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IMPROVING
STUDENTS SPEAKING SKILL’S THROUGHT STORYTELLING TO THE SECOND GRADE STUDENT OF
SMPN 15 TANGERANG
LECTURE:
DESTIANI RACHMAWATI, M.Pd
AGNIYA
ULFAH
1188203324
FACULTY
OF TEACHER TRAINING AND EDUCATION
CHAPTER
I INTRODUCTION
A. Background
Of the Research
English language is one of foreign language. It becomes very
important in education aspect. Because English language including to several
language lesson in our country. And there are have several functions of foreign
language; a. international communication and study of language, b. language as
a system of communication, c. the most complex of man’s tool, d. each language
is structurally different system. (Lado, 1961:1).
As
an international language, it is used to communicate among people in the
different country. Because of that, it can be an important tool that it should
be learned by the students.
In our country, English learned since elementary school. Because English is not our native language, the students are difficult to learn it, based on that statement, English is taught with many methods to make student easily to learn English as their second language. One of technique that helps the students to master English especially in speaking skills is through story telling. Storytelling is useful in multi cultural education, it can assist in creating classroom communities, in improving students emotional health, enhancing children’s' grasp of our social and environmental responsibilities (Bryce Dudley) means with storytelling can increase children’s cognitive.
In our country, English learned since elementary school. Because English is not our native language, the students are difficult to learn it, based on that statement, English is taught with many methods to make student easily to learn English as their second language. One of technique that helps the students to master English especially in speaking skills is through story telling. Storytelling is useful in multi cultural education, it can assist in creating classroom communities, in improving students emotional health, enhancing children’s' grasp of our social and environmental responsibilities (Bryce Dudley) means with storytelling can increase children’s cognitive.
B. Problem
Identification of Research
Considering the important of the
identification problem, the writer as follows:
1. How
is the process of teaching speaking for students thought storytelling?
2. Can
the storytelling improve students speaking skills?
3. Is
the storytelling improve student to speak up front of the class?
4. Is
the storytelling effective to recover the laciness of students’ vocabulary?
C. Problem Limitation of the Research
In this research the researcher
taken the statement of the problem is Improving Student Speaking skills through
storytelling to the second grade of senior high school in home course of
English.
D. The Objective of the Research
Regarding of the problem statement,
this study purposes to describe the Implementation of storytelling to improve
student speaking skills to the second Grade Student of SMPN 15 Tangerang.
E. Significance of the Research
The significance of the studies is;
1. for the writer (researcher)
By using this technique perhaps to
researchers will get one solution to evaluate. The researcher will know what
the advantages are though story telling in teaching English language.
And next time, researcher will choose this technique as one of solution to evaluate.
And next time, researcher will choose this technique as one of solution to evaluate.
2. for the teacher
Teacher can evaluate clearly what
the result of teaching English language uses the role play method. This
research can be given to the teacher as variation in teaching English language.
3. for the student
This research as preference to
improve students speaking skill in speaking English actually, and this can
improve student knowledge about history, fable, and increase student self
confidence to speak English
CHAPTER II
THEORETICAL FRAMEWORK
Theoretical Description
A.1. Understanding of Speaking
Speaking is one of the fourth skills
in English (listening, speaking, reading, and writing) that must be mastered by
everyone who learn about it. Because speaking is the hardest skills that the
other skills since writing and listening.
According to (Brown, 1994; Burns & Joyce,
1997) ‘’Speaking is an interactive process of constructing meaning that
involves producing and receiving
and processing information’’. However, speech is not always unpredictable,
speaking is about how to express the situation and how to processing the
information and how to produce that information to another people who speak
with the speaker.
And according to (Chaney, 1998, p. 13) Speaking
is "the process of building and sharing meaning through the use of verbal
and non-verbal symbols, in a variety of contexts". In speaking the speaker
not only gets the information and gives the information but, the speaker must share
the meaning of that information to the hearer. What information the speaker
gave and what the meaning of that information.
In conclusion, speaking is key to communication. By considering what
good speakers do, what speaking tasks can be used in class, and what specific
needs learners report.
A.2. Element of Speaking
The ability to speak fluently presupposes not only knowledge
of language features, but also the ability to process information and language.
There are several element of speaking namely: speaker, audience, message, and
channel.
