CHAPTER I

INTRODUCTION

This chapter describes the background of the study, problem of the study,

purpose of the study, significance of the study, hypothesis of the study, and definition

of key terms.

1.1 Background of The Study

Language is one of the important things in communication, and it is used as a

tool of communication among nations all over the world. Delahunty (2014:05)

defines "Language is a system that connects thoughts, which cannot be heard,

touched or seen with sounds, letters, manual sign, or tactile symbols which can.”

Through language, people will understand what other people say and what they are

talking about. People who have the ability in their language will be better at sending

and receiving information or message to others. For these statements, it is clear that

language is the most important part of communicating with other people.

English is an international language, especially in Indonesia. Indonesia still

considers English as a foreign language, not as a second language. In the

globalization era, English becomes popular because, in education, work, technology,

business, and trade, English is needed. For instance, English is the language of

business and communication worldwide. That is why the students need four English

skills, namely, listening, speaking, reading, and writing. This research only focuses
 2

on listening and speaking. In communicating, we must be able to master 2 skills,

namely listening skills and speaking skills. These two skills are an inseparable unit.

Listening is an important part of learning English. Because listening skills

help the students to receive a message from what other people say. To help them to

get information in listening, it can be from listening to some audio, English songs, or

announcement. These media is beneficial to train their listening skill. Nation

(2017:79:) states that listening is the way of learning the language. It gives the learner

information from which to build up the knowledge necessary for using the language.

When this knowledge is built up, the learner can begin to speak.

Likewise, in listening to the students learn to understand a sound. If the

sounds are not clear, some students do not make good communication as well

because they do not receive any input through their listening. Nunan (2015:56)

defines "listening is the basic skill in language learning. Without listening skills,

learners will never learn to communicate effectively".

Furthermore, speaking is also an important part of communication. Through

speaking, the students speak orally to convey the message or idea that is easy to

understand, so that it will form good communication. Actually, in good

communication, the students also need to act, express, or sending their ideas orally

after they have listened, such as take and give or feedback.

Speaking performance cannot be separated from other factors influenced it.

One of the influence factors is listening comprehension. Student with good listening
 3

skill will make some responds that they get the point of the speakers and it will make

the conversation keep going on. On the contrary, students who do not have good

listening skill will make the conversation stuck because they cannot listen well to

reply the speakers. To listen well, students have to comprehend the meaning of the

spoken language. To comprehend means to understand completely. To comprehend is

not only a matter of knowing the meaning of the spoken language but it includes the

matter of knowing the context of the spoken language. To comprehend something

spoken by someone needs a total and complete understanding. It can be said that

understanding is to know the meaning of something that someone says, and to

comprehend the meaning of something needs a skill in order to reach the ability to

understand completely to what have spoken by the speakers.

Listening and speaking are essential parts of human life in daily interaction. In

human's life, they do interact with their environment every day. The same thing

happens for students of English Department Universitas of Kutai Kartanegara. They

should be competent in communicating and interacting by using English. The

students learn four English skills (listening, speaking, reading, and writing). These

skill as are compulsory subjects for them because, without the listener and speaker,

communication is not complete.

Some researches show that the ability to comprehend speech through listening

can affect speaking ability. Maesaroh (2006:35) found out through her research on

2006 that students who have good score at listening also have good score at speaking.
 4

Another one is Budianto (2010:39) he also found that students who have ability of

listening have good performance in speaking. Knowing this phenomenon, the

researcher is curious about her friends’ listening skill and assumed that there are good

in their listening. Then, the researcher investigated them about their listening score.

As the result, not only had they speaking fluency, but they also got good score at their

listening subject. After the investigation, the researcher assumed that students who

speak English fluently are the result of good listening skill. On the contrary, there are

some students who have good score at listening subject but they do not speak as

much as the students who are investigated before. The researcher found quotes of

Wong (2007:84) which stated that knowing a language rule does not mean one will

be able to use it in communicative interaction. In other words, the fluency of ears

does not always reflect the fluency of tongue.

In relation to the above report, the researcher conducts a study titled: The

Correlation between Listening Comprehension and Speaking Ability at the Third

Semester of the English Department of Kutai Kartanegara University in Academic

Year 2023/2024.

