CONTOH SKRIPSI PENDIDIKAN BAHASA INGGRIS

THE CORRELATION AMONG PRONUNCIATION MASTERY, LISTENING ABILITY AND WRITING ACHIEVEMENT AMONG THE FIRST YEAR STUDENTS OF MAN 3 KEDIRI

THESIS

BY

ABID AL MAHZUMI

NPM. 11.02023.0107

KADIRI ISLAMIC UNIVERSITY OF KEDIRI

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2014

THE CORRELATION AMONG PRONUNCIATION MASTERY, LISTENING ABILITY AND WRITING ACHIEVEMENT AMONG THE FIRST YEAR STUDENTS OF MAN 3 KEDIRI

THESIS

Presented to

Kadiri Islamic University of Kediri

In Partial Fulfillment of the Requirements

For the Degree of Sarjana in English Language Education

By

ABID AL MAHZUMI

NPM. 10.02023.0037

KADIRI ISLAMIC UNIVERSITY OF KEDIRI

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2015

APROVAL SHEET

This is to certify that the Sarjana’s thesis of Abid Al Mahzumi has been received and approved by the thesis advisors for further approval by the Board of Examiners.

Kediri, May 2^nd 2015

Advisor I,

Dr. H.M Naim Musafik. SH., M.Pd

NIP. 19670312 199512 1 004

Kediri, May 14^th 2015

Advisor II,

Dra. Nurul Ain.M.Pd

NIK. 040.2.97.068

APPROVAL SHEET BY THE EXAMINERS BOARD

This is to certify that the Sarjana’s thesis of Abid Al Mahzumi and approved by the Board of Examiners as the requirement for the Degree of Sarjana in English Language Education.

Kediri, 29^th May 2015

Approved by the Examiners Board

Members:                                                                Signatures:

1. Dra. Hj. Lely Setyawati. M.Pd                       (_________________)

NIK. 040.2.96.128                  (Main Examiner)

2. Dr. H.M. Naim Musafik. SH.,M.Pd               (_________________)

NIP. 19670312 199512 1 004            (Examiner I)

3. Dra. Nurul Ain.M.Pd                                      (_________________)

NIK. 040.2.97.068                  (Examiner II)

Acknowledged by

The Dean Faculty of Teacher Training and Education

Dr. H. Mohammad Naim Musafik, SH, M.Pd

     NIP. 19670312 199512 1 004

MOTTO

©      Skripsi yang baik adalah skripsi yang selesai (Dr. H. M. Naim Musafik. S.H., M.Pd)

©      Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem.  That is why young children, before they are aware of their own self-importance, learn so easily. (Thomas Szasz)

©      The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. (Alvin Toffler)

“Orang yang tidak berpendidikan pada abad 21 bukanlah mereka yang tidak bisa baca tulis, tapi mereka yang tidak bisa belajar, tidak bisa menghapus pelajaran (yang salah), dan tidak bisa mengulang belajar.”

©      A good teacher is like a candle - it consumes itself to light the way for others. (Mustafa Kemal Atatürk)

Guru yang baik itu ibarat lilin – membakar dirinya sendiri demi menerangi jalan orang lain.

DEDICATION

This thesis is dedicated to:

1.        My beloved parents, Mr. Setiono and Mrs. Sri Rejeki. Thanks for your loving, blessing, caring, praying, big support, and finance, so I can finish my study now. I love you so much. ©

2.        My beloved brothers and sisters in law, Agus Setiawan and Siti Nur Aini, and Dwi Setyarso and Dewi Yuliasih, thanks for your supports, praying and finance too. J

3.        My beloved young brother Catur Setya Budi and my cubby nephew and niece, Maulana Fajar Pratama and Alifah Rizky Nuraina, thanks for always making me smile.

4.        My lovely, thanks for your support and love. J

5.        My roommate plus enemy of fighting, Buk Eli Nur Aeni, thanks for your supports, caring, praying, helping and everything.

6.        My friend in regular class, Khoirun Nisa (Nisul), Eka Setyawati (Katok), Ilah Fadilah, Alviana Santi N (Kenyot), Khoitina Afianti (Ketua genk), Awab Abdulloh (Endel Awab), Hendri Setya Laksono (Ayam), Iftach Vidiawati (Kepala Suku) and Vivi Ayu Nursanti (Piipii), thanks for supporting and everything, I will miss having coffee together.  J

7.        All of my friends in English Department, thanks for the best moment.

ACKNOWLEDGEMENT

First for all, the researcher praises gratefully to Allah, the Almighty who has given a great blessing to me so that the researcher can finish this thesis.

The researcher realizes that this thesis is far from being perfect.

Then, I would like to express my greatest gratitude to my advisor, Dr.H.M. Naim Musafik, S.H., M.Pd and Dra. Nurul Ain, M.Pd, who always guide and give their valuable advice and suggestion.

And I would like give my greatest gratitude to the headmaster of MAN 3 Kediri, Drs. Sja’roni, M.Pd.I, the English teacher, Drs.Moh. Sulaiman, M.Pd.I, all of the students in X-7, X-8, and X-10 class who have helped the researcher to conduct the research and collect the data. May God bless you all. Amien. Then, for who had helped the researcher collect the data and the other teacher who gave advice to the researcher, my beloved parent, my beloved close friend, my best friend and all of my friends who helped the researcher finish this thesis, may I show my best gratitude.

Finally, the researcher wishes that the result of the research could give contribution to the reader, and the researcher believe that this research is still far from being perfect, so the researcher expects some suggestions and critics of this thesis for the better result.

            Kediri, March 26^th, 2015   

The researcher 

DECLARATION OF AUTHORSHIP

Herewith, I

Name               : Abid Al Mahzumi

NPM               : 10020230037

Department     : English

Faculty                        : Teacher Training and Education

Address          : Ds, Wedoro Kec. Glagah Kab. Lamongan Jawa Timur

Declare that:

1)      This thesis has never been submitted to any other tertiary education institution for any other academic degree.

2)      This thesis is sole work of author and has not been written in collaboration with any other person, nor does it include, without due to acknowledgement, the work of any other person.

3)      If a later time it is found that this thesis is a product of plagiarism, I am willing to accept any legal consequences that may be imposed to me.

Kediri, 29^th of May 2015

Advisor I Dr. H. Moh. Naim Musafik SH., M.Pd. NIP. 19670312 199512 1 004

The Researcher Abid Al Mahzumi NPM. 11020230107

Acknowledged by

The Dean of Faculty of Teacher Training and Education

Dr. H. Moh. Naim Musafik SH., M.Pd.

NIP. 19670312 199512 1 004

ABSTRACT

Al Mahzumi, Abid. 2015. The Correlation among Pronunciation Mastery, Listening Ability and Writing Achievement among the first year students of MAN 3 Kediri. Thesis, English Department, Faculty of Teacher Training and Education, Kadiri Islamic University of Kediri. Advisors: (1) Dr. H. Mohammad Naim Musafik, SH, M.Pd; (2) Dra. Nurul Ain, M.Pd.

Key words: pronunciation mastery, listening ability and writing achievement

This research was carried out to describe five objectives of study. Those are: (1) how pronunciation mastery among the first year student of MAN 3 Kediri is, (2) how listening ability among the first year student of MAN 3 Kediri is, (3) how writing achievement among the first year student of MAN 3 Kediri is, (4) whether there is significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri or not, and (5) whether there is significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri or not.

The research used descriptive quantitative approach as the research design. The method was correlation while the technique of collecting data was test. The quantitative was related to the computation of number. The correlation was related to find the relationship of each variable. Test was related to collecting data through the subject of this research. The test which related to the pronunciation mastery contained 5 aspect assessments. Those are loudness, intonation, grammatical endings, stressed, and rhythm. The test which related to listening ability contained 20 questions about tourism places. And the test which related to writing achievement contained 5 aspect assessments. Those are content, organization, grammar, vocabulary, and mechanic. To correlate three variables, partial correlation was used. The result of this research was described descriptively based on the data gotten. In this research, the first year students in second semester were taken as population consisting of 114 students as samples taken by Sloven Theory. Then, Partial correlation formula is served below:

In which: rx_12.y: correlation between rx₁x₂: correlation between x₁ and x₂, rx₁y: correlation between x₁ and y, rx₂y: correlation between x₂ and y.

            The result of (1) pronunciation mastery belongs to good category. It is proven that the 47 students have good value in pronunciation mastery. The percentage of this category is 42% and the mean is 69.21. (2) For the listening ability included into very good category, there are 61 students belongs to very good category. It is proven with the percentage 53% in this category. The mean of this listening ability is 81.01. (3) For their writing achievement is included into good category, there are 74 students belongs to very good category. It is proven with the percentage 65% in this category. The mean of this writing achievement is 64.56. Then, to correlate among three variables it used partial correlation technique. (4) The correlation is between pronunciation mastery and writing ability controlled by listening ability among the first year students of MAN 3 Kediri. From the result of partial correlation, it is found that the value was 0.119 and the number of significance showed that 0.210 or more than 0.005. It means that there is no significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri. So, the null hypothesis is accepted. (5) While the next is the correlation is between listening ability and writing ability controlled by pronunciation mastery among the first year students of MAN 3 Kediri. From the result of partial correlation, it is found that the value was 0.029 and the number of significance showed that 0.764 or more than 0.005. It means that there is no significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri. So, the null hypothesis is also accepted.

Based on the results of correlation above, it is recommended to the teacher to make variation in teaching listening, because it will influences in students’ pronunciation and writing. For the students, it is recommended to pay attention in listening and pronunciation, because it will make them easy in writing. The last for the further researcher, it is hoped that they can give the critical suggestion to make this research better in the future and also can give more addition to make this research perfect.

CHAPTER I

INTRODUCTION

This chapter describes about eight sub-chapters, those are; (1) background of study, (2) statements of problem, (3) objectives of study, (4) hypothesis, (5) assumption of study, (6) scope and limitation of study, (7) significance of study, and (8) definition of key terms.

1.1  Background of Study

Nowadays, world has become the globalization era. Globalization is the era when there is no limitation in doing anything. There will be no basic rule which organizes each other. The technology changing moves so fast and undeniable. All of industry, politic, and social also change and become unpredictable. Therefore, if the country does not have a good preparation, it will be left behind. Its society will be antiquate and may be able to be colonized by other country. Many things should be prepared by the country in the globalization era, one of them is increasing the human’s quality. Human’s quality will bring the human to be ready in facing the era. The important one in increasing human quality is understanding the English Language.

Language is one of the most important things in communication and used as a toll of communication among the nations in all over the world. As the international language, English is very important and has many interrelationships with various aspects of life owned by human being. For Indonesia, English is a foreign language. Learning a foreign language is an integrated process that the learner should study the four basic skills: listening, speaking, reading, and writing. We use it to understand our world through listening and reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language ability we have much better chance of understanding and being understood and getting what we want and need from these around us., English considered as the first foreign language and taught formally from elementary school and it is a major subject for students Senior High School up to University level.

