CHAPTER I

INTRODUCTION

In this chapter, the researcher describes the introduction. The introduction

includes the research background, problem identification, research limitations,

problem formulation, research goals, and research significance.

I.1 Backgound of Study

English language is an international language that is currently

developing rapidly due to the influence of globalization in the information

age. English is the language most commonly used by people around the world

for speaking and written communication. People choose to learn English to

face the progress of the world. With knowledge of English, people can

understand and speak English, which allows them to communicate with

others, gain new ideas and share some sources of knowledge. 1 In addition,

entrepreneurs who are fluent in English generally have more chances to get a

job at the company. This happens because many companies in Indonesia

cooperate with foreign companies. Not only are people expected to be able to

speak their language because of the demands of the world, but they are also

expected to be able to speak English. 2

Due to the importance of English mentioned above, many universities

in Indonesia have adopted English as their core curriculum. Specifically,

1
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relation to other anxieties and to
processing in native and second languages. Language Learning, 41(4), 513-534
2
Citra Priski Abadi, “Developing Speaking Skill in EFL English Course,” Journal on English as a
Foreign Language 5, no. 2 (September 5, 2015): 133, [Link]
 students in English language education programs need to master four English

skills, namely listening, speaking, reading, and writing. Among the four skills,

speaking is the most important skill that students must master. According to

Irina Karpovich, Speech is an interactive meaning-making process involving

the production, reception, and processing of information when a person

speaks, they interact and use language to express their thoughts and feelings 3.

It is means by which learners communicate with others to achieve specific

goals or express their opinions, intentions, hopes, and perspectives. Hammer

state mastery of language characteristics is not only the ability to speak

fluently but also the ability to process information and language 'on the spot '. 4

In an English teaching department, speaking fluency is important because it

allows for effective communication. To do this, learners need to know the

components of speech, so they can speak correctly and fluently. These

components are vocabulary, pronunciation, grammar, and fluency.

In order to learn a language that has a significant impact on spoken

language, an important skill that students must acquire is mastery of grammar.

Students can express different forms of meaning by learning grammar such as

sentences, phrases and clauses. According to Mochida, knowledge of

grammar is the ability to use a second language based on four points:

accuracy, meaning, appropriateness and fluency. Grammar refers to the rules

without which sentence structure is broken, so no one can avoid grammar

3
Irina Karpovich et al., “The Use of Monologue Speaking Tasks to Improve First-Year Students’
English-Speaking Skills,” Education Sciences 11, no. 6 (June 16, 2021): 298,
ttps://[Link]/10.3390/educsci11060298.
4
Harmer, Jeremy. (2001). The Practice of English Language Teaching. Essex: Pearson Education,
Inc. Pg. 265
 when learning a language. When a students’ grammatical skills are poor, it is

difficult for the student to speak well. Due to their limited knowledge of

grammar, they struggle and stop expressing ideas.

Although English has long been studied around the world, problems

have arisen in the learning process, based on the researcher's initial interviews

with student eleventh grade of SMA AL-RIFAIE Year Academic 2022/2023, it

was found that students of SMA AL-RIFAIE developed several speech

deficits. Some of these include grammatical accuracy (e.g., tenses,

prepositions, and sentence structure), vocabulary (e.g., incorrect word choice),

fluency (e.g., being corrected frequently), and interactive communication (e.g.,

difficulty understanding or maintaining meaning). Meaning). Conversation

occurs). 5

In addition, most students have difficulties in using grammar. They do

not understand how to use grammar properly, consequently they can’t speak

correctly and effectively6. Speaking skills and grammar are related, and

grammar makes a very important contribution to speaking ability grammar is

mentioned as one of the aspects that affect speaking performance. People can

speak effectively if their grammar is good. With good grammar, people can

use words and communicate properly with others. For example, if a speaker

wants to clarify the tense of a situation or activity they are speaking about,

these should be dealt with grammatically, which is the use of tense that

5
Tiara Arista, “IDENTIFICATION PART OF SPEECH OF ENGLISH WORD BEFORE,” Apollo Project:
Jurnal Ilmiah Program Studi Sastra Inggris 8, no. 2 (August 14, 2019): 59–67,
[Link]
6
Al Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL [Link]
Journal on Studies in English Language and Literature (IJSELL), 2(6), 22–30. [Link]
 speaking was creating and conveying meaning using verbal or even nonverbal

symbols in many varieties of context. Simple present and simple past are two

basic tenses that they often find difficult to use in spoken language. They are

confused about what tense to use for the topic being discussed. It affects their

speaking performance, as using incorrect tenses can lead to inappropriate

meanings. This sense of urgency shows how important grammar contributes to

speaking ability. If the language is incorrect, the resulting language is invalid.

