The Influence of Daily Speaking Rules towards the Students’

Speaking Ability at the Eleventh Grade of Islamic Boarding School

Bahrani and Gusti Puspita Nirwana

English Department of Tarbiyah and Teacher Faculty, State Islamic Institute of Samarinda,

Campus II, Jalan Rifaddin, Samarinda Seberang, East Kalimantan

Keywords: English Speaking Ability, Daily Speaking Rules, Boarding School

Abstract: The research aimed to find out the problem of daily speaking rules towards the students speaking ability.

The second was identified the problems of daily speaking rules towards the students speaking ability in

quantitative design by correlation, Carl Pearsons’ formula. The third was known how the influence of daily

speaking rules towards the students speaking ability at the eleventh grade of Islamic Boarding School

Ibadurrahman in academic year 2018/2019, it was given a little effect. There were 25 students, chosen as the

sample by using purposive sampling technique. The questionnaire, oral test and documents were used as the

research instruments. The writers analyzed the correlation between daily speaking rules (X variable) and

speaking ability (Y variable) by using Pearson Product Moment formula. The data was collected and

calculated by using Pearson Product Moment correlation coefficient and 𝑇



with sig. 5%. Based on the

research analysis, in this research shows that the result of the Product Moment correlation was negative so

the hypothesis was reversed. The value of 𝑟



= -0.087, it was lower than 𝑇



in the significance of 5%

(𝑟



= -0.087 < 𝑇 𝑡𝑒𝑠𝑡 (5%) = -0.413). Moreover, based on the calculation of the 𝑇



, it was found that the

score of t

table

= 2.068 and it was lower than the score of 𝑡



, which 𝑡



= -0.413 < 𝑡



(5%),(23) =

2.068). It means that H



is accepted and H

was rejected. Based on the hypothesis testing of Person Product

Moment and 𝑡



, it shows there was no significantly correlation between students’ daily speaking rules

and their speaking ability at the eleventh grade of Islamic boarding school of Ibadurrahman Teluk Dalam L3

Blok C Tenggarong Seberang.

1 INTRODUCTION

In general, the Islamic boarding school of

Ibadurrahman requires the students’ speaking by

English and Arabic language with others friend for

three months. The rest, students’ will be accostumed

to foreign language in daily conversation to be

habitual speaking. Here, the Islamic boarding school

to show the ability of students’ but half of the

students’ are not able speaking foreign language,

because they fear to give a punishement.

As for the punishement is the vocabulary

memorizing. Everyday, they learn and memorize of

vocabularies more than ten vocabulary. In this

problem, it is needed of character values for

students’ by intensive learning. As Abraham Lincoln

phrase: ”Character is like a tree, and reputation is

like its shadow. A shadow is what we think of it, the

tree is the real thing.” Then, having character as the

potential in students’ English skills with the simply

means is following the rules (Djailani, 2013).

For other reason, the students can not export the

language into the conversation because of

embarrassement. They are also pessimistic when the

other person uses a vocabulary that they do not

know it. To deal with the problem, have to

internalized the character values in english language

which needed a confidence and optimistic in their

speaking english language. Here, the writers will

introduce and doing approach to identity of the

students, to whom they also remind them what is the

goal important of foreign languge especially in

english speaking.

It turns out that less precise schooling is one of

the factors of education failure. On the stated his

book “the Soul of Education” Rachael Kessler

(ASCD, 2000) wrote; Many classroom are

spirititualy empty not by eccident, but by design. As

we look that statement means education not only

Bahrani, . and Puspita Nirwana, G.

The Inﬂuence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School.

DOI: 10.5220/0009425400260032

In Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature (ELITE 2019) - Promoting Global Diversity, Partnership and Prosperity through

English Development, pages 26-32

ISBN: 978-989-758-459-6

goverments’ responsibility but with parents,

educational institutions, relegious organizations, and

communities will be participating in chararacter

building personality.

Rules at Islamic boarding school help its students

in building their characters through five pillar in

principles, they are: Sincerity, Simplicity,

Independency, Brotherhood guided by the spirit of

relegion, and freedom.(Fahham, 2013) Another

study investigating, Faiziyah, N. and Fachrurrazy

(2017) was found that there were character values

integrated in lesson plan studied. The lesson plan

integrated the values of confidence, logical thinking,

creativity, innovativeness, open mindedness,

responsibility, politeness, activeness, respect,

dicipline and cooperative. From the five of principle

was complete on that statement, because have

combined be comprehensive understanding in the

five pillars of principles.

