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CHAPTER 1
INTRODUCTION
1. A.
Background of study
Language is the basic skill is needed for real communication among people. By using language,
we will be able to express our ideas and feeling.[1] In Indonesia, English is learnt by students as
a foreign language and taught formally from elementary school up to the university level.
Moreover, English is used throughout the world and it is used in many fields of life such as: in
politics, economics, social, entertainment and education. Therefore, In Indonesia, English has an
important role especially in education. Thus, English is taught as a compulsory subject and
become one of subjects testing in National Examination.
English teaching involves four language skills (Listening, Speaking, Reading and Writing).
Speaking as part of four language skills is important to be learned and mastered by every
individual. It is an activity used by someone to communicate with others. It takes place
everywhere and has become part of our daily activities. When someone speaks, he or she
interacts and uses the language to express his or her ideas, feeling and thought.[2] He or she also
shares information to others through communication.
Nowadays, speaking is very important. It is as a measurement of language learners whether
someone is successful in learning language or not.[3] Noyes underlines, Our communication
skill determines how successfully we interact with others, whether one-on-one or in large group.
[4] Besides, having speaking skill could be an extra value in getting higher level job.
However, speaking is not an easy learning activity. Many factors can affect students success in
speaking. In general, these factors can be identified such as teacher, students, environmental
conditions and techniques to learn the lesson material.
Based on the writers experience, most of the students still can not speak fluently and
automatically. The writer assumes that they have learnt speaking by focusing on grammar rules
and textbook. They learn speaking by eyes not by mouth, meaning that they learn speaking by
reading a lot not talking a lot. So, it makes them difficult in improving their speaking ability.
Moreover, the limited lectures teaching technique and material makes the students bored and
less motivated. Shortly, a lecture is expected to have right teaching techniques to give students
with proper teaching materials so that the goal of speaking will be achieved.
In general, the goal of teaching speaking skills is communicative efficiency. Learners should be
able to make themselves understood, using their current proficiency to the fullest. They should
try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and
to observe the social and cultural rules that apply in each communication situation.[5] More
specifically, the syllabus of speaking at English Department of IAIN Ar-Raniry also says that
after completing the speaking subject, students are able to do verbal communication accurately
(based on structure rules of English language), correctly (according to context), and efficiently
( according to function) in English language.
Therefore, to achieve these goals, the teachers play an important role in teaching speaking. The
teachers should be able to set classroom activity well. Besides, the teachers should regard to all
supporting components of successful teaching classroom including class management, technique
and materials. In relation to teaching materials, there are many sources for teaching speaking
such as books and internet sources. Internet has a good impact in developing students speaking
ability. Internet offers the great initiative on study and rich variety of choices. By using internet,
students can get and learn material out of class. They can choose the learning materials and
arrange study on their own schedule. Moreover, different students have different background
knowledge, study ability and cognitive ability on study. As a matter of fact, teacher solely can
not cover all those differences and needs. Thus, the teaching and learning process is not
effectively reached. The writer assumes that by using internet as a source of learning may
overcome such problems mentioned above.
Generally speaking, internet has changed the world. According to data from theultralinx.com,
internet users in the world increased 7% in the last decade. With the rapid growth and the
advanced features it has, the internet as a medium will help the teachers to carry out various
education activities including language teaching and learning. Internet helps the teachers by
providing teaching-learning online and some downloadable materials. Additionally, internet
becomes an alternative tool to enhance effective teaching. For instance, the teachers can access
the materials and apply the materials in their classroom activity.
There are many researches conducted on the use of internet in learning. One of them is study
conducted by Yunzheng (2008). The study is about autonomy English learning on the internet
which conducted to college students in China. In his study, he stated that learning from the
internet are useful and effective because the internet provides multi-channeled, multiperspective, multi-leveled and multi-formed. Moreover, it is very quick and timely. Thus, it is
easily aroused keen interest in learning initiative.[6] The results of his research showed that the
percentage of the compatibility of the language skills students developed up to 60,2% after
learning by using internet.
Another study conducted by Zhou (2003) about Chinese EFL teachers views of and attitudes
towards ICT in the classroom. In his dissertation, he stated that the internet has improves
learning English activity because the internet provides valuable materials for teachers and
learners alike. Teachers can find prepared materials addressing English language development in
diverse content areas, curriculum and academic disciplines. Students of all ages, interests and
learning goals can independently choose online materials and activities that meet their specific
language learning needs, and access them in their own time and at their own pace.[7] One of the
respondents, Shi, wrote of her experience:I am glad to use internet in my classroom, it makes
me easier to manage all teaching learning tasks with variety of choices and helps me to fulfill
students needs. Based on Yunzheng and Zhou findings, it can be concluded that internet can
improve English learning activity. Hence, the writer also wants to conduct a research about the
effect of using internet materials in improving students speaking ability.