Students should master some basic grammar points in order to communicate

effectively.

Although grammar and speaking are interrelated, there are still some

possibilities for students who lack grammar, but just can't speak well.

Priyanto said who investigated the correlation between English grammar

competence and speaking fluency found that students who got good score in

grammar could not perform well in speaking. 7 In contrast, students who

performed well in speaking, surprisingly they got poor score in grammar. In

line with this study, Kusuma wardani also found that students’ grammar

competence was good but their speaking fluency was poor.8

In summary, the researcher was interested to find out correlation

between grammar and speaking skill. Since the relation between grammar and

all aspects of speaking skill from the previous studies is not clear yet, the

researcher aims to find out correlation between grammar and all aspects of

7
Priyanto, A., & L., L. A. (2011). The Correlation Between English Grammar Competence and
Speaking Fluency of Eleventh Grade Students in Sman 1 Sidoarjo. 1–6.
8
Kusumawardani, S. A., Mardiyani, E., Siliwangi, I., & Com, Z. (2018). THE CORRELATION
BETWEEN ENGLISH GRAMMAR COMPETENCE AND SPEAKING FLUENCY. 1(6).
 speaking skill. Students will never be sure of what to speak and how to speak,

ultimately resulting in a very stagnant language as grammatical structures are

not only formed but also used be related to express meaning. Reasonable use.

With this statement, the researcher interested in whether there is a connection

between grammar knowledge and speaking skills of the students in of SMA

AL-RIFAIE year academic 2022-2023.

I.2 Identification of the Problem

Based on the above research background, the researchers found some

problems in the speaking English of the eleventh grade SMA AL-RIFAIE.

1. students have a hard time speaking well because they do not know how to

develop a topic to convey its meaning, and as a result, they cannot

maintain the interaction.

2. students cannot speak well because they do not have good grammar to

speak correctly.

3. students find grammar difficult to learn because it is a function of grammar

and needs to be taught through rules and structures.

become effective and efficient speakers. While grammar is an integral

part of the English language, it plays an important role in speaking, building,

and using specific structures that allow a variety of common meanings to be

successfully communicated.
I.3 Limitation of the research

As students of English teacher training, they must have a solid

understanding of English grammar to speak correctly and effectively. In doing

so, they need to know how to use specific syntax that enables them to

successfully convey the meaning of common types.

Based on this statement, researchers limit the discussion to 2022

Correlation between Grammatical Mastery (Parts of Speech) and speaking

Proficiency of Students in eleventh grade of SMA AL-RIFAIE Year Academic

2022/2023 Students' grammatical mastery and speaking proficiency.

I.4 Statement of the Problem

According to the above researcher's description of the research

background and the limitations of the problem, the research problem can be

expressed as:

1. How is the grammar mastery of the students in eleventh grade SMA AL-

RIFAIE year academic of 2022/2023.

2. What is the speaking ability of the students in eleventh grade SMA AL-

RIFAIE year academic of 2022/2023.

3. Is there a positive relationship between students' grammar mastery and

speaking proficiency in eleventh grade of SMA AL-RIFAIE year academic

2022/2023.
I.5 The objective of the research

Based on the formulation of the problem above, the objectives of this study

are as follows:

1. To describe the student's grammar mastery of the students in eleventh

grade SMA AL-RIFAIE year academic of 2022/2023.

2. To describe the student's speaking ability of the students in eleventh grade

SMA AL-RIFAIE year academic of 2022/2023.

3. Find out if there is a significant positive correlation between their grammar

mastery and speaking ability of the students in eleventh grade SMA AL-

RIFAIE year academic of 2022/2023.

I.6 Significance of the Study

The results of this study are expected to be useful for many people so

that they are closely related to English language education. The significance of

the study is stated as follows:

To students, after knowing the results of this study, it is expected that

students can improve their grammar mastery to master speaking.

To the teachers, the results of this study can provide suggestions to

teachers to determine the relationship between students' grammar mastery and

students speaking ability.

For the readers, the researcher hopes that this research will help

readers to understand the relationship between grammar and speaking ability

I.7 Previous relevant studies

The study of the correlation between students' mastery of English

grammar on speaking ability, is believed and proven by several researchers.

Researchers take from previous research.

