CORRELATION BETWEEN STUDENTS’ THESIS

1

CORRELATION BETWEEN STUDENTS’ INTERPERSONAL INTELLIGENCE AND

STUDENTS’ ENGLISH SPEAKING ACHIEVEMENT OF SEVENTH GRADE AT SMPN

01 MLARAK IN ACADEMIC YEAR 2018/2019

THESIS

By

UMMU HIMMATURROFI’AH

210915076

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER

TRAINING

STATE INSTITUTE OF ISLAMIC STUDIES

PONOROGO

7

ABSTRACT

HIMMATURROFI’AH, UMMU. 2019. Correlation between students’ interpersonal intelligence and English speaking achievement. Thesis, English Education Department, Tarbiyah and Teacher Training Faculty

, State Institute for Islamic Studies of Ponorogo. Advisor Dr. Dolar Yuwono, M.Pd.

Key Word: interpersonal intelligence and English speaking achievement

Interpersonal intelligence is the ability to understand and interact with others effectively. Interpersonal intelligence allows us to understanding and communication with others, including the ability to maintain relationship and to know that there are varieties of roles within a group.

The purpose of this research is to investigate whether there is correlation between interpersonal intelligence and student’s English speaking achievement of seventh grader students at SMPN 01 Mlarak in academic year 2018/2019 or not.

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The subject of this research was the students of seventh grade at SMPN 01 Mlarak. Purposive technique sampling is used in this research., while the Smple was seventh grade A which consists of 32 students. The types of the data were quantitative data. The data were obtained from questionnaire of interpersonal intelligence and students’ English speaking achievement from the report in the from of document.

Based on the analysis above, that interpersonal intelligence was important in English speaking achievement, because speaking English was not easy as the people described, it can be defined that speaking learning process needs drill or practice on some exercises. So, there was significant correlation between students’ interpersonal intelligence and students' English speaking achievement of seventh grade students at SMPN 01 Mlarak in academic year 2018/2019. It was proven by the result of data analysis which rxy is 0,605. In standart significant table, for standart significant 5% rt is 0,349. While, for standart significant 1% rt is 0,449. Or can be written as 0,349 < 0,605 > 0,449. It meant rxy > rt. So, null hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted.

Based on the explanation above, the researcher conclude that there is correlation between students' interpersonal intelligence and students' english speaking achievement of the seventh grader at SMPN 1 Mlarak in Academic Year 2018/2019.

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CHAPTER I

INTRODUCTION

A. Background of Study

Language has an important role in our life.

People use language to communicate with other.

Language is a system of symbols through which

people communicate. The symbol may be spoken,

written, or signed with the hand.1

English is one of foreign language considered

very important in international communication,

moreover, in the global era, the countries cannot

stand alone by themselves in their development.

They need and make corporation and relationship

with others. Therefore, the good generation who

have high skill and ability in many fields of

1 Charles W. Kreidler, Introducing English Semantics,

(London : Routledce, 1998),19.

17

subjects including the language skills are needed,

especially in English.2

Speaking is an interactive process of

constructing meaning that involves producing,

receiving and processing information. It means that

speaking English is not easy as the people described,

it can be defined that speaking learning process

needs drill or practice on some exercises.3

However, there is a phenomenon that learning

speaking is something difficult. As we know, most of

students learn to speak English at school. They

generally learn how to explore their ideas and spoken

language. Yet, just some students can speak well on

the target language. In speaking classs, students

frequently feel afraid to express their ideas,

suggestions or their feelings, because some reasons.

2 Brown, Principle Of Language Learning And Teaching (San

Francisco State University: longman, 2005)5 3Kathleen M. Bailey. Practical English Language

Teaching Speaking (New York: McGraw Hill Companies,

2005), 2

18

They are afraid to be laughed if they make mistakes

in their speaking.4

Achievement is the result of learning that has

been achieved according to the capabilities not

found and marked with the developments and

changes to a person’s behavior is required of the

learning with a certain time. This achievement can

be expressed in terms of value and results of test

and exams.

Achievement is not only about mastery of

knowledge, but also about roficiency and skill in

observe and analysis something, solve the problem,

make some plan and make job ceiling. Students

must have a characteristic physiologist or

psychologist, which as regard physic condition, the

five senses, proclivity, propensity, perspicacity, ect.

4Interview with English teacher at MA Minhajul Muna

Ngrayun Ponorogo on January 22, 2019

19

In the school; the environment can looked from the

mastery of lesson which students passed it.5

One of the important factors that have an effect

on the successful in the learning is intelligence.

Intelligence is the ability to think in new ways if

need be original and daring to be different.

According to Howard Gardner as the picked up by

Anita Woolfolk in his book Educational Psycology,

there are at least seven separate kind of

intelligence, some of them is interpersonal

intelligence.

Interpersonal intelligence is the ability to

understand and interact with others effectively.

Interpersonal intelligence allows us to

understanding and communication with others,

including the ability to maintain relationship and to

5 Nana Syaodih SukmaDinata, landasan psikologis prosess

pendidikan (Bandung; Remaja Rosdakarya, 2005) 179

20

know that there are varieties of roles within a

group.6

The researcher take this title because she want

to investigate whether there is correlation between

students’ interpersonal intelligence and students’

English speaking achievement of seventh grade at

SMPN 01 Mlarak in Academic Year 2018/2019 or

not. An observation conducted by the researcher at

the seventh grade of SMPN 01Mlarak, when speak

English there are some of students’ afraid to speak,

sometimes their ideas or messages accepted by

other people smoothly because they feel insecure.

Beside it also when students are speak English in

front of the class, their performance is less

maximal. So, interpersonal intelligence are good at

6 Munif Chotib, sekolah Anak-Anak Juara: Berbasis

kecerdasaan Jamak dan Pendidikan Berkeadilan(MMU, Bandung 2012), 94

21

at understanding other people and gauging their

emotions, motivations, and intentions.

Therefore, is there any significant correlation

of interpersonal intelligence and students’ English

speaking achievement or not. It is necessary to

conduct research under the title : Correlation

between students’ interpersonal intelligence and

students’ english speaking achievement of

Seventh Grade at SMPN 01 Mlarak in

Academic Year 2

018/2019.

B. Limitation of the Problem

To avoid irregularities in the research, this

problem only focuses on the correlation between

the student’s interpersonal intelligence and

students’ English speaking achievement of seventh

22

grade at SMPN 01 Mlarak in academic year

2018/2019.

C. Statement of the Problem

Based on the background of the problem, the

researcher investigates the specific problems as

follows:

Is there any correlation between interpersonal

intelligence and students’ English speaking

achievement of seventh grade at SMPN 01

Mlarak in academic year 2018/2019 ?

D. Objective of the Study

Based on the problem above, the objective of

this research was to find out the correlation


students’ English speaking achievement of

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seventh grade at SMPN 01 Mlarak in academic

year 2018/2019.

E. The Significances of Study

The result of this problem is expected to be

beneficial for:

1. Theoretical significance

From this research, it will be found the

correlation between the students’ interpersonal

intelligence and students’ English speaking

achievement of seventh grade at SMPN 01

Mlarak in academic year 2018/2019. Moreover

that correlation it will support the education to

be better.

2. Empirical significance

The result of this research is expected to be

beneficial for :

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a. Teachers

This problem is expected to add some

knowledge and some references for them

and their their duty to lead their students,

and motivates their student to delve their

interpersonal intelligence to reach a

successful in their learning especially

English.

b. The students

This study is expected to give students

knowledge about internal factor that will

affect in their study, particularly the seventh

grade SMPN 01 Mlarak in Academic Year

2018/2019.

c. The readers

This problem is expected to give

contribution to readers, particularly the

25

students of English Department of IAIN

Ponorogo, in enriching references

concerned with the correlation between

students’ interpersonal intelligence and

students’ English speaking achievement

with students’ English achievemen

F. Organization of the Thesis

The report organization of this research:

Chapter I : Introduction. This chapter explains

about the background of

study, limitation of the problem,

statement of the problem, objectives

of the study, and the significances of

the study.