There are many educational materials from internet that offer the benefits for teachers. One of
them is effortlessenglish.com. The effortlessenglish.com is a site focusing on teaching English
especially in improving speaking ability. This site is a commercial site which provides many
materials that will help students to speak English fluently and automatically. There is popular
material of the site is known as seven rule concepts. Seven rule concepts are designed to help
teachers in teaching speaking. These concepts consist of seven rules that guide students in
leaning speaking.
Based on the background above, the writer wants to conduct the research which is entitled
Teaching Speaking by Using Effortlessenglish.com Materials (An Experimental Teaching
at English Department Students of IAIN Ar-Raniry)
B.
Research Questions
Based on the background of study, this research will be conducted to answer the following
questions:
1. Can effortlessenglish.com materials improve students speaking ability?
2. What are the students responses in learning speaking by using effortlessenglish.com
materials?
1. C.
Terminology
[3]Brown, G. & G. Yule (2000). Teaching the Spoken Language. Beijing: People Education
Press.
[4]Jan Noyes (2004). A communicating Skill: Speaking Everyones Language. Santa Rosa.
[5]Burkat, Grave Stovall(2000). Teaching Speaking. Retrived April 02,2013, from
http://www.nclrc.org/essentials/speaking/goalsspeak.htm.
[6]Yunsheng.Z(.2008) English Language Teaching: A Study of Autonomy English Learning on
the Internet. Foreign Language Department of Qinzhou University
[7]Zhao,H.Q(2003) A case study of Chinese EFL teachers views of and attitudes towards ICT in
the classroom. The University of Bath.
[8]Gage N.L (1964) Theories of teaching. In: Hilgard E R (ed.) (1964)Theories of Learning and
Instruction. National Society for the Study of Education Yearbook No. 63, Part 1. Chicago,
Illinois: University of Chicago Press,
[9]Carter V Good (1997). Dictionary of Education. New York: McGraw-Hill Book Company
Inc.
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CHAPTER I
INTRODUCTION
A. Background of Study
In Indonesia, English is one of the subjects thats examined for graduation at the
unit level of education both junior and senior high school level, Law of the Republic
of Indonesia Number 20 of 2003 states that in order to control the quality of
national education evaluation as a form of accountability of education providers to
the parties concerned. Further stated that the evaluation conducted by an
independent institution on a regular basis, a thorough, transparent, and to
systematically assess the achievement of national education standards and the
monitoring process evaluation should be conducted on an ongoing basis. There are
four subjects examination for junior high school and six for senior high school and
one of them is English, in this situation students inevitably have to follow the
standardization of government that required students to pass all subjects invariably.
General, learning English has been taught in all unit education. The average
student has spent six years learning English from junior high school up to senior
high school. some students have received extra English language education after
regular school. Even so, but still, for most students learning English is the most
difficult to understand, let alone when it's afraid to vigorously study it like it is
difficult for the student, it is commonly found in country that use English as foreign
language (EFL) not as daily communicative language, so in this case I will track the
student's interest to the English language that will be the topic discussion of issues
and their relevance to the achievement of the result of learning process, so that
when the subject matter and has found the solution it is expected that there will be
significant and sustainable development, students motivation and interest are
generally
influenced
by
various
interrelated
aspects
ranging
from
family
Identification of Problem
Having define generally I consider to write the important identification of problem
below:
1.
2.
3.
C. Limitation of Problem
What will the researcher and partners do to motivate students with low
achievement in learning English?
2.
How is the way to implement some model of cooperative learning instruction for
EFL students?
3.
E.
Purpose of Study
Based on the reason above, through this research I want to prove and find out
correlation that the students motivation implication towards learning English and to
help myself and other teachers to motivate students with low achieving in learning
English or for EFL learner so that build up students motivation to be better in their
learning achieving.
F.
Significance of Study
Hopefully after this research the students are able to increase their motivation in
learning English, and they be able to apply with learning together with his/her friend
to arise self motivation to be better build the concept of themselves, hopes it can
dig the students interest in English because the research try to find solution of the
current problem.
In addition I hope students will be more attracted in learning English without
under pressure feeling and forced from the teachers and or their parents, so they
will be enjoy in learning English by increasing their motivation, and for the teacher,
The teacher can motivate students to encourage their learning achievement
through some models of problem solving, motivating and brainstorming technique.
Teaching English will be easier to do if the students enthusiastic for learning English
and feel fun, so, it is able to improve students interest.
The research result can be applied for all purposes English learning to
increase students skill. It is not only for one teacher only but for all that has a
similar problem in order to students be able to improving writing , speaking,
listening, and reading skill.
