PROPOSAL

The Correlation Between Vocabulary and Speaking Abilities

By:
SYERLI REGINA ELFATHONAH
126311103

ENGLISH DEPARTEMENT
TEACHING TRAINUNG AND EDUCATION FACULTY
ISLAMIC UNIVERSITY OF RIAU
2015

CHAPTER I
INTRODUCTION
1.1 Background of the Study
Basically, language as a means of communication ideas, thought, desire and feeling.
Nowdays, English has been used in international meeting, seminar and workshop. People learn
English for many purpose such as business and class presentation. Most of people said that
language consist of four elements that are listening, speaking, reading and writing. These
elements called as language skills. Inside each of skill there are some of the language form that is
grammar, vocabulary and pronunciation. When a person tries to understand something he/she
must well master grammar and pronunciation as a language form.
Teaching and learning is one kind of activities which can improve someone abilities an
their skill. But in teach and learning process, it has some treatment, in this case to improve an
activity. Like teach and learn in vocabulary and speaking. Speaking is an ability that requires the
process of communicative competence, pronunciation, intonation, grammar and vocabulary
improving.
Speaking means to be able to use language (OXFORD, 1986:6), according to
Nurkhasanah in her thesis (Finnociaro and Brumfit, 1983) speaking is one of the important
language skills that has to be mastered by language learners. Both opinion is almost similar, but
definition about speaking is little bit different than the thesis by Nurmi,M.Taher (2009) she
stated: Speaking is the form of oral language that is inevitably used to communicate ideas and
feeling, but in conclusion, speaking is something express about your opinion or argument about
something and matter in explaining what happen with your life.
If we talk about speaking, usually connect with English study. English widely used in
mass media and oral communication it means for exchanging information, science, research
technology and tourism. Effective speaking benefit from the negotiatory language we use to seek
clarification and how to compose the structure of what we want to say, speakers also needs to
compose their discourse if they want get a deeply understanding, one hand like speech such as
giving presentation, they need to use certain phrases to highlight the content structure of their
discourse (hormer Jeremy,2001.270).
As a result, of more varied method, the student ability of speaking along
with their active engagement with vocabulary, interest, condensed thinking ability were all
improved (Shuiqin Wang, 2004:1).
There are many problems that face some students when they want to explore their idea
orally and the difficulty to express their capability in English skill. The objective of language is
the production of the speakers competence to communicate in the target language, (Panist and
Bruder 1975). But often students feel difficult learn speak English, because difficulty memorize
vocabulary and use the in grammar, the speaking ability need vocabulary, if we will be better, if
we try to memorize it more perfect.
Speaking can divided in two categories, namely accuracy and fluency. Accuracy focus on
explain about correct of use of grammar vocabulary, and other skill, in this statement have
explain about connection or relation between vocabulary and speaking ability. Fluency is the
ability to speak smoothly and clearly.

According Thornburry (2005) Speaking is so much a part of daily life that we take it for
granted. The average person of produce thousands of words a day, although some may produce
even more than that. So vocabulary is very important for speaking ability students.
Vocabulary is an essential component of language learning. Work in the last two decades
has described its importance in the academic world. (Coady and Huckin 1997, Huckin et al.
1993; Nation, 1990,2001; Schmitt, 2000; Schmitt and Mc Carthy 1997; Singleton, 1999). One of
the major interests addressed by researchers is the number of words a learner needs to
communicate successfully. The general consensus is that around 2000 word families provide the
lexical resources for learners to speak conversationally in a L2. (Nation and Meara,2000;
Schmitt,2000). This figure is based on the findings of the Schonell study (Schonell et al.,1965)
which showed that around 2000 family words covered 99% of words used in the speech
produced by Australian workers. Adolph and Schmitt (2003), described some of the
shortcomings of this study when viewed from the perspective of todays research methodology.
They argued that factors such as the limited population sample (only a segment of the
population), the lack of 50% of the data that reflects spontaneous speech, and the half a million
words compared to the 5 million words counted in the CANCODE corpus (for a comprehensive
description of the CANCODE see McCarthy, 1998), make the Schnoll study (Schnoll, et
al.,1965) look as a small scale study.
Vocabulary is an essential component of language learning. Work in the last two decades
has described its importance in the academic world. (Coady and Huckin 1997, Huckin et al.
1993; Nation, 1990,2001; Schmitt, 2000; Schmitt and Mc Carthy 1997; Singleton, 1999). One of
the major interests addressed by researchers is the number of words a learner needs to
communicate successfully. The general consensus is that around 2000 word families provide the
lexical resources for learners to speak conversationally in a L2. (Nation and Meara,2000;
Schmitt,2000). This figure is based on the findings of the Schonell study (Schonell et al.,1965)
which showed that around 2000 family words covered 99% of words used in the speech
produced by Australian workers. Adolph and Schmitt (2003), described some of the
shortcomings of this study when viewed from the perspective of todays research methodology.
Based on the reasons above, the writer interests to conduct a research how to improve
students speaking skill. The title is The correlation between vocabulary and speaking abilities.
1.2 Formulation of The Problem
Based on the background of the study, the formulation of the problem can be stated as
follows: is there significant improvement of students speaking abilities based on vocabulary
abilities?.
1.3 Objective of the Study
The objective of this study is to find out whether there is a significant correlation of
students vocbulary and speaking abilities.
1.4

