THE
EFFECTS OF INTERPERSONAL COMMUNICATION SKILL AND VOCABULARY MASTERY TOWARDS
STUDENT’S SPEAKING SKILL
By
Suhendar, S.S, M.Pd.
Lecturer of STIBA IEC Jakarta
Suhendar_success@yahoo.com
ABSTRACT
The objective
of this research is to find out (1) The effects of interpersonal communication
skill and vocabulary mastery jointly toward student’s speaking skill at private
universities in East Jakarta; (2) The effect of interpersonal communication
skill towards student’s speaking skill at private university in East Jakarta; (3)
The effect of vocabulary mastery towards student’s speaking skill at private
university in East Jakarta. In connection to which, research methodology used
by the researcher is explanatory survey with quantitative approach through
correlation method. The researcher concluded that population is collected from
a number of groups interest to the researcher, a number of group which researcher
would like to make the results of the study to be reported. As for the sample
of which is undertaken by random sampling and the samples thereof are 40 people.
Finally, the research findings are: (1) There are significant effects of
interpersonal communication skill and vocabulary mastery jointly towards
student’s speaking skill at private university in East Jakarta. It is proved by
Faccount= 25.835 > F table (0,05,2,37) = 3,252, and
sig = 0.000 < 0.05. 2) (2) There is significant effect of student’s
interpersonal communication skill towards student’s speaking skill at private
university in East Jakarta. It is proved by taccount= 4.436 > ttable
2.024, and sig = 0.000 < 0.05. (3)
There is significant effect of vocabulary mastery towards student’s speaking
skill at private university in East Jakarta. It is proved by taccount=
3.250>ttable 2.024, and sig = 0.002 < 0.05.
Keywords: Interpersonal communication skill,
vocabulary mastery, student’s speaking skill.
A. INTRODUCTION
1. Background
Language is
the most important
thing for people
as a means
of communication. It is basically a means of both oral and written
communication. It is important to learn English because it is an international
language which is used in many countries over the world and widely used in many
sectors such as information, trade, education, etc.
Since
English is a foreign language in our country, most students of university are
not familiar with it. They use English
more frequent only inside the class and less frequent outside the class.
Whereas, students have limited time to learn English in class, and they still
do not have enough encouragement to practice English outside the class in order
to get familiar with English. This case brings a problem that make university
students have difficulties to communicate in English. This study will analyse the
causes that make the students difficult to communicate in English and suggest
some solutions that can overcome the difficulties.
The first
cause that makes the students difficult in speaking English is that the
environment does not support the students of university to speak English
frequently. The environment here means the people outside the class. Those
people may think that the students just want to show off when they speak
English for daily conversation. The response that the students get makes them
loose their self-confidence to improve their speaking. Since the students do
not want to be rejected by the people around them, so they use their native
language in daily conversation. That condition makes the students of university unable to communicate in English fluently
outside the class.
The second
cause is problem with grammar. English always deals with reference of time
while Indonesian does not have one. Moreover, there are singular and plural
forms that the students have to distinguish and still many forms that have to
be learned. Most students of university are very easy to get confused with
English grammar, while grammar is very needed to form a correct sentence. If
the students of university do not have grammar mastery, of course they will not
be able to produce sentences that is grammatically correct. Realizing that the
grammar students have is very weak, so they feel embarrassed when they want to
produce English sentences orally.
Now, English
is an international language. Even technology and working world use English. It
is believed that the students want to be the winner in working world
competition that is getting tight day by day. One of the conditions that the
students must require is having the ability to speak English fluently. This skill
will be their plus point in facing the working world. From now on, the students
of university have to try hard to
overcome their difficulties to speak English fluently.
There are
two ways to encourage students to overcome their problem. The first one is such
a way for the teacher to do. It is considered necessary for the teacher to
force the students only to speak English during the class. The teacher may fine
the students every time they speak their native language. The teacher himself
must be able to convince his students to be brave to speak English, it does not
matter if they have very bad grammar. Just say whatever the students want to
say. And the teacher must convince his students that make errors is a normal
thing in learning. This way will raise students’ confidence to try to speak
English. It will be better if the teacher does not give correction every time
his students make errors, but he should give feedback and give explanation for
every error after the students finish their speech.
The second solution
is for the students themselves. They can have an English conversation club that
consists of their own classmates. They can share and talk about anything in
English during that time. In this club, they can learn together. Students of
university can correct each other without feeling embarrassed. English will
become students’ routine by doing that activity.
