IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE CHAPTER IV
IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE chapter I
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Transcript of IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE chapter I
IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE
(A Classroom Action Research at Eighth Grade of Junior High School)
A THESIS
Submitted to The English Department
Written
Name : NUR DWI
ENGLISH DEPARTEMENT SCHOOL OF TEACHER TRAINING AND EDUCATION
2010
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays we come to the globalization era. English is one of the language
in the world that master in many various field globally. English is a media for
communicating both speaking and writing. Now, many companies have policy to
their employments to have English both oral and written. And English also has role
in transferring science and technology.
English has four skills, reading, listening, speaking, and writing. Speaking is
useful for language acquisition provided that students more or less understand what
they speak, the more they speak, the better they get at it. Speaking is an activity by
someone to communicate with other.
One of the language skills that have to master by students in learning a
foreign language like English is speaking. Many students find difficulties in
speaking English. Some factors are fear of making mistake, fear of be laughed at
their friends, and having less confidence of their own ability. Therefore, teacher
should help the students to overcome this problem by motivating them to speak. For
this reason, teacher should use effective teaching methods that encourage students to
take a part actively in every activity. The teaching-learning process
should involve not only between teacher and students, but also between students
and students.
Based in the 2006 National Curriculum, the students have to knowing
English is communicating language, and we have to prepare the students to
challenge globalization era.
Mostly of the teaching method before the past decades, found the teacher
tend to carry out the teaching process in the classroom by applying traditional
and monolingual principle ways of teaching unsatisfactory. This shows that
teacher need enrichments with appropriate ways of teaching atmosphere, that
why in teaching English as the second language by applying new and modified
fashions in order that the result of teaching learning process would contribute
more input to reach satisfied learning outcome. Whole around the world
recently, where the people encourage that English as their target or second
language used based on whole interaction and communication holding the
dominant role of very aspects of their life. English is most widely used in
teaching learning process of broader educational occasions either formal or
informal environment.
English language teacher should also be able to play their role as
facilitator for students in their attempt to acquire the spoken language. In the
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sense that English language teachers should facilitate students in learning the
spoken language by giving many oral practices.
It is becoming a challenging task for language teachers to establish a
successful language classroom. Foreign language classes have to incorporate
playful dimension, thus the possibility for making the class as an instance of
learning and a moment of fun becomes a key element of successes in a language
class.
There many ways to make a fun activity in conversation class. Using
pictures, card, and other visual aids usually add a great joy to class. Language
teacher use them as meaningful teaching aids in order attract students’ attention
and facilitate them to understand the lesson better.
Considering problem, relating to speaking activities in class and helping
students to improve their speaking skill is part of teacher’s job. Teacher expected
to have right teaching techniques to provide students with appropriate teaching
materials and create a positive classroom environment. Therefore, the students
will have opportunity to use English among themselves. The teaching- learning
process should not only happen between teacher and students but also between
students and students.
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The other ways are doing group discussion, conducting role play, games
and using jokes. These can reduce students’ boredom and allow students to
interact with others naturally and may crate good competition among them. The
joke is potential too crating humorous situation. The element of surprise from
joke frequently makes the class atmosphere more pleasant.
The use of humor makes the class atmosphere more pleasant, increases
interaction among teacher and students, makes learning more meaningful and
enjoyable, is a useful tool to get students’ attention, motivates learners, and most of
the time, pleases students.
In this research, the researcher attention is utilizing jokes as the way to
make classroom activities fun, especially conversation class. The reason of using
story joke in this research, because researcher feels that story joke is effective
teaching technique and pleases an you give more opportunities to students to
make turns in speaking during the times allocated. The researcher assumes that
story joke is combination between language practice and fun. They can express
their ideas freely because they do activities with their friends. This ways also
easy to admiser and flexible in terms of subject matter and design.
Teachers have long been aware that motivating students and lowering
their anxiety are important. So why don’t more teachers utilize humor in their
classes? There are many answers to this question. First, many teachers believe
humor is too personal for the classroom, where there is a group of individuals
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with differing beliefs. Thus, they fear they might easily offend someone. Second,
others see the use of humor as something that could lead to discipline problems
and, as a consequence, to the teacher’s loss of control of the class. Also, some
argue that humor is time consuming, increases teacher talking time, and may
increase learner dependence. Another common reason is a disbelief in the
seriousness of humor. The idea of the teacher as a performer may not sound
professional to some of us. "Are students really learning anything?" these
skeptics would ask.