For the institution motivation can help students in general to develop their
English capabilities so the School (the institution) gets the achievements and
prestige among the education institution. The research finding and build motivation
so that improving students ability in increasing their achievement, hoped, it can be
followed by another teacher in teaching learning English activity.
CHAPTER II
THORITICAL REVIEW
A. Learning habit
Habits are safer than rules; you don't have to watch them. And you don't have
to keep them, either. They keep you. Dr. Frank Cranes Four Minute Essays (1919),
as the teacher and or researcher who willing to emphasize students to have
enhancement motivation developing learning habit is important one to be focus on
problem solving, every student has different habit each other, their habit has built
since she/he was first elementary school, but not a little number that have improved
and be better, the learning habit also be able be seen by students background,
urban students has different motivation than the rural student motivation but this
condition is not warranty, because if we talk about motivation all always begin from
inside and environment, I do not know well which one that most dominant, depend
on convergence joining two theory that students has motivation from him/her self
but also can be stimulated from outside(Murip Yahya:2008), it has interrelation
inside motivation and outside stimulation in building students learning habit and
also learning achievement.
B.
appreciating and reinforcement to students also are meant as the rewards, but
students also feel inconvenience if the teacher angry in classroom because of
something that maybe caused students or maybe own problem (personal
experience). Rewards as thing usually will build competitive atmosphere in the
classroom if the teacher giving gift in good moment, but it also will make students
to be sitting pretty to the smart student, all thing has negative and positive pint, but
punish and reward are one of the way to build students motivation.
C. Students Centre and Teacher Centre Principle
Teacher-centered: Methods, activities, and techniques where the teacher decides
what is to be learned, what is to be tested, and how the class is to be run. Often the
teacher is in the center of the classroom giving instruction with little input from
students. The teacher decides the goals of the class based on some outside criteria.
Taken also from Hsiao Thesis that in the collaborative learning environment,
the teacher acts as facilitator; and students are expected to take responsibility for
their own learning. Nokelainen, Miettinen, Kurhila, Floreen, and Tirri (2005) studied a
shared
document-based
annotation
tool
to
support
the
learner-centered
Learner-Centered
Focus is on instructor
learning
also evaluates
Classroom is quiet
Motivation
1.
Definition
According to Oxford Dictionary fourth edition motivation, make somebody to
do something and motivate itself is the reason why somebody does something
(page
286),
motivation
is
encouragement
from
inside
of
people
(Mario
Teguh:2010), the other said from Keller (1983) clarified four components of
2.
Lambert
(1972)
distinguished
between
instrumental
motivation
(e.g.,
is
an
engagement
behavior
through
immersion,
demonstration,
3.
from eight junior high schools in the Yunlin region of Taiwan revealed that school
type, gender, the number of years of learning English affect students motivation to
learn. Liao (2000) administered three questionnaires to eighth graders at a junior
high school in central Taiwan, discovering that they lacked the motivation to learn
English and tended to be extrinsically motivation. In actuality intrinsic motivation is
the major factor in successful learning and inspires students to accomplish longterm learning goals. Ironically, Taiwanese students tend to learn English because
they want to compete with others or pass the Joint Entrance Examination.
S.-C. Chu et al. (1997) studied the attitudes of unmotivated students
attending an EFL class in a 5-year college in Taiwan, finding that 75.3% of the
students felt bored in EFL class; 73.5% students considered the English textbook too
difficult, impractical, and unattractive. Over half these students, 56.4%, complained
of too many paper-and-pencil tests and lectures in their EFL class. K.-S. Tsi (2003)
completed a valuable statistical analysis on 130,000 Taiwanese high school students
writing a College Entrance Examination in English composition on the topic of the
difficulties with learning English.
Students said that (a) limited vocational hindered reading comprehension; (b)
limited oral and listening abilities resulted in the incorrect pronunciation of words;
(c) these factors caused them to fear speaking English; (d) they were rarely given
the chance to speak with native speakers of English; (e) writing presented another
barrier even for students who had had years of English studies; (f) boredom and
lack of interest in attending English class posed problems for teachers; (g) they felt
discouraged when their English test scores always fell below average. A few
students responded bluntly: I hate my English teacher. In other words, items (a)
through (e) above illustrate students difficulty with listening, speaking, reading, and
writing skills, motivating us to seek better teaching strategies. In summary, the
correlations between attitudinal and motivational factors in L2 or FL learning play an
important role. R. C.
Gardner and Lambert (1972) found that attitudes and motivation exert a
strong effect on language achievement. In other words, positive learning attitude
affect learners progress in new-language acquisition. Clearly that motivation bring
big influence towards students learning achievement, many reason expose above
from Hsiao-Chen, begin from learning English only for collective register in some
college and or high school, difficult to understand English text book, the
unattractive teacher, seldom have a chance to speak with native, I consider this
reason has similar case in Indonesia, because Taiwan and Indonesia are learning
English as foreign language so they will find some similar problem.
