THE CORRELATION BETWEEN THE STUDENTS’ SOCIOLINGUISTICSCOMPETENCE AND THEIR SPEAKING ABILITY

(A Descriptive Study at the Third Semester Students of English Department inUnismuh Makassar)

A THESIS

Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Part Fulfillment of

the Requirement for the Degree of SarjanaPendidikan in English Education

BYDINA AWALIA

10535 4486 10

ENGLISH DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR2016

iv

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Dina Awalia

Nim : 10535 4486 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Correlation between The Students’ Sociolinguistics

Competence and Their Speaking Ability at the Semester

Students of English Department in Unismuh Makassar

(Descriptive Study)

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya

sendiri. Bukan hasil ciplakan dan tidak dibuat oleh siapapun.

Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Februari 2016

Yang membuat pernyataan

Dina Awalia

v

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : Dina Awalia

Nim : 10535 4486 10

Jurusan : Pendidikan Bahasa inggris

Judul Skripsi : The Correlation between The Students’ SociolinguisticsCompetence and Their Speaking Ability at the SemesterStudents of English Department in Unismuh Makassar

(Descriptive Study)

Dengan ini menyatakan perjanjian sebagai berikut bahwa :1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya menyusun sendiri dan tidak dibuatkan oleh siapapun.2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi

dengan pembimbing3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi ini.4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,

2, 3 maka saya bersedia menerima sanksi sesuai dengan aturan yangberlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2016Yang membuat perjanjian

Dina Awalia

vi

Motto and Dedication

Be sure We shall test to you with something of fear and

hunger, lack of wealth, lives and fruits. And give glad tidings to

those who patiently. (They are) those who, when misfortune befalls,

they say, “Inna lillaahi wainna ilaihi rooji’uun”. It was they who

got a perfect blessing and mercy from their Lord, and they are the

ones that receive guidance. (QS. Al-Baqarah: 155-157)

Idedicate this thesis for:

My beloved Ayah and Ummi (H. Mamang Amin and Hj.

Ridhayah Usman, My beloved Uncle KH. Djamaluddin Amin, my

sister Muanah, Muayyadah, Armaya, Mahdana (specially for my

sisters Checeng and Mahda that helped my study for about five

years) and my brother Muazzinul Ummah and his wife Syamsidar

that gave me the best motivation, my brother Zulkhaeran and my

young brother Mursyidul Amin, and my best friends for sincerity

and prayers in support of the author to bring hopefully into

reality.

vii

ABSTRACT

DINA AWALIA. 2016. The Correlation Between Students’ SociolinguisticsCompetence and their Speaking Ability (Descriptive Study at the third SemesterStudents of English Department in Unismuh Makassar). English EducationDepartment. The Faculty of Teachers Training and Education. MuhammadiyahUniversity of Makassar. Supervised by Erwin Akib and Amar Ma’ruf.

This research aimed to find out the correlation between students’sociolinguistics competence and their speaking ability.

This research was descriptive research. The research was conducted inEnglish department in Unismuh Makassar. The population was the third semesterstudents in academic year 2015/2016. The researcher took one class whichconsisted of 40 students.

The result of the research about the correlation between students’sociolinguistics competence and speaking ability is determined by correlationcoefficient in Pearson Product formula. Correlation coefficient shows how theyare correlated through scores or numbers. After calculating data of those variablesappropriately, obtained correlation coefficient is 0.74 in the interval of 0.70 –0.90, this means that the correlation belongs to “high correlation”. In other words,there is a significant correlation between students’ sociolinguistics competenceand their speaking ability.

Finally, the writer concluded that, there is a correlation between students’sociolinguistics competence and their speaking ability at the third semesterstudents of English department in Unismuh Makassar.

viii

ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillah Robbil ‘Alamin, the writer is grateful for all the bounties

that Allah Subhaanahu Wa Ta’ala has showered on one which enabled me to

complete this thesis. Shalawat and salam are addressed to the final chosen

religious messenger, the Prophet Muhammad Shollallaahu ‘Alaihi Wasallam who

has changed the human life.

The writer realizes that many hands have given their helps and useful

suggestion for the completion of this thesis. Without the assistance of these

people, this thesis would never have existed. Therefore, the writer would like to

express his appreciation and sincere thanks to all of them particularly:

1. Dr. H. Irwan Akib, M. Pd, the Rector of the Muhammadiyah University of

Makassar.

2. Dr. H. A. Syukri Syamsuri, M. Hum, the Dean of Teacher Training and

Education Faculty.

3. Erwin Akib, S.Pd, M.Pd, the Head of English Education Department of FKIP

Muhammadiyah University of Makassar

4. My high appreciation and great thankful are due to consultant Erwin Akib,

S.Pd, M.Pd and Amar Ma’ruf, S.Pd, M.Hum who have given their valuable

time and guidance to finish this thesis.

ix

5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the

lecturers of English Department and all staff of Makassar Muhammadiyah

university of for their guidance during the years of my study.

6. The writer would like to express my deepest and affectionate thank to my

parents for their prayers, failing love, sacrifice and continual understanding

7. Thanks for my best friends Niken Hardiyanti Johan, Meli Kamelia, and

Sapriani who have given their time, guidelines, and patient, especially during

the writer arranging this thesis.

8. Thanks to all my friends in Amazing Class and the big family of EDSA 2010.

Makassar, Februari 2016

Dina Awalia

x

TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................... i

APPROVAL SHEET ................................................................................... ii

CONSELLING SHEET ................................................................................ iii

SURAT PERNYATAAN ............................................................................. iv

SURAT PERJANJIAN ................................................................................ v

MOTTO AND DEDICATION .................................................................... vi

ABSTRACT ................................................................................................. vii

ACKNOWLEDGMENT .............................................................................. viii

TABLE OF CONTENT ............................................................................... x

LIST OF TABLE ......................................................................................... xii

LIST OF CHART ......................................................................................... xiii

LIST OF APPENDICES .............................................................................. xiv

CHAPTER I : INTRODUCTION

A. Background ...................................................................................... 1

B. Problem Statement ........................................................................... 2

C. Objective of the Research ................................................................ 2

D. Significance of the Research ............................................................ 2

E. Scope of the Research ...................................................................... 4

CHAPTER II : REFIEW OF RELATED LITERATURE

A. Previous Related Research Findings ................................................ 5

B. The Concept of Speaking ................................................................. 10

xi

C. The Characteristics of the Successful Speaking ............................... 15

D. How to Teach Speaking .................................................................... 15

E. The Concept of Sociolinguistic Competence ................................... 16

F. The Correlation between Sociolinguistic Competence and Speaking 39

G. Conceptual Framework ……………………………………………. 41

H. Research Hypothesis ………………………………………………. 41

CHAPTER III : RESEARCH METHOD.

A. Research Design ............................................................................... 42

B. Research Variables............................................................................ 42

C. Population and Sample .................................................................... 42

D. Research Instrument ......................................................................... 43

E. Procedure for Data Collection........................................................... 43

CHAPTER IV : FINDINGS AND DISCUSSION.

A. Findings ............................................................................................ 47

B. Discussion ........................................................................................ 53

CHAPTER V : CONCLUSION AND SUGGESTION.

A. Conclusion ....................................................................................... 55

B. Suggestion ........................................................................................ 55

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xii

LIST OF TABLE

Table Page

4.1 The classification and percentage of the students’ main ideas ............... 26

4.2 The classification and percentage of the students’ main ideas ............... 28

4.3 The Mean Score of the Students ............................................................ 29

4.4 The Data of the Correlation Language competence and Speaking ........ 30

4.5 The Summarize the Result of the Correlation ........................................ 31

xiii

LIST OF CHART

Chart Page

4.1 The classification and percentage of the students’ main ideas ............... 27

4.2 The classification and percentage of the students’ main ideas ............... 29

xiv

LIST OF APPENDICES

Appendix Page

I Instrument of Evaluation Test ................................................................. 39

II. The students’ Score of Vocabulary and Speaking ability ........................ 40

III. Data of Correlation Language Competence and their Speaking ability.. 42

IV. Value of the Correlation Coefficient for Different Level of significance 45

1

CHAPTER I

INTRODUCTION

A. Background

English is one of the international language, it also become language of

science and technology. English as one of the subjects that has been adapted

with curriculum that have competence in skills of English including listening,

speaking, reading and writing. As almost people know that speaking is one of

the important skills that must be practiced. By speaking people are able to

know what kinds of situations the world. People need to communicate with

other people, especially with people from other countries. Through speaking

the students can stimulate to speak with others in social interaction or in the

classroom.