English has some underlying skills such as in above. Writing is one of the four skills that play an important role in a daily international communication. It is estimated that 75% of all international communication is in writing, 80% of all international information is the world’s computers, and 90% internet contents are in English (Schutz: 1995). Harmer (1993) states that “ The writing composition is a task which involves the students in manipulating words in grammatically correct sentence from a piece of continuous writing which successfully communicate the contents through any ideas on a certain topic”.

It makes writing very interesting to be learned, because many learners considered that writing is more difficult than other skills. It is proven that the score of writing is very low then other skills for students and besides that, man who has profession as the writer is still rare. In the reality, everyone has learned about speaking and writing since they were child, but both of them have not run together. Speaking is improved as like rocket and writing as turtle. It is caused in writing needs skill to write, conscientious, accuracy of language, the most important can be appearing good idea and of course the written must be useful.

Writing is an activity and takes time in order word writing does not happen all at once. Meyers (2005) states, ”Writing is a process of discovering and organizing our ideas, putting them on the paper and reshaping also revising them”. Because to produce good writing the writer should correct or revising again their writing. Many students believe that revision is about correcting grammar, spelling ad mechanics. While these things are important, revision is primarily concerned with making the ideas clearer. Revision might call for the writer to eliminate sentences, paragraphs or even pages in order to make a piece clearer. Revision might call for a researcher to add sentences, paragraphs or even pages.

Writing skill is related to many other skills, one f them is pronunciation. Students are often confused about the same sound pronounced of the words. Therefore, they often makes mistake in writing the words because of the misunderstanding of the words’ pronunciation. Brown (1992) said that the stress pattern of a polysyllabic word is a very important identifying feature of the word. Brown also said that store words under stress patterns and finding it difficult to interpret an utterance in which a word is pronounced with the wrong stress pattern – begin to “look up” possible words under this wrong stress pattern. It means that only a little imagination is needed to realize that the failure to hear and produce stress patterns accurately could cause confusion between words such as in the words dessert/ desert, foreign/for rain, and his story/history.

The example above can prove that a little wrong pronunciation can make a fatal result to the students. So that students have to understand the pronunciation well. Even their grammar are good but their pronunciation is bad it will make them are not understood while speaking. It is like what Gilakjani (2011) said “Learners with good English pronunciation are likely to be understood even if they make errors in other areas, whereas learners with bad pronunciation will not be understood, even if their grammar is perfect”. Then, pronunciation is very important for the students. By understanding the pronunciation they will know both the written and spoken English.

The other reason that can make students confused about the pronunciation is the different pronounce between American and British written. For instance in the word “colour”, sometimes written in “color”, it made students confused and then lazy to learn again. Beside that the rhythm and stressed also sometimes make confused. It is like in the example before, between the word “his story” and “history”. Students should understand the rhythm and stressed well. If they do not know of course they will written the wrong one.

The stressed in pronounce a word is very important. According to Gerace (2005) whether it is an ordinary two-word expression or a special, set expression, the place of the stress changes. In an ordinary expression the two words are used to describe something like a "White House" (meaning a house that is painted white, and not blue or gray). In this case the most important note is the noun because we are talking about a house that happens to be white. It means that if the stressed in the word ‘house’ has different meaning with the stressed in the word ‘white’. The stressed in the word ‘white’ means in the Washington but if the stressed in the word ‘house’ means the house that painted using a white paint.

The other thing that influences students in understanding pronunciation is their mother tongue.  Kenworthy (1987) said that it is very common that many foreign language learners have problems in teaching and learning process. In this case, many of English foreign learners have difficulties in pronunciation teaching process because of some factor. There are six factors that influence learners’ pronunciation, mother tongue, age, amount of exposure phonetic ability, personality, and motivation. It will be difficult if they still using their other tongue. So that it very important for students in understanding the pronunciation to cut down the misunderstanding in writing.

 In pronunciation students also need to have the good ability in listening. Brownell (1996) clarifies that listening is learnt first before speaking, reading, and writing. When people want to have an effective communication, they have to listen first in order to know what to say (Brownell: 1996). Paul (2003) agrees that the students must hear the target language first before speaking it. And after some time they improve the other skills of reading and writing. One supporting argument is that babies hear the words in their native language first, then say them, and read and write the words afterwards. Rost (2001) defines listening as "giving full attention to the sound". The sound can be from the teacher's explanation, parents' direction or television news report (Rost: 2001).

Therefore, listening is the underlying skill which should be learnt first by giving full attention to the sound. Besides, AK (2012) said that listening has generally been neglected as a skill in the field of English Language Teaching (ELT). This neglect was even more serious in the early period of ELT when the focus was on reading and grammatical skills.

According to AK (2012) Listening is one of the most problematic skills for foreign language learners (FLL) since it does not develop easily. In order to develop this skill, many different methods have been applied and various activities have been employed in classrooms. In English learning today, the students are-expected to learn as early as possible. It can be seen from phenomena when more schools for early year students started to include English as one of the main subjects. However, the school's consideration is not followed by understanding the students' ability to learn a language. The students have difficulties in learning the spoken skill because they do not have enough exposure to listen to it. Moreover, they set confused with the letter and sound systems which are sometimes different from each other. This case happens when they listen to a word, but they cannot figure out the written symbol of the spoken word. Therefore, the students need more exposures to recognize letter-sound correspondence in order to make them accustomed to listening to sounds and simple words. This ability helps them to improve their listening skill when they are in the higher level.

Based on the reasons above, the research with title “The Correlation among Pronunciation Mastery, Listening ability and Writing Achievement among the First year students of MAN 3 Kediri” had been carried out. This research hopefully is able to give the benefit to increase students’ pronunciation mastery, listening ability and writing achievement.

1.2  Statements of Problem

Based on the background of study above, statements of problem can be formulated as follows:

1.      How is the pronunciation mastery of the first year students of MAN 3 Kediri?

2.      How is the listening ability of the first year students of MAN 3 Kediri?

3.      How is the writing achievement of the first year students of MAN 3 Kediri?

4.      Is there any significant correlation between pronunciation mastery and writing achievement controlled by listening ability of the first year students of MAN 3 Kediri?

5.      Is there any significant correlation between listening ability and writing achievement controlled by pronunciation mastery of the first year students of MAN 3 Kediri?

1.3  Objectives of Study

Based on the statements of problem above, objectives of study can be formulated as follows:

1.      To describe the pronunciation mastery of the first year students of MAN 3 Kediri.

2.      To describe the listening ability of the first year students of MAN 3 Kediri.

3.      To describe the writing achievement of the first year students of MAN 3 Kediri.

4.      To describe if there is significant correlation between pronunciation mastery and writing achievement controlled by listening ability of the first year students of MAN 3 Kediri?

5.      To describe if there is significant correlation between listening ability and writing achievement controlled by pronunciation mastery of the first year students of MAN 3 Kediri?

1.4  Hypothesis

There are two kinds of hypotheses, the null and alternative hypothesis.

1. The null hypothesis (H₀)

Null hypothesis is against the theory. Then the Null hypothesis states that there is no significant correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri (Arikunto, 2010).

2. The alternative hypothesis (H_a)

Alternative hypothesis is in line with the theory. Alternative hypothesisis states that there is significant correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri.

Based on statements of problem and the objectives of study, the alternative hypothesis is chosen, that is “There is significant correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri”. The alternative hypothesis is chosen because the contention that students’ pronunciation and listening ability influence their writing achievement.

The reason of choosing the hypothesis is the supposition or knowing the correlation among pronunciation mastery, listening ability and students’ writing achievement. The theory is supported by thesis of AK (2012) which states that there is effect of pronunciation awareness training on tertiary level Turkish EFL students‟ listening comprehension.

Then, Gilakjani (2011) also supports this thesis stating that “Pronunciation as a key to gaining full communicative competence, and takes into account the important issues in pronunciation pedagogy such as the history of English pronunciation instruction.

1.5   Assumption of Study

The assumption of study that stated to make easy to be done can be formulated as follows:

1.      The first year students of MAN 3 Kediri have the various ability in pronunciation.

2.      The first year students of MAN 3 Kediri have the various ability in listening.

3.      The first year students of MAN 3 Kediri have the various achievements in writing.

4.      The first year students of MAN 3 Kediri can answer the question honestly.

1.6   Scope and Limitation of Study

The problem researched generalizes to find out the correlation among pronunciation mastery, listening ability, and writing achievement. The school which becomes the subject of this research is MAN 3 Kediri.

Because the subject and object of the research is still general, to avoid the general discussion, the scope must be limited in order to focus the study and easy to understand. The variable is also limited into three, those are pronunciation mastery as variable X₁, listening ability as variable X₂, and writing achievement as variable Y. Pronunciation its self here means the skill or ability of the respondent in pronouncing words or sentences included stressed, rhythm, intonation, grammatical endings and loudness. While listening is the skill to get the meaning of something we listen to.  Then the last variable is writing, writing is ability in creating communication in which we are able to express the meaning or message in written form.

Here focuses of the study are on various and benefit of pronunciation mastery is understanding in pronounce words. The assessments of the pronunciation are about loudness, intonation, grammatical endings, stressed and rhythm.  For the listening ability, students’ understanding in listening every pronunciation of the words and can answer the questions based on what they listen to. The writing achievement in this research is students’ achievement in writing a text based on the theme about tourism places. The assessment of writing is about content, organization, grammar, vocabulary and mechanic.

The subject of the research is also limited into the first year students of MAN 3 Kediri. It is caused they have various experience, motivation, and writing achievement. It is expected that this research easy doing.

The research is done at the certain time and subject, and the result only refers to that time not for continuity. Then, the result of this research can be generalized in the school which has same characteristic and condition with the school being researched.

1.7   Significance of Study

To clarify of the concept involved in this research, the result is hoped expected to be useful theoretically and practically. Theoretically, the researcher does hope the result of this research can add the theory about the correlation among pronunciation mastery, listening ability, and writing achievement in development of education, especially English subject.

Practically, this research can investigate the factors affecting the students’ achievement in writing English word or sentences, so the result of the research will be useful for the readers, the teachers, the students and the researcher. Below are the benefits which they may get based on this research.

First is for the readers. It is going to open the readers mind in interpreting the teaching learning process at the school. It can be a bridge for the readers to know about English education condition in our society.

First is for the teacher, the researcher hopes, the result of this research can give the new knowledge in teaching English. It is used to help teacher to evaluate the technique becoming better for at the time doing this research. It is also used for helping the teachers teaching their goal in improving their students’ pronunciation, listening and writing skill.

   Third is for the students, the result of this research is useful to increase their ability in writing and listening. So, they can pronounce English word without need to shy anymore, because after mastering the pronunciation, students’ ability in listening and writing is better. Researcher also hopefully this research can make students understand the native speakers say, or they try to make a conversation with the foreigner.  

Fourth for the further researchers, hopefully that this research can help them to make easy in their writing, and also can make the other research more perfect and complete in composition and contain.

1.8   Definition of Key Terms

To avoid misunderstanding about the terms will be used in this research, the key terms must be defined as follows:

1.        Pronunciation Mastery

Pronunciation mastery here means the skill or ability of the respondent in pronouncing words or sentences included stressed, rhythm, intonation, grammatical endings and loudness.

