ika Nurfadilah Skripsi 1

CHAPTER 1

THE CORRELATION BETWEEN STUDENTS’ PRONOUNS MASTERY AND THEIR ABILITY IN MAKING REPORTED SPEECH AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT SMK PELITA GEDONGTATAAN PESAWARAN IN 2012/2013

INTRODUCTION

1.1              The Background of Problem

Joy M. Reid (1993:49) states “Language is one form of social interaction.” It means that language is used to exchange the ideas, thoughts, feelings and any other concepts. That is why, language is considered as an important aspect of communication. Language varies in the world. Different nations have different language. Two persons from different nations which have also different language can not communicate each other when they speak because their languages are different. They should use the same language to communicate with the people from different nation. The language that is used to communicate with the people from different nation is called international language. 

English is one of the international languages used by almost all of the people in the world. People from one country can make relationship with the people from other countries by using English. English is also used as the language of science and technology for national development. People must master English in order to transfer knowledge science and technology. English is also needed to face globalization era and modern life.

Considering that English is very important, the government states that English should be taught as the first foreign language. It functions as a tool of communication with native speaker and with people from other countries. English is taught from junior high school up to university as a compulsory subject. Now, it is also taught in elementary school level as a local content. It is hoped that the students can use English for communication both written and spoken.

Based on the new curriculum or KTSP, there are some purposes of education, structure and curriculum content, education calendar and syllabus. Teaching English is supported by the four-language skills: listening, speaking, reading, and writing. It is clear that the students who study English are expected to have competency in the four skills. Realizing how important English is, the government tries to improve the curriculum of English. The curriculum should help the development of knowledge, science and technology to face globalization era. The improvement of curriculum is really needed to develop the quality of human resources.

Unfortunately, the goal of curriculum has not been achieved yet. There are some problems such as the students could not use English for communication. They could not use English for expressing their ideas, feelings, and thoughts both in spoken and written form, they also got the difficulties especially in learning reported speech. In learning English, there are plenty of subject matters that should be learnt in order to master English. One of the subjects that should be learnt is structure. As we know that structure is very important to learn English because without structure we can not produce sentences correctly.

In making reported speech, they got trouble in changing direct speech into indirect speech. And when their teacher asked them to change the reported speech, they would get confused how to express their idea in a correct grammatical form in using pronouns. It is caused by their lack of exercises of using correct pronouns.

Based on the preliminary research at SMK PELITA Gedong Tataan Pesawaran in 2012/2013, the writer found that many problems in their learning English, the problem was very complex. The students found difficulties in learning English, especially in reported speech. Students’ pronouns mastery in reported speech was not good. They found difficulties in changing reported speech. Therefore, the writer should help the students to overcome or to minimize the problems. Based on the explanation above, the writer proposed a research entitled “The Correlation Between Students’ Pronouns Mastery and Their Ability in Making Reported Speech at The First Semester of The Eleventh Class at SMK PELITA Gedong Tataan Pesawaran in 2012/2013”.

1.2              The Identification of Problem

Based on the background of problem above, the writer identified some problems as follows:

1.      The students find difficulties in learning English, especially reported speech.

2.      The students’ pronouns mastery was not good enough.

3.      The students find difficulties in making reported speech.

4.      Students’ pronouns mastery needs to be increased.

5.      Students’ ability in making reported speech need to be improved.

1.3              The Limitation of Problem

Based on the indentification of problem above, the writer focused on the correlation between students’ pronouns mastery and their ability in making reported speech at the first semester of the eleventh class at SMK Pelita Gedong Tataan Pesawaran in 2012/2013.

1.4              The Formulation of Problem

Based on the identification and limitation of the problem above, the writer formulated the problem as follows:

1.       Is there any correlation between students’ pronouns mastery and their ability in making reported speech?

2.       How are the students’ pronouns mastery and their ability in making reported speech?

3.       How is the correlation between students’ pronouns mastery and their ability in making reported speech?

1.5       The Objectives and The Uses of Research

1.5.1 The Objectives of Research

The objectives of the research are:

1.      To know and describe the students’ pronouns mastery and their ability in making reported speech.

2.      To know and describe the kind of correlation between students’ pronouns mastery and their ability in making reported speech.

3.      To know the degree of correlation between students’ pronouns mastery and their ability in making reported speech.

1.5.2        The Uses of Research

The uses of the research are:

1.      As an information for the teachers of English at SMK Pelita Gedong Tataan about the correlation between students’ pronouns mastery and their ability in making reported speech.

2.      To give an information for the students to improve their ability in making reported speech in learning English.

3.      To motivate the students in learning English, especially to learn more about pronouns.

4.      To give an information for further research with certain interest.

1.6      The Scope of Research

The scopes of the research are:

1.6.1        The Subject of Research

The subjects of the research were the students at the first semester of the eleventh class at SMK Pelita Gedong Tataan Peasawaran in 2012/2013.

1.6.2        The Object of Research

The objects of the research were the students’ pronouns mastery and their ability in making reported speech.

1.6.3        The Time of Research

The research was conducted at the first semester of the eleventh class at SMK Pelita Gedong Tataan Pesawaran 2012/2013.

1.6.4        The Place of The Research

The research was conducted at SMK Pelita Gedong Tataan Pesawaran. It is located on Jl. Raya Penengahan, No. 04 Gedong Tataan, Pesawaran.

CHAPTER II

THE FRAME OF THEORIES, THINKING AND HYPOTHESIS

2.1  The Frame of Theories

2.1.1 The Concept of Language

Language is the characteristic of a country. Every country has its own language. In our life we need information for our knowledge, and we can get it by using language, both spoken and written language. Wherever we are, we need language, because it can create relationship with the people from other countries. The statement above is also supported by Freeman (2003:2) “Language is a means of interaction between and among people”

Cameron (2001:241) states that “Language leads to learning through enabling participant in the social world and the expressing and sharing of meaning”. According to Setiyadi (2006:147) “Language is a system for the expression of meaning. The primary function of language is for interaction and communication”. It means that the function of language is to communicate one to another and to express ideas, thought and feeling both in spoken and written.

 

From the description above, it is clear that language is very useful and important for us as language user; there is correlation between language and society. Language without society will be useless, because without language someone can not communicate with the others people in society. So, language can not be separated from society because they have strong relationship.

2.2  The Concept of Teaching English as a Foreign Language

English is a foreign language in Indonesia. It functions as a tool of communication with native speaker and with people from other countries. English is taught from junior high school up to university as a compulsory subject. Now, it is also taught in elementary school level as a local content. Teaching English as a foreign language is not the same as teaching English as second language. The students who learn English as a foreign language do not use English for daily communication. A definition about a foreign language given by Murcia (2001:359) states, “A foreign language is a language studied in an environment where it is not the primary vehicle for daily interaction and where input in that language is restricted”.

It means that the students who learn English as foreign language have little or limited exposure or opportunities to use their English in real-life situation. The only opportunities they have when their teachers use English and encourage the students to practice their English orally in the classroom interactions.