1.2 Problem of the Study

Based on the background of the study, the problem that will be discussed in

this study is stated as: “Does Listening Comprehension Relate to Speaking Ability at

the third semester of the English Department of Kutai Kartanegara University in

academic year 2023/2024.?”

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1.3 Pusrpose of the Study

The purpose of the study is based upon the problem of the study. The

researcher formulates the purpose of the study is: “To find out whether Listening

Comprehension Relate to Speaking Ability at the third semester of the English

Department of Kutai Kartanegara University in academic year 2023/2024”.

1.4 Scope and Limitation of the Study

In order to focus the study, it is limited only on the following scopes and

limitation as follows:

1. The variables of the study are listening comprehension and students speaking

ability. This study uses speaking ability as the independent variable and listening

comprehension as the dependent variable. The variables will be analyzed with a

correlational method using the Chi-Square formula.

2. The indicators of listening comprehension is mechanical skills, knowledge of the

language, transfer, communication, and criticism. The indicators of speaking

ability are the students scores on speaking tests asseses by pronunciation,

grammar, vocabulary and fluency.

3. The subject of this study is the third semester students of English Department of

Kutai Kartanegara University in academic year 2023/2024.

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1.5 Significance of The Study

The significance of the study included theoretical and practical aspects. From

the result of the study, the researcher expects the following contributions:

1. Theoretically, the data and information are expected to contribute to scientific

theories and reference materials about the correlation listening comprehension

and students speaking ability at the university level in general and University of

Kutai Kartanegara in particular.

2. Practically, this study is expected to provide reference data or guidance for

lecturers to reduce students listening comprehension and students speaking ability

by choosing an appropriate teaching method, technique, and strategy in speaking

class.

1.6 Hypotesis of The Study

Based on the problem and the purpose of the study above, the researcher

formulates the hypothesis for a temporary answer to the research problem as follow:

Ha : Does Listening Comprehension Relate to Speaking Ability at the third

semester of the English Department of Kutai Kartanegara University in

academic year 2023/2024

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1.7 Definition of Key-Terms

In order to clarify the key terms used in this study, some definitions are put

forward:

1. Listening is an activity of giving attention in order to get some information of

what the speakers are saying. Due to its process, it is called as a receptive skill, in

which in this activity people decode the meaning of what they listen to.

2. Speaking is using language to communicate using verbal or nonverbal symbols

orally in different context that can be improved through learning language.

Without speaking, people must remain in almost total isolation from any kind of

society. For most people, the ability to speak a language is the same as knowing a

language since speech is the most basic means of human communication.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents some theories supporting the study. They

is definition listening comprehension, definition of speaking, purpose of speaking,

aspect of speaking.

2.1 Listening Comprehension

Human beings start listening since they is babies. They can listen before they

can start bubbling. Listening is the first skill they have. Since in the womb, babies

could listen to what their mothers says to them. The ability of the babies to listen

sounds and speech make them know how to speak later on. Listening is an activity of

giving attention in order to get some information of what the speakers are saying.

Due to its process, it is called as a receptive skill, in which in this activity people

decode the meaning of what they listen to. Although listening is a receptive skill,

Nation (2013:181) stated that it involves active participation in language acquisition.

Listening has active participation because in listening process, the listeners have to

cope meaning as much as possible. It means that many students may cope the

meaning of the spoken language more than they produce. Student with good listening

will make some responds that they get the point of the speakers and it will make the

conversation keep going on. On the contrary, students who do not have good listening
 9

skill will make the conversation stuck because they cannot listen well to reply the

speakers.

To listen well, students have to comprehend the meaning of the spoken

language. To comprehend means to understand completely. To comprehend is not

only a matter of knowing the meaning of the spoken language but it includes the

matter of knowing the context of the spoken language. To comprehend something

spoken by someone needs a total and complete understanding. It can be said that

understanding is to know the meaning of something that someone says, and to

comprehend the meaning of something needs a skill in order to reach the ability to

understand completely to what have spoken by the speakers. The example is like the

word “mad”. It contains more than one meaning that the listeners should comprehend

carefully. The meaning of the word “mad” can be “mentally ill” and can be “angry”,

it depends on the context. It is clearly explained from the definition above that

comprehension needs the ability to understand on something.