Chapter II : Review of related literature. This

chapter explain about theoritical

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background, previous research

finding (the synthesis of other

research that inspiring this

research), theoritical framework and

hypothesis.

Chapter III : Research methodology. In this

chapter give the explanation about

technique that is to make research. it

is consists of the design of the

research, population and sample, the

instrument of data collection, the

technique of data analysis.

Chapter IV : Research Finding. In this chapter

give explanation about the

research location, data

descriptions, data analysis, and

discussion.

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Chapter V : Closing . There is explained about

conclusion of this study and the

suggestion for the next researcher or

reader.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Background

Theoretical background is important in

thesis. Theoretical background discussed

about the theory of variables that will search

by researcher. In this chapter discussed about

intelligences, kinds of intelligence,

interpersonal intelligence, and English

speaking achievement.

1. Students’ Interpersonal Intelligence

The word “interpersonal” is derived

from the prefix “inter” meaning “between” ,

and the word “person” .7 Interpersonal

7 Julia T. Wood, Interpersonal Communication: Every Say

Encounters, Sixth Edition (Wadsworth, cengage Learning Canada, 2019) 19.

29

means interaction with another people. The

meaning of interpersonal also said with

communication or relationship. According to

Psychologist William Schutz as quoted by

Julia T. Wood in his book Interpersonal

communication: everyday encounters

explained that developed interpersonal need

theory, which asserts that our tendency to

create and sustain relationships depends on

how well they meet three basic needs. The

first need is for affection, the desire to give

and riceive love and liking. The second need

is for inclusion, the desire to be social and to

be included in groups. The third need is for

control, which is a desire to influence the

people and events in our live.8

8 Ibid., 10.

30

According to Judy C. Pearson in his

book McGraw-Hill Higher Education,

Human Communication defined interpersonal

relationship include two or more people,

interpersonal relationship involve people who

are interdependent, individuals in

interpersonal relationship use some consistent

patterns of interaction, and individuals in

interpersonal relationship generally have

interacted for some time.9

From some definition above can

conclude that interpersonal is qualitatively as

communication that occurs within

interpersonal relationships.

Interpersonal intelligence is the ability

to understand and interact with others

9 Judy C. Pearson, Human Communication (McGraw-Hill

Higher Education, New York, 2003), 169.

31

effectively. Interpersonal intelligence allows

us to understanding and communication with

others, including the ability to maintain

relationship, and to know that there are

varieties of roles within a group.10

Interpersonal intelligence is ability

of a person’s skill in creating

relationships, build social relations so that

both sides are in a good situasion.

According Gardner interpersonal

intelligence is the ability to understand and

be sensitive to the feelings, intentions,

motivation, character, temperament

others.11 The ability to perceive and make

10

Munif Chotib, Sekolah Anak-Anak Juara: Berbasis Kecerdasan Jamak dan Pendidikan Berkeadilan (MMU, Bandung 2012), 94.

11 Kiftirul”Aziz, Hubungan antara Kecerdasan Interpersonal, Berfikir Kreatif, dan Hasil Menulis,

32

distinctions in the moods, intentions,

motivations, and feelings of other people.

This can include sensitivity to facial

expressions, voice, and gestures; the

capacity discriminating among many

different kinds of interpersonal cues; and

the ability to respond evectively to those

cues in some pragmatic way ( e.g., to

influence a group of people to follow a

certain line of action).12

From the definition above can

conclude that in generally interpersonal

intelligence is the ability to establish

(http//download.portalgaruda.org/article.php article=108367&val=4073) assed 05th February 2019, page 2.

12 Thomas Armstrong, Multiple Intelligencesin the

Classroom,(library of congress cataloging-publising data 3rd

edition 2009),7.

33

relationship and communication with

various people.

a. Definition of Intelligence

According to Howard Gardner,

intelligence is the ability to solve or create

something worth a certain culture.

Whereas according to plate as quoted by

Anita E Woolfolk in his book Educational

Psychology that, intelligence consists of

three basic natures: (a) the capacity to

learn; (b) the total knowledge a person has

acquired; and (c) the ability to adapt

successfully to new situation and to the

environment in general.13

So from the above theory can be

concluded that some theorists believe

13

Anita E Woolfolk, Educational Psychology, (Library Of Congress Cataloging-In-Publication Data, New York 1995 ), 109.

34

intelligence is a basic ability that affects

performance on all cognitively oriented tesks.

An “intelligent” person will do well in

computing mathematic problems, analyzing

poetry, taking history essay examinations,

and solving riddles.14

Intelligence is very general mental

capability that, among other thing, involves

the ability to reason, plan, solve problems,

think abstractly, comprehend complex ideas,

learn quickly and learn from experience. It is

not merely book learning, a narrow academic

skill, or test taking-smarts.15 From the

statement above intelligence is important for

14

Ibid., 109 15 Linda S. Gottfredson, Mainstream Science on Intelligence:

An Editorial with 52 Signatories, History, and Bibliography(Editorial), (Ablex Publishing Corporation, 1997), 13.

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learner, because ideas, plan, and the other is

lacked by learner to take action. But, each

student have differences in ability of

intelligence. So, rapidity in thinking and

learning also different.

The differences in intelligence are

possessed by each student. So, it influence in

learners ability. Intelligence differenciate will

make learners variety too. Because, not all

student can master all the intelligence. With

different intelligence on each student,

especially in interpersonal intelligence,

learners have different difficulties in their

ability in English speaking achievement.

Especially, in learning process in the

classroom or public society.

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b. Kinds of Intelligence

According to Howard Gardner

there are seven types of differences that

everyone seems to possess to a greater or

lesser degree. As the theory evolved, he

added an eight intelligence to the list.

These eight intelligences are :

1) Linguistic intelligence

2) Body-kinesthetic intelligence

3) Spatial intelligence

4) Musical intelligence

5) Logical-mathematical intelligence

6) Intrapersonal intelligence

7) Interpersonal intelligence

8) Naturalist intelligence16

16

Thomas Armstrong, The Multiple Inteligences of Reading and Writing Making The Word Come Alive, ( Virginic

37

c. Characteristic of Interpersonal Intelligence

Interpersonal intelligence is the ability to understand other people:

1. what motivates them

2. how they work

3. how to work cooperatively with

them.17

some characters can be viewed for

students, who have interpersonal

intelligence,

1. The students have a good ability to

know and understand others better in

the interest, desirre, or motivation.

2. The students being extroverted and

can be charismatic, because it can

Association for Supervision and Curriculum Development 2003), 13-14.

17 Howard Gardner, The Development and Education of the

Mind, (the Taylor & Francis e-Library, 2006), 50.

38

convince others and quite

diplomatically.

3. Enjoy social events

4. Good at communication

5. Skilled at nonverbal communication

6. Are good at discussions and debate

7. Create positive relationship with

others

8. Good at resolving conflict in

groups.18

d. Dimension of Interpersonal Intelligence

According Gardner social intelligence

has three main dimensions that constitute a

coherent whole and complement each other,

namely:

18 Annie Hoekstra-de Roos, http://www.international-

montessori.org/schools/wp-content/uploads/2013/12/APRIL-JUNE-NEWLETTER-WEB-NEW.pdf assed 18th January 2019, at 9:47 WIB

39

a. The social sensitivity is the ability to feel

and observe reactions or changes

indicated others both verbally and non-

verbally.

b. Social insight is the ability to understand

and find solutions that are effective in

social interaction, so that these problems

do not hamper especially destroy social

relations.

Social communication or control of social

communication skills is the ability of

individuals to use verbal and nonverbal

communication process in establishes and

building a healthy interpersonal

relationship.19

19 Howard Gardner, Frame of mind, The Theory of Multiple

Intelligence, (Basic Book, Park Avenue South, New York 1993).

40

2. English Speaking Achievement

a. Definition of Speaking

Speaking is one of the four language

skills (reading, writing, listening and

speaking). It is means through which learners

can communicate with others to achieve

certain goals or to express their opinions,

intentions, hopes and viewpoints.20The

mastery of speaking skill in English is a

priority for many second-language or foreign-

language learners.21 Speaking is an

interactive process of constructing meaning

that involves producing and receiving and

20Mina Farabi, Samira Hassanvand, and Bahman Gorjian,

Using Guided Oral Presentation in Teaching English Language Learners’ Speaking Skill. Journal of Applied Linguistics and Language Learning, 2017, 3(1): 17.

