Haryudin : The students’ English… 

 

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THE STUDENTS’ ENGLISH SPEAKING COMPETENCE BASED ON  

KTSP CURRICULUM  

 

Acep Haryudin 
haryacep@gmail.com 

 

STKIP SILIWANGI BANDUNG 

 

ABSTRACT 

The primary aim of this research is to investigate and measure level of students’ 

competency based on KTSP Curriculumin English Speaking Skill at second grade 

studengts of SMAN 1 Cilograng-Banten. In this research, the writer used quantitative 

method.The result of data analysis indicate that the scores and students’ competence 

levels of English speaking skills are; pronunciation 3,38 (average level competence), 

grammar 3,61 (high level competence), vocabulary 3,23 (middle level competence), 

fluency 3,42 (middle level competence),and comprehension 3,47 (middle level 

competence). The writer calculated and concluded whole data and the cumulative data 

is 3,49. If the Mean score is identified in the qualitative scale, the result is in the 

distance of 3,5-4,5 (60%) It means that level of students’ competence in English 

Speaking skill is in intermediate level. 

 

Keywords: Students’ Competence, KTSP Curriculum, and Speaking Skill 

 

A. INTRODUCTION 
Human cannot be separated from their language. They need a tool in the form of language to 

communicate and to interact with other people. In line with this, Wardhaugh (1972:3), as 

cited in Alwasilah (1992:3) emphasize that “language is system of arbitrary vocal symbol 

used for human communication.”Communication is an exchange of knowledge, information, 

ideas, opinions, and feeling among people. There are four components of language skills, 

namely listening, speaking, reading and writing. In line with this, Nida (1997.9) say that “the 

one which is very important in communication is speaking skills”. According to Tarigan 

(1986:3) speaking is communication by speech by arranging the words and sentences that are 

conveyed orally. Linguist says that “speaking is language”, speaking is the capability of 

language skills that is developed in childhood it is beginning with listening skills. Certainly 

speaking has close relation with vocabulary development, which is required by children 

through reading and listening activities.  

 

Nowadays, the curriculum have been changing from School Level Based Curriculum(KTSP) 

to Curriculum 13 (KURTILAS), but not all schools have been implementing KURTILAS, the 

only some schools with qualification standar fulfilment that can implement the Curriculum 

13. For students who learn English in formal school they must have the competency in 

speaking skills, and this is based on KTSP (Kurikulum Tingkat Satuan Pendidikan) or the 

School Level Based Curriculum and specifically on KD (Kompetensi Dasar) or Basic 

Competency.  

 

The students have to master Basic Competence, because competence is the acquisition of 

knowledge skills and abilities at a level of expertise sufficient to be able to perform in an 

appropriate work setting (within or outside academia). But, to attain the best level of students 

competency is very difficult and still have many problems for students and teachers to attain 

good level in speaking competence. The teacher has hard effort to guide the students in 

mailto:haryacep@gmail.com


Haryudin : The students’ English… 

 

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learning speaking, but they still have low level competence.The statements above give 

assumptions such as language operates in a regular and systematic fashion, language is 

basically oral, and that the oral symbols represent meaning as they relate to real life situation 

and experience and language has a social function, without language society would not exist. 

 

SMAN 1 Cilograng has been applying KTSP (Kurikulum Tingkat Satuan Pendidikan) or the 

School Level Based Curriculum. The school emphasizes speaking skills as the way of 

entering English language to the students. This is aimed to develop oral skills of the students 

in learning English. Meanwhile, the writer chooses students’ level competency because 

competency is crucial aspect then become the barometer of the learning successfully. Studied 

English for several years still face some difficulties in increasing their English skills 

especially speaking. Many factors can be seen from: the students themselves, their motivation 

and interest, teacher personality, method, and environment.Finally, from the problems above, 

the writer purposes to investigate this study by measuring the student’s competency in 

speaking skills which is based on KTSP (Kurikulum Tingkat Satuan Pendidikan) or the 

School Level Based Curriculum at Senior High School1 Cilograng 

 

To point the research clearly, the writer formulates the problems by deciding the title 

