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A CORRELATIONAL STUDY BETWEEN STUDENTS’ SPEAKING HABIT,

VOCABULARY MASTERY AND SPEAKING SKILL

Nisa Nurqurrota A’yun, Ngadiso, Dewi Sri Wahyuni

English Education Department

Teacher Training and Education Faculty
Sebelas Maret University

E-mail: emailayun@gmail.com

Abstract: This research was conducted to identify whether there is correlation

between students’ speaking habit and vocabulary mastery and speaking skill. The
method used in this research was correlation method. The population was the sixth
semester students of English Education of Teacher Training and Education
Faculty of Sebelas Maret University in the academic year of 2017/2018. The
sample of the research was taken by cluster random sampling technique and class
A is chosen as the sample of this research. The quantitative data were obtained by
the total score of the students’ questionnaire and students’ tests. The questionnaire
is used to collect the data of speaking habit and the tests are used to collect the
data of vocabulary mastery and speaking skill. The data were analyzed by single
correlation, multiple linear regressions, and multiple correlations. The findings
show that there is a positive correlation between students’ speaking habit,
students’ vocabulary, toward students’ speaking skill. The result of this research
shows that speaking habit and vocabulary have significant contribution and are
important for the students’ speaking skill. The positive correlation indicated that
the increase of students’ speaking habit and vocabulary mastery will be followed
by the increase of the students’ speaking skill.