21David Nunan, Language Teaching Methodology. (1991, 39).

41

processing information.22 According to Cora

and Knight, speaking is a crucial part of

second language learning and teaching which

involves producing, receiving and processing

information. For majority of people, the

ability of speaking a foreign language means

knowing that language because speech is the

main tool of human communication.23

According to Chaney, speaking is the

process of making and sharing meaning by

using verbal and non-verbal symbols in

different contexts. Brown and Burns and

Joyce defined speaking as an interactive

process of making meaning that includes

22Kathleen M. Bailey, Practical English Language Teaching,

(New York: The McGra-Hill Companies, 2005), 62. 23Ibid, 18.

42

producing, receiving, and processing

information.24

Related to the definition of speaking, in

Florez say that “speaking is an interactive

process of constructing meaning that involves

producing and receiving and processing

information.” In addition, Hornby states that

“Speaking is used to show that whatyou are

saying is true in general, to convey the ideas,

and to have a conversation with somebody

about something.” Based on those statements,

it can be inferred that speaking is the ability

to use a language orally or say things that

cannot go back and be changed except with

repeating it. In another word, speaking is the

24Lai-Mei Leong, Seyedeh Masoumeh Ahmadi, An Analysis

of Factors Influencing Learners’ English Speaking Skill. International journal of research in english education, 35.

43

key to communicate.25 Hybel states that

speaking is a process of sharing information,

feeling, and ideas; it involves all of body

language mannerism and style-anything that

adds meaning to a message.26

From the definitions above, it can be

conclude that speaking is an abilityin a

process of interaction and communication to

convey the ideas and receiving information

between speaker and the listener.

25Siti Khotimah, The Use of Problem Based Learning to

Improve Students’ Speaking Ability. ELT FORUM 3 (1)(2004), 51.

26Eva Shinta Dewi, Ni Wayan Krismayani, Ni Made Wersi Murtini,Improving Speaking Skill Through Numbered Heads Together Of The Seventh Grade Students Of Smp Pgri 4 Denpasar In Academic Year 2014/2015.Jurnal Santiaji

Pendidikan, Volume 5, Nomor 2, September 2015, 127.

44

b. Function of Speaking

Numerous attempts have been made to

classify the functions of speaking in human

interaction. Brown and Yule made a useful

distinction between the interactional

functions of speaking, in which it serves to

establish and maintain social relations, and

the transactional functions, which focus on

the exchange ofinformation. There are three-

part version of Brown and Yule‟s, namely:

1) Talk as interaction

Talk as interaction refers to what we

normally mean by “conversation” and

describes interaction that serves a primarily

social function. When people meet, they

exchange greetings, engage in small talk,

recount recent experiences, and so, on

45

because they wish to be friendly and to

establish a comfortable zone of interaction

with others.

2) Talk as transaction

Talk as transaction refers to situations

where the focus is on what is said or done.

The message and making oneself understood

clearly and accurately is the central focus,

rather than the participants and how they

interact socially with each other.

3) Talk as performance

The third type of talk that can usefully be

distinguished has been called talk as

performance. This refers to public talk, that

is, talk that transmits information before an

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audience,such as classroom presentations,

public announcements, and speeches.27

c. Basic types of Speaking

There are five basic types of

speaking,28 that is:

1) Imitative. At one end of a continuum of

type of speaking performance is the

ability to simply parrot back (imitate) a

word or phrase or possibly a sentence.

While this is a purely phonetic level of

oral production, a number of prosodic,

lexical, and grammatical properties of

language may be included in the criterion

performance. We are interested only

in what is traditionally labeled

27Jack C. Richards, Teaching Listening and Speaking (New York:

Cambridge University Press, 2008) 21. 28

Douglas, Language Assessment, 141-142

47

“pronunciation”, no inferences are made

about the test-taker‟s ability to

understand or convey meaning or to

participate in an interactive conversation.

Theonly role of listening here is in the

short-term storage of a prompt, justlong

enough to allow the speaker to retain the

short stretch of language that must be

imitated.

2) Intensive. A second type of speaking

frequently employed in assessment

context is the production of short

stretches of oral language designed to

demonstrate competence in a narrow

bandof grammatical, phrasal,

lexical,orphonological relationship (such

as prosodic elements-intonation, stress,

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rhythm, juncture). The speaker must be

aware of semantic properties in order to

be able to respond, but interaction with

an interlocutor test administrator is

minimal at best.

3) Responsive. Responsive assessment tasks

include interaction and test

comprehension but at the somewhat

limited level of very short conversations,

standard greetings and small talk, simple

requests and comments, and the like. The

stimulus is almost always a spoken

prompt (in order to preserve

authenticity). With perhaps only one or

two follow up questions or retorts.

4) Interactive. The difference between

responsive and interactive speaking is in

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the length and complexity of the

interaction, which sometimes includes

multiple exchanges and/or multiple

participants. Interaction can take the two

forms of transactional language, which

have the purpose of maintaining social

relationships. (In the three dialogues

cited about, A and B were transactional,

and C was interpersonal.) In

interpersonal exchange oral production

can become pragmatically complex with

the need to speak in a casual register and

use colloquial language, ellipsis, slang,

humor, and other sociolinguistic

conventions.

5) Extensive (monologue) extensive oral

production tasks include speeches, oral

50

presentations, and story-telling, during

which the opportunity for oral interaction

from listeners is either highly limited

(perhaps to nonverbal responses) or ruled

out altogether. Language style is

frequently more deliberative (planning is

involved) and formal extensive tasks, but

we cannot rule out certain informal

monologues such as casually delivered

speech (for example, my vacation in the

mountains a recipe for outstanding pasta

primavera, recounting the plot of a novel

or movie).

d. Characteristics of Successful Speaking

Activity

There are four characteristics of

successful speaking activity, that is:

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1) Learners talk a lot. As much as possible

of the period of time alloted to the

activity is in fact occupied by learner

talk. This may seem obvious, but often

most time is taken up with teacher talk

or pauses.

2) Participation is even. Classroom

discussion is not dominated by a

minority of talkaktive participants: all

get a chance to speak, and contributions

are fairly evenly distributed.

3) Motivation is high. Learners are eager

to speak: because they are interested in

the topic and have something ne to say

about it, or because they ant to

contribute to achieving a task objective.

52

4) Language is of an acceptable level.

Learners express themselves in

utterances that are relevant, easily

comprehensible to each other, and of an

acceptable level of language accuracy.29

e. Problem in Speaking Activity

There are four problem in speaking

activity, that is:

1) Inhibition. Unlike reading, riting amd

listening activities, speaking requires

some degree of real-time exposure to an

audience. Learners are often inhibited

about trying to say things in a foreign

language in the classroom: worried

about making mistakes, fearful of

29Penny Ur, A Course in Language TeachingPractice and

Theory, (Chambridge Teacher Training and Development, 1991), 120.

53

criticism or losing face, or simply shy

of the attention that their speech

attracts.

2) Nothing to say. Even if they are not

inhibited, you often hear learners

complain that they can not think of

anything to say:they have no motive to

express themselves beyond the guilty

feeling that they should be speaking.

3) Low or uneven participation. Only one

participant can talk at a time if he or she

is to be heard; and in a large group this

means that each one ill have only very

little talking time. This problem is

compounded by the tendency of some

learners to dominate, hile others speak

very little or not at all.

54

4) Mother-tongue use. In classes here all,

or a number of, the learners share the

same mother tongue, they may tend to

use it: because it is easier, because it

feels unnatural to speak to one another

in a foreign language, and because they

feel less „exposed‟ if they are speaking

their mother tongue. If they are talking

in small groups it can be quiet difficult

to get some clesses-particularly the less

disciplined or motivated ones-to keep to

the target language.30

f. The Component of speaking

According to H. Douglas B, speaking

is a complex skill because at least it is

concerned with components of grammar,

30Ibid, 121.