“Students’ English Speaking Competence Based on KTSP Curriculum”(A Case study at 

second grade of science of SMA N 1 Cilograng-Banten). The primary aim of the research is 

to measure level of student competency based on KTSP curriculumin speaking skills. The 

writer determines the formulation of research such as: How high is the level of English 

speaking ability based on KTSP Curriculum? And are there any significant problems in 

exploring the competence in English speaking ability at Senior High School of SMA N 1 

Cilograng based on KTSP Curriculum?The purposes of research are toKnow the level 

Students’ competence in  English speaking ability based on KTSP (Kurikulum Tingkat Satuan 

Pendidikan) or the School Level Based Curriculum and to know the significant problems in 

exploring the competence in English speaking ability at SMAN 1 Cilograng based on KTSP 

Curriculum. 

 

Moreover, there are some significance of research such as: to give a positive contribution to 

all people who is involving education, such as teacher, students, the other researchers, and the 

writer himselfand Enrichment the strategy of the teacher in teaching to the students in 

increasing their ability in speaking. There are four indicators to measure the level of students’ 

competency in English speaking ability namely: pronunciation grammar, vocabulary, fluency, 

comprehension.See the table to makes the description above clear. 

Table 1 

Significance of the research 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Empirically, research has consistently related oral competency and communication 

training and development to academic and professional success (Curtis et al., 1989; Rubin and 

Students’ level 

Indicators to Measure Student’s level Competency in English Speaking Skills  

Speaking Skills 

 
Pronunciation 

Grammar 
Vocabulary 

Fluency 
Comprehension 

 
(Sadthono, 1987:107) 

KD/ Basic Competence of Speaking 

 
1. Produce/talking about the meaning in transactional 

conversation (to get things done) and interpersonal 
(socializes) formally.  

 Delivering and asking arguments, taking about satisfaction 
and dissatisfaction.  

 Advancing, remain, request agreement, and state the pleasure.  
2.   Produce/talking about the mean of short functional text 

accurately. 

3. Produce/talking about the meaning in monolog text such as 
banner, poster, pamphlet or narrative text. 

 
(Diknas: 2006 Syllabus) 

 



Haryudin : The students’ English… 

 

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Graham, 1988; Rubin et al., 1990).  So the writer can conclude that if the students have low 

level competency in speaking ability, it can influence to their achievement in English skills. 

But if they have good competency in this, they will get the high level in English skills. In this 

opportunity, the writer has the main purposes of the investigation at the Second Grade of 

SMA N 1 Cilograng.To know their English speaking ability objectively, the writer uses 

testing hypothesis by criterion of acceptation H with the formula bellows: 

Ho is accepted if t 1-
1
/2 <t <t 1-

1
/2 oc in which t 1-

1
/2 oc is obtained from t table of distribution 

of t with df = (n1-n2-2) and with opportunity (t -
1
/2 oc) (n1-n2-2) or:-t table <t count <t table. 

a. If the criterion of acceptance is received, so there are no significant problems for 
students in English speaking ability. 

b. If the criterion of acceptance is not received, so there are significant problems for 
students in English speaking ability. 

 

 

 

B. LITERATURE REVIEW 
1. Definition of Competence 

Competence is the acquisition of knowledge skills and abilities at a level of expertise 

sufficient to be able to perform in an appropriate work setting (within or outside academia). 

Every aspect in life of course has competence. Either teacher or students they must have 

competence to support their position in academic good level.  Based on Government 

regulation number 19 years 2005 about education national standard in chapter 1 it is including 

about general role in point 4. That standard competence is out-put skill qualification that is 

including attitude, knowledge, and competence or skill. So that competence has legality from 

our government to be applied in education system.  

2. Kinds of Competence 
The concept of competence has different meanings, and continues to remain one of the most 

diffuse terms in the management development sector, and the organizational and occupational 

literature (Collin, 1989). The kinds of competences, they are: Occupational competence, 

Competency based interview, Social/cultural competence.  

Goal: Communicative Competence; Communicative competence is made up of four 

competence areas: linguistic, sociolinguistic, discourse, and strategic. 