Keywords: students’ speaking habit, vocabulary mastery, speaking skill

INTRODUCTION In everyday life most of activities in

As it is commonly used by half
population of the world, English has been
adopted as an international language for
many years. As a global language, it is
obvious that English plays an important role
in international interaction. English is a tool
of communication among people in the
world. Moreover, English is also important
for us especially in the education world and
working world. In the current era, English
has even been a requirement in the job-
fields. It means that having English
competence is important in facing global
competition.
interactions are done through dialogs or
conversations. Accordingly, speaking
becomes the most important skill in the
daily life communication. Thornbury (2005:
8) states that speaking is speech production
that becomes a part of our daily activity. It is
impossible that human being does not need
speaking skill in the social life, because it is
not only a part but also being an important
part in our daily life. By speaking people
can express their ideas, gaining information
and messages. Ladouse (in Nunan, 1991:
23) also states that speaking is described as
the activity as the ability to express oneself
in the situation, or the activity to report acts,
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or situation in precise words or the ability to
converse or to express a sequence of ideas
fluently. Furthermore, Tarigan (1990: 8)
says “Berbicara adalah cara untuk
berkomunikasi yang berpengaruh hidup kita
sehari-hari”. It means that speaking as the
way of communication influences our
individual life strongly.
Although speaking is most used skill
in everyday life, speaking is not an easy skill
to be mastered by people who learn English
as second language. Brown and Yule (1983:
25) state that learning to talk in the foreign
language is often considered being one of
the most difficult aspects of language
learning for teacher to help the students.
Learning speaking cannot be separated from
the other skills and knowledge of the
language. One of the knowledge which
supports building speaking skill is
vocabulary mastery. There are also many
other factors which support speaking. It can
be linguistic or non-linguistic factors, such
as habit, or motivation.
Vocabulary is the important skill for
communication; it cannot be separated from
speaking skill. If someone does not
recognize the meaning of the words they
use, they will unable to participate in the
conversation. According to Bygate (1997:
3), “In order to be able to speak a foreign
language, it is necessary to know certain
amount of grammar and vocabulary”. The
statement of the importance of vocabulary in
speaking also comes from Nation which is
quoted by Schmitt & McCarthy (1997: 6).
He states “other than reading, vocabulary is
the only component for speaking and it
enables people to use language.” It means
when people have a good knowledge of
vocabulary and knows how to use it in
productive skill, especially speaking; they
will be able to conduct communication
easily. Nation (2008: 43) states that in order
to be able to speak, people need not only
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know a large amount of vocabulary, but also
know how to use it in communication,
especially in speaking. In other word, it
doesn’t mean that people who have a large
amount of vocabulary will have a good
speaking. Mastering vocabulary means
mastering properties of words. They also
have to include the skill to make the right
choice of words, to understand abstract
words and concrete words, and also spelling
the word correctly.
Another important thing which is
supports speaking skill is non-linguistic
factors; one of those factors is students’
habit of speaking English which is usually
also making a significant contribution to the
students’ speaking skill. According to
Owusu-Acheaw and Larson (2014), habit is
an activity that one does so many times and
becomes special characteristic of their daily
activity. Similarly, on Oxford Advanced
Learner’s Dictionary of Current English,
habit is “a thing that person does often and
almost without thinking”. It can be said that
speaking habit is a great support for
language learner in learning language of
communication, especially speaking skill.
They learn how to pronounce well, the use
of language in the right context, and choose
appropriate words by practicing
continuously until it becomes a habit so they
can produce it automatically without directly
thinking about it.
According to the previous theories,
students’ speaking habit and students’
vocabulary mastery contribute to the
students’ speaking skill. The aim of this
article is to give information the result of a
correlational study between students’
speaking habit and students’ vocabulary
mastery toward speaking skill, both partially
and simultaneously.
LITERATURE REVIEW
Thornburry (2005: 8) stated that
speaking is a speech production that
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becomes a part of our daily activities. Most
of speaking activities are in the form of
face-to-face dialogue; therefore speaking
involves interaction.
Nunan (1999: 228) explained
speaking is a way to verbally communicate
for mostly interpersonal and somewhat
transactional purposes. Nunan (2003: 48)
also described speaking is a productive oral
skill and it consist of producing systematic
verbal utterances to convey meaning.
McDonough and Shaw (1993) mention that
speaking is the way to express ideas and
opinion, expressing and desire to do
something negotiating or solving a particular