Rules have a character values and it is requires to

habituation, exemplary, and supportive environment.

Good habituation is obtained from perseverance in

practice, and exemplary can also be showing from

the behaviour of teachers in boarding school, and

supportive environment, will be better under

supervision and avoid negative influences outside

Islamic boarding school. One of the well-known,

Billy Graham (1966) says; when wealth is lost,

nothing is lost. When health is lost, something is

lost. When character is lost, everything is lost. Here

means everyone will get used to the good

habituation. Then at Islamic boarding school does

foreign language, especially English and Arabic

language in speaking daily conversation all days.

The writers choose thesis for quantitative at

Islamic Boarding school of Ibadurrahman for the

fifth grade students, because it help to the students

know their English spaking ability and will be

evaluating on discussion above. The other reason is

because this writers wants to find the new things in

the relationship between daily speaking rules at

boarding school with the students ability on their

speaking.

2 LITERATURE REVIEW

2.1 Speaking Ability

Florez (1999) and Joyce (1997) stated that Speaking

is defined as an interactive process of constructing

meaning that involves producting, receiving, and

processing information. Manser (1995) in Oxford

Leaner’s dictionary speaking defined as:

1) Say things; talk or address about the planning

2) Be able to use language

3) Make a speech

4) Make a known express say the truth

5) Speaking terms known, somebody well enough

to speak to him

6) Speak one is mind express one is opinion

openly

7) Speak for somebody in purposing

8) Give somebody views, etc.

For the definition above, the writers concluded

that speaking is a form of expressing something for

to other people get some information or messages. In

order to make understanding of wishes to another

person. According to Brown (2007) basic of types in

speaking ability were five assessment, there are:

1) Imitative it is simply the ability to parrot back a

word or phrase or a sentence.

2) Intensive it is the production of short stretches

of oral language. Examples include directed

response tasks, reading aloud, sentence and

dialogue completion, limited picture-cued tasks.

3) Responsive is the tasks include interaction and

test comprehension but at the limited level of

short conversations, standard greetings, small

talk, requests and comments.

4) Interactive is the length and complexity of the

interaction are more in interactive tasks than in

responsive ones. The task sometimes includes

multiple exchanges and multiple participants.

5) Extensive is the tasks include speeches, oral

presentations and story-telling. Its called

monolouge too. Oral interaction from listeners

is eigther highly limited or ruled out all

together.

Speaking ability involves many aspect which can

be analyzed into the elements of speaking skills and

the overal speaking profiency or speaking for

functional purpose. According to Leipzig (2001)

states that speaking requires word recognition,

comprehension, and fluency. It means speaking is

not only daily conversation which be necessary in

our life, but also be ability to understand the content.

In addition, a lot of information quickly, accurately

and easily is not able to absorb it without the ability

to understand the content.

To identify the comprehence in the speaking

skill, then it is needed indicators of speaking ability.

the indicators of speaking may help to the teacher

look on their competence in the students speaking

ability. According to Brown (2003), and David

(1969) with the element of speaking ability which

included on the indicators of speaking assessement.

The Inﬂuence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School

The indicators of speaking are generally recognized

in analysis of speech process;

1) Pronounciation, it is the act of manner of

pronouncing something, articulate utterance. It

is used for full communicative competence

which phonomes and allophones, Rhythm,

stress and intonation as bottom up competence

and simply as the mastery.

2) Vocabulary, it is the context and function words

of language.

3) Fluency, is as simply the ability to speak well,

not so fast and not be slowly. Speed is a factor ,

but it is no means the only or even the most

important one.

4) Grammar, is body of ruler for speaking, writing

and for a given language. Science that to teach

how to speak fluenlty and accuracy.

5) Comprehension, is quite complete at a normal

rate of speech. It is the ability to understand

something, in this speaking ability. in other

means the students should be understanding

what they will talk in their conversation

(Douglash, 2001).

