THE IMPLEMENTATION OF APPROXIMATIVE SYSTEMS OF FOREIGN LANGUAGE IN
TEACHING OF SPEAKING SKILL FOR ELEVENTH GRADE STUDENTS OF SMAN 1 KERUAK IN
THE SCHOOL YEAR 2010/2011
CHAPTER I
INTRODUCTION
This chapter, the
researcher presents about background of the problems, statement of the
problems, objectives of the study, significances of the study, scope and
limitation of the study, and definition of key terms.
A. Background of the Problems
One of language skill
aspects which are very important in yielding creative, critical and smart
future generation is speaking skill. By mastering speaking skill the students
will be able to express their thought and feeling intelligently based on the
situation and context when they speak about the language.
According
to William Nemser (in Ricard, 1997: 55) the language systems represent in a
contact situation can be classified in accordance or agreement with their
functions as: (1) the target language is that in which
communication is being attempted; in the case of a learner it is the language,
he is learning when he uses it. (2) The source language is
that acting as a source of interference (deviations from norm of the target
language), it is normally the learner’s language. (3) An approximative system
is the deviant linguistic system actually employed by the learners attempting
to utilize or use the target language. Such approximative systems change in
character and accordance or agreement with proficiency level, variation is also
introduced by learning experience (including exposure to target language script
system), communication function, personal learning characteristic, etc.
There are
some symbols can be used to be understood the statements above, those are: (1)
LT: Target Language, (2) LS: Source Language, (3) La’ S: An approxiamtive
System and (4) La1...n: Indices referring to systems at successive or
continuous stages of proficiency. John Lotz, (in Richard, 1971: 55).
It
means that, the learners who study about the other language, so it will be
their second language. For example, the learners who study about English
language therefore it is as the target language.
According to
John Lotz, William W. Gage (in Ricard, 1997: 56), in identifying a specific
type of La, the name of the LS precedes or first that of the LT: Thus “Indonesia-English” refers to La typical of native speakers of Indonesian communicating
imperfectly in English. That can be assumpted into three folds are: (1) Learner
speech at a given time is patterned product of linguistic system, La distinct from LS and LT internally
structure. (2) La’s at successive stages of learning form an
evolving or development series. La1...n the earliest occurring
when a learner first attempts to use LT (merger or combine
the achievement of perfect proficiency is rare for adult learners). (3) In
given contact situation, the La’s of learners at the same stage of proficiency
roughly in the same form with major variations thinking that able to
distinguish the language in learning experience. The speech of a learner,
according to the assumption above is structural organized in manifesting the
order and cohesiveness of a system.
It is
very significant to be learnt because: First, direct and systematic examination
of learner speech is largely neglected. Classroom teacher, while aware of
general patterns in learners’ behavior and often taking them into account in
their teaching is rarely attempted comprehensive studies of these regularities
within a linguistic framework. Second, such investigation is also prerequisite
for the validation of both the strong and weak claims of the contrastive
approach. Third, it can be shown that the direct examination of Lais required as well by the suppositions of the contrastive
approach itself. The last, La’s merit or good attitude examination in their
own right. Having interest for general linguistic theory comparable on the one
hand to child language and on the other to the language of victims of certain
types of speech disorder, as dependent systems forming evaluative gradations toward
specific languages but falling outside the normal dialectical and stylistic
scope and of these languages. William Nemser, (Richards, 1971: 56)
The final
context for that study of interlanguage phenomena is the learning of English in
countries where English is studied as a foreign language in formal settings
(such as the school), and where English is not normally a language of
instruction but simply a branch of study. In foreign language contexts, the
English lesson is the occasion or chance to bring a sample of American or
British life into the classroom, and the lessons are about life and people in
English-speaking countries, (www.language systems com). In second
language contexts, the content of the school course is usually local, and
learners begin to learn English without necessarily knowing or caring what life
is like in England or America. The learner is generally not satisfied until he
or she eradicates traces of his or her foreign accent, though for practical
purposes, this may not be possible due to the limited time available in the
school course. Limitation to the acquisition of standard English in the foreign
language settings are hence not socially imposed limitation, which is
encountered with the analysis of domestic dialects; in the foreign language
setting limitations are rather individual, reflecting personal differences in
motivation, perseverance, aptitude and so on. There are no societal limits to
the leaner’s progress in English. In reality those who do acquire accent less
English in a foreign language context probably do so because of unique personal
opportunities, rather than because of the school program, (www.language systems
com).
Someone can
be able to communicate by using English language after they have learnt; it can
be learnt in the other course especially in the school where the students can
focus their study to learn it. The aim at school is not only for looking the
scores or marks but also school is learning for life and gets the knowledge as
many as possible in free time or any other time.