The first previous study is “THE CORRELATION BETWEEN

ENGLISH GRAMMAR COMPETENCE AND SPEAKING FLUENCY at the

tenth grade of MAN Cihami years academic 2018/2019” written by Siska

Anisa Kusumawardani and Endah Mardiyanti the objective, in this case, is to

examine how English grammar competence can influence speaking fluency.

The author's charity quantitative method, and correlation research design. The

population was 170 tenth-grade students from 6 classes, at MAN Cimahi in

the Year Academic 2018/2019 and the sample was 34 students from the design

class. The instruments took grammar tests and speaking interviews. The

student's grammar competence scores (X) and the student's speaking fluency

(Y) were analyzed and it is found that the distribution of data is not normal.

The result of the data analysis showed that the correlation coefficient (r)

equals 0.259, larger than the social significance value which is 0.05. the

interpretation of the relationship is a weak correlation. The Null hypothesis is

accepted.

Another study has been conducted by Nurul Hasanah “THE

CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND

THEIR SPEAKING ABILITY AT 4th SEMESTER OF ENGLISH

EDUCATION PROGRAM STUDENTS OF MUHAMMADIYAH

UNIVERSITY OF PURWOREJO IN THE ACADEMIC YEAR OF

2015/2016”. The goal of this study is to determine whether there is a positive

and significant correlation between grammar mastery and speaking ability in

the fourth semester of the English Education Program at Muhammadiyah

University of Purworejo in the academic year 2015–2016. There were 27

students in the study's sample. This study's methodology was quantitative, and

its method of analysis was a co-relational technique. In data collection, speech

and grammar tests were employed in this research. In assesing the students,

the researcher gave the students a multiple-choice test with 30 items in order

to evaluate their command of grammar and provided the students a picture-

cued story-telling task to complete while evaluating the students' speaking

skills. Students' command of grammar and their capacity for speaking are

positively and significantly correlated. The value of the rtable is 0.381 as can

be seen from the result of rcounted, which is 0.637 based on the 0.005

significant level. According to the calculation, r counted is more than rtable, with a

difference of 0.637>0.381. It also shows that there is a significant correlation

between students' speaking skills and their mastery of grammar. The

hypothesis is believed to be true given the above fact.

 CHAPTER II

LITERATURE REVIEW

II.1 Theory Overview

1. Definition of Grammar

Grammar is one of the sciences of arranging sentence structure

rules to inform students to compose a sentence into a paragraph. Language

cannot be separated from grammar because grammar is one of the basics

in learning a language. According to Thornbury grammar is partly the

study of what forms (structures) are possible in a language so it can be

said that grammar is a description of the rules that govern how sentences

are formed.9 As Jakson said Grammar is the central component of

language. It mediates between the system of sounds or of written

symbols, on the one hand, and the system of meaning, on the other. 10 To

speak in a clearer and more effective manner as English learners they

have to study grammar. By having unconscious knowledge of grammar

it may be sufficient for simple language use. It mean for learners which

wish to communicate in the artistic manner with well-defined structure

must go for the greater depth of understanding and proficiency what the

study of grammar offers.

Statement above means if grammar rules are too carelessly

violated, communication may suffer, grammar gives the language user the

control of expression and communication since grammar deals with the

9
Thonbury, Scott. 1999. How to Teach Grammar. Harlow: Person and Longman. 2005. How to
Teach Speaking. Harlow: Pearson and Longman.
10
Jakson, Howard. 2005. Good Grammar for Students. London: Sage Publication Ltd.
 forms of sentences and smaller unit such as clauses, phrases, and words.

To communicate intelligibly, to make sense with each sentence, learners

should know the grammar of the target language.

The grammar of a language is a set of rules that govern its

structure. Grammar determines how words are arranged to form

meaningful units. English tenses in grammar are tools to help speakers to

express time in the language. They are of great use and importance in both

ways of communication, verbal and written. Tenses help the speaker to

construct the correct sentence based on the sentence pattern. 11 Grammar

has an important role in English because grammar permeates all language

skills like speaking, reading, writing, and listening. Grammar informs the

students to develop the skills because Grammar is structure of language

which guides students to understand about language.12

2. The use of grammar

The use of grammar is to make it easier for people to compose neat

and clear sentences. This is important to avoid misunderstanding the

interlocutor in understanding the meaning of the sentence we say.