Every
problem can be solved, likewise the problem to speak English fluently that
students of university have. Even though the problem seems as students’
problem, but in fact teachers also play an important role in solving this
problem. Students’ difficulties to communicate in English must be solved as
soon as possible considering their needs in facing the working world. In
conclusion, by forcing the students only to speak English during the class and
having conversation club will solve their difficulties to speak English.
Interpersonal
communication is an exchange of information between two or more people. It is
also an area of study. During conducting interpersonal communication there is
message sending and message receiving. This can be conducted using both direct
and indirect methods. Successful interpersonal communication can be made when
the message senders and the message receivers understand the message.
Linguistic is
primarily the study of language that is divided into three broad aspects
including the form of language, the meaning of language, and the context or
function of language. The first aspect, form is based on the words and sounds
of language and uses the words to make sentences that make sense. The second
aspect, meaning, focuses on the meaning and significance of the words and
sentences that human beings have put together. The third aspect, function, or
context is based on recognizing the meaning of the words and sentences being
said and using them to understand why a person is communicating.
Based on the description above, the writer is
interested to do the research by choosing the title “The effects of
interpersonal communication skill and vocabulary mastery towards student’s
speaking skill at private universities in East Jakarta”.
2. Objectives
The objectives of this research are to find out the effects of interpersonal communication skill
and vocabulary mastery jointly towards
student’s speaking skill at private universities in East Jakarta, the effect of interpersonal communication skill
towards student’s speaking skill at private universities in East Jakarta and the effect of vocabulary mastery towards
student’s speaking skill at private universities in East Jakarta.
3. Theoretical Framework
3.1 The nature of Skill
Department
of Health (2001:45) said skill is an ability and capacity acquired through deliberate,
systematic, and sustained effort to smoothly and adaptively carryout complex
activities or job functions involving ideas (cognitive skills), things
(technical skills), and/or people (interpersonal skills). Cowan, Ruth Schwartz
(1997:179), Skill is the ability, coming from one's knowledge, practice,
aptitude, etc., to do something well.
Furthermore skill can be theoretically said as the
learned ability to carry out a task with pre-determined results often within a
given amount of time, energy, or both. In other words the abilities that one
possesses. Skills can often be divided into domain-general and domain-specific
skills. For example, in the domain of work, some general skills would include
time management, teamwork and leadership, self-motivation and others, whereas
domain-specific skills would be useful only for a certain job. Skill usually
requires certain environmental stimuli and situations to assess the level of
skill being shown and used.
Based
on the above theories it can be concluded that Skill is the ability, coming
from one’s knowledge, practice, aptitude, etc., to do something well.
3.2 The
nature of Speaking
The whole of human history is built upon
communication. From the first story told in prehistoric times through the mass
media of today, verbal communication has built the foundation of who we are,
where we came from, and what we hope to become. Throughout time, many orators,
philosophers, and educators have tried to capture the essence of human
communication. Although a true understanding of the complexity of communication
takes years of examination, it has tried to offer a brief highlight of some of
the major contributors.
Speaking is a very important part in studying English.
People need to speak in order to communicate one each other and make a good
communication. When someone was born, he learns how to speak, and speaking can
make him communicate or contact with other person. According to Yorkey
(1990;4), speaking skill is a skill and like other skill, it must be practiced
continuously. 1) The teacher role is becoming important for students later.
There are many keys to support speaking skill by listening cassette, watching
TV, Watching film, practicing with foreigners, practicing with partners. In
judging whether students are speaking in correct statements. There are two
criteria which the teacher must take : -The students have to understand the
meaning of words that they use and associate them into the objects of their
represent. –The students have to pronounce the words properly in order to arise
some perception and they understand each other. (Richard C Yorkey, 1990:4).
If students want to be able to speak fluently in
English, they need to be able pronounce us correctly, use appropriate stress
and intonation patterns and speak in connected speech. Speakers of English –
especially where it is a second language – will have to be able to speak in a
range different genres and situations, and they will be have to be able to use
a range of conversational and conversational-strategies. They will need to be
able to survive in typical functional exchanges too.
Students are often reluctant to speak because they are
shy and are not predisposed to expressing themselves in front of other people,
especially when they are being asked to give personal information or opinions.