3. Applying Competences in EducationField 
There is a growing interest in the concept of 'competence learning' in various areas of 

education, training, and professional development. And competence is part of curriculum and 

has important position. Competences are commonly assumed to represent more than the 

levels of knowledge and skills and to account for the effective application of available 

knowledge and skills in a specific context. But, with this trend the term 'competence' is being 

used in many different ways. How are competencies thought to relate to knowledge, skills, 

and attitudes, and what meaning and validity do various claims about competences have? The 

competence concept is quite troublesome and it is argued that the term has no significance 

beyond that which is associated with the term 'skills'. 

a. Urgency Competences in Curriculumthe concern with competency is very close to 
technical or product approaches to curriculum making. (As a starter the writer want to 

use Shirley Grundy offers one of the simple definitions of curriculum’. It is a way of 

organizing a set of human educational practices’ (Grundy 1987: 5).  

b. Curriculum as Process this leads me to consider a second model of curriculum: 
curriculum as process or as practice to bring out some of the contrasts.  

c. To Have Competence To have competence is to have the possibility, by performing 
a special kind of act, to change legal positions. To gain a better understanding of the 

nature of this possibility we may distinguish between (i) competence as permission, 

(ii) competence as a practical possibility, and (iii) competence as (what we might 

call) a hypothetical possibility. (Lars Lindahl, 194:1) Let us treat these notions in this 

order.  



Haryudin : The students’ English… 

 

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d. Measurement of Students’ Competence to measure students’ competence we can 
make test to the students, to know their cognitive, affective, and psychomotor 

capability. And one of the examples is students' goal orientations and cognitive 

engagement in classroom activities. (Meece, Judith L.; Blumenfeld, Phyllis C.; 

Hoyle, Rick H. Journal of Educational Psychology. Vol 80(4), Dec 1988, 514-523)   

 

4. Definition of Speaking 
Speaking is "the process of building and sharing meaning through the use of verbal and non-

verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). 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. According to Tarigan 

(1986:3) speaking is communication by speech by arranging the words and sentences that are 

conveyed orally. Linguist says that “speaking is language”, speaking is the capability of 

language skill that is develops in childhood it is beginning with listening skill. Certainly 

speaking has close relation with vocabulary development, which is required by child through 

reading and listening activities. 

5. English Speaking Difficulties 
It is understandable that students have difficulties when they express their ideas in speaking. 

They usually do not know how to overcome those difficulties. According to Brown 

(1994:256) English speaking has following difficulties:  

a. Clustering; fluent speech is phrasal, not words by word. Learners can organize their 
output both cognitively and physically (in breath groups) through such clustering. 

b. Redundancy; the speaker has an opportunity to make meaning cleaner through the 
redundancy of language. Learner can capitalize on his features of spoken language.  

c. Reduced forms; contractions, reduced vowels etc. form special problems in teaching 
spoken English. Students who do not learn colloquial contraction can sometimes 

develop a stilted, bookish quality of speaking that in turn stigmatizes them.  

d. Performance variables; one of the advantages of spoken language is that the process 
of thinking, as we speak, allows us to manifest a certain number of performance 

hesitations, pauses, backtracking, and correction. One of the most salient differences 

between native and non-native speakers of a language is in their hesitation 

phenomena.  

e. Colloquial language: the words, idioms and phrases of colloquial language have to 
get practice in producing these forms.  

f. Rate of delivery; another salient characteristic of fluency is rate of delivery. The 
learners have to achieve an acceptable speed along with other attributes of fluency. 

g. Stress, rhythm, and intonation; this is the most important characteristic of English 
pronunciation. The stress-tined rhythm of spoken English and it is intonation patterns 

convey important massages. 

h. Interaction; learning to produce waves of language in a vacuum-without interlocutors 
would rob speaking skill of it is richest component: the creativity of conversation 

negotiation. 

6. The Indicator of Speaking  
Speaking is a complex skill requiring the simultaneous, use of a number of different abilities 

which often develop at different rates. Here are listened the component or indicator of 

speaking which is generally recognized in analyses of the speech process; pronunciation, 

grammar, vocabulary, fluency, and comprehension (David P Harris, Testing English as a 

second language, P 81).Furthermore Bygate in Carter and Nunan (2001:16) says that the the 

major in speaking process are foursuchas; components, conceptualization, formulation, 

articulation and self monitoring. It is clear as face to face interaction speaking is not an easy 

thing in this case is English speaking for us as a foreign people.  