Grammar is a language to talk about language" or it can be interpreted

grammar is a language to learn language and learn how to communicate

with language can't be separated from studying grammar; starting from

11
Jeff Coghill and Stacy Magedanz, English Grammar, CliffsStudySolver (New York: Wiley, 2020).
12
Betty S. Azar, Understanding and Using English Grammar. Student Book: Full Edition with
Answer Key, 3. ed., internat. ed (White Plains, NY: Longman, 2002).
 vocabulary and its functions, sentence patterns, expressions, and

meanings.13

Rules that show how words are combined, arranged or changed to

indicate a certain type of meaning." Or it could be interpret as follows

"Grammar is the rules that explain how words are arranged or changed to

show some kind of meaning.14 grammar is a rule in a language to change

the order of the form of words or sentences and the whole system and

structure of a language, generally considered to consist of syntax and

morphology (including inflection) and sometimes also phonology and

semantics.

3. The importance of grammar

Speaking a foreign language without knowing the rule of the

language would never carry a meaning. To express your ideas fluently in

the target language in order to be understood by native speakers foreign

language learners should know how to use different words and phrases in

sentences. In other words, they should be familiarized with grammatical

points in the target language. Without good grammar, clear

communication is nearly impossible. Learners need to learn not only what

forms are possible, but what particular forms will express their particular

meanings and by seeing this perspective grammar is a tool for making

13
Barbara Dykes, Grammar for Everyone: Practical Tools for Learning and Teaching Grammar
(Camberwell, Vic.: ACER Press, 2007),
14
Howard Jackson, Good Grammar for Students, Sage Essential Study Skills (London ; Thousand
Oaks, Calif: SAGE, 2005).
 meaning.15 Proper grammar keeps learner from being misunderstood while

expressing their thoughts and ideas. It is the glue that holds the pieces of

language together. If the language is unclear and the message

meaningless, it can be attributed to incorrect grammar. Hence it means that

the person is unable to communicate effectively and the person who is the

intended recipient of the message or who is reading the work may not get

the real meaning. Consequently, it will only increase the confusion in the

mind of the reader.

4. Grammar and speaking

In the field of English as a foreign language learning, speaking has

become the most difficult and complex skill to acquire. 16 Gaining

proficiency in speaking is not as simple as learning other skills in English.

It takes a long time and requires consistency to practice. This happens

because speaking has to do with many things. This is thinking about what

to say, choosing the right words to say from our vocabulary, placing the

words in the right grammatical framework, communicating the feelings we

have, and so on. Therefore, in order to solve difficulties and speak English

well, mastering the components of the language these components are

pronunciation, vocabulary, and grammar.

5. Definition of speaking

15
Andi Kaharuddin, “THE COMMUNICATIVE GRAMMAR TRANSLATION METHOD: A PRACTICAL
METHOD TO TEACH COMMUNICATION SKILLS OF ENGLISH,” ETERNAL (English, Teaching,
Learning, and Research Journal) 4, no. 2 (December 31, 2018): 232,
[Link]
16
Dr Geoffrey Broughton et al., Teaching English as a Foreign Language, 0 ed. (Routledge, 2002),
[Link]
 Speaking is an important part of second language learning and

teaching, it is an art of communication and one of the four productive

skills to master in learning a foreign language.17 The mastery of speaking

skills in English is a priority for many second-language or foreign-

language learners. The language is a system of arbitrary vocal symbols,

which permit all people in a given culture, or other people who have learnt

the system of that culture, communication or to interact.

English is an international language, spoken in many countries

both as a native and as a second or foreign language. It is taught in the

schools in almost every country on this earth. English is learned

everywhere because people have found out that knowledge of English is a

passport to a better career, better pay, advanced knowledge, and

communication with the entire world for everyone wants to appropriate

English as their own.18

In order to teach English as a second or foreign language along

with developing thinking skills, teachers need to create an anxiety-free

learning experience for learners. This is because learning English is likely

to cause anxiety among students.

6. The use of speaking

17
English Language Teacher At English Language And Literature Department, Karakalpak State
University Named After Berdakh, Nukus, Karakalpakstan, Uzbekistan. et al., “Teaching English As A
Second Foreign Language,” The American Journal of Social Science and Education Innovations 02,
no. 08 (August 25, 2020): 351–57, [Link]
18
Hesam Tahsildar Tehrani and Abu Bakar Razali, “Developing Thinking Skills in Teaching English as
a Second/Foreign Language at Primary School,” International Journal of Academic Research in
Progressive Education and Development 7, no. 4 (November 10, 2018): Pages 13-29,
[Link]
 English was first spoken in England in the Early Middle Ages and

is today the most commonly spoken language worldwide. In this modern

age, the whole world has become a global village and people communicate

with each other in the same English. English is spoken all over the world

and has achieved global language status. where all students speak the same

first language and English is not used outside the classroom, present

certain additional challenges for the teacher. we cannot find the words to

say something and have to adjust our message, or to ask our interlocutor to

help us, or to use synonyms or general words to make ourselves

understood.