To achieve the objective of teaching English as a foreign language, the first step that the teacher should know is the goal of teaching learning English and the teacher should select the appropriate technique to be used in teaching English. So if we want to learn the foreign language we have to know the goal of teaching learning process and how to apply it. Referring the description above, Setiadi (2006:22) added “English is really a foreign language for language learners in Indonesia”. It means that the students should be given more chance in practicing their English to acquire the ability in using English.

Concerning the definition above, it is clear that the teacher should be able to guide the learners in learning and teaching process in order to achieve the objectives of teaching learning process successfully. The teacher should also be able to create facilities and even condition in which consequently gives the students many opportunities and participation for learning in the classroom. In learning and teaching English as a foreign language, the students should be active and involved in doing the activities given by the teacher. The students are expected to be able to use English for communication both in spoken and written form. The learning and teaching activities should be given with many variations such as individual task, group task, activities class and other activities that support the students to use English naturally.

2.2.1        The Concept of Grammar

Grammar is the set of logical and structure rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, in this field includes morphology and syntax often complemented by phonetics, phonology, semantic and pragmatics. (Http://en.wikipedia.prg/wiki/grammar, May 01, 2012).

According to Thornbury (1999:1) “Grammar is partly the study of what forms (or structures) are possible in a language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence. Thus a grammar is a description of the rules that govern how a language’s sentences are formed”.

From the definition above, the writer assumed that grammar is one of the rules in every language that takes an important role in performing the language. The students need to master grammar in order to make good sentences. A person who knows and applies the language grammatically shows that he has good competence in the language he speaks.

Grammar is needed, either in spoken or written form. Considering how important grammar mastery is, the learners have to learn and master language’s rule or grammar that will be used in their communication either in oral or written form.

2.2.2        The Concept of Pronouns

“Pronouns are like I, you, me, this, those, everybody, each other, who, which. A pronoun can function as a whole noun phrase.” (Leech and Svartvik, 2002:371). Pronoun are essentially special types of nouns and are the main word in a noun phrase. When a noun has already been mentioned, a pronoun is used to avoid repeating that particular noun.

“The first three classes are related in that they make distinctions in person (first, second, third), gender (masculine, feminine, and non-personal), and number (singular and plural).” (Greenbaum and Nelson, 2000:99)

For examples:

Jodi told Hasbi’s daughter abut an accident last Sunday. We can write to repeat.

Jodi told his daughter about an accident last Sunday.

There are eight types of pronouns (Greenbaum and Nelson 2000:99) :

1. Personal pronoun ( S_Object pronoun)
2. Possessive pronouns
3. Reflexive pronouns
4. Demonstrative pronouns
5. Reciprocal pronouns
6. Interrogative pronouns
7. Relative pronouns
8. Indefinite pronouns

1.  Personal Pronouns

All the personal pronouns have distinctions in person (first, second, third). Most also have distinctions in number (singular, plural) and in case (subjective, objective, genitive).

Distinctions in Person	Subjective Case	Objective Case
First Person :
Singular	I	Me
Plural	We	Us
Second Person :
Singular/Plural	You	You
Third Person :
Singular – Masculine	He	Him
Feminine	She	Her
Non-personal	It	It
Plural	They	Them

For examples:

Subject Pronouns	Object Pronouns
I like reading You are so handsome He is smart She is diligent It  is a pen You are teacher	He likes me He gives you a book Everyone loves him They leave her alone I bring it She knows you well

2.  Possesives pronouns

The possesive pronouns are the genitives of the personal pronouns. There are two sets. One set contains the possessive determiners, a subclass of determiners. A possessive determiner is dependent on a noun.

	Dependent	Independent
First Person :
Singular	My	Mine
Plural	Our	Ours
Second Person :
Singular/Plural	Your	Yours
Third Person
Singular : - Masculine	His	His
Feminine	Her	Hers
Non-Personal	Its	-
Plural	Their	Theirs

The examples of possessives pronouns dependent :

Singular	Plural
This is my book This is her pen	These are our books These are their pencils

The examples of possessive pronouns independent:

Singular	Plural
This pen is mine This pencil is his	These pens are ours These pencils are theirs

3.  Reflexive  pronouns

Reflexive pronouns is used when refering to the same person reffering the same person or thing in a sentence.

Singular	Plural
First Person : Myself Second Person : Yourself Third Person : Himself Herself Itself	Ourselves Yourselves - - - Themselves

Reflexive pronouns are often used the words bellow:

Amuse             Cut                  Enjoy                           Dry

Blame              Hurt                 Introduce                    Pride

For examples:

1.  My sister cut herself with the bhrith knife

2.  I enjoyed myself at the party last night.

By + reflexive pronouns are used to show that something can be done alone.

For examples:

1. The woman lives by herself.
2. July came here by herself last night.

4.  Demonstrative Pronouns

Demonstrative pronoun is one that pointer to some nouns going  before and is used instead of it. Demonstrative pronouns point to a specific person or special group of people or things. This is used to refer a thing or a person that is near the speaker in term of space or time. That is used when the thing or person is far from the speaker in term of space of time. These is the plural form of this and those is plural form of that.

For examples:

1. This is a list of the new member.
2. That sound is very inte.

5.  Reciprocal Pronouns

There are two reciprocal pronouns, and they have genitives:

Each other       One another

Each other’s    One another’s

For Examples:

1.      The partners trusted each other completely.

2.      My brother and I borrow one another’s clothes.

6.  Interrogative Pronouns

One set of the interrogative pronouns has distinctions in gender and case :

Subjective Case       Objective case         Genitive Case Personal              Who                       Whom                    Whose

It is normal to use who for both subjective and objective cases, and to reserve whom for normal style. We use who and whom when we refer to persons.

For examples:

1.      Who is your favorite pop singer?

2.      Whom have they appointed?

7.  Relative Pronouns

Relative pronouns introduce relative clauses. They also have distinctions in gender and case:

Subjective Case       Objective case         Genitive Case Personal                            Who                     Whom                     Whose Non-personal                   Which                  Which                      Whose                                           That                      That

As with the interrogative pronouns, who is the normal form for the subjective and objective cases, whereas whom is used only in formal style. The relative pronouns that, which is gender-neutral may be omitted in certain circum-stances. We use who and whom when we refer to persons. Which can be either personal or non personal. And that is normally only non-personal.

For examples:

1.      The teacher who taught me Chemistry.

2.      The person whom they appointed.

8.  Indefinite Pronouns

Indefinite pronouns are used if we want to show someone or something that we do not know meaning exactly or the identify is not important.

Indefinite Pronouns Anyone         Everyone         Anything        Everything        Nothing      Nobody    Something    Somebody       No-one            Everyday          Someone

Generally ”someone, somebody and something” are used to affirmative statements and “anyone, anybody and anything” are used to negative statements. Indefinite pronouns that end with “-one” or “ -body” is used to epxlain thing, idea or activity. Indifinite pronoun that end with “-one” or “ -body” is used to explain person.