The meaning of two terms –listening and comprehension- lead the writer to

define listening comprehension is the way of understanding completely the spoken

language through listening and then making up the meaning of the language being

spoken by the speakers. Some experts of language teaching define the term listening

comprehension in some ways. Richard (2012:131) stated that “Listening

comprehension is the process of understanding speech in a first or second language.”

Thus, listening and listening comprehension actually have the same meaning because
 10

listening always needs comprehension, so the listeners understand completely the

information they seek to know. Richard (2012:56) stated that “Listening and listening

comprehension are synonymous. This view of listening is based on the assumption

that the main function of listening in second language learning is to facilitate

understanding of spoken discourse.” Another statement is stated McDough

(2012:123) that “Listening comprehension, then, is not only a function of the

interplay between language on the hand and what the brain does with it on the other;

it also requires the activation of contextual information and previous knowledge.”

As what have been stated by McDough (2012:145) above, listening is not just

hearing the sounds. The activity of listening needs the activation of the understanding

to the context that being spoken by the speakers and the background knowledge in

order to get a complete understanding. To comprehend the spoken language well,

teachers may use the exposure of the target language as much as possible. Exposing

language means showing students how the target language is spoken and used. To

expose target language in the classroom, teachers can give them records to be listened

and teach them using the target language.

In listening activity students listen to spoken language in which spoken

language is little bit different to the written one. Spoken language has some features

like incomplete sentences, the using of clauses, and repetitions. These phenomena

occur because people speak with their styles and as long as the listeners understand

what the speakers say, the language is complete. It is different to the written
 11

language. Written language need a complete utterances in sentences or the written

language will make fragments or other mistakes. Like what has been stated by

Harmer (2014:81) that “Listening is special too because spoken language, especially

when it is informal, has a number of unique features including the use of incomplete

utterances (e.g. ‘Dinner?’ serving as a perfectly functional way of asking ‘is dinner

ready?’ repetitions (e.g. ‘I’m absolutely sure, absolutely sure you know that she’s

right’), hesitations (e.g. ‘Yes, well, ummm, yes, possibly, but, er….’) etc.” These

examples may occur when students are asked to listen to the spoken language then

they are asked to write down or choose the correct answers correspond to what the

speakers says. This activity sometimes takes extra effort for those students who are

not familiar to the spoken language being said in the form of short or long dialogue

and monologue. For this, the research says that listening activity takes extra effort

because the students have to listen and comprehend the foreign language then they

have to infer or conclude what they have heard in order to answer the exercise of

listening activity.

2.2 Types of Listening

People have their purpose in doing something, so does in listening activity. In

a condition, people need listening for the purpose of their curious or desire to know

the information of what they listen. However, there is a situation when people need to

listen in order to keep interaction between two people or more go on. Nation and

Newton (2019:40) divide the types of listening into two types:

 12

1. One-way listening (transactional listening). This type of listening is associated

with the transfer of information. It is the process of the information is being

transmitted like the activity of listening to some teaching materials that given by

the teachers.

2. Two-way listening (interactional listening). This type of listening is associated

with keeping the social relations. It means that two-way listening is the activity of

listening in everyday life such as when people listen to their interlocutor in order

to reply them in conversation.

2.3 Processes of Listening

Listening itself is a process of interpreting meaning of the spoken language.

Farrel (2016:108) states that there are two process in meaning interpretation activity

that happens in listening. These processes are:

1. Top-down Process listening is a point of view that sees listening is a skill that

built up from complex skill in which the listeners use what they know of

communication context –the situation which cause language be used- to predict

what the message will contain. It involves the listeners in going from the whole –

their prior knowledge- to the parts. On the other words, top-down process refers

to the use of background knowledge in understanding meaning of a message.

2. Bottom-up Process listening is the process of listening where the listeners

assemble the message piece-by-piece by the speech stream, going from the parts
 13

to the whole. On the other words, bottom-up listening is the process of listening

which use the incoming input as the basis for understanding message.

2.4 Some Problems in Listening

Being learned as a foreign language, English is sometimes not familiar or

even a new language for those students who learn English in this country. Learning a

new language means learning a new system of the new language. Therefore, it is not

an odd that students face some problems in the learning process. Why does the writer

state that learning English can lead some problems?