To know the test result, it is assessed 5 components, those are loudness, intonation or pitch, the syllable or grammatical endings, word stress, and rhythm in a sentence. Those categories have score 1-4. So, if students get 5 in the total of every category the value will be divided by the total score that is 20 timed 100 as the score then it will get the real score of pronunciation test.         

2.    Listening Ability

 Listening ability is the skill to get the meaning of something we listen to.  The other meaning is the skill of and attention to sounds or speech patterns, proceeds through identification and recognition of specific auditory signals, and ends in comprehension. It means that listening is different from hearing. Hearing is the entering sound without needing our awareness.

In this case the main point of listening is students can understand what they listen to, answer the questions based on the dialogue, announcement, or advertisement about tourism places. The other indicators of students’ listening ability are they understand about the main idea, purpose, implicit, and explicit meaning of the dialogue. The ability can be measured using a test. The test is students should answer the question based on the pictures, dialogues or advertisement they listen to. The test consists of 20 questions. The right answers will get 1 score and wrong answer get 0 score. The total right answer will be divided by the total score that is 20 then it will be timed 100 and it will get the real score of listening test.

3.    Writing Achievement

Writing achievement is ability in creating communication in which we are able to express the meaning or message in written form. The point that should be achieved is students can write the story based on the situation in descriptive text about tourism places.

The story will be assessed based on five categories. Those categories are content, organization, grammar, vocabulary and mechanic. The value every category is 4 to 1. Every category the value will be divided by the total score that is 20 timed 100 as the score then it will get the real score of writing test.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explains about the theories which related to this thesis. The explanations are about; (1) nature of writing, (2) technique of writing, (3) writing assessment, (4) pronunciation, (5) pronunciation technique, (6) nature of listening, (7) types of listening, and (8) review of previous research.

2.1  Nature of Writing

According to White (1982) writing is different from speaking. Firstly, writing is permanent, but speaking is not. Secondly, we can correct what we have written and it is received by the readers. The correction in the speaking tend after we have made an error, which our audience has received. It means that in writing we can know what our mistake is by reading what we are written by ourselves, but in speaking mostly people correct our mistake after we say something wrong. In other word we know our mistakes from ourselves in writing. But we know our mistakes by other person in speaking.

 While Brown (2001) describes that writing as a process of putting idea down on paper to transfer thought into word, to sharp main ideas, and give structure and coherence organization into writing. It means that writing is processing communication using word to the reader and using writing rules. The other meaning writing is language skill we can communication our ideas, thoughts and experience. Writing is also processing of creating communication in which we are able to express the meaning or message in clear way.

Writing is in a second language is not an easy task. Nunan (1991) states that in terms of skills, producing a coherent, fluent, extended piece of writing is probably the most difficult thing to do in language learning. For us, teachers of English as a foreign language, to teach writing requires some strategies and techniques. Writing is a means of communication, especially when the person wewant to communicate is not right there in front of us. It has been widely admited that writing is the most complex and difficult skill compared to the three other skills, i.e., listening, speaking, and reading.

According to Gaith (1982) Writing is most likely to encourage thinking and learning when students view writing as a process. By recognizing that writing is a recursive process, and that every writer uses the process in a different way, students experience less pressure to "get it right the first time" and are more willing to experiment, explore, revise, and edit. Yet, novice writers need to practice “writing” or exercises that involve copying or reproduction of learned material in order to learn the conventions of spelling, punctuation, grammatical agreement, and the like. Furthermore, students need to “write in the language” through engaging in a variety  of grammar practice activities of controlled nature. Finally, they  need to begin to write within a framework “flexibility measures”  that include : transformation exercises, sentence combining, expansion, embellishments, idea frames, and similar activities).

The other sources said that writing is an activity and takes time in order word writing does not happen all at once. Meyers (2005) states ”Writing is a process of discovering and organizing our ideas, putting them on the paper and reshaping also revising them”. Because to produce good writing the writer should correct or revising again their writing. Many students believe that revision is about correcting grammar, spelling ad mechanics. While these things are important, revision is primarily concerned with making the ideas clearer. Revision might call for the writer to eliminate sentences, paragraphs or even pages in order to make a piece clearer. Revision might call for a researcher to add sentences, paragraphs or even pages.

Cunnings (1995) also says “In real life, writing is done with a readership in mind and writers need to know who their readers are, in order to write appropriately for them”. It means that the writers need to know and decide for whom they write. They can delivers their idea based on their minds even consult dictionaries, grammar book or other reference books to help them presenting their ideas in a logical order. The writer must read their writings before they publish them in order to recheck and correct their mistake. So that, the readers can easily and clearly understand what they want to express in their writing.

According to Inal (2006:180) Writing in English, aside from organically connected with listening, reading and speak­ing skills, is a process that also incorporates parameters such as; punctuation, a meaning­ful completeness, consistency, spelling rules, clear cut hand writing, choice and usage of words, correct usage of adjectives, grammar and conjunctions, page layout, writing style, composition order (introduction-develop­ment-conclusion), supportive ideas to the main argument and details, theme, point of view, thinking and expression. Difficulties associated with writing are, in addition to par­tially arising from this extensiveness, affected by the application aspect of the course as well.

Types of Writing

Brown (2001) summarizes five major categories of classroom writing performances.

1.    Imitative, or writing down

At the beginning level of learning to write, students will simply ”write down” English letters, word, and possibly sentence in order to learn the conventions of the orthographic code.

2.    Intensive or controlled

Writing is sometimes used as a production mode for learning, reinforcing, or testing grammatical concepts. This intensive writing typically appears in controlled, written grammar exercises. This types of writing does not allow much, if any, creativity on the part of the writer.

3.    Self-writing

The most salient instance of this category in classroom is note-taking, diary or journal writing.

4.    Display writing

For all language students, short answer exercises, essay examinations, and even research reports will involve an element of display.

5.    Real writing

            While virtually every classroom writing task will have an element of display writing in it, some classroom writing aims at the geniuine communication of messages to an audience in need of those messages.

2.2. Technique of Writing

            Writing is an important form of communication. Good writers use different writing techniques to fit their purpose for writing. According to Wingersky and Bouner (1992) to be a good writer, you must master each of the following technique:

1.      Description

Through description, a writer helps the reader use the sense of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, place, and things about the writer is writing. It is the most common form of writing.

2.      Exposition

Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writers.

3.      Narration

Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem and solution to the problem. Bedtime stories are examples of short stories. The script written for movies and plays are further examples of narrative writing.

4.      Persuasion

Through persuasion, a writer tries to change a reader’s point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong or in between.

5.      Comparison and Contrast

Through comparison and contrast, a writer points out similarities and differences about a topic. Comparison is used to show what is alike or in common. Contrast is used what is not alike or common. Describing living condition in1990 and living conditions today would allow for much comparison and contrast.

2.3. Writing Assessment

            Assessment is calculated the value of students’ writing. Assessment is used to looking for the information or to collecting data in research. Assessment means that the researcher giving score for the result of students’ writing. There are six categories that are often the basis for the evaluation of students’ writing. They are content, organization, discourse, syntax, vocabulary, and mechanic, Brown (2001). The description can be seen as follows:

Table 2.3. Table of categories for evaluating writing (adopted from Brown, 1991).

Content: 0-24	Organization: 0-20	Discourse: 0-20	Syntax: 0-12	Vocabulary: 0-12	Mechanic: 0-12
§ Thesis statement	§  Effectiveness of introduction	§ Topic sentences	-	-	§  Spelling
§  Related Ideas	§  Logical sequence of ideas	§ Paragraph Unity	-	-	§ Punctuation
§  Development of ideas	§  Conclusion	§ Transition	-	-	§  Citation of references (if applicable)
§  Use of description, cause/effect, comparison/contrast	§  Appropriate length	§ Discourse markers	-	-	§  Neatness and appearance
§  Consistent focus	-	§ Cohesion	-	-	-

Based on the table above, it can be concluded that in the final of result of the students’ written. Every category has weighting scale, they are; content 0-24, organization 0- 20, discourse 0-20, syntax 0-12, vocabulary 0-12, and mechanics 0-12. So, the total score is 100.

2.4. Pronunciation

Pronunciation is a set of habits of producing sounds. The habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly. Learning to pronounce a second language means building up new pronunciation habits and overcoming the bias of the first language (Cook, 1996). Pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest definition, attention to gestures and expressions that are closely related to the way we speak a language. A broad definition of pronunciation includes both suprasegmental and segmental features. Although these different aspects of pronunciation are treated in isolation here, it is important to remember that they all work in combination when we speak, and are therefore usually best learned as an integral part of spoken language.

Traditional approaches to pronunciation have often focused on segmental aspects, largely because these relate in some way to letters in writing, and are therefore the easiest to notice and work on. Harmer (1993) stresses the need for making sure that students can always be understood and say what they want to say. They need to master “good pronunciation”, not perfect accents. That is, emphasis should be on suprasegmental features of pronunciation—not segmental aspects—to help learners acquire communicative competence (Seferoglu, 2005:103). Lewis (2005:369) asserts, “In recent years, increasing attention has been placed on providing pronunciation instruction that meets the communicative needs of non-native speakers (NNSs) of English. Empirical research and pronunciation materials’ writers suggest that teaching suprasegmentals before segmentals to intermediate and advanced NNSs could be more beneficial in a shorter period of time”.

2.5. Pronunciation Technique

According to Abror (2005) there are five essential techniques that will quickly make the American accent more effective:

a.      Technique 1

Learn the correct articulation technique for pronouncing an American ‘r’ and an American ‘th’. From our experience at the Accent Reduction Institute, these two consonants are two of the most challenging for non-native English speakers. They are also two of the sounds that, when pronounced correctly, make the most noticeable improvement toward clear communication.

How to pronounce an American ‘r’:

1)      Do not let the tip of your tongue touch the roof of your mouth.

2)      The sides of your tongue, near the back, lightly touch your upper back teeth.

3)      Purse and protrude your lips.

4)      Your mouth and lips are in a slightly rounded position.

5)      This is the sound of an angry dog!

Practice saying words using the technique:

red                Red looks good on you.

right              He’s always right!

really             I really like you.

bring             Please bring me the phone.

great                         That’s a great idea!

drink             What would you like to drink?

rock              This lesson rocks!

How to pronounce an American ‘th’:

1)      Place the tip of your tongue between your top and bottom teeth.

2)      Your tongue must be visible.

3)      Your lips are in a horizontal position.

4)      Push air out.

Practice saying the following words using the technique above:

thank you                  Thank you for your kindness.

think                                     I think you’ve got it!

something                 Can I help you with something?