For examples:

1. I did not see anything when I was here last night.
2. Nobody believed what the man said

2.2.3        The Concept of Reported Speech

According to Azar (1989:275) “Reported Speech refers to using a noun clause to report what someone has said.” Reported speech is the construction of sentences in English that is used when we want to retell what the original speaker is saying. In direct speech, we repeat the original speaker’s exact words and in indirect speech, we give the exact meaning of a remark or a speech without necessarily using the speaker’s exact words. “When we use reported speech, we are usually talking about the past. So verb usually changes to the past in reported speech”. (Murphy, 1985:94). There are two main ways of reporting people’s words, thoughts, beliefs etc. We can give the exact words (more or less) that were said or that we imagine thouhgts as a part of our sentence, using conjuntion and changing pronouns, tenses or other words where necessary. This kind of structure is called indirect speech.

There are 3 kinds of reported speech (Thomson and Martinet, 1986:269-280)

1.      Reported Statement

Say, tell, inform and explain are reporting verb the report statement or thoughts. Speech can be reported directly or indirectly.

Example:

1.      “I am thinking of going to live in Alexandria” said Mike.

Mike said that he was thinking of going to live in Alexandria.

2.      Dina said, “I buy an umbrella in the market.”

Dina said that she bought an umbrella in the market.

2.        Reported Question

According to Leech and Startvik (2002:140) “Indirect yes-no questions are introduced by if or whether. Indirect wh-questions are introduced by the wh-word which begins the question in direct speech”.

Based on the statement above the writer assumed that if the questions has no question word but no one of the type that can take yes/no for an answer if or whether is used in the reported questions. If the direct question begins with question word (when, who, where, why, what, and how), question is repeated in direct speech. If the reporting verb that is used is say, the word say become asked, wonder or want to know in indirect speech.

 Example:

1.      My mother said, “Are you hungry?”

My mother asked me if I was hungry

2.      “Where is the station?” Lisa wanted to know

Lisa wonted to know where the station was.

3.   Reported Command or Request

The word “told” is usually used when we report command or request.

Example:

1.      “Stay at home in a few days” asked my father

My father told me to stay in bed for a few days.

2.      “Stand up Ika!” said her teacher

Her teacher told Ika to stand up.

The Changes of Tenses Direct Speech to Indirect Speech

Direct Speech

Indirect Speech

Present Tense : S + V1 He said, “I miss her very much.” Present Continuous : S + is/am/are+V-ing Rina said, “I am watching TV now.” Present Perfect : S+have/has+V3 She said, “I have done my homework.” Present Future : S+will+V1 Hamka said, “I will fly if I have wings.” Present Perfect Continuous : S+have/has+been+V-ing They said, “We have been waiting the lecture.” Past Tense : S+V2 Dina said, “I went to Chicago a week ago.” Past Continuous : S+was/were +V-ing He said, “I was studying English.” Note, Conditional : ·         S+would+V1 Ghani said, “I would visit to your house.” Modal (present) : S+Can/may/will/must/shall He told me, “I can speak English well.”

Simple Past : S + V2 He said that he missed her very much. Past Continuous : S +was/were +V-ing Rina said that she was watching TV then. Past Perfect : S+had +V3 She said that she had done her homework. Past Future : S+would+V1 Hamka said that he would fly if he had wings. Past Perfect Continuous : S+had +been+V-ing They said that they had been waiting the lecture. Past Perfect : S+had+V3 Dina said that she had gone to Chicago a week before. Past Perfect Continuous : S+had+been +V-ing He said that he had been studying English. Conditional : ·         S+would+V1 Ghani said that he would visit to my house. Modal (past) : S+Could/might/would/had to/should He told to me that he could speak English well.

The Changes Adverb of Time in Reported Speech

Direct Speech	Indirect Speech
This/ These/ Today Yesterday Tomorrow The day before yesteday The day after tomorrow Next week/ Next year Last week/ A week ago Now/ Tonight/ Here Last night So/ Ag	That/ Those/ That day The day before/the previous day The next day/the following day Two days before In  two days time The following week/ The following year The previous week/ A week before Then/ That night/ There The previous night/the night before Thus/ Before

For examples:

1.      Anggi said, “Last week was very cold”.

Anggi said that the previous week had been very cold.

2.      Dina said. “I can write the letter today”.

Dina said that Ishe could write the letter that day.

2.2.4        The Correlation Between Students’ Pronouns Mastery And Their Ability In Making Reported Speech

Pronouns mastery is one of important that is used to avoid repeating that particular noun. Pronoun is commonly used in reported speech to change in a place of a noun or noun phrase. When we change direct speech into indirect speech we also change the tenses, pronouns, possessive adjective, adverbs of time, and place change as in statement. So, there is correlation between students’ pronouns mastery and their ability in making reported speech.

The statement above is also supported by Thomson and Martinet (1986:277) “When we turn direct questions into indirect speech, the following changes are necessary. Tenses, pronouns and possessive adjectives, and adverbs of time and place change as in statement”.

According to Thomson and Martinet (1986:273) “Pronouns and possessive adjectives usually change from first or second to third person except when the speaker is reporting his own words”.

Edward Woods and Rudy Coppieters (2002:146) states that Speech can be reported directly or indirectly. when the reporting verb is in the past tense the following changes are normally made in converting direct into indirect speech: present tense form, 1^st and 2^nd person pronouns and determiner become 3^rd person pronouns, pointer word like this, now, here, etc replaced by that, then, there, etc.

Leech and Startvik (2002:138) states that In narrative, the reporting verbs usually in the past tense. In this case, certain changes are normally made in converting from direct speech to indirect speech:

1.        Change present tense verbs into the past tense (to match the reporting verb).

2.        Change 1^st and 2^nd person pronouns into the 3^rd person.

3.        (Sometimes change pointer words, e.g. change this into that, now into then, here into there, tomorrow into the next day, and ago into before.

“When changing from direct speech to indirect speech, it is often necessary to change the pronouns to match the subject of the sentence”. (www.waylink-english.co.uk/? page=31380).

“In reported speech, the pronouns often change”. (http://www.learnenglish.de.)

“First person pronouns in the direct speech change according to the subject of the reporting verb in the direct speech”. (www.englishpractice.com/improve/rules.)

“When reporting someone's words, we also need to think about the pronouns that have been used and whether it is necessary to change them. Typically, first-person and second-person expressions are converted to third-person; third-person expressions typically do not need to change the pronoun”. (Esl.about.com/od/…/a/ reported_speech.htm)”.

From the statement above the writer assumed that the students should have master about pronouns in making reported speech. When they will change direct speech into indirect speech they must master pronouns well. Pronoun is a part of grammar that should be mastered in making reported speech.