1. Problems in New Sound System English has unpredictable pronunciation and

spelling. The written forms are usually different and the pronunciation that people

used to know give them confused when they find a word with different way to be

pronounced and not like they used to know. This may be difficult to some

students to listen and to figure out the written form to process the meaning of

what the speakers are saying. For the example is the word “enough” the /gh/ is

pronounced as /f/ like in the word “fish”, “blood” is not pronounced like “book”

because the /oo/pronounced by /Ʌ/.This kind of sounds is not found in Indonesian

language system, so this may confuse English foreign learners listening to this

kind of sounds. Like what stated by Penny (2019:11) Ur that English language

learners may have difficulty when the new sound does not exist in the native

language. The more different the foreign language system to native language the

more difficulties the learners will face. Nation (2019:56) stated that “learners’
 14

first language can have major influence on learning the sound system of another

language”. It influence since the speaker typically pronounce the foreign language

like a substitution of their natives. This may become a long-term difficulty for

language learners if they do not notice the language system carefully.

2. Problems in New Vocabularies Understanding other language vocabulary is very

gradual process and it is partly a matter of time. Vocabulary activation is very

important in listening process. It will very useful to comprehend the speech being

spoken by the speakers. Comprehending the meaning of spoken language is not

gotten by translating word to word from foreign language to the native one, but it

tends to know the purpose and the context of the spoken language. In vocabulary

aspect, English has too many idioms. English native speakers tend to use idioms

rather than the usual form that the foreigners know and the meaning is really

different from the words formed of, such as the use of hang up, look after, break

up, break down, etc. English also has too many exceptions in which in every rule

in English has exception such as collocation. “Collocation refers to the degree to

which words tend to appear together.” For the example is the word quick, fast and

rapid, these three words have the same meaning but the word food can only be

attached to the word fast (fast food) and cannot used quick or rapid. Those

exceptions above can lead students’ errors in listening because the students can

only listen and not look at the written form of what they listen.
 15

2.5 The Testing of Listening

Like other language skills (speaking, reading, and writing), the listening skill

can be tested. The testing of listening can be such as understanding utterances,

implying, and sometimes making inference of the spoken language. Although

listening skill is usually correlates to speaking, it is possible to separate these two

skills in testing in order to make the test more focused on one skill. Heaton (2013:64)

stated that “Although the auditory skills are closely linked to the oral skills in normal

skill situation it may sometime to separate the two skills for teaching and testing.” A

good listening test is if the test that is tested is on a recording. The reason is because

the recording has higher reliability than nonrecorded. Nation (2013:164) stated that

“A listening test will be more reliable if the material that the learners listen to is on

tape. The tape recording ensures that whenever the test is used, the speed of the

speaking and the accent will be the same.”

2.6 The list of listening sub-skills

In accordance with the listening comprehension skills, same scholars have

attempted to describe listening comprehension skills in communication terms.

Comprehensive taxonomy of listening sub-skill is provided by Weir (1993:55) as

follows:

Direct Meaning Comprehension:

a. Listening for gist

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b. Listening for main idea (s) or important information; and distinguishing that from

supporting detail, or examples

c. Listening for specifics, including recall of important details

d. Determining a speaker”s attitude or intention toward a listener or a topic

Inferred Meaning Comprehension:

a. Making Inferences and deductions

b. Relating utterances to their social and situational context

c. Recognising the commutative function of utterances

Contributory Meaning Comprehension:

a. Understanding phonological features

b. Understanding grammatical notions such as comparison, cause,result, degree etc.

c. Understanding discourse markers

d. Understanding the main syntactic structure of clauses or idea units

e. Understanding cohesion, especially reference

f. Understanding lexical cohesion, especially lexical set membership and

collocations

2.7 Definition of Speaking

Richards (2018:96) states that the mastering of speaking skill in English is a

priority for many second language or foreign language learners. Speaking is one of

the English skills that is often used to express ideas, convey information, or

communicate between people. nothing must be said, only what people have to hear
 17

from you to know and understand each other. It determines how long it is listened to

and how well it is understood. Talking is not only done between two people but can

be done with more than two people or in groups. Speaking skill is not only for

knowing or learning but also to be practiced in public to have more good speaking

skill.