55

vocabulary, fluency, pronunciation, and

comprehension.31

1) Grammar. Grammar is theoretically to

have short conversation where each

utterance consist of nothing but a single

word or sort phrase, as in this

invented.32The grammar of a language

is the description of the ways in which

word can change their form and can be

combined into sentences in that

language.

2) Vocabulary. One cannot

communicative effectively or express

their ideas both oral and written form if

they do not have sufficient vocabulary.

31Brown. H Douglas, Language Assessment : Principals and

Classroom Practices, (Longman : California, 2003) p.140. 32Thornbury, How to Teach Speaking, 20.

56

Without grammar very little can be

conveyed, without vocabulary nothing

can be conveyed. So, vocabulary means

the appropriatediction which is used in

communication.33

3) Fluency. Fluency can be defined as the

ability to speak fluently and accurately.

Fluency in speaking is the aim of many

language learners.Fluency is the

capacity to speak fluidly, confidently,

and at rate consistent with the norms of

the relevant native speech community.34

4) Pronunciation. Work on pronunciation

is important for two main reasons: to

help the students understand the

33Mora Minda, Teaching Speaking : English Applied

Linguistics, 2010, p.5. 34Kathleen, Practical… 5.

57

spokenEnglish they hear and to help

them make their own speech more

comprehensible and meaningful to

other.35

5) Comprehension. For oral

communication it certainly takes the

subject to respond to speech as well as

initiate.

35Roger Gower, Teaching Practice Handbook, (Oxford:

MacMillan Education, 1995) 153.

58

B. Previous research findings

This study needs some previous

research as a considerations theory. The

details explain as below.

The first previous research finding that

can be used as a considerations theory is

taken by Rahmawati (2016), in her research “

the correlation between self-esteem to the

students’ speaking achievement. The other

research is from, Retno Rismi Untari from

English Education Departmen of STAIN

Ponorogo, and the title is “The Correlation

Between Students’ Self Confidence and

English Speaking Ability in SMPN

Ponorogo. In this study conclude that there is

correlation between self-confidence and

speaking ability. She applied quantitative

59

research with correlation design research.

The objective of his research is to find out

self confidence, and speaking skill (the

correlation study in SMPN Ponorogo). She

analyze that there is significant correlation

between self confidence and speaking skill.

From those three research finding can

assumed that without having self-esteem, self

confidence (Social communication or control

of social communication skills is the ability

of individuals to use verbal and nonverbal

communication process in establishes and

building a healthy interpersonal relationship)

and speaking component such as fluently,

learners cannot speak the language or express

their ideas or feeling accurately, freely and

fluently. In other words, it can be said that

60

when learners have abilty to understand

others and fluently they will have a good

communication.

Based on Previous study above, the writer

concludes that there is significant correlation

between interpersonal intelligence and

students’ English speaking achievement. So,

the writer supposed it’s a need to do a reseach

especially in English subject of junior high

school.

C. Theoretical Framework

This research have two variable are

independent and dependent. And to different

about two sentences used symbols X and

symbol Y, symbol X used to independent and

symbol Y used to dependent, such as:

61

X = Student’s interpersonal Intelligence

Y = English speaking achievement

From the two variable above, we can

conclude that the theoretical framework as

follow:

1. If the students have good interpersonal

intelligence, the student’s speaking

achievement in English is high.

2. If the students have bad interpersonal

intelligence, the student’s speaking

achievement in English is low.

D. Hypothesis

Hypothesis is the alternative of guess

answer which was made the researcher for

the problem which has resented in his

research. The guess answer is the truth which

62

will be tasted his truth by collecting data

which is collected by the researcher.36

After finding out the idea sketch of

researcher takes the hypothesis that :

Ho : There is no significant correlation

between students’ interpersonal

intelligence and students’ speaking

achievement in English of seventh

grade at SMP 1 Mlarak in

academic year 2018/2019

Ha : There is significant correlation

between students’ interpersonal

intelligence and students’ speaking

achievement in English of seventh

grader at SMP 1 Mlarak in

academic year

36

Suharsimi Arikunto, Manajement Penelitian ( Jakarta : PT Rineka Cipta, 2000).71.

63

64

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer discusses the related

frame to the method in analyzing the problem of

the study. It involves a set of research activities

used in this study. Such as research design,

population and sample, instrument of data

collection, and technique of data analysis.

A. Research Design

This research applies a quantitative

approach. A quantitative approach to research

is the most appropriate method to address

research question. Quantitative research is the

systematic collection of data that result in the

65

quantification of characteristics of participants

in the study.37

Research is a scientific method to gain

the knowledge by using an investigation for

finding out an empirical fact which verifies the

hypothesis.38

There are two variable in this research,

namely interpersonal intelligence and students’

English speaking achievement. Interpersonal

intelligence is independent variable and

students’ English speaking achievement is

dependent variable. Interpersonal intelligent is

taken from the result of questionnaire;

meanwhile students’ English speaking

achievement of seventh grade is taken from the

37 Donna M. Mertens and John A. McLaughlin, Research and

Evaluatian Methods in Special Education (California: Corwin Press, 2004), 52.

38 Joko subagiyo, Metodelogi Penlitian,.

66

report in the from of document. The proposed

design of the research is as follow.

X : Interpersonal Intelligence (variable X)

Y : Students’ English speaking achievement

(variable Y)

B. Population and Sample

1. Population

Population based on Brog, W. R.,

Gall, M.D. in Mohammad Adnan Latief,

is defined as all the members of a real or

hypothetical set of people, events, or

object to refer educational researchers

wish to generalize the results of the

research.39 In this research takes of

seventh graders at SMPN 01 Mlarak

39Fraenkel And Wallen, How To Design And Evalute

Research In Education, 328-329.

67

Ponorogo in Academic Year 2018/2019 as

the population. Consist of sixth classes

with total population are 130 students.

2. Sample

Acording to Charles C.M in

Mohammad Adnan Latief “ sample is a

small group of people selected to

represent the much larger entire

population from which it is drawn.”40

According to Louis Cohen, a sample size

of thirty is held by many to be the

minimum number of cases if researchers

plan to use some from of statistical

analysis on their data, though this very

40Adnan Latief, Research Methods On Language Learning An

Introduction, 181.

68

small number and would advise very

considerably more.41

n=

Notes :

t = score of Z a/2 in the table

stadart (if = 0,05 then t = 1,96; if

= 0,01 then t = 2,57 )

p = H0 percentage that found in

opportunity as big as 0,5

q = H1 percentage that found in

opportunity as big as 1-0,5 = 0,5

d = degree of carefullnes that

desirable ( )

N = number of population

41Louis Cohen, Research Methods in Education Sixth Edition.

(New York: Routledge, 2007), 101.

69

n = number of sample42

for determining sample of 130,

researcher took with the formulation

below :

no = = 384,16

n =

=

n = 97 students

according to that formula

above, the total sample in this research is

97 students. On the other hand, every class

have 32 students. It means that the

researcher showed take different formula

42

Andhita Dessy Wulansari, penelitian pendidikan: suatu pendekataan praktek dengan menggunakan SPSS.(STAIN PO PRESS, 2012),48.

70

to determine the total sample of researcher

:

nt = n

= 97

nt = 23,87 24 students

the calculation of total sample

above, shows that in this research, the

researcher took 24 students as respondent

each class.

So based on the statement above,

the researcher take 24-32 students as a

sample of the seventh grade at SMPN 01

Mlarak. It means 25% from the

population. In this study the researcher

used saturation sampling.

C. The Instrument of Data Collection

71

The instrument in this research is

questionnaire that will be used to know the

interpersonal intelligence based on indicators

of X variable and Y variable based on

students’ English speaking achievement;

Table 3. 4 Title of research

Variable(sub variable)

Indicator No. Item of instrument

Technique

THE CORRELATION OF STUDENTS’ INTERPERSONAL INTELLIGENCE AND STUDENTS’ ENGLISH SPEAKING ACHIEVEMENT OF SEVENTH GRADE AT SMPN 01 MLARAK IN ACADEMIC YEAR

Interpersonal

Intelligence

(variable X)

1. The students’ good ability to know and understand others better in the interest, desire, or motivation.

2. The Empathy

3. Like peace, harmony, coorperation and do not like confrontation.

1,2,5,19

9,

8,10,11,

4,6,7,20

Questionnaire

72

2018/2019.