Hudson (1967) defines sociolinguistics as the study of language in relation

to society. It is important to recognize that much of the interest in

sociolinguistics has come from people (such as educationalists) who have

practical concern for language, rather than a desire simply to understand better

how this small area of the universe works.

Mugford (1999) defines sociolinguistics competence has contributed

to help foreign language teaching achieve a greater understanding of the

nature of language, as well as its manifestations, along with the understanding

of the nature of society.This mentioned has implied better preparation on the

foreign language teacher’s part, and a more complete and complex exposure

2

to the target language and the evolving factors in it, on the students’ part.

Nevertheless, it is important to question whether both teachers and students’

sociolinguistic competence and performance are balanced enough to

determine if the people they interact, teach and learn from are salient

‘knowers’ and users of the language.

Sneddon (2003) says that a first language (also native language or

mother tongue) is the language has learned by someone from birth, or that a

person speaks the best and so is often the basis for sociolinguistic identity. In

some countries, the terms native language or mother tongue refer to the

language of one's ethnic group rather than one's first language. Children

brought up speaking more than one language can have more than one native

language, and be bilingual. A second language is any language that one speaks

other than one's first language.

One of the more widely accepted definitions of a native speaker is

someone who was born in a particular country and was raised to speak the

language of that country during the critical period of their development, The

journal or qualifies as a "native speaker" of a language if they were born and

immersed in the language during youth, in a family where the adults shared a

similar language experience as the child. Native speakers are considered to be

an authority on their given language due to their natural acquisition process

regarding the language, versus having learned the language later in life. This is

achieved through personal interaction with the language and speakers of the

language. Native speakers will not necessarily be knowledgeable about every

grammatical rule of the language through their experience with the language.

3

From explanation mentioned above, the writer know how important the

sociolinguistics competence in speaking activity. Based on the explanation

above, the writer commits in carrying out the research entitle “The Correlation

between Students’ Sociolinguistics Competence and Their Speaking ability at

the third semesters of the English students’ in Universitas Muhammadiyah

Makassar.

B. Problem Statement

The problem investigate in this research is formulated as follow :

Is there any correlation between students’ sociolinguistics competence and

their speaking ability at the third semester students in English department of

Unismuh Makassar ?

C. Objective of the Research

The objective of this research is finding out the correlation between

students’ sociolinguistics competence and their speaking ability

(comprehensibility) at the third semesters students of English department in

Unismuh Makassar.

D. Significance of the Research

After conducting this research, the writer hopes that the result is avaluable

contribution to the readers. The writer hopes that the result of the study is

provide:

4

1. The students: They are able to increased their sociolinguistics competence

and speaking ability.

2. The teachers: They are able to increased their techniques in teaching

English.

3. The writer: It can study and get more information to identify the problem

in sociolinguistics competence and speaking, beside that this thesis is an

experience for the writer in writing English.

4. The readers: This piece of writing are, at least, be of reference in providing

the reader with English activity.

E. Scope of the Research

The scope of the research is limited on the study of the correlation between

students’ sociolinguistics competence especially of students’ native

languageand speaking ability (comprehensibility) at the third semester

students of English department in Universitas Muhammadiyah Makassar.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Susan Gal (1979) in her research that connects with the

sociolinguistic aspects of anthropology who find the values of a group of

socio-cultural and cultural norms of behavior which depicts those values.

Anthropologist interested in the question of how a speaker (as individuals)

involved with the structure of society that uses language choice to express

cultural values. Because an individual can perform different election to the

values offered by the culture at different time.

Gal examines a matter of choice and language shift in

Oberwart,Eeast-Austria, close to the Hungarian border. She remained there

for a year in a local family. Gal also uses interviews and questionnaires but

data collected in this way be regarded as complementary. Data obtained

from the essence of daily observations during she stay with the subjects

examined, along with the recording. Because according to him, the data

obtained through questionnaires that sometimes cannot be trusted, because

it needs a profound observation.

Gal found that sociolinguistic identity of someone looks strong in his

behavior towards monolingual. In Obewart, monolingual means

monolingual in German, as virtually all adult Hungarian speakers are

6

bilingual. Generally speaking, the members of the community who speak

Hungarian expected to switch to the German language if there

monolingual, people used Jerman language. Things like that can be seen in

places of public gathering. The true value of that fact is the use of the

German language by citizens of Hungary shows the status as Austrians be

side a subordinate group of local residents. Galobserved in Obewart many

bilingualin Hungarian and German.

Giles (1973) states that definition of sociolinguistic research that

uses social psychology conducted by Giles who cultivate the theory of

accommodation. Giles develop asense of accommodation, a term

commonly used in psychology, into linguistic behavior. The

accommodation usually takes the form of convergence (fused or towards

one direction), the speaker will choose one language or variety of language

that is appropriate to the needs or the ability of the speaker.

In other words, a speaker may be does not attempt to adjust the

interlocutor he said with interest and even deliberately make she said

nothing in common with the other person. This will happen if the speaker

wants to emphasize loyalty or loyalty to the group and broke away from

the opposing group said. Symptoms such example is on the Negroin the

United States, which in its dialogue with the white people sometimes

deliberately wearing typical English non standard of nigger, just to show

that he is not white (which is often condescending) but Negroes. Such an

attitude also on the Arabs who in 1970 issued acommunique on oil is not

in English but in Arabic.

7

Mugford (1999) states that the importance of sociolinguistic

competence is not limited to the practice of structures and vocabulary in

simple and complex exchanges. Sociolinguistic competence is concerned

with higher thinking competences through which students demonstrate

how they can use language in and outside the classroom, and to prove how

they can manage information in the target language. Most importantly,

sociolinguistics competence also has a strong role in the way learners use

the language. They are learning to enrich the knowledge they process.

Language teachers should consider the language classroom as a forum that

can be enriched through the fundamentals of sociolinguistics so that

students obtain the opportunity to use their linguistic knowledge and put it

to the test in situations that will enrich a great number of competencies.

Language learners encounter fragments of knowledge at all times:

every time that they learn how to state a hypothesis, a possibility and to

refute a statement, for example, they are being active participants in the

consolidation of the shared knowledge in the classroom. Thus, language

and the act of learning a foreign language will cause learners to question

their convictions and already learned information; the extent to which they

use their own language correctly, and will also enable them to visualize

how they can use the language they are using and their mother tongue to

communicate new ideas.

At this point, it is important to question how well students use the

knowledge they possess; how prepared they are to embrace new

8

knowledge; whether they can be perceptive enough to realize they have

come across new knowledge; and whether the language classroom can

host the production of such knowledge. The most obvious appreciation

one can make is that knowledge will emerge in the environment where its

structure is addressed (facts, examples, details, hypothesis, thesis, etc); and

since certain language structures can directly promote addressing elements

of knowledge structure (second conditional in English can be used to study

hypothesis), one can logically think that a language classroom that invites

and welcomes reality and information beyond the learners’ mother culture

and that of the language they are learning, will certainly have scope to help

students use language for greater purposes than classroom communication.

Language teachers should consider the language classroom as a

forum that can be enriched through the fundamentals of sociolinguistics so

that students obtain the opportunity to use their linguistic knowledge and

put it to the test in situations that will enrich a great number of

competencies. A language classroom will be a limited learning space if the

teaching process and the teacher’s initiatives rely solely on the situations

presented in the book, but if a teacher devises ways to address the salient

elements of sociolinguistic competence in the classroom, his/her classes

will be filled with relevance, meaning and richness in terms of

explorations.

