CHAPTER I

INTRODUCTION
1.1 Background of Study
English as an international language is spoken in almost all over
the word. It implies that English plays a very important role in every
aspect of international affair. Hence no wonder if the people learn English
in many purpose. Since Indonesia as developing country is beginning to
play a more important role internationally, the ability to communicate in
English clearly and efficiently contributes to the success of the learner not
only in the classroom but also in every phase of life. In order to carry out
conversations, basic ability in grammar and vocabulary is not enough to be
able to communicate properly and effectively. The students also need
communicative competence which enables them to communicate
successfully and effectively in real-life situation.
However, speaking in foreign language is very difficult and
competence in speaking takes a long time to develop (Alderson and
Bachman, 200: ix). This is because speaking involves a variety of
processes. Speaking required not only knowledge of vocabulary and
grammar but also negotiating effectively and adapting to different contexts
within cultural and social rules of the communicating setting (Wells, 1985:
22). Apart from the ability to use English correctly (linguistic
competence), students must be aware of the other competences. That is,

sociolinguistic and strategic competence. It is through the interaction

between speaker and listener thats meaning becomes clear. As a result,
students need to have communication strategies to handle possible English
language interaction which may arise in their communication.
For English teacher, they demand to explore and use effective
techniques, methods, and approaches in teaching and learning English in
order to improve students speaking ability.
This is true with the learners of English in Indonesia. The intensity
of students to using English language in the classroom still very low. The
problems of learners can be classified into two main types: the lack of
grammatical knowledge and vocabulary limitations and the lack of selfconfidence in using English. The students reveal that they sometimes
lacked sufficient linguistic and strategic knowledge of maintain the
conversation. When they did not know the vocabulary or structure to use,
they left the message unfinished and avoid talking about the topic. In
addition, they were too shy and less confidence in speaking English
although they had studied English for a long time. They also stated that
sometimes they felt nervous and forgot what they wanted to say in
English. The aforementioned problems indicate that student believe their
speaking difficulties mainly results from the problems in deficiency of
vocabulary, grammatical structure, and confidence.
1.2 Statement of Problem
This study addresses the following research questions:
1. How often do the eleventh grade students of SMAN 4 Mataram
speaking participation?

2. Is there any correlation between Speaking Participation and English

Achievement?
1.3 Hypothesis of Study
According to Howell (1982: 203), hypothesis is the tentative
answer to a research problem. There are two kinds of hypothesis:
Alternative hypothesis (Ha) and Null Hypothesis (Ho). The Alternative
Hypothesis (Ha) indicates that, there is a correlation between two variables
(Dependent variable and Independent variable). In opposite, the Null
Hypothesis (Ho) indicates that, there is no correlation between the two
variables (Dependent variable and Independent variable).
Starting from the problem of this study as stated previously, the
investigator

formulates

the

following

hypothesis

that

Speaking

Participation and English Achievement use is: Null Hypothesis, that is

there is no differences between active with passive participant at XI IPS 1
and XI IPS 2 in SMAN 4 Mataram, in academic year 2015/2016.
1.4 Purpose of the Study
The purposes of the study are as follows:
1. To know how often the eleventh grade students of SMAN 4 Mataram
speaking participation.
2. To identify the correlation between Speaking Participation and English
Achievement at SMAN 4 Mataram.
1.5 Scope of the Study
This study is limited to the correlation between the Speaking
Participation and English Achievement of the eleventh grade students of
SMAN 4 Mataram in academic year 2015/2016.
1.6 Significant of the Study

This study is expected to give information about the importance the target
language, as follows:
a. To the students
The result of this study will encourage the students to improve their
English achievement by doing some activities which include the four
skill of English as a participation.
b. To the English teacher
This particular writing can give the information to the English teacher
about the importance of English participation inside and outside
classroom to improve the students achievement.
c. To the parents will be able to support their children and get involved to
encourage their children to do some activities that will affect their
childrens achievement
This research would have both theoretical and practical function.
Theoretically, the result of the study can be used as information. It means
that, information can invite other researcher who have the same interest to
do research particularly on the issue of Speaking Participation and English
Achievement. Practically, the writer takes this study to measure to what
extent the English is frequently used in non-English speaking
communities.
1.7 Definition of Key Terms
To avoid possible misunderstanding and misinterpretation about the
topic key words are involved in this study, the following definition of
variables is to put forwards:
1. Correlation
Correlation is a statistical measure that indicates the extent to
which two or more variables fluctuate together.
2. Speaking Participation