7. Level of Students Competencies in English Speaking 
There are five phases that the teacher and learners can follow (adapted from the five phases of 

the CALLA instructional sequence, Chamot & O'Malley, 1994; Chamot et al., 1999). 



Haryudin : The students’ English… 

 

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Firstly, the teacher needs to diagnose learners' level of strategy use. Secondly, the 

teacher can offer learners knowledge to know the characteristics, effectiveness, and 

applications of socio-affective strategies.Thirdly, in order to offer hands-on practice for 

Students to use socio-affective strategies, collaborative works with classmates are effective in 

this phase (Chamot, 1999). Fourthly, giving Students chances to evaluate the usefulness of 

socio-affective strategies is critical in this phase (Chamot, 1999). Finally, the optimal goal of 

language learning strategies is to guide students to become better, autonomous, and confident 

learners (Chamot, 1999).  
Table 2 

Six Levels of English Program 
No Level Approximate 

equivalent 

1 Elementary 1.0 – 2.0 

2 Pre-Intermediate 2.0 – 3.0 

3 Intermediate 3.0 – 4.0 

4 Upper – Intermediate 4.0 – 4.5 

5 Advanced 4.5 – 5.5 

6 Higher Advanced 5.5 – 6.0 

Level 1: Elementary 
This level is intended for beginners to help them acquire the essential grammar, tenses and 

structures needed for basic level of language proficiency. Students will develop all four skills 

through interactive and relevant classes that cover grammar in applied situations. 

Level 2: Pre-Intermediate 
The primary goal of this course is to teach communicative competence. This level builds on 

the foundations for accurate and fluent communications established in a prior level by 

extending grammatical, lexical and functional skills. Through a wide variety of activities, 

students are able to consolidate and develop their communicative competence in English. 

Emphasis is placed on listening and speaking. 

Level 3: Intermediate 

This is intended to allow the students to gain a higher level of proficiency, fluency and 

comfort in the practical use of the English Language. The course uses level two as a base to 

build upon grammatical, lexical and functional skills. Students will develop 4 skills through 

interactive and relevant classes that cover grammar in applied situations. 

Level 4: Upper-Intermediate 
This is targeted towards the practical use of English in the business world. It provides 

students at the start of their career with the specialist language knowledge and professional 

communication skills they will need in their jobs. Focus on marketing and advertising, 

business success and failure, time management, globalization, company culture, international 

trade, recruitment, starting a business, and brand reputations, and telephoning. 

Level 5: Advanced 
This course is intended to prepare students for IELTS by orienting students to the format and 

methodology of the exam also providing a review of the four English language skills. IELTS 

(International Language Testing System) is a standardized exam designed to evaluate 

language proficiency and fluency. Examinations and exercise will be based on and formatted 

similarly to Cambridge IELTS. 

Level 6: Higher Advanced 
This course is intended to prepare students for IELTS by further delving into the format and 

methodology of the exam while also providing a review of the four English language skills. 

Students who complete the advanced level successfully will be expected to achieve IELTS 

equivalent score of 6.0Based on BNSP (National Education Standard Division) that learning 

successful (ketuntasan belajar) every indicators that have been decided into basic 

Competence about 0-100%. The ideal successful for each indicator is 70%. Education unity 

has to decide Minimum Successful Criteria (KKM)) with consider the average ability of 

students and the support facilities (intake, complexity) in teaching learning process. (KTSP-

Final_senayan_B/20/06/2006). 

 



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Minimum Successful Criteria (KKM)) have to be made by the institution to know the 

measurement of student ability in speaking skill. And the institution also has to aware of the 

three aspect complexity, intake, and student ability in order that the KKM have in good 

legality.   

 

C. RESEARCH METHODOLOGY 

The writer uses quantitative method. This method to get real data in the field. The writer did 

the survey to the school to know school facilities, students’ activities, and methodology of 

English teacher teaching.  as Sugiono (2008:12) said in his book (metode penelitian 

pendidikan), that survey is used to get the data from certainty place which is naturally (not 

imitation data), beside that, the writer also uses questioner, test, interview to gain all the data.  

 

1. Research Site and Participant 
In doing investigation, the writer determines the location of observation. The writer chose the 

Second Grade of SMAN 1 Cilograng Banten-Selatan.    