From the three examples above, while a limited appreciation, one

can see how sociolinguistic competence does have a significant role in the

9

way language is used to communicate, to interact, share and acquire new

knowledge. For this reason, while interaction with native speakers might

be a reliable tool that will help learners understand the way language is

used in a sociolinguistically successful manner, experimenting with

different situations and with a wide range of information might also help

students devise means to use their sociolinguistic knowledge to fulfill the

needs of the situation they are presented with.

Based on the finding above the researcher finds the similarity and

differences, such as: the similarity between their research and this research

have same goal to sociolinguistics competence. The differentiate between

their research and the writer are:

1. Gal analyzed how to produced and understand language in different

sociolinguistic contexts of anthropology, taking into consideration

such factors as the status of participants in society, beside the

researcher analyzes the sociolinguistics competence by the students in

speaking ability.

2. Giles also analyzed states that usessocial psychology conducted

cultivate the theory of accommodation to develop asense of

accommodation, a term commonly used in psychology, into linguistic

behavior who the speaker will choose one language or variety of

language that is appropriate to the needs or the ability of the speaker.

3. Mugford analyzed to develop a concept of sociolinguistics competence

that is concerned with higher thinking competences through which

10

students demonstrate, besides the researcher applicable to language in

speaking.

B. The Concept of Speaking

1. Definition of speaking

Speaking means the ability to express our idea, opinion and

communication about ourselves, interesting, world and all thing around us

through our sound system fluently with good pronunciations, grammar,

suitable of vocabularies and good understanding of the speaker and the

listener.

There are eight definitions of speaking that have been proposed by

some experts in language learning.

Hornby (1973:45) states that speaking is making the use of words in an

ordinary voice, offering words, knowing and being able to use language

expressing one-self in words, and making speech.

According to Walter in Mila (2008:10), speaking is one way of

learning about one self. In speaking, someone must face problems that

have history and relatively to other people, groups, and the predictions we

have formed for living together.

Widowson (1985:10) states that speaking is a means of oral

communication that gives information involves two elements, namely the

speaker who gives the messages and the listeners who get or receive the

messages.

11

Tarigan in Mila (2008:10) states that speaking is what the children get

by listening and send it out to the other by voice or sound.We can attempt

a closer definition by saying that speaking is combining sounds in a

recognised and systematic way, according to language-specific principles,

to form meaningful utterances, of course to express an idea or feeling to

another.

Tarigan (1990:15) says that speaking is the ability to pronounce

articulation of sounds or words for expressing, stating and conveying

thought, ideas and feeling. Speaking is so complex because it includes

many aspects such as grammar, pronunciation, fluency and vocabularies.

Nunan (1991:40) says that speaking is using language in the simplest

way by producing ordinary sound. Speaking in not only to communicated

with other people but by speaking can get new information or can share to

idea with other people. Language just possessed by human being to

interact each other. Communication can be done at least by two people,

there are speaker and hearer. The hearer should listen and understand what

speaker says, and then gives a response.

Bygate (1987:3) says that in order to achieve a communicative goal

throughspeaking, there are two aspects to be considered – knowledge of

the language, and skill inusing this knowledge. It is not enough to possess

a certain amount of knowledge, but aspeaker of the language should be

able to use this knowledge in different situations.

12

Brown (2001: 271) says that speaking skill is always related to

communication. Speaking skill itself can be stated as the skill to use the

language accurately to express meanings in order to transfer or to get

knowledge and information from other people in the whole life situation.

2. The Components of Speaking

Vanderkevent (1990:8) says that there are three components in

speaking as follows:

a. The speakers

The speakers are a people who produce the sound. They are

useful as the tool to express opinion or feelings to the hearer. So if

there are no speakers, the opinion or the feelings or the feeling

want not be stated.

b. The listeners

The listeners are people who receive or get the speaker’s

opinion or feeling. If there are no listeners, speakers will express

their opinion by writing.

c. The Utterances

The utterances are words or sentences, which are produced by

the speakers to state the opinion. If there is no utterance, both of

the speakers and the listeners will use sign.

3. Elements of Speaking

There are some aspects of speaking that normally considered as the

crucial aspect and should be mastered by the students who are learning

13

English. A number of criteria have been suggested for evaluating

spoken language. But not all of these may be equally relevant to all

students at all times, and of course there may be other criteria which

particular situations may demand. Heaton (1988) proposed that three

elements that are used as the parameters in assessing the speaking skill

as they are described as followed:

a. Accuracy

Accuracy refers to producing correct sentences by putting

correct vocabulary and grammar. Accuracy concerned about how shall

a person prioritizes the two clearly important speaker goals of accurate

(clear articulate, grammatical, and phonological correct). All these

components are explained as below:

1) Pronunciation

Pronunciation is very important in speaking because it will

influence the meaning of word. Dawson (1984), states that

pronunciation practice means listening and distinguishing one

sound from another as well as saying the sounds properly.

Pronunciation is the way in which a language is spoken, the way in

which a word is pronounced, the way a person speaks the word of

the language. Alexander, at all (1998) pronunciation is the way in

which a language or a word particular is pronounced.

In speaking, the speaker’s utterances can be understood. This

means that the speakers need to be able to say what they want to say.

14

This means that the students’ pronunciation should be at least adequate

for the purpose. Allen et al (1997) stated that when the students can

discriminate among sound feature of the language they are learning,

and when they have received specific suggestions about how to

produce certain sounds and sound combinations, they must be given

opportunity to practice their pronunciation.

2) Vocabulary

Mastering vocabulary is the first step to speak English. The two

kinds of vocabulary are active and passive vocabulary. Active

vocabulary means that the students should be able to use the words in

speaking and writing. While passive vocabulary means that the

students should be able to recognize and understand the words when

they are listening to someone or when they are reading. Dawson

(1984) divides vocabulary into two kinds: (1) active vocabulary. That

is the words they can understand and produced, (2) passive vocabulary.

That is, those they can understand only (passive vocabulary is always

larger than active).

3) Grammar

Gautam (1988) states that the quality of students; speaking

ability will be better if they have a good structure. Knowing the

grammar is the crucial in learning English because through the

grammar, the students will understand how to organize the words into

a sentence, what tenses will be used, and what is the proper utterance.

15

Ur (1996) confirmed that grammar is defined as the way words are put

together to make correct sentences.

b. Fluency

Fluency refers to communicate the ideas without thinking too

much about the things to say or having to stop. Fluency is indicated by

natural speed of speaking and only little number of pause. These signs

indicate that the speaker does not need to spend so much time to decide

the language items to apply in extending the massage. The speaker

may often have to search for a way to say what he wants to say.

Contributions may be limited to one or two simple utterances. Fluency

can also refer to smoothness or flow with sounds; syllables, words, and

phrase are combined all together when someone speaks quickly. Simon

and Schuster (2006) define fluency as:

1. The quality of flowing, smoothness, freedom from harshness

2. The ability to write or to speak easily, smoothly, expressively,

readiness or smoothness speech.

c. Comprehensibility

Comprehensibility is the process of understanding of the

structure sent by the speaker to the listener. According to Clark (1977)

comprehension has two common senses namely narrow sense and

broader sense. In narrow sense, it donates the building of meaning

from sounds. Comprehension in broader sense donates the

interpretation the meaning and utilized the speech act conveyed by the

16

speaker without need of too much attention in the individual features

in the speech signal. It covers the big picture and it is not always

restricted to pronunciation and appropriate vocabulary. Therefore,

comprehensibility refers to the general meaning of the speech

delivered.

C. The Characteristics of Successful Speaking

According to Nunan in Nursam Sailu (2011:17) there are four

characteristics of successful speaking.

1. Learners talk a lot

2. All participants are involved

Classroom discussion is not dominated only by some persons or

groups. We can say that it is success if every person is talkative

participants.

3. Motivation is high

Learners are eager to speak because they are interested to the topic and

have something new to say, or because they want to contribute and

achieve task objective.