Meanwhile,
the empiric study on the field shows almost same phenomena. This case shows
that the speaking skill of senior high school students is very low level. The
diction is still poor; they often use ineffective sentence and confusing
grammar.
Try to see the
condition of the school now, it still assumed as a load activity by some
students in the classroom. So, there is no special research that study about
it, but as far as researcher observation the populations of XI.B students in
the classroom 33 students, they are only handled by one teacher, they consist
of 10 male and 23 female. They are still low in understanding of English
language because in conducting the teaching and learning process some students
permit to get out but they go to the canteen while the other study in the
classroom, after studying will be finish they back without knowing by their
teacher, at least 40% are active and 60% are not active. In interviewing with
some students in the classroom, they talk with variation languages based on
their mother tongue and combining with Indonesia language in teaching and
learning process is running well. The last problem is students have not
complete and good facility in their school. So, it will be difficult to be
taught them in teaching speaking skill.
Based
on the above phenomenon, the writer wants to implement of approximative systems
of foreign language in teaching speaking skill for eleventh grade students
of SMAN 1 Keruak in the school year 2010/2011.
B. The Statement of the Problem
The statement that can
be formulated by the researcher in this study is:How is the implementation of
approximative systems of foreign language in teaching of speaking skill for
eleventh grade students of SMAN 1 Keruak in the school year
2010/2011?
C. Objective of the Study
The objective of this
research is to find out the implementation of approximative systems of foreign
language in teaching of speaking skill for eleventh grade students of SMAN
1 Keruak in the school year 2010/2011.
D. Significances of the Study
The
significant of the study can be theoretically and practically.
1. Theoretically
The result of the study may give the information
in acquiring English; this research also informs the readers that there are
many ways of students in teaching speaking skill.
2. Practically
The result of this study is expected to be used
either in the classroom or out of the class as one of the class and the subject
for students in teaching speaking skill.
E. Scope and Limitation
The
target of this study is investigating the implementation of approximative
systems of foreign language in teaching of speaking skill. Properly speaking in
this case, by using the approximative systems of foreign language for the first
year students of SMAN 1 Keruak. Furthermore, this study attempts to
describe the students speaking. Where the scope and limitation of the study are
limited to the subject and object research.
1. Subjects
The research subject is limited at the eleventh
grade students of SMAN 1Keruak in the school year 2010/2011.
2. Object
The research object is limited on the students’
achievement in speaking skill by using approximative systems of foreign
language for the learners.
F. Definition of Key Terms
To avoid problem
misunderstanding and misinterpretation of the research finding, the researcher
would like to explain and define the key terms are used.
a) Approximative system is the deviant linguistic system actually
employed by the learner attempting to utilize the target language. Such
approximative system changes in character and accordance with proficiency
level; variation is also introduced by learning experience (including exposure
to target language script system communication function, personal learning
characteristics, etc. William Nemser (in Richard, 1971:
58). To be clear, there are some symbols can be used to be understood the
statements above, those are: LT: Target Language, LS: Source Language, La’ S: An approxiamtive
System and (4) La1...n: Indices referring to systems at successive or
continuous stages of proficiency. William Nemser (in Richard, 1971: 56). It
means that, the learners who study about the other language, so it will be
their second language for example, the learners who study about English
language therefore it is as the target language.
In
identifying a specific type of La, the name of the LS precedes or first that of the LT: thus “Indonesia-English” refers to La typical of native speakers of Indoneisa communicating
imperfectly in English.
b) A foreign language is a language is not spoken by the people
of a certain place. It is also a language not spoken in the native country of
the person referred to, i.e. an English speaker living in Japan can say that
Japanese is a foreign language to him or her, http : // en, Wikipedia. Org).
c) Speaking skill is the process by which humans acquire to perceive, produce
and use words to understand and communicate or people learn a second language
in addition to their native languages, it refers to what the learner does, it
does not refer to the teacher does for working on language teaching,
http//:Wikipedia. language acquisition.com
CHAPTER II
REVIEW OF RELATED
LITERATURE
In this chapter, the
writer presents about the Approximative Systems of Foreign Language, the
Concepts of Approximauive Systems, the Factors of Approximative Systems, and
Evidence for the Systematic Nature of The Stages of Foreign Language
Acquisition, Speaking Skill, the Concept of Speaking Skill, the Factors Which
Influence Speaking, the Technique of Teaching Speaking Skill, Relevant Study,
and Theoretical Framework.