2. Population and Sample 
Anderson and Zelditch (1986:2), as cited in Nasution (2000) define that population is any 

total collection of person or events.The populations of this research are all students at Senior 

High School of SMA N 1 Cilograng Banten Selatan.The population of this research is only 21 

students, consisting of 11 males and 10 females. The total number of population above is less 

than 100 respondents. In line with this, Arikunto (1989:107) says:“Samples is a part of 

population. Whereas, total of samples is determined as follows: if the population is less than 

100 respondents sample can be taken from all of population, so that this research is research 

of population. If the population more than 100 respondents, sample can be taken 10-15 % or 

more than 20-25 %”. 

3. Techniques for Collecting Data 
a. Literature overview 

According to Surachmad (1982:131), as cited in Nasution (2000) the equipment of 

investigation in most knowledge will not be perfected without library facility. 

Therefore, the writer seeks the appropriate sources with the problems”. This study 

relate to: 

Brown (1994). Teaching by Principles. New Jersy: P.T Englewood Cliffs. 

Cheshier,. 1981. Communication and the teacher. Pty Limited 346 St Kilda Road, 

Melbourne 3004 Auatralia. Rossner, and Balitho. 1990, Current of Change in English 

Language Teaching. London: P.T. Oxford University Preess. Sujana. 1996. Metode 

Statistika. Bandung, Tarsito. Sugiyono. 2008. Metode penelitian Pendidikan 

(pendekatan Kualitatif, Kuantitatif, dan R&D). Bandng. Alfabeta. Samsudin and 

Dmaianti. Metode Penelitian Pendidikan Bahasa. Bandung. P.T. Remaja Rosdakarya. 

b. Observation 
Observation is the way in investigation with the way to observe the situation 

directly to the location. It will be applied in this investigation to get the data, which 

are not able to question a bit detail in all of questioner item. The data wrote in the 

observation note (Nurkancana, 1996:6). The researcher’ role in doing the observation 

as an observer and participant the Researcher  observedthe student’ activities at 

second grade, the teacher teaching methodology, the school environment, the school 

facilities of SMA N I Cilograng.The purposes of observation are:to know students 

speaking abiliy , to know The effectiveness of teacher  teaching speaking 

methodology, and to know the optimal using of the facilities.the observation will be 

done 

c. Interview 
Interview is the technique to get the data by question and answer process orally 

from the respondent. Interview is a technique of verbal communication that is a 

communication for giving information (Nasution 1991:53). The Researcher will 

interview: 

1. Students at second grade, to know their interest to English subject 



Haryudin : The students’ English… 

 

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2. Head master, to know the real school data, such as school curriculum, sum of 
teachers, sum of students, and also school yard.  

3. English teacher, this is used to get the description directly about the result of 
students speaking ability and to know the level of students’ speaking ability.  

d. Test 
Table 3 

Score Sheet of Speaking Components 

No 
Speaking Components  

        

Score 

1 Comprehension   

 -  Well understood partner utterances  5 

 - Understood  partner utterances 4 

 - Understood enough partner utterances   3 

 - Least understood partner utterances   2 

 - Cannot  understood well partner utterances 1 

2 Grammar  

 - Most grammar are very accurate  5 

 - Grammar are accurate  4 

 - Grammar are accurate enough  3 

 -  Grammar are least accurate 2 

 - Grammar are not  accurate   1 

3 Vocabulary  

 - Vocabulary is very wide and accurate   5 

 - Vocabulary wide and accurate 4 

 - Vocabulary is  wide and accurate enough   3 

 - Vocabulary is wide less and less accurate 2 

 - Vocabulary is not accurate  1 

4 Pronunciation  

 - Utterance can be understood well  5 

 - Utterance can be understood 4 

 - Utterance enough to be understood 3 

 - Utterance is less to be understood  2 

 - Utterance cannot be understood  1 

5 Fluency  

 - Very Fluent  5 

 - Fluent  4 

  - Fluent enough  3 

  - Lest fluent 2 

  - Not fluent 1 

Score : Gaining Score x 100  

Total Score  

 

