THE CORRELATION BETWEEN VOCABULARY MASTERY AND

SPEAKING PROFICIENCY AT 8th GRADE OF STATE JUNIOR HIGH SCHOOL 2

WARU - SIDOARJO

Thesis Proposal Seminar

Guided by: Dr. Mujiono, S.Pd., M.Pd

By group 6
Hisbulloh Arif
Kholifatul Khoir

(120401090131)
(120401090236)

Nur Mualifah

(120401090239)

Siti Amania

(120401090238)

Turima

(120401090198)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHING TRAINIING AND EDUCATION KANJURUHAN
UNIVERSITY OF MALANG
2015

CHAPTER I
INTRODUCTION
This chapter provides a brief description of the whole contents of the research,
including the background of the research, statements of the research, scope of the research,
aims of the research, hypothesis, significance of the research and definition of key terms.
1.1 Background of The Study
There are many languages in the world which are used as communication media
for people to communicate each other. Therefore, the function of language is absolutely
important for peoples social life besause always make interaction with others. Language
must have function and meaning. Language which exists in worlds perhaps can reach one
billion languages, because each race rounds the world which has particular attitude, they
exactly have special language also. However, there is language, which the people often to
use it as communication and that language is English.
English is an international language that most of country used. Mastering English
is important to help us when we go abroad for working or studying. However, in
Indonesia English is the first foreign language that is learned in school. English has a
great necessity to everyone who realizes the importance of this international language.
Because of its importance, English becomes a compulsory subject in school starting at
junior high school.
Learning English cannot be separated from its elements based on 2004
curriculum; one of the aims of learning English is developing the ability to communicate
using English in the form of spoken or written. The ability involves four skills: listening,
speaking, reading, and writing. From statement above, it is said that one of the purposes
of learning English is to develop spoken communication (stated in Afif Fauzi 2007) and
have a good communication, especially at English we have to master the speaking skill as
one of the four skills.
Speaking or spoken language is the main source of exposure to language and the
main engine for language change and dynamism stated by Norbert Schmitt and Michael
McCarthy (1997:38).
According to
speakingis

BygateasquotedbyNunan adopted

by

Antoni

(2005:9)

oral interaction where the participant need to negotiate the meaning

contined in ideas, feelings, and manage in term of who says what, to whom and about
what. It means that speaking is an oral interaction of the people, it can be applied

by two people or more , and the people negotiates the meaning that conveyed from their
ideas and feelings. And also about content, people are going to says what, to whom
and about what.
AswinddowsoninAntoni(2005:9) comunicationthroughspeaking

is

commonly

performed in face to face and occurred as part as dialogue. So, speaking conveyed
the idea from someone that occurred a dialogue which can be understood and accepted by
another person and the participant of the dialogue itself can be two people or more.
Knowing how important speaking is, sometimes people get difficulties inspeaking
because they are lack of vocabulary.The acquisition of a large number of vocabularies
can help the students to speak. Vocabulary is the first and foremost important step in
languageacquisition (naveen, 2009:1) meaning that vocabulary is very important part in
the language because every language needs vocabulary, so that English is a kind of
language and vocabulary is needed.
Also according to Richards in Sariatun (2002:4) Vocabulary is one of the most
obvious components of language and one of the first things applied linguists turned
their attention. If we talks about vocabulary the thing that come to our mind is about a
group of word on a certain language as part as teaching foreign language and then
vocabulary is one of the most obvious component of language.
Scott Thornbury stated without grammarlittle can be conveyed and without
vocabulary nothing can be conveyed. It means grammar has an important role in
speaking, but vocabulary has more important role. Mastering speaking skill, a learner
doesnt need to spend a lifetime to study about grammar. But, learners need to study word
and expression to help them convey the idea through speaking. And studying vocabulary,
a learner will get much improvement.
Furthermore, the researcher would like to analyze and investigate whether there is
correlation between vocabulary mastery and speaking proficiency at eightgrade of State
Junior High School of 2 Waru.
1.2 Statements of The Problems
The problems to be discussed in this research will be summarized in the
following research question:
1. Is there any significant correlation between the students vocabulary mastery and the
students speaking proficiency?