A. Approximative Systems of Foreign Language
The language
systems represent in a contact situation can be classified in accordance or
agreement with their functions as: (1) The target language is
that in which communication is being attempted, in the case of a learner it is
the language he is learning when he uses it, (2) The source language
is that acting as a source of interference (deviations from norm of the target
language), it is normally the learner’s language, (3) An approximative system is
the deviant or ignore linguistic system actually employed by the learners
attempting to utilize or use the target language. Such approximative systems
change in character and accordance or agreement with proficiency level,
variation is also introduced by learning experience (including exposure to
target language script system), communication function, personal learning
characteristic, etc. Clearly, there are some symbols can be used to be
understood the statements above, those are: (1) LT: Target Language, (2) LS: Source Language, (3) La’ S: An approxiamtive
System and (4) La1...n: Indices referring to systems at successive or
continuous stages of proficiency. William Nemser, (in Richard, 1971: 56). It
means that, the learners who study about the other language, so it will be
their second language for example, the learners who study about English
language therefore it is as the target language.
1. The Concepts of Approximative Systems
Selinker
emphases not just the existence of interlanguage but also where it comes from.
He looks for it is origin in the processes through which the mind acquires a
second language. L2 learning differs from first language acquisition in that it
is seldom completely successful, 5 percents of L2 framers have
‘absolute success’ in his view. The L2 ‘fossilizes’ at some point short of the
knowledge of the native speaker, for example ‘German Time–Place order after the
verb in the English IL of German speakers’. SeIinker (1972) proposes that the
lucky 5 percent of successful L2 learners take advantage of a
‘latent language structure’ in the mind like that used in first language
acquisition, that is to say the LAD. The 95 percent of learners who are less
successful rely on a psychological structure also latent in the brain and
activate when one attempts to learn a second language, but distinct from the
latent language structure. Interlanguage therefore attempts to explain the
fossilization in the L2 learner’s system noted by both Nemser and Selinker.
Both interlanguage and approximative system lay stress on the change in the
learner’s language system over time. According to Selinker (1972), the
difference between interlanguage and Nemser’s approximative system is that interlanguage
does not necessarily converge on the target language.
Selinker, (1972)
claims that interlanguage depends on five central processes these are parts of
the latent psychological structure:
a. Language transfer, in which the learner projects features of the L1
on to the L2.
b. Overgeneralization of L2 rules, in which the learner tries to use L2 rules in
ways which it does not permit.
c. Transfer of training, when teaching creates language rules that are
not part of the L2, as when a teacher’s over-use of “he” discourages the
students from using “she”.
d. strategies of L2 learning, such as simplification, for example when the
learner ‘simplifies’ English so that all verbs may occur in the present
continuous, yielding sentences such as “I’m hearing him”.
e. Communication strategies, such as when the learner omits communicatively
redundant grammatical items and produces “It was nice, nice trailer, big one”,
leaving out “a”.
The
crucial insight contributed by Selinker is not the actual processes that he
puts forward, but his insistence that an explanation is called for in terms of
the processes and properties of the mind. He postulates not only an independent
grammar but also a psychological mechanism for creating and using it. Transfer
is only one of at least five processes involved in interlanguage in the
individual mind. Selinker (1972) is also ambiguous about whether the five
processes are for the creation of interlanguage or for its use, witness remarks
such as ‘He would like to hypothesis these five processes are processes which
are central to second language learning, and that each process forces fossil
sable material upon surface IL utterances. (Corder, 1978, p.71: http : //
w.w.w. teaching styles online.com).
2. The Factors of Approximative Systems
The
small amount of research and speculation about learners’ approximative systems
term from Nemser, (in Richards, 1971: 3) Suggests that seven factors may
influence and characterize these second language learners systems. These
factors are discussed bellows:
1. language Transfer
The
first factor is language transfer. Sentences in the target language may exhibit
inferences from the mother tongue. Predicting errors by comparing the
linguistic systems and the target language. George, (in Ricards, 1971: 5) finds
that one-third of the deviant sentences from second language learners could be
attributed to language transfer.
2. Intralingual Interference
The
second factor, intralingual interference by (Richards, 1970: 6), refers to
items produced by the learner which reflect not the structure of mother tongue,
but generalizations based on partial exposure to target language.
3. Sociolinguistic Situation
The
third factor is the sociolinguistic situation. Different settings for language
use result in different degrees and types of language learning. These may be
distinguished in terms of the effects of the socio-cultural setting on the
learner’s language in term of relationship holding between the learner and the
target language community and the respective linguistic markers of these
relations and identities. Included here are thus the effects of the learner’s
particular motivations for learning the second language as well as the effects
of the socio-cultural setting.