problem, and maintaining social relationship
and friendship.
There are some aspects that
influence one’s speaking skill. One of those
aspects is vocabulary mastery. People who
want to master all skills of language
(listening, speaking, reading, and writing)
should master vocabulary. There is no doubt
that vocabulary plays an important role in
teaching learning language.
Watkins (2005: 34) stated that
“vocabulary is the central of language”. It
can be interpreted that vocabulary is basic
component that should be known and
mastered to help students who learn all
language skills. Similarly, Rivers in Nunan
(1989: 117) also stated that “vocabulary is
essential for second language learner”. He
said that without an extensive vocabulary,
people will not be able to use the structures
and functions of language for
communication.
Vermeer quoted by Laufer (in
Schmitt and McCarthy, 1997: 140) stated
“grammatical competence is not enough to
be able to make a great proficiency in
language”. He explained that to be
understood and avoid understanding, people
not only need a good grammatical
competence but also need to be able to use
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words. Supporting to Vermeer, McCarthy
(1997: 140) said that “mastering grammar
and pronunciation are not enough to build a
communication and express what people
want to say; they need to master words well
so that communication can be done in a
meaningful way.”
Hiebert and Kamil (2005: 3) stated
that vocabulary is divided into two types:
productive vocabulary and
receptive/recognition vocabulary.
Productive vocabulary is the words used by
one when they write or speak. Receptive or
recognition vocabulary is words the
meaning of which one understands when
they listen or read other works.
Vocabulary is not only about
knowing words of language, but also
mastering on how to use the words in every
skill of language (speaking, reading,
listening and writing). Some experts state
about aspects of vocabulary that must be
mastered by the learners dealing with
vocabulary mastery.
Watkins (2005: 36) stated about
aspects that should be included in mastering
vocabulary. He said that in teaching new
words and combination of words, the
learners should be taught about form of
words which is included on how to spell and
say the words, meaning of words which is
includes denotation and connotation
meaning, word class which refers to identify
the words according to its function in a
sentence (noun, verb, adjective), collocation
which has focus on combination of words,
the use of word in formal and informal
context, and the use of words according to
grammatical consideration.
Another aspect that influences one’s
speaking skill is speaking habit. According
to Owusu-Acheaw and Larson (2014), habit
is an activity that one does so many times
and becomes special characteristic of their
daily activity. Similarly, on Oxford
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Advanced Learner’s Dictionary of Current
English, habit is “a thing that person does
often and almost without thinking”. It means
that habit in speaking may help someone
when they want to express their ideas
because they often practice and try to
understand so many words that they have
speak. They will easily do the process of
speaking because of their experience or
knowledge of the arrangement of words and
sentences.
RESEARCH METHODS
The method used in this research
was quantitative method in the form of
correlational research method. According to
Fraenkel and Wallen (2000: 359), they
stated that correlation research is a research
which is done to determine the relationship
among two or more variables, and to explore
their implication for cause and effect. It can
be said that correlational research is a study
to explain and investigate how strong the
relationship between the variables is being
studied.
Fraenkel and Wallen (2000: 20)
stated that sampling is a procedure by which
the subjects will be selected. The researcher
used a cluster random sampling in drawing
the sample of the subject of the research.
The sample of this research was taken from
one class among the two classes of sixth
semester students of English Education of
Teacher Training and Education Faculty of
Sebelas Maret University in the academic
year of 2017/2018, which consists of 26
students.
The researcher used test and
questionnaire as the techniques of collecting
data for the research. The test was used to
collect the data of vocabulary mastery and
speaking skill. In addition, the questionnaire
was used to collect the data of students’
speaking habit.
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Arikunto (2006: 152) divides the
questionnaire into two types; closed and
opened questionnaire. Closed questionnaire
is questionnaire which the respondents only
choose the available answer or response,
while, opened questionnaire is questionnaire
which gives opportunity to the respondents
to answer or response it by using their own
words.
In this research, the researcher uses
closed questionnaire to collect the data of
students’ speaking habit. The questionnaire
is a multiple choice form of four alternatives
based on Likert Scale type. Likert Scale is a
scale with a number of points or space
usually at least three but not more than
seven (Wiersma, 2000: 305).
Test is a systematic questions or
practice for observing one’s skill,
intelligence, and competence (Ari Kunto,
2006: 150). Brown (2004: 3) says test is a
method of measuring a person’s ability,
knowledge, or performance in a given
domain.
This research needs three kinds of
test in collecting the data; those are
objective test, oral test, and practicing