2.3  The Frame Of Thinking

Language has a very important role in human life because language is a tool of communication. By using language people can conduct their activities and to communicate among them. People can use language as a tool to get information, knowledge, culture, etc. In daily life, people often use reported speech to report what someone has said, both on written and spoken. Reported speech is the construction of sentences in English that is used when we want to retell what the original speaker is saying. There are some rules in transform direct into indirect speech. When we change direct speech into indirect speech we also change the tenses, pronouns, possessive adjective, adverbs of time, and place change as in statement.

Based on the frame of the theories above, the writer assumed that if the students have pronouns mastery well, they can change a place of a noun or noun phrase in reported speech.

The writer stated the figure of the frame of thinking, as following:

INDEPENDENT VARIABLE                          DEPENDENT VARIABLE

Students’ pronouns Mastery (X)

Students’ Ability in Making Reported Speech (Y)

 

The indicators of students’ pronouns mastery:

1.      The students know and understand how to change 1^st and 2^nd person pronouns into the 3^rd person.

2.      The students know to use the right pronouns in making reported speech.

3.      The students are able to choose pronouns in making reported speech.

The indicators of students’ ability in making reported speech:

1.      The students are able to use correct grammar in making reported speech.

2.      The students are able to use correct grammar in changing direct speech into indirect speech.

3.      The students are able to use correct grammar in changing indirect speech into direct speech.

2.4      The Hypothesis

Based on the theories and frame of thinking above, the writer proposed hypothesis as follows:

1.        There is a correlation between students’ pronouns mastery and their ability in making reported speech.

2.        a.  The students’ pronouns mastery is satisfying yet.

b.      The students’ ability in making reported speech is satisfying yet.

3.        There is a significant correlation between students’ pronouns mastery and their ability in making reported speech.

CHAPTER III

THE METHOD OF RESEARCH

3.1  The Method of Research

In this research the writer used descriptive quantitative method. This research method is the main methodology used in conducting the research. The research method is used to see, analyze and investigate the data from sample of research object. Besides that, by using this method, the writer wanted to know the correlation between students’ pronouns mastery and their ability in making reported speech.

3.2  The Variable of Research

In this research there are two variables that have been investigated, namely:

1.      Independent Variable

       The independent variable in this research is the students’ pronouns mastery (X).

2.      Dependent Variable

       The dependent variable in this research is the students’ ability in making reported
       speech (Y).

3.2.1        The Operational Definition of Variable

The operational definition of variable was used to decribe the characteristic of variable that would be used by the writer as follows:

1.      The students’ pronouns mastery is students’ knowledge in using pronouns in reported speech. It is indicated by the scores achieved of the test given.

2.      The students’ ability in making reported speech is the students’ ability in changing direct speech into indirect speech. It is indicated by the scores of the test given.

3.3  The Population, Sample and Sampling Technique

3.3.1        The Population of Research

The population of this research was all of the students at the first semester of the eleventh class at SMK PELITA Gedong Tataan Pesawaran in 2012/2013. The population in this research consists of 307 students from 8 classes. The class is heterogeneous because the teacher mixed the students randomly.

Table 1

The population of the Students at the First Semester of the Eleventh Class at SMK Pelita Gedongtataan Pesawaran

No.	Class	Gender		Sum
		Male	Female
1. 2. 3. 4. 5. 6. 7. 8.	XI Adm Perkantoran 1 XI Adm Perkantoran 2 XI Pemasaran 1 XI Pemasaran 2 XI Akuntansi 1 XI Akuntansi 2 XI T.K dan Jaringan 1 XI T.K dan Jaringan 2	8 8 13 6 5 12 18 23	36 32 23 29 35 27 20 12	44 40 36 35 40 39 38 35
Total		93	214	307

Source: SMK Pelita Gedongtataan Pesawaran

3.3.2        The Sample of the Research

The writer took 13% from the population of 307 students in eleventh class. And the writer took one class as a sample of research, so they were 40 students as the sample of the research.

3.3.3        The Sampling Technique

To conduct the research, the writer used cluster random sampling technique to determine the sample by using lottery, because the average score of each class are homogenous and the population was in cluster / groups. There were eight classes of the eleventh class, but the writer took one class as a sample of the research which consists of 40 students.

3.4  Data Collecting Technique

In this research the writer used some techniques for collecting the data. There are two techniques which would be used as follows:

3.4.1        The Main Technique

The test is used as the main technique in collecting the data. The test is used to get the data about students’ pronouns mastery and their ability in making reported speech. The techniques are as follows:

1.      The test of the students’ pronouns mastery.

To get the data of students’ pronouns mastery as independent variable, the writer used an objective test. The test is multiple choice test form consists of 40 items test, each item consists of five options (a, b, c, d and e). The score of every item is 2.5 for true and 0 for false. The highest score is 100 and the lowest is 0.

2.      The test of the students’ ability in making reported speech.

To get the data of students’ ability in making reported speech the writer used an essay test where the students changed direct speech sentences into indirect speech sentences. It consists of 20 items test, the score of each item is 5 for true and 0 for false. Therefore the higest score is 100 and the posibility of the lowest score of each student is 0.

3.4.2        The Supporting Technique

1.      Observation

In supporting the main data, the writer used an observation that has been done at SMK Pelita Gedong Tataan Pesawaran.

2.      Documentation

Documentation is used to get the information about the school and the condition of the students in learning English. It is used to complete the data, taken from SMK Pelita Gedong Tataan Pesawaran.

3.5  The Validity and Reliability of the Research Instrument

3.5.1        The Validity of The Test

A good test is the test that has validity. It means that the test can be used to measure what is expected accurately. To know the validity of the test, the writer used content and construct validity. It means tha1t the writer consulted with someone who master in this research or lecturer or advisor in STKIP PGRI Bandar Lampung and based on the current curriculum. After doing these steps the writer made revision of the test based on the recommendation given by advisor.

3.5.2 The Reliability of the Test

To know the reliability of the test item, the writer gave the item test. In giving the test, the writer did some steps, as follows:

1.  Performing the instrument test item to the students taken from out of the 
      research sample.

2.   Dividing the test into odd items and even items.

3. Correlating the odd and even by using product moment formula as
     follows:

r_xy

Notes:

N          : Total of subject/sample

∑x        : Number of odd item

∑y        : Number of even item

∑xy      : The total number of X and Y

∑      : The number square of variable X

∑   : The number square of variable Y

r_xy            : The coefficient correlation between odd item (X) and even item (Y)

X          : The total number of X score (odd items)

Y          : The total number of Y score (even items)

4.    To find out the reliability coefficient of the test, the writer used Spearman
       Brown formula as follow:

=

 

         : The coefficient reliability of the test

         : The coefficient correlation between variable (X) and (Y)

    : The constant number

5.    To know the reliability coefficient of the essay test, the writer used Alpha
       formula as follow:

= ( ) (1- )

Notes:

             : The instrument of reliability

K               : The total number of item test        

    : The total number of each score item test

          : The total variants

                                                                                                                                                                                                                                                                                                                (Arikunto, 2006:196)