There are many ways to make an activity fun. The element of surprise,
for instance, frequently adds joy to class. Well-chosen pictures, cards, and other
visual aids, as well as realia in general, are usually of great help. The use of
music and sounds can also do the trick. Have students sing songs in different
rhythms or tones of voice, for instance. It is always a good idea to have students
change seating arrangements, work in groups, and complete short activities.
Assign activities in which they must walk around and use body language and
mimicry to express themselves and their feelings. Remember to please not only
the mostly visual and auditory learners but the kinesthetic ones as well. All that
will help the class to be more dynamic, and therefore, more fun.
Moreover, try to create humorous situations for role-plays and
dialogues. Changing the context of that tedious role-play in the textbook to a fun
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one that allows the same structure to be practiced will make quite a difference in
the end. You may also have students change the tone of their voices and dress
differently, reinventing the character, while role-playing. Another nice technique
is to attribute students’ names to the characters in role-plays and skits. You can
always throw in one or two intelligent jokes every now and then, and, above all,
play games.
There are many benefits to implementing humor or jokes in the
classroom: it creates a cooperative atmosphere helping students to better relate to
one another, and it focuses them more effectively. It adds a cultural frame to
language by presenting a tone, expression and context to the material, thus
increasing cultural knowledge. Humor facilitates the acquisition of vocabulary
and helps distinguish figurative from literal meaning. Similarly, it helps develop
visual memory and improves the capacity to solve linguistic problems. The
devices that we can use to add humor to a language class range from idiomatic
expressions, riddles or proverbs, to pronunciation games, comics, and the use of
realia, jokes or typical grammatical errors.
Humor or jokes is closely related to memory, as it is usually easier to
recall an experience that occurred in a humorous context. When recalling a
television commercial, or a political joke just heard on the subway, we are often
surprised by the amount of aural and visual information we are able to retrieve.
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Given the lasting impact of humor, a teacher must consider what communicative
and methodological objectives he or she wants to achieve in order to use it in the
classroom.
A joke is a device that creates linguistic awareness in the classroom.
Understanding and creating humor in a foreign language means that a language
learner is consolidating knowledge and making progress. The different activities
presented here are just some of the procedures to be explored in order to show
students that learning a foreign language is actually fun. Humor transforms the
ambience of the class when students enjoy sharing their playful strategies with
others. When everyone benefits, the acquisition of a foreign language becomes
“easy,” and learners become motivated and creative.
Using humorous or stories joke in learning to speak; it is expected to increase
confidence in students as well as the ability to speak English. By collaborating
role play, frequently asked questions, and filling in a simple text individually, in
pairs works, or groups.
But by using the story of a joke, a teacher must be able to classify where
the funny stories that can be understood by their students. Because of different
cultural influences that will affect the understanding of humorous stories for
students, could be considered funny story that happened in another country but
will be felt not funny for our culture.
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This is where the ability of teachers to recognize cultural and language forms
will be more challenged.
B. The Identification of the Problem
From background of study, the researcher will identify problems that
related in this issue, as follows:
1. What are the goals of teacher who use the story joke to improvement the
speaking ability?
2. How does the teacher teach speaking through story joke?
3. How does speaking have positive effect on students’ speaking ability?
4. How significant is using story joke on students’ speaking skills?
5. How to use jokes in speaking class?
C. The Limitation of the Problem
The researcher would teach speaking through the story joke for
developing speaking skill Junior High School’s students in. Because the
researcher find, the effective method to teach using this technique. Especially
for junior high school at eight grade.
D. The Formulation of the Problem
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Based on the limitation of the problem above, the researcher formulates
the study as follow: How does the researcher improve the student’s speaking
skill through the story joke at 8th grades?
E. The Benefit of the Study
The study is expected to give a contribution to the variety of method in
teaching speaking.
1. For the researcher expects that English teacher, especially those who
teach speaking advance learners, will broadly use the result of the study.
This would become interesting and useful source for teacher to teach
speaking, what goals it would be best to teach and what strategies and
tactics are best suited for teaching these goals.
2. The benefit of this research for eighth grade in Junior High School that
the headmaster of the school knows actually teaching and teaching
speaking are really acceded by the teacher. The students of course the
headmaster tries provide the equipment of speaking so that, the students
speaking can be improved by practicing actively.
3. The students can have a good reference for their knowledge and
someday they will make tries connected with learning speaking. Then
they may make some references of this thesis.
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By using story joke in teaching speaking skill to the eighth grade students of
Junior High School; it motivates and encourages students to practice speaking
English. It makes them enjoy expressing their feeling, ideas, opinion and even in
messages and suggestions. Since it is fun activity, it helps students to take port
in practice.
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