A.3. Type of speaking
Speaking confidently can be achieved by using the following
methods. However the most important thing to remember is to fully understand
what it is the teacher saying. First informal conversations. In informal
conversation people used to communicate in their daily life such in
environments outside class and any order.
general speaking skill. The seventh, pantomime script. The
eight, teachers. Nine, giving a speech.
In conclusion many type of speaking that people used every
day in people daily life. Type is speaking is actually people used to
communicated to another person or to any order.
A.4. the
step of teaching speaking
Teaching is one of educative
activities. In educational system, teaching plays an important role in which an
interaction between a teacher and student occurs. There is an assumption that
teaching is a process of transforming knowledge to students. In the teaching
process, a teacher stands in front of the class to present a certain subject
matter and students are required to sit and listen it. Nowadays, teaching is
defined from a different point of view. According to Howard (in Slameto,
2003:32), “Mengajar adalah suatu aktivitas untuk mencoba menolong, membimbing
seseorang untuk mendapatkan, mengubah atau mengembangkan skill, attitude, ideals
(cita – cita). Appreciation (penghargaan), dan knowledge. 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. A speaking
lesson is a kind of bridge for learners between the classroom and the world
outside.
A. Story
telling
2.1. Understanding of story telling
Story telling is one of the
methods used for teaching the English language, by telling the students
will be poised to capture the stories that
have been told by a teacher. And students
will assemble the
words to express the ideas of a story
that has been explained by a teacher before,
so the unconscious
brain will work
to produce more words
to express the content of student understanding.
Storytelling
happens everywhere, all the time. Everyone tells stories about the events of
their daily lives, about the past and the future. Some stories are true, some
might be true, and some are unlikely to be true. Some are downright lies! (Ewan
McVicar 2007 may 13). “When the woman spoke English, the volunteers understood
her story, and their brains synchronized. When she had activity in her
insular, an emotional brain region, and the listeners did too. When her
frontal cortex lit up, so did theirs. By simply telling a story, the
woman could plant ideas, thoughts and emotions into the listeners’ brains’’.
In
short, Storytelling is the communicating of
events through the use of words and sounds. This is an art of expression and
improvisation, which revolves around a plot and/or narrative point of view.
2.2. Kinds of story telling
There are many different kinds of storytelling. The most important consideration
when choosing a tale to tell is whether you like it enough to tell it with
enthusiasm. Stories should communicate to you a need to be told. Some of the
different categories of stories available to storytellers are:
First is, Fable -
a short moral story not based on fact, using animals as characters, such as,
Aesop's Fables - The Fox and the Grapes, Lion and the mouse and others.
Second
is, Fairytale - The best-known would be Grimm's fairytales about imaginary
folk, such as an elf, giants, witches, gnomes, and fairies. Closer to home is
Mary and the Leprechaun, by Irish-Australian writer John Kelly. Third is Folk tale - a traditional story, in which
ordinary people gain special insight, transforming them and enabling them to
overcome extraordinary obstacles. Forth is, Legend - a story based on
the life of a real person in which events are depicted larger than life, for
example, The Stories of Robin Hood, or King Arthur and the Knights of the Round
Table. Five is, Myth - a story about gods and heroes, explaining the workings
of nature and human nature.
Sixth is, Parable - a fictitious story told to
point to a moral, for example, The Sowed and the Seed from the New Testament of
the Bible. Seventh is Personal story
- a life story from your own or your family's experience. Seventh, Religious story - an historical and
philosophical story based on a particular culture and religious persuasion, for
example, The Story of Lazarus from the Bible. Next, Tall tale - an exaggerated story, often humorous. Last, fishing
stories, Australian Bush stories, see The Loaded Dog by Henry Lawson. Traditional tale - a story handed down
orally from generation to generation, such as the Polynesian stories - Maui,
and The Coming of the Maori.
In conclusion the writer will take a fable to teaching
speaking through storytelling to improving students speaking skills.
2.3. The procedure teaching storytelling
Story telling is a creative art form
that has entertained and informed across centuries and culture (fisher, 1985)
and its instructional potential continues to serve teacher. Storytelling, or
oral literature, has many of its roots in the attempt to explain life or the
mysteries of the world and the universe-to try to make sense out of things
(Tway, 1985).