To know and understand what is spoken, there are some definitions of speaking

according to Cameron (2019:120) cited by Bafadal (2019:78) speaking is the active

use of language to express meanings so that other people can make sense of them.

Riadil (2020:56) defines speaking as a two-way process between speaker and listener.

Bugis (2018:91) states that speaking isthe capability of pronouncing sound or word to

express or conveythought, idea, feeling, opinion, and wish.

According to Cornbleet and Carter (2017:17), “When we speak, a great deal

more than just mouth is involved such as nose, pharynx, epiglottis, trachea, lungs and

more. But speaking isn’t just making sounds. Birds, animals, babies make sounds and

though it may be communication of sorts, it’s not speaking”.

In addition, the National Education Department (2015:165) states that,

“Speaking is saying, talking, delivering some thoughts, and expressing something

orally”.

Meanwhile, Riadil (2020:56) defines that, “Speaking is a skill of conveying

words or sounds of articulation to express or to deliver ideas, opinion, or feeling.

 18

Speaking is a sign of a system that can be listened to (audible) and can be seen

(visible)”.

Based on the previous three definitions, it can be synthesized that speaking is

the process of sharing with another person, or with other persons, one’s knowledge,

interests, attitudes, opinions or ideas.

2.8 Purpose of Speaking

Speaking has various purposes and uses that are very useful for everyday life.

Speaking as a transaction refers to a situation where the focus is on a message about

what is said or achieved to make people understand clearly and accurately. Besides

that, speaking can also be used to convey opinions, feelings, suggestions, or just a

conversation within the scope of the environment.

To know and understand are purposes of speaking.There are eight purposes of

studying speaking that quoted in Arodjiah (2020:76) the explanation are follows:

a. To achieve and extend the learner’s linguistic competence,

b. To increase their confidence in using spoken English,

c. To develop their ability to analyze and evaluate spoken performance,

d. To sharpen their strategic competence in face-to-face interaction,

e. To convey their message to someone else,

f. The learners can use communication strategies, dictionaries, or previous input to

make up for gaps in their product knowledge,

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g. There are plenty of opportunities to produce,

h. The learners talk about things that are primarily familiar to them.

Torky (2016:83) also states that about purposes of speaking and combines

both the transactional and interpersonal purposes of speaking into an extensive list of

twelve categories as follows:

1. Personal: expressing personal feelings, opinions, beliefs and ideas.

2. Descriptive: describing someone or something, real or imagined.

3. Narrative: creating and telling stories or chronologically sequenced events.

4. Instructive: giving instructions or providing directions designed to produce an

outcome.

5. Questioning: asking questions to obtain information.

6. Comparative: comparing two or more objects, people, ideas, or opinions to make

judgments about them.

7. Imaginative: expressing mental images of people, places, events and objects.

8. Predictive: predicting possible future events.

9. Interpretative: exploring meanings, creating hypothetical deductions, and

considering inferences.

10. Persuasive: changing others’ opinions, attitudes, or points of view, or influencing

the behavior of others in some way.

11. Explanatory: explaining, clarifying, and supporting ideas and opinions.

12. Informative: sharing information with others.

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2.9 Aspect of Speaking

To be a good speaker and master the way of speaking, we should pay attention

to several aspects that are in the speaking. According to Eliwarti et al. (2015:89) there

are four components of speaking skill concerned, grammar, vocabulary,

pronunciation and fluency.

1. Grammar

Grammar is a study in which sentences are structured and formatted.

Grammar is a systematic way of accounting for and predicting an ideal speaker’s or

hearer’s knowledge of the language. According to Bugis et al. (2018:112) grammar is

a set of rules describing how we use a language. The aim of grammar is also to learn

the correct way to gain expertise in a language in oral written form.

2. Vocabulary

According to Apriliaswati et al. (2015:39) state that generally, vocabulary is

the knowledge of meanings of words. In other words, vocabulary is an individual

word that has a meaning.

3. Pronunciation

Pronunciation is how speakers produce more precise language when they

speak. According to Apriliaswati et al. (2015:46) a second language learner needs to

master the individual characteristic of the sound of a new language. It will be good

for the students to be able to speak naturally like the native speaker itself. There are

two features of pronunciation namely phonemes and suprasegmental features. Bugis

 21

et al. (2018:93) a speaker who constantly mispronounces a range of phonemes can be

extremely difficult for a speaker from another language community to understand.