The
distinctions of compound /co-ordinate bilingualism, Wein-reich, 1953, Ervin and
Osgood, 1954, Lambert 1961 (in Richard, 1971: 7) rests upon an assumption that
different setting for language learning may motivate different processes of
language learning. For example, two languages may be learned in the same
socio-cultural setting or in two different setting.
4. Modality
The
learners’ language may vary according to the fourth factor, the modality of
exposure to target language and modality of production. Production and
perception may involve acquisition of two partially over lapping systems.
Nemser’s research suggests that two different systems may be internalized in
the target language depending on the modality. He finds that in the productive
modality, phonological replacements differed depending on whether the learner
is imitating utterances he hears or producing speech spontaneously. Nemser,(in
Richard,1971: 8).
5. Age
The
fifth factor which may affect the approximative system of the second language
learner is his age. Some aspects of the child’s learning capacities change as
he grows older and these may affect language learning. The child’s memory spans
increase age. He acquires a greater number of abstract concepts, and he uses
these to interpret his experience. Lenneberg (in Richard, 1967: 11) notes a
period primary language acquisition, postulated to be biologically determined,
beginning when the child starts walking and continuing until puberty.
6. Succession of approximative systems
The
sixth factor concerns the lack of stability of the learner’s approximative
systems. Such systems are usually unstable in given individuals. Since here is
invariably continuing improvement learning the target language. Because the
circumstances from individual language learning are never identical. The
acquisition of new lexical, phonological and syntactic items varies from one
individual to another. Whinnom, (in Richard, 1971: 12) since most studies of
second language learners systems have dealt with the leaner‘s production rather
than his comprehension of language, the question also arises as to whether the
grammar by which the learner understands speech is the same as that by which he
produces speech, since as we see above, modality may the influence the type of
system developed.
7. Universal Hierarchy of difficulty
Unlike
the factors characteristic of approximative systems so far. The seventh factor
receives little attention in the literature of second language acquisition.
This factor is concerned with the inherent difficulty for man of certain
phonological, syntactic or semantic and structure. Some forms may be inherently
difficult to learn no matter what the background of the learner.
The
concept of difficulty may be presumed to affect the learner’s organization of
what he perceives (for which the term learning strategy may be useful) and the
organization of what the produces (for which the term communication strategy
may be used). Focusing on learning strategies direct attention to the cues
which learner uses to identify elements in the new language. As Torrey, (in
Richards, 1971: 13) comments, many aspects of language learning are very
difficult to analyze into specific responses even where it is possible the
responses are various and at different level (one item may belong to two level
in one language and four in another) degrees of learning will be examined in
term of specific instances rather than with the general category of responses.
What the learner finds difficult will also depend on the degree and nature of
what has acquired of the second language.
In
short, the seven factors discussed above suggest that the approximative systems
of language learners are much richer in linguistic, pedagogic, and social
significance than heretofore suspected. While approximative system of language
learners may be studied as entities worthy of attention in and of themselves,
the results of such study should also provide feedback to language teaching
practice and to general linguistic theory. (Corder, 1978, p.71: http
: // w.w.w. teaching styles online.com).
3. The Evidence for the Systematic Nature of the
Stages of Foreign Language Acquisition
In presenting evidence
for the reality and structural autonomy this La’s or approximative systems, it
should be pointed out the language students, while of special interest here,
represent a minority among Lausers. Moreover, learner systems are by
definition transient, while effective language teaching implies preventing, or
postponing as long as possible the formation of permanent intermediate systems
and subsystem (deviant phonological and grammatical structures). Nevertheless,
it is clear that evidence for La is abunduction of given target language by
learners sharing the same native language. This angularity, in fact forms a
principal basis for the belief that comparison of La and LT provides information essential to
pedagogic strategy. Such characteristics constitute the foreign accent typical
of learners as well as of other bilinguals sharing the same mother tongue, i.e.
speaker of the same attempting to communicate in a given LT. William Nemser, (in Richard, 1971: 58).
Evidence suggests that
the speech behavior of language learners may be structurally organized and that
the contact situation should therefore be described not only by reference to
the source (SL) and target (TL) languages of the learner, but also by reference
to a learner system (AL). Investigation of such learner systems is crucial to
the development of contrastive analysis theory and to its application to
language teaching. However, these systems also merit investigation in their own
right through their implications for general linguistic theory. Experimental
and informal observation of the contrastive approach in its present form reveal
serious limitations, in part because learner behavior cannot be exhaustively
described without reference to the AL. Theoretical and practical considerations
therefore converge to suggest the direct and systematic examination of such
learner speech, viewed within the general framework of the current theory. Such
investigation would (1) provide attested information, of immediate utility in
teaching and course development, on patterns of learning behavior for the
principal structures of the target languages; (2) permit further assessment of
the current suppositions of contrastive analysis; and (3) make possible a
preliminary description of AL, thus progressing toward a reformulated
contrastive approach.www.languaesystem.come).
