Guided:
Drs. H. Ali Ashari.
M.pd
By:
Galifur Rahman
2080730040
ENGLISH DEPARTEMENT
FACULTY OF TEACHER
TRAINING AND EDUCATION ISLAMIC UNIVERSITY OF MALANG
2012
CHAPTER I
INTRODUCTION
This chapter covers background of study, problem
statement of the study, purpose of Scope and limitation of the study,
significant of the study and definition of key terms.
1.1 Background of study
English as an international language was a very
important subject to be learned. In English teaching, there were four language
skills that need to be mastered by the students: listening, reading, speaking
and writing. Among those skills, speaking seems to be the most important skill
that a learner should acquire. (Hyland 2002:3)
Nowadays, many English courses places are
available anywhere in regions. The ones who want to enhance their English
speaking ability are provided by so many facilities in which they can learn
from. The big number of members in the public courses is one the proof that
teenagers or even children are having a big desire to be able to speak English.
However, though so many English courses are provided it does not means that
people will directly have any confidentiality to join and speak.
There are some foundations which form the background
of the classroom action research. First, conventional research moves based on
the experience or non-contextual. Second, finding of the research fail in
solving problem that has case and regional quality. Third, finding of the
formal research is too long to be taught for the subject and the fourth, formal
research needs skill where not at all of the researchers can make it. E,
mulyasa (2005:3).
A form of self-reflective inquiry
undertaken by participants (teachers, students or principals) in social
(including educational) situations in order to improve the rationality and
justice their own social educational practices, understanding of these
practices, and the situations in which these practices are carried out. Mcniff
(1988:2)
Teaching speaking in Indonesia is considered to
be the most difficult, pronunciation, structure, discourse, and the social
context of culture and situation. In short, it needs the mastery of the
linguistic and the cultural competence. Besides, as speaking is difficult, more
effort is required on the part of the students and teachers. It is not enough
for the students to listen or to Speech only. The teachers need to give the
students’ activities to practice the new speech among the four basic skills of
language. Bourdons in Nunan (1993) stated that spoken language needs the
mastery of speaking habit. This means that practice speaking needs much time to
fulfil the requirements of the mastery of spoken English, either from school or
the environment.
Getting students to speak in class sometimes is
extremely easy. In a good class atmosphere, students who get on with each other
and whose English is at an appropriate level will often participate if we give
them suitable topic and task. However, at other time it is not too easy to get
students going. The number of students is still confused in using words of
English because they are shy and not predisposed to expressing themselves in
front of other students. Frequently, too, there is a worry about speaking badly
and personal information or opinions. Building a relationship with and among
students is very important. Using Community Language Learning method may help
them to active in speaking. In Community Language Learning method, the students
can interact with the others and of course, all of them involved in speaking
activity so that they have a responsibility how to use their own language.
Community Language Learning method has
identified five stages in the movement from dependency to mutual inter
dependency with the teacher in stages I, II, III the teacher focuses not only
on the language but also on being supportive of learners in their learning
process and in stage IV and V greater security in the language and readiness to
benefit from conversation. (Curran 1951; Brown 1994)
The number of students is not active in
speaking class because they are shy and worry about speaking badly in personal
opinions and therefore losing face in front of their classmates. There are many
teachers still taught English especially speaking by using classical teaching
technique so that the students could not absorb the materials maximally,
therefore, it affected their achievement.
1.2 Problem of the study
Based on the discussion above, the r searcher
is very interested in improving the student’s speaking mastery using Community
Language Learning method on the eighth grade students of SMPN I Manding
Sumenep. The question which has been formulated as the problem of this
study is as follows:
1.
How can Community Language Learning method improve the student’s speaking
mastery on the eighth grade students of SMPN I Manding Sumenep?
2.
How can Community Language Learning Method improve the student’s speaking
activeness?
1.3 Purpose of study
Based on the problem statements, the purpose of
the study in the research are:
1.3.1 To describe how Community Language
Learning methods can improve the student’s speaking mastery
communicatively in conversation.
1.3.2. To describe how Community Language
Learning methods can improve the activeness of students in speaking.
1.4 Scope and limitation of the study
The scope of the study is limited to the
teaching of English on the eighth grade students of SMPN I Manding Sumenep
using Community Language Learning method to improve their speaking mastery. The
subject of this study is 8B that has problem in speaking.
1.5 Significant of the study
The result of this study will make students
easier and confident to speak English using Community Language Learning method.
1. Using
Community Language Learning method can improve their motivation to speak
English through pair work;
2. To know
about the effectiveness of using Community Language Learning improves their
ability to speak English. The result of this study is expected to be useful
information to: (a) increase the teachers’ knowledge of English and share
experiences in improving the students’ mastery to speak English using Community
Language Learning method. (b) encourage the teachers’ colleagues in doing
action research in improving their teaching as the professional practices;
(c) give any contribution to the general public in increasing knowledge
concerning about classroom action research and get any reflection for being
perfection.
1.6 Definitions of key terms
1.
Improving is involving students in spontaneous face-to-face conversation in
classroom with competence English language speakers so that they are not shy to
speak English.
2.
Speaking mastery is ensure
active participation remembering that it is what a student’s practices saying,
not what they hear, that improves communicating ability.
3.
Community language learning is considering students as whole person. Whole
person learning means that teacher consider not only their students intellect,
but also have some understanding of the relationship among students, feeling,
physical reactions and desire to learn.
References
Krohn, Robert.1970. English Sentence
Structure. The University of Michigan Press
Ary, Donald, Jacobs
Cheser. 1979. Introduction
to research in education. USA: ISBN
Arikunto, suharsini. Prosdur penelitian. Jakarta:
PT Rineka Cipta
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