Students’ English speaking achievement (variable Y)

4. Good communication

5. Skilled at nonverbal communication

6. See situation from different persepectives

7. Create positive relationship with others

8. Good at Resolving conflict in groups. Value midterm test result on the subject of

seventh grade of SMPN 1 Mlarak

15,18,

13,14,16

12,21

3,17

Documen

tation

73

In quantitative research, instrument of

data collection or the research instrument is

agreed with the instrument validity and

reliability. They are used to measure the data

from questionnaire. The complete explanations

are follows:

1. Validity

Validity is an important key to

effective research. According to Karl

Person, validity is the correlations product

moment technique.43 The steps to

calculate the validity are :

a. Make the table of item analysis of

all questions.

43

Retno Widyaningrum, Statistic Edisi Revisi, (Ponorogo: STAIN Press Ponorogo), 105.

74

b. Make the table of item analysis of

each question.

c. Apply the data to the formula of

product moment correlation

)2222 )()()((

))((

YYNXXN

YXXYNRxy

∑−∑∑−∑

∑∑−∑=

d. Make interpretation of the

correlation result rxy of each

question. When the coefficient

correlation rxy ≥0.361, so the

question item is valid and When the

coefficient correlation was under rxy

≤ 0.361 so the question item is

invalid. Finally, the result of

questionnaire is:44

44

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan dan Praktik (Jakarta: PT: Rineka Cipta, 1992), 102.

75

Table 3.5 The Calculation Result of Data Validity, As Follow:

Variable No.

instrument

Calculated

“r”Table Explanation

X Variable :

Interpersonal

intelligence

1 0.641 0.361 Valid 2 0.792 0.361 Valid 3 0.704 0.36

1 Valid

4 0.435 0.361

Valid

5 0.612 0.361

Valid

6 0.608 0.361

Valid

7 0.209 0.361

Invalid

8 0.656 0.361

Valid

9 0.459 0.361

Valid

10 0.504 0.361

Valid

11 0.786 0.361

Valid

12 0.637 0.361

Valid

13 0.299 0.361

Invalid

76

14 0.669 0.361

Valid

15 0.718 0.361

Valid

16 0.620 0.361

Valid

17 0.530 0.361 Valid

18 0.603 0.361 Valid

19 0.623 0.361 Valid

20 0.642 0.361 Valid

21 0.396 0.361 Valid

The test then validity and

reliability of the instruments, the

researcher took a sample of 32 respondent

uses 21 item of interpersonal intelligence.

Validity of the calculated item instrument

to 21 items interpersonal intelligence

variable, there are 19 items about which

are the number

77

1,2,3,4,5,6,8,9,10,11,12,14,15,16,17,18,19

,20,21.

2. Reliability

Reliability is used to measure

instruments of data collection and to

identity the reliable of data collection

especially questionnaire. In quantitative

research, reliability is an essentially a

synonym for dependability, consistency

and explicability over times, over

instruments, and over groups of

respondents.45 In this research Cronbach

Alpha theory is used to analyze reliability

of the data, the formula as follow:

= [ [1- ]

45

Louis Cohen, Lawren Manion, Keith Morrison, Research Method in Education, (New York: Madison A Avenue, 2007), 146.

78

rII = test reliability

K = total test

∑si2 = total variant of test score

St2 = total variant of total score 46

To identify variance score items used the

formula as follow:

Ϭ2i = ∑i

n 1x2 – (∑in 1x2)2

N N Ϭ : total variance

∑in 1x2 = square total of X item

N = the sum of students

Based on calculation above, the result of

are 32.329. Than to identify total variance is

used this formula, as follow47

= [ [1- ]

= [ [1- ]

46 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan

dan Praktik, (Jakarta : Rineka Cipta, 1998), 193. 47

Ibid, 193.

79

= (1,05555556)( 0,8550381364)

= 0,902540259

= 0,903

From the calculation above, the result is

0,902540259 = 0,903 instrument of data

collection above is reliable. Because the result

rII = 0.903 rtable 0.361. based on cronbach alpha

analysis if the rii > rtable the data is reliable. It

can be concluded that the research instrument

in this research are reliable.

D. The Technique of Data Collection

Data is one essential components in a

research activity. The accurate data is the

starting point to conduct a research. This

research promotes the questionnaire and

documentation methods for collecting data.

80

1. Questionnarie

According Best J.W, Khan J.V

questionnaire is a written instrument

consisting of question to be answered or

statement to be responded by respondent.

It is used to gather information about fact

or about opinion/attitude. Some

researchers use a separate instrument to

gather information on opinion or attitude

using scale, some others use questionnaire

to gather both information about fact as

well as about opinion or attitude.48

In this research, the researcher use

questionnarie technique of data collection.

Questionnarie is applied to measure

interpersonal intelligence of seventh

48Adnan Latief, Research Methods on Language Learning an Introduction, 193

81

grade at SMPN 01 Mlarak Ponorogo in

Academic Year 2018/2019. The

questionnaire is constructed based on the

standardized procedures of making

questionnaire.

2. Documentation

In this research, documentation is

applied to measure the students’ English

speaking achievement at the seventh grade

students’ of SMPN 01 Mlarak Ponorogo

in Academic Year 2018/2019. The

documentation is constructed based on the

standarized procedures of apply the

documentation method. Its such as daily

notes, transcript, books, newspaper.

In making of this questionnaire, it uses

eighth of interpersonal intelligence by

82

Howard Gardner. For more detail looks

this table 3.1, 3.2 (APPENDIX

Although, the scale that is used that is

likert scale, it is the scale that is used to

measure attitude, argument and people

perception about social phenomena. In the

research, social phenomena has appointed

specifically by the researcher, and called it

by research variable. This questionnaire is

used likert scale with answer choice and

scoring which has four answer choice, that

is A (Always), O (Often), S (Somestimes),

N (Never).49

49 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan

R&D (Bandung, Alfabeta, 2013),93.

83

Table 3.6 Assessment for Each Item

Answers Score A 4 O 3 S 2 N 1

E. The Technique of Data Analysis

Before using statistical formula, researcher

need to know the assumption that is used in the

use of the formula. By knowing the basic

assumption in using the formula, it would be

more prudent in employing and calculation.

Retno Widyaningrum said that the calculation is

required to test the assumption/ requirement, so

in the use of the formula and the obtained result

is do not deviate from the occur certainty. This

requirement test is occurred to use of the

parametric formula which the data are normal

84

assumed.50 the researcher applied Microsoft

Excel for windows to find out the normality test.

In this study after conducting normality

test the researcher was testing hypothesis

using correlations as suggested by Andhita

Dessy Wulansari. Andhita said that Product

Moment Correlation is correlation technique

that is used to find out correlation two

variable.51

There are techniques to answer

hypothesis or statement of the problem in

number three is product moment correlation is

a technique to look for the correlation between

two variables that used. This technique is

developed by Karl Pearson. Because this data

is interval or ratio and total of n is minus from

30, so the use formula with correlation of

50Retno Widyaningrum, Statistika, (Yogyakarta: Pustaka Felica,

2011), 205. 51Andhita, Penelitian Pendidikan, 96.

85

pearson product moment. There are operational

methods analysis of data by step:

1. Arrange of hypothesis about ho and ha

2. Prepare of table calcutation

3. Add up flue variable x

4. Add up flue variable y

5. Multiply of each line between variable x

6. Be quadrate value of variable x

7. Be quadrate value of variable y

Calculate coeficient correlation k rxy.52

52Sugiyono, Metode Penelitian Pendidikan, (Bandung:

Alfabeta, 2010), 225.

