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1.1. Background of the study English is an international language used in many countries troughout the world including in Indonesia. In Indonesia based in “Kurikulum Berbasis Kompetensi” (KBK), English is not study considered to be the irst oreign language but it is taught in elementary school until senior high school. By seeing this act, people usually blame the teachers as the people who should be responsible or it. !hey are assumed as the primary source o the unsatis actory result o English teaching processes. "ur community o ten #uestion about the teachers$ work and e%en consider them as un#uali ied resources. &owe%er, as members o the scienti ic community, teachers should be able to ind out elements rom which the cause o the ailure comes. 's (ud)ana (*+,-.) states that learning processes are in luenced by two actors, internal and e/ternal actor. !he irst actor comes rom the learners themsel%es, such as the ability, interest, habit, aptitude, moti%ation, attitude, and intelligence. 0hile the latter actors come rom outside as the learners, such as situation and condition o the en%ironment. !hey are amily, school, and society surroundings.



1amelan (*+,.-,2) has pro%en that moti%ation is an important actor which determines the success o a oreign language learning. ' learner will be success ul in learning i he3she has a strong moti%ation to learn it. (trong moti%ation will encourage the students do their e orts to reach the goal o the study. !im 4K45 IKI6 (emarang (*++.-.7) states that strong moti%ation is needed in language learning. !he students who ha%e strong moti%ation to learn and master the language especially English, in Indonesia as a compulsory sub)ect, will likely succeed, and on the other hand they who ha%e low moti%ation will ail. In the thesis, the writer try to in%estigate “!he speaking ability in the irst year o (46 8 * Karimun)awa in the academic year o 9::239::.”. 0hen the teachers ind the goals o learning and teaching can be achie%ed. &owe%er, when the teachers see the students, ability is low toward English, they ha%e to try to ind out the most appropriate way or method o teaching to encourage the student to study more seriously.

1. . Reason for Choos!ng the To"!c !he writer chooses students$ speaking ability towards English to in%estigate in this thesis, because ability, as a part o internal actors, is %ery important in determining one$s success o ailure in language training, especially English. I the student$s ability strong toward language learning especially English, he3she may get success. !hus, the students$ ability toward English is necessary to be unco%ered. !he writer also thinks that ability is one o the


important actors which e ects the success or ailure a student ha%e a positi%e ability. It means that he or she accepts English. By accepting English, he or she likes to study it. (o, they will get success in learning English.

1.#. $tate%ents of the Pro&'e% In order to get a systematic point o %iew o the ob)ecti%e o the study, the writer limits the problem into the ollowing. *. &ow is the students$ ability toward English based on cogniti%e, a ecti%e and beha%ioral; 9. !o what e/tent is (peaking 'bility o !he <irst =ear (tudents o (46 8 * Karimun)awa in !he 'cademic =ear o 9::239::.;

1.(. O&)ect!*es of the $tudy In writing this paper, the writer has the ollowing ob)ecti%es*. !o ind out the students$ ability based in the three components, namely cogniti%e, a ecti%e, and beha%ioral, which in luence the students$ language learning English. 9. !o ind out the speaking ability o the irst student o (46 8 * Karimun)awa;

!he 0riter !he writer will ha%e e/perience and capability in conducting a research on students$ ability and the students$ competence in learning English as the irst oreign language that they learn in this country. so that the ailure o their English teaching can be anticipated.+. !he result o study may help the students in impro%ing their positi%e ability in learning English. impro%e the methods or techni#ues in teaching so that the students are more moti%ated in learning English. such asa. . !hey can also take the good ones and make the lack being better. It may be able as eedback on their teaching acti%ities. the teachers are able to increase their students$ awareness o the importance o English or their uture needs. Based on the result o the study. !he English !eacher !he teacher could be more care ul in their teaching management. d. $!gn!f!cances of the study !he writer hopes that this study will be signi icant or people. b. c. !he 1eaders !he readers can learn rom this thesis about students$ ability toward English. the students will try to get success in learning language especially English. !he (tudents By reali?ing the important o English.@ 1.