Horby (1982) defines speaking at talking terminologically it

refers in the process of transferring ones ideas though or feeling
through oral use of language due to the communicative function of the
language. In this study, speaking means as an aspect of language due to
functional used of the language which is though in language learning
activities.
Participation comes from the English language is participation which
means taking part or inclusion.
According to Keith Davis participation is defined as follows
participation is defined as a mental and emotional involved at a
person in a group situation the which encourager then contribute to
group goals and share responsibility in them. (Participation is
intended as ones mental and emotional involvement the achievement
of goals and share responsibility in it).
In definition of the key idea is the mental and emotional
involvement.
The concept of participation according to the Encyclopedia of
education are as follows: In fact, participation is a symptom of
democracy where the people involved in the planning and
implementation and also assume responsibility in accordance with the
level of maturity and level obligations. Participation was to be good in
the areas of physical and mental fields as well as the determination of
policy.
In this study, participation in question is the participation of
students of the participation or involvement in activities conducted
within learning.

So in my opinion, Speaking Participation is participation or

involvement of student both mentally, emotionally and physically in
response to speech or speech teacher in the classroom, at the teaching
and learning process so that may take place as expected.
3. English Achievement
English as literature as a subject of study (Oxford Dictionary 2004:
437). Another that, English is the language of England, used in Britian,
most countries in the British Commonwealth, the USA and some other
countries. Written in or spoken in English language (Horby 1995: 382).
Achievement is a thing that somebody has done successfully,
especially using their own effort and skill (Horby: 200) A thing done
successfully, especially with effort and skill or the action or process of
achieving something (Oxford Advance Dictionary New Edition, 2005).
Moreover, Poerwanto (1990:20), defines achievement is the result
obtained by a person because there is an attempt to get knowledge and
life skills. In the other hand, achievement is exchanges obtained by
individual in learning process consisting of several aspects, such as
knowledge aspect, skills and aptitude aspect.
In my opinion, English Achievement is student achievement in
English, as a student following the English debate, the race made up
using English, and other.

CHAPTER II
6

REVIEW OF RELATED LITERATURE

2.1 The Nature of Language
As human beings, we all learn speak at least one language, the
language that we hear when we grow up, unless we abnormal. Because of
this common ability, we attend to take this precious possession of language
very much great. But what is language?
Firstly, Langacher (1972) defines language as a set of principles
relating meanings and phonetics sequences. On the other hand language is
structure system of arbitrary vocal sound which is used in interpersonal
communication. (Carol: 1963).
Secondly, Gaynor (1975: 114) in their dictionary of linguistics give
definition of language as a system of communication by sound, i.e.
through the organ of speech and hearing, among human beings of certain
group of community, uses vocal symbol processing arbitrary conventional
meaning.
Thirdly,

Horby

(1973)

states

that,

language

is

human

communication knowledge, ideas, feelings, and the like by using sound

symbols.
Fourthly, Finochirio in Al Wasilah (1985) give defines of language
that language system of arbitrary, vocal symbols which permits all people
in a given culture or other people who have learned system of his culture
to communication or interact.
Finally, in Webster new collegiate dictionary (1981-1892),
language is defined as semantics means communicating ideas of feeling by
the use conventionalized signs, sound, gestures, or which the meaning is
already understood.

In the human life, spoken and written communications are very

common to be used. Hall (1985) states that are widely though that there
are two kind of language, it is not only important but more fundamental
than written language.
As other thing in the world, language also as char acts eristic. The
characteristic of language to Duaren (1979: 9-13) are:
1. It has sound
2. It is systematic
3. It is system of system
4. It is meaningful
5. It is arbitrary
6. It is conventional
7. It is system of contrast
8. It is unique
9. It is similar
Language is natural vocal which is commonly called verbal this
is indicates that the primary medium human language is sound and vocal
(Akmijan in Priyono, 1989). It is clear that the primary medium of human
language of daily communication is conductive orally, no matter how-well
develop their writing system is the communication orally will be success if
it has topic of conversation, setting and relationship between speaker and
listener (Fishman, 1972).
In other line, Fishman also states that: in communication, in other
to speak appropriately we have to consider that audience to home we talk,
the topic of the talk and setting in which conversation take place. This
opinion also familiar with linguist says in communication on speaker has
to make the language fit to the situation.