4. Language is acceptable

Learners express themselves in utterance that are relevant easily

comprehensible to teach and acceptable level of long accuracy.

Based on definition above about speaking, the researher can

conclude that speaking is always related to communication. Speaking skill

itself can be stated as the skill to use the language accurately to express

17

meanings in order to transfer or to get knowledge and information from other

people in the whole life situation, and there are three components in speaking:

speakers, listeners and utterances.

D. How to Teach Speaking

Hornby (1995: 37) says that teaching means giving the instruction to (a

person): give a person (knowledge skill). While speaking means to make use

of words in an ordinary voice. So, teaching speaking is giving instruction to a

person in order to communicate. Speaking is a crucial part of second language

learning and teaching. Despite its importance, for many years, teaching

speaking has been undervalued and English language teachers have continued

to teach speaking just as a repetition of drills or memorization of dialogues.

However, today's world requires that the goal of teaching speaking should

improve students' communicative skills, because, only in that way, students

can express themselves and learn how to follow the social and cultural rules

appropriate in each communicative circumstance.

Harmer (2007:122) says that when teaching young learners we constantly

have to keep in mind the factthat what we have in front of us is a mixed class

with varied abilities,expectations, motivation level, knowledge and last but not

least, differentlearning styles. Thus, need to vary approaches and offer as

muchopportunity as possible to make the whole class find a little something to

holdon to, expand and grow. Young learners are like sponges, they soak

upeverything we say and how we say it. Thus clear and correct pronunciation

18

is ofvital importance, since young the learners repeat exactly what they hear.

What hasbeen learned at an early stage is difficult to change later on.

One rule thatapplied here is slowly and steadily through constant revision

and recycling. Withthe help of mixed activities, such as dialogues, choral

revision, chants, songs,poems and rhymes, the students speaking abilities

grow, their pronunciation getsbetter and their awareness of the language

improves. When applying the abovementionedtools into the teaching practice,

what should be kept in mind is thatinteraction is an important way of

learning.Therefore, increased oral emphasisshould be included in our teaching

to give the students as much speaking time aspossible.

Now many linguistics and English as second language (ESL)

teachersagree on that students learn to speak in the second language by

"interacting".Communicative language teaching and collaborative learning

serve best for thisaim. Communicative language teaching is based on real life

situations thatrequire communication. By using this method in ESL classes,

students will havethe opportunity of communicating with each other in the

target language. Inbrief, ESL teachers should create a classroom environment

where students havereal-life communication, authentic activities, and

meaningful tasks that promoteoral language. This can occur when students

collaborate in groups to achieve agoal or to complete a task.

Harmer (2007:123) says that there are three reasons for teaching speaking:

1. Speaking activities provide rehearsal opportunities, chances to practice

real life speaking in the safety of classroom.

19

2. Speaking task in which the students try to use any or all of the language

they know provide feedback for both teacher and students. Everyone

can see how well they are doing: both how success they are and also

what language problems they are experience.

3. The more students have opportunities to activate the various elements of

language they have stored in their brain, the more automatic their use of

these elements becomes. As a result, students gradually become

autonomous language users. This meant that they will be able to use

words and phrase fluently without very much conscious thought.

Harmer (2007:124) says that good speaking activities should be

extremely engaging for the students. If they are all participation fully, and

the teacher has set up the activities properly. And then give sympathetic

and useful feedback. In teaching speaking the students should speak

clearly using good grammar, pronunciation. Because it can make the

communication become well. And students can speak more actively in the

class.

Based on definition above about teaching speaking, the researcher

can conclude that teaching speaking is means giving the instruction to (a

person): give a person (knowledge skill). While speaking means to make

use of words in an ordinary voice. So, teaching speaking is giving

instruction to a person in order to communicate.

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E. The Concept of Sociolinguistic Competence

1. Definition of Sociolingustics

Sociolinguistics is an interdisciplinary science between sociology

and linguistics, two areas of empirical science which has a very close

connection. Sociology itself can be interpreted as an objective and

scientific study of man in society, and the institutions and social processes

that exist in society. Sociology trying to figure out how the community

took place, lasting and remain there. While linguistics is a science that

studies the language or science that takes language as an object of study. It

can be concluded that sociolinguistics are interdisciplinary field of science

that studies the language in relation to the use of language in society.

De Saussure (1961) at the beginning of the 20th century mention

that the language is one of the social institutions similar to other social

institutions such as marriage, inheritance treasures and so on. In the

middle of this century experts in the field of language felt the need for

more attention to the dimensions of societal language, because it turns out

the dimensions of society not only gives "meaning" to the language, but

also led to a wide-variety of language which not only demonstrates the

existence of social differences in society but also gives an indication of the

language situation and reflects the goals, topics, rules and modes of

language use.

Languageas an object in sociolinguistics not be approached as a

language as performed by general linguistics, but rather approached as a

21

means of interaction or communication in human society. Every human

social activity is always associated with the language. Therefore, no matter

what the formulation of sociolinguistics given by experts will not be

separated from the question of the relationship of language with activities

or aspects of society.

2. Definition of Sociolinguistic competence

Mugford (1999) the importance of sociolinguistic competence is

not limited to the practice of structures and vocabulary in simple and

complex exchanges. Sociolinguistic competence is concerned with higher

thinking competencies through which students demonstrate how they can

use language in and outside the classroom, and to prove how they can

manage information in the target language. Most importantly,

sociolinguistic competence also has a strong role in the way learners use

the language they are learning to enrich the knowledge they possess.

As a field of study that involves the interaction of both language

and society, sociolinguistics has contributed to help foreign language

teaching achieve a greater understanding of the nature of language, as well

as its manifestations, along with the understanding of the nature of society.

The idea above mentioned has implied better preparation on the

foreign language teacher’s part, and a more complete and complex

exposure to the target language and the evolving factors in it, on the

students’ part. Nevertheless, it is important to question whether both

teachers and students’ sociolinguistic competence and performance are

22

balanced enough to determine if the people they interact, teach and learn

from are salient ‘knowers’ and users of the language.

Thus, since sociolinguistic competence offers a platform for

appreciating language in its social, cultural and linguistic dimensions, its

role and significance transcends its definition. This are of study, when

considered, offers views and perspectives that can enable instructors to

generate learning experiences that will form learners as language users

who are able to use language as a tool to explore existing knowledge, to

manage it and to use it to enrich their own.

For this reason, language teachers should consider the language

classroom as a forum that can be enriched through the fundamentals of

sociolinguistics so that students obtain the opportunity to use their

linguistic knowledge and put it to the test in situations that will enrich a

great number of competencies.

A language classroom will be a limited learning space if the

teaching process and the teacher’s initiatives rely solely on the situations

presented in the book, but if a teacher devises ways to address the salient

elements of sociolinguistic competence in the classroom, his/her classes

will be filled with relevance, meaning and richness in terms of

explorations.

Courtney (1980) states that to understand the role of

sociolinguistics competence can be defined quite simply as knowing and

understanding how to speak given the circumstance you are in. When we

23

speak in our native language, we do not have to think about who we are

talking to, or how we should say something. Our words typically came

naturally, it is essential part of effective communication. Second language

learners must learn how to produce and understand language in different

sociolinguistic contexts, taking into consideration such factors as the status

of participants, the purposes of interactions, and norms or conventions of

interactions.

Sociolinguistics is the study of the language used to interact

socially (large dictionary Indonesian language support). Sociolinguistics is

the branch that studies the relationship and interplay between the behavior

of language and social behavior (Kridalaksana, 2008:225), while

according Baalbaki (990: 460) Sociolinguistics is a branch of linguistics

that examines the relationship between language and society, the object of

study is the language level, variation language, diglossia, language

community, modern methods, the context of the situation.

a. Restrictions

Halliday (1970),called sociolinguistics as linguistic institutional

ween language and the people who use it). We imagine (behavior) of

human language user would have various aspects, such as the number,

attitudes, customs, and culture.