(tudent !aken rom "/ ord Cearner$s 5ictionary. (tudents here are )ust limited into the students o (46 8 * Karimun)awa. 4' e/plains it as. Def!n!t!on of -ey Ter%s a. !he <irst =ear (tudents !he phrase the irst year students re er to the student who ha%e been studying in (46 8 * Karimun)awa or a year..“make use o word in ordinary %oice” (o/ ord dictionary) 5rs. student is person who is “studying at a college or uni%ersity or any person who studies”. (46 8 * Karimun)awa It is one o the Dunior &igh (chool in Depara. (peaking 'bility Bompetence in speaking practiced d. !his school is placed at Karimun)awa Islands.“' 6erson 6ride o (peaking Aoice” (!he Bontemporary. 6eter (alim. “'bility is the mental o physical capacity.2 1. . English Indonesia dictionary). c. power or skill re#uired to do something.. (peaking 's &orn by e/plains the word speaking as. . b. 'bility 'ccording to horn by. e.

English teaching at Dunior &igh (chools. de inition o the key terms.. !he ourth chapter is concerned with the data analysis and discussing !he i%e chapter is conclusions and suggestions. techni#ue o collecting the data. instrument... 1. ob)ecti%es o the study. . de inition o speaking and essence o speaking. statements o the problem. and method o data analysis. !he second chapter is re%iew o related literature which presents English language learning. and outline o the thesis. Out'!ne of the Thes!s !he study is di%ided into i%e chapters!he irst chapter is introduction which includes the background o the study.. sample. !he third chapter is method o the study which consist o population. actors a ecting oreign language learning. reason or choosing the topic. signi icances o the study.

English is spoken in most international e%ents and is used as the medium o in ormation on science.7 CHAPTER II RE/IE0 O1 RE2ATED 2ITERATURE Eng'!sh 2anguage 2earn!ng Being an international language. English is considered as the irst oreign language in Indonesia. E%en. they are only learning English. 'lthough English is taught in both Dunior and (enior &igh (chool. 's 1amelan (*++9-*) stated that English is the irst oreign language that has been taught in Indonesian since *+@2. It becomes one o the sub)ects that the students must learn both at Dunior and (enior &igh (chool. scienti ic. in certain region. and culture as well as a result. 1eali?ing the importance o the language. they do not ha%e any aims about their English learning. 7 . (ince English is a compulsory sub)ect and a part o the school curriculum. 6eople who want to keep abreast with the cultural. technology. students ha%e to study it. and technological ad%ances must deal with this language. the Indonesian go%ernment considers English as a irst oreign language and a compulsory sub)ect to be taught in high schools and uni%ersities. (o. English is now taught st elementary schools as a local content. but not ac#uiring it. (tudents learn English because it is a compulsory sub)ect they ha%e to study. the result o the teaching program in our country has not been satis actory. <urthermore.

draws as distinction between learning and ac#uiring a language.>->9). I oreign language students constantly recei%e input that is roughlyEtuned that is. slightly abo%e their le%el. they will ac#uire those items o language that they did not pre%iously know without making a conscious e ort to do so. states that learning takes places most success ul when the students are put in communicati%e situations in the target language. . Krashen as #uoted by &armer (*+. Krashen. &e characteri?es the ormer as a conscious process which result only in “knowing about” language. !his input should contain language that the students ha%e already “known” as well as language that they ha%e not seen yet. howe%er. !he more they do this the better they are at using the language. 'llwright as #uoted by &armer (*+. at a slightly higher le%el than the student is capable o understanding. there is not need or ormal instruction (e. in other words. the teaching o a grammatical point). Instead the students are simply asked to per orm communicati%e acti%ities in which they ha%e to use the oreign language.g. as #uoted by &ammer (*+.>->*).the input should be. Krashen calls this “rough tuning”. &e also suggests that it seems true that the more a language learner uses a language to communicates. (o.. 'c#uiring a language is more success ul and longer than learning a language. whereas ac#uiring a language is a subconscious process which result in the knowledge o language. the better he becomes at communicating.9->*). Input is a term used to mean the language that the students hear or read. sees success ul ac#uisition as being %ery bound up with the nature o the language input the students recei%e.