2.2 Daily Speaking Rules

As Kilpatrick and Lickona (1993) realized that there

is a universal moral absolutes which are sourced

from various religious in the world, which he called

“the golden rule” such as telling the truth, helping

people, respect their parents and responsibility. At

Islamic boarding school of Ibadurrahman to

internalize the religious into academic education in

learning process in Foreign language are Arabic and

English speaking more be habitualy in conversation.

At boarding school of Ibadurrahman, speaking in

foreign language is an official introduction in the

fields of education, teaching, and conversation. In

education and teaching, the foreign language is most

influences of introductory appeal in the learning

process. As the for language of conversation, the

students have to speak forein language (Arabic and

English language) as a daily conversation.

In daily speaking rules, Islamic boarding school

of Ibadurrahman also pay attention to the aspects in

the rules of their conversation, they are:

2.2.1 The Mastery of Language

According to Elham (1994) as the Clair at Islamic

Boarding School of Ibadurrahman says in the books

of Khutbatul Iftitah that when the basic of language

have been mastered, then to increase, expand and

deepend of language, God will there will not be too

many difficulties. Then, the mastery of language

especially in speaking ability is more intensive to

explore in teaching and learning process at Islamic

boarding school of Ibadurrahman.

2.2.2 Discipline

Discipline is a characterized by a particular, unique

academic and social style (Strand, 2007). It is

allowing to people will be obidienced on the rules or

vice versa. Discipline is seperates human

accomplisement from human failure. It is what

distinguishes bad from good, and it is all about not

giving up, trying the same right thing over and over

until get it right (Booker, 2003).

2.2.3 Spoken Grammar

Spoken grammar is more important than ever before.

Because that learning is a way to teach with

improving students’ overall fluency in the face to

face conversation. As the state of Cullen and Kuo

(2007) said that unlike writing in English language

that spoken English is usually spontaneous and

unplanned and produced in real time with no

opportunity for editing (Hillard, 2014). That spoken

grammar consist to sic features, they are:

1) Ellipsis

Means is found in both spoken and writen English

omitting items that are apparent, given the imediate

situation. which disapear the words or item in the

complete sentences but does not change the meaning

of the question. Example:

“Do you have any questions?” (No Ellipsis)

“Any Questions?” (Ellipsis-subject and verb

omitted)

2) Heads

Means is a way to introduce and orient listeners to

the topic before giving information on the topic. It is

called to left-dislocation. Example:

“ The Soccer game last night, it was really exciting”

(with head)

“The soccer game last night was really exciting” (no

head)

3) Tails

It is a comment that are added to the end of a phrase.

It is called to right-dislocation. For example:

“ Our Teacher is really beautiful” (No Tail)

“yeah, she is” (With Tail)

4) Fillers

Are word and utterances like “er”, “well”, “hemm”,

and “umh”. That do not have a specific meaning

rather fill time and allow the speaker together on his

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tought (Wilis, 2003). In other means is called that

make a pause as to think the next word. Usually the

speaker would be quite or talking by the word for

the suit the words.

5) Backhannels

On the other hand, there are words and utterances

like “uh-huh”, “oh”, “oh-yeah!”, and “I see” that

used to acknowledge what the speaker is saying and

encourage him or her to continue (Stenstrom, 2004).

Using backhannels word is when there is something

make the speaker is agree in their topic and saying

be one word make a sign will be sure and understand

the conversation. Then, using backhannel is the

same of the person agree what they are listening on

the topic conversation be continue.

6) Phrasal Chunks

According to Krishna Murti (2002) Chunks is a

processing makes communication faster, more

effecient and easier for mutual comprehension. That

also think about what to say under the constraints of

real-time conversation. For example:“A bit and a

little bit” “you know and I mean”

2.3.4 Drilling

As Senel (2006) states that the technique is very

useful for teaching prununciation, because it can

increase accuracy in pronunciation. That drilling is

not same the meaning with training. Drilling is part

of method which is done repeatedly and the source

of practice. Training is part of drilling and not done

repeatedly. Here, at the Islamic Boarding school of

Ibadurrahman using drilling for increase their

vocabulary mastery. (Khutbatul ‘Arsy, 2017)

They are memorizing some vocabularies

repeatedly. In other hand they make a sentence every

get vocabularies. Here is the drilling technique

where the students will be familiarized with the

language. As the Clair Islamic boarding school

Ibadurrahman, KH. Elawansyah Elham (2000) said

that “make it the right habit and do not justify the

habit.”