Test will be given to the students at second grade of senior high school and the purposes of 

test are:the first is to measure and evaluate the students’ ability in English speaking and get 

their real score from a large number of sample objectively in short time and the second get 

score objectively, the writer measures their English speaking ability by oral test and giving 

them an interesting Seri picture, so the students tell a story based on picture and then, their 

utterance are recorded in the cassettes, the other test are asking and giving arguments, talking 

of satisfaction, and talking about monolog text 

The writer takes five components in analyzing of the speech process, namely: 1) 

pronunciation (including the segmental features-vowel and consonants-and the stress and 

intonation patterns); 2) Grammar; 3) Vocabulary; 4) Fluency (the ease speed of the flow of 

speech); and 5) comprehension.  Total evaluation is (25 possible points) x 4. So, the highest 

score is 25 x 4 = 100 and the lowest score is 5x4 = 20 (satdono:1987). 

 

D. FINDING AND DISCUSSION 

1. The Level of English Speaking Ability Based on KTSP Curriculum 
a. Partial Analysis Per-indicators  

This partial analysis is provided to answer the statement of the research, and to 

know how high is the level of English speaking ability at Senior High School of SMA 

N 1 Cilograng based on KTSP Curriculum. In addition, to make easy to be understood 

of this data, the writer analyzesper-indicator of the level of English speaking ability, 

and those are can be seen as bellow:   



Haryudin : The students’ English… 

 

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1. Pronunciation 
The result of their pronunciation ability is as follow: 

8 students get score 4 and 13 students get score 3, so that the Mean is 

(8x4)+(13x3)= 71/21= 3,38. If the Mean is transferred into qualitative scale, the 

result is in the distance of 3,5-4,5. It means that the level of their pronunciation 

ability is average level competence. 

2. Grammar 
The result of their grammar ability is as follow: 

13 Students get score4 and 8 students get score 3, so that the Mean is (13x4)+ 
(8x3) = 76/21= 3,61. If the Mean is transferred into qualitative scale, the result is 

in the distance of 3,5-4,5. It means that the level of their grammar ability is high 

level competence. 

 

3. Vocabulary 
The result of their vocabulary ability is as:5 students get score 4 and 16 students 

get score 3, so that the Mean is (5x4) + (16x3) = 68/21 = 3,23. If the Mean is 

transferred into qualitative scale, the result is in the distance of 2,5-3,5. It means 

that the level of their vocabularies ability is middle level competence 

4. Fluency 
The result of their fluency is as follow: 

10 students get score 4, and 10 students get score 3 and 1 students gets score 2, so 

that the Mean is (10x4) + (10x3)+(1x2) = 72/21 = 3,42. If the Mean is transferred 

into qualitative scale, the result is in the distance is 2,5-3,5. It means that the level 

of their fluency ability is middle level competence. 

5. Comprehension 
The result of their comprehension ability ia as follow: 

10 students get score 4, and 11 students get score 3, so that the Mean is (10x4) + 

(11x3) = 73/21 = 3,47. If the Mean is transferred into qualitative scale, the result is 

in the distance of 2,5-3,5. It means that the level of their comprehension ability is 

middle level competence 

b. Comprehensive Analysis 
After doing data measurement per-indicator, the writer gives the description of whole data, 

and it is to know how high the level of students’ achievement at the second grade of science 

class of SMA N 1 Cilograng in their speaking skills. To make the measurement easy, we can 

see the table below as being the first step in collecting data which is done after measuring data 

per-indicator.  

Table 4 

The Rough Scale of Students’ English Speaking Ability at the Second Grade of  

SMAN 1 Cilograng Banten 
No Test Pronunciation Grammar Vocabulary Fluency Comprehension Total Time 4 

Score 

total 

01 4 4 4 4 4 20 20x4 80 

02 3 3 3 3 3 15 15x4 60 

03 3 3 3 2 3 14 14x4 56 

04 3 4 3 3 4 17 17x4 68 

05 3 4 3 4 3 17 17x4 68 

06 3 3 3 4 3 16 16x4 64 

07 3 4 3 4 3 17 17x4 68 

08 3 3 4 3 4 17 17x4 68 

09 4 4 3 3 3 17 17x4 68 

10 3 4 3 4 3 17 17x4 68 

11 3 3 3 4 4 17 17x4 68 

12 4 3 3 3 3 16 16x4 64 

13 3 4 3 4 4 18 18x4 72 

14 3 4 4 4 4 19 19x4 76 

15 4 3 3 4 4 18 18x4 72 

16 3 4 4 3 3 17 17x4 68 

17 4 4 3 3 3 17 17x4 68 

18 3 3 3 3 4 16 16x4 64 

19 4 4 3 4 3 18 18x4 72 

20 4 4 3 3 4 18 18x4 72 

21 4 4 4 3 4 19 19x4 76 

  