to communication or to interact (*+7>->) . and e/change in ormation and e/periences. &e need help rom the others. or other people who ha%e learned the system o that the culture. By using language. man cap communication not only about things connected with his biological needs. because through communication we will understand each other.). the sounds produced by man are more %aried that those produced by animals that always the same and remain unchanged. In addition to their %arities. associate. language is a system o arbitrary %ocal symbol which permits people in a gi%en culture. 1amelan state that with language man cap e/press his ideas and wishes to other people such as when he need their help so that close operation among members o the group can be carried out (*++9-. cooperate and interact with one another interaction is a reali?ation o human beings instinct to ul ill their need. human speech sounds can also combined in %arious way in other to rom and utterance. &uman language di ers rom animal$s means o communication in the medium. !hat is why human beings always li%e together in groups. !o e/press the ideas. they absolutely need a means o communication. "ne o the way to pro%ide the necessities o li%e cooperate. but also about many things that he need. which is called language man cap.+ 4an is social who always needs company in his li e. Canguage is a prime means to communication in human being li e. !he other de inition o language is stated by inocchiaro. It can hardly be imagined that he should li%e all alone by himsel without anyone to accompany him.

1. Eng'!sh Teach!ng at 3un!or H!gh $choo' (ince the proclamation o Indonesian on the *7 th o 'ugust *+@2. intelligent. where new language is introduce and practiced. indeed the central eature. and skill ul citi?ens who are ready to take part in the national de%elopment. the teaching aims at de%eloping the our language skillsF reading. art. listening. !his decision is reasonable since English plays an important role in international relation between Indonesia and other countries in the world. and culture. with a %iew to enabling the students to become good. In . &armer suggest that roughlyEtuned input and the use o the oreign language in communicati%e situation can satis actorily e/ist side by side with work which concentrates on conscious learning. Bonscious learning is thus seen only as one part o the methodological approach. based on the opinions abo%e.1. <inally. It is one o the sub)ect that the students must learn. Based on the concept and unction o English. It is also to the primary system though which all other components the culture o a society is e/pressed.*: !he de inition abo%e is not only a component o culture. Indonesian go%ernment has chosen English as a irst oreign language to be taught at Dunior and (enior &igh (chools. speaking. which encourages language ac#uisition through a large amount o input and a signi icant emphasis on the use o language in communicati%e acti%ities. . and writing. English as a compulsory sub)ect at (enior &igh (chools unctions or ser%es as an instrument or the de%elopment o science and technology.

In the *++@ curriculum. It is e/pected that students are able to• • • • <ind certain in ormation. one o the most important concepts in teaching o English at (enior &igh (chools is themes. !hey are taught harmoniously. opinions. it is stated in the Basic Bourse "utlines that the communicati%e 'pproachEspeci ically called the meaning ulEbased approach is considered the most appropriate approach or the attainment o the goals o the English teaching rom the point o %iew o its nature and unction. Based on the curriculum o (enior &igh (chool (*++@-@). . 0hile the language elements or components are taught with a %iew to support the de%elopment o the our language skills. <ind the main idea. (tudents are able to catch the in ormation the te/t they listen. thoughts. or eelings. !his approach considers language as an instrument or e/pressing ideas. and pri%ate letter which has about *2:: words length. descripti%e. lines. dialogue. such as lea let. 1eading (tudents are able to read te/ts in the orm narrati%e. the main goals are as ollowsa. brochure. !he themes in the Basic Bourse "utlines (GB66) constitute the scope o the three years course program and consists o topics which are used in the teaching o English to create communicati%e acti%ities in the language. and other special orms. (tudents are able to report what they listen which is about .** teaching process the our language skills usually cannot be separated. !hese acti%ities in%ol%e the our skills which constitute the goals o English teaching. <urthermore.