Faithful                     He’s a faithful companion.

math                          Her best subject is math.

both                          I’d like both of them.

b.      Technique 2

Make sure to pronounce the last sound of each word. In many languages other than English, the last sound of a word is a vowel. That means that the speaker does not use his teeth, tongue, or lips to alter the steady flow of sound. Words in American English, however, often end with a consonant. The last consonant sound of a word is referred to as a ‘final consonant’. Ending a word in a consonant can drastically change the meaning of the word. This is because, in English, grammar is often determined by the word-ending. This is particularly the case in terms of verb tense, subject/verb agreement, and plurality. Note the difference in meaning in the following words, and how the meaning changes depending on the word ending:

Verb tense:

Present tense             I play the violin

Past tense                  I played the violin

Subject/verb agreement:

First person               I go to work by train.

Third person              She goes to work by train.

Plurality:

Single                        The treasure is buried under the tree.

Plural                         The treasure is buried under the trees.

It’s also important to realize that, regardless of grammar, changing the last consonant of a word can drastically change its meaning. Compare the difference in word definition in the following pairs:

1)      bad                     vs.        bat

2)      ice                      vs.        eyes

3)      back                   vs.        bag

4)      seat                     vs.        seed

Practice pronouncing final consonants by reading out-loud, daily, one paragraph from a book, newspaper, or magazine. Make sure to pronounce the last sound of each word.

c.       Technique 3

Slow down your rate of speech. The five areas of American pronunciation proficiency are: vowels, consonants, rhythm, stress, and intonation. Rhythm, or rate of speech, is often overlooked in pronunciation programs. But from our years of experience, we’ve found that improper use of rate of speech can greatly effect a listener’s ability to understand the speaker. Nearly always, this is because the person is speaking too fast. It’s a common misconception that if we talk faster, people will think we’re more fluent. That’s simply not true. In fact, the slower we speak the clearer we are. This is true for even native English speakers, like me! When I speak slowly and clearly, people are less likely to ask me to repeat myself. The best way to slow down your speech is to pause between ideas. This simple technique will help you speak with more clarity. Make sure to pause after commas and periods. This is essential. By doing so, your listener will know that a new thought or idea is on its way.

Practice pausing after commas and periods: (Abror, 2005)

1)      I need to work late tonight. However, I’ll leave as soon as I can.

2)      I like chocolate but, actually, I prefer vanilla.

3)      I didn’t mean to get off at this stop, but rather, at the next one.

4)      Roger, our project manager, is out of the office this week. In fact, he won’t return until the end of the month.

5)      We need to get ink and cartridges. Also, while you’re at it, pick up some paper too.

6)      I like pizza with onions, mushrooms, olives, and pepperoni.

7)      I don’t like scary movies. On the contrary, I like comedies.

8)      He’s very athletic. He can golf, ski, and skate, even if he can’t snowboard.

9)      I’ll send you the information when it arrives. Likewise, if you get it first, will you do the same for me?

10)  I don’t like math. Even so, it’s necessary to know the basics.

d.      Technique 4

Use correct syllable stress. Syllable stress refers to the part of the word that is pronounced longer, stronger, and with emphasis. Syllable stress is a very important part of English communication. If you put the stress on the wrong syllable, people might not understand what you’re saying. In some cases, a change in syllable stress can change the meaning of the word. Let’s look at the word ‘object’. When the stress is on the first syllable, the word refers to an inanimate item, concept, or entity. When the stress is on the second syllable, the word means to forbid or disallow.

The following pronunciation pattern will help you get your message across clearly and effectively: Stress the first syllable when the word is a noun and Stress the second syllable when the word is a verb.

e.       Technique 5

Practice five minutes a day to rapidly improve your American pronunciation. Practice is the key component of pronunciation mastery. We all have the same components of the speech apparatus (tongue, teeth, lips, and jaw) and, therefore, we are all able to produce the same sounds. If we don’t have a particular sound in our native language, we have to teach our tongue, teeth, lips, and jaw what to do in order to make this new sound. With practice, we literally change the motor memory of the speech apparatus as we acquire this new sound on a permanent basis. This is where practice becomes fundamental in the speech and language acquisition process. By practicing ten minutes a day for one month, your mouth will begin to ‘memorize’ the new speech pattern. Soon this will feel natural and sound accurate.

There are two best ways to practice your newly acquired pronunciation skills are:

1)      Read out-loud for ten minutes every day. To do this most effectively.

a)      Take a paragraph or two from a magazine or newspaper and focus on one particular sound that you’d like to practice.

b)      Circle that sound every time it appears in the reading passage.

c)      Now read the passage out-loud while using correct pronunciation techniques.

For example, if you’d like to improve your pronunciation of the American ‘r’, circle every ‘r’ in your reading sample and then read the passage aloud while focusing on the pronunciation technique as described in Technique 1. Some people like to use a handheld mirror to make sure they are using their tongue, teeth, lips, and jaw as indicated.

2)      Watch the national news for a few minutes every day. To do this most effectively.

a)      Make sure you’re watching national news and not a regional broadcast. In the United States, national newscasters are required to speak with Standard American Pronunciation.

b)      Watch the anchor’s mouth while he/she speaks. Pay close attention to the position of his lips, tongue, teeth, and jaw.

c)      When you hear a word that is difficult for you to pronounce, say the word out-loud as pronounced by the anchor.

d)     Use the national news anchor as your pronunciation role model!

Many researchers (e.g., Ellis, 2003; Fotos, 2001; Hinkel, 2006:180; Murphy, 1991:51; Snow, 2005:693) emphasize the strength of integrated presentation over the segregated presentation of skills. Listening can be used as an aid to reading or speaking skills throughout different sections of classes; similarly, listening can benefit from particular skills like pronunciation. Developing listening skills with pronunciation is an efficient approach to follow in classes (Gilbert, 1995:97; Nunan & Miller, 1995). In this manner, especially considering the difficulty of listening because of the pronunciation problems mentioned earlier, it is advisable to teach and improve listening by blending it with pronunciation.

2.6   Nature of Listening

Underwood (1993) said that listening is the activity of paying attention to and trying to get meaning from something we hear. Listening is different from hearing. Hearing is physiological process, whereas listening is psychological process.

Physiological process is a process in which sound waves entering the outer ear are transmitted to the eardrum, converted into mechanical vibrations in the middle ear into nerve impulse that travel to the brain. While the psychological process of listening begins with someone’s awareness of and attention to sounds or speech patterns, proceeds through identification and recognition of specific auditory signals, and ends in comprehension.

Rivers and Temperly (1978) defines that listening is not a passive process, but an active process of constructing a message from a stream of sound. While Rost (2001) said that listening involves bottom-up processing (in which listeners attend to data in the incoming speech signals) and Top-down processing (in which listeners utilize prior knowledge and expectations to create meaning). Both bottom-up and Top-Down processing are assumed to take place at various levels of cognitive organization: phonological, grammar material, lexical and propositional. This complex process is often described as a parallel processing model of language understanding: representation at these various levels create activation of other levels.

In conclusion we can say that listening includes both physiological and psychological process, and goes to bottom-up and top-down processing. Thus listening competence needs active efforts of improvement though listening practice of various types of tasks, activities and situation so that students will be more competent in using linguistics and background knowledge for comprehending various types of oral texts.

Lewis and Hill (1992) stated that:

a.       Listening is not a single skill but an interrelated process of many skills.

b.      Listening is development process. in other word listening skills develop sequentially as students’ nature.

c.       There are general development pattern from grade to grade and from year to year, but wide variations in reading abilities exist among students in any grade or of any age.

d.      There are no basic listening skills which can be taught or learned once for all, there are merely simpler or more difficult levels of listening proficiencies, which can be taught to students who are “ready” to learn them.

Rivers and Temberly (1978) said that listening is complex operation integrating the distinct components of perception and linguistics knowledge in ways, which are at present poorly understood.

There are some problems faced by students in the learning skill. The students have many problems in this class such as limited vocabulary which has been the common problem for the students. The word that they listened to perhaps the new words that are unfamiliar. The other problems are the speed of the text and accent of native speaker. Harmer (1998) also said that listening helps the students to acquire language subconsciously even if the teachers do not draw attention to its special features.

Besides that the main objective of teaching listening comprehension is to help the students to cope with listening in real life, but there is a large variety of different types of listening in real life. Underwood (1993) and Rixon (1993) list different listening situation as follows:

a.       Listening to live conversation in which one takes no part such as listening to announcement (at airports, railway station, or public place)

b.      Listening to Radio (news, weather forecast, song etc)

c.       Participating in a conversation face to face.

d.      Watching a film in cinema, TV or a life play.

e.       Participating in a meeting, seminar, or discussion.

f.       Taking part in a lesson (in school where English is one of the languages of instructions)

g.      Listening to a talk or lecture ( where English is as medium of instructions)

h.      Eavesdropping on other people’s conversation.

i.        Participating in a telephone conversation.

While the testing of listening involves a variety of skills. At the lowest level, it involves the discrimination among sounds, discrimination among intonation and stress pattern, ad comprehension of short and long listening texts. While first two are part of listening, they are, of course, not sufficient. Here are what Kathleen and Kitao (1996) said.

2.7  Types of listening

Types of listening are technique or activities that contribute directly to the comprehension and recall of listening input. Types of listening can be classified by how listener processes the input.

Anderson and Lynch (1994) stated that there are three important categories type of listening. Those are: bottom up, top-down, and metacognitive strategies.

1.      Bottom up

Process of decoding the sounds that one hears in linear fashion, from the smallest meaningful units (or phonemes) to complete texts. According to this view, phonemic units are decoded and linked together to from utterances, and utterance are linked together form complete meaningful texts, in other words, the process is a linear one, in which meaning itself is derived as the last steps in the process. in their introduction to listening call this the “ listener as tape recorder view of listening because it assumes that the listener takes in and stores message in much the same way as a tape recorder, sequentially, one sound, word, phrase, and utterance at a time. Bottom up type of listening include:

a.       Listening for special details

b.      Recognizing cognates

c.       Recognizing word – order pattern.

2.      Top-Down

Suggest that the listeners actively constructs (or more accurately, reconstruct) the original meaning of speaker using incoming sounds as clues. In this reconstructions process, the listener uses prior knowledge of the topic at hand, the speakers and their relationship to the situation as well as to each other, and prior event. Top-down type of listening includes:

a.       Listening for main idea

b.      Predicting

c.       Drawing inferences

d.      Summarizing

3.      Metacognitive Strategies

Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening.

a.       They plan by deciding which listening strategies will serve the best in a particular situation.

b.      They monitor their comprehension and the effectiveness of the selected strategies.

c.       They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one.

2.8  Review of The Previous Research

To support the research, some previous researches taken that have the similarities to this research. In this case, the first review is created by AK (2012) entitled “Pronunciation Awareness Training as an Aid to Developing Efl Learners’ Listening Comprehension Skills”.  The second review is by Gilakjani (2012) entitled “The Significance of Pronunciation in English Language Teaching”. The third review is created by Shang (2008) entitled ”Listening Strategy Use and Linguistic Patterns in Listening Comprehension by EFL Learners”.  The fourth review is created by Margiyanti (2013) entitled “The Use of A Write-Pair-Square Strategy to Improve The Students’ Active Participation in Writing Descriptive Text”. The last review is created by Haryanto (2012) entitled “Improving Students’ Pronunciation through Communicative Drilling Technique at Senior High School (SMA) 07 South Bengkulu”. It can be shown that all of the theses has the same and different with this research. The same is in using one or two of the variables is pronunciation, listening and writing. For the different, this research uses different technique.