Communication could state successful in the spoken and written

language follows some factors, as freeborn says in his book entitle
varieties of English states that: in spoken in writing language, using of
English language variety is according to a number of the factors, such as:
1. Vocabulary or store of words
2. Grammar that from the used and word ordered into sentences
3. Pronunciation in speech (Freeborn, 1989)
2.2 Language as a Communication Device
It is true that language is used for communication and it is made up
sounds, but what kind of sound and how are the sounds related to the
words, to the sentence, to each other. It has close relationship with
communication.
The communication in nature is created when we are trying to
establish a commons with someone however, some dictionaries define
the process as the giving and receiving information signals or messages by
talking, gestures, writing, and the like.
In the fact communication involves the sharing of experience with
other. This statement can be fixed when we stress the human symbolizing
activity of language (which is the basis of human though).
The communication purpose cannot be done unless people know
how to arrange their opinion, ideas or thoughts and express them clearly in
a good organization and structural sentences (Tarigan, 1984:4).
1. Direct or verbal communication. It refers to the communication that
involves two communicators and inter-locators in a two way
intercourse in which they may argue, agree, and disagree by nodding
head or shaking head.

2. Indirect and non-verbal communication does not face one another.

Communication that needs several requirements (Tarigan, 1990-1617)
such non-verbal communication requires human ability in writing and
reading skills. Meanwhile, verbal communication requires human
ability in speaking and listening skill (Tarigan, 1984: 5) in their
communication activities people share information using by language
and language is originated as a symbolic pointing.
If we talk about communication, we will also discuss about speaking is
inseparable with communication. Speaking is means of oral and direct.
1. It requires at first to communicator and interlocutor.
Both participants must be physically present and give over
verbal. Response there is case that a speaker speaks without any
audience in the neighborhood but they are distance (speaking on
the tube) in such a speaking activity, the interlocutor often gives
verbal and non-verbal responses to the speaker.
2. It requires the use of mutually intelligible linguistics.
In order to have effective codes, a speaker should use word
or structures which are understood by interlocutor. Even
communication which is using two or more languages both
communicator or interlocutors should be sure that they use shared
language.
3. It requires in general reverence in talking turn.
Both participants usually take turn as a speaker and than
listener in another time. This conversation should, moreover, refer
to a particular area of topic when there is a change in the topic

10

speakers, usually declare orally (i.e. by saying by the wayany

wayetc).
There are also some principles in communication. Brooks (1964: 3)
stated several common principles in speaking activity. They are
involving to persons are more who use linguistics codes through the
exchange activities of the participants, connecting the communication
with another (interlocutor) immediately, currently process, involved
vocal and auditory apparatus as the rules.
1. Involving two persons or more through the exchange activities of
the participants.
2. Use linguistic codes or conventionalized symbol communication
will happen if two communicators understand what his partners
saying. Even though they use two different languages but they still
understand his partner respectively.
3. The exchange activities of the participants means that two or more
participants tired to exchange their word but still understandable by
the others. These processes can be recognized when they are
nodding heads, shaking hand and so on.
4. Connects the communicator with another to his environments
immediately. Oral attitude of the communicator must be always
responded by the interlocutor.
5. Communication is currently and relevant to this day action (up to
date). Even though under the guidance and help of the printed
materials and graphics or even or the recorder could make the
communication is long lasting.
11

2.3 Language Elements and Language Skill

1. Language Elements
The sub-topic above has already indicated that the most important
feature of a language is used for communicative intercourse. To enroll
in this mechanism, human beings much acquire both language and
language skill.
Every language has specific sounds particular to the language
itself. As already indicated in the previous sub-topic, language as an
arbitrary vocal symbol signifies some special sound to make up
meaning which is different from one language to another; a language
learner may find it necessary to get acquaintance with the sound
system of the target language.
In the relation to the sounds of language, Sahidu (1981: 10) states
that study the sounds of human languages, we need to identify a set of
symbol to represent these universal sounds. He then, identifies to
procedures for establishing phonemic contras in which linguistic have
to use of minimal pairs to establish the phonemics contrast. Another
procedure is called discovery procedure requires the availability of a
good phonetic transcription for sound which are phonetically similar to
each there.
Learning a language is not only learning the sounds it goes further
through the producing the sounds orally express certain meaning.
These meaning are usually implied in the words of vocabulary of the
language.
Sahidu, (1981: 51) stipulates that the meaning of sounds or
vocabularies may be referential or denotative in which the word clearly