Pride and Holmes (1972) concluded sosiolingustic simple: the

study of language as part of culture and society ", ie the study of language

as part of culture and society. Here there is confirmation, the language is

24

part of culture (language in culture), language is not a stand-alone

(language and culture).

In the same year, Fishman (1972), an important figure

sociolinguistics, "revise" the term sociolinguistics sociology of language

(sociology of language with the following definition: the sociology of

language focuses upon the entire gamut of topics related tha social

organization of language behavior, including not only language usage per

se, but also language attitudes, overt behavior toward language and

language users.

b. In interdisciplinary Sociolinguistics

In interdisciplinary sociolinguistics is a discipline which is closely

related to other disciplines such as linguistics, sociology, pragmatic,

Anthropology, dialectology, social psychology.

c. Sociolinguistics and other disciplines

1) Sociolinguistics and Linguistics

General linguistic study of language structure includes a sound,

word, sentence and discourseas a single system is a stand-alone social

focus on functions discussed in consumption, so that the social,

linguistic analysis of the structure of the language as sociated with the

social and cultural context.

Sociolinguistics is the study of linguistics is connected with

sociological factors. Thus, sociolinguistics not left linguistics. It

studied in linguistics (science that studies the language as a

25

phenomenon independent) as a basis for social use to show differences

in the language associated with social factors. It studied in linguistics,

including what should be de Saussure, the Bloomfieldien (Bloomfield,

Charles Fries, and pocket) and the Neo Bloomfieldien with deep

structure and surface structure of his, as seen by sociolinguistic form

the basic language when associated with the user and usage language

will change and difference. Studies on phonology, morphology,

sentence structure, and lexical semantics in linguistics used by

sociolinguistics to reveal the structure of language that is used by

every group said in its context.

Therefore, it is not possible to meet sociolinguistics can study

languages with no knowledge based on linguistic pure. Sociolinguistic

study languages exist diverse because they are influenced by factors

outside the language (social), thus meaning a speech also determined

by factors outside the language. To be able to reveal the meaning and

form of the language is required knowledge of pure linguistics

(grammar), so that the study was not to leave the object in itself.

2) Sociolinguistics and sociology

Sociology is the study of human relationships as individuals or

as groups. Language used by the public as a means of communication

among and study of language variation is one of the study of

sociolinguistics. It relations between the two disciplines can be seen

from the use of research methods.

26

Sociolinguistic looking language as basic research (see the

relationship between the social and linguistic) and see the social

structure as a determinant variable. What there in sociology, in the

form of social facts are transfer red to the social, so comes the belief

that the language as sociated with the social strata. Nevertheless, the

relationship between social and sociological fact is reciprocal

(symbiotic mutualism).

3) Sociolinguistics and pragmatics

Sociolinguistic study of language variation and language use in

relation to the behavior of the people or language variations in its

relationship with the social context of the community that supports it

(Fishman, 1972: 4) the context of the discussion close relation with the

pragmatic knowledge. Context is an element outside the language

being studied in a pragmatic(Aslinda, 2007: 13). What language is

used by a society that has made communication smooth, this is a study

sosioinguistic. Knowledge equally have speakers and dialogue partners

in order to be compatible communication, this study is pragmatic.

Pragmatics is the science that studies the language of goals and

impact language associated with the context, or the use of language

that is adapted to the subject, objectives, participants, venues and

facilities. As sociolinguistics, pragmatics also assumed that the

language (speech) is not monostyle.

27

Pragmatic view of language as a communication tool whose

existence (both form and meaning) is determined by the diversity of

speakers and determined and defined by topic, place, means, and time.

These facts are utilized by sociolinguistics to explain the variations of

language or variety of language. Emphasizes pragmatic aspects of the

communication objectives, as proposed by Searle in the commission

said. Language will be different because of the different purposes.

These things also used by emphasizing the sociolinguistic variation of

language as (by) the function of the language. The use of language in a

pragmatic interlocutors also very expensive factor, namely those

involved in the process of communicating and interacting.

Therefore, the code (to borrow a term sociolinguistics) used were

different. In sociolinguistics, the interlocutor aspect is developed

further by a factor of social or social dialects such as socioeconomic

level, education level, age, sex, social relationships, and so on. Such

utterances "3 X 4 how much?" And the answer will have a different

meaning. Pragmatic view, the difference was due to factors place,

destination, and speakers. Sociolinguistic looking at it from the angle

register. However, both require "shared knowledge" or common

ground to come to a real understanding.

4) Sociolinguistics and anthropology

Anthropology and studying human culture and social system

and reviewing community from the stand point of culture is very

28

broad, and one element of culture is language, what language is used

by all ethnic groups in communicating with other ethnic studies is

sociolinguistic (Aslinda, 2007: 13)

Anthropology is the study of man, especially about the origin,

physical form different colors, customs, and beliefs in the past. In

cultural anthropology considers that contained aspects of language.

Thus, if there are similarities in the language means having close

cultural kinship. It also means, in common language marked similarity

of culture, and the language used in the formation of cultures such as

spells, rhymes reverberate, debate, deliberation, and traditional

ceremonies. Anthropology discuss the outline of language to explain

the cultural aspects.

Sociolinguistic trying to exploit the classification society

through cultural anthropology conducted and sees it as a factor

influencing the language. Sociolinguistic trying retest linguistic data

found that anthropology. View of life (which is reflected in the

behavior) is used as a factor causing variation of language, especially

aspects of vocabulary and structures. It is seen among others in the

Sapir-Whorf hypothesis. Anthropology object naturalistic approach.

Anthropology trying to enter the "setting" of research with rapport

before holding participatory observation. This method is used by

sociolinguistics in order to find the language data accurately while

finding fluently factors in detail. In Atropologi there is the principle of

29

development and change. This principle is transferred into

sociolinguistic so comes the term kronolek, tempolek, and terms taboo

in sociolinguistics. Anthropology also gives the concept of the

structure of culture and cultural transformai to sociolinguistics. This is

indicated by the appearance of the term grandfather (because of the

concept and appreciation tograndparents as parents who have great

character and position), as well as Simbok (as parents who can

complement and give perfection or tombok).

Cultural anthropology conveyed through language, which must

therefore be no communicative ability. This principle was taken by

sociolinguistics. Similarly, knowledge of the culture obtained in

conjunction with the acquisition of language, such as greetings, the use

of language in context. Through it can be known how the culture of

living in a society complete with the values of philosophy that

developed in it.

The language in use for whistle blower cultural anthropology.

Thus, what is considered important, it must be highlighted. In a society

found a variety of terms, in accordance with the level of culture. In

Egypt for example, there is a vocabulary to 500 lions, 200 words for

the snake, 80 word for honey, and a 4644 word for camel. Similarly, in

Javanese culture that accentuates the taste (to no term rumangsa can be

rumangsa lan) have enough adjectives affective vocabulary, such as

sadness, grief, ngenes, miserable, sad, wedi, crazy.

30

5) Sociolinguistics and psycholinguistics

At the time of Chomsky, linguistics began to be associated with

psychological and viewed as a science that is not independent.

Furthermore, Chomsky says (1974) that linguistics is not a stand-alone

science. Linguistics is a part of psychology in human thinking.

Chomsky saw language as the two elements together, namely

competence and performance. Competence is an element in the

language (deep structure) and put the language in terms of psychiatric

speakers, while competence is a visible element of parole. Thus,

Chomsky believes that language is not a single symptom. but

influenced by psychological factors speakers.

Chomsky also began to explore the area meaning although

eventually admitted that the meaning of the region is the most difficult

areas in the study of linguistics. What Chomsky expressed about the

structure and the outer structure used by sociolinguistic as a guideline

that the speech that looked really just a manifestation of psychosis in

terms of native speakers. Further sociolinguistic open itself to examine

the differences in the form of speech.

The link between competence and performance can be seen from

the use of language speakers. The man is said to have competence and

good performance if it can use different variations of the language

according to the situation. a good performance of people who certainly

have a good competence, and enabling extensive use of code

31

(elaborated code). Conversely, those who lower their competences,

would appear limited code (restricted code). In developmental

psychology are developmental phase that began crying(crying aims:

hunger, cold, fear), prone, sitting, crawling and walking. All of them

followed or in line with its linguistic development. In sociolinguistics,

it is adopted as a variation of language speakers in terms of age,

(people studying languages in accordance with the level of

development). Therefore, also known as variations in language teens

and seniors.