Frequently, too, there is a worry about speaking badly and therefore losing
face in front of their classmates. In such situation there are number things we
can do to help. The teacher role is becoming important for student later. There
are many keys to support speaking skill
by listening cassette, watching TV, watching Film, practicing with foreigners,
practicing with partner.
Speaking is a one of language skill in learning
language. Speaking skill is a skill and like other skill, it must be practiced
continuously. People need to speak in order to communicate with the other
people and make a good communication well. We have to learn how to speak, and
speaking can make us communicate or contact with other person.
Based on the above theories, it can be concluded that
Speaking skill is a skill and like other skill, it must be practiced
continuously in order to communicate with the other people and make a good
communication well.
3.3 Speaking
Skill
Speaking is a form of communication (Jone, 1989: 14).
It means that speaking a kind of
communication which is conveyed orally. It is certainly that the process of it
involves two sides, the speaker and the listener who may function
interchangeably. When the speaker produces utterances sent to the listener,
he/she may function as a speaker. Otherwise, when the listener gets turn to
give responses, he/she may function as a speaker. In short, may be said that
speaking has the similar meaning to oral communication.
Brown says that conversations are collaborative
activities as participants (speaker and listener) engage in a process of
negotiation of meaning, (Brown, 2001:268). Meanwhile, Brown and Yule say that
in the production of speech each speaker needs to speak individually and
ideally. He needs someone to listen to this speaking and to respond to him,
(Brown and Yule, 1997; 25)
In relation to building social relationship, everyone
owns his goal for that reason. One may speak when he intends to discuss
something. Harmer (2006: 46-7) states that there are. This implies that some
reasons why people are involved in conversation. First they want to say
something. This implies that when there is something to tell, they need to
speak; otherwise, he will not speak. Second, they have communicative purpose.
Third, they intend to select words. It means speakers in general have certain
capacity to produce new and appropriate sentences.
Richards and Renandya (2002: 201) support Hammer’s
views, which emphasize that one will make a social relationship through
discussion forum. In this case, he will express his own ideas and persuade
others or clarify information. Boardman (1979; 1) states that the language used
by a speaker is to show how to ask information, to suggest, to prohibit, to
express ideas, etc. In the context of English learning, students are encourage
to be able to express themselves in target language, to overcome basic skills
of interaction such as mutual greetings, expressions of thanks and apology, and
to express his needs such as asking for information (Brown and Yule, 1988: 27).
From the explanation, it is likely to have the same
ideas on speaking reasons, namely the intention to deliver information to other
people and to entertain and make other people feel happy as well as to express
ideas. In English speaking situation, a student may speak with his classmate to
convey some information and his ideas. A student also speaks when a lecture
asks him some questions.
Considering some ideas above on the English speaking
ability and necessity of using English, it is concluded that English speaking
ability is one’s capacity of producing ideas orally to others through learning
process expressed in English acceptable and appropriate ways to maintain social
relationship.
Samovar and Mills (1972:62) further elaborate
explanation provided by Finochiaro and Bonomo; that is, speaking as a two-way
communication process between speaker and listener. They suggest that spoken
communication does not only require speaking skills but also mutual
understanding between speaker and listener. They define spoken communication as
follows: 1) ‘communication involves more than one people, 2) communication aims
at obtaining responses, 3) ideas and feeling are communication materials that need
to be specially planned to achieve the intended objectives, 4) communication is
a symbolical process, 5) communication is a real process in life that depends
end how we adapt to our surrounding properly, 6) response of the receiver or listener is the test to
effectiveness of communication activities. Lack of listener’s response means no
communication exist.
Papalia (1983:15) states that speaking skills is not
solely dependent on linguistics, competence but also on understanding of
culture, strategic function and use of language in interactions in social
contexts since success in acquiring communicative competence is dependent on
how the components are integrated. For this, sauvignon (1983:21) suggest that
communicative competence in the teaching of English needs to be develop through
more provision of time for listening activities, providing students with the
greatest possible opportunities to obtain responses, considering student’s
grammatical mistakes as something natural in the teaching-learning process and
performing activities within contexts that include their feelings and
involvement as a whole.
M. Bygate in Spoisky (193:63) suggest that speaking
skills have two integrated elements; that is, relative accuracy and relative
fluency. Accuracy is one dimension related to clarity, appropriateness and
correctness of certain message that are related to interlocutors and norms.
Success of a message is influenced by selection, formulation and
comprehensibility. This dimension covers use of grammar, pronunciation of
vocabulary, selection of expression, discourse markers and register.