5.    Next step the writer consulted the result to the criteria of reliability as follows:

Between 0.800 – 1.00      : is very high

Between 0.600 – 0.800    : is high

Between 0.400 – 0.600    : is sufficient

Between 0.200 – 0.0400  : is low

Between 0.000 – 0.200    : is very low

(Arikunto, 2006:75)

3.5.3        The Try Out of Students’ Pronouns Mastery for getting reliability of the test, the writer used pronouns test, see following table:

Table 2

The Result of Try Out of Odd Items for Pronouns Test

Code	Odd Items Numbers																				Total
	1	3	5	7	9	11	13	15	17	19	21	23	25	27	29	31	33	35	37	39
1	1	1	0	0	1	0	1	0	1	1	0	1	1	1	1	1	1	1	1	1	15
2	0	0	1	0	1	0	1	1	0	1	0	1	1	0	0	1	1	1	1	0	11
3	1	0	1	0	1	0	1	0	1	0	0	1	0	0	1	1	1	0	0	1	10
4	0	0	1	1	0	1	1	0	0	0	0	1	1	1	1	0	0	1	1	1	11
5	1	1	1	1	0	1	0	1	1	1	1	1	1	0	0	1	1	1	1	1	16
6	0	1	1	1	1	0	0	0	0	1	1	1	0	1	0	1	0	1	0	0	10
7	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	0	0	1	1	18
8	0	1	1	1	0	1	0	1	0	1	1	1	0	0	1	1	0	1	0	0	11
9	1	1	1	1	0	0	1	1	1	1	1	0	0	1	1	0	1	1	1	1	15
10	0	1	1	0	0	1	1	1	0	0	0	1	1	1	0	0	0	1	0	0	9

Source : Data Analysis

3.5.4        The Try Out of Students’ Pronouns Mastery for getting reliability of the test, the writer used pronouns test, see following table:

Table 3

The Result of Try Out of Even Items for Pronouns Test

Code	Even Items Numbers																				Total
	2	4	6	8	10	12	14	16	18	20	22	24	26	28	30	32	34	36	38	40
1	1	1	0	1	1	0	1	0	1	1	1	0	1	1	1	1	1	0	1	1	15
2	1	1	1	0	1	1	0	1	1	0	0	1	0	1	0	1	0	1	0	1	12
3	1	0	1	0	0	1	0	0	1	0	0	1	0	1	1	0	1	0	1	1	10
4	1	1	0	1	0	0	0	1	0	1	0	1	0	1	1	1	0	1	1	0	11
5	0	1	0	1	1	0	0	1	1	1	0	1	1	1	1	0	0	1	1	1	13
6	1	0	0	0	1	0	1	0	1	1	0	0	0	1	1	0	0	1	1	0	9
7	1	0	0	1	0	1	0	1	1	0	1	1	0	1	0	1	1	0	0	1	11
8	0	1	1	0	1	0	1	0	1	0	1	0	1	0	1	0	0	1	1	0	10
9	1	1	0	0	0	1	1	1	0	1	1	1	0	1	1	1	1	1	0	1	14
10	0	1	0	1	0	0	1	0	1	0	0	0	1	0	1	0	1	0	1	0	8

Source : Data Analysis

TABLE 4

THE CALCULATION CORRELATION GROUP OF ODD ITEMS AND GROUP OF EVEN ITEMS FROM THE RESULT OF TRY OUT

No.	Odd (X)	Even (Y)	X2	Y2	X.Y
1	15	15	225	225	225
2	11	12	121	144	132
3	10	10	100	100	100
4	11	11	121	121	121
5	16	13	256	169	208
6	10	9	100	81	90
7	18	11	324	121	198
8	11	10	121	100	110
9	15	14	225	196	210
10	9	8	81	64	72
TOTAL	126	113	1674	1321	1466

From the calculation above, we can get data as follows:

N         =  10                                        ∑X²       = 1674

∑X      = 126                                       ∑Y²     = 1321

ΣY       = 113                                       ΣXY    = 1466

To find the coefficient correlation of odd and even number, it is counted by using product moment formula as follows:

From the calculation above, it is got r_xy= 0.68. The result of calculation by using Product Moment Formula above is just a half of reliability of the test.

To find the coefficient of reliability of the whole test item of pronouns mastery, the writer used Spearman Brown Formula as follows:

The result of the calculation above showed that the coefficient of reliability of the whole test items of pronouns mastery is 0.81. Furthermore, the writer consulted with the criteria of Arikunto to know the degree of the test items as follows:

Between 0.800 – 1.00      : is very high

Between 0.600 – 0.800    : is high

Between 0.400 – 0.600    : is sufficient

Between 0.200 – 0.0400  : is low

Between 0.000 – 0.200    : is very low

Based on the criteria above, it was obtained that 0.81 is between 0.800 – 1.000. It means that the degree of reliability is very high, so the item test can be used for the research.

TABLE 5

THE RESULT OF REPORTED SPEECH TRY OUT TEST

NO	ITEMS NUMBERS																				TOTAL SCORE	QUADRATE OF TOTAL
	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20
1	3	3	3	2	3	3	1	2	3	3	3	3	2	2	2	3	3	3	3	3	53	2809
2	2	3	3	3	2	3	3	2	3	3	3	2	2	2	1	3	3	3	3	2	51	2601
3	1	3	3	3	1	2	2	2	3	3	3	2	2	1	2	3	3	2	2	2	45	2025
4	3	3	3	1	3	3	2	2	3	1	3	3	2	3	3	3	2	3	3	3	52	2704
5	1	2	1	3	3	2	2	2	2	1	3	3	3	2	2	3	3	2	3	1	44	1936
6	1	3	3	3	2	3	3	1	3	2	2	3	3	2	3	3	3	2	3	2	50	2500
7	3	2	3	2	2	3	3	2	3	3	1	1	2	2	2	3	1	3	3	2	46	2116
8	1	3	3	3	2	3	3	1	3	2	2	3	3	2	3	3	3	3	3	3	52	2704
9	3	2	2	2	1	1	2	2	2	2	2	1	3	2	1	2	2	2	1	1	36	1296
10	3	3	3	3	3	3	2	3	3	2	2	3	1	3	3	2	3	3	3	1	52	2704
Total	21	27	27	25	22	26	23	19	28	22	24	24	23	21	22	28	26	26	27	20	481	23395
Quadrate of total	53	75	77	67	54	72	57	39	80	54	62	64	57	47	54	80	72	70	77	46	1257

σ²         =

σ² ₍₁₎     =  =  =  = 0.89

σ² ₍₂₎     =  =  =  = 0.21

σ² ₍₃₎     =  =  =  = 0.41

σ² ₍₄₎     =  =  =  = 0.45

σ² ₍₅₎     =  =  =  = 0.56

σ² ₍₆₎     =  =  =  = 0.44

σ² ₍₇₎     =  =  =  = 0.41

σ² ₍₈₎     =  =  =  = 0.29

σ² ₍₉₎     =  =  =  = 0.16

σ² ₍₁₀₎    =  =  =  = 0.56

σ² ₍₁₁₎    =  =  =  = 0.44

σ² ₍₁₂₎    =  =  =  = 0.64

σ² ₍₁₃₎    =  =  =  = 0.41

σ² ₍₁₄₎    =  =  =  = 0.29

σ² ₍₁₅₎    =  =  =  = 0.56

σ² ₍₁₆₎    =  =  =  = 0.16

σ² ₍₁₇₎    =  =  =  = 0.44

σ² ₍₁₈₎    =  =  =  = 0.24

σ² ₍₁₉₎    =  =  =  = 0.41

σ² ₍₂₀₎    =  =  =  = 0.6

The total of variants of the reported speech

^∑σb²     = σ² ₍₁₎ + σ² ₍₂₎ + σ² ₍₃₎ + ………………….