86

CHAPTER IV

RESEARCH RESULTS

A. General Data

1. Research Location

SMPN 1 Mlarak is one of the junior

high school in Ponorogo was established in

1982 and operated in the same year. This

school occupies an area 10.166 m2 with

building area 2.265 m2 . SMP 1 Mlarak was

an accredited school with a score 89,35 (A)

and the number 201051108001. This school

includes development schools in the area. It

can be known based on the status of SMPN

1 Mlarak was a National School Standard

(SSN) since August 25, 2008 with decree

No. 034/C3/DS/2008.53 SMPN 1 Mlarak has

25 classroom with 526 students which are

educated by 37 teachers. Since SMPN 1

Mlarak was built in academic year

53

Look at Transcript Docuentation : 01/D/2-5/2019

87

1982/1983 there some head master who lead

SMPN 1 Mlarak:

a. Tukirin, BA

b. Kuswandi

c. Sri siswarno, S.Pd.

d. Drs. Agus Setijo Adi

e. Drs. Tri Sulaiman

f. Ni Wajan Binarti, S.Pd, M.Pd.

g. Drs. Haryono, M.Pd.

h. Edy Suprianto, S.Pd.M.Pd.

2. Geographical Position

SMPN 1 Mlarak is located at Jln.

Mlarak no. 2 Joresan Mlarak Ponorogo. The

school buildings located at southeast of

center of Ponorogo suburb at north of center

Mlarak government office. School location

is strategic because it placed in center of

district government business. Many public

services are easily found surround the school

area like :Mlarak and siwalan market,

88

puskesmas, district, hotspot area, BRI bank

and Rizquna fashion outlet.54

3. School Organization

School organization at SMPN 1

Mlarak contains : School commite,

Headmaster, Vice of headmaster,

Administration Staff, Vice of Curriculum,

Vice of Students, Vice of Infrastructure,

Vice of Public Relation, Guardianship of

class, Teacher, Students.55

4. Vision and mission

a. Vision

Vision on SMPN 1 Mlarak is

achievement, competence, and

54

Look at Transcript Docuentation : 02/D/2-5/2019 55


89

personality value based on faith and

piety. Indicator of vision:56

1) Realizable of intelligent,

competitive, a great interest

in the country, and pious

graduates

2) Realizable KTSP in the

school

3) Realizable standard of

effectively and efficiently

teaching and learning process

4) Realizable standard of the

relevant education

infrastructure

5) Realizable educator

professionalism

56


90


education management


education evaluation


education financing


education culture quality


enjoyable, peaceful, beautiful,

clean, and leafy condition in

the school environment

b. Mission57

1) Develop education Unity

Level Curriculum (KTSP)

which diversified based

57


91

oriented on increasing

students’ guiding based on

potency, development,

necessary, and students’

importance, and also

environment demands.

2) Optimally of teaching and

learning process based on

CLT, PAKEM, Cooperative

Learning, and learning based

problem solving approach.

3) Increasing GSA ( Gain Score

Achievement ) in national

examination

4) Optimally in educator and

staff educator self-

development activity

92

5) Quality and quantity of

inftrastructures based on ideal

necessary

6) Applied MBS optimally

7) Built relationship with school

committee in order to finding

school financial

8) Optimally in carrying out of

continuity authentic

assessment

9) Optimally in implementing of

religion

10) Increasing academic and non

academic achievement.

5. Educational personality and staffs

A teacher is a person who provides

schooling for others. A teacher who facilities

93

education for an individual student may also

be describing a personal tutor. The role of

the teacher is often formal and on going.

Carried out by way occupation or profession

at a school on other place of formal

education. There are 51 teachers as

permanents teacher and 1 teacher as non

permanent at SMPN 1 Mlarak.58 There are

501 students which are spread from seventh

grade until ninth grade.

6. Facilities and infrastructures

Facilities and infrastructures at

SMPN 1 Mlarak is condition of building,

props, and educational support. Condition of

building contain 20 classroom, 1 headmaster

room, 1 students’ organization room, 1

58

Look at Transcript Documentation: 06/D/2-5/2019

94

counseling room, 1 administration room, 1

mosque, 15 toilets, 1 canteen, 1 conventional

library, 1 multimedia library, 1 hall room, 1

healthy room, 1 multimedia room, 1 parking

area, and 1 kitchen. All of them are in good

condition.59

Beside that SMPN 1 Mlarak ha props

and educational support such as computers,

printer, LCD cupboard, students’ and

teachers’ table, students’ and teachers’ chair

and school field.

B. Data Description

Sample in this research were 32 students

seventh grade of SMPN 1 Mlarak Ponorogo. The

variables of this research consisted of two

59

Look at Transcript Documentation: 07/D/2-5/2019

95

variables namely students’ interpersonal

intelligence (X) and Students’ English speaking

achievement (y). the researcher used

questionnaire technique toward the seventh grade

students of SMPN 1 Mlarak Ponorogo.

1. Data about score students’ interpersonal

intelligence

In this description, to get the data the

researcher conducted by giving a

questionnaire about students’ interpersonal

intelligence on the seventh grade students of

SMPN 1 Mlarak Ponorogo. the result from the

students’ interpersonal intelligence each

student as followed :

96

Table 4.1 The score the students’ interpersonal intelligence

questionnaire at the seventh grade students of SMPN 1 Mlarak Ponorgo.

No. Name Score

1 Adelia Anas Tasya 80

2 Adi Dwi Prayoga 39

3 Agus putra Heriyanto 40

4 Agustinna Lailatul Zulfa 67

5 Aliya Putri Denasari 89

6 Andika Rizky Ardiansyah 46

7 Denaya Mala Pertiwi 46

8 Erich Santoso 70

9 Fahrul Nizam Maulana 73

10 Febriana Nofitasari 54

11 Ilham Isza Alfiansyah 63

12 Imelda Dila Ayu Anastasia 75

13 Junior Galang Prayoga 53

14 Khukuh Satrio Nugroho 47

15 Lina Febri Safitri 63

16 Luska Rensyi Nurwiana 63

17 Muhamad Prasetyo 53

18 Muhammad Fadli Akbar 89

97

19 Muhammad Rafi Abdul Aziz Guhar

58

20 Naswa Artawahyu Maulida 72

21 Nisa Harmonis 71

22 Novi Nurhidayah 80

23 Nugra Nenik Cahyani 74

24 Nurfian Wahid Prastyo 84

25 Revalda Nur Fauzi 61

26 Revi Apta Naura 71

27 Reza Prasetya 70

28 Sela Septiani 77

29 Via Hera Putri Priyanti 71

30 Yunia Dwi Saputri 96

31 Yunita Nur Amalia 79

32 Zahira Hema Kriestanti 76

2. Data about score students’ English

speaking achievement

The table below described the score of

students’ English speaking achievement from

seventh grade students of SMPN 01 Mlarak

Ponorogo.

98

Table 4.2 The score of daily tests students’ English speaking

achievement at the seventh grade students of SMPN 01 Mlarak Ponorogo.

No. Name Score

1 Adelia Anas Tasya 89

2 Adi Dwi Prayoga 76

3 Agus putra Heriyanto 76

4 Agustinna Lailatul Zulfa 79

5 Aliya Putri Denasari 92

6 Andika Rizky Ardiansyah 75

7 Denaya Mala Pertiwi 78

8 Erich Santoso 86

9 Fahrul Nizam Maulana 80

10 Febriana Nofitasari 75

11 Ilham Isza Alfiansyah 76

12 Imelda Dila Ayu Anastasia 76

13 Junior Galang Prayoga 77

14 Khukuh Satrio Nugroho 75

15 Lina Febri Safitri 84

16 Luska Rensyi Nurwiana 88

17 Muhamad Prasetyo 77

18 Muhammad Fadli Akbar 86


76

20 Naswa Artawahyu Maulida 78

21 Nisa Harmonis 75

22 Novi Nurhidayah 78

23 Nugra Nenik Cahyani 82

24 Nurfian Wahid Prastyo 90

25 Revalda Nur Fauzi 79

26 Revi Apta Naura 86

27 Reza Prasetya 83

28 Sela Septiani 89

29 Via Hera Putri Priyanti 87

30 Yunia Dwi Saputri 84

31 Yunita Nur Amalia 77

99

32 Zahira Hema Kriestanti 77

3. Data about score students’ interpersonal

intelligenmce and students’ English

speaking achievement

The table below described the score of

students’ interpersonal intelligence and

students’ English speaking achievement

from seventh grade students of SMPN 01

Mlarak Ponorogo.