Significance of the Study

The writer hopes that this study can give some contributions to the following parties:
1.4.1 Students
Vocab and speaking have important role in communication, actually in this modern era. It
will be good for students to master speaking. So that is why this research hopefully can help
students in mastering speaking.

1.4.2

Teachers
Contribute ideas for the development of science education, especially related to matters
that affect the success of a child's learning.
The results can be used as a conceptual contribution in order to improve the concept and
implementation of educational practices as a strategic effort in the development of quality human
resources, especially in the areas of speaking.
1.4.3

Other Reseacrhers
It becomes a reference for the next researcher who wants to conduct a research which
same with this study.
1.5 Hypothesis
A hypothesis is a tentative statement about the relationship between two or more
variables. A hypothesis is a specific, testable prediction about what you expect to happen in your
study. For example, a study designed to look at the relationship between sleep deprivation and
test performance might have a hypothesis that states, "This study is designed to assess the
hypothesis that sleep deprived people will perform worse on a test than individuals who are not
sleep deprived. While the hypothesis predicts what the researchers expect to see, the goal of
research is to determine whether this guess is right or wrong. Hypothesis can be interpreted as a
temporary answer to the problem of the study, till proven by the data collected (Suharsimi,
2010).
Base on the definition above, the writer try to make the hypothesis of this study are:
1.5.1 Ho = there is no correlation between vocab and speaking abilities.
1.5.2 Ha = there is correlation between vocab and speaking abilities.
1.6 Scope of the Study
Scope of study is a general outline of what the study (e.g. class or seminar) will cover.
"Scope" defines the parameters of this can be an object, or a theory process, activity. Describing
either future, current or past knowledge or statements of descriptive activity, experience etc.
Scope always unless of the unlimited nature (specific) will define specific boundaries. Such as a
manual is used to define employee duties or company procedures, studies are used to obtain and
knowledge to arrive at a logical finishing point. The definitions of scope are the "borders" where
the objective, knowledge, instruction or outcome of the activity is found.
1.7 Definition of Key Term
In this definition, the writer just defines only the important terms. They are:
1.7.1 Correlation
Correlation is a measure of the statistical relationship between two comparable time
series. For investors, these series may be two commodities, two stocks, a stock and an index or
even a stock and a commodity. The relationship, which can be causal, complementary, parallel or
reciprocal, is stated as the correlation coefficient and always reflects the simultaneous change in
value of the pairs of numerical values over time.
View the correlation coefficient, which lies between the range of -1.00 to +1.00, as a
positive or negative probability that the members of a market pair relate to each other. A
negative reading suggests that one member of the pair consistently moves up while the other
moves down. Conversely a positive reading suggests there is a tendency for the pair of markets

move together in the same direction. A correlation coefficient very close to 0.00 means the two
markets have no correlation, indicating that their statistical relationship is completely random.
Perfect correlation is found only in markets that are truly identical, such as an index that
is reported in two different ways. Such situations are unlikely to be present in our reports.
However, many markets that are linked by industry, market segment, substitutability and other
factors exhibit a high degree of correlation. For example, CBT Soybeans and CBT Corn are
highly correlated because they share growing seasons at similar latitudes, climate, a common
currency, fuel costs and transportation needs. Their correlation coefficient of +0.7595, at the time
this report was written, reflects their shared circumstances which is somewhat less than perfect,
but remain very noteable.
1.7.2