7. Types of speaking

It is written that generally there are two types of spoken language19,

namely:

a. Imitative. At one end of a continuum of types of speaking performance

is the ability to simply parrot back (imitate) a word or phrase or

possible a sentence. While this purely phonetic level of speaking

production, a number of prosodic, lexical, and grammatical properties

of language may be included in the criterion performance.

b. Intensive. The production of short stretches of speaking language

designed to demonstrate competence in a narrow band of grammatical,

phrasal, lexical, or phonological relationships.

19
Douglas, Brown, H. Language Assessment: Principles and Classroom Practices, NY:Pearson
Education, 2004
 c. Responsive. Responsive include interaction and test comprehension

but at the somewhat limited level of very shorts conversations,

standard greetings and small talk, simple requests and comments. This

is a kind of short replies to teacher or student-initiated questions or

comments, giving instructions and directions. Those replies are usually

sufficient and meaningful.

d. Interactive. The difference between responsive and interactive

speaking is in the length and complexity of the interaction, which

sometimes includes multiple exchanges or multiple participants.

Interaction can take the two forms of transactional language, which

has the purpose of exchanging specific information or interpersonal

exchanges which have the purpose of maintaining social relationship.

e. Extensive (monologue). Extensive speaking production tasks include

speeches, speaking representations, and storytelling, during which the

opportunity for speaking interaction from listeners is either highly

limited (perhaps to nonverbal responses) or ruled out together.

8. Speaking ability

The aim of English language education is to equip students with

the ability to understand the language and the ability to write and speak.

The ability to speak a language means a clear understanding of what it

means to be able to speak a language while speaking our personality, self-

image, knowledge of the world, and the ability to reason and express our

thoughts are all reflected in our speech. performances in foreign

 languages. Taringan said defines that speaking is a language skill that is

developed in child life, which is produced by listening skill, and at that

period speaking skill is learned.20 This speaking skill can be obtained

through the ability to listen. When the child is listening, eating at the same

time will learn speaking skills. Speaking or the ability to speak in English

has an important role in communicating. Harmer (Dalam Taringan, 1990 :

12) speaking skills can be obtained by applying three things, namely

introducing a new language, training, and communicative activities. When

speaking in English, there is a search and implementation process. The

introduction and use of this foreign language will increase diversity and

communication skills. Ladouse (1991) as an instrumental act by which a

speech will have an impact on the listener. Teaching speaking can be

started by honing conversation skills in a foreign language.

Basing on Hymes’s concept, Michaele Canale in Fuziawati

(2010:16) has proposed communicative competent, He includes four

domains of knowledge and skills, namely:

1. Grammatical competence or linguistic competence, it refers to the

ability to use the language correctly or accuracy in language use.

2. Sociolinguistic competence, it refers to the learner’s ability to use

language correctly in specific social situation or appropriacy in using

language.

20
Sudirman Maca, “Teaching English Speaking Skill through Pair and Group Interview Techniques,”
Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (October 6, 2020): 329–37,
[Link]
3. Discourse competence, it refers to the learner’s ability to use the new

language in spoken and written discourse or fluency.

b. Strategic competence, it refers to strategies for effective

communication when the learner’s vocabulary proves inadequate for

the job or communicative efficacy.

The ability to speak a foreign language is about how students

understand knowledge and communicative competence. They should

know how to use language correctly, whether spoken or written, in a

given social situation or appropriately. Speaking proficiency is an

important requirement for English students to participate in the second

language environment. Students with a strong speaking foundation

have an academic advantage, as academic success depends on a

student's ability to express knowledge speakingly in a clear and

acceptable manner.
II.2 Conseptual Framework

In learning English, there are four basic skills that must be mastered by

students or foreign language learners, namely listening, speaking, reading, and

writing. Among these skills, speaking is an important skill that must be

mastered by English Language Education Program students in order to

communicate in a second language environment. To speak clearly and

effectively, students must master the components of speaking, namely

pronunciation, vocabulary, and grammar.

To carry meaning while speaking, students must master grammar

because grammar is the rules of language and how sentences are constructed.

The building blocks of communication are the grammatical points that make

up the structure of language. Before starting to talk many factors and

components that must be formed in the mind of the learner; how the sounds

must be matched with each other to form different words then these words

need to be put together from the form of phrases, clauses, and finally

sentences through which certain meanings can be conveyed and sentences that

can be understood.