B. Speaking Skill
In this part
describes about the concept of speaking skill, the factors which influence
speaking and technique of teaching speaking.
1. The Concept of Speaking Skill
According to Chomsky,
(in Brown, 2008: 33) Speaking skill is the capability to other the articulation
to express, to state or deliver though, opinion and wish to the other person.
The People who know a language called as speaker of the language. Speaking
includes all other kinds of knowing and many activities of foreign language
learners are primary interest to speak.
Classroom activities
that develop learners skill to express themselves through speak, it seems that
an important component of language skill. The students face many problems in
learning this skill, so that the teacher should help the students to solve
this, such as; giving students some instructions by using easy language, avoid
using beyond language than your students and keeping the students use the
target language.
Therefore,
as the foreign language learners are demonstrated for many decades, but as an
English teachers have to keep in mind that the student unable to predict the
all because the student and retaining. So that way, they need to know new
words, structures, and concepts.
Richard and Rodgers, (in
Rohaniah, 2008: 8) proposes seven factors that will help to formulate an
approach to teach of foreign language for the learners as adopted from
theoretical on each factor and will be able to design classroom technique these
are:
a. Students’ cognitive learning process
Virtually all of the students processing with
respect to the second language itself are in focal, controlled mode for review
of cognitive process and some classrooms application. Therefore, the teacher
can expect to engage in plenty of repetition of a limited numbers of word,
phrase, and sentences.
b. Students’ creativity
The ultimate goal of learning a language is to
be able to comprehend and produce it in unlearned situation, which demands
receptive and productive creativity. At the foreign language learners, the
learners can be creative only within the confines of a highly controlled
repertoire of language.
c. Teacher talk
In the second language situation, especially
multilingual classes, teacher use of a student native language is seldom an
issue. In foreign language situation, it becomes an option. The rule of thumb
here is usually to restrict classroom language to English unless some distinct
advantages are gained by the use of their native language.
d. Authenticity of language
The language that students expose to should,
according to principle of CLT be authentic language is not just because in this
case is the learners will predict what the instrument talk about. To make sure
utterances are limited to short, simple phrase, this, the students are
repetition needed opportunity to practice their new language.
e. Fluency and accuracy
Fluency is a goal at this level but only within
limited utterance lengths, fluency does not have to apply only to long
utterance. Attention to accuracy should center on particular grammatical and
phonological, or discourse elements that are being practical. On the other
hand, the English teachers need to correct some selected grammatical and phonological
errors. So that way, the students don’t fall into the trap of assuming that
pronunciation work (on phonemes, phonemic patterns, intonation, rhythm, and
stress) is very important in this case.
f. Technique
Short, some mechanical techniques are
appropriate and other drilling. Group and pair activities are excellent
techniques as long as they are structured and clearly defined with specific
objectives. So, technique is very important because at this level the students
are limited language capacity.
g. Grammar
Grammar in the classroom is another issue. A
typical of foreign language learners’ level will deal at the outset with
appropriate verb forms, personal pronouns, definite and indefinite article,
singular and plural noun, and simple sentence in progressing of grammatical
topic from simple to complex. Therefore, an inductive approach to grammar with
suitable examples and patterns will be more effective.
2. The Factors Which Influence Speaking
Speaking has some current
issues moral communication that will help the student to provide some
perspectives to be more practical consideration which will explants more in
teaching pronunciation work in communicative, interactive courses of study.
According to Morrow, (in Zamzam, 2005/2006) states that communicative approach
is almost everything that is done with a communicative intents or sharp.
Accuracy and fluency,
all language performs centers on the distinction between accuracy and fluency.
It is now very clear that fluency accuracy are important goals to pursue in CTL
(Communicative Language Teaching) while fluency may in many communicative
language course be an initial goal in language teaching, accuracy is achieved
to some extents by allowing the students to focus on the elements of phonology,
grammar, and discourse in their oral circle output.
3. The Technique of Teaching Speaking
In teaching oral
communication the writer does the instruction for students’ attention to
express their speaking skill in implementing of approxiamtive systems of
foreign language that will be created in form of groups work talking. After
that, they will discuss with their friends and from each groups will has
representation to talk about the material is being taught it is conducted
repeatedly. The researcher also helps students to talk about what the material
to be taught. Then, the researcher necessary to give them the treatment that
what they are able to express the material in form of picture and also the
picture must be related with their material to be taught. Through this case,
between the researcher and learners will be easier to do this activity.