^∑σb²     = 0.89 + 0.21 + 0.41 + 0.45 + 0.56 + 0.44 + 0.41 + 0.29 + 0.16 + 0.56 + 0.44 
               + 0.64 + 0.41 + 0.29 + 0.56 + 0.16 + 0.44 + 0.24 + 0.41 + 0.6

^∑σb²     = 8.57

The total of variant is:

From the calculation above it can be included to Alpha Formula as follows:

σt²       =

σt²       =  =

σt²       =  =

σt²       = 25.89

From the calculation above it can be included to Alpha Formula as follows:

= ( ) (1- )

= ( ) (1- )

= ) (1-0.331)

= ( ).(0.669)

r₁₁ = 0.743

The result of the calculation above showed that the coefficient of reliability of the whole test items of reported speech is 0.743. Furthermore, the writer consulted with the criteria of Arikunto to know the degree of the test items as follows:

Between 0.800 – 1.00      : is very high

Between 0.600 – 0.800    : is high

Between 0.400 – 0.600    : is sufficient

Between 0.200 – 0.0400  : is low

Between 0.000 – 0.200    : is very low

Based on the criteria above, it was obtained 0.743 is between 0.600 – 0.800. It means that the degree of reliability is high, so the item test can be used for the research.

3.6      The Data Analysis

3.6.3        The Normality of Data

To do the hypothesis test, it was used statistics formula if data of the distribution is normal or not, the writer used Chi-Square ratio ( _ratio). Therefore for the first it was done normality test with steps, as follows:

Ho: the sample comes from the data that has normal distribution.

Ha: the sample comes from the data that does not have normal distribution.

The normality of the test formula as follows:

Notes:

        = Chi-Square

        = Observed frequency

Ei         = Expected frequency

 (Sudjana, 2005 :273)

To look for Oi (observed frequency) from Ei (expected frequency) it was done with steps, as follows:

a.       The span from the calculation the biggest score minus the smallest score span = the biggest score – the smallest score.

b.      Total number of interval class (K) = 1 + 33 log n with n = sample.

c.       Length of interval class (P) = with R = span, k = total number of interval class.

The criterion of testing:

Rejecting Ho if  If the sample has normal distribution.

(Sudjana, 2005:273)

3.6.4        The Hypothesis Test

1.      To know the correlation between students’ pronouns mastery and their ability in making reported speech, the writer used product moment formula, as follows:

Notes:

N               : Total of subject/sample

∑x             : Number of odd item

∑y             : Number of even item

∑xy           : The total number of X and Y

∑            : The number square of variable X

∑         : The number square of variable Y

r_xy                  : Correlation between X and Y

X               : The total number of X score (odd items)

Y               : The total number of Y score (items)

With the criteria as follows:

·         If r_count is not equal to 0 (r_count ≠ 0) it means that there is correlation between variable X and Y.

·         If r_count is equal to 0 (r_count = 0) it means that there is no correlation between variable X and Y.

2.      To know the kind of correlation, the writer used the criteria as follows:

·         If r_count is higher than 0, it is a positive correlation.

·         If r_count is lower than 0, it is no correlation.

3.      To know the significant of correlation, the writer used the criteria as follows:

If r_count > r_tab, it is a significant correlation.

If r_count < r_tab, it is not significant correlation.

4.      To know the degree of correlation, the writer used the criteria as follows:

Between 0.800 – 1.00      : is very high correlation

Between 0.600 – 0.800    : is high correlation

Between 0.400 – 0.600    : is sufficient correlation

Between 0.200 – 0.0400  : is low correlation

Between 0.000 – 0.200    : is very low correlation

(Arikunto, 2006:75)

CHAPTER IV

THE DATA ANALYSIS AND DISCUSSION

4.1  Description of SMK Pelita Gedongtataan Pesawaran

4.1.1        The Location of of SMK Pelita Gedongtataan Pesawaran

SMK Pelita Gedongtataan Pesawaran is located on Jalan Raya Penengahan No. 04 Gedongtataan Pesawaran.

4.1.2        The Brief History of SMK Pelita Gedongtataan Pesawaran

SMK Pelita Gedongtataan is located on Jalan Raya Penengahan No. 04 Gedongtataan Pesawaran.

For conducting teaching and learning process, it is own building and the teaching learning process starts at 07.15 am and finishes at 13.15 pm. The head master of SMK Pelita Gedongtataan Pesawaran is Aunurrofiq M, S.Sos. In supporting the teaching and learning process, it is completed with many kinds of facilities. It has many rooms; there are 22 classes that used for teaching and learning process, a head master’s room, teachers’ room, a library, administration, an OSIS room, canteen, laboratory, healthy room, mosque and toilet.

 

4.2 The Data Analysis

4.2.1 The Table Analysis of Students’ Pronouns Mastery

Table 6

The Score of Students’ Pronouns Mastery

Of The Eleventh Class at SMK Pelita Gedongtataan Pesawaran

Number of Students	Score
1	45
2	60
3	45
4	65
5	65
6	45
7	52.5
8	52.5
9	70
10	72.5
11	55
12	57.5
13	55
14	50
15	57.5
16	60
17	65
18	70
19	75
20	60
21	67.5
22	67.5
23	55
24	77.5
25	75
26	60
27	80
28	70
28	55
30	52.5
31	50
32	60
33	65
34	70
35	75
36	45
37	75
38	70
39	65
40	75

From the result of table 6 obtained that the biggest score is 77.5 and the smallest score is 45 to the number of the data (N) = 40, hence determined:

Span    = The highest score – The lowest score

            = 80 – 45

            = 35

Total number of interval class (K)      = 1 + 3.3 log n

                                                            = 1 + 3.3 log 40

                                                            = 1 + 3.3 (1.556)

                                                            = 1 + 5.135

                                                            = 6.135

                                                            = 6

Length of interval class (P)     =

                                                =

                                                = 5.83

                                                = 6

Table 7

The List of the Distribution Frequency of Pronouns Mastery

Score	F1	Χ1	X12	F1.X1	F1.X12
45 – 50	6	47.5	2256.25	285	13537.5
51 – 56	7	53.5	2826.25	374.5	19783.75
57 – 62	8	59.5	3340.25	476	28322
63 – 68	7	65.5	4290.25	458.5	30031.75
69 – 74	6	71.5	5112.25	429	30673.5
75 – 80	6	77.5	6006.5	465	36039
Total	40			2488	158387.5