Considering these facts, it may be impossible to communicate in a

foreign language without knowing the grammar rules and structure of the

target language because grammar rules are one of the fundamental aspects of

speaking. Consequently, to speak clearly and effectively, students must master

grammar.

II.3 Hypotesis
 Using a hypothesis will make it easier for researchers to focus on

research. Therefore, in this study, the researcher wants to formulate the

following hypothesis:

1. Alternative Hypothesis (Ha)

There is positive and significant correlation between students’

grammar mastery and their speaking ability in eleventh grade of SMA AL-

RIFAIE year academic 2022/2023.

2. Null Hypothesis (Ho)

There is no positive and significant correlation between students’ grammar

mastery and their speaking ability in eleventh grade of SMA AL-RIFAIE

year academic 2022/2023.

 CHAPTER III

RESEARCH METHOD

III.1.1 Research Design

This study is aimed to give description quantitatively about the

correlation between students’ grammar mastery and students’ speaking ability.

Correlational research is one of the ex-post facto studies, because in this study

the researcher does not manipulate the variables and finds directly on the

relationship and the level of relationship of the variables expressed in the

efficiency of correlation. According to Cresswell a correlation is a statistical

test to determine the tendency or pattern for two (or more) variables or two

sets of data to vary consistently.21 Meanwhile, according to Gay Quantitative

research is a type of research that produces findings that can be achieved

(obtained) using statistical procedures or other means of quantification

(measurement). quantification (measurement).22

In this design, the researcher is not trying to control or manipulate the

variables as in an experiment instead, the variables are linked using relevant

statistics.

X Y

Where:

X = students` grammar mastery

Y = students` speaking ability

21
This research was employing the correlation design. A correlation is a statistical test to
determine the tendency or pattern for two (or more) variables or two sets of data to vary
consistently
22
Gay, L.R. 2006. Educational Research; Competence for Analysis and Application
Third Edition. Ohio: Merhil Publishing Company
 In this research, the writer gave the test to know the both grammar mastery

and their speaking accuracy. Then, data (score) gainedfrom the test were

analyzed to see whether grammar mastery is related to speaking accuracy.

III.1.2 The variables of Research current/ present study

According to Creswell, A variable is a characteristic or attribute of an

individual or an organization that researchers can measure or observe and

varies among individuals or organizations studied. 23 In this research there were

two variables, they were dependent and independent variable. A dependent

variable was an attribute or characteristic that is dependent on or influenced by

the independent variable. An independent variable was an attribute or

characteristic that influences or affects an outcome or dependent variable.

1. Independent variable of the research was the students’ grammar mastery

symbolized by X.

2. Dependent variable of the research was the students’ speaking fluency

symbolized by Y.

III.1.3 The Operational Definition of the Variables

The operational of definition variable was using to describe the

characteristic of the variable that investigated by the research.

1. Independent variable (X)

Independent variable of the research was the students’ grammar mastery. It

focuses on three tansies are simple present, simple past and simple future.

23
John W. Cresswell, Educational Research Planning, Conducting and Evaluating Quantitative and
Qualitative Research, 4th Ed, (Boston: Pearson, 2012), p.338
 2. Dependent variable (Y)

Dependent variable of the research was the students’ speaking accuracy

and focused on introducing.

III.1.4 The population, sample and sampling technique

1. The population

The population is the object of all studies. A population is individual with

the same characteristics. Population includes all subjects to be studied. The

population for this study were students at SMA AL-RIFAIE. According to

Sugiyono, population is generalized are consist of subject or object that

certain quality and characteristic settled by researcher to learn and then to

draw conclusion.24 In this research, the population of this research is the

eleventh grade of SMA AL-RIFAIE in year academic 2022/2023.

2. The sample of research

A sample is a subset of the target population that the researcher wants to

study in order to generalize to the target population. 25 This means that the

sample is a fraction of individuals selected from the entire population. A

sample search can be done if the author's goal is to generalize the results of

the sample search. In this study, the authors participated in four classes of

eleventh grade at SMA AL-RIFAIE in year academic 2022/2023.

3. The sampling technique

24
Sugiyono. 2015. Statistika untuk Penelitian. Bandung: Alfabeta CV.
25
Sugiyono. 2015. Statistika untuk Penelitian. Bandung: Alfabeta CV.
 The sample in this research choose randomly by using probability

sampling technique because the population was in groups and

homogenous. Kerlinger state sampling random is a method of drawing

from a population or universe in such a way that each member of the

population or universe has a chance of being selected.26

The implications of random sampling (or simple random sampling) are: It

gives each element in the population an equal probability of getting into

the sample; and all choices are independent of one another. It gives each

possible sample combination an equal probability of being chosen. The

sample took randomly by lottery, in which the name of each class was

written on some pieces of paper and it took one piece of paper. The class

that has been taken was the sample of research.