C. Relevant Study
In this part, the
researcher states the closely-related study which is relevance with this study
in some cases, such described bellows:
Siti Maulida Nopriyana
conducts a study with the title”The Implementation of Pragmatic Approach in
Increasing Students’ Speaking Ability for the Eighth Grade of SMPN 4
Selong In the School Year/2010“. The study is attempted to find out the
implementation of pragmatic approach in teaching speaking ability for the
eighth grade of SMPN 4 Selong in the school year
2009/2010. The researcher’s design of the study is Classroom Action Research
(CAR) that is aimed at describing how pragmatic approach increase students’
speaking ability for the eighth grade of SMPN 4 Selong in the
school year 2009/2010.
The finding of Siti
Maulida Nopriyana study is concluded that the mean score of cycle I and II are
63 and 65, 6 and the result of observation pointed that the teaching and
learning process is very active. Those results prove that the pragmatic
approach able to be implemented to the students’ in increasing speaking skill.
After knowing the
relevant study above, these studies are the same with my research in research
design that is using Classroom Action Research (CAR). However, Siti Maulida
Nopriyana study uses pragmatic approach to increase students ‘speaking ability
and the researcher’s study uses approximative systems of foreign language in
the same teaching.
D. Theoretical Framework
When
the teaching and learning process conducted in the classroom, the teachers are
expected to create variation model of presenting the materials. It might be in
form of the strategies or the techniques used in order the learning process
will be more attractive and challenging for the students. The teachers also
should not be monotonous in the teaching and learning process. In speaking
class, the teachers can create a good condition that might involve students’
participation in any kinds of class activity; therefore they will be active and
desire to talk.
In this case, the
researcher will implement the approximative systems of foreign language to
teach their speaking skill. He will arrange the table inform of grouping,
minimal in one group five persons. After giving the task they will discuss
about the material and after that they will be asked to talk about what they
have discussed in turn form. After that the students will be asked to discuss
the material that is given by the researcher then they will tray to make some
concepts individually based on the material being taught in the classroom.
CHAPTER III
RESEARCH METHODLOGY
This
chapter, the researcher presents some discussions about Research Design,
Participants of the Study, Instrument of the Study, Technique of Data
Collection and Technique of Data Analysis.
A. Research Design
This research, the
researcher designed a method that was used in the research is the Classroom
Action Research (CAR).
The Classroom Action
research (CAR) is also defined as one of problem solving strategies in which
uses the action, and the process of skill development to detect and solve the
problems. Hopkins, (in Wiriaatmadja, 2008: 66). It could be concluded that the
Classroom Action Research has purposes to solve the problems and it is
reflective. In this case, the researcher and the teacher built collaboration in
learning activity until the researcher got the same reason and understanding
about the problem. So the research was done in the effort of the implementation
of approximative systems in teaching speaking skill.
This Classroom Action
Research (CAR) was completely done through several cycles. Each cycle comprises
several integrated points such as students’ learning achievement, the teachers’
teaching procedures (lesson plan, teachers’ action, observation and the last
was the reflection stage where a teacher paid much attention on the present
results for the sake of preparing the next cycles.
According to Hopkins,
(in Wiriaatmadja, 2008: 66) this research conducted in two cycles. The stages
that were done each cycle are as follow:
Cycle 1:
1. Planning
In this step, the
researcher also prepared the instruments such as materials, syllabus, lesson plan,
worksheet, learning scenario, technique and the instrument to observe and
evaluate the teaching and learning process.
a. Syllabus
Syllabus is a set of teaching and learning
activity in which contains some materials will be taught in a number of each
meeting. The components of syllabus are competence standard (SK), based
competence (KD), materials, learning activity, indicators, evaluation, time
allocation and learning source. The materials were given in this study were
three kinds of tense namely: Simple present, past tense and present continuous
tense. For the first cycle, the materials of these tenses are using paragraph
in form of narrative and descriptive texts. The second cycle was taught in form
of narrative texts that the students talked are the story talks about. The
theme varied but refers to the tense.
b. Lesson
Plan
Lesson plan (RPP) is adopted from syllabus as it
aims at teaching and learning process to reach based competence (KD). It is
arranged in every based competence (KD) in one meeting even more. The
components are the same as syllabus. However, lesson plan is completed with
subject identity, method and steps in teaching and learning activity.
c. Students’
Worksheet (LKS)
It is given to know students’ achievement of the
materials being taught. It consisted of competence standard (SK), based
competence (KD), summary of material, instrument to observe and some questions.