The first review is from AK (2012) entitled “Pronunciation Awareness Training as an Aid to Developing Efl Learners’ Listening Comprehension Skills”. This thesis has the same variable with the researcher. The same is got in the variable X₁ and X₂ from the researcher and X₁ and X₂ in this thesis. It used pronunciation and listening ability and this thesis too. Then, both theses used quantitative approach. The difference is the researcher uses three variables and this thesis used two variables. The result of this thesis, there was a statistically significant difference between the pre-test results ( x = 19.04, SD = 6.22) and the post-test ( x = 22.36, SD = 5.20) of the experimental group at p< .01 level (x difference = - 3.32, p< .01). In light of these results, it can be concluded that the pronunciation awareness training was effective in improving the experimental group‟s listening comprehension skills.

   The second review is created by Gilakjani (2012) entitled “The Significance of Pronunciation in English Language Teaching”. This thesis has the same and different variable with the researcher. The same is got in the variable X₁ from the researcher and variable X in this thesis. It used pronunciation and this thesis too. The difference are in the variable X₂ and Y, the researcher uses Listening ability as the variable X₂ Writing Achievement as the variable Y while the thesis by Gilakjani used English Language Teaching as the variable Y. the other difference is from the approach. The researcher uses quantitative approach while this research used classroom action research.

The third review is by Shang (2008) entitled ”Listening Strategy Use and Linguistic Patterns in Listening Comprehension by EFL Learners”. This thesis has the same variable with the researcher. The same is got in the variable X₂ from the researcher and variable X in this thesis. It used listening and this thesis too. Then, both theses used quantitative approach. The difference are in the variable X₁ and Y, the researcher uses Pronunciation Mastery as the variable X₁ and Writing Achievement as the variable Y while the thesis by Shang used the other strategy.

The result of this journal was the majority (75.2%) of listeners depended on the use of cognitive strategies when listening to contrary-to-fact statements, while a significant number (79.1%) of listeners depended on the use of memory strategies as well. Based on the findings, it can be found that most listeners, especially beginning-level group, tended to put heavy emphasis on the use of memory strategies when negative expression was used. On the other hand, both groups, especially advanced group, employed the combination of the listening strategies (i.e., memory, cognitive, and compensation strategies) when listening to contrary-to-fact statements.

The fourth review is created by Margiyanti (2013) entitled “The Use of A Write-Pair-Square Strategy to Improve The Students’ Active Participation in Writing Descriptive Text”. This thesis has the same variable with the researcher. The same is got in the variable Y from the researcher and Y in this journal. It used writing and this thesis too.. The difference is the researcher uses three variables and this thesis used two variables. The research design is also different. The researcher uses quantitative design and this journal uses Classroom Action Research. The result of this journal is the implementation of Write-pair-square strategy in the classroom activities had developed students‟ active participation. The percentage of students‟ participation had developed from 15.33% into 40.33 % and based on category they are developed from poor into good category.

The last review is created by Haryanto (2012) entitled “Improving Students’ Pronunciation through Communicative Drilling Technique at Senior High School (SMA) 07 South Bengkulu”. This thesis has the same and different variable with the researcher. The same is got in the variable X₁ from the researcher and variable X in this thesis. It used pronunciation and this thesis too. The difference are in the variable X₂ and Y, the researcher uses Listening ability as the variable X₂ Writing Achievement as the variable Y while the thesis by Haryanto used Communicative Drilling Technique as the variable Y. the other difference is from the approach. The researcher uses quantitative approach while this research used classroom action research.

Based on the five theses review above, there are many researches about teaching English especially in writing, and by using strategy in teaching writing and listening, these theses showed that there are many ways to make pronunciation, listening and writing are easier and make students interested in those subjects. The other side there found many strategies that can improve students’ pronunciation, listening and writing ability.

CHAPTER III

RESEARCH METHOD

   This chapter discusses about the topics related with this research. Those include; (1) research design, (2) location of the study, (3) population and sample, (4) data collection method, (5) research instrument, (6) identification of variable, and (7) data analysis.

3.1  Research Design

There are some techniques to conduct the research which can guide and enable to gather and analyze data. Research design is design that is used to do this research. Choosing the appropriate design is very important ways because the statements of problem will be answered.

This research used quantitative approach. The method used was correlation while the technique was test. The reason of choosing this approach was because the data are numbers. So, the research data from this approach can be statistically processed. This approach is also deductively describing the general theory that stated before. This approach has purpose to describe the cause of social phenomena using objective measuring and numerical analysis. In this process of testing the hypothesis, descriptive method was employed to describe the three variables of this study. So, this research used descriptive quantitative as the design of research. The reason of choosing the correlation method was to know the relationship between the variables, those are pronunciation mastery as variable X₁, listening ability as variable X₂ and writing achievement as variable Y.  To find out the correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri, the researcher computed data using partial correlation formula. One hypothesis was conducted. It was alternative hypothesis which says there is significant correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri.

3.2  Location of the Study

   In finding out the data relating to the variable of research, it is necessary to determine where the research must be held. To do a research, the area where the data is taken must be restricted. It is aimed to make easily to be done, and it does not need much time and finance. In this study, the location of the research was at MAN 3 Kediri, it is addressing at Jalan Letjen Suprapto58, Kediri, East Java. The reason of choosing because this school is one of the Islamic favorite schools in Kediri, it is proven by a lot of achievements gained by the students either local or even international achievement. The local achievements are as like: English Essay  a.n Dinda Dewi Zalinda (East Java), Wall magazine Competition on Bonansa English Session (Kediri), English Islamic Story a.n Ria Dianawati (Kediri) and so on.

While the International achievements are like: Australian National Chemistry Quiz awarded to Azam Mirfaka, Australian National Chemistry Quiz awarded to Birul Walidain, and so on. The other reason in this school has acceleration class, the English teacher of acceleration class is also qualified, the input of this school is also good, it is proven by the students that wants to register in this school is often more than quota that is prepared. The output of this school also can be received by the famous state university in Indonesia, for example UM, UNDIP, UNESA, and so on. So that the researcher chose this school to be researched. To make it clearer, the documentation can be seen in Appendix 19.

3.3  Population and Sample

To know the variable of study to be significant or not, the researcher needs the object to answer the instrument of the research. In this case, they are the population and sample. According to Hadi (1973) population is all habitats intended to be observed while Anderson (1975) states that a population is a set (or collection) of all elements processing one or more attributes of interests. Population is zone of generalization which consists of object/subject that has quality and certain characteristic that determined by the researcher to be studied and then deicide the conclusion (Sugiyono, 2008), while sample is a part of the whole population (Arikunto, 2010).

3.3.1  Population

The population of this research was the first year students of MAN 3 Kediri. It has ten classes of the first grade. They were class X-1 with the total of student is 38, X-2 with 38 students, X-3 with 38 students, X-4 with 38 students, X-5 with 40 students, X-6 with 38 students, X-7 with 38 students, X-8 with 38 students, X-9 with 38 students, and X-10 with 38 students. So, the total of population was 382 students. The reason of choosing the first grade was because they had the various basic of English. Beside that some of the classes had the same English teacher, so it easies the researcher doing this research.  

3.3.2  Sample

n=

Sample is a part of population or represents the characteristic of population. In this study, the researcher orientated to Sloven theory (Seville,1993). Below is the formula to take the sample.

Note:

n          = Sample

N         = Population

          = 0, 05 (Based on Sloven Theory)

= 195.3

= 195

The result was 195. Therefore, the researcher took 195 as the sample. But, in this research only taken three classes as the sample, it was caused only those classes that have the same English teacher. So that it easiest the researcher in doing the research and collected the data. The class that was chosen was X-7, X-8, and X-10. So the sample result was 114 respondents.

3.4  Data Collection Method

Data collection procedure is the important activity in the research. It is to get the actual data. The procedure that is used in this study was giving test to the students as respondents. There were some steps which had done to collect the data. The first step taken by the researcher took permission letter from the campus. Then, the letter was given to the school as the research location. After being permitted by the head master, the researcher accumulated data by giving the test to the students. There were three forms of the test, those are oral, written and essay. Oral test was used in pronunciation test, written test was used in listening test, and essay test was used in writing test. The research was done during two days. The time of colleting the data was done on 24^th and 26^th March 2014. The first day, on 24^th, the researcher entered two classes, those are X-7 and X-8. Finally, on 26^th researcher entered X-10. The next step, the data was computed and analyzed by using SPSS version 15.0 and Microsoft Excell program to find out descriptive and inferential statistic of the variable.

3.5  Research Instrument

Instrument has important function to obtain the data. Instrument is the tool used to get the data that releases the theme of the research. In this research, the researcher decided that the most suitable instrument to get the data was through test.

3.5.1        Test

Test is a set of stimuli presented to an individual in order to elicit responses on the basis of which on numeral score can be assigned this score. Test is a series of questions which to measure the ability, intelligence, and aptitude (Arikunto, 2010). Test is the instrument that was used to collect the data in this research. There were three types of test that was used in this research. The test was oral, written and essay test. It was used to collect data about pronunciation mastery (X₁), listening ability (X₂) and writing achievement (Y).

To know the students’ pronunciation mastery, the researcher used oral test. Students should be tested one by one, so that the research can get the real data from the students. The forms of the test for pronunciation mastery were oral test by giving some sentences and asked students to read them. The assessments of this test were loudness, intonation, grammatical endings, stressed, and rhythm. The rubric assessment can be seen in Appendix 4. Every component had value 1-4. All of the value would be time 5 to get the real score. The complete test can be seen in Appendix 4.

The form of the listening ability was written test. It was done by listening to the native speaker then they should answer the questions. In the questions, students should find out the implicit and explicit meaning, main idea, purpose of the dialogues and etc. The questions for listening were 20 questions about tourism places. It consisted of four parts of the test. Te first part was about picture. Students should choose the most suitable sentence with the picture. The second part was about simple dialogue. Students should choose the suitable response of the dialogue. The third part was about understanding dialogue. In this part students should understand what was the main point, location and situation of the dialogue, them they should answer the questions based on the dialogue. The last part was about advertisement. In this part students should answer the questions based on the advertisement. Every question has value 1 if students could answer rightly, and 0 score for the wrong answer. The questions can be seen in Appendix 5.

The form of writing achievement was essay test. They should write a story about descriptive text while the theme was tourism places. The assessments of this test were content, organization, grammar, vocabulary, and mechanic of the text. the rubric of writing can be seen in Appendix 6. Every component had value 1-4 that would be times 5 to get the real score. The test can be seen in Appendix 6. The test was choosing to get the real score of students’ pronunciation mastery, listening ability and writing achievement. For the clearer information see on Appendix 1, 2 and 3.

3.5.2        Validity of Instrument

Test validity is discrimination index of questions which is determined from the difference of answering proportion in each group. It is used to check whether the instrument is valid and suitable or not to be applied in the subject of research. Validity instrument is usually called point bisserial correlation. It is symbolized by r_pbi. The validity is computed using SPSS version 15.0.