4.
CHAPTER III
RESEARCH METHODOLGY
A. Method of Research
Method of research in my proposal is using action research, what is action
research? Action research is a research tool that potentially facilitates growth and
change in an individual or a group during the research process (Reason, 2004). A
number of scholars have explored the action research method and its application.
Arhar, et al. (2001); McNiff, Lomax, and Whitehead (1996); Stringer (1996); and
Winter (1996) have indicated first that action research is closely linked with theory
and practice as well as reflection. According to the preface to Hwang, Chen, and
Yans (2002) Chinese version of Action Research for Teachers: Traveling the Yellow
Brick Road by Arhar et al. (2001), action research serves as a bridge that the
practitionerresearcher can use to connect research theory (the theoretical) and
practical action (the empirical).
action
research
closely
links
personal
growth
and
professional
B.
C. Procedure of Research
An action research in my study is going to two cycle, each cycle belong to four
steps, identify problem or diagnosing problem, plan action, action of research,
evaluation. That are procedure of research, and I also make mind concept of
research detailed with four phase that will engage participants in my study.
The first steps: Problem identify, the purpose of problem identify is to
understand why students being lower learning motivation and attitudes in their
English subject. From this steps I should get main problems of students motivation.
The second one: plan action, arrange concept what will I do in my research? It is
include arrange interview, motivation questionnaire before and after study, checklist
likert scale, qualitative data coding and descriptive data statistics.
Thirds: action, doing and action research, it is going to spend four week or a
month, collaborative research me and other teacher to give advice and data about
students in that class by giving checklist observation from teacher and also
personal review.
Last: evaluate, after all research and study has been hold, I need help from other
party to evaluate gathering about my research, then I need second cycle to confirm
and get best answer of the problem, so from twice cycle of action research I hope I
can obtain fix answer.
For more understanding my action research procedure see on the figure below:
Figure 3.1 Research procedure
Instrumentation
For this study I use instrument that has two approach, qualitative and
quantitative approach, instruments for qualitative are:
Interview: beside using questionnaire I also interview them for knowing their
motivation and their desire in learning English and relate their answer switch to
result of previous semester so will be found first answer and knowing directly from
students
An example for interview question below:
1.
2.
3.
Questionnaire: this method using through survey model provides some basic, my
survey style combine between Likert Scale and question survey, Likert scale that
provided question has a range 1 up to 5 point to give honest answer about students
motivation and his/her ability in English, each point has weight from 1-5with value;
poor, low, average, good, strong / Excellence. hopefully this method obtain real
answer from participants,
.Likert Scale like below:
1.
2.
3.
4.
5.
6.
7.
Checklist: the teachers and English teacher will be engaged into this research by
giving personal review ( Wallace:1980) and observation checklist as gather
obtaining research, personal review will be written by the teacher based on
checklist observation and telling more explanation about the points that has been
given, so that to complete all research as consideration in research finding, and it
also will be evaluated into twice cycle.
F.
Interview: Patton (1990) claimed that the strategies for analyzing interviews should
begin with individual case analysis, then cross-case analysis. I used an inductive
approach to develop coding categories by reading through individual students
interview notes repeatedly, and certain patterns presented to inform my inquiry to
the study. The inductive approach provides a systemic set of procedures for
analyzing qualitative data that can produce reliable and valid findings (Thomas,
2006). I paid considerable attention to analyzing different answers from different
people to common questions throughout this study.
Observation checklists. Observation was one of the common ways for this
researcher to provide more practical and richer information for the action research
study (Tomal, 2003). I noted individual students behaviors on the observation
checklists, making a tally mark and computing the mean score so that accurate
numerical responses were clarified. For example, half the students worked on an
assignment for another class or slept in the EFL classroom. The observation
checklists were used each time the researcher reviewed the video recording and
completed the observation checklists. In addition, two EFL teachers also helped fill
out the observation checklists when they occasionally visited the researchers class
with totally three times. Finally, I identified the most frequent behaviors and then
made analysis and interpretation.
Personal Review:
classroom condition in daily activity in the classroom, this is a sign of the action
research, answering problem by describing condition of the subject, and look holistic
problem so that get answer as well as and real applicable into classroom, this
research also giving treatment to the subject in order to improving their motivation,
it will be described in quantitative approach.
This research are gathering two combination, so it needs statistic analysis, in my
study need to know about correlation
Bibliography
A.S. Hornby. (1994). Oxford Learners Pocket Dictionary. Fourth Edition. Oxford
University Press.
Alison, McGrath Peirce. And Lank, Elizabeth. (2010). Developing Learning habit
Journal. available at www.think.plus.com
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