According to Jone speaking is a form of communication.
It means that speaking is a kind of communication which conveyed orally. It is
certainly that the process of it
involves two sides, that speaker produces literacies sent to the listener,
he/she may function as a speaker. Otherwise, when the listener, gets turn to
give responses, he/she my function as a speaker in short , it may be said that
speaking has the similar meaning to oral communication.
Jone adds that during communication what one says
should be conveyed in and effective way.
How one says has the same importance as what one says . The concept
produced by a speaker should be delivered in a proper, polite and acceptable
way in order that the listener feels comfortable to what the speaker says. An
important concept will be less important it is delivered in impolite that may
threaten Interlocutor’s face or the new may be different if a less important
than concept is sent politely to the
listener.
Why a speaker creates communication with a listener,
it is certainly said to have a basic assumption. Celce – Murcia and Olshtsin,
who occupy oral interaction as speaking say that and
any oral interaction the speaker
want to communicate ideas, feelings, attitudes, and information to the hearer or wants to employ
speech that relates to the situation.
The main objective of the speaker is to
go understood. And for the messages to
be properly interpreted by the hearers. The two also use speech production
referring to speaking explain that speech production is produced on-line and
that is prototypically reciprocal (feedback ) in nature. The reciprocity
develops during the on-going negotiation of meaning between the speaker and
listener.
A similar view is presented by brown , who mentions
speaking as conversation . He says that conversations are collaborative as
participants (Speaker and Listener) engage in a process of negotiation of
meaning . Meanwhile, Brown and Yule using the production of speech to refer to
the term of speaking say that in the production of speech each speaker needs to
speak individually and ideally . He needs someone to listen to his speaking and
to respond to him.
Learning from the descriptions above, there are
substance underlining them, i e : the term of speaking end definition of
speaking . The term of speaking is used interchanged by with the term of “oral communication”, “oral interaction”, “conversation”, or “
Speech production”. Based on the evidence the researcher occupies the term of “
Oral communication”, “Oral interaction”, “conversation”, or “speech production
as speaking. Men while, speaking may be defined as a collaborative activity
between a speaker and listener is in which the two parties want to convey and
negotiate thoughts, feelings or messages in a special reciprocal situation
underlined by a mutual understanding.
Based on the
explanation, it can be concluded that speaking skill is the ability of
student’s communication which involve various skills to decide on when to
speak; what form to use; which words are suitable in form and meaning; used of
sequences of sounds, voice, tone and form; convincing one feels the need to
speak properly in the right situation; and correct positioning of tongue and
lips to produce linguistic sounds.
3.4
The nature of
Communication
Definition of communication in general can be seen
from two points of views, based on Uchjana (1992:3) :
1)
Etymologic Definition
The word
communication is based on Latin language, communication, and sourced also from word communist which means same. So,
communication takes place when between people involved there are similarities
of meaning on a matter that is communicated.
2)
Terminological Definition
Communication
means delivery of a statement by someone to another person.
The term communication, according to Rogers as quoted
by Cangara (1998:20) are defined as: “Process in which an idea is transferred
from the source to one recipient or more, with the intention of to change their
behaviour”. Whereas according to Muhammad (2005:5), communication is: “Exchange
of verbal and non-verbal messages between the sender with the receiver in order
to change behaviour”
Based on the above
theories, it can concluded that communication is a process of shipment
and delivery of messages in the form of verbal
and nonverbal by one person to
another to change attitudes, opinions, or behaviour, either directly in oral,
or indirectly through some media. Good communication must be accompanied by a
bond of understanding between both parties (sender and receiver), so that what
is communicated can be understood and implemented.
3.5
Interpersonal
Communication
Contextually, interpersonal communication is described
as a communication between two individuals or a few individuals, which interact
with each other, give each other feedback to each other. However, providing
contextual definition alone is not enough to describe the interpersonal
communication because every interaction between an individual with other
individuals vary.
Arni Muhammad (2005: 159) states that: ”Interpersonal
communication is the process of exchanging information between a person with at
least one other or usually between two people who can immediately know it
back”. While, Mulyana (2000: 73) states that: ”Interpersonal communication is
communication that only two people, such as husband and wife, two colleagues,
two close friends, teachers, students and so on”.
Therefore, it can be concluded that interpersonal
communication is the process of delivering information, certain thoughts and
attitudes between two or more people that a change of the message either as
communicant and communicator with a view to achieving mutual understanding,
regarding the issues to be discussed are ultimately expected behavioural
changes.