dialogue. To collect the data of vocabulary
mastery, the researcher will use objective
test in the form of multiple choices and oral
test. The researcher marks 1 for each item if
the students answer correctly, and 0 if the
students answer incorrectly. Meanwhile, the
test of the students’ speaking skill is in
dialogue of two students. The score of this
test is by using scoring rubric based on
Brown Oral proficiency test scoring
categories.
Before the instruments were used,
the researcher tried them out to find out the
validity and the reliability. The instruments
of this research are students’ speaking habit
questionnaire; vocabulary mastery test and
speaking skill test that given to the students
who joined the try out. “Validity refers to
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the appropriateness, meaningfulness, and
usefulness of the interferences a researcher
makes.” (Frankel and Wallen, 2000: 169). In
addition, Ari Kunto (1992: 160) said that an
instrument is valid if it is able to measure
what the researcher going to measure.
After conducting the try out to find
out the validity of the questionnaire items of
students’ speaking habit, the researcher
computed the data by using the continuum
scores. In addition, the researcher computed
the data to measure the validity of
vocabulary mastery test by using bi-serial
point correlation formula. She gave 1 score
to each correct answer and 0 score to each
wrong answer. The result showed that the
valid of questionnaire items of students’
speaking habit were 20 out of 30 items. In
addition, the valid items of vocabulary
mastery test were 30 out of 40 items.
Fraenkel and Wallen (2000: 176)
stated that reliability refers to the
consistency of scores obtained. How
consistent they are for each individual from
one administration of an instrument to
another and from one set items to another.
Further, Wiersma (2000: 8) supports that
reliability refers to the consistency of the
research and the extent to which studies can
be replied. When the instruments give to
different students or different occasion, it
should have similar result. Then, the
researcher used Kuder Richardson-20 (KR-
20) formula to determine the reliability of
vocabulary mastery test. In addition, the
researcher determines the reliability of
students’ speaking habit questionnaire used
Alpha Cronbach technique. The result
showed that the reliability of questionnaire
items of students’ speaking habit is 0.931. In
addition, the reliability of vocabulary
mastery test is 0.883. The reliability result of
questionnaire items of students’ speaking
habit and vocabulary mastery test are higher
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than the r table (rt), that is 0.388, so both of
them are reliable.
The data are analysed by using
Simple Linear Regression Formula, and
Multiple Linear Regression Formula. Simple
Linear Regresion Formula is used to find out
the correlation between two variables (single
correlation), and Multiple Linear Regression
is used to find out the correlation between
independent variables and one dependent
variable (multiple correlation).
RESEARCH FINDINGS AND
DISCUSSION
Based on the result of research
findings, correlation analysis shows a
significant relationship between students’
speaking habit, students’ vocabulary
mastery, and students’ speaking skill.
The first hypothesis says there is a
positive correlation between students’
speaking habit and students’ speaking skill
and this hypothesis is accepted.
The result of testing the first
hypothesis is the significance of regression
is found that F-obtained is 200.900, and F
table is 4.26, so that it can be concluded that
the regression of students’ speaking habit
( ) and speaking skill (Y) is significant.
The correlation coefficient ( between
students’ speaking habit (X1) and speaking
skill (Y) is 0.945. Then, the value of the
significant of correlation coefficient ( is
14.177, t-table ( at the level of
significance at 5% for N=26 is 1.711.
Because (14.177) > (1.711), it can be
concluded that the coefficient correlation is
significant. It can be concluded that the null
hypothesis ( ) is rejected or it can be
concluded that there is a positive correlation
between students’ speaking habit and
speaking skill. The positive correlation
indicates that students’ speaking habit and
translation ability can increase or decrease
together.
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Finally, it is also found that the value
of (coefficient of determination) is 0.893.
It means that 89.3% variance of speaking
skill is determined by students’ speaking
habit and 10.7% variance of speaking skill is
determined by other factors.
Furthemore, the second hyphothesis
says there is a positive correlation between
students’ vocabulary mastery and students’
speaking skill and this hypothesis is
accepted.
The result of testing the second
hypothesis is the significance of regression
is found that F-obtained is 127.575, and F-
table is 4.26, so that it can be concluded that
the regression of vocabulary mastery ( )
and speaking skill (Y) is significant. The
correlation coefficient ( between
vocabulary mastery ( ) and speaking skill
(Y) is 0.917. Then, the value of the
significant of correlation coefficient ( is
11.295, t-table ( at the level of
significance at 5% for N=26 is 1.711.
Because (11.295) > (1.711), it can be
concluded that the coefficient correlation is
significant. It can be concluded that the null
hypothesis ( ) is rejected or it can be
concluded that there is a positive correlation
between vocabulary mastery and speaking
skill. The positive correlation indicates that
vocabulary mastery and speaking skill can