12

describe it refers to. He also indicates that a word vocabulary has two
meaning and this called lexical ambiguity in which a single sound refer
to two or more meanings.
The vocabulary of the language can be dividing into major
categories (Heaton, 1975:4). He identifies that the learners of language
or language speaker has two acquire passive vocabulary. This refers to
the acquisition of words which will be used to understand words from
a printed page or sounds from oral message. Besides passive
vocabularies which the learner will use commonly in speaking or
writing.
The last language elements of oral communication are the
structure of language. It is clear that every sounds of language is
always certain order to express a fixed meaning. In relation to this
phenomenon, Sahidu (1991: 12) indicates that language is operated by
two kind of materials. One of this is sound which has already
indicated. He further stipulates that almost any short noise that the
human vocal appears is used in same ways in some language. The
other is idea, social situation meanings (the fact and fantasies) mans
existence.
2. Language Skill
In regarding to language skills we are remained to the four
integrated components of there are skills of listening, speaking,
reading, and the writing (Tarigan 1981: 1). In the nature, each of the
skills is closely related to the other.
The humans language comes in sequence and one by one, first of
all when an infant is born; he directly learns how to hear the language

13

uttered by mother, father or baby sitter. The frequently learning to

speak, especially by imitating and continuously learn at home all day
until the age of six. Furthermore, at the age of seven he comes to
school for a formal education and where he starts to learn how to read
and write.
Even though, at the leisure time at home, the infants are introduced
with how to read and write the symbols pointing slowly, (Tarigan,
1981: 3). It also means that the last two skills encountered by the child
are reading and writing skill.
Furthermore, Finochioro (1974; 234) administrated that to mastery
the language skills above, the language user practice and do as many
exercises as possible. Because, when the language user is able to
produce the four skill, intelligibly, he/she must be better in acting.
2.4 Speaking as a Language Skill
Previously people conceived that language in daily term is spoken.
Certainly, it is a reality that spoken language dominated the
communication activities in any fields for a long time. It has been
confirmed by Chimombo, (1987: 204). That in teaching and learning
process, for example the teacher needs much talking to encourage their
pupils to engage through genuine communication in the classroom. While
the student outside the classroom get large opportunities to communicate
freely.
Speaking English is the main goal of many adult learners. Their
personalities play a large role in determining how quickly and how
correctly they will accomplish this goal. Those who are risk-takers

14

unafraid of making mistakes will generally be more talkactive, but with

many errors that could become hard-to-break habits. Conservative, shy
students may take a long time to speak confidently, but when they do, their
English often contains fewer errors and they will be proud of their English
ability. Its a matter of quantity versus quality, and neither approach is
wrong. However, if the aim of speaking is communication and does that
not require perfect English, then it make sense to encourage quantity in
your classroom. Break the silence and get students communicating with
whatever English they can use, correct or not, and selectively address
errors that block communication.
Speaking lessons often tie in pronunciation and grammar, which
are necessary for effective oral communication. Grammar or a reading
lesson may incorporate a speaking activity. Either way, your student some
preparation before the speaking task. This includes introducing the topic
and providing the model of the speech they are to produce. A model may
not apply to discussion-type activities, in which case students will need
clear and specific instructions about the task to be accomplished. Then the
students will be practice with the actual speaking activity.
These activities may include imitating (repeating), answering
verbal ones, interactive conversation, or an oral presentation. Most
speaking activities inherently practice listening skills as well as, such as
when one student is given a simple drawing and sits behind another
student, facing away. The first must given instruction to the second to
reproduce drawing. The second student ask the questions to clarify unclear