From the definition of interpersonal communication
that has been described above, can be identified several components that must be
present in the interpersonal communication. According to Suranto A. W (2011:
9), components of interpersonal communication are:
1) Communicator
Communicator are people who have the need to
communicate, or the desire to share its own internal state, both emotional and
informational with others. This requirement may be a desire to gain social
recognition to the desire to influence the attitudes and behaviour of others.
In the context of interpersonal communication communicators are individuals who
create, formulate, and convey the message.
2) Encoding
Encoding is an internal activity of the communicator
in creating a message via election symbols of verbal and non-verbal, which is
based on the rules of grammar, as well as tailored to the characteristics of
the communicant.
3) Message
Message is the result of encoding. Message is a set of
symbols of both verbal and non-verbal, or a combination of both, which
represent special circumstances communicators to be delivered to the other
party. In a communication event, the message is a very important element.
That's the message sent by the sender to be received and interpreted by the
communicant.
4) Channel
Channel is a physical means of delivering a message
from the source to the receiver or connecting people to other people in
general. In the context of interpersonal communication, the use of media
channels or simply because circumstances do not allow face-to-face
communication.
5) Communicant
Communicant is someone who accept, understand, and
interpret the message. In the process of interpersonal communication, the
receiver is active, in addition to receiving messages do anyway interpretation
process and provide feedback. Based on feedback from this communicant a
communicator will be able to determine the effectiveness of communication that
have been made, whether the meaning of the message can be taken jointly by both
parties that the communicator and the communicant.
6) Decoding
Decoding is internal activities within the receiver.
Through the senses, the recipient gets the kinds of data in the form of
"raw" form of words and symbols that must be converted into
experiences that implies. Gradually beginning of the process of sensation,
which is the process by which sensory stimuli capture.
7) Response
Response is decisions made by the receiver to be used
as a response to the message. The response can be either positive, neutral, or
negative. Positive response if desired according to the communicator. Neutral
means that the response does not accept or reject the desire communicator. Said
to be a negative response if the response is contrary to that desired by the
communicator.
8) Noise
Disturbance or noise or barrier are variegated,
therefore it must be defined and analysed first. Noise can occur in any of the
components of the communication system. Noise is anything that disturbs or
create a chaotic delivery and reception of messages, including physical causes.
9) Communication Context
Communication always occurs in a particular context,
there are at least three dimensions of space, time, and value. Space context
refers to the concrete and real environment where communication, such as room,
yard and street. Context time refers to the time when the communication is
carried out, for example: morning, noon, afternoon, evening. Context values, including
social and cultural values that affect the atmosphere of communication, such
as: customs, home situation, association norms, ethics, manners, and so forth.
Interpersonal communication is a process of exchange
of meaning among those who communicate with each other. People who communicate
with each other that is the source and the receiver. Source encoding to create
and formulate using channel. Receiver do the decoding to understand the
message, and then put forward a response or feedback. Unavoidable that the
communication process is always associated with a particular context, for
example, the context of time. Barriers can occur at the source, encoding,
message, channel, decoding, as well as on the recipient.
Arni Muhammad (2005: 168) states that interpersonal
communication has several objectives, they are:
1) Finding Yourself
One of the purposes of interpersonal communication is
to find a person’s personality. When we engage in interpersonal encounter with
another person we learned a great deal about ourselves and others.
Interpersonal communication provides the opportunity for us to talk about what
we like, or about ourselves. Is very interesting and exciting when discussing
the feelings, thoughts, and behaviour of our own. By talking ourselves with others,
we provide an outstanding source of feedback on the feelings, thoughts, and
behaviour.
2) Finding the Outside World
Interpersonal communication able to make us understand
more about ourselves and others who communicate with us. Much of the
information that we know comes from interpersonal communication, although a lot
of the amount of information that comes to us from the mass media that is often
discussed and eventually studied or explored through interpersonal interaction.
3) Establish and Maintain Relationships Full
One of the greatest desire is to form and maintain
relationships with others. We use a lot of time in interpersonal communication
immortalized to form and maintain social relationships with others.
4) Changing Attitudes and Behaviour
A lot of times we use to change the attitudes and
behaviour of others with interpersonal encounter. We may want them to choose a
certain way, such as trying a new diet, buy a certain item, see movies, write
books, entering certain areas and believe that something is true or false. We
use a lot of time involved in interpersonal position.