English teachers need to select suitable themes and topics in se#uential order and teach the students to use and practice a number o unctional skills and necessary communicati%e e/pressions in English which are rele%ant to the gi%en themes and topics. ideas. eeling. c. • (tudents are able to make a short letter. (tudents are able to practice the writing. (tudents are able to describe things. d. (tudents are able to e/press. Cistening • • • (tudents are able to ind out the main ideas. 0riting • • (tudents able to make short paragraph which is about ten sentences. listening. about ten sentences. • (tudents are able to arrange some sentences. speaking. then they ha%e to arrange into the correct order. and attitudes. <rom communicati%e acti%ities which are mani ested in reading. but related to the con%ersation. and writing.*9 b. gi%en not an in correct order. (tudents are able to ind out speci ic in ormation in dialogue. opinions. (tudents able to completed a short con%ersation which %ocabulary they ha%e known. (peaking • • • • (tudents are able to ask and answer #uestions orally. (tudents are able to make a short con%ersation. !he teachers ha%e to teach each skills based on the curriculum which has the appropriate goals in the process o teaching .

) in his thesis entitled “' (ocio Cinguistic (tudy on the (tudents$ Canguage 'ttitude” de ined the se/ %ariable is important because o the di erence o social and cultural beha%ior between both o the gender. It is perhaps the most important determinant in the . intelligence. !he detailed e/planations are gi%en bellow. which a ect the success or ailure o second or oreign language learning. a.gender.*> and learning language. than male ones. 1actors Affect!ng 1ore!gn 2anguage 2earn!ng !here are a number o actors. b. especially English. male and emale. 1. interest. Interna' factors 0i)ayanti (9::*-*9) di%ides internal actors a ecting language learning process into.1. !hose actors are internal actors that come rom the learner himsel and the e/ternal ones that deri%e rom outside o the learner. . Intelligence =ellon and 0einstein (*+77) as #uoted by 0i)ayanti (9::*-*>) say that intelligence as the o%erall capacity o an indi%idual to understand and to cope with the world around him. Gender 5ewi (9::*-*. <emale are more talented in learning the language. Burriculum is an important thing and it has a main role be ore the teacher teach the lesson. &e conclude that emale pay more attention to oreign language. . moti%ation and attitude.

since it a ects both the ability to mimic %erbal symbols. e ort and energy necessary to learn. they come to school eagerly and are willing to de%ote the time. . 'ttitude 'ttitude is also considered as one o the important actors that determines the success or ailure o oreign language learning. 4oti%ation Kat?ell (*+. (ince this study deals with the students$ attitude toward English. Interest &ornby (*+7@) as #uoted 0i)ayanti (9::*-*>) says that interest as a condition o wanting to know or learn about something or somebody. d.*@ de%elopment o language. as well to understand their meaning. or e/ampleF a personal interest in getting ahead or a characteristic o a particular work situation. their moti%ation will remain high. I the material is interesting. 0atson (*+. (o they will be interested in learning the language. e.>-@>7) de ined moti%ation is the underlying caused o people$s desire to per orm particular beha%iors and their willingness to e/plain e ort o them learning a language will be more success ul i the learner has certain moti%ation because moti%ation is one o some actors mentioned pre%iously. 4ost children want to learn.:) as #uoted by 0atson (*+.@-@>7) states that moti%ation may be seen as a unction o certain traits o employees. It is essential to discuss the general meaning o attitude and the le%el o attitude o students toward English. needed in learning second or oreign language. c.

) asserts that the learner with more a%orable attitudes will wish or more intensi%e contact with the second language community. . and i learning has to take place because o e/ternal compulsion. Def!n!t!on of $"eak!ng (peak is an interacti%e process o construct meaning that in%ol%es producing and recei%ing and processing in ormation (Brown. it may only to the minimum le%el re#uired by these e/ternal demands.*2 Krashen. . #uoted by 8urhadi and 1oekhan (*++:-.7-22E2. it is use ul to discuss more detail about the internal actors. Cittlewood (*+. and linguistic condition o both o the language. the learners$ attitudes may determines whether he percei%es any communicati%e need at all. there may be strong internal barriers against learning.) states that attitude directly deal with the second language ac#uisition. *++7) it is rom and meaning are dependent on the conte/t in which it occurs. In situations where circumstances do not actually compel members o di erent language groups to ha%e contact with each other. I this attitude is negati%e. especially attitude which ha%e to be main problem o this study. (ince the writer cannot e/amine all o them in detail.Burn < Doyce. "ne p the actors in luencing how we e/perience the process is our attitude toward the oreign culture itsel . *++@. E4terna' factors !he e/ternal actors e ecting language learning which come rom the outside o the learners include both the irst or second language surrounding where they are learning. In addition.