 Sources: The Data Analysis

∑f₁         = 40s

∑f₁.x₁   = 2488

∑f₁.x₁² = 158387.5

So, it can be searched the average and standard deviation as follows:

The standard deviation is:

The next step is determining the expected frequency (E_i) and observed frequency (O_i) as follows:

1.      Limitating the boundary of the class (X) by subtracting the lowest score in the class by 0.5

2.      Calculating Z for the boundary of the class with the formula Z =

3.      Calculating of interval class by seeing F table

4.      Calculating expected frequency (E_i) by multiplying width of every interval with the total of the data that is: E_i = L_i.n

5.      From the calculation with the formula above, the writer got the result as follows:

Table 8

The Normality Test of Students’ Pronouns Mastery

X	Z	Z1	L1	Ei	Oi
44.5	-1.83	0.4664	0.0795 0.1645 0.2104 0.2302 0.1558 0.0733	3.18 6.58 8.416 9.208 6.232 2.932	6 7 8 7 6 6
50.5	-1.21	0.3869
56.5	-0.59	0.2224
62.5	0.03	0.0120
68.5	0.65	0.2422
74.5	1.27	0.3980
80.5	1.90	0.4713

 Sources: The Data Analysis

Determining _ratio² by using following formula:

 

Criterion Test:

Rejected Ho if >

Accepted Ho if <

For the significant level of 5% (  = 0.05) obtained:

                           = c² (1-0.05) (6-3)

                                      = c² (0.95) (3)

                                      = 7.81

For the significant level of 1% (  = 0.01) obtained:

                           = c² (1-0.01) (6-3)

                                      = c² (0.99) (3)

                                      = 11.3

From the result of calculation above, it can be seen from significant 0.05 and 0.01 are c²_ratio ≤ c²_table. So, the hypothesis Ho is accepted. It means that the sample comes from the population that has normal distribution.

4.2.2 The Data Analysis of Students’ Reported Speech Ability

Table 9

The Score of Students’ Ability in Making Reported Speech

Of The Eleventh Class SMK Pelita Gedongtataan Pesawaran

Number of Students	Score
1	75
2	45
3	60
4	60
5	65
6	45
7	55
8	55
9	80
10	75
11	75
12	70
13	70
14	65
15	50
16	55
17	55
18	45
19	60
20	65
21	70
22	70
23	80
24	80
25	50
26	55
27	60
28	65
28	70
30	50
31	60
32	60
33	65
34	70
35	65
36	65
37	65
38	50
39	60
40	55

From the result of table 9 obtained that the biggest score is 80 and the smallest score is 45 from the number of data (N) = 40, hence determined:

Span (R)          = Biggest score – smallest score

                        = 80 – 45

                        = 35

Total number of interval class (K)      = 1 + 3.3 log n

                                                            = 1 + 3.3 log 40

                                                            = 1 + 3.3 (1.556)

                                                            = 1 + 5.135

                                                            = 6.135

                                                            = 6

Length of interval class (P)     =

                                      =

                                                = 5.83

                                                = 6

Table 10

The List of the Distribution Frequency of Reported Speech Ability

Score	F1	Y1	Y12	F1.Y1	F1.Y12
45 – 50	7	47.5	2256.25	332.5	15793.75
51 – 56	6	53.5	2826.25	321	16957.5
57 – 62	7	59.5	3540.25	416.5	24781.75
63 – 68	8	65.5	4290.25	524	34322
69 – 74	6	71.5	5112.25	429	30673.5
75 – 80	6	77.5	6006.25	465	36037.5
Total	40			2488	158566

Source: The Data Analysis

Based on the table 10 above, obtained:

∑f₁.Y₁                   = 2488

∑f₁.Y₁²                  = 158566

∑f₁                         = 40

So, it can be searched the average and standard deviation as follows:

The standard deviation is:

The next step is determining the expected frequency (E_i) and observed frequency (O_i) as follows:

1.      Limitating the boundary of the class (X) by subtracting the lowest score in the class by 0.5

2.      Calculating Z for the boundary of the class with the formula Z =

3.      Calculating of interval class by seeing the table

4.      Calculating expected frequency (E_i) by multiplying wide of every interval with the total of the data that is: E_i = L_i.n

5.      From the calculation with the formula above, the writer got the result as follows:

Table 11

The Normality Test of Students’ Ability in Making Reported Speech

X	Z	Z1	L1	Ei	Oi
44.5	-1.92	0.4726	0.0677 0.1437 0.2214 0.1552 0.1715 0.0908	3.708 5.748 8.856 6.208 6.86 3.632	7 6 7 8 6 6
50.5	-1.31	0.4049
56.5	-0.71	0.2612
62.5	-0.10	0.0398
68.5	0.51	0.1950
74.5	1.11	0.3665
80.5	1.72	0.4573

 Sources: The Data Analysis

Determining  by using following formula:

 

Criterion Test:

Rejected Ho if >

Accepted Ho if <

For the significant level of 5% (  = 0.05) obtained:

                           = c² (1-0.05) (6-3)

                                      = c² (0.95) (3)

                                      = 7.81

For the significant level of 1% (  = 0.01) obtained:

                           = c² (1-0.01) (6-3)

                                      = c² (0.99) (3)

                                      = 11.3

From the result of calculation above, it can be seen from significant 0.05 and 0.01 are ≤ c²_tab. So, the hypothesis Ho was accepted. It means that the sample comes from the population that has normal distribution.

4.2.2.1 The Analysis of Variance Frequency Distribution of Students’ Pronouns    

            Mastery and Their Reported Speech Ability

To know the correlation between students’ pronouns mastery and their ability in making reported speech at the first semester of the eleventh class at SMK Pelita Gedongtataan Pesawaran in 2012 / 2013, the writer got the data as Follow:

Table 12

The Calculation Data of the Correlation between Students’ Pronouns Mastery (X) and Their Ability in Making Reported Speech (Y)

No.	X	Y	X2	Y2	X.Y
1	45	75	2025	5625	3375
2	60	45	3600	2025	2700
3	45	60	2025	3600	2700
4	65	60	4225	3600	3900
5	65	65	4225	4225	4225
6	45	45	2025	2025	2025
7	52.5	55	2756.25	3025	2887.5
8	52.5	55	2756.25	3025	2887.5
9	70	80	4900	6400	5600
10	72.5	75	5256.25	5625	5437.5
11	55	75	3025	5625	4125
12	57.5	70	3306.25	4900	4025
13	55	70	3025	4900	3850
14	50	65	2500	4225	3250
15	57.5	50	3306.25	2500	2875
16	60	55	3600	3025	3300
17	65	55	4225	3025	3575
18	70	45	4900	2025	3150
19	75	60	5625	3600	4500
20	60	65	3600	4225	3900
21	67.5	70	4556.25	4900	4725
22	67.5	70	4556.25	4900	4725
23	55	80	3025	6400	4400
24	77.5	80	6006.25	6400	6200
25	75	50	5625	2500	3750
26	60	55	3600	3025	3300
27	80	60	6400	3600	4800
28	70	65	4900	4225	4550
29	55	70	3025	4900	3850
30	52.5	50	2756.25	2500	2625
31	50	60	2500	3600	3000
32	60	60	3600	3600	3600
33	65	65	4225	4225	4225
34	70	70	4900	4900	4900
35	75	65	5625	4225	4875
36	45	65	2025	4225	2925
37	75	65	5625	4225	4875
38	70	50	4900	2500	3500
39	65	60	4225	3600	3900
40	75	55	5625	3025	4125
∑	2482.5	2490	158023.75	158700	154875