Vocabulary
Vocabulary is an essential component of language learning. Work in the last two decades
has described its importance in the academic world. (Coady and Huckin 1997, Huckin et al.
1993; Nation, 1990,2001; Schmitt, 2000; Schmitt and Mc Carthy 1997; Singleton, 1999). One of
the major interests addressed by researchers is the number of words a learner needs to
communicate successfully. The general consensus is that around 2000 word families provide the
lexical resources for learners to speak conversationally in a L2. (Nation and Meara,2000;
Schmitt,2000). This figure is based on the findings of the Schonell study (Schonell et al.,1965)
which showed that around 2000 family words covered 99% of words used in the speech
produced by Australian workers. Adolph and Schmitt (2003), described some of the
shortcomings of this study when viewed from the perspective of todays research methodology.
They argued that factors such as the limited population sample (only a segment of the
population), the lack of 50% of the data that reflects spontaneous speech, and the half a million
words compared to the 5 million words counted in the CANCODE corpus (for a comprehensive
description of the CANCODE see McCarthy, 1998), make the Schnoll study (Schnoll, et
al.,1965) look as a small scale study.
1.7.3

Speaking
Speaking is the process building and sharing meaning through the use of verbal and nonverbal symbol, in variety of contexts (Chaney,1998,p.13). According Palmer (1995 : 136)
Speaking is ability to associated to produce certain sound in combination that are recognizable
.the both definition almost similar explain about speaking, namely ability to combination
between object and than words becomes a symbol or label for the object .Then Dubin (1978 ;
79) states that speaking at would be seen to be most attainable skill for the students in country
where English is not widely spoken. Beside that speaking is means of oral and direct
communication needs several requirement ( Tarigan, 1990:16 17 ). From the definition above
we can conclusion , speaking is something a skill in English that is spoken orally by someone
in direct communication.

CHAPTER II
LITERATURE REVIEW
2.1 Speaking
Speaking is a process or made of word or statement in an ordinary voice, uttering word,
know and made something statement to use communication into socialization the other and
definition speaking according Heaton (1998:4) defines speaking ability to communicate ideas
appropriately. In other word, speaking ability to speak appropriately and effectively in a real
communicative situation in order to communicate ideas to others. Thus the they similar mention
about communication, so speaking is a matter for speaks between someone or other one.
Speaking performs the ability of someone in the linguistic knowledge in actual
communication, communication itself have to express one idea, feeling, thought and need orally.
In other, speaking is said to be fundamentally an instrument act. Speakers talk in order to have
effect on their listener. in the process of speech production, speaking begin with the intention of
effecting then in particular way, elect and utter a sentence they believe will bring about their
effect.
Speaking is one way of communication; it means that in communication there is an
interchange of though, feeling, emotional expression, speech or writing form of language. But it
is commonly and most effectively done by speaking.
Based on expert opinion above, we know that practicing is the most important. Any
terminology said Practice makes perfect so it is very important to makes speaking ability and
then the words and vocabularies will no meaning until they try to use it in actual conversation.
The student more easy study speaking in out class because the environment has effect is
very bigger for development the language.
Speaking is the productive skill in the oral mode. It, like the other skills, is more
complicated than it seems at first and involves more than just pronouncing words. Speaking is
one of the language skills which is important for second language learners to be developed.
Furthermore, the mastery of speaking skill in English is a priority for many second-language or
foreign language learners (Richards, 1990).
Speaking is an interactive process of constructing meaning that involves producing and
receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and
meaning are dependent on the context in which it occurs, including the participants themselves,
their collective experiences, the physical environment, and the purposes for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language
functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an
invitation or requesting time off from work), can be identified and charted (Burns &Joyce, 1997).
For example, when a salesperson asks "May I help you?" the expected discourse sequence
includes a statement of need, response to the need, offer of appreciation, acknowledgement of the
appreciation, and a leave-taking exchange. Speaking requires that learners not only know how to
produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic
competence), but also that they understand when, why, and in what ways to produce language
(sociolinguistic competence). Finally, speech has its own skills, structures, and conventions
different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996).
A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act.