increase or decrease together.
Finally, it is also found that the value
of (coefficient of determination) is 0.842.
It means that 84.2% variance of speaking
skill (Y) is determined by vocabulary
mastery ( ) and 15.8% variance of
speaking skill is determined by other factors.
The third hypothesis says there is a
positive correlation between students’
speaking habit and students’ vocabulary
mastery toward students’ speaking skill and
the hypothesis is accepted.
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The result of testing the third
hypothesis is the significance of regression
is found that F-obtained is 122.577, and F-
table is 3.42, so that it can be concluded that
the regression of students’ speaking habit
(X1) and vocabulary mastery ( ) and
speaking skill (Y) is significant. The
correlation coefficient ( between
students’ speaking habit (X1) and
vocabulary mastery ( ) and speaking skill
(Y) is 0.956. It can be concluded that the
null hypothesis ( ) is rejected or it can be
concluded that there is a positive correlation
between students’ speaking habit,
vocabulary mastery, and speaking skill.
Finally, it is also found that the value
of (coefficient of determination) between
students’ speaking habit (X1) and
vocabulary mastery (X2) and speaking skill
(Y) is 0.914. It means that 91.4% variance
of speaking skill (Y) is determined by
students’ speaking habit (X1) and
vocabulary mastery (X2) and 8.6% variance
of speaking skill is determined by other
factors.
The first finding of the hypothesis
testing shows that there is a positive
correlation between students’ speaking habit
and speaking skill of the sixth semester
students of English Education of Teacher
Training and Education Faculty of Sebelas
Maret University in the academic year of
2017/2018. Because the result shows that, it
means the increase of students’ speaking
habit will be followed by the increase of
students’ speaking skill. It also means that
the students’ speaking habit has contribution
to their speaking skill.
Finally, it can be concluded that
speaking habit has positive correlation and
will give positive contribution toward
students’ speaking skill.
The second finding of the hypothesis
testing shows that there is a positive
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correlation between vocabulary mastery and
speaking skill of the the sixth semester
students of English Education of Teacher
Training and Education Faculty of Sebelas
Maret University in the academic year of
2017/2018. Because the result shows that, it
means the increase of students’ vocabulary
mastery will be followed by the increase of
students’ speaking skill. It also means that
the students’ vocabulary mastery has
contribution to their speaking skill.
Finally, it can be concluded that the
students who are rich in vocabulary will get
better understanding about the context when
the students read the English text.
The third finding of the hypothesis
testing shows that there is a positive
correlation between students’ speaking habit
and vocabulary mastery simultaneously
speaking skill of the the sixth semester
students of English Education of Teacher
Training and Education Faculty of Sebelas
Maret University in the academic year of
2017/2018. Because the result shows that, it
means the increase of students’ speaking
habit and students’ vocabulary mastery will
be followed by the increase of students’
speaking skill.
From the explanation above, the
students’ speaking habit and vocabulary
mastery simultaneously build a good
contribution and give contribution toward
students’ speaking skill.
CONCLUSION, IMPLICATION AND
SUGGESTION
Based on the findings of research, it
can be concluded that first, there is a
positive correlation between students’
speaking habit and students’ speaking skill.
Second, there is a positive correlation
between students’ vocabulary mastery and
students’ speaking skill. Third, there is a
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positive correlation between students’
speaking habit, students’ vocabulary
mastery, and students’ speaking skill.
Based on the finding and conclusion
of this research, it is shown that the
students’ speaking habit and vocabulary
mastery have some implication on their
speaking skill. Hence, the implication in this
study is that with purpose to support
speaking skill, utilizing speaking habit and
vocabulary mastery need to be concerned. It
implies that the teachers can profitably
direct students to enhance their speaking
skill through speaking habit and vocabulary
mastery while the students themselves build
awareness of confidently using their
vocabulary mastery and speaking habit from
their everyday life in their speaking class
due to the benefits that vocabulary mastery
and speaking habit bring for their speaking
skill.
Based on the conclusion made and
the implication stated above, the researcher
would like to give some suggestions. The
first for the teachers, they should be aware
of what factors their students’ speaking skill
might rely on so that they can determine the
right ways to teach speaking effectively. The
teacher should consider the factors which
deal with both cognitive matters and
psychological matters like vocabulary
mastery and speaking habit. The second for
the students, students should build
awareness of the existing of many factors
that support their speaking skill so that they
can avoid the feeling of frustration
whenever they get bad score for speaking
skill, they can try other strategies like
utilizing their habit in speaking and enrich
their vocabulary that are very useful for their
speaking skill.
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