2.3.5 Practically

According to Ibnu Khaldun (1332-1406) that he

believes merely memorizing a language does not

ensure profiency and fluency. Accuiring the

language therefore requires constant practice and

understanding. Hence, Practice is also much related

to drilling and how give the act will be good

respond.

As for being disciplined in the language where

the rules of Islamic Boarding School Ibadurrahman

stated, they are;

1. Leave the local language and using by foreign

language it is Arabic and English language as

introduction in teaching learning and daily

activities. If forced to use Indonesian then it is

permissible to whisper.

2. Get rid of shameness and emberassment when

give action in speaking.

3. No problem in saying anything.

4. Foster self-confidence and high awarness.

5. Increasing their ability with drilling and

practically.

6. Have a dictionary, daily conversations’ book,

and notes book for the sentence of vocabulary to

the students.

Basically, the rules made by humans are of

course hiddens intentions from the results of

ambition speculation. It means which presents the

cause and effect on the rules, might be there is a

good consequences of the students ought to

obidience the rules and its will be educating for the

students.

The influence of rules with daily activities has

closely related to Language Education, especially in

English speaking. Because with the speaking is

proves that becomes a symbol of human existance.

According to Clark and Clark (1939) suggests that

every humans’ perspective are influence in the

structure of language, also could affect his behavior.

Besides, at Islamic Boarding school of

Ibadurrahman also holds a relegious argument which

to enforce the rules with a good system that the word

of Allah says in surah Az-Zumar Verse 39

Paragraph said:”They like to listen to words, then

follow what is best among them...” In the word of

Allah aswered that with the existence of the rule

created also for the common good. Then, in learning

process at Islamic boarding school of Ibadurrahamn

is not only attending for academic but here also

attending of rule in spiritual.

3 RESEARCH METHODOLOGY

The current study is quantitative research which data

obtained through questionnaire, oral test and

documentations. The subject of this research is the

students of eleventh grade at Islamic boarding

school of Ibadurrahman. It consists 56 students from

31 males students and 25 for the female students. By

using purpossive sampling which different their

The Inﬂuence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School

class because the system at boarding school is full in

the role of relegion educational. According to

Rasyid Ridha (1865-1935) is bad thing to male and

females blend in one class for learning and it may

demage the moral of the students. Then, the students

must to study until they rich adulhood. That is a way

for the reason to students of Islamic boarding school

of Ibadurrahman which not coeducational class in

teaching learning. For Data Analysis, the collected

data were managing, classifying, describing,

interpreting by Likert Scale, and Scoring by Product

moment Karl Pearson to answer the research

problems formulated.

4 FINDINGS

This research was conducted in correlation between

two variables for seek the influence both them,

which daily peaking rules as the independent

variable (X) and the students’ peaking ability as oral

test the dependent variable (Y).

Table 1: The Finding of Questionnaire Values

Variable N Minimum Maximum Mean

Rules 25 71 94 86.48

Valid N (listwise) 25

Table 2: The Finding of Oral Test Values

Variable N Minimum Maximum Mean

Speaking 25 68 100 88.40

Valid N (listwise) 25

The writers used statistic calculation of the Pearson

Product Moment formula to analyze the data of daily

speaking rules in the questionaire by (X) variable

and their speaking ability in English language by (Y)

variable. The writers made a table with seven

columns; they were (Respondent), (X), (Y), (XY),

(X²), (Y²), and (Total) sum in values.

Table 3: The sum of Questionnaire and Oral Test

Respondent ∑X ∑Y ∑XY ∑X² ∑Y²

N = 25 2162 2210 190996 187800 197844

Table 3 shows that the column (X) was for

questionnaire score of the sample, column (Y) was

for speaking in oral test score of the sample, column

(XY) was for the results of multiplying score (X)

and (Y), (X²) was for quadrate of each score in

column (X), and (Y²) was quadrate for each score in

column (Y). These are the table of the explanations

above: The sum of daily speaking rules (variable X)

is 2162 and the sum of the speaking ability (variable

Y) is 2210. The sum of multiply score of both

variables (XY) is 190996. The sum of quadrate score

of Rules (X²) is 187800 and the last, the sum of

quadrate of speaking ability (Y²) 197884.