III.1.5 The data collection technique

The multiple choice test used by the writer to measure the students’ grammar

mastery, and oral test used to measure students’ speaking accuracy. There were

several numbers of multiple-choice test, and the writer asked the students to

perform in front of the class one by one orally based on topic that has been

given.

III.1.6 The procedure of the research

Before giving the test to students, the researcher provides a little

knowledge about grammar. then the researcher provides more information

about each grammar test item and how to do it. The researcher gave an

26
Kothari, C.R. 2004. Research Methodology: Methods and Technique. New [Link] Age
International.
 explanation of English grammar. The researcher gave the grammar test to the

students. Students were given 30 minutes to do the test. The researcher

collected the students' worksheets.

III.1.7 The Instrument of the Research

The instrument was a tool that used by the writer in this research. In this

research the writer used two kinds of test. First, the writer got the data of

grammar mastery. The writer gave the multiple choice test which consisting of

30 items in 60 minutes for the try out class and 25 items in 45 minutes for the

sample class. There are five options a, b, c, d and e.

III.1.8 Technique of collecting data

In collecting the data, the researcher carries out the following steps:

1. Conducting grammar test then consult it to grammar lecturer

2. Giving the grammar test in form of multiple choice to students in order to

measure students’ grammar mastery

3. Distributing the picture to students then giving direction as the students

must do in order to conduct speaking test

4. Scoring

After collecting the data, the researcher classified the score of the students.

In classifying the students’ grammar and speaking score, there were five

classifications which used as the following.

Grammar and Speaking Scoring

Score Grammar Vocabulary Comprehension Fluency Pronunciation
Errors in Speaking Within the No specific Errors in
grammar are vocabulary scopeof fluency pronunciation
frequent, but inadequate to his very limited description. are frequent but
speaker can be express anything language Refer to other can be
understood by a but the most experience, can four language understood by a
native speaker elementary needs. understand areas for native speaker
I
used to dealing simple questions implied level used to dealing
with foreigners and statements if of fluency. with foreigners
attempting to delivered with attempting to
speak his slowed speech, speak his
language. repetition, or language.
paraphrase.
Can usually Has speaking Can get the gist Can handle Accent is
handle vocabulary of most with intelligible
elementary sufficient to conversations of confidence though
construction express no-technical but not with often quite
quite accurately himself simply subjects (i.e., facility most faulty.
but does not with topics that social
have thorough some require. No situations,
or confident circumlocutio specialized including
control of the ns. knowledge). introductions
II
grammar. and casual
conversations
about current
events, as
well as work,
family, and
autobiographi
cal
information
Score Grammar Vocabulary Comprehension Fluency Pronunciation
Control of Able to speak Comprehension Can discuss Error never
grammar is the language with is quite complete particular interfere with
good. Able to sufficient at a normal rate interest of understanding
speak the vocabulary to of speech. competence and rarely
language with participate with disturb the native
sufficient effectively in reasonable speaker. Accent
structural most formal and ease. Rarely may be
accuracy to informal has to grope obviously
III
participate conversations on for word. foreign.
effectively in practical social,
most formal and and professional
informal topics.
conversation Vocabulary is
practical, social, broad enough that
and professional he really has to
topics. grope for a word.
IV Able to use the Can understand Can understand Able to use Errors in
language participate in any any conversation the language pronunciation
accurately on all conversation within the range fluently on are quite rare.
levels normally within the range of his experience. all levels
pertinent to of his experience normally
professional with a high pertinent to
needed. Errors degree of professional
in grammar are precision of needs. Can
quite rare. vocabulary. participate in
any
conversation
within the
Score Grammar Vocabulary Comprehension Fluency Pronunciation
range of this
experience
with a high
degree of
fluency.
 1. Speaking score

The researcher used category for scoring based on Brown There are

five general categories that are the basis for the evaluation of

peaking.27 The analytic scale for evaluating writing as follow:

Grammar : 1-20

Vocabulary : 1-20

Comprehension : 1-20

Fluency : 1-20

Pronunciation :1-20

Total : 100

2. Grammar scoring

There are 30 items for grammar test. So, the scoring is followed:

30: 3 x 10 = 100

III.1.9 Technique of Analysing Data

Data analysis is a process of gathering, modelling, and transforming

data with the goal of highlighting useful information, suggestion, conclusion,

and supporting decision making.