Table 4.3 The score of students’ interpersonal intelligenmce

and students’ English speaking achievement

No. Name

Students’ interperso

nal intelligenc

e

Students’ English speaking achievement

1 Adelia Anas Tasya 80 89

2 Adi Dwi Prayoga 39 76

3 Agus putra Heriyanto 40 76

4 Agustinna Lailatul Zulfa 67 79

100

5 Aliya Putri Denasari 89 92

6 Andika Rizky Ardiansyah

46 75

7 Denaya Mala Pertiwi 46 78

8 Erich Santoso 70 86

9 Fahrul Nizam Maulana 73 80

10 Febriana Nofitasari 54 75

11 Ilham Isza Alfiansyah 63 76

12 Imelda Dila Ayu Anastasia

75 76

13 Junior Galang Prayoga 53 77

14 Khukuh Satrio Nugroho 47 75

15 Lina Febri Safitri 63 84

16 Luska Rensyi Nurwiana 63 88

17 Muhamad Prasetyo 53 77

18 Muhammad Fadli Akbar

89 86


58 76

20 Naswa Artawahyu Maulida

72 78

21 Nisa Harmonis 71 75

22 Novi Nurhidayah 80 78

101

23 Nugra Nenik Cahyani 74 82

24 Nurfian Wahid Prastyo 84 90

25 Revalda Nur Fauzi 61 79

26 Revi Apta Naura 71 86

27 Reza Prasetya 70 83

28 Sela Septiani 77 89

29 Via Hera Putri Priyanti 71 87

30 Yunia Dwi Saputri 96 84

31 Yunita Nur Amalia 79 77

32 Zahira Hema Kriestanti 76 77

102

C. Data Analysis

1. Normality

Normality test was conducted to know

whether the data distribution was normal

distribution or not. The researcher used

kolmogorov-Smirnov formula60

The first step is make hypothesis as

follow:

Ho: the data was not normal distribution

Ha: the data was normal distribution

60Retno Widyaningrum, Stat

istika (Ponorogo STAIN

Ponorogo Press, 2009), 204-207

103

Table 4.4 Normality and Calculation Data of Students’ Interpersonal

Intelligence No X F FX x² fx²

1 96 1 96 9216 9216

2 89 2 178 7921 15842

3 84 1 84 7056 7056

4 80 2 160 6400 12800

5 79 1 79 6241 6241

6 77 1 77 5929 5929

7 76 1 76 5776 5776

8 75 1 75 5625 5626

9 74 1 74 5476 5476

10 73 1 73 5329 5329

11 72 1 72 5184 5184

12 71 3 213 5041 15123

13 70 2 140 4900 9800

14 67 1 67 4489 4489

15 63 3 189 3969 11907

16 61 1 61 3721 3721

17 58 1 58 3364 3364

18 54 1 54 2916 2916

19 53 2 106 2809 5618

20 47 1 47 2209 2209

21 46 2 92 2116 4232

22 40 1 40 1600 1600

23 39 1 39 1521 1521

Jumlah 32 1984 128859

150975

104

a. mean

= = 67.1875

b. standar deviasi

=

= = 14.50347567

From the analysis above, it can be known that

Mx = 67 and SDx = 14.50347567. To determine

categorizes of good, moderate, and less for students’

interpersonal intelligence. The formula as follow:

MX + 1.SDx = Good

Category

MX - 1.SDx = Less Category

The moderate category of students’

interpersonal intelligence between good and less

category. The formula of students’ interpersonal

105

intelligence could be explained clearly as the

formula bellow:

Good Category:

MX + 1.SDx = 67 + 1. (14.50347567)

= 81.50347567

= 81

MX - 1.SDx = 67 - 1. (14.50347567)

= 52.49652433

= 52

From the explanation above, it be known that 81

to up inside good category for students’ interpersonal

intelligence at the seventh grade of SMPN 1 Mlarak

Ponorogo. Then score 52 to bottom inside less

category at the seventh grade of SMPN Mlarak and

score between good and less (81-52) including

moderate category.

106

Table 4.5 Score Category for Students’ interpersonal intelligence

No Score Frequency Percentage (%)

Category

1 More of 81

4 0.15625 Good

2 52-81 23 0.625 Moderate 3 Less of 52 5 0.21875 Less Total 32 100

From category based on table 4.5, researcher

conclude that:

1. The percetage of Students’ Interpersonal

Intelligence for good level is 0.15625%. it

means that there are 4 students categorized good

category.

2. The percetage of Students’ Interpersonal

Intelligence for moderate level is 0.625%. It

means that there are 23 students categorized

moderate category.

3. The percetage of Students’ interpersonal

intelligence for less level is 0.21875%. it means

107

that there are 5 students categorized less

category.

Table 4.6

Test Result of NormalityTest for Students’

interpersonal intelligence

X1 F Fkb F/n Fkb/n Z P≤Z a2 a1

96 1 32 0.03125 1 1.99 0.9767 0.0233 0.00795

89 2 31 0.0625 0.96875 1.5 0.9332 0.03555 0.02695

84 1 29 0.03125 0.90625 1.16 0.877 0.02925 0.002

80 2 28 0.0625 0.875 0.88 0.8106 0.0644 -0.0019

79 1 26 0.03125 0.8125 0.81 0.791 0.0215 0.00975

78 1 25 0.03125 0.78125 0.75 0.7734 0.00785 0.0234

77 1 24 0.03125 0.75 0.68 0.7517 -0.0017 0.03295

76 1 23 0.03125 0.71875 0.61 0.7291 -0.01035

0.0416

75 1 22 0.03125 0.6875 0.54 0.7054 -0.0179 0.04915

73 1 21 0.03125 0.65625 0.4 0.6554 0.00085 0.0304

74 1 20 0.03125 0.625 0.47 0.6808 -0.0558 0.08705

72 1 19 0.03125 0.59375 0.33 0.6293 -0.03555

0.0668

108

71 3 18 0.09375 0.5625 0.26 0.6026 -0.0401 0.13385

70 1 15 0.03125 0.46875 0.19 0.5753 -0.10655

0.1378

67 1 14 0.03125 0.4375 -0.01

0.496 -0.0585 0.08975

63 3 13 0.09375 0.40625 -0.29

0.3859 0.02035 0.0734

61 1 10 0.03125 0.3125 -0.43

0.3336 -0.0211 0.05235

58 1 9 0.03125 0.28125 -0.63

0.2643 0.01695 0.0143

54 1 8 0.03125 0.25 -0.91

0.1814 0.0686 -0.03735

53 2 7 0.0625 0.21875 -0.98

0.1635 0.05525 0.00725

47 1 5 0.03125 0.15625 -1.39

0.0823 0.07395 -0.0427

46 2 4 0.0625 0.125 -1.46

0.0721 0.0529 0.0096

40 1 2 0.03125 0.0625 -1.87

0.0307 0.0318 -0.00055

39 1 1 0.03125 0.03125 -1.94

0.0262 0.00505 0.0262

N 32

a1 max = 0,1378

109

Dt on level 0,24 a1 max < Dt 0,24, Ho is received

a1 max > Dt 0,24, Ho is refused

Because a1 max 0.1378< Dt 0,24 so, Ho is

received that means the data was normal

distribution.