The first point explained was the validity value of variable X₁ (students’ pronunciation mastery). There were 5 components of assessments that were used. And it was known that r_pbiof each component were: (1) loudness 0.753**, (2) intonation 0.719**, (3) grammatical endings 0.699**, (4) stressed 0.530** and (5) rhythm 0.597**.

The second point explained was the validity value of variable X₂ (students’ listening ability). There were 20 numbers of questions that were used. And it was known that r_pbi of each numbers were: (1) 0.281**, (2) 0.268**, (3) 0.309**, (4) 0.557**, (5) 0.377**, (6) 0.451**, (7) 0.414**, (8) 0.517**, (9) 0.520**, (10) 0.361**, (11) 0.331**, (12) 0.275**, (13) 0.376**, (14) 0.362**, (15) 0.389**, (16) 0.227*, (17) 0.268**, (18) 0.229*, (19) 0.237*, and (20) 0.416**.

The last point explained was the validity value of variable Y (students’ writing achievement). There were 5 components of assessments that were used. And it was known that r_pbiof each component were: (1) content 0.664**, (2) organization 0.395**, (3) grammar 0.486**, (4) vocabulary 0.575**, and (5) mechanic 0.622**.

Based on those values, it was concluded that all of the instrument were valid. It was proven by the asterix sign above the value. One asterix means that the instrument was valid at 5% significance level. It was called one tail. And the two asterix means that the instrument was valid at 1% significance level. It is called two tails. To make clearer, the value is also served at SPSS standard table. It can be seen in Appendix 10,11, and 12.

3.5.3        Reliability of Instrument

Reliability of instrument is needed to make sure that the instrument can be consistent if used in other time. It means that the instrument of the test is reliable. The instrument is computed by using SPSS 15 version. The table can be seen below:

Table 3.1. Reliability Analysis                        Table 3.2. Reliability Analysis

                Reliability Statistics (PM)                                                 Reliability Statistics (LA)

Cronbach's Alpha	N of Items
.680	5

Cronbach's Alpha	N of Items
.614	20

Table 3.3. Reliability Analysis

                Reliability Statistics (WA)

Cronbach's Alpha	N of Items
.437	5

Those are the table of reliability for whole instruments. According to Sudijono (2010), the instrument can be said reliable if it is higher than r table in 5% that is 0.304 and 1 % that is 0.393. It can be seen at the value of Cronbach’ Alfa. All of variables have value 0.680 for students’ pronunciation mastery, 0.614 for listening ability and 0.437 for writing achievement. So, all of instruments for students’ pronunciation mastery, listening ability and writing ability are reliable. Then, for the result of each number can be seen at Appendix 13, 14 and 15.

3.5.4        Normality of Variable

The normality for the data is shown in histogram. The data can be included in normal curve if the histogram has a peak. In the instrument, it is proven that the data is in normal distribution. It is because the histogram has peak that shows the normality of the data. The histogram can be seen below.

Figure 3.1 Normality curve of Students’ Pronunciation Mastery

Based on the figure above, it can be concluded that the data of students’ pronunciation mastery is in normal distribution. It is proven by the peak that appears in the diagram. It means that the data is various and distribute normally.    

Figure 3.2. Normality curve of Students’ Listening Ability

Based on the figure above, it can be concluded that the data of students’ listening ability is in normal distribution. It is proven by the peak that appears in the diagram. It means that the data is various and distribute normally.    

Figure 3.3. Normality curve of Students’ Writing Achievement

Based on the figure above, it can be concluded that the data of students’ writing achievement is in normal distribution. It is proven by the peak that appears in the diagram. It means that the data is various and distribute normally.    

3.6   Identifications of Variable

In this research, there are three variables to obtain the data. In this study, the first variable is pronunciation mastery as independent variable, the first is listening ability is also as independent variable, and the third is writing achievement as the dependent variable. So, it is expected to get correlation among pronunciation mastery (X₁), listening ability (X₂) and writing achievement (Y). The figure about the description of variables can be seen in figure 3.1.

Pronunciation Mastery (X1) è{Ind. Variable}

           

Listening Ability (X2) è{Ind. Variable}

Writing Achievement (Y) è {Dep. Variable}

 

Figure 3.4. The Identification of Variables

3.7   Data Analysis

The purpose of this study is to get the correlation among pronunciation mastery, listening ability and writing achievement at the first year students of MAN 3 Kediri. The researcher must count the scores to analyze the data. After collecting data from the test, the researcher analyzes them and finds out the mean median and standard deviation of variable X₁, X₂ and Y. To find out the correlation between three variables the researcher used the formula of product moment correlation. The procedure of analysis the data uses both descriptive and inferential statistic.

3.7.1        Descriptive Statistic

In this research, the researcher determines the descriptive statistic such as: mean (average), median, and deviation standard. The data analysis presents below:

a.       Mean

The first step is to find the mean of the variable x and y. According to Sudjiono (2010), the mean of a series numbers is the total from all numbers divided with the quantity of the numbers themselves. The formula is as follow:

Explanation:

Mx       : the mean of the X variable

My       : the mean of the Y variable

∑fX     : the multiply between the score of variable Xand the frequency in the eachscore

∑fY     : the multiply between the score of variable Y and the frequency in the each score

N         :  number of cases

b.      Median

The first step is to find the median the variable. According to Sudjiono (2010), the median is value or a number that divided distribution data into two parts but the number is same. To get the median the formula is as follow:

Median = Rall + 

Explanation:

N         : Number of cases

Rall      : Real Apparent Lower Limit

f           : Frequency

fkb       : frequency lower limit under the mean score class

c.       Mode

According to Sudijono (2010) mode is the score that most frequently arises in each data. If there is more than one mode, the lowest value is taken.

d.      The Standard Deviation

The next is the standard deviation (SD). To get it, the formula is as follow:

            SDx =                       SDy     =

Explanation:

N         = number of cases

SD       = standard deviation

   = the total number of deviation variable X after having square process.

   = the total number of deviation variable Y after having square process

e.         Range

Sudijono (2010) stated Range is the difference between the low score and high score. It is formulated below:

Where:

R = Range, H= High Score, and L= Low Score

f.          Percentile

Percentile is the limit score that divides the data becomes 100 equally, Sudijono (2010). The formula is below:

Where:

P          : percentile

l           : lower limit of score which has percentile

n          : the number of percentile

fkb       : frequency lower limit under the percentile score class

f           : frequency of the percentile score class

3.7.2        Inferential Analysis

It is the result of correlation. Partial correlation is used to describe the strength of relationship between two variables after the influence of a third variable has been controlled. So, to find the relationship among pronunciation mastery, listening ability and writing achievement, the formula of partial correlation used to estimate the correlation. The formula partial correlation as follows:

rx_12.y      : Correlation between X₁ and X₂ controlled by variable Y.

rx₁x₂      : Correlation between X₁ and X₂

rx₁y      : Correlation between X₁ and Y

rx₂y      : Correlation between X₂ and Y

Then, to compute the coefficient partial correlation, the formula which can be used is:

Where:

r_p             : Score of partial correlation

n          : Total sample

t           : t-result which should be consulted with t-table

3.7.3        Interpretation Analysis

To interpretation the analysis, the researcher uses SPSS and manual interpretation. Below is the explanation:

1.                  SPSS

If the correlation among pronunciation mastery (X₁), listening ability (X₂) and writing achievement (Y) show two tailed and one tailed it means there is positive significant correlation among X₁, X₂ and Y . In contrary, if it does not show two tailed or one tailed, it means there is no positive significant correlation among pronunciation mastery, listening ability and writing achievement.

2.        Manual

Manually, if the correlation coefficient value (r) obtained is greater than or equal to the (r) product moment table value, the hypothesis is accepted. It means that there is positive and significant correlation among variable X₁, X₂ and Y. Besides, it can be seen in the table to determine the correlation between three variables. Coefficient correlation is an index which is used to measure the correlation (strong, weak or there is no correlation among the variables) (Sugiyono, 2008). The table is presented below.

Table 3.4.The Interpretation Table of Significant Level

No.	Coefficient Correlation (CC)	Category
1	0,000 – 0,199	Very Low Correlation
2	0,200 – 0,399	Low Correlation
3	0,400 – 0,599	Average Moderate Correlation
4	0,600 – 0,799	High Correlation
5	0,800 – 1,000	Very High Correlation

 CHAPTER IV

RESEARCH FINDINGS

This chapter discusses about the result of the research and its analysis. It contains result of students’ pronunciation mastery (PM) as variable X₁, listening ability (LA) as variable X₂ and writing achievement (WA) as variable Y, SPSS table of each variable, chart or figure of each variable, the correlation value between three variables.

4.1. The Result of Students’ Pronunciation Mastery

Frequency is number of how many times those scores appear in the computation. The score frequency of variable X₁ is shown at the table at appendix 7.

The table shows us about the number of cases/ total frequency, valid score, percentage of valid score, and cumulative percent of each score. From the table above, it can be seen the variety of scores in variable X₁ (Students’ Pronunciation Mastery). There are 114 numbers of cases (N). It means the sample taken is amounted 114.  From the sample, there are 11 kinds of scores arise here from the lowest until the highest.  It means that the score is variety. The lowest score of variable X₁ is 45 and the highest one is 95. There is 2 numbers of lowest score and 2 numbers of highest score. The frequency table of descriptive statistics can be seen as follows:

Table 4.1 Descriptive Statistics of Pronunciation Mastery

The table shows that the mean of pronunciation mastery is 69.21, the median is 65.00, the mode is 60 and the standard deviation is 11.984. To make clearer, there is also served chart of each variable. It shows number of each score in bar graph. The figure can be seen below:

Figure 4.1 Students’ Pronunciation Mastery (Variable X₁)

Then, there is the classification of students’ pronunciation mastery. From this table we can know the categorization of each score in each variable and how many numbers of score that belong to each categorization is. The first table is categorization of students’ pronunciation mastery. The table is served below.

Table 4.2. Categorization of variable X₁ (PM)

No.	Value	Category	F	Percentage
1.	0-20	Very Bad	0	0%
2.	21-40	Bad	0	0%
3.	41-60	Enough	46	40%
4.	61-80	Good	47	42%
5.	81-100	Very Good	21	18%
Total			114	100%

From the table we can see that there are 21 students have a very good value of pronunciation mastery, 47 students have good value of pronunciation mastery and 46 students have an enough value of pronunciation mastery. In the table above we also can see that there is no students who get bad and very bad score in pronunciation mastery.

From the explanation above, the researcher concludes most of students have enough and good ability in pronunciation mastery. It is proven with the number of frequency 46 and 47. To make clearer, below is shown the figure of students’ pronunciation mastery:

Figure 4.2. Students’ Pronunciation Mastery

4.2. The Result of Students’ Listening Ability

Frequency is number of how many times those scores appear in the computation. The score frequency of variable X₂ is shown at the table at appendix 8.