This research is quantitative research, so it needs data analysis. This

analysis is related to the computation in answering the problem statement and

hypothesis testing presents. To analysis the data, the researcher applied an

27
Brown, H. Douglas. [Link] of Language Learning and [Link] [Link]
Wesley Longman
appropriate technique to find out the correlation of both variables in this

research.

1. Descriptive analysis

Descriptive analysis is a statistic which function of it is to describe

or to give a description on the observed object by data sample or

population without doing any analysis and no conclusion.

This descriptive analysis is used to describe the variable of this

research that is the students’ grammar mastery and their speaking ability.

The descriptive analysis concludes the measurement of central tendency

(mean, median, mode), and dispersion (range, variance, min, max, and

standard deviation).

a. Central tendency

Central tendency is also called central value, measure of central

tendency, measure of central value, and measure of central position. In

the some sections, statistics consider the average as an appropriate

representative value to describe the values in a data. Average can be

used as measurement of distribution frequency.

1) Mean

Mean is average score obtained by the subject of the study.

Mean is gotten by totalling the data of all individual in the group,

and then the data divided by the number of individuals in that

group. Actually, there is difference between mean in central

tendency and mean in group data.

 2) Median

Median is one of explanation based on the middle value of the data

which have been organized from the lowest to the highest or from

the highest to the lowest.

3) Mode

Mode is technique to explain based on the value which is popular or

which often being found.

4) Sum

Sum is the total number of sample (∑Fx)

b. Dispersion

1) Standard deviation

The standard deviation is the way of showing the spread of

the score. It measures the degree to which the group of scores

deviates from the mean. On the other words, it shows how all the

scores are spread out and thus give a fuller description of the test

score than the range, which simply describes the group between the

highest and the lowest marks and ignores the information provided

by all the remaining scores.

2) Variance

The formula of Variance is

 3) Min

Min is the lowest score of data.

4) Max

Max is the highest score of data.

5) Range

Range is a way to talk about the spread of distribution scores. The

range formula is following:

R=highest score-lowest score

2. Inferential analysis

The inferential analysis is employed to provide an answer to

the question of whether or not there is a positive and significant correlation

between the students’ grammar mastery and their speaking ability. The

inferential analysis employed in this study includes a test of normality, a

test of linearity, and a test of the hypothesis.

a. Test of normality

The requirement of using correlation product moment formula

as member of parametric statistic, is the data must form normal

distribution, for that reason, the writer has to proof it first whether the

data which will be analysis has a normal distribution or not.

According to Sugiyono gives certain techniques in testing the

normality data.28 He uses Chi Square (X2) it is done by comparing the

normal curved formed from the gathered data (B) and standard normal

curved (A). If B is not different significantly with A, so B is include in

28
Sugiyono. 2015. Statistika untuk Penelitian. Bandung: Alfabeta CV.
 the normal distribution data. The formula is following:

in which

X2 : the chi-square value

fo : the observed frequency

fn : the expected frequency

The result of the computation is consulted on the table. The

data are normal if the obtained x2value is lower than the critical value

of x2 in the table, and are not normal if it higher than critical

value in the table.

In this research, the researcher analysis the normality test using

SPSS. Testing criteria are the probability value >0.05 the variant

population is normal. If the probability value <0.05 so the variant

population is not normal.

b. Test of linearity

Test of linearity is used to analyse whether the relationship

between independent variable and dependent variable is linear or not.

A group of data was said linear if the value of significance is lower

than 0.05. then, to calculate the value of linearity the researcher used

IBM SPSS STATISTICS version 25 for windows.

c. Test of hypothesis
 A test of the Hypothesis in this study is a test used to find out

whether or not there is a positive and significant correlation between

students’ grammar mastery (X) and their speaking ability (Y).

The researcher employs Person’s Product Moment

Correlation Analysis. The formula is:

In which:

rxy: correlation between variable x and y

To interpret on the level of coefficient correlation, the table of

coefficient is needed. The table below will show how high or how

right the level of coefficient correlation between variable x and y.

The orientation of giving interpretation on the coefficient

correlation

Interval coefficient The level of correlation

0.0-0.199 Very low
0.20-0.399 Low
0.40-0.599 Medium
0.60-0.799 High
0.80-1.000 Very high
The relationship between variable X and variable Y is stated positive and

significant if the obtained r value is higher than the relevant table for a particular

number of cases and significant level.

CHAPTER IV