4. Fluency

Fluency is the ability to read, speak, or write easily, smoothly. and expressively.

In other words, the speaker can read, understand and respond in a language clearly

and concisely while relating meaning and context. Fluency can be defined as the

ability to speak fluently and accurately. Fluency in speaking is the aim of many

language learners. Signs of fluency include a reasonably fast speed of speaking and

only a small number of pauses and “ums'' or “ers''. According to Bugis et al.

(2018:95) these signs indicate that the speaker does not have to spend much time

searching for the language items needed to express the message.

2.10 Previous Study

In this case, the researcher finds some previous researches that are relevant to

the research that researcher has been conducted. They are in thesis and journal form.

Those researches are a sign that kind of this research has been applied.

1. Pinem, (2019). The Correlation Between Listening And Speaking among High

School. STTKD Yogyakarta. This research looks at listening as one factor that

gives contribution toward speaking among high school students. The study

attempted to reveal through data analysis, in the form of students‟ score

from each variable that both had correlation. Further the objective of the study

was also to find out the extent of influence contributed by listening toward
 22

speaking. The research applied library study and field study (instrument designing

and test performing both for listening and speaking). The theory used for

analysis deals with listening and speaking correlation from language learning

review. The result of the study demonstrated that the correlation of

listening as the independent variable with speaking as dependent variable is

positive. It also proved that with a unit of program or treatment given toward

listening class, there would be a significant improvement equals with 3.134

times from previous speaking score for the same sample. For the analysis of

data, the extent of correlation between two varibales is shown as low. It

indicates that even though listening do have positive correlation toward

speaking, it is not the only deminant factor to determine success in speaking.

2. Putri (2023). The Correlation Between Learning Style And Students’ Listening

Skills In Fifth-Grade Students At SD Negeri 1 Gedung Meneng Universitas

Teknokrat Indonesia. The objective of this study is to find out whether or not

there is a significant correlation between learning style and listening skills in

fifth-grade students at SD Negeri 1 Gedung Meneng. The population of this study

is all the students from first grade until fifth grade of SD Negeri 1 Gedung

Meneng. However only the fifth-class students is taken as the sample by using

random sampling. A descriptive method is used in this study, specifically, this

study is a correlational study. The data is obtained by means of a questionnaire

and listening test. The date obtained is analyzed by using Pearson Correlations
 23

analysis. From the data analysis, it is found that there is a weak correlation

between learning style and listening skill in fifth grade students at SD Negeri 1

Gedung Meneng, since the pearson correlations obtained (0.268) is smaller than r

table (0.514).

3. Arafah (2020). The Correlation Between Listening Mastery and Speaking

Mastery at The Second Semester Student of English Department in Jambi

University. Thesis English Study Program Faculty of Teacher Training and

Education, Jambi University in Academic Year 2019/2020. This study aimed to

describe the correlation between listening mastery and speaking mastery at the

second-semester student of English department in Jambi University and finding

out the difference in gender with the result of listening and speaking mastery due

to each gender. This study is conducted in the second semester English

department student in Jambi University. This study's population included all of

the second-semester student academic year 2019, and the sample of this study

was 84 student with 21 males student and 63 females student. The study is

designed as quantitative research. The researcher used the main data formed in

listening and speaking for academic purposes final score documentation and

applying Pearson correlation product-moment. After that, the researcher used the

T-Test to determine the correct data of gender differences in listening and

speaking mastery. Based on the research findings, it is discovered that there is a

significant correlation between listening and speaking in a medium level which

 24

means the correlation tends to the positive value and showing no negative

correlation. Also, there were no significant differences between male and female

in their listening and speaking mastery. However, due to each gender, the male

student also showed a significant or positive relationship between listening and

speaking. Meanwhile, there was a similar result with the male student result

where there was significant or positive relationship between listening and

speaking due to the female gender.

 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses research design, population and sample,

research instrument, data collection technique, data analysis technique, and

hypothesis testing.

3.1 Research Design

This study uses a quantitative approach with a correlational design. According

to Gay et al. (2012), a correlational study gathers information to determine whether

and to what extent there is a relationship between two or more quantifiable variables.