1.3 Aims of the Study

According with the research questions, the aims of the present research is:
To find out the correlation between the students vocabulary mastery and their speaking
proficiency.
1.4 Hypothesis
H0 : There is no correlation between the students vocabulary mastery and speaking
proficiency
H1 : There is correlation between the students vocabulary mastery and speaking
proficiency.
1.5 Significance of the Study
The aim of this research is to find out the correlation between students
vocabularymastery and their speaking proficiency in a junior high school. This study is
also expectedto give significant contribution to others, especially English teachers and
future researchers.When the teachers know the correlation between vocabulary mastery
and speaking proficiency, it may help them to figure out some appropriate strategies
to teach the students.
1.6 The Scope and Limitation of The Study
This research focuses on finding out the correlation between students
vocabulary mastery and speaking proficiency in the 2ndgrade of Junior High School
because they have learned several types of texts. There are 20 students involved in
the presentresearch.
The limitation of this research is limited on vocabulary mastery and speaking
proficiency at 8th grade students of SMPN 2 Waru.
1.7 Definition of Key Terms
1. Vocabulary is the core component oflanguage proficiency and provides much of
the basis for how well learnersspeak, listen, read, and write. (According to
Richards (2002:255)
2. Vocabulary Mastery is a number of vocabulary (words) in a language which
contains information about its meaning, form, and usage in context of
communication.
3. Speaking is one of the four basic competences that the students should gain well.
it has an important role in communication. Speaking can find in spoken cycle
especially in joint contruction of text stage. (National Education Department,
2004).
4. Speaking Proficiency is the ability of someone to speak about ideas or opinion
about the issue.

CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter describes review of literature. It includes the definition of vocabulary,
definition of vocabulary mastery, types of vocabulary, definition of speaking, definition of
speaking proficiency, and element of speaking and previous study.
2.1 Definition of Vocabulary
According to Richards (2002:255), vocabulary is the core component of language
proficiency and provides much of the basis for how well learners speak, listen, read,
and write. Jackson and Amvela (2000:11) say that the terms of vocabulary, lexis, and
lexicon are synonymous.
Talking about vocabulary, Lehr, Osborn, and Hiebert (in Kamil and Hiebert,
2005: 2-3) define vocabulary as knowledge of words and words meaning in both oral
and print language and in productive and receptive forms. More specifically, they use
it to refer to the kind of word that students must know to read increasingly
demanding text with comprehension.
In addition, Richards and Schmidt (2002: 580) state that vocabulary is a set of
lexeme, including single words, compound words, and idioms. According to John
(2000: 16), vocabulary is knowledge of knowing the meanings of words and therefore
the purpose of a vocabulary test is to find out whether the learners can match each
word with a synonym, a dictionary tape definition, or an equivalent word in their
own language. In learning vocabulary automatically they have to know the meaning
of words themselves and can use it in sentences.
To make the discussion clearer, Harmers opinion can be added. In his book,
Harmer (2001: 16) says that there are some aspects that have to be discussed in
vocabulary, namely: word meaning (synonym, antonym, connotation, and denotation),
extending word use such as idioms, word combination or collocation, and the
grammar of words which comprises noun, verb, adjective, and adverb.
Vocabulary is one of the language aspects which should be learnt. Learning
vocabulary is important because we are able to speak, write, and listen nicely we have
to know vocabulary first. A person said to know a word if they can recognize its
meaning when they see it (Cameron, 2001: 75). It means that in learning vocabulary

we have to know the meaning of it and also understand and can use it in sentence
context.
According to Red John (2000: 16) vocabulary is knowledge involves knowing
the meanings of words and therefore the purpose of a vocabulary test in to find out
whether the learners can match each word with a synonym, a dictionary tape
definition, or an equivalent word in their own language.
So the researchers conclude that vocabulary is one of the speaking aspects that
influence the students speaking proficiency by having many vocabularies items. It
has something to do with the students improvement at speaking.
2.2 Definition of Vocabulary Mastery
Meanwhile Porter (2001: 953) states that mastery is learning or understanding
something completely and having no difficulty in using it. Mastery is defined as the
complete control of knowledge (Oxford Advanced Dictionary).
In brief, vocabulary mastery can be defined as a number of vocabulary
(words) in a language which contains information about its meaning, form, and usage
in context of communication. It is the basic knowledge that students should master
first before mastering English. As Chen and Li (2009) acknowledge, vocabulary
learning is a principal issue for English learning because it comprises the basic
building blocks of English sentences.
The researchers opinion is by owning many vocabularies is not enough to
support the speaking proficiency because without practicing vocabularies the students
will not be able to master the vocabularies to communicate so owning and using
vocabularies in communication will support and improve the students speaking
proficiency.
2.3 Types of Vocabulary
Donoghue (1990) cited in Risdiana states that there are four categories of
vocabulary.
2.3.1 Listening Vocabulary
Listening vocabulary refers to all the words that children recognize and
understand when they hear them in oral context. It is the first vocabulary to
develop during the language acquisition stage and is also the one that continues to
grow most rapidly during Elementary school years.
2.3.2

Speaking Vocabulary

Speaking vocabulary includes all the words that children use in everyday
speech. It forms the basis for development of the reading and writing vocabulary.
2.3.3

Reading Vocabulary
Reading vocabulary consists of all the words that children recognize and

understand in writing. The students vocabulary mastery is generally limited when

they enter schools. By the time they reach reading maturity in the upper grades,
their reading vocabulary overtakes and surpasses their oral vocabulary. The more
students read, the larger is their reading vocabulary.
2.3.4

Writing Vocabulary
Writing vocabulary is the last to develop and includes only the words that

children can use in written compositions. It is closely tied to spelling instruction.