From the point of psychology, men have a general psychiatric

different from women. Therefore, what they speak also not the same.

Sociolinguistic transferring this concept, so comes the term variations

of the language according to the genus or gender.

Social psychology is more insightful than the individual social

insight, insight perseoarangan is still associated with kedudukanya as

citizens, this approach can be used in sociolinguistics is to analyze the

attitude of the language that a person's attitude towards a particular

language.

6) Sociolinguistics and dialectology

Dialectology learn the language variation in the various

regions, which are used by social groups, which are used in a certain

period of time. So in sociology described within the limits of society

such as the boundaries of age, gender, social status and social layers.

32

7) Sociolinguistics and Rhetoric

Rhetoric examines said elected and one of the study is about

the style of language. Both of these disciplines make variations of

language as an object of study. Rhetoric attention to pay attention to

the forms being selected language sociolinguistic study about variation

associated with the base or the factors that led to its variation.

d. The object study of sociolinguistics

Sociolinguistic study object was initially set at the first

conferencein 1964 sociolinguistic university of california in the United

States. There are seven things that become the object of study

sociolinguistics, namely (1) the social identity of the speaker (2) social

identity of the listeners involved (3) social environment where the

event said (4) analysis sinkonikanddia chronic of dialeg social (5)

social events of different by speakers on the behavior of other forms of

speech (6) levels of variation and linguistic diversity (7) the practical

application of linguistic research

3. The Type ofLanguage Options

In a language that only a standard variety, found there is a unique

situation in several languages, namely in a language found there are two

standard language that are equally recognized and respected. It's just

different functions and their use. Such a situation is called diglossia and

33

can occur in people of various languages. In such a situation there are

likely two or several languages involved and every citizen be bilingual,

both active and passive. Because in his repertoire there are more than one

language, bilingual that can make the choice of language used when he

interacts verbally with others, especially with the citizens of other guyub

different first language.

Language choice is the dependent upon factors that we already

know, such as participant, the ambiance, the topic, and so forth. In a

situation of diglossia good so each language has a sphere of usage. But

according to Fishman, if diglossia was leaked, the language of the

penetrated or seeps into the realm of the use of another language.

Consequently, the language of the latter is then pressed for its use. As a

result, there can be a shift in the language (language shift), because in

many cases the language is always used and the speakers of other

languages who originally controlled by another not passed down to their

children; her children are not able to reduce the future over the language to

the next generation. If this happens continuously, within a few

generations, there was the extinction of the language (language death).

Sociolinguistic fact that as a field of study of language, because

there are choiced in the use of language.The term"a multilingual society"

itself refers to the fact that there is some language and there is a choice of

languages. Language options always appear together with the diversity of

languages. Because it examines the obvious choice of language is an

34

important aspect in sociolinguistics. If we talk about the choice of

language, first thing that comes to mind is the"whole language" that exist

in a society. Or more so in person.We imagine the people who master two

or more languages and have to choose one language when he speaks.There

is a choice of the type of language that we are familiar in the study of

sociolinguistics.

a. Code Switching

First it must be remembered, the code is a neutral term that can

refer to the language, dialect, Sociolect, or a variety of languages. If for

example the A have a first language that is the language of Bali and the

second language is Indonesian and also mastered English, he can switch

codes with three languages. Where the language chosen depends on many

factors such as the speaker, topic, atmosphere.

Suwito (1985) divides over the code into two, namely :

1. The external code switching

When the interpreter, as of Indonesian switched to English or vice

versa

2. The internal code switching

When the form of a code rather than a variant, such as those from low

Javanese language change to manners.

Some of the factors that cause over the code :

1. Speakers

35

A speaker sometimes deliberately switch the code on the hearer as a

destination. For example change the situation of the official becoming

unofficial or otherwise.

2. Partner Talks

Hearer the same linguistic background with speakers typically turn

over the code in the form of variants and when hearer different

linguistic backgrounds tend rather in the form of code interpreter.

3. Presence of the Third Speakers

For neutralize the situation and respect the presence of said third

partner, usually the speaker and hearer switch codes, especially if they

are different linguistic backgrounds.

4. Subject Talks

The principal topic of conversation or a dominant factor in determining

the transfer code. Formal subject is usually expressed with the standard

variety, with serious and neutral style and subject informal delivered

with the language, the style a little emotional, and completely

arbitrarily.

5. To generate a sense of humor

usually done over a variant, rather wide, or rather a way of speaking.

6. To simply prestigious

Although the factor of the situation, the speaker, topic, and the socio-

situational factors do not expect any code switching, occurred over the

36

code, so that it looks coercion, unnatural, and tend to be

communicative.

b. Code-Mixing

The second kind of choice of language is code-mixing. Code

mixing is similar to what was once called the interference from one

language into another language. In code-mixing elements slipped speakers

of other languages while wearing a particular language. In the case of the

A above, the Balinese language he incorporated elements of Indonesian;

when speaking in Indonesian he deliberately incorporate elements of

Balinese language or English; and in English he may incorporate elements

of Indonesian. The elements taken from other languages that are often

manifested in words, but it can also be a phrase or group of words.

Code mixing is divided into two, namely:

1. Mix the code inside (innercode-mixing):

Mix a code derived from the original language with all its variations

2. Mix the code to the outside (outer code-mixing):

mixed code derived from foreign languages.

The background of the code-mixing can be classified into two, namely

1. attitudes (attitudinal type)

The background of the attitude of speakers

2. language (linguistic type)

37

The background of the language barrier, so there is no reason a role

identification, the identification of varieties, and the desire to explain

or interpret.

Thus the code-mixing occurs because of the reciprocal

relationshipbetween speakers, language forms and functions of language.

Some form of code-mixing:

1. The insertion of the word,

2. Insertion of phrase,

3. The insertion of the clause,

4. The insertion of the phrase or idiom,

5. The insertion form baster (joint establishment of native and foreign).

Nababan (1991: 31) states that the concept of code, included in the

events of our time switching from one kind of language that one, for

example a variety of formal to a variety of others, for example the use of

kromo inggil (Java language) to said lower, for example, the language

ngoko, and so on. Kridalaksana (1982: 7) argues that the use of another

language variations to adapt to the role or any other circumstances, or

because of the participation of other so-called code switching. Holmes

(2001: 35) asserts that a distance over the code reflect the social

dimension, relationship status, or level of formality of the interaction of

the speakers.

38

From the above opinion can be concluded that the charge code is a

symptom of transition because of the changing role of language usage and

the situation. Rather code shows the interdependence between the

contextual and situational functions that are relevant to the use of two

languages or more.

Jendra (1991) gives the characteristics of code mixingis as follows;

a) Code-mixing is not required by the situation and context of the

conversation as the symptoms of code, but it depends on the speech

(language functions).

b) Code mixing occurs because your relaxation and speakers in language

usage.

c) Code mixing generally occurs in situations official (informal).

d) Mixin character code on the scope of the clause at the level of the

highest level and said them lowest level.

e) insert language elements in the event of code-mixing is no longer

supporting the language function independently but are united by the

language that has been inserted.

Mixed code (code-mixing) occurs when a speaker uses a language

predominantly supports a narrative interspersed with elements of other

languages. It is usually associated with the characteristic of speakers, such

as social background, level of education, religious flavor. Usually the

prominence characteristic form of your relaxation or informal situations.

39

But it could happen due to the limitations of language, expression in the

language there is no equivalent, so there is a compulsion to use other

languages, although only supports one function. Mix well convergense

code includes language (linguistic convergence).

Kridalaksana (1982; 32) providing code-mixing restrictions or

interference as a unit use the language from one language to another to

expand the style or variety of language; including the use of words,

clauses, idioms, greetings, and so on. Nababan (1989: 32) states that one

language into another situation where the mixing of two (or more)

languages or language variety in a situation that requires speaking the

language mixing. Acts of such language is called code-mixing.