as opening a con%ersation an bringing a con%ersation to an end are essential part o our language.). (*+. <or e/ample. ideas. ormal introduction and so on. 4ost o people in the world do con%ersation in ormal greeting and arewells. &a%ing a relationship or con%ersation. Based on those meaning the writer de ines the term o speaking as the action o person who speak con%erses with another or each other in order to get a communicati%e relationship. or elling.>-*7@*). utterance. discourse. . 'ccording to 0ebster in 4askur (9::2-9. 9. to recogni?e his e/istence and to show riendliness. and the purposes or speaking. to say “hallo”.*. speech is not always unpredictable. speaking means*. through con%ersation or greeting we can build the relationship with other. 4aking a practice o speaking or con%ersing (with another or each other). In 0ebster$s dictionary o English language. It is o ten spontaneous. “good morning” and “good bye”. It means that greeting. in ormal greeting and arewells. including the physical en%ironment. &owe%er. Greeting in all language ha%e the same purpose to establish contact with other person. openEended. “(peaking” means the act ort o person who speaks and which is spoken. Because Bon%ersation is an oral communicate acti%ity like transmitting in ormation. and e%ol%ing. as in greeting. It means that speaking is talk with the others about anything to take and gi%e in ormation or knowledge by one to others.

when speaking is used to con%ey or ideas. e/pressing the speaker en%ironment. >. to e/pressing is to communicate. 'ccording to !arigan (speaking has three common intentions) they are*. !o entertain. which is wishing him3her owned by other that is a mind.*7 Essence of $"eak!ng (peaking is part o integral rom o%erall o person o personality. when speaking is used to make they are happy and satis y. 9. ' speaker basically composes our matters needed in e/pressing mind or his3her opinion to other. >. eeling and mind become . intention. !o persuade. (peaking is ability to speech to e/press articulator sound or word. con%ey intend and words to others through %oices. (peaker represents willingness. or meaning. !o in orm. minds o to in orm anything to the teacher. @. and an action that must be paid attention and read through eyes. (peaker is something that wishes to be listened. that are*. (peaker represent the user o language. 9. when speaking is used purpose the hea%er in order to ollow speaker$s ideas or minds. It is or he has e%aluated its communication e ect to all hearers and has to know all discuss situation. maker o words. strata o social and his or her educational background. (peaker is something that ha%e to been. showing.

!o Hnderstand lectures deli%ered in English.*. >. 6articularly in senior high school. !o take notes at lectures deli%ered in English. !he reason is that it will be needed in higher education that is in uni%ersities or academics and this. 'nd this aim is shown in the curriculum ob)ecti%es a stated e/plicitly in some o the General Instructional "b)ecti%e (GI") o the GB66. !he educational system in Indonesia is determined by the national demands. the skill o teaching is gi%en a teaching student to road all kinds o material luently. technology and other. the tremens douse de%elopment in the ability to speak and yearEbyEyear. 'ccordingly. The I%"ortance of teacher s"eak!ng !here are many reasons why English is thought in e%ery country in the world. 'ccording to (ukarno$s book (*+7*-+) by 4adya in 4askur (9::2-9+). . !o understand the content o English te/tbook and re erences. people try to ind and appropriate way to help them learn English well. It is also teaching them to read comprehensi%ely. there ore. science. <or some reasons speaking is %ery important in our li e. it is used in the ield o politic. It is ob%ious that English has spread widely and had great in luence in the world. it is used internationally among nations o the world. English is an international language. 9. It is pro%ed by the curriculum that has been made by Indonesia are to enable they students to communicate in the target language. *. economic.

