THE INFLUENCE OF DAILY LANGUAGE ENVIRONMENT TOWARD THE STUDENT’S SPEAKING SKILL
Transcript of THE INFLUENCE OF DAILY LANGUAGE ENVIRONMENT TOWARD THE STUDENT’S SPEAKING SKILL
CHAPTER I
INTRODUCTION
A. Background of the Study
As a professional teachers in the language teaching, especially the
teaching of English a foreign language, teachers mostly spend much of time on
appropriate teaching methodologist for greater effectiveness in students
acquisitions on English, designing and implementing materials, test, and practice
Teacher are responsible to educate the students from little or no knowledge to
sufficient English speaking environment.
Mostly of the teaching method before the past few decades, found the
teacher tend to carry out the teaching process in the classroom by applying
traditional and monolingual principle ways of teaching with unsatisfactory. This
shows that teachers 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 the 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 interactions 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.
It is reasonable that English is progemmed as the first foreign or second
language in many countries on this earth, furthermore in present global era. That
is why experts on language and language teaching range must invent today
English teaching and learning environment.
In KTSP Curriculum, it is clearly stated that one of the objectives of the
English subject in Junior High School is developing the ability to communicate
in English, either in written or oral form which covers listening, speaking,
reading and writing. Unfortunately the fact has shown that the students are quite
difficult to improve their speaking ability because they are accustomed to use
their native language language in their daily life than using English. This is the
reason why we can not deny the fact that the students still considered speaking
skill as the most difficult skill to be mastered. In class, we as teachers often find
the students can hardly use English for communicative objectives even in the
simple form or we may find the students who are able to point the answer of the
question on a text but they can not explain their reason in choosing the answer. It
is also evident that in class, the students have limited time to practice their
speaking skills, and it resulted on their ability to use the target language, as the
old saying “Practice makes perfect”
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Considering problem, relating to speaking activities in class and helping
students to improve their speaking skill is part of the teacher’s job. He or she is
expected to have right teaching techniques to provide students with appropriate
teaching materials and to 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.
Speaking is an activity used by someone to communicate with other. It
takes place very where 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. He or she also shares information to other trough
communication.
People communicate in various diferent formal and nonformal setting,
from giving a presentation in abusiness meeting to chatting at acoctail party.
Most speakers of language speak one way with their friends , another on a job
interview or presenting report in class, another talking to small children, another
with their parents and so on. These speaking activities are called daily language.
Nearly everybody has at least an informal and a formal style in speaking.
In an informal style therule of contraction are used more often, the syntactic rules
and agreement may be altered, and many words are used that do not occur in the
formal style.
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Informal style, although permitting certain abbreviations and deletions
not permited in formal speech, are olso rule governed. For example, question are
often shortened with the subject you and the auxilary verb deleted.. One can ask
You running the marathon? Instead of the more formal Are you running the
marathon?
In any speaking class, our students may be very different from one
another in terms of how they participate. Some iteractional differences are due
personality factor (such as being shy or having n outgoing nature). Other may
stem from cultural difference (e.g., some cuilures value silence more than other).
There many methode and thecnique to make improvement ability to
speaking skill. The other ways are doing group work or pair work, and limiting
teacher talk.
In this research, the researcher focuses to how influence of the daily
language toward speaking skill for students. The reason for using daily language
is give more opportunities to students to make turns in speaking during the times
allocated. The researcher assumes that daily languages are combination between
language practice and role play. They can express their ideas freely because they
do activities with their friends.
B. The Identification of the Problem
Based on the background of the study mentioned above, the
identification of the problems of the research are:
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1. How far the effectiveness of daily language toward speaking skill?
2. How The English more interested to teach speaking use daily language?
3. How the teachers more interested to teach speaking English use daily
language?
4. How to make students confident to talk in learning speaking?
5. How daily language more interesting for student to learn English.
6. Why daily language suitable to teach speaking at nine grade?
C. The Limitation of the Problem
The researcher limits the discussing of the study about, “The Influence of
Daily Language Environment toward the Student’s Speaking Skill.” The
researcher fined the effective technique to teach using daily language for height
school ninth grade.