Code-mixing can also be regarded as a transfer code that is rapid in

society multilinguistik (Holmes, 2001: 42).In situations formal language,

there are rarely mixed code. If there is a code-mixing in a formal situation

is usually caused by the absence of compulsion phrase or exact equivalent

in the language of it, so it is necessary to use the word or phrase from

another language (foreign language).

40

F. The Correlation between Sociolinguistic Competence and Speaking

Tarigan (1990) defines that speaking is a language skill that is

developed in child life, which is produced by listening skill, and at that

period speaking skill is learned. Based on Competence Based Curriculum

speaking is one of the four basic competences that the students should gain

well. It has an important role in communication. When someone speak to

other person, there will be a relationship. The relationship itself is

communication. Furthermore, defines speaking as development of the

relationship between speaking and sociolinguistics competence.

Sociolinguistic competence is the ability to interpret the social meaning of

the choice of linguistic varieties and to use language with the appropriate

social meaning for the communication situation.

Courtney (1980) says that sociolinguistic competence can be

defined quite simply asknowing and understanding how to speak given the

circumstances you are in. To go into more detail, when we speak in our

native language, we don’t have to think about who we are talking to, or

how we should say something. Our words typically come naturally, and

we don’t even realize all the complexities that go into the process.

Although we often do not actively think about this process, it is a essential

part of effective communication.

Sociolinguistic will get a guide to show us to communicate with

language, diversity of language or style of what language should we use

41

when we talk to a specific person. If wear a child in a family of course we

have to use a variety or style different language if the other person is the

father, mother, brother, or sister. If you are a student, of course we have to

use a variety or style that is different to the teachers, to classmates, or to a

fell student whose class higher.

The use of Indonesian as a language of everyday communication

play an important role in various domains, such as government, family,

religion, ethnicity, education and so on. In everyday life, the Indonesian

language is everyday in the process of communicating. As a bilingual

society will experience language contact, hence the birth code-switching.

Code-switching is an event of the use of language or other language

elements into a language or languages switching events. Code-switching

events can be seen in everyday life at the time of interaction. The switched

code is usually caused by the absence of equivalent word in the language

used to express a purpose. In accordance witht he above conclusion, the

link age code-switching theory to this research lies in that this study

includes a switch of code that are not deliberated Indonesian in English

class.

Based on finding above the relationship between speaking and

sociolinguistic competence have means that the main objective of speaking

is for communication.

42

G. Conceptual Framework

Based on the some theories present the writer try to give theoretical

framework as follows:

Figure 2.1 The Diagram of the Theoretical Framework

Based of the conceptual framework above shown the process of

research in correlation between students’ sociolinguistic competence of code

switching and their speaking ability. The research will use descriptive research

as the methodology of research. The aim of this research is correlation

between students’ sociolinguistic competence and their speaking ability.

H. Research Hypothesis

H1 : There is a significant correlation between students’ sociolinguistic

competence and their speaking ability at the third semester students’ of

English Department in Unismuh Makassar.

H0 : There is no a significant correlation between students’

sociolinguistic competence and their speaking ability at the third semester

students’ of English Department in Unismuh Makassar.

Sociolinguisticcompetence Correlation Speaking

Indonesian Language

Analyzing

Test

Code-switching

43

CHAPTER III

RESEARCH METHOD

A. Research Design

The method usedin this research wasdescriptive; it aimed to

givedescriptive account ofcorrelation between students’ sociolinguistics

competence espesially of students’ code-mixingand speaking ability at the

thirdsemesterstudents of English department of Unismuh Makassar.

B. Research Variables

This research had two variablesnamely, independent variable and

dependent variable: Independent variable in this study is the students’

sociolinguistic competence, and dependent variable in this study is the

students’ speaking ability and indicators of sociolinguistics competence is

code-switching.

C. Population and sample

1. Population

The population of this research was the third semester students of English

department in Unismuh Makassar in academic year of 2014-2015. It

consists of ten classes. There are the total number of the population are

447 students (source: Prodi Pend. Bahasa Inggris Unismuh).

44

2. Sample

In this research, the researcher were used a purposive sampling. The

sample of this research is the third semester students of English

department in Unismuh Makassar.

D. Research Instrument

The researcherwere used oral test to asses and examine the third

semester students’ speaking ability. There is of research instrument in this

research, namely testwill use record the students’ voice.

E. Procedure of Data Collection

The procedures of collecting the data in this research:

1. Test

a. The researcher would give five topics to the students.

b. The students are asked to choose one of the topics by the

researcher.

c. The researchers would give a topic foreach students face to face

about 5 minutes. The students on the researcher left side.

d. The researcher would explain about the purpose of the research.

e. The students are asked to choose one of the topics by researcher.

f. The students are asked to speak out based on the topic

45

2. Technique of Data Analysis

The data had been collected through the speaking and native language and

analyze by using quantitative statistic. The statistics and formulates as

followed:

a. Tabulating the scores of the students from sociolinguistic competence

of code-mixing and speaking.

Table 3.1. Classifying the student’s sociolinguistic competence of

code-mixing and speaking

Classification Score Criteria

Excellent 6Pronunciation is only very slightly influencedwith code-mixing by Indonesian language

Very Good 5Pronunciation is slightly influenced with code-mixing by Indonesian language

Good 4Pronunciation is still moderately influencedwith code-mixing by Indonesian language.

Fair 3Pronunciation is influenced with code-mixingby Indonesian language.

Poor 2Pronunciation is seriously influenced withcode-mixing by Indonesian language

Very poor 1Little or no communication and pronunciationis seriously influenced with code-mixing byIndonesian language.

(Heaton, 1989: 100)

Score = Number of correct answer X 100

Total number of items on test

(Sahril, 2008)

46

b. Calculating the mean score by using the following formula:

= Σ

Where :

X : Mean score

∑X : Total raw score

N : Total respondents

(Gay, 1981:298)

The formula of standard correlation Pearson r:

= ∑ − (∑ )(∑ )∑ − (∑ ) ∑ − (∑ )

Where:

rxy : Pearson r

∑ : The sum of scores of Code-Switching∑ : The sum of scores of English mastery∑ : The sum product paired Code-Switching

and English mastery scores∑ : The sum of squared in X∑ : The sum of squared in Y

N : The number of sample

47

Criteria : If ro>rt means there is correlation between students’

sociolinguistic competence of codes-witching and their

speaking ability.

If ro<rt means there is no correlation between students’

sociolinguistic competence of code-switching and their

speaking ability.

Table 3.2 Standard of correlation product moment

Standard Interpretation

0.00 – 0.20 Considered as No Correlation

0.20 – 0.40 Low Correlation

0.40 – 0.70 Medium Correlation

0.70 – 0.90 High Correlation

0.90 –1.00 Very High/ Perfect Correlation

(Anas Sudijono, 2014:193)

Table 3.3 Scoring and categories of the students’

Scores Categories

80-100 High

60-79 Satisfactory

40-59 Low

0-39 Fail

(Heaton in Ramayanti, 2012:23-27)

48

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the finding and discussion of the research. The

finding consist of the data obtained through oral test to see is there any

significant correlation between the student’s code-switching mastery and their

speaking ability. In the discussion part, the writer described the findings in

detail.

A. Findings

In this section, the researcher describes the result of data analysis

based on the problem statement. The result of data analysis indicates that there

is the correlation between students’ sociolinguistics competence of code-

switching and their speaking ability at the third semester students of English

Department in Unismuh Makassar. The outline of two variables can be seen

clearly in the following explanation:

1.The Students’ Sociolinguistics Competence of Code-Switching

In this case, students’ code-mixing is the first quantifiable variable (X).

As it had been mentioned in the previous chapter, the researcher obtained data

from 40 students by giving the students’ speaking test to describe things. After

being calculated, types of data have been obtained; total scores of students’

sociolinguistics competence of code-switching (ΣX) are 2714, sum of the

49

square in students’ sociolinguistics competence of code-switching (ΣX2) are

188434.