In addition, Creswell (2014) states that in quantitative research, correlational design

designs are procedures in which researchers use a statistical correlation analysis

procedure to determine the relationship (or relationship) between two or more

variables. This number indicates whether two variables are related or whether one can

predict the other.

According to the above statement, the purpose of correlational research is to

study the relationship between two or more variables. A correlational design is uses

in this study because it follows the research objective to find out if there is a

relationship or correlation between listening comprehension and speaking ability.

The data for this study are collected from questionnaires to obtain information

about listening comprehension and from a speaking test to obtain speaking skill. The
 26

Chi-Square formula is used for data analysis, and a significant relationship between

listening comprehension and students speaking skills is determined using the

coefficient of chance.

Specifying the research plan, the researcher explain the research design in the

following diagram :

Diagram 3.1 Research Design

SAMPLE

LISTENING SPEAKING
COMPREHENSION ABILITY

Chi-Square formula

3.2 Population and Sample

Population and sample are inseparable entities in quantitative research. The

larger group they want to learn about is called the population (Gaell et al., 2007:166).

In addition, Best (20017:14) defines a population as a group of individuals who share

one or more common characteristics that distinguish that group from others.

Therefore, the population is the whole object that must be studied. The

audience can be teachers, students, curriculum, premises, school intuition, school

 27

relations, company employees, forest plant types, rice types, marketing activities,

production results, etc.(Sudrajat, 2018:94). The main population of this study is all

the students of the third semester of the English Department of Kutai Kartanegara

University in the academic year 2023/2024. There are 25 students in one class.

According to Paras (2017:14) a sample is a small part of the population selected

for observation and analysis. Similarly, Sugiyono (2013:81) sample is a subgroup of a

population that has the same characteristics as the population. Regarding the sample

size, Arikunto in Sudrajat (2018:97) notes that if the total population is large, the

sample can be taken from 10% to 15% or from 20% to 25%, but if the total

population is less than one hundred subjects, it is better to take the whole population.

Referring to the above statement, the researcher sampled all the members of the

population because the total population is less than one hundred. There is also no

need to use sampling methods, since members of the entire population have been

sampled. The sample of this research is therefore the third semester students of the

English Department of Kutai Kartanegara University in the academic year

2023/2024, and the total number of students are 25 students.

3.3 Research Instrument

Research instruments are measurement tools used to collect data from research

subjects on certain topics. In this research, the researcher uses two sets of research

instruments namely, a listening comprehension and speaking ability test to collect the

data. Listening comprehension scores are taken from the previous semester scores.
 28

Speaking score is take by test. The assessment of speaking in this research is carried

out by researchers and lecturers at English Department of Kutai Kartanegara

University. The topic used is my unforgettable childhood and my holiday with the

time given to the research sample being 1-3 minutes.

3.3.1 Documentation

According to Suharsini (2012:34), the documentation method is a method

search for data regarding things in the form of notes, books, transcripts, newspapers,

inscriptions, magazines, meeting minutes, agendas and photographs activity. The

documentation method in this research is used to complete data from interviews and

observations. Documentation method is a data collection technique by studying the

data that has been documented. From the origin of the word, documentation, namely

documents, means written items. In implementing the documentation method,

researchers investigate written objects, such as books, magazines, regulations,

documents, meeting minutes, daily notes, and etc.

3.3.2 Speaking Test

Fraenkel et. al (2012:127) states that achievement tests measure an individual

knowledge or skill in a given area or subject. To obtain the students speaking skill,

the researcher uses a speaking test.

To collect data concerning the students speaking skill, an oral speaking test is

given to the students. The students are provided with some topics. The topic of the
 29

test is describing a topic in which the student choose one topic to describe orally. The

students are videotaped while talking.

To score the students speaking skill, Oral Proficiency Scoring Categories by

Brown (2004) is used. Next, the results of the speaking achievement are categorized

based on the grading system and categorization as:

Table 3.5
The Grading System of the Students’ Speaking Test Oral Proficiency Scoring
Categories by Brown (2004)
Aspects Score Description
1 Speaking vocabulary inadequate to express
anything but the most elementary needs.
2 Has speaking vocabulary sufficient to express
Vocabulary himself simply with some circumlocutions.
3 Able to speak the language with sufficient
vocabulary.
4 Can understand and participate with a high
degree of precision of vocabulary.
5 Speech on all levels is fully accepted
1 Error in grammar are frequent but can be
understood.
2 Can usually handle elementary construction quite
accurately but does not have through of
Grammar
confidence of grammar.