!he instruments may be the same as the instrument o the new . In this case. (tudents ell that learning a language means learning to speak.. !o Introduce Indonesia Bulture to other or nations. 0e cannot wait until students ha%e a sure grip o all the structure o the language be ore gi%ing his practice in communication (1i%er.2). The Process Of Teach!ng $"eak!ng Cearning to speak a oreign language communicati%ely is a lengthy process. <irst o all the learner should understands the %ocabulary and the grammar or the knowledge o the language that they are learning. they got their own instrument. 1i%ers chance to apply what he has learned in an act o communication a roused among members o the class group. !he students ha%e learned their moti%ation language consciously and unconsciously since they were childhood. *+.*+ @. the teaching o speaking is not only directed to make them able in listing language or communication as much as possible. Because o this reason. they e/pect to be able to speak in the language they learn. so that the main goal o learning the language is achie%ed. we are engaged in two processF orging an instrument and gi%ing the students guided practice in its use. !o communicate orally with oreign lectures or students. in the teaching o speaking. 'ccording to ri%ers.-*. !hen they must be accustomed to the certain pattern o sentence as a basic or them to use them in e/pressing their intentions automatically. 2.

. and syntactical habits o the oreign language must be practiced ang practiced to a point o o%er learning i they are to become a part o the student$s permanent repertoire so that the is able to use them at any moment without conscious e ort (*+.phonological. ri%ers proposed that. 'nd at the irst le%el o acti%ity.-*.“the orging o the instrument re#uires much practice in the arbitrary association o the new language.@)... so that at a more ad%ance stage the learner can concentrate on what he want to e/press it acceptable in the language they learn (1i%ers.Ce/ical items.9: language.-*. they will use the instrument to which they are accustomed. i it is needed. morphological and syntactical pattern. the students need much practice in order to make them accustomed to the knowledge o the language. *+.-*. sentence type-” (*+.9). 4or ological. 1i%ers stated.>) 'lso in this case. .

the writer needs to mention se%eral actors. #. In this study. which is used to sol%e the problems to get a certain ob)ecti%e.-**2) states that population is all o the sub)ect o an in%estigation. the writer decides that the population o this study is all o the irst year students o (46 8 * Karimun)awa in the academic year o 9::239::. the writer presents the population.) says that population is the total o all possible %alues as the result o #uantitati%e or #ualitati%e measurement a certain characteristic rom all members o group. 0hile 'rikunto (*++.. Based on the statements abo%e. which ha%e real relationship with the ob)ect being studied. and data analysis. there is a group o people to be studied called population. 4ethod is basically a means. method o collecting data. %ariable. Po"u'at!on In doing a scienti ic work.1. (ud)ana (*++9-. instrument. sample. It means that the case has to be applied to the ob)ect with certain de%ices and ways in a test so that the results will be taken. !he total number o student in the population was 9* .9* CHAPTER III 5ETHODO2O67 O1 THE RE$EARCH !o write a scienti ic writing. !he population may be all o the sub)ects or indi%iduals who are o interest to the in%estigator.

a researcher may take *:I E *2I or 9:I E 92I.-*9:). or more o the population used as the sample.#. . 'ccording to 'rikunto (*++. !o cope with the di iculties. !he writer took *::I o the population or it was all students as the sample o this study. $a%"'e 0here there are too many people in the population. !hey were di%ided into i%e classesF each class consisted o @: students.: students. #. . the writer took some members o the population as the sample. 's 'rikunto (*++. #. it is necessary to choose representati%e as sample. (ample according to (ud)ana (*++9-.99 . Instru%ent 0e need apparatus to get or to collect the data. the researcher can make certain in erences about the characteristic o the population which it is drawn. By obser%ing the characteristic o the sample.).-*>7) states that instrument is a sets o apparatus to collect the data. *++. we will ha%e some di iculties to study them.-**7). (ample is a small proportion o population selected or obser%ation and analysis ( 'rikunto. (ince the population in this study was large enough. o course. 'nd the samples ha%e to be able to represent the whole members o one population. !he apparatus here is called instrument. is part rom the population to be in%estigated.