5) To Play and Pleasure
Playing covers all the activities that have the
primary purpose is to seek pleasure. Talking with friends about our activities
during the weekends, discuss sports, tell stories and funny stories in general
it is a conversation to pass the time. By doing that kind of interpersonal
communication can provide an important balance in mind the need to relax from
all the seriousness in our environment.
6) To Help
Psychiatric experts,
clinical psychologist and therapy use interpersonal communication in their
professional activities to direct clients. We all also serves to help others in
our interpersonal interactions daily. We consulted with a friend who dropped out
of love, in consultation with the students about the courses that should be
taken and so forth.
Therefore, from the
above theories, it can be concluded that when one is using interpersonal
communication, each individual can have different goals, according to their
respective needs.
3.6
The nature of
Mastery
Speaking of vocabulary mastery, the first thing that should be explained
is the definitions of mastery since the primary goal of vocabulary, which is
mastery. According to Allen (2000:856), Mastery is skill or knowledge that
makes one master of s subject. The Heinemann Dictionary (1989:631) also defines
that mastery is the skill or knowledge of master.
From the definitions stated previously, mastery is someone’s skill or
knowledge of a subject. Subject in this case is vocabulary in a foreign
language, which is learnt by student. In addition, Harmer (2002:13) points out
that without grammar very little can be conveyed, without grammar very little
can be conveyed, without vocabulary nothing can be conveyed. Meaning that the
existence of vocabulary cannot be separated by the existence of a language. In
other words, no Language exists without vocabulary.
Vocabulary in Oxford:
Advanced Learner s Dictionary (1995 1331) the definition of vocabulary is: (1)
The total number of words in a language. (2) all the words known to a person or
used in a particular book, subject. etc. (3) a list of words with their
meanings, especially one that accompanies a textbook in a foreign Language.
In The World Book
Encyclopaedia (1995:414) vocabulary is the total number of words in a language,
it is also the collection of words a person knows and uses in speaking or
writing. Furthermore, Read (2000:11) says a basic assumption in vocabulary is
knowledge of words. A word is a microcosm of human consciousness. Vocabulary
therefore has an important role to help the students understand the meaning of
words.
Referring to the concept of
mastery, vocabulary mastery is someone’s proficiency in using words sod their
meaning appropriately in language By reading a text, learners will be
accustomed to looking the dictionary up, guessing the wads, and using the words
in the context property. Good mastery of vocabulary helps the learners express
their ideas precisely. By having many stocks of words, learners will be able to
comprehend the reading materials, catch someone’s talk, give a response, speak
fluently, and write some kinds of topics On the contrary, if the learners are
unfamiliar with the meaning of the words by those who address them, they will
be unable to participate in conversation, ask for the information or express
some ideas and thoughts.
From the previous
statements, it can be inferred that vocabulary is a collection of words, which
is collected through language, conversation and a dictionary used by people in
verbal communication
3.8
Vocabulary Mastery
Vocabulary mastery is someone’s proficiency in using
words and meaning and English language which frequently come up. Besides,
vocabulary is also important in language learning which has to be mastered by
students to develop the language skills; especially in reading that students
should have adequate vocabulary as a result they can understand the reading
materials
According to Thornbury (2002:3-9), there are some ways
of presenting a word meaning namely:
1) Word classes; the words play different roles in a
text. They fall into one of eight different word classes such as nouns,
pronouns, verbs, adjectives, adverb, prepositions, conjunction, and determiner.
2)
Word
families; how words may share the same base or root but take different endings.
A word family comprises the base word plus its inflexions and its most common derivatives.(e.g. play, play + er = player, re
play - replay, play + ful = playful)
3)
Collocations;
how words “couple up” to form compounds, and how they “hunt in packs” in the
shape of multi-word units. It is seen as part of a continuum of strength of
association: a continuum that moves from compound words (second hand; record player), through multi-word units or lexical
chunks (bits and pieces), including
idioms (out of the blue) and phrasal
verbs (do up), to collocations of
more or less fixedness (set the record
straight, set a new world record).
4)
Synonyms;
Words that share a similar meaning. Thus: old,
ancient, antique, aged, elderly are all synonyms in that they share the
common meaning of not young/new.
Synonyms are similar, but seldom the same
5)
Antonyms;
words with opposite meanings like old
and new.