The table shows us about the number of cases/ total frequency, valid score, percentage of valid score, and cumulative percent of each score. From the table above, it can be seen the variety of scores in variable X₂ (Students’ Listening Ability). There are 114 numbers of cases (N). It means the sample taken is amounted 114.  From the sample, there are 12 kinds of scores arise here from the lowest until the highest.  It means that the score is variety. The lowest score of variable X₂ is 35 and the highest one is 100. There is 1 numbers of lowest score and 1 numbers of highest score. The frequency table of descriptive statistics can be seen as follows:

Table 4.3 Descriptive Statistics of Listening Ability

The table shows that the mean of listening ability is 81.01, the median is 85.00, the mode is 85 and the standard deviation is 11.715. To make clearer, there is also served chart of each variable. It shows number of each score in bar graph. The figure can be seen below:

Figure 6. Students’ Listening Ability

Then, there is the classification of students’ listening ability. From this table we can know the categorization of each score in each variable and how many numbers of score that belong to each categorization is. The first table is categorization of students’ listening ability. The table is served below.

Table 4.4. Categorization of variable X₂ (LA)

	Value	Category	F	Percentage
1.	0-20	Very Bad	0	0%
2.	21-40	Bad	3	3%
3.	41-60	Enough	3	3%
4.	61-80	Good	47	41%
5.	81-100	Very Good	61	53%
Total			114	100%

From the table we can see that there are 61 students have a very good value of listening ability, 47 students have good value of listening ability, 3 students have enough value of listening ability and 3 students have a bad value of listening ability. In the table above we also can see that there is no student who gets very bad score in listening ability.

From the explanation above, the researcher concludes most of students very good ability in listening ability. It is proven with the number of frequency 61. To make clearer, below is shown the figure of students’ listening ability:

Figure 4.4. Students’ Listening Ability

4.3. The Result of Students’ Writing Achievement

Frequency is number of how many times those scores appear in the computation. The score frequency of variable Y is shown at the table at appendix 9.

The table shows us about the number of cases/ total frequency, valid score, percentage of valid score, and cumulative percent of each score. From the table above, it can be seen the variety of scores in variable Y (Students’ Writing Achievement). There are 114 numbers of cases (N). It means the sample taken is amounted 114.  From the sample, there are 9 kinds of scores arise here from the lowest until the highest.  It means that the score is variety. The lowest score of variable Y is 40 and the highest one is 85. There is 2 numbers of lowest score and 4 numbers of highest score. The frequency table of descriptive statistics can be seen as follows:

Table 4.5 Descriptive Statistics of Writing Achievement

The table shows that the mean of writing achievement is 64.56, the median is 65.00, the mode is 65 and the standard deviation is 8.350. To make clearer, there is also served chart of each variable. It shows number of each score in bar graph. The figure can be seen below:

Figure 4.5. Students’ Writing Achievement

Then, there is the classification of students’ writing achievement. From this table we can know the categorization of each score in each variable and how many numbers of score that belong to each categorization is. The first table is categorization of students’ writing achievement. The table is served below.

Table 4.6. Categorization of variable Y (WA)

	Value	Category	F	Percentage
1.	0-20	Very Bad	0	0%
2.	21-40	Bad	2	2%
3.	41-60	Enough	34	30%
4.	61-80	Good	74	65%
5.	81-100	Very Good	4	3%
Total			114	100%

From the table we can see that there are 4 students have a very good value of writing achievement, 74 students have good value of writing achievement, 34 students have enough value of writing achievement and 2 students have a bad value of writing achievement. In the table above we also can see that there is no student who gets very bad score in writing achievement.

From the explanation above, the researcher concludes most of students are good ability in writing. It is proven with the number of frequency 74. To make clearer, below is shown the figure of students’ writing achievement:

Figure 4.6. Students’ Writing Achievement

After described the frequency table and chart of each variable, it needed to find descriptive statistic of all variables. This part is to describe mean, median, mode, and standard deviation of students’ pronunciation mastery, listening ability and writing achievement. The table is served in SPSS standard table. In the right place it is shown students’ pronunciation mastery descriptive statistic computation, in the middle it is shown students’ listening ability and in the left place is shown the result of descriptive statistic for students’ writing achievement. Here they are:

Table 4.7. Table Descriptive Statistic of All Variables

The table above shows us the descriptive statistic of the variable X₁, X₂ and Y. It contains mean, median, modus, deviation standard, range, maximum & minimum value and percentiles.

From table above, it can be seen that the mean of variable X₁ (PM) is 69.21, mean of variable X₂ (LA) is 81.01 and mean of variable Y (WA) is 64.56. While median of those variables are 65.00, 85.00 and 65.00. Modes of all variables are 60, 85 and 65. Then SD_x1 is 11.984, SD_x2 is 11.715 and SD_y is 8.350.   

Then, the table shows the minimum and maximum scores of variable X₁ is 45 & 95, variable X₂ is 35 & 100 and variable Y is 40 & 85.  The last data shown is percentiles. There are 4 percentiles found there. They are percentile 5, 25, 50, and 75. The values are 55, 60, 65 and 80 for variable X₁, 60,75, 85 and 90 for variable X₂ and 50, 60, 65 and 70 for variable Y. The descriptive statistic computation above is also used to compute the inferential statistic in this research, namely correlation.

4.4. The Result of the Correlation between Pronunciation Mastery and Writing Achievement controlled by Listening Ability

This research is purposed to find out whether there is significant correlation between pronunciation mastery (X₁) and writing achievement (Y) controlled by listening ability (X₂) among the first year students of MAN 3 Kediri but it needs some steps that is explained at point 4.1 to 4.3. To examine whether there is significant correlation between pronunciation mastery and writing achievement controlled by listening ability the alternative hypothesis was taken. But after doing some tests and computation using SPSS the alternative hypothesis is exchange into null hypothesis. It was caused the computation result between pronunciation mastery and writing achievement controlled by listening ability cannot reach the value of correlation. To make it clearer the correlation value is served at SPSS table as follows:

Table 4.8 The Correlation between Pronunciation Mastery and Writing Achievement controlled by Listening Ability

Notes:

PM: Pronunciation Mastery

LA: Listening Ability

WA: Writing Achievement

            In table 4.5 entitled correlations, it shows the correlation between two variables, namely pronunciation mastery (X₁) and writing achievement (Y) controlled by listening ability (X₂). The table contains number of correlation, number degree of freedom, and significance level. The correlation used here is Partial correlation which value is 0.119.

            The table above tells us about the correlation between pronunciation mastery and writing achievement controlled by listening ability. From that table can be seen that the value of correlation is 0.119 and the significant level 2-tailed is 0.210. The variable can be said correlate if the significant level is not more than 0.005. While the table above shows that the significant level is more than 0.005, so it can be concluded that there is no significant correlation between pronunciation mastery and writing achievement controlled by listening ability. It is said that there is no significant correlation between pronunciation mastery (X₁) and writing achievement (Y) controlled by listening ability (X₂), it means that pronunciation mastery cannot influences writing achievement even the listening ability is controlled. The three variables can be said correlate if the value of pronunciation mastery is high and can make the value of writing achievement high too.

            It is in line with the statement of problems states in the first chapter that one of the objectives of this research is to find out whether there is significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri or not. After knowing the result of the partial correlation computation above, it shows that there is no significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri. So, it is concluded that the null hypothesis is accepted and proven. Although there is no significant correlation among three variables being researched, the value of correlation is included in very low correlation based on the degree of correlation by Sudijono (2010).

4.5. The Result of the Correlation between Listening Ability and Writing Achievement controlled by Pronunciation Mastery

This research is purposed to find out whether there is correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri but it needs some steps that is explained at point 4.1 to 4.3. To examine whether there is significant correlation between listening ability and writing achievement controlled by pronunciation mastery the alternative hypothesis was taken. But after doing some tests and computation using SPSS the alternative hypothesis is exchange into null hypothesis. It was caused the computation result between listening ability and writing achievement controlled by pronunciation mastery cannot reach the value of correlation. To make it clearer the correlation value is served at SPSS table as follows:

Table 4.9 The Correlation between Listening Ability and Writing Achievement controlled by Pronunciation Mastery

Notes:

PM: Pronunciation Mastery

LA: Listening Ability

WA: Writing Achievement

In table 4.6 entitled correlations, it shows the correlation between two variables, namely listening ability (X₂) and writing achievement (Y) controlled by pronunciation mastery (X₁). The table contains number of correlation, number degree of freedom, and significance level. The correlation used here is Partial correlation which value is 0.029. The table above tells us about the correlation between listening ability and writing achievement controlled by pronunciation mastery. From that table can be seen that the value of correlation is 0.029 and the significant level 2-tailed is 0.764. The variable can be said correlate if the significant level is not more than 0.005. While the table above shows that the significant level is more than 0.005, so it can be concluded that there is no significant correlation between listening ability and writing achievement controlled by pronunciation mastery. It is said that there is no significant correlation between listening ability (X₂) and writing achievement (Y) controlled by pronunciation mastery (X₁), it means that listening ability cannot influences writing achievement even the pronunciation mastery is controlled. The three variables can be said correlate if the value of listening ability is high and can make the value of writing achievement high too.

            It is in line with the statement of problems states in the first chapter that one of the objectives of this research is to find out whether there is significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri or not. After knowing the result of the partial correlation computation above, it shows that there is no significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri. So, it is concluded that the null hypothesis is accepted and proven. Although there is no significant correlation among three variables being researched, the value of correlation is included in very low correlation based on the degree of correlation by Sudijono (2010). 

CHAPTER V

DISCUSSION

In this chapter, the researcher wants to present the discussion of the research’s result on the chapter IV. This chapter discusses about the interpretation of the result of the students’ pronunciation mastery (X₁), listening ability (X₂) and writing achievement (Y).

5.1  Discussion of Pronunciation Mastery

The researcher uses 195 students as population and takes 114 students as sample of pronunciation mastery (X₁). Test is used to collect the data, and the result of the test shows that the higher score in pronunciation mastery is 95, and the lowest score is 45, then the mean is 69.21, the median is 65.00 and the standard deviation is 11,984. Based on the table of categorization, 47 students got good value, so that the students’ pronunciation mastery of MAN 3 Kediri is good.

Jenkins (2004) said about her research on segmental and suprasegmental features that can mislead listeners in their attempts to identify spoken utterances. They tagged each utterance in our data according to whether the following features played a role in the miscommunication: vowels, consonants (word-initial, medial, and final positions), occurrence in weak or stressed syllable, syllable insertion or deletion, word or compound stress, and word boundary confusions. It means that in pronouncing words or sentences they need to pay attention in some components as like what Jenkins said above. The researcher also used the same components in testing the students’ pronunciation mastery. The components were loudness, intonation, grammatical endings, stressed and rhythm.