15

instruction, and neither can look at each others page during the activity,
information gaps are also commonly used for speaking practice, as are
surveys, discussions, and role-play.
Greene in party in Tarigan (1986: 4), state that speaking is closely
related to vocabulary improvement which the student received from
reading and listening activities. It is realized that the skill need in speaking
activity, seems the same or similar for the sake of effective
communication. In other words, the sequence of integrated language skill
and language elements is necessary to build and effective communication
orally.
1. Speaking as a way of Communication
Speaking is the action of exchange of experience, willingness,
opinion or might be the action of agree, disagree, debate, critic,
someones opinion beyond the community, these activities demand a
healthy communication on meaner achieve a well compromise
situation among them.
In the sequence of their daily life, people need to talk, to utter, and
to speak anything and his mind in other to come up desires to one
another (s). The capability in transmit these idea into spoken language
is particularly needed, so that the people (interlocutors) will be
satisfied and sympathy to the conversation (Zanderson in Trigan, 1981:
9). Speaking is a ability in uttering articulated sounds are expressing
the words. Phrase, sentence, stating idea, desire or willingness through
audible (sound uttered) or visible (body language) with a well
arrangement combines ideas (Mulvrage in Trigan).
2. Speaking and Language Classroom

16

In recent years, many of discussion related to proficiency oriented

to instruction has focused on development or oral skills. The emphasis
on speaking proficiency can be attributed to a variety of audio lingual
methodologies in the 1970s (Richards, 1981: 1). Many language can
be an important asset for anyone. So that he can work in business and
industry in these decades.
However, the emphasis of speaking skill should do not mean that
other skills ought to be neglected in the language curriculum. However
because the ability to function adequately in speaking continuous to be
an important goal for most second language learners, it is important for
language teacher to identified some effective strategies for teaching
oral skill in the classroom that will maximize the opportunities for the
development of useful levels of proficiency. Hycraft, (1975: 81)
stipulates that appropriates teaching strategies for speaking skills
depending on the students current level and instructional goals. In
order to provide optimal speaking practice in a given classroom,
teacher need determine what range of levels, is likely to be attainable
in the course will be in the same level with speaking at the end of
instruction.
Ommagio, (1981: 179) elaborates some principles of teaching
speaking. First of all, opportunities must be provide for student to
practice in using language in a range context likely to be encountered
in the target culture. For example, in the airport they would likely
conducted at the airport talking to the taxi driver for asking the police

17

here to find a certain place. To do this effectively a language teacher

should consider following suggestion (Slager in Ommagio, 1981: 183).
The situation for oral practice activity should be relevant and
immediately useful to the language. Next the context should reflect the
level student knowledge and their knowledge of the word. To some
extant the language would be natural, expecting the student to produce
natural response like the native speakers of the target language.
Another consideration is that the response should be short enough for
the students to remember.
The other principles is that opportunities should be provided for
students to practice carrying out a range of functions (or tasks) likely
to appear in dealing with other in the target culture. These function
may involved (1) Judgment and education, (approving, disapproving,
blaming, etc). (2) Situation (inducement, compulsion, production,
warming, managing, threatening, suggestion, advising, etc). (3)
Agreement (informing, asserting, dying, agreeing). (4) Retinal enquire
(concluding, conditioning, comparing, and contrasting, defining,
reasoning,

verifying,

etc).

(5)

Emotional

relation

(greeting,

symphateting, gratitude, verifying, etc).

Hycraft (1978: 81) explain some ways in which these two
principles can be handed. First, a language teacher can use tape
recorder to record dialogues. Next, for intermediate and advance
strategies, he can use chins stories in which the student complete
unfinished stories. Then teacher can mine out stories and the student

18

must tell the teachers action in telling jokes. The last and the most
important, the students can acts our role plays which may have
communicative features.
2.5 The Previous Study

CHAPTER III
RESEARCH METHOD
3.1 Research Design

19

In this study, the writer used descriptive quantitative method,

descriptive method used to describe Speaking Participation and English
Achievement; A correlation study at eleventh grade of SMAN 4 Mataram
2015/2016. Descriptive has been conducted to describe systematically the
fact and the characteristic of given population or interest factually and
accurately. It is conducted under circumstance that not put in experimental
study.
3.2 Population and Sampling Technique
1. Population
Population is all the research subject. The people involved in this
research will be all of students at SMAN 4 Mataram area, then it is
population research and this research is also mentioned as population
study. Arikunto (1992:107) suggested that if the is less than 100 it is
better to take all the population as allows the writer to take only 1520% or 25-30% to be investigated as the sample or population.
The total number of population is 298 students. They are divided
into 8 classes. Those are
Table 1. distribution of research population

N
o
1.
2.
3.
4.
5.
6.
7.