The implication of the aspects just mentioned in
presenting a word meaning, learning the vocabulary of a second language
presents the following implications for teaching as slated by Thombury
(2002:30):
1) Learners need tasks and strategies to help them
organize their mental lexicon by building networks of association — the more
the better.
3) Learners need to wean themselves off a reliance on
direct translation from their mother tongue.
4) Words need to be presented in their typical contexts,
so that learners can get a feel for their meaning, their register, their
collocations, and their syntactic environments.
5) Teaching should direct attention to the sound of new
words, particularly the way they are stressed.
6) Learners should aim to build a threshold vocabulary as
quickly as possible.
7) Learners need to be actively involved in the learning
of words.
8) Learners need multiple exposures to words and they
need to retrieve words from memory repeatedly.
9) Learners need to make multiple decisions about words
10) Memory of new words can be reinforced if they are used
to express personally relevant meanings.
11) Not all the vocabulary that the learners need can be
taught. Learners will need plentiful exposure to talk and text as well as
training for self-directed learning
Hence, from the above theories, it can be seen that so
many components in mastering vocabulary because it consists of words, which
have special features, and when someone only knowing the content words, without
knowing the function words, and other components of words, he or she will never
understand English sentence in a paragraph, or in a passage. Having lack of
vocabulary will make students difficult in expressing their ideas; they will
find many difficulties in using language skills. In enriching student’s
vocabulary therefore the first thing has to do before starting lesson, students
are introduced with the new vocabulary in the context of a passage.
As a result, vocabulary mastery is the student’s
ability in finding out the words meaning in a sentence or paragraph, in the
content, functional words, idioms, and also phrasal verbs. The vocabulary
mastery can be enriched by giving a test to the students about words
implementation, labelling a word to u picture, describing someone or something,
finding the synonyms or antonyms from the text or the passage.
B. METODOLOGY
The research was carried out at the fourth semester
students of two Universities in East Jakarta. In this case, the method that
used by the researcher is explanatory survey with quantitative approach through
correlation method. This method explains the effect between variables that will
be researched and explained. Namely, it will test the effect that shown
correlation coefficient between variables of interpersonal communication skill
(X1), and vocabulary mastery
(X2) towards the student’s
speaking skill (Y). The population of this research is the fourth semester
students, they are 425 students. The choosing of the sample is done by random
sampling and they are 40 students.
Data sources of vocabulary mastery are the fourth
semester students of two universities. The data Collection Techniques are (1) the
data about the student’s speaking skill, the researcher uses the observation to
get the data of the student’s speaking skill; (2) The data about interpersonal communication
skill, the researcher uses the
questionnaire to get the data of interpersonal communication skill; (3) The
data about vocabulary mastery, the researcher
uses the multiple choice test to get the data of vocabulary mastery.
C. RESULTS AND
DISCUSSION
This research is
to determine the effect of the interpersonal communication skill (X1)
and vocabulary mastery (X2) on the
Student's speaking skill (Y).
1. The
effect of the interpersonal communication and vocabulary mastery together
towards student's speaking skill.
From the description of the data after the correlation
analysis obtained correlation coefficient of 0.763 and a coefficient of
determination as much as 58.3%, after testing with SPSS program proved that the
correlation coefficient is significant. This means that there are significant
independent variable X1 (the interpersonal communication skill) and X2
(vocabulary mastery) together on the dependent variable Y (student's speaking
skill).
While the regression equation regression line is Y =
27.038 + 0.376X1 + 0.257X2. Constant value = 27.038, shows that with the
student's interpersonal communication skill and the low vocabulary mastery is
difficult for students to be able to achieve Student's speaking skill are good.
While the value of the regression coefficient of 0.376 and 0.257 indicate that
there are positive effects of independent variables X1 (the interpersonal
communication skill) and X2 (vocabulary mastery ) together on the dependent
variable Y (Student's speaking skill), and every increase of one unit the
interpersonal communication skill and at the same time an increase in
vocabulary mastery, it will be followed by an increase Student's speaking skill
by 0.633 units = (0.376 + 0.257).
Testing the significance of regression coefficients
are also performed with the SPSS program shows that the regression coefficient
is significant, which is indicated by the Sig = 0.000 and F value = 25.835,
while the F table = = 3.252, so that the Sig = 0.000 < 0.05 and F count >
F table or regression is significant, which means it is true that there is a
positive effect of the independent variables X1 (the interpersonal
communication skill) and X2 (vocabulary mastery) together on the dependent variable
Y (Student's speaking skill).