it is similar to a closed #uestionnaire. Bheck list #uestionnaire. the respondent answer te #uestions about other things. the writer used a #uestionnaire and a document as the instrument to collect the data. Indirect #uestionnaire.#.9> In this study. Blosed #uestionnaire. . there are*. 9. there are two types o #uestions*. 9. <rom the gi%en answer. "pened #uestionnaire.1. 5irect #uestionnaire. <rom the way how to answer the #uestions.-*@: J *@*) a #uestionnaire can be distinguished into three kinds. the respondents can be directly choose the appropriate answer. <rom the orm o the #uestionnaire. #. the respondents can be answer the #uestions using their own sentences. c. 9. The 8uest!onna!re ' #uestionnaire is number o written #uestions which are used to gather in ormation rom the respondents about themsel%es or another thing to know ('rikunto. 'n easy #uestionnaire is similar to opened #uestionnaire. *++. 4ultiple J choice #uestionnaire. b.-*@:). the respondents answer about themsel%es. respondent )ust put check (A) on the approprirate column. >. there are two types o #uestionnaire*. !hey area. 'ccording to 'rikunto (*++.

<or the write. #. Based on the re#uirement abo%e. !he procedures o collecting the data in this study in%ol%ed se%eral steps. #.9@ @. In addition the respondent only needed a little time to do it which was about >: minutes. &arns and 5a%id 6 (*+.+-9*) states that a test is considered practicable whene%er it can be well administered. the instrument used in this study was practical enough.#. !he irst . Pract!ca'!ty of Instru%ent 6racticality is concerned with the administration o a #uestionnaire. 1ating scale. the statement are ollowed by rating column or e/ample rom “e/tremely agree” to e/tremely disagree. !he writer obtained the students$ total scores in English sub)ect in the document which was a%ailable in (46 8 * Karimun)awa. . Docu%ent !he document method was used to know the studentsF achie%ement in learning English. it was practical administrated becaused it did not in%ol%e many persons to administer the #uestionnaire.#. usually it depend on the length o time pro%ided or doing the test.(. #. &e got the document with the permission rom the English teacher in that school. Techn!9ue of Co''ect!ng the Data !he techni#ue o collecting the data o this study is #uestionnaire method.#. since the sub)ects were only re#uired to tick the columns pro%ided in each the #uestions.

!he ne/t step was collecting the #uestionnaire and analy?ing them to know the %alidity and the reliability and the practicapability o the instrument.92 step was constructing the #uestionnaire. agree ('). !hen. ' ter obtaining the scores o the students$ attitude in learning and the scrores o their English achie%ement. <inally. he analy?ed the result o the #uestionnaire. 5ethod of Data Ana'ys!s !he data obtained rom the respondents were analy?ed using the Cikert (cale. the writer computed the data. disagree (5). 's mentioned abo%e the response was e/pressed in terms o the ollowing i%e categories. strongly disagree ((5). !he Cikert (cale or a graded response. #. ' ter that. each o which e/press an attitude which is either clearly a%orable or clearly un a%orable. !he scores o the strength o the studentsF attitude and the scores o their English achie%ement is necessary to pro%e the correlation o the study. the . !o get the answer o this problem. the writer tried to know whether e%ery student who ha%e high attitude also ha%e good achie%ement in learning English. !he second step was trying out the #uestionnaire to e/ample to e/amine whether or not it needed impro%ement.strongly agree (('). !hen. the writer correlated both o the data. !he analysis was started by pro%iding a series o statements.+. !he last step was obtaining the studentsF total scores o English sub)ect rom the document which was a%ailable in (46 8 * Karimun)awa. the writer distributed the #uestionnaire to the sub)ect and collected them. !o score the scale. undecided (H).