Beside that Derwing & Munro (2005) said that, in their research program, consisted with Tracey Derwing and his friend, Munro, have developed a tripartite perspective on the study of L2 pronunciation. They distinguish among accentedness – how different someone’s speech seems (often from the listener’s variety), comprehensibility – the listener’s experience of how difficult the speech is to understand, and intelligibility – how much of the speech is actually understood by interlocutors. Of these, accentedness is the least relevant to communication because listeners quickly adjust to many divergences from their own speech patterns; many L2 speakers have strong accents but are perfectly intelligible to their interlocutors. Intelligibility and comprehensibility, however, are more closely tied to communicative success, and therefore merit careful attention. It means that everybody has different pronunciation in speaking, and they need to be paid attention by the other listeners to understand what they speak.

5.2  Discussion of Listening Ability

This research uses 195 students as population and takes 114 students as sample. Test is used to collect the data of X₂ variable. The result of the test shows that the highest score is 100, the lowest score is 35. The mean is 81.01, the median is 85.00, and the standard deviation is 11.715. There are 61 students who have very good value based on the categorization table. The value includes into very good  category, so it can be concluded that the students’ listening ability of MAN 3 Kediri is very good.

According to Lundsteen (1979) listening is as the process in which spoken language changes into meaning in the mind. To convert spoken foreign language in the mind, learners should be aware of the phonological features of the language. This fact signals the importance of the pronunciation component of language learning.  

According to Postovsky (1975) “Listening ranges in meaning from sound discrimination to aural comprehension (i.e., actual understanding of the spoken language)” (p. 19). After gaining its long deserved importance, listening has become the interest of many researchers. There have been various research studies on how to develop listening comprehension (Brown, 2007; Hayati & Mohmedi, 2011; Hinkel, 2006) including a number on the development of listening strategies (Berne, 2004; Jia & Fu, 2011).

Based on the explanation above, it means that to understand the listening ability students should be interest to the subject. And to understand the students’ comprehending in listening the researcher used test that consisted of 20 questions. And the value can show the students’ listening ability.

5.3  Discussion of Writing Achievement

This research uses 195 students as population and takes 114 students as sample. Test is used to collect the data of Y variable. The result of the test shows that the highest score is 85, the lowest score is 40. The mean is 64.56, the median is 65.00, and the standard deviation is 8.350. There are 72 students who have very good value based on the categorization table. The value includes into good category, so it can be concluded that the students’ listening ability of MAN 3 Kediri is good.

In the research conducted in Turkey about the writing skills, the problems in both the na­tive language and the second language have been discussed (Ertas, 1986). The identification and commitment over time to improving of their school (the school's students' writing skills are positively related to its students' results on the writing performance test) (Heck and Crislip, 2001). Furthermore, training efforts that arc directed towards the evaluation of the writing skills and through methodological practices (Ash-baugh. Johnstone, and Warfield, 2002), anal­ysis and enhancement of the students' writing skills are encountered (Dermer. Lopez, and Messlingm,2009).

Based on the explanation above, it means that there should be an evaluation to know the students ability and achievement in writing. To know the students achievement in writing the researcher used test that has five components to assess students’ writing achievement. The components are contents, organization, grammar, vocabulary, and mechanic.

5.4       Discussion of the Correlation between Pronunciation Mastery and Writing Achievement controlled by Listening Ability

Based on the result of the data’s computation using partial correlation in chapter IV, the value of correlation computation by using SPSS is 0.0119. It can be seen that the significance level in 2-tailed is 0.210 or more than 0.005. It means that the correlation score obtained is not significant, and there is no positive significant correlation between pronunciation mastery and writing achievement controlled by listening ability. The correlation includes very low correlation category based on the table of correlation (Sudijono, 2010).

Based on this accepted null hypothesis, it is found that not 99% of pronunciation mastery influences writing achievement and 1% of pronunciation mastery influence writing achievement controlled by listening ability. The pronunciation mastery which gives influence to writing achievement is very little so that their listening ability can increase too but it is not significant. It is proven by the very low level of correlation with the interval 0.000-0.199.

Finally, based on the result of this research, we can conclude that there is no significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri but the correlation is very low (interval 0.000-0.199). It means that the good writing achievement which is gotten by the students is not influenced by their pronunciation mastery although their listening ability is controlled.

According to Inal (2006) Writing in English, aside from organically connected with listening, reading and speak­ing skills, is a process that also incorporates parameters such as; punctuation, a meaning­ful completeness, consistency, spelling rules, clear cut hand writing, choice and usage of words, correct usage of adjectives, grammar and conjunctions, page layout, writing style, composition order (introduction-develop­ment-conclusion), supportive ideas to the main argument and details, theme, point of view, thinking and expression.

While Lewis (2005) asserted, “In recent years, increasing attention has been placed on providing pronunciation instruction that meets the communicative needs of non-native speakers (NNSs) of English. Empirical research and pronunciation materials’ writers suggest that teaching suprasegmentals before segmentals to intermediate and advanced NNSs could be more beneficial in a shorter period of time”.

Based on the explanation above can be concluded that every skill is related each other. It can be seen that writing related to every skill and also pronunciation related to the listening and speaking. But the other aspect also can add the relation to writing, for example in dictation. It needs the clear pronunciation of words or sentences to understand what the speaker says and rewrite it. But after looking at the result of the research in the chapter before, this research is not in line with the sources. It is caused the sources said that there is correlation between three variables, but after doing test, some computations and seeing the result this research says that there is no significant correlation among the three variables. That problem can be caused by many aspects, such as the unsuitable instrument, or the wrong in taking the data.

5.5       Discussion of the Correlation between Listening Ability and Writing Achievement controlled by Pronunciation Mastery

Based on the result of the data’s computation using partial correlation in chapter IV, the value of correlation computation by using SPSS is 0.0289. It can be seen that the significance level in 2-tailed is 0.764 or more than 0.005. It means that the correlation score obtained is not significant, and there is no positive significant correlation between listening ability and writing achievement controlled by pronunciation mastery. The correlation includes very low correlation category based on the table of correlation (Sudijono, 2010).

Based on this accepted null hypothesis, it is found that not 99% of listening ability influences writing achievement and 1% of pronunciation mastery influence writing achievement controlled by pronunciation mastery. The listening ability which gives influence to writing achievement is very little so that their pronunciation mastery can increase too but it is not significant. It is proven by the very low level of correlation with the interval 0.000-0.199.

Finally, based on the result of this research, we can conclude that there is not significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri but the correlation is very low (interval 0.000-0.199). It means that the good writing achievement which is gotten by the students is not influenced by their listening ability although their pronunciation mastery is controlled.

Morley (1972) defined listening as involving basic auditory discrimination and aural grammar as well as reauditorizing, choosing necessary information, recalling it, and relating it to everything that involves processing or conciliating between sound and composition of meaning. While Madsen and Berne (2004) stated is very similar to those mentioned before: “Listening is attending to and interpreting oral language. The student should be able to hear oral speech in English, segment the stream of sounds, group them into lexical and syntactic units (words, phrases, sentences), and understand the message they convey” (p. 73).

Brown and Yule (1983) refered to listening comprehension as a person’s understanding of what he has heard, and relate listening comprehension to English as a Foreign Language (EFL) context by expressing that in EFL teaching, listening is often regarded as the listener’s ability to repeat the text, despite the possibility that the listener may replicate the sound without genuine comprehension.

Based on the explanation above, it can be seen that listening needs an understanding of what is being talked. Listening needs special attention to know the meaning of text or sentences that is talked or for answering the questions that is being asked. Listening also can be related to writing by rewrite the text or everything being talked by the native speaker. By understanding what they listen to well, students also can rewrite well. After looking at the result of the research in the chapter before, this research is not in line with the sources. It is caused the sources said that there is correlation between three variables, but after doing the computation this research says that there is no significant correlation among the three variables.

This research used different form of the test or instruments in every variable. For the pronunciation mastery students tested one by one by reading three sentences and assessed by five components. Listening test was done by answering 20 questions that consisted of four parts, while writing test was done by making a descriptive text based on the themes about tourism places. Those different tests made the result did not reach the correlation value. Because of those reasons the researcher recommends the further researcher to use the most suitable instrument in doing the further research. The test that researcher recommend is using one test for the three variables. For instance there is one blank descriptive text, students should complete the text using the words they heard then they should rewrite it into descriptive text by using their own words. Those tests hopefully can improve the value of correlation then will get the high correlation among three variables.

 CHAPTER VI

CONCLUSION AND SUGGESTION

This chapter presents the last topic of this research. Those are conclusion and suggestion. Based on the result of the research, the calculation is taken to make the data analysis. After getting the result, it is necessary to make conclusion of this research.  Then, suggestions are also given to the teacher as consideration in the next time, for the students, and the further researcher.

6.1. Conclusion

From the result of the research that has been described before, some conclusions are taken as the answer of the statements of problem in chapter I. The conclusions are served below.

1.      The students pronunciation mastery belongs to “good” category. There are 47 students which get the good score or about 61- 80. The percentage is 42%.  The mean of students’ pronunciation mastery is 69.21 and the median of pronunciation mastery is 65.00. The standard of deviation is 11.984. The highest and the lowest score is 95 and 45.

2.      The students listening ability belongs to “very good” category. There are 61 students which get very good score or about 81-100. The percentage is 53%.  The mean of students’ listening ability is 81.01 and the median of listening ability is 85.00. The standard of deviation is 11.715. The highest and the lowest score is 100 and 35.

3.      The students writing achievement belongs to “good” category. There are 74 students which get good score or about 61-80. The percentage is 65%.  The mean of students’ writing achievement is 64.56 and the median of writing achievement is 65.00. The standard of deviation is 8.350. The highest and the lowest score is 85 and 40. So they have good achievement in writing.

4.      There is no significant correlation between pronunciation mastery and writing achievement controlled by listening ability among the first year students of MAN 3 Kediri.

5.      There is no significant correlation between listening ability and writing achievement controlled by pronunciation mastery among the first year students of MAN 3 Kediri.

6.2. Suggestion

Based on the research which states that there is not significant correlation among pronunciation mastery, listening ability and writing achievement, this research hopefully can give contribution to the others. Then, it is necessary to give the suggestion to the readers, teachers, students, and further researchers.

For the readers, this research hopefully can be useful for the readers to give the critical support relation with this thesis because there are many still weaknesses under the research. Hopefully, this research can give benefit to the readers.

For the teachers, this research hopefully can give the knowledge to the teacher to consider that their student’s pronunciation mastery influences their writing achievement even only 1%. It means that pronunciation mastery has relation to the writing achievement and controlled by the students’ listening ability. The teacher also recommended to have the variation in teaching listening, it is caused it will also influences students’ pronunciation and writing.

For the students, the result of this research is useful to increase their ability in writing and listening. So, they can pronounce English word without need to shy anymore, because after mastering the pronunciation, students’ ability in listening and writing is better. The students also recommended paying attention in writing and pronunciation, because it will make them easy in writing. Researcher also hopefully this research can make students understand the native speakers say, or they try to make a conversation with the foreigner.

For the further researchers, this research hopefully can become a reference to conduct the next research. Then, this research hopefully can be perfected in the content and result by the further researchers. The researcher also recommended using the same title with the same variables but changing the instruments of collecting data to prove that it will reach the high correlation if the instrument is changed to more valid instruments. 

   

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