According to the synthesis of existing theory in
Chapter II, Student's speaking skill is ability of student’s communication
which involve various skills to decide on when to speak; what form to use;
which words are suitable in form and meaning; used of sequences of sounds,
voice, tone and form; convincing one feels the need to speak properly in the
right situation; and correct positioning of tongue and lips to produce
linguistic sounds.
The Interpersonal communication skill is a process of exchange of meaning among
those who communicate with each other. People who communicate with each other
that is the source and the receiver. Source encoding to create and formulate
using channel. Receiver do the decoding to understand the message, and then put
forward a response or feedback. Unavoidable that the communication process is
always associated with a particular context, for example, the context of time.
Barriers can occur at the source, encoding, message, channel, decoding, as well
as on the recipient.
While Vocabulary mastery is the student’s
ability in finding out the words meaning in a sentence or paragraph, in the
content, functional words, idioms, and also phrasal verbs. The vocabulary
mastery con be enriched by giving a test to the students about words
implementation, labelling a word to u picture, describing someone or something,
finding the synonyms or antonyms from the text or the passage.
Of quantitative information and the theory, the
researchers concluded that there is a significant effect on the interpersonal
communication and vocabulary mastery together towards student's speaking skill.
2. The
effect of the student’s interpersonal communication skill towards student’s speaking skill
Obtained from testing the hypothesis that the Sig =
0.000 and t = 4.436, while the table = 2.024. Because the Sig value < 0.05
and t > t table then H0 is rejected which means that there is a significant
effect of the independent variables X1 (the interpersonal communication skill)
on the dependent variable Y (Student's speaking skill).
According to the synthesis of existing theory in
Chapter II, The interpersonal communication skill is an exchange of
information between two or more people. It is also an area of study. Related
skills are learned and can be improved. During interpersonal communication
there is message sending and message receiving. This can be conducted using
both direct and indirect methods. Successful interpersonal communication is
when the message senders and the message receivers understand the message.
The role of
interpersonal communication has been studied mainly as a mediator for mass
media effects. Since introduced their ‘filter hypothesis’, maintaining that
personal communication mediates the influence of mass communication on
individual voters, many studies have repeated this logic when combining
personal and mass communication in effect studies on election campaigns.
Of quantitative information and the theory, the
researchers concluded that there is a significant effect of the interpersonal
communication towards student's speaking
skill.
3. The
effect of vocabulary mastery towards student’s speaking skill
Obtained from testing the hypothesis that the Sig =
0.002 and t = 3.250, while the table = 2.024. Because the Sig > 0.05 and t
< ttable then H0 is rejected which means that there is a significant effect
of the independent variables X1 (Vocabulary mastery) on the dependent variable
Y (Student's speaking skill).
According to the synthesis of existing theory in
Chapter II, vocabulary is a collection of words, which is collected through
language, conversation and a dictionary used by people in verbal communication
Vocabulary mastery is someone’s proficiency in using words and meaning and
English language which frequently come up. Besides, vocabulary is also
important in language learning which has to be mastered by students to develop
the language skills; especially in reading that students should have adequate
vocabulary as a result they can understand the reading materials.
Of quantitative information and the theory, the
researchers concluded that there is a significant effect of the vocabulary
mastery towards student's speaking skill.
D. CONCLUSION
The purpose of the research is to know the effect of
the interpersonal communication skill
and vocabulary mastery towards
student’s speaking skill individually and simultaneity of the fourth semester
students of STIBA IEC and Borobudur University Jakarta. The results of the
conclusion are as follows:
1. There are any
significant effects of the interpersonal communication skill and
vocabulary mastery jointly
towards student's speaking skill of the fourth semester students at private
university in East Jakarta, It is proved by F account = 25.835 > F table (0,05,2,37)
= 3,252, and sig = 0.000 < 0.05.
2. There is significant effect of the student’s
interpersonal communication skill
towards student’s speaking skill of the fourth semester students at
private university in East Jakarta. It is proved by t account = 4.436 > t table = 2.024, and
sig = 0.000 < 0.05.
3. There is significant effect of the vocabulary mastery
towards student’s speaking skill of the fourth semester students at private
university in East Jakarta. It is proved by
taccount = 3.250 > ttable = 2.024, and sig =
0.002 < 0.05.
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