Figure 1: Hypothesis Testing of

𝑡



In the figure of significance shows if (df) value is

23, the table in r Product moment (𝑟



) of

significance 5% is 0.413. The result of data analyzed

was obtained that value of r-score is -0.087. It

indicated that r-score < r-table, in which (-0.087 < -

0.413). It can be seen from that calculation of t

value, the result of t-

test

is -0.413 and by df = (n-2) =

(25 – 2) = 23, the t-

table

in significant level of 5% is

2.068.

The hypothesis testing was done from the left

side curve. The curve above showed that the t-test is

the area where H0 is accepted and automatically Ha

is rejected. Consequently, there is no significant

relation between students’ daily speaking rules and

their speaking ability at the eleventh grade Islamic

boarding school of Ibadurrahman Teluk Dalam L3

Blok c Tenggarong Seberang. Actually, if the

hypothesis testing was proved by significant value,

the hypothesis should be like:

1) If t-

test

< t-

table

, the null hypothesis (H

) is

accepted and there is no significant correlation

between two variables.

2) If t-

test

> t-

table

, the null hypothesis (H

) is

rejected and there is significant correlation

between two variables.

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In summary, based on the analysis above, for the

average of data in this research from “r” values is

very low. There is no significant which influences

the students’ daily speaking rules towards their

speaking ability but it is very low by the t-

test

is 0.413

< and t-

table

is 2.068. Then, for the hypothesis (Ho) is

accepted and the alternative (Ha) is rejected.

5 DISCUSSION

The discussion consists of interpretation of the data

obtained in this research, relation of the data

obtained with the theories from each variable, and

the relation or comparison of this study with the

previous research. The result of the data was

obtained from the 25 students’ eleventh grade at

Islamic Boarding School of Ibadurrahman Teluk

Dalam L3 Blok C Tenggarong Seberang.

Based on the data description above, it can be

interpreted which there is no influence of students’

daily speaking rules with their speaking ability. The

average score (mean) of students’ daily speaking

rules is 86.48 and the students’ speaking ability in

average is good. The mean score of students’

speaking ability is 88.40.

According to the results of the calculation above,

the score of correlation coefficient (ttest) is -0.413. It

shows that the correlation value is on very low level

based on the table XVI. It can be indicated that rules

determines students’ speaking ability but it is not

have correlation both them. By the reason, the rules

are formed in accordance with mutual agreement.

It is a very low score following the rules in daily

activities towards their speaking ability. When the

influence of the rules is at the low level, it because

the rules stand by themselves and it made by mutual

arrangement. In generally, they obey the rules until

it can be forced and turn into compulsion. It will run

to depression but they be able to speaking ability. it

is not give any affect into their speaking.

These cases indicate that there is a negative and

very low correlation between students’ daily

speaking rules and their speaking ability. Based on

the result, the value of the data is negative which

means student who had high score in the

questionnaire got high speaking score. The means

score in the questionnaire is 86.48 and oral test is

88.40. for t-test is 0.413 < and t-table is 2.068. It

means that is so far the rules have no relationship

with the students speaking ability, but have a little

attachment.

6 CONCLUSION

The result of coefficient correlation (𝑟



) is -0.413. It

means that there is negative significant relate the

students’ daily speaking rules with their speaking

ability at Islamic boarding school of Ibadurrahman

Teluk Dalam Tenggarong Seberang. Additionally,

this result (-0.413 < -2.068) in significant level 5%.

It showed that the null hypothesis (H

) “there is no

significant correlation between students’ daily

speaking rules and their speaking ability” is

accepted, and the alternative hypothesis (Ha) “there

is significant correlation between students’ daily

speaking rules and their speaking ability” is rejected.

There is a negative significant correlation

between students’ daily speaking rules and their

speaking ability in English at the eleventh grade at

Islamic boarding school of Ibadurrahman Teluk

Dalam L3 Blok C Tenggarong Seberang in academic

year 2018/2019. It means by the the rules is string on

the personal person, and not on one’s ability. When

the rules is applied, then students’ speaking ability

will follow and be named in a process learning. So

far the rules have no relationship to the students

speaking ability, but the rules become a very

important role in language movement.

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