3 Control of grammar is good.

4 Able to use of language accurately and error
 30

inGrammaris quite rare.

5 Equivalent.
1 Errors in pronunciation are frequent but can
beunderstood.
2 Accents are intelligible though often quite faulty.
3 Errors never interfere with understanding and
Pronunciation
rarely disturb.
4 Error in pronunciation is rare
5 Equivalent to and fully accepted
1 No specific fluency description.
2 Can handle with confidence but not with
socialsituation.
Fluency
3 Rarely has to grope words
5 Has complete fluency in the language.

Table 3.6
The Categorization of Students’ Speaking Test
Score
No Category
Interval

1 16-20 Very good

2 11-15 Good

3 6-10 Fair

4 0-5 Poor
 31

3.4 Data Collection Technique

The data of this study is scores obtained from the listening score and the score

of the speaking test from the third semesters students of the English Department of

Kutai Kartanegara University.

The technique used to collect the data is based on the following steps. First the

researcher gave the listening test to the 25 students of the third semester students of

the English Department of Kutai Kartanegara University.

Second, an oral speaking test is given to the students. The students are provided

with some topics. The topic of the test is describing a topic in which the student

chooses two topics to be described orally. The students are videotaped while talking.

Then the answer sheets of the student's listening comprehension questionnaire

and the speaking test are evaluated, and the scores are prepared using the chi-square

formula for preparation. Finally, the listening comprehension and speaking ability

scores are analyzed using the Chi-Square formula to determine the correlation

between the two variables.

3.5 Data Analysis Technique

To analyze the data for answering the research question: “Does listening

comprehension relate to speaking ability the third semester students of English

Department of Kutai Kartanegara University in the academic year 2023/2024?” The

Chi-Square formula is used.

The formula isdrawn by Sudrajat (2020:143) as follows:

 32

2
(fo−fe)
X 2 =Σ
fe

Where:

= The value of Chi-Square

= Observed frequency

= Expected frequency

Then, to analyzed the relationship between listening comprehension and

speaking ability, the researcher used the Contingency Coefficient Correlation drawn

by Sudrajat (2020:143) as follows:

Where:

= Contingency Coefficient

= Value of Chi-Square

= Number of Students

After that, the researcher determined the interpretation of the Contingency

Coefficient Correlation according to Sugiyono in Maisessa et al. (2019:6) as follows:

 33

Table 3.7
Coefficient Interval
Coefficient Interval Relationship

0.00 – 0.199 Very Low

0.20 – 0.399 Low

0.40 – 0.599 Moderate

0.60 – 0.799 High

0.80 – 1.000 Very High

3.6 Hypothesis Testing

The significance test of the hypothesis is presented at the 5% level of

significance or p = 0.05 degrees of freedom (df) Na + Nb -2 = 25 that is gained by the

table value of X2 = 15,507. Then the null (Ho) is accepted and the alternative

hypothesis (Ha) is rejected. If the result of the X2 value is less than or equal to the X2

value of the table (15.507). This means that listening comprehension is not

significantly related to the speaking ability of the third semester students of the

English Department of Kutai Kartanegara University in the 2023/2024 academic

year. Otherwise, Ho will be rejected and Ha will be accepted if the result of X2 value
 34

is equal to or greater than the table value of X2 (15.507), which means that listening

comprehension is significantly related to students speaking ability at the third

semester of English Department of Kutai Kartanegara Universityin the academic year

2023/2024.
 35

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 39

APPENDIX 1: SPEAKING TEST INSTRUMENT

INSTRUCTIONS:

1. First, introduce yourself by mentioning your name before giving your

idea related to the topic that you have chosen.

2. The examiner will record and videotape your voice.

3. Present your topic in 1-3 minutes.

4. The examiner will examine on the basis of pronunciation, grammar,

fluency and vocabulary.

5. Choose one topic below.

6. Prepare your topic in 10 minutes before your presentation.

Topics:

1. My Unforgettable Childhood

2. My Holiday