2.4 Definition of Speaking
Based on compettence based curriculum speaking is one of the four basic
competences that the students should gain well. it has an important role in
communication. Speaking can find in spoken cycle especially in joint contruction of
text stage. (National Education Department, 2004).
There are many experts who define about speaking. Based on Channey
(2001:13) speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols in variety of context. It means that speaking can help
one person to share the idea in her/his mind to other person by using oral or symbols
non-verbal based on the context. In another side according to Jones speaking is a
form of communication. One of the requirement of communication is there should be
two person minimally as the sender of information and the receptor of information.
The researchers conclude that in speaking, we must have partner of receiving
our information that as Jones stated minimally two persons. someone can share the
idea through speak to someone else.
2.5 Definition of Speaking Proficiency
Speaking Proficiency is the ability of someone to speak about ideas or opinion
about the issue and speaking is the process of building and sharing meaning through
the use of verbal and non-verbal symbols in variety of context, it is based on Channey
(2001:13).
2.6 Elements of Speaking
Talking about speaking so there are many elements that cannot be separated. Based on
Haris (quote by Yulistiani (2005:8) states that The elements of speaking are five points, they

are pronunciation, grammar, vocabulary, fluency and comprehension. And in this chapter 5
elements explains elaborately as follow:
2.6.1

Pronunciation
Many students do not really care about the pronunciation because in

Indonesia education there is no special matter for pronunciation. So actually there are
many students do not know what pronunciation is. Pronunciation has big influence in
speaking, we can catch what someone else means based on the correct pronounce of
words. It needs more attention to be learnt. There are many words have different
writing but has similar pronunciation and also different meaning for example know
and now. If we do not care about our pronunciation so misunderstanding will occur.
According to Oxford Advance Learner Dictionary, 2003: 343) pronunciation is way
in which a language or particular word or sound in spoken. Gerard (2000: 11) said
that A speaker who constantly mispronounces a range of phonemes can be
extremely difficult for a speaker from another language community to understand.
2.6.2

Vocabulary
In speaking vocabulary take an important role too because if we do not have

enough vocabulary so we cannot convey what in our mind is. Students usually get
difficulty in speaking English because of lack of vocabulary. As like Wilid (1990)
said that without grammar very little can be conveyed, but without vocabulary
nothing can be conveyed. It means that vocabulary more important because if we
speak without a good grammar we are still able to say what we mean but without any
words so we cannot say anything.
2.6.3 Grammar
Grammar is rules for forming words and making sentences (Oxford
Advance Learners Dictionary 2013:187). Grammar can be describes as a system of
categories and a set of rules that determine how categories combine to form different
aspects of meaning. According to Allyn and Bacon (1999:385), the role of grammar
in instruction is an elusive and loaded concept, with a long history linking it to
everything from philosophy, logic and rhetoric during the time of the ancient Greeks
to literature, writing, and usage today. The utility of grammar is also to learn the
correct way to gain expertise in a language oral and written form.
2.6.4

Fluency

Fluency can be defined as the ability to speak without many gaps and ly.
Signs of fluency include a reasonably fast speed of speaking and only a small
number of pauses and ums, or ers. Brown(1997:4)states that this sign syndicate
that the speaker does not have to spend a lot of time searching for the language items
needed to express the message.
2.6.5

Comprehension
Comprehension is one of the ability to understand something with or without

our own interpretation. By understanding so someone can convey in verbal

communication by speaking English. For oral communication certainly requires a
subject to respond to speech as well as to imitate it.
2.7 Previous Study
The previous study about The Correlation between Vocabulary Achievement and
Speaking Ability at the first grade of SMAN 1 Ciputat Academic Year 2007/2008

by Afif

Fauzi shows the result that the correlation between students achievement in vocabulary and
speaking ability is significant. It can be seen from the score of the index correlation between
variable x and y (23:2007).
Another research in a journal by Candra Anova, Rivi Antoni and Evi Kasyulita At
English Study Program, Faculty of Teacher Training and Education, University of Pasir
Pengaraian stated that there is the correlation between students vocabulary mastery and
speaking skill at the fifth semester of English Study Program in University of Pasir
Pengaraian. The researcher found the result of that correlation is about 0,559 (page:7).

CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher will describe about research methodology that
includes research design, the purpose of study, the operational definition of variable, the place
and time of study, population and sample, the method of study, technique of data collecting,
and technique of data analysis.
3.1 Research Design
In this present research, quantitave approach with correlation method is employed.
Quantitave research is used since this research focuses on analysisng the data throug
systematic process by using certain computation. Nunan (2003) and Arikunto (2003) state
that quantitative research is an attemp to investigate an issue by using numerical data and
statistical processing.
Correlation method is considered appropriate, since this research concerns on the
investigation to find out the correlation between students vocabulary mastery and their
speaking proficiency. It is line with Sudjana (1996) who state that correlation method is a
process to find out the relationship between two or more variables and how stong the
relationship is.
In this study the researchers used correlation between two variables. Those are the
vocabulary mastery and the speaking proficiency. Those variables were gained by following
in teaching learning process.
3.2 The Operational Definition of Variable
There are two main variables in this research. The first variable is the vocabulary
mastery, and the second is the speaking proficiency.
The vocabulary mastery data are derived from the result of the test given by the
researchers. Meanwhile the students speaking proficiency data resulted from speaking test
given in a group in the form of a discussion.
3.3 The Place and Time of Study
The research of this study was held at Eight Grade of State SMP 2 Waru, which is
located in Waru Sidoarjo East Java. The reseacher held this research on 30 th March until
22nd May 2015.
The researcher observed, analyzed, and processed respondents the data carefully.
3.4 Population and Sample
The pupulation of this study is the second year student in the 2014-2015 academic
year of SMPN 2 Waru. It consist of 20 students, there are 14 females and 6 males.

3.5 Research Instrument

According to Arikunto (2003) research instrument is a tool used by the researcher to
find out or to measure ability with certain rules. There are two test are givin to the students,
writen test and speaking test.
The type of written test is essay which consist of twenty questions. Those questions
are for measuring the students vocabulary mastery whether the stdents understand the
question and can mention the questions given. .while the speaking test was in the form of
description. The test is to measure the understanding of the students to the picture and to
measure how fluent the students can describe the picture.
.
3.6 The Method of Study
In this study the researchers conducted two researchers to collect data needed for the
study. They were library research and field research. Library research was meant to get some
informations concerning with the topic from the books, textbook, ect.
In the field research, the researchers observed classes of eight grade at SMPN 2 Waru.
During the research, the researchers taught English and in every meeting, the researchers
gave new vocabulary to students. Then, at several meetings exactly at the end of the research
the researchers gave test into two types.
The first type was written test. This was intended to measure their vocabulary
mastery. The second type test was speaking test which was in the form of discussion. It was
intended to measure the students speaking proficiency.
Meanwhile, to obtain the score of speaking test, the researchers used some
components to measure students speaking proficiency. They are:
a. Pronunciation
It is intended to measure or check students pronunciation when they are speaking or
explaining reasons in their discussion, whether their pronunciation is wrong or
correct, according to standart English.
b. Grammar
Grammar is rules for forming words and making sentences (Oxford Advance
Learners Dictionary 2013:187). Grammar can be describes as a system of categories
and a set of rules that determine how categories combine to form different aspects of
meaning. According to Allyn and Bacon (1999:385), the role of grammar in
instruction is an elusive and loaded concept, with a long history linking it to
everything from philosophy, logic and rhetoric during the time of the ancient Greeks
to literature, writing, and usage today. The utility of grammar is also to learn the
correct way to gain expertise in a language oral and written form.
c. Vocabulary

The researchers classified it into two categories. They were qualitative that students
were checked their dictions, and quantitative, students were checked their amount of
words expressed or spoken in their discussion.
d. Fluency
On this component the researchers focused on students fluently in giving their
argumentation in the discussion.
3.7 Technique of Data Collecting
The next step of this research is collecting data. The function of data collecting is
determine the result of the research. The researcers, in collecting data did some steps. Thay
are:
a. Observation
Before doing the research, the first thing that the researcher did was observation. The
purpose of this step was to get representative and reasonable sample.
b. Experiment
During the research, the researchers gave some kinds games that derived from Text
Book as a technique in presenting new vocabulary to the class.
c. Testing
The last step is giving the students test. As the researchers has written in methodology
that they are two kinds of test. First one is to measure the students vocabulary
mastery. The second one is to measure their speaking proficiency in the form of
discussion.
3.8 The Technique of Data Analysis
3.8.1 Formulation
The technique that the researcher used in analyzing the data is correlational
technique. It is to evaluate the correlation between two variables that examined
statistically.
In the correlational technique, the variables are compared to know whether the
correlation is very significant or it only happen by chance. the researchers used
Pearson Product moment test to find out the correlation score of students vocabulary
mastery and their speaking proficiency.
The Formula is
1xy= N (XY) (X).( Y)
[NX2-(X2)].[NY2-(Y2)]
1xy
: Thenumber of index correlation r product moment
N
: Number of cases
XY : The sum of multiplication between deviation of variable X scores and
X
Y

deviation of variable Y score

: The sum of X score
: The sum of Y scores

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