Class

Numb. Of sudents

XI IPA 1
XI IPA 2
XI IPA 3
XI IPA 4
XI IPS 1
XI IPS 2
XI IPS 3

36
38
36
37
40
38
37

20

8.

XI IPS 4
Total

36
298

All classes of the population have one characteristic in term of the

level of education. Therefore, all the population has the same change to
be chosen the sample of study.
2. Sampling
Sampling is a part of population that we research. Generally,
research sampling is to grow up conclusion of the research. Sampling
is a technique to take the representatives of the population as the
sample of the research. As we know from the previous table, the
population of this study consists of 298 students in SMAN 4 Mataram.
Therefore, in this case, the researcher takes 15 of 298 students
(population) to a representative sample so that researcher obtains ()
students. The researcher take the sample students from two classes.
The first class is XI IPS 1 consists of 40 students, and the second class
is XI IPS 2 consist of 38 students. The researcher distributed the two
instruments to all of the students in that two classes. During the data
collection, the researcher paid attention on the students who did not fill
both the questionnaire and the seriously and leave the mark on their
paper sheet. After obtaining the data, the researcher selected ()
students data from the first class and () students data from the second
class.
In this research, the writer used students in grade eleventh
especially XI IPS 1 and XI IPS 2 class at SMAN 4 Mataram.
3.3 Method of Collecting Data
1. Questionnaire

21

The questionnaire is used by the researcher in this study.

questionnaire is one of survey instrument related to the respondent
completes and typically paper and pencil (Alford:03). The data are
obtained through distributing questionnaire to the samples. The
questionnaire consist of 20 questions related to the speaking participate
using English or the students frequency of being involved to English.
Every question has five choices, those are selalu (always), sangat
sering (very often), sering (often), hampir tidak pernah (almost
never) and tidak pernah (never).
2. Test
The test is also used by the researcher in this study. The test here is
the general knowledge about English, such as sentence structure, basic
grammar, and reading. This test consist of 20 questions where the
difficulties of the questions are medium (it is neither too easy nor too
difficult). The test is used to identify the correlation between the
speaking participation and the result of the English test.
3.4 Method of Analyzing Data
The researcher uses the following method in giving scores of
variable x (stutents speaking participation) and variable y (students
English test):
(variable x) score = sum of the questionnaire score
Categories point of frequency of students speaking Participation were:
N

Response

Score

22

o
1
2
3
4
5

Always (selalu)
Very often (sangat sering)
Often (sering)
Almost never (hampir tidak pernah)
Never (tidak pernah)

4
3
2
1
0

The meaning of each statements:

a. Always

: The students are always participate to English by

doing activities as stated in the questionnaire.
b. Very often: The students are very often participate to English by
doing activities as stated in the questionnaire in
such a periodic of time (i.e. 2 times a week, 2
times a day)
: the students are often participate to English by

c. Often
doing

activity as stated in the questionnaire but not in

exact time (the time of exposed English is changed
d. Almost never

e. Never

every day)
: the students only participate to English
inside the classroom when the English subject is
taught by the teacher.
: the students are never participate to English.

(variable y) score = Correct answer

x 100

Total questions (20)

The researcher applies the following steps in treating the raw
scores to get the mean scores, the standard deviation (s) and the correlation

23

between the two variables, the following tabulation system is based on

Hatch and Lazaraton (1991), in Zunaeddin (2006).
First the raw score are analyzed to determine the mean of scores
using the following formula:
x=

x
N

and

x
N

Where:
x

= The sum of speaking participation of English

= The sum of students test result.

= The number of sample

= The mean score of x.

= The mean score of y.

Second, the researcher works through the following steps to get the

values of x, y and xy. Those values are needed in computing the

correlation coefficient (r) of the person product-moment correlation by
using raw score data.
The steps are as follows:
1. Listening score for each sample in parallel column on a data sheet
(score of x and score of y).
2. Squaring each score and entering these values in the columns labeled x
and y.

24

3. Multiplying the scores ((x) x (y)) and entering these values in the xy
columns.
4. Adding the values in each columns.
Furthermore, the writer applies the correlation coefficient formula
below to determine the correlation between students speaking
participation (variable x) and their english test score (variable y). the
formula is as follows:

r x y=

N ( xy ) .( x)( y)

[ N x ( x ) ] [ N y ( y) ]
2

Where: r x y = the pearson correlation coefficient; the subscripts x and y

stands for the 2 variables being compare.

25