2. Acting
After knowing the problem faced by the students
of SMAN 1 Keruak for eleventh grade students who have low
scores in speaking, the researcher conducted the action that has been planned.
The action was aimed at solving the problem that has been made-up. Therefore,
the teacher and the researcher played group work in implementing of
approximative systems in teaching and learning process.
3. Observing
Observing is the time of collecting data to
supervise to what extent the result of acting achieves the objective after
being taught through approximative system of foreign language. The data of
students’ achievement were taken in form of quantitative and the data was
gotten from the result of speaking tests in answer scores.
4. Reflecting
This activity is evaluating about the change of
students’ success in learning situation and teacher. This case, the data gained
from the test and the result of observation which was interpreted and analyzed
whether the action activity results in the progress, successfulness. The
analysis is to know the weakness on the cycle I. the writer could make the
clear and accurate conclusion. Then the result of reflection was used to
determine the second cycle (cycle II) to get the improvement of the action.
Cycle 2:
1. Planning
The activities are:
a. Learn the results of reflection on the cycle I,
which be inputted in the action more effective and efficient in cycle II.
b. In cycle II, the things that needed to be
prepared in essentially the same as planning in cycle I, differing only in
material or sub concepts that was studied and revised the improvement of
learning results from reflection of cycle I.
2. Action
Action was implemented in cycle II in
essentially the same as cycle II, but differs in materials or sub concepts,
implementation of action plans based on what has been designed or made.
3. Observation
The activities of observation were conducted
from starting up to finish of action with such procedures in the cycle I.
4. Reflection
Reflection on the cycle II was essentially the
same as cycle I, the differences was material or sub concepts that was studied.
Meanwhile, in the cycle II was an improvement of cycle I and cycle II. In
according with the results of reflection in every previous cycle, if reflection
exhaustiveness of qualified in the cycle II defined the implementation of the
action is stopped, but if still not successful it will be proceed to the next
cycle. (Wiriaadmadja 2008: 56).
B. Participant of the Study
There were some elements
are involved in this participation of the study in the school of SMAN 1
Keruak are those who have responsible in concluding the research, they
were:
1. Headmaster
Headmaster of SMA
1 Keruak helped the researcher to describe the information and
condition of the students. In this case, he was helpful in processing of the
research that was conducted by the researcher. Therefore, the researcher was
easier in conducting the research.
2. Teacher
In this case, the
English teacher gave information about the students’ achievements in English
especially in teaching speaking skill.
3. Staff
Researcher asked helping
to the staffs of SMAN 1 Keruak to seek the documents of
students’ data in previous semester to compare with present data.
4. Students
Students of SMAN
1 Keruak were the main of the research because they gave the data that
could conclude the result of the study whether it is effective or not. Without
those students, the researcher could not be able to conduct the research
completely.
5. Researcher
The
researcher did the research to implement the approximative systems of foreign
language in teaching speaking skill for eleventh grade students of SMAN
1 Keruak in the school year 2009/2010.
C. Instrument of the Study
Based on the research
methodology, the researcher needed to determine the research instrument to
derive the data. The instrument that was designed can be used as a measurement
to get a valid data. (Arikunto, 2002:122) states that the instrument is the
tool that is used by the researcher to collect the data. Then, the instrument
might be in form of some questions or exercises to measure knowledge,
intelligent, achievement and attitude of someone or group of
people. In choosing the
instruments of data collection depends on the technique of data collection.
Therefore, the researcher used two techniques in collecting the data. Firstly,
the data of students’ achievement was taken from speaking test in implementing
the appximative systems by giving some questions or exercises and the secondly,
the data of teaching and learning process of approximative system was taken
from observation checklist.
1. Test
The classroom action research was conducted into
two cycles. There were also tests in each cycle. Test is some questions or
exercises and to measure skill, knowledge, intelligent and attitude of someone
or group of people (Burhan Bungin, 1992: 179). Therefore, the researcher
conducted tests in each cycle. So that way, the researcher took the score based
on the oral production of students to measure the progress in form of group
work. The components of the scoring criteria refer to Foreign Service Institute
(FSI), they are: accent, grammar, vocabulary, fluency and comprehension. Those
components will be evaluated by the criteria of the weighting table bellows:
Oller,
(in Rohaniah, 2008: 29)
Oller,
(in Rohaniyah, 2008: 31).
The above weighting
table of the comprehensive description of the FSI procedure is conversed as
follows:
Oller,
1979:323, Valette, 1977:160 (in Nurgiyantoro, 1995:286)
The
researcher used the orally test in this study, the form of the oral
test employed was verbal test based on the topics being taught in oral test or
speaking, the respondents were asked to speak at least five minutes. The
researcher graded the grammar scale receives the heaviest weighting, followed
by vocabulary comprehension, fluency, accent, which receives the lowest
weighting.