Table 4.6

Normality and Calculation Data of Students’ English Speaking Achievement

No Y F fY y² fy²

1 92 1 92 125,16016 125,16016

2 90 1 90 84,410156 84,410156

3 89 2 178 67,035156 134,07031

4 88 1 88 51,660156 51,660156

5 87 1 87 38,285156 38,285156

6 86 3 258 26,910156 80,730469

7 84 2 168 10,160156 20,320313

8 83 1 83 4,7851563 4,7851563

9 82 1 82 1,4101563 1,4101563

10 80 1 80 0,6601563 0,6601563

11 79 2 158 3,2851563 6,5703125

12 78 3 234 7,9101563 23,730469

13 77 4 308 14,535156 58,140625

14 76 5 380 23,160156 115,80078

15 75 4 300 33,785156 135,14063

110

Jumlah 32 2586 493,15234 880,875

a. Mean

= = 80,8125

b. Standar deviasi

= = =

5.330602

From the analysis above, it can be known

that My =80,8125 and SDy = 5.330602.To

determine categorizes of good, moderate, and less

for students’ English speaking achievement. The

formula as follow :

My+ 1.SDy = Good Category

My - 1.SDy = Less Category

111

The moderate category of English

Speaking Achievement between good and less

category. The formula of English Speaking

Achievement could be explained clearly as the

formula bellow:

Good Category:

My + 1.SDx2 = 80,8125+ 1. (5.330602)

= 86,143102

= 86

My - 1.SDx2 = 80,8125- 1. (5.330602)

= 75,481898

= 75

From the explanation above, it be known

that 86 to up inside good category for English

Speaking Achievement at the tenth grade of

SMPN 01 Mlarak. Then score 75 to bottom inside

less category at the seventh grade of SMPN 01

112

Mlarak and score between good and less (86-75)

including moderate category

Table 4.7 Score Category for English Speaking Achievement

No Score Frequency

Percentage (%)

Category

1 More of 86

6 0,1875 Good

2 75-86 27 0,84375

Moderate

3 Less of 75

0 0 Less

Total 32 100 From category based on table 4.7, researcher

conclude that:

1. The percetage of English Speaking Achievement

for good level is 0,1875%. it means that

there are 6 students categorized good category.


for moderate level is 0,84375%. It means that

there are 27 students categorized moderate

category.

113


for less level is 0%. it means that there are no

students categorized less category.

Table 4.8 Test Result of NormalityTest for Students’ English

Speaking Achievement

Y F Fkb

F/n Fkb/n Z P≤Z a2 a1

92 1 32 0.03125

1 2.1 0.9821 0.0179 0.01335

90 1 31 0.03125

0.96875 1.72 0.9573 0.01145

0.0198

89 2 30 0.0625

0.9375 1.54 0.9382 -0.0007

0.0632

88 1 28 0.03125

0.875 1.35 0.9115 -0.0365

0.06775

87 1 27 0.03125

0.84375 1.16 0.877 -0.0332

5

0.0645

86 3 26 0.09375

0.8125 0.97 0.834 -0.0215

0.11525

84 2 23 0.0625

0.71875 0.6 0.7257 -0.0069

5

0.06945

83 1 21 0.03125

0.65625 0.41 0.6591 -0.0028

5

0.0341

82 1 20 0.03125

0.625 0.22 0.5871 0.0379 -0.00665

80 1 19 0.03125

0.59375 -0.15 0.4404 0.15335

-0.1221

79 2 18 0.062 0.5625 -0.34 0.3669 0.1956 -0.1331

114

a1 max = 0.1379

Dt on level 0,24

a1 max < Dt 0,24, Ho is received

a1 max > Dt 0,24, Ho is refused

Because a1 max 0.1379 < Dt 0,24 so, Ho is

received that means the data was normal distribution.

2. The Correlation Between Student’s Interpersonal Intelligence and Student’s English Speaking Achievement

To know whether there is correlation


their English speaking achievement or not, the

researcher use product moment correlation

5

78 3 16 0.09375

0.5 -0.53 0.2981 0.2019 -0.10815

77 4 13 0.125 0.40625 -0.72 0.2358 0.17045

-0.04545

76 5 9 0.15625

0.28125 -0.9 0.1814 0.09985

0.0564

75 4 4 0.125 0.125 -1.09 0.1379 -0.0129

0.1379

N 32

115

formula. Product moment correlation formula

analysis:

Formulated hypothesis:

1) Null Hypothesis Ho

There is no significant correlation

between students’ interpersonal intelligence

and their English speaking achievement at

the seventh grade of SMPN 01 Mlarak

Ponorogo in academic year 2019.

2) Alternative Ha

There is significant correlation between

students’ interpersonal intelligence and their

English speaking achievement at the

seventh grade of SMPN 01 Mlarak

Ponorogo in academic year 2019.

116

Table 4.9

Table calculation of Product Moment Correlation

No. X Y XY X 2 Y2

1 80 89 3649 1764 7921

2 39 76 2964 1521 5776

3 40 76 2964 1521 5776

4 67 79 5293 4489 6241

5 89 92 4968 2916 8464

6 46 75 3450 2116 5625

7 46 78 3588 2116 6084

8 70 86 4042 2209 7396

9 73 80 4400 3025 6400

10 54 75 4050 2916 5625

11 63 76 4788 3969 5776

12 75 76 5700 5625 5776

13 53 77 4081 2809 5929

14 47 75 3525 2209 5625

15 63 84 5292 3969 7056

16 63 88 5544 3969 7744

17 53 77 4081 2809 5929

18 89 86 5074 3481 7396

117

19 58 76 4408 3364 5776

20 72 78 5616 5184 6084

21 71 75 5325 5041 5625

22 80 78 6240 6,400 6084

23 74 82 6068 5476 6724

24 84 90 5760 4096 8100

25 61 79 4819 3721 6241

26 71 86 6106 5041 7396

27 70 83 5810 4900 6889

28 77 89 6853 5929 7921

29 71 87 6177 5041 7569

30 96 84 8064 9216 9216

31 79 77 6083 6241 5929

32 76 77 5852 5776 5929

∑ 1984 2586 160634 128859 212022

118

=

=

=

=

= 0.605890192

3. Discussion and Intepretation The researcher founded that rxy = 0,605

after that making an interpretation based on the

calculation whether any correlation between the

interpersonal intelligence and students’ English

speaking achievement of seventh graders of

SMPN 1 Mlarak Ponorogo in academic year

2018/2019.

Hypothesis test was used to measure the

correlation between students’ interpersonal

119

intelligence and their English speaking

achievement. According to the data analysis

above, it can be identified that the coefficient

correlation product moment between students’

interpersonal intelligence and their English

speaking achievement was 0,605. This data

acquired from the correlation product moment

group data. The hypothesis test can be viewed

by determining the significant standart 5% and

1 % in the product moment table (rt). whether

rxy > rt meant that there is significant correlation


their English speaking achievement. While rxy >

rt it meant that there was no correlation between

students’ interpersonal intelligence and their

English speaking achievement.

120

From the formula above, it was known

that df (= N-2) = 32- 2 = 3061 , so the standart

significant of 30 in 5% rt was 0,349. It meant

rxy > rt . while, standart significant 30 in 1% rt is

0,449. It meant rxy > rt.62

Based on the proof

above the researcher concluded that there was

significant correlation between students’


speaking achievement of seventh grade

students’ at SMPN 01 Mlarak in academic year

2018/2019. It meant that the hypothesis which

promoted by the researcher was true.

61

Retno Widyaningrum, Statistik Edisi Revisi, (Yogyakarta: Pustaka Felicha, 2013 ), 230

62 Ibid,121

121

122

CHAPTER V

CLOSING

A. Conclusion

Based on the analysis in previous chapter,

there is significant correlation between students’


speaking achievement of seventh grade students

at SMPN 01 Mlarak in academic year 2018/2019.

It is proven by the result of data analysis which

rxy is 0,605. In standart significant table, for

standart significant 5% rt is 0,349. While, for

standart significant 1% rt is 0,449. Or can be

written as 0,349 < 1,08 > 0,449. It meant rxy > rt.

So, null hypothesis (H0) is rejected and alternative

hypothesis (Ha) is accepted.

123

B. Suggestion

Based on the result of the study, the

research purpose some suggestions concerning

the research finding as follow:

1. For teachers, they should be aware to the

psychology factors of students, like

multiple intelligence especially

interpersonal in English speaking

achievement. So, the student can get a

good achievement in English speaking.

2. For students, they should prepare the idea

which when speaking. They also should

try and try to improve their English. It will

make them ready to expressing their idea

and get a good achievement.

Documents

CORRELATION BETWEEN STUDENTS’ THESIS