In doing so, the characters and
often cross-cultural archetypes of historic and continuing importance (lasser,
1979). Even in today’s technological word, we have not changed to such a degree
that the archetypes presented in traditional oral literature are no longer
applicable (Livo and Rietz, 1986). Highlights for beginner educational
storytelling is decided to helping children grow in basic skills and knowledge,
in creativeness, in ability to think and reason, in sensitivity to others, in
high ideals, and worthy ways of living- for children are the world’s most
important people.
CHAPTER III
METHODOLOGY OF
RESEARCH
A.
The
Objective of Research
The
objective of the research is tries to know whether or not there is the
improving student speaking skills through storytelling at the second grade of
SMPN 15 Tangerang. The result of the improving is then used to determine the
effective way in improve students’ vocabulary in learning English.
B.
Place and Time of Research
The
research will be held on 14th May until 30th May 2013. It
is located at Raya Galeong Street, Kel.Margasari, Kec. Karawaci, Kab.Tangerang.
The researcher will take two groups of the second students of SMPN 15 Tangerang
as the subject of the research.
C.
Data Collection
In the data collection the writer will
be use pre test and post test to collect the data
1.
Pre test
The
pre test is given in the beginning of standing class (pre test is given the me
doing the experiment) to know the students knowledge of the material that will
be thought. The instrument consists of 30 items test consisting of two types:
a. Multiple
choice, there are 20 items and each item is scored 3, so the total score of
this type is 60.
b. Completing,
there are 10 questions and each item is scored 4, so the total score of this
type is 40.
2. Post
test
The
post test given after the lesson finished to know the students ability in
mastering just thought. The instrument consists of 30 items test consisting of
two types:
a. Multiple
choice, they are 20 items and each item is scored 3, so the total score of this
type is 60.
b. Completing,
they are 10 questions and each item is scored 4, so the total score of this
type is 40.
In this study the
writer uses descriptive research design, descriptive method is conducted to
describe a situation and what exist in the time of study in order to get information.
descriptive research is designed to obtain information concerning the current
status of phenomena. Descriptive studies in value collecting data in order to
test the hypotheses or to answer the questions concerning the current status of
the subject of the study. Gay has stated a descriptive study determines and
reports the way thing are (1979). In the sense of descriptive study, this study
attempts to describe the media to teach vocabulary for young learner of English
D.
Research Instrument
The
researcher used two kinds of instruments to collect the data, they are
observation and interview.
a)
Observation
Observation is used to
get the data on the media used by the teacher in teaching vocabulary. The researcher
observes the media and classifies the media. The score of the student will be
collected to know how the teacher way to teach and use media and how the
student respond.
b)
Interview
Dialogue with the
teacher was conduct to grasp information concerning media, classroom
activities, and constrain in teaching vocabulary using media. According to
Donal Ary there are two types of interviews, those are structured interview.
The interview used in this study is unstructured interview, the researcher
gives the question concerning to the media. The researcher chooses this kind of
interview because an unstructured interview is flexible and usually pained it
suit subject and condition within which the interview takes place. The
interview of this study is for the teacher.
E. Data
Analysis
In
analyzing the data, uses statistical calculating of t-test to find out the
difference scores of student’s achievement in teaching dialog by using direct
method compared with grammar translation method. Data processing is the step to
know the result of both experimental class using direct method as variable X
and controlled class using garammar translation method as variable Y, and their
differences.
The writer used the comparative technique.
The comparative technique is an analysis technique to evaluate hypothesis conserving
the differences between two variables examined statically.
In the comparative technique, the variables
are compared to recognize whether or not the differences are significant. The
writer used t-test formula that adapted from subjoins before using t-test
formula: the writer has sought some formula below:
a.
Determining mean with formula:
= the average of variables score
∑ʄX’ = sum of frequency multiply the student’s
score
N = number of students
b.
Determining standard deviation score
with formula:
SDɪ =
²
SDɪ = standard deviation of gained score X
∑ʄix́
² = sum of squared gained score
∑ʄix́
= sum of gained score
N = number of students
c.
Determining of standard error mean with
formula:
SEMɪ =
SEMɪ = standard error mean of gained score
SDɪ = standard deviation of gained score
N = number of students
d.
Determining standard error from mean of
variable X and Y, with the formula:
SE
Mɪ-
=
e.
Determining t- observation ( to) with the
formula:
To =
f.
Determining t- table (
) in significant level 5 % and 1 % with
degree of freedom ( df ), with formula:
df = ( N1 + N2 ) – 2
df = degree of freedom
N = number of students
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