2. Observation
Checklist
To get the data through observation, it was
conducted by using checklist. Checklist is an observation device that consists
of names of subject and factors that is researched. It was also defined as the
list of data variables that will be collected (Sugiyono, 2006: 267). It was
used to observe the implementation of approximative systems of foreign
language. The researcher only checked Yes or No about the indicators of the
study. The teacher and the students also fulfilled the format of evaluation.
D. Technique of Data Collection
After the instruments
were determined, thus the next step is collecting the data. The data means the
whole information that is directly collect from the subjects. The data is
obtained by giving the students a questionnaire and tests in objective form. (Burhan
Bungin, 2009: 123). Moreover, the data about implementation of approximative
systems of foreign language was gathered by using the following steps:
1) Data test technique
The test was done by
giving a test in the form of an oral presentation. In this case, the students
were required to speak in front of the class by using retelling the story. It
was based on the lesson plan of eleventh grade at semester one. There were some
indicators that the writer observed during the process. Those were:
a. The students vocabulary
b. The grammatical errors on the sentences that
students make
c. The students’ fluency
d. The students’ pronunciation during the oral
presentation.
2) The observation technique
The
writer used the observation technique to gather data and information regarding
the activities done into two cycles. In the first, the writer observed the
teachers’ action during the teaching and learning process and also observed the
students’ initial ability. In the second cycle, the writer observed the
teaching and learning process that was designed based on the lesson plan in the
teaching scenario and concluded the result. Then, the writer tended to observe
any progress or development made by students after implementing the
approximative systems of foreign language.
In evaluating the students’ result of speaking
skill, the researcher referred to the Foreign Service Institute (FSI) criteria.
The following were:
1. Before giving the test, the researcher prepared
a classroom management.
2. Prepared the instrument (question in form of
retelling the story and format of observation checklist).
3. The researcher implemented approximative systems
of foreign language.
4. The researcher elaborated the rules and steps of
approximative systems of foreign language.
5. When the approximative systems of foreign
language were being implemented, the researcher controlled and evaluated
students’ speaking skill
6. The researcher recapitulated the scores based on
the result.
E. Technique of Data Analysis
In this point the
researcher discussed about the technique of data description and data analysis.
1. Data Description
Technique of data
description was used in this research is descriptive statistics. It was used to
determine the data into high, average and low categories. For the purpose, the
writer used the pattern:
Mi + 1 SDi to Mi + 3
Sdi = High
Mi – 1 SDi to < Mi + 1
SDi = Average
Mi – 3 SDi to < Mi – 1
SDi =
Low
(L.R. Gay,
1986: 394)
2. Data Analysis
To analyze the data, it
is related with the characteristics of the data itself. Therefore the data
which was collected as follows:
a. Students
Achievement. In this case, the researcher analyzed of the data by using
descriptive statistics to know the mean and standard deviation, are analyzed by
using this formula:
M
Where: M =
Mean Score
∑ X = the Total of students Score
N = the Number of
Students
Then, the researcher
determined the indication of successful of the achievement students’
speaking skill in comprehending the materials. It could be implemented by
counting the total of average scores that were evaluated as the students’
classical completeness while students’ individual completeness were analyzed
through Minimum Completeness Criteria (MCC)/KKM (PERMENDIKNAS, 2007) says that
learning completeness criteria can be used as a successful criterion. In this
case, KKM of English language deals with speaking skill is 60.
Therefore the individual completeness is regarded success if the students get
score ≥ 60 (the scores are between 0-100) and the classical completeness is
regarded success if the percentage is ≥ 75% of the whole students get score ≥
60 (the scores are between 0-100).
The following is the
formula used to know the indication of successful of classical completeness:
KB : The
successful of learning
Ni : The
Number of students who obtain mark ≥ 60
N : The
whole number of students
Wardani,
(in Fathurrahman, 2009: 46)
b. Action process
There some
processes were applied by the researcher as follows:
1. On going analysis
This, the researcher
analyzed the process of action, observation, and reflection of each cycle by
observing of the implementation of approximative systems. The researcher
analyzed the data without waiting all cycles over. But the researcher analyzed
the data directly when he got them from the participant of the research
problem.
2. Overall
analysis
In this part, the
researcher analyzed the data completely in all cycles. He waited the complete
data from the participant of the research then all data were collected. In
other word, he began analyzing the complete data of all cycles accurately and
precisely.
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