To facilitate the measurement of students’ code-switching mastery, the

raw scores are converted in the standard scores using the percentage correction

formula as stated in chapter three. To see the mean score of code-mixing

mastery, the writer tried to calculate the mean score of the code-switching test

by using the following formula:

=∑

=

= 67.8

Where:

= the mean.

Σ X = the sum of all scores.

N = the total number of subjects

So, the mean score of code-mixing test atthe third semester students of

English Department in UNISMUH Makassar in academic year 2015/2016 is

67.8. It can be said that the code-switching mastery is fairly good.

2. The Students’ Speaking Ability

In this case, students’ speaking ability is the second quantifiable variable

(Y). To get the data, the researcher conducted a research by giving speaking

test about describe to 40 students as a sample. After being calculated, types of

data have been obtained; total scores of the students’ comprehensibility

50

mastery (ΣY) are2384, sum of the square in the students’ speaking mastery

(ΣY2) are144544.

The following is the calculation of the mean score of the student in speaking

ability:

M =∑

=

= 59.6

Where:

M = the mean.

∑Y = the sum of all scores.

N = the total number of subjects

From the calculation above, the writer knows that the speaking ability at

the third semester students of English Department in UNISMUH Makassar in

academic year 2015/2016 is59.6. It means that speaking ability atthethird semester

students of English Department in UNISMUH Makassar is fair.

To judge the students’ grade and the level of the code-switching mastery,

the writer used the criteria from the standard of evaluation according to

Depdikbud in Istiqmah (2012)for the students’ scores. However, they were

simplified into 7 classifications.

51

4.1 Table of classifying the student code-mixing mastery andspeaking ability

No Rate of Score Categories X Y

1 96-100 Excellent 0 0

2 86-95 Very good 10 0

3 76-85 Good 24 24

4 66-75 Fairly good 0 0

5 56-65 Fair 6 16

6 36-55 Poor 0 8

7 00-35 Very poor 0 0

Figure 4.1Graphic of the test

The mean score of the students’ code-switching is 0 students got excellent,

10 students got very good, 24 students got good, 6 got fairly good, 0 students got

fair, 0 students got poor. Whereas the mean score of the students’speaking

0

5

10

15

20

25

Excellent

51

4.1 Table of classifying the student code-mixing mastery andspeaking ability

No Rate of Score Categories X Y

1 96-100 Excellent 0 0

2 86-95 Very good 10 0

3 76-85 Good 24 24

4 66-75 Fairly good 0 0

5 56-65 Fair 6 16

6 36-55 Poor 0 8

7 00-35 Very poor 0 0

Figure 4.1Graphic of the test

The mean score of the students’ code-switching is 0 students got excellent,

10 students got very good, 24 students got good, 6 got fairly good, 0 students got

fair, 0 students got poor. Whereas the mean score of the students’speaking

Excellent Very good Good Fairly good Fair

code-mixing mastery

speaking ability

51

4.1 Table of classifying the student code-mixing mastery andspeaking ability

No Rate of Score Categories X Y

1 96-100 Excellent 0 0

2 86-95 Very good 10 0

3 76-85 Good 24 24

4 66-75 Fairly good 0 0

5 56-65 Fair 6 16

6 36-55 Poor 0 8

7 00-35 Very poor 0 0

Figure 4.1Graphic of the test

The mean score of the students’ code-switching is 0 students got excellent,

10 students got very good, 24 students got good, 6 got fairly good, 0 students got

fair, 0 students got poor. Whereas the mean score of the students’speaking

Poor

code-mixing mastery

speaking ability

52

abilitytest is 0 students got excellent,0 students got very good, 24 students got

good, 16 got fairly good, 0 students got and 0 students got poor.

Based on the discussion above, we can know that the students’ code-

mixing mastery and speaking ability is fairly good.

3. Correlation between Sociolinguistics competence of Code-Switching

and Speaking Ability

The main goal of the study is to find out whether or not there is a

positivecorrelation between sociolingustics competence of code-switching and

speaking ability atthe third semester students of English Department in

UNISMUH Makassar in academic year 2015/2016.

To find out the correlation between two variables above, the writer

used the Pearson’s product moment formula to compute the data. To carry out

the statistical analysis, the working hypothesis is changed into the Null

Hypothesis to know about the correlation between sociolinguistics

competence of code-mswitching and speaking ability at the third semester

students of English Department in UNISMUH Makassar in academic year

2015/2016.

To compute the correlation, the writer prepared the computation of two

variables by Pearson’s Product Moment Formula. There are two variables;

code-switching mastery as variable X and speaking ability as variable Y.

Pearson’s product moment formula can be stated as follows:

N= 40 ∑ = 188434∑ =167417 ∑ = 144544

53

∑ = 2714∑ = 2384

= ∑ − (∑ )(∑ )∑ − (∑ ) ∑ − (∑ )

= 167417 − ( )( )188434 − ( ) 144544 − ( )

= 167417 −188434 − 144544 −= 167417 − 161754.4[188434 − 184144.9][144544 − 142086.4]= 5662.6[4289.1][2457.6]= 5662.6√10540892.16= 5662.63246.6= 0.74

From computation above, it is found that the correlation coefficient is

0.74. It means that hypothesis was accepted. So, there is a positive and

significant correlation between the students’ sociolinguistics competence of

code-switching and their speaking ability in learning English. It can be

interpreted that there is positive and high correlation between the students’

sociolinguistics competence of code-switching and their speaking ability in

learning English.

54

B. DISCUSSIONS

The result of data analysis shows that the correlation coefficient

between the two variables is 0.74. It means that there is a positive correlation

between the two variables.

Table 4.2 Standard of correlation product moment

Standard Interpretation

0.00 – 0.20 Considered as No Correlation

0.20 – 0.40 Low Correlation

0.40 – 0.70 Medium Correlation

0.70 – 0.90 High Correlation

0.90 –1.00 Very High/ Perfect Correlation

(AnasSudijono, 2014:193)

To see whether the correlation between the students’ sociolinguistics

competence of code-switching and their speaking ability is significant or not,

the writer concludes the result by applying the following comparison between

the r analysis and the r table.

If > r table. The correlation is positive.

If < r table. The correlation is negative.

If = r table is zero correlation

55

The value of correlation coefficient obtained is 0. 74, while the criteria

of the correlation between 0.70 to 0.90 are considered high. It means that the

level of relationship of the correlation coefficient of the two variables is high.

In this research the variable Y is influenced high by the variable X, and the

other way the variable is also influenced high by the variable Y.

From the computation above, the writerconclude that = 0.74 with

N= 40 are significant. It means that null hypothesis is rejected and H1

hypothesis is accepted, there is a significant correlation between students

sociolinguistics competence of code-switching and speaking ability at the

third semester students of English Department in UNISMUH Makassar in the

academic year 2015/2016.

56

57

CHAPTER V

CONCLUSION AND SUGGESTION

The chapter consists of two sections. The first section deals with the

conclusion of the finding, and the second one deals with suggestions. The writer

puts forward the following conclusion and suggestions:

A. Conclusion.

Based on the research findings and discussion in the previous chapter,

conclude that there is a correlation between the correlation between the students’

sociolinguistics competence and their speaking ability, while the criteria of the

correlation between 0. 70 to 0.90 are considered high, the writer conclude that

= 0.74 with N 40 are significant. It means that null hypothesis is rejected and

H1 hypothesis is accepted.

B. Suggestion

Based on the conclusion above, it is suggested that in speaking ability

and code-switching are:

1. English teacher is a motivator and supporter. The teacher should give a high

motivation to the students to speak moreand more English literature to

increase their comprehension level.

2. The teacher should support the students’ expectation about speaking and their

interest to increase their speaking comprehension.

58

3. A teacher should know and able to implement a good method in teaching

speaking, because it is quite complicated to learn.

4. The teacher also should encourage the students to have and use practical

speaking as a method to help them with difficult words.

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