The sequence of students’ English speaking skills scores are as follow: 



Haryudin : The students’ English… 

 

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80  60  56  6868 64   68 

68  68  68 68 64 72   76 

72 68  68  64 7272  76 

 

After analyzing each indicator, the writer determines Mean from all of indicators with 
the formula: 

   
   
  

 

 =
   

   
 

 
   

   
 

   = 3,49  

So, the Mean of Students English speaking skill at the second grade of SMAN 1 

Cilograng is 3,49. if the Mean score is identified in the qualitative scale, the result is in the 

distance of 3,5-4,5. It means that level of students’ competence in English Speaking skill is in 

intermediate level. 
Table 5 

Scores Total of Students’ English Speaking Ability at Second Grade of SMAN 1 Cilograng 

No Indicator 

Option 

Total Mean Scale Category 
5 4 3 2 1 

1 Pronunciation 0 8 13 0 0 78 3,5-4,5 3,71 High 

2 Grammar 0 13 8 0 0 76 3,5-4,5 3,61 High 

3 Vocabulary 0 5 16 0 0 68 2,5-3,5 3,23 Middle 

4 Fluence 0 10 10 1 0 72 2,5-4,5 3,42 Middle 

5 Comprehension 0 10 11 0 0 73 2,5-4,5 3,47 Middle 

Sum 0 46 61 1 0 367    

 

c. Test of Normality of Students’ English Speaking Skill  
Test of normality of students’ English speaking skill with the formula below: 

a. Determining the range of data with the formula below: 
 

 

= 80- 56 + 1 

= 25 

b. Determining the class interval (K) with the formula below: 
 

 

= 1 + 3,3 log 21 

= 1+3,3 x 1,3222 

= 1+ 4,3632 

= 5,3632 completed 6 

c. Determining the length of class with the formula below: 
 

 

= 25/6 

P= 4,166 completed 5 

d. Making the table of distribution of frequency 
Table VI: Frequency distribution for seeking central tendency 

Limit Fi Xi Fkb FiXi 

76-80 3 78 21 234 

71-75 4 73 18 292 

66-70 9 68 14 612 

61-65 3 63 5 189 

R = The highest score – the lowest score + 1 

 

K= 1+3,3 log n 

 

P= R/K 

 



Haryudin : The students’ English… 

 

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e. Determining Mean with the formula below: 
 

 

=    
  

 

    M = 68,7 

f. Determining Median (Md) with the formula below 

Md = LL + P 
           

  
 

= 65,5 + 5 
          

 
 

= 65,5 + 5 
      

 
 

= 65,5 + 5 (0,67) 

= 65,5 + 3,35 

= 68,85 

g. Determining Modus with the formula below: 
 

 

 

= 3 (68,85) – 2 (68,7) 

= 206,55 – 137,4 

= 69,15 

h. Making the table of standard deviation 
 

Table VII 

The Scores of Students’ English Speaking Skill at Second Grade of SMAN 1 Cilograng 
Limit Fi Xi Fi Xi (xi-x)

2 
Fi (xi-x)

2 

76-80 4 78 234 86,49 259,47 

71-75 3 73 292 18,49 73,96 

66-70 9 68 612 0,49 4,41 

61-65 3 63 189 32,49 97,47 

56-60 2 58 116 16,29 322,58 

∑ 21  144  757,89 

 

i. Determining Mean (M) with the formula below: 
 

 

 

 

                                    = 
    

  
 

       M = 68,7 

j. Determining deviation standard with the formula below. 
 

