Minggu, 05 Desember 2010

my thesis,

TEACHING SPEAKING USE 3P(Presentation, (Practice Product ) TO IMPROVE STUDENTS SPEAKING SKIL SCONDS GRADES IN MTs PON-PES AT-TAHID SURABAYA

CHAPTER I

A. Background
English is very important to learn because it is an international language in Indonesia, English is second foreign language taught when students enter elementary school. There are many reasons why students in Indonesia need to study English. Firstly, they have to communicate, secondly, they have to find a job, and thirdly, they have to be able to absorb science and technology from other countries in the world.
Therefore, Indonesian students feel that it is a must for them to know English. Almost all students learn English to get more knowledge and information written in English. In higher education for college students, learning English is not only meant to know the language it self but also to catch and comprehend information so that the students may broaden their knowledge on the realm of the study.
English is regarded as compulsory subject that is taught at many levels of education in Indonesia. The subjective of English learning in SMP/ MTs is to make the students able to communicate in English either actively or passively.
The writer chooses this method because at Mts At-tauhid is one of unite education. Its location is not far from the city central, but it like exist in village which is so far from the city central. it cause the government is difficult to supply or contribute a something such as: story book, dictionary and act
in there , all the students are more pasively than actively cause the teacher teach by the monoton method ,
whereas English that is very inportant to masted in their class, the minimum they can communicate and understand with their friends, teachers Talk, as long as in there, all the students are passively than actively,
They can’t master all of once of four skill, but they can concentrated on the one object that can make them able two required the langguage. For this mean they should master the four language skills; listening, speaking, reading, writing , but they might concentrate on the correctness of speaking, according to Willis’ book state” the language is presented by small, discrete items that are gradually combined over the length of course. The language is tightly controlled and the emphasis is on accuracy. After a definite time period (at the end of a unit) students are tested on the items presented”. For this reason , I have determined to conduct a research using 3p presentation practice and production).
B. Problem of The Research
Base on the background above, the problem of the research are formulated as follows:
 How far the effect of teaching speaking use 3p( presentation practice, product) to improve students speaking skill at seconds grades in MTS pon-pes at-Tauhid surabaya?




C. Purpose of the research
The objective of the research is analyzing In a Teaching speaking use 3p (presentation, practice, product to improve students speaking skill seconds grades in Mts Pon-Pes At-Tauhid Surabaya.
In edition, the objective of English learning as required by SMP/MTs English curriculum is the students became a smart students Of the four language skills, speaking has the most important roles in English classes at MTs or SMP because the units of English speaking mostly present conversation according to Larson freeman, we have to drill if we want to the students be able to speak English, furthermore they explain the drill through practice ,presentation and production, has been use in teaching speaking . The main problem is teaching English is how to help students their speaking skill. So, the purpose of this research is to find out the significant Teaching speaking use 3p(practice, presentation, product ) to improve students speaking skill seconds grades in mts pon-pes at-tahid Surabaya.
D. Significance of the Research
1. For the English teacher
This research is expected to:
Give feedback to the teacher that 3p can be used to help their students to improve their Speaking skills.
2. For the students
This research is expected to:
Enable the students to learning English use 3P techniques.
3. for the next researcher
This research is expected to:
Give contribution for the next researchers who conduct similar research especially about speaking skill.
4. For the writer
This research is expected to:
To deed knowledge about same problems in teaching speaking use 3p in the next time , he will be optimistic to find out the best solution for Nether problems in teaching.
5. For the theory
This research is expected to:
To give contribution in teaching method especially teaching speaking use 3p(practice, presentation, product )
E. Limitation of The Research
This research is intended to identify and describe the effect of teaching speaking use 3p(, presentation, practice, product ) to improve students speaking skill seconds grades in Mts pon-pes at-tahid Surabaya.
The area of research is limited to the area of teaching speaking by using 3P (practice, presentation, and product).






CHAPTER II
Review of Related Literature
Operational Definition
So that not happen different meaning in problem of research, so need given definition operational as follows:
1. TEACHING SPEAKING
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 unafraid of making mistakes will generally be more talkative, 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. It's a matter of quantity vs. quality, and neither approach is wrong. However, if the aim of speaking is communication and that does not require perfect English, then it makes 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 (discussed elsewhere in this guide), which are necessary for effective oral communication. Or a grammar or reading lesson may incorporate a speaking activity. Either way, your students will need some preparation before the speaking task. This includes introducing the topic and providing a 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 practice with the actual speaking activity.
These activities may include imitating (repeating), answering verbal cues, interactive conversation, or an oral presentation. Most speaking activities inherently practice listening skills as well, such as when one student is given a simple drawing and sits behind another student, facing away. The first must give instructions to the second to reproduce the drawing. The second student asks questions to clarify unclear instructions, and neither can look at each other's page during the activity. Information gaps are also commonly used for speaking practice, as are surveys, discussions, and role-plays. Speaking activities abound; see the Activities and Further Resources sections of this guide for ideas
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken Communication.
Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation and vocabulary): Using the right words in the right Order with the correct pronunciation Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (Interaction/relationship building) Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
2. 3P (presentation, practice production)
1.Presentation stage: The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for. Presentation may consist of model sentences, short dialogues illustrating target items, either read from the textbook, heard on the tape or acted out by the teacher.
2.Practice stage: Students practice the new language in a controlled way. They drill sentences or dialogues by repeating after the teacher or the tape, in chorus and individually, until they can say them correctly. Other practice activities are matching parts of sentences, completing sentences or dialogues and asking and answering questions using the target language.
1.Production stage: Students are encouraged to use the new language in a freer way either for their own purposes and meanings or in a similar context introduced by the teacher. It can be a role play, a simulation activity or a communication.