Speaking is the singgle most important aspect of learning a secong or foregin language
and success is measured in terms of the ability to carry out a conversation in the language (David
Nunan, 1991). Speaking is key to communication. By considering what good speakers do, what
speaking tasks can be used in class, and what specific needs learners report, teachers can help
learners improve their speaking and overall oral competency.
The ability to speak fluently presupposes not only a knowledge of language features, but
also ability to process information and language on the spot ( Harmer, 2001).
2.2 Vocabulary
Nation (2001) suggests that words are not isolated units of language but they are
interlocked to form part of more complex systems and levels. He stresses that learning
individual items and learning systems of knowledge differ greatly. The first one requires the
recognition of a word by memorizing it. The second one requires more complex processes such
as determining spelling rules and systemic phonemics of the language. Richards(1976) provided
a list of aspects that should be considered when knowing a word. He emphasized on the
character of continuity of vocabulary expansion in adult life , contrary to the relative stability
suggested for grammar. Nation(1990) incorporated several other components in Richards initial
lists but the most outstanding one was the distinction between productive and receptive
knowledge. Nations table clearly explains the components of word knowledge but it seems
unpractical at the moment of assessing vocabulary knowledge (Meara,1996; Read,2000; Schmitt
and Meara,1997;Schmmit , 1998). Nation notes that knowing the spoken form of a word
includes being able to recognize it when it is heard and at the other end of the receptiveproductive scale being able to produce the form in order to express meaning(p.41). Henrisen
(1999) proposes three dimensions in vocabulary knowledge that should be easily recognized by
language teachers and researchers. These are: partial/precise knowledge, depth of knowledge and
receptive/ production dimension. Although it would be easier to asses vocabulary knowledge
based on the dimensions described above, Read suggest that vocabulary knowledge is an
inherently complex concept. For the purpose of this paper I will only focus on the
receptive/productive dimension , which does not mean that I am disregarding the importance of
the two others.

CHAPTER III
RESEARCH METHODS

3.1 Design of the Study

This research aimed at finding out strong relationship between the variables under study
without any intervention of the variation variables are concerned. obtained data is the data as it is
natural. Control Persia made limited statistical controls in the analysis, so possible to see the
relationship between two variables such relations without variation tainted by other variables. the
correlation between vocabulary and speaking abilitites. In this study, the writer used the
correlation research (Azwar, 1998).
3.2 Population and Sample
3.2.1 Population
The population is a region consisting of generalization: the object / subject that has
certain qualities and characteristics are determined by the researchers to learn and then drawn
conclusions (Sugiyono, 2003). The population of this study is all the students. The total of
population of this study is 89 students in 3 parallel classes (II A, B, and II C) which are consisted
of 23 to 38 students on each class.
3.2.2

Sample
Sample is a part that will be observed ( Jalludin Rahmat, 1984 : 92 ). That means sample
is the characteristic of the object. Based on Arikunto, 1996:117 stated, Sample is a part of
population that would be examined.
The subject of this investigation was at Second Semester students in Muhammadiyah
University of Mataram. In this semester there were three class, namely: class A, B and C. But
just one class would be sample in this research namely class C.
The writer used Purposive Sampling technique in this research because some
consideration..like time limited, energy, and lack of found. Until it could not take the high
sample.
3.3 Technique of Data Collection
In collecting the data of this study, the writer will use three steps, they are:
3.3.1 Obesrvation
Collecting the obesrvation of students. This way to know the main situation of the
students in the class.
3.3.2 Documentation or Official Archives
Documentation or official archives is usually use to get the secunder data.
3.3.3 Test
Procedure test is a picture that is designed to describe how something is achieved through
a sequence of actions or steps. It explains how people perform different processes in a sequence
of steps.

3.4 Technique of Data Analysis

Classified the students score
The writer classified the students score as the following categories:
No
Achievement Category
Range of Score
1
Excellent
9.6 1.0
2
Very Good
8.6 9.5
3
Good
7.6 8.5
4
Fairly Good
6.6 7.5
5
Fair
5.6 6.5
6
Poor
3.6 5.5
7
Very Poor
0 3.5
After classification the students score, the writer will make percentage (%).

REFRENCES
Oxford University Press, Oxford Learners Pocket Dictionary, (New York: Pindar
Graphies
Origination Scarborough, 1995), p. 403.
David Nunan, Guralnik, loc. cit., p. 39. .
Scott Thornbury, How to Teach Speaking, (Longman, Pearson education limited 2005), p. 1
Jack C. Richards, New Ways in Teaching Speaking, (USA: Pantagraph Printing, Bloomington,
Illinois, 1994), p. 1.
Jeremy Harmer, The Practice of English Language Teaching, (Great Britain: Pearson Education
Limited, 2001), 3rd Ed, p. 271