 

 

 

= 
      

    
 

= 
      

  
 

   √      
S = 6,16. 

k. Making the table of observed and expected frequency 
 

58-60 2 58 2 116 

P=5 21   1443 

          
      

 

Mo = 3 Md – 2 M 

 

M= 
       

   
 

S
2 

           

   
 



Haryudin : The students’ English… 

 

11 

 

Table VIII 

Arranging the Distribution of Observed and Expected Frequency 
Class limit Z count Z table L1 E1 01 
1 2 3 4 5 6 

80,5 + 1,91 0,4719    

75,5 + 1,10 0,3643 0,1076 2,2596 3 

70,5 + 0,29 0,1141 0,2502 5,2542 4 

65,5 -  0,51 0,1950 0,3091 6,4911 9 

60,5 -  1,33 0,4082 0,2132 4,4772 3 

55,5 - 2,14 0,4838 0,0756 1,5876 2 

  2,0373 1,8356  21 

 

l. Determining 𝑥
2 

(Chi aquare) with the formula below: 

 

 

 

 

= 
           

      
  +  

           

      
  + 

           

      
 

           
 

      
  + 

           

      
 

= 0, 2436  + 0, 2993 + 0, 9697 + 0, 4873 + 0, 1071 

      𝑥
2 
= 2,107 

m. Determining the degree of freedom with the formula below: 
 

 

 

= 6 – 3 

= 3 

n. Determining the score 𝑥
2 
 table 

By knowing the degree of significant = 99 % (0,01) and the degree of 

freedom += 3, so that 𝑥
2 
0,99 = 11,341  

o. Determining normality 

By knowing 𝑥
2 

count  = 2,107 and determining 𝑥
2 

table = 11,341, it can be 

assumed that 𝑥
2 

Count <𝑥
2 
table. It seem to be logical to claim that the sample of 

the score of students’ speaking ability at the second grade of SMAN 1 

Cilograng have normal distribution 

p. Testing hypothesis by criterion of acceptance 
Ho is accepted  if –t 1-1/2 < t < t 1-1/2 

oo 
 in which, t 1-1/2 

oo 
 is obtained from the 

table of distribution of t by df =(n1-n2-2) and with opportunity (1-1/2 
oo

). To 

determine the score t table from distribution of students with the degree of 

significance 99 % (0,01) and degree of freedom 60. Then, t 0,99 (60) = 2,39 

meanwhile, t count = 0,26 

Based on the calculation above, Ha is rejected and Ho is accepted, it means that the 

investigation of students level of competence in speaking skills at second grade of SMAN 1 

Cilograng have intermediate levelof English speaking competence. 

 

E. CONCLUSION AND SUGGESTION 

Based on the investigation of student’s level of competence in speaking skills at second grade 

of science at SMA N 1 Cilograng,can be conclude that the students' English speaking skill is 

in middle level competence.It shown that the students have not been in standard competency 

that is expected by school standard competency based on School Level Based Curriculum 

(KTSP). 

 

The writer suggests to the teachers do not only teach the students but also educate them, if the 

teacher only teaching, it means they only transfer the science and information to the students 

𝑥    
       

  
  

df= K - 3 



Haryudin : The students’ English… 

 

12 

 

and the teachers have no responsibility whether they understand the material or not. The 

teachers have to make sure that their students have a good comprehension the subjects.  

 

Here are the other suggestions for English language teachers while teaching speaking to 

provide maximum opportunity to students to speak the target language by providing a rich 

environment that contains collaborative work, authentic materials and tasks, and shared 

knowledge, to involve each student in every speaking activity; for this aim, practice different 

ways of student participation, reduce teacher speaking time in class while increasing student 

speaking time. Step back and observe students, ask eliciting questions such as "What do you 

mean? How did you reach that conclusion?" in order to prompt students to speak more, 

provide written feedback like "Your presentation was really great. It was a good job. I really 

appreciated your efforts in preparing the materials and efficient use of your voice…", Do not 

correct students' pronunciation mistakes very often while they are speaking. Correction 

should not distract student from his or her speech, involve speaking activities not only in class 

but also out of class; contact parents and other people who can help, circulate around 

classroom to ensure that students are on the right track and see whether they need your help 

while they work in groups or pairs, provide the vocabulary beforehand that students need in 

speaking activities. Diagnose problems faced by students who have difficulty in expressing 

themselves in the target language and provide more opportunities to practice the spoken 

language. 

 

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