban Peserta didik dapat menjawab pertanyaan-
(answer accuracy) pertanyaan yang diberikan guru dengan benar 4
tanpa kesalahan penulisan.
 133

Peserta didik dapat menjawab pertanyaan-

pertanyaan yang diberikan guru, tetapi 3
jawabannya sedikit kurang tepat.
Peserta didik mencoba menjawab pertanyaan-
pertanyaan yang diberikan guru, tetapi 2
jawabannya tidak tepat.
Peserta didik tidak dapat menjawab
pertanyaan-pertanyaan yang diberikan sama 1
sekali.
3 Membaca dengan Peserta didik aktif membaca teks dengan
4
seksama (read menggunakan mata atau jari mereka.
carefully) Peserta didik membaca teks, tetapi beberapa
3
kali tidak mengerti makna di dalam teks.
Peserta didik beberapa kali tidak membaca
2
teks.
Peserta didik tidak aktif membaca teks. 1
 134

LAMPIRAN 11

STUDENTS’ SCORING SPEAKING & READING

Scores of Students’ Reading skill

No Name Aspect
Fluency Acuracy Pronounciation Intonation Total Score X 5
(1-5) (1-5) (1-5) (1-5)

1 AR 1 1 1 2 25
2 IE 1 1 1 1 20
3 NR 5 5 5 5 100
4 NP 1 1 1 1 20
5 RK 3 2 3 2 50
6 NVLTO 1 2 1 1 25
7 DDP 2 2 2 3 45
8 MDP 2 2 1 1 30
9 RSR 1 1 1 2 25
10 RPP 1 1 1 2 25
11 YA 1 1 1 1 20

Scores of Students’ Speaking skill

No Name Aspect
Grammar Pronunciation Vocabulary Fluency Total
(0 - 2.5) (0 - 2.5 (0 - 2.5 (0 - 2.5 score
1 AR 0.5 1.1 1.0 0.5 3.1
2 IE 1.0 0.5 0.2 0.5 2.2
3 NR 2.5 2.2 2.5 2.3 9.5
4 NP 0.4 0.1 0.1 0.5 1.1
5 RK 1.4 2.1 1.6 1.8 6.9
6 NVLTO 0.8 1.6 0.4 1.2 4
7 DDP 2.2 2.1 1.4 1.8 7.5
8 MDP 1.5 1.7 1.7 1.0 5.9
9 RSR 0.4 0.2 0.5 1.1 2.2
10 RPP 0.5 1.4 1.3 1.0 4.2
11 YA 1.5 0.4 0.9 0.4 3.2

Scores of students’ speaking skill and their motivation after being Simplified

No Students’ Speaking skill (X) Students Reading (Y)

1 3.1 25
2 2.2 20
 135

3 9.5 100
4 1 20
5 6.9 50
6 4 25
7 7.5 45
8 5.9 30
9 2.2 25
10 4.2 25
11 3.2 20

a. Scores of mean Variable X

Σx 49,8
X= = = 4,52
N 11

b. Scores of mean variable Y

ΣY 385
X= = = 366.8
N 11

Based on the preceding data, the results can be summarized slightly differently

on the average value of Reading Comprehension Skill, which showed a result of

35,00 on the calculation results of the application SPSS and a result of 366,8 on

the manual counting using the calculator.

TEACHING DOCUMENTARY
 AUTOBIOGRAPHY

YOSEP KURNIAWAN BASA SOGEN was born on 9th

1996 in Tarakan North Kalimantan. He is Twin and his
twins named Vincensius Kurniadi Pao Sogen, S.Pd, and
his little brother named Fransiskus Marcellino Lela Sogen
he’s the oldest child of three children, son of Mr. Yohanes
Rudi Sogen and Mrs. Veronica Maria Hendrarti. He
started his formal education in 2002 at SD Kristen Tunas
Kasih Tarakan and graduated in 2008. Then he continued
his study at SMP Kristen Tunas Kasih Tarakan and
graduated in 2011. After that he continued to SMA Kristen
Tunas Kasih Tarakan and graduated in 2014.
His higher education started in 2014 at Foreign Languages Academy of Tarakan
Permata Hati. He majors in English, During he studies, he also worked at one of the
private sub-vendor companies partnering with PT Pertamina EP Tarakan Field, PT
Menara Mas from 2015 - 2018. He received his English Diploma in 2017 by obtaining
the degree of A.Md, because to his dedication to working and studying, he was able to
complete degree in three years. He began working for a different company, PT Lestari
Megah Sakti, in March 2018 and remained there till 2019. In 2019, he continued
undergraduate studies at the Open University, specializing in English with a focus on
translation, however he did not complete the degree and decided to leave the university in
2021. He obtained a promotion to the realm of State-Owned Enterprises PT Sucofindo
Tarakan in the same year 2019.
He was promoted to the realm of State-Owned Enterprises PT Sucofindo Tarakan
City branch as a result of the successes and promotion of Pertamina EP Tarakan User
Partners who evaluated his performance very well. While working at BUMN (State-
Owned Enterprises), he returned to IKIP Budi Utomo Malang to continue his bachelor's
education, majoring in English Humanities Education, and he is currently in the final
semester of his fight to earn his S.Pd degree and also complete his education on time for
two years.