J . @. 9:::-@:) !hen the writer used the percentage description analysis to measure to what le%el o the students attitude. By summing up the item credits o their answer. 2.>I 29I J . >.7 points >. *. the response options were credited *.-7@ #uoted by 4iswadi. response options were credited 2. 2 rom the un a%orable to the a%orable statement.@I J *::I . 9..I J 2*I 9:I J >2I the total %alue o answer (=ohanes. Bon%ersely. the write categori?ed the scores resulted rom the calculation into the ollowing criteria*. the scores were graded into i%e categories.9. >.> points 29 J . @. 9:::-2@) .7I >.I J . >. the writer presented the indi%idual total scores o the students. @. !he ormula is as ollows!he percentage o answer K total %alue o ideal anwer ×*::I !hen. or rom the a%orable to the un a%orable statement. 9.. !hen.@ J *:: points . Aery high &igh <air Cow Aery Cow . *++. J 2* points 9: J >2 points K %ery high K high K air K low K %ery low (=ohanes. 9. *++.-7@ #uoted by 4iswadi.

E/cellent 9.97 0hile the scores o the students$ achie%ement in learning English were grades into the ollowing classi ication*. Good >.2 points .. <ailed . 9:::-.: . *++. <air @. 9.-7@ #uoted by 4iswadi. J J J J *:: points . @. points (=ohanes. 6oor 2.2 points @2 points L 9.:) .

*+. &BS# dalam Proses Bela*ar Menga*ar.<6B( IKI6 (emarang ( Hnpublished !hesis) (ud)ana. Students$ Moti%ation in "earning !nglish. Metodology Research.. (uharsimi.(inar Baru.ord #d%ance "earners . DakartaGramedia 6ustaka Htama. &arris.@. Suatu Pendekatan Praktik.1ineka Bipta.+. BIB2IO6RAPH7 'rikunto. *++9. Kamus Inggris Indonesia.+. 8ew =orkCongman."/ ord Hni%ersity 6ress. 5epdikbud 1I.4c. Dakarta. Echols. 9::@. 9:::. Deremy.ictionary #nd &urrent !nglish . 9::*. &orn by. Bandung. 5a%id 6. 5a%id C. Social Psychology. Condon. *++.>. Prosedur Penelitian. # &ase o the 'irst year students o S"TP( ) SMG .IKI6 (emarang 6ress. =ogyakarta.9. *++2. Jilid I: cetakan ke XII. 0atson. Kurikulum SMP dan GBPP Bahasa Inggris. 1ahayu. (emarang .9. '(. GrawE&ill Book Bompany. *+. The Practice o !nglish "anguage "earning . . *+. =ogyakarta=ayasan 6enerbitan <akultas 6sikologi HG4 &armer.(cott. (utrisno. Dohn. #n Introduction to "inguistic #nalysis. <oresman and Bompany. 4 dan &asan (hadily. 8ew =ork. H('. Inc. Science and #++lication. *+. (emarang . . Testing !nglish as a Second "anguage. *+. &adi.9. 8ana. (ri.. 1amelan.

about8ame Blass 'ddress &obby <riend .9+ Instrument/ 6ractice with your partner in ront o the class.

+< . PROPO$A2 6resented to IKI6 6G1I (emarang In 6artial <ul illment o the 1e#uirement <or the 5egree o (ar)ana in English Education ByNA$O-A 864..:9@9:>...7 I-IP P6RI $E5ARAN6 1ACU2T7 O1 2AN6UA6E AND ART EDUCATION DEPART5ENT O1 EN62I$H EDUCATION . ...>: $PEA-IN6 ABI2IT7 O1 THE 1IR$T 7EAR $TUDENT$ O1 $5P NE6ERI 1 -ARI5UN3A0A IN THE ACADE5IC 7EAR O1 .

>:*:.2* Dra. $r! $u=art!: 5.Pd 866. on- 5ay 5ate o 'ppro%al - 'd%isors 'd%isor I 'd%isor II Dra. T. Ratna -usu%a=ardhan! 8I6.9 ii . <aculty o Canguage and 'rt Education. Institute o !eaching !raining and Education 6G1I (emarang. +:.2. *>*9.>* APPRO/A2 !his thesis was appro%al by the team o ad%isors o 5epartment o English Canguage Education.