Sources: The documentation of SMK Pelita Gedongtataan Pesawaran

From the table above, it was got:

N         = 40

∑x       = 2482.5

∑y       = 2490

∑x²      = 158023.75

∑    = 158700

∑x.y    = 154875

To find out the correlation between variable x and y, the writer used product moment formula as follows:

From the calculation above with n = 40 for significant 5% known r_tab = 0.312. So, r_hit > r_tab. It means that 0.888 > 0.312 between 0.800 – 1.00 or very high correlation. So, there is a correlation between students’ pronouns mastery and their ability in making reported speech at the first semester of the eleventh class at SMK Pelita Gedongtataan Pesawaran in 2012/2013.

4.3 The Hypothesis Test

Based on the result above, the writer proved the hypothesis as follows:

4.3.1 The First Hypothesis

To prove the first hypothesis the writer consulted from the calculation with n = 40 for significant 5% known r_tab = 0.312. So, r_hit > r_tab. It means that 0.888 > 0.312 between 0.800 – 1.00 or very high correlation. So, there is a correlation between students’ pronouns mastery and their ability in making reported speech at the first semester of the eleventh class at SMK Pelita Gedongtataan Pesawaran in 2012/2013.

4.3.2 The Second Hypothesis

To prove the second hypothesis the writer consulted from the result average score of students’ pronouns mastery and their ability in making reported speech. And the hypothesis showed that the students’  pronouns mastery and their ability in making reported speech are not satisfying yet, it can be seen from their result average score of students’ pronouns mastery is 62.2 and the average score of students’ ability in making reported speech is 63.5. It showed that their average score is lower than the KKM of SMK Pelita Gedongtataan Pesawaran (75).  It means that students’ pronouns mastery and their ability in making reported speech should be improved.

4.3.3 The Third Hypothesis

The third hypothesis is to know the significant between students’ pronouns mastery (X) and their ability in making reported speech (Y) by looking of Product Moment table by significant level 5%.

1.    If r_count is higher than r_table with N = 40 is significant 5%, it means there is significant correlation.

2.    If _rcount is lower than _rtable with N = 40 is significant 5%, it means there is not significant correlation.

Based on the hypothesis above, the writer found that for the significant level of 5%    (α = 0.05) with N = 40 obtained 0.312. For the significant level of 1% (α = 0.01) obtained 0.403.

From the calculation above with N = 40 for significant 5% known r_tab = 0.312. Therefore, based on the calculation above, r_hit is 0.888 and r_tab is 0.312. There is significant level of 5% or 0.05 in the reality:

r_hit ≥ r_tab. It means that there is significant correlation between students’ pronouns mastery and their ability in making reported speech. So, the second hypothesis is accepted.

4.4 Discussion

From the data analysis, the writer classified the result analysis based on the result of test, the writer found that there is significant and positive correlation between students’ pronouns mastery and their ability in making reported speech and the degree of correlation between students’ pronouns mastery and their ability in making reported speech is very high. It can be seen from the result of r_count > r_table = 0.888 > 0.312. And based on the hypothesis and the result of calculation, the writer concluded that hypothesis proved true. It means that pronouns mastery is needed to improve the students’ reported speech ability, by having adequate pronouns mastery, the students’ ability in making reported speech will be good.

From the result of the calculation of the result average score of students’ pronouns mastery is 62.2 and the average score of students’ ability in making reported speech is 63.5, the writer got that there were 13 students who got low score from 40 students. It is caused by their lack of exercises of using correct pronouns, students do not know how to chagne 1^st and 2 ^nd, the students are not able to use correct grammar in changing direct speech into indirect speech or indirect speech into direct speech, they are not able to use the right pronouns in making reported speech and the students seldom practice their English in the class or in the real life.

It will be better that the students have to practice in learning English, the students have to increase their motivation in learning English by reading some English books and English structure.

The students must be active speak and write English. To be able to speak and write English well, the students must consult dictionary about unfamiliar words and also practice to make English sentence correctly or are able to arrange the words into appropriate English.

BAB V

CONCLUSION AND SUGGESTIONS

5.1    Conclusion

Based on the result of the data analysis and hypothesis by using product moment formula, the writer concluded that:

1.        a. Students’ pronouns mastery is not satisfying yet and need to be improved
     because from the calculation it showed that the average score of students’
     pronouns mastery is 62.2. It means that the score is lower than the KKM of 
     SMK Pelita Gedongtataan Pesawaran (75).

b. Students’ ability in making reported speech is not satisfying yet and need to be
    improved because from the calculation it showed that the average score of
    students’ pronouns mastery is 63.5. It means that the score is lower
    than the KKM of SMK Pelita Gedongtataan Pesawaran (75).

2.       There is a significant correlation between students’ pronouns mastery and their ability in making reported speech. It can be seen r_count = 0.888 is higher than r_table, with N = 40 by using 5% significant level is gained the score = 0.312. it means that 0.888 > 0.312.

5.2 Suggestions

Based on the conclusion above, the writer would like to give some suggestions as follows:

5.2.1        For The Teacher

1.         The English teacher has to use the appropriate media that can motivate the students to improve their pronouns. In addition, the English teacher  invites the students to follow the activity for learning English, use the media such as LCD, flash card for playing a game, scrable,  in order to the students will interested in the lesson and they don’t feel bored.

2.         In learning pronouns, the English teacher gives more motivation to the students by giving them exercises, individual tasks or group tasks, homework and give them appriciate.

5.2.2        For The Students

1.         The students have to increase their motivation in learning English by reading some English books and English structure.

2.         To increase the students’ reported speech it will be useful if the students more practice how to change direct sentences into indirect sentences, it can be by expressing their own ideas in writing.

3.         To be able to speak and write English well, it is better if the students consult dictionary about unfamiliar words and also practice to make English sentence correctly or are able to arrange the words into appropriate English.

5.2.3        For The School

1.         The school prepares English dictionary and other English books.

2.         The school gives continuous support to the students in learning English such as invite them to follow the English Club, Speech, etc.

3.         It is necessary for school to complete the facilities. That supports the teaching and learning process.

4.         Sent the teacher to follow the workshop to be professional English teacher and how to apply various teaching and learning technique or method.

 

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