CHAPTER III

G. Research Methodology
1. Research Design
This research was experimental design, for this research methodology is much more quantitative than qualitative, and it emphasize on numbers, measurements, deductive logical, control, and experiments . The research respondents are divided into two groups, the experimental and control group. A special treatment is given to the experimental group for a certain time but not for the control group. The design of this group is describe as follows:
Class Treatment Post test
Experimental group X T
Control Group - T
Notes X: Treatment
T: Post test
The procedures of this design applied in this research are as follows:
a. Choose the research subjects and give a test to know the homogeneity of the classes by using cluster random sampling.
b. Analyze the test result statistically with t-test to know the significance of mean difference of the existing classes; it is intended to know the homogeneity of the classes.
c. From all classes, take two classes only as samples. They are experimental and control group
d. Maintain the same condition for both two groups except one thing, for the experimental group is given treatment (X) by teaching them teaching speaking use 3p.
e. Give post test to both classes.
f. Determine the mean of each group, which measures the mean difference, is significant.
2. Research Variable
Variable of research is what that to be a point in our research. In the research most important to definite the object of research, next it is will hope to get accurate data and true data.
From the explanation above, the main variable of this research is and the sub variable Teaching speaking use 3p (presentation practice ,production) technique to improve the students speaking skill at MTs pom-pes at-atauhid Surabaya.
3. Research Area
This research is conducted in MTs . In other word, the research area is at at-tahid Surabaya, purposively. Moreover, for the administration reason, it is possible for the writer to conduct the research at the school.
4. Research Subject
a. Population
Population is the entire research unit that have characteristic from the subjects that will become a scope of the research . In this research, the researcher takes junior high school students to be population of her study.
The researcher will limit the population; the data are taken only from MTs pon-pes at-tauhid Surabaya.
1) 25 learners from the eight class A
2) 20 learners from the eight class B
That total population of this research is 45, besides; there are two teachers who teach English in two classes. Two of classes are chosen by cluster random sampling, as the experimental and control class.
b. Sample
The procedure sample takes random. It is based on the statement that “Not all elements of individual in population have a chance to be sample but it depends on the researcher” . If will take all population it make diffecult to get risult,
Based on the explanation above, the researcher would take of the population to be sample of research, researcher will take 15 learners from the eight class A and 10 learners from the eight class B. The sampling technique used in this research is for purposive sampling technique.
5. Data Collection
Data of this research include; Test, interview, document, and classroom observation.
a. Test
In this research, the test is used to measure English students in the speaking skill use 3p As regard the test validity and reliability the test of speaking skill base on the purpose of research, that is to measure how far the students on the speaking test during the treatment (on speaking skill). In this way, the test content validity can be observation by considering the material stated in the 2006 English curriculum in the second quarter.
The form of the test used is objective test containing multiple choices. The subjective from is not taken because it’s scoring is time consuming and has lower reliability that the objective one , in terms of reliability, says that reliability refers to the consistency of the test results of scores. For the reliability of test, states “if the test is valid, it must be reliable”, therefore, the test reliability will not be established.
b. Interview
In this research, guided interview is used to obtain the supporting data about the English teaching. Mainly the teaching of speaking skill the interview is conducted with the English teachers.
c. Documents
In this research, documents are used to get some fact about the student’s record of the English teaching , the school, the facilities, and the personnel of MTs pon-pes at-atauhid surabaya
d. Classroom observation
In this research, classroom observation is used to get secondary data; it is student’s performance in doing the test and teaching learning process in the classroom.
6. Data Analysis
As stated in the previous discussion, the research instrument is also used for data analysis and it includes T-test as follows:
Note Xa: Mean of group a
Xb: Mean of group b
Na: Total number subjects of group a
Nb: Total number subjects of group b
S : Total score deviation
The level of significant used in this research is 15 % because it deals with social science, that is linguistics . For this reason, the result is tasted with the level of significance 5 %
REFERENCES

1. Arikunto Suharsimi, 2006, Prodedur Penelitian, Jakarta; Rinaka cipta.
2. http://ivythesis.typepad.com/term
3. Harmer, J. 2001. The Practice of English Language Teaching. 3rd edition. Pearson Education Limited.
4. http://www.hltmagazine.net
5. http://lorien.ncl.ac.uk?ming/dept/tips/present/
6. Hughes arthur 2005,testing for language teaching,(cambrige universitypress 1989,2003)
7. Michael Milanovic,Cyril J. Weir,2001 (European language testing in a global context)

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