D. The Formulation of the Problem
Based on limitation of problem mentioned above, the problem of the
research can be formulated as follows; How the influence of daily language
environment toward student is speaking skill s to the ninth grade of SMP Negeri
1 Cisauk Tangerang.
A. Benefit of Research
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The researcher hopes that this thesis can develop education institution to
perform a language laboratory, teacher to use the approach and method
properly in teaching speaking to their students; it can be refer for English
teacher in studying which pursuant and guide liner of the better ways to achieve
the successful English Study.
The benefit of this research for elementary in SMPN 1 Cisauk 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.
The students of STKIP Kusuma Negara 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 because this
thesis can be put in the library of STKIP Kusuma Negara and every body can
read it.
Using daily language in teaching speaking skill to the ninth grade
students of SMPN 1 Cisauk Tangerang. It motivates and encourages students of
SMPN 1 Cisauk Tangerang; it motivates and encourages students to practice
speaking English. It makes them enjoy expressing their feeling, ideas, and
opinion and even in messages and suggestions and helps students to take port in
practice.
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CHAPTER II
THEORITICAL FRAMEWORK
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A. Establishing an Academic Climate
When examining the research on climates that encourage student
learning, several factor surface from effective-school research1. One of the
factors that have implications for decision making about curriculum and
instruction encourages the teacher to focus class activities on completion of
meaningful academic objectives. The teacher presents the learning objectives to
the class and help students reach those objectives to the best of ability. The
issue in not completion of material but of holding students accountable, to
demonstrate understanding of the key concepts so they can use the knowledge
in meaningful way. Students are not motivated to learn when they are required
to memorize material that they cannot apply.
There factor that contributes to establishing of an academic climate is the
amount of time that student is involved with the content. Based on Fisher’s
state2, the teacher must consider three aspect of the involvement behavior:
1. How much time is provided by the teacher (allocated time)
2. To what degree students are engaged during the time provided
(engagement rate or time-on-task)
1 S. Veenman. Perceived Problem of Beginning Teacher. Review of Education Reseach, (American Education Reseach Journal 1984) p. 143-178
2 Gage, N and Fisher, The Scientific Basic of The Art of Teaching, (New York: Teacher College Press, 1978)
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3. How successfully students are engaged (academic learning time, that
high-quality time in which student devote themselves to and succeeds
in meaningful task)
B. Classroom Communication
Communication in a classroom setting is unique because there are highly
regulated patterns of communication between teacher and students, both of
whom definitely have different status, that are not present in any other
communication even or setting.
Barnes suggests that how much success a student achieves in classroom
depend on different patterns of communication that they are able to recognize
and that are set up by the teacher.3 In fact the teacher who controls the whole
structure of classroom communication.
Even though it is the classrooms (and set up through teachers’ own use of
language), they are not always aware of these patterns and the effect they have
on their students’ learning. Barnes said, it is important for teacher to study the
communication pattern they have set up in their classrooms because in doing
so, they can attempt to seek answer to the following questions 4 :
a. How are patterns of communication set up in class?
b. Who has decided these patterns of talk?
3 D. Barnes, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120 4 ibid
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c. What are the effects of these patterns of talk on student participation?
d. How do these patterns change?
e. How do students (and teacher) learn them?
f. How much of this communication contributes to student learning and
how much perform other functions (what are these functions)?
g. Does teacher’s behavior match his/her sated intentions and beliefs?
C. Learning Style in Speaking Class
In any speaking class, students may be very different from one another in
term of how they participate. Some interact ional differences are due
personality factors (such as being shy or having an outgoing nature). Other may
stem from cultural difference (e.g., some culture value silence more than
others). Still other difference may come from students’ learning style.
Learning styles are “the way we learn things in general”5 They are
“natural and habitual, and preferred ways of absorbing processing and retaining
new information and skill”6
One learning style issue that influences learners’ speaking in class is the
contrast between reflectivity and impulsivity. Reflective learners prefer to think
about their answer or comments before speaking in class. They are generally
cautious, while impulsive learners tend to be more impetuous and may take a 5 H.D. Brown, Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts,
NJ: Pretice-hall Regent, 1994), p.1056 K. Kinsella. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning
Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995) p. 171
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gamble. They may respond immediately, often before they’ve thought through
their ideas completely. So in an English speaking class, impulsive learners are
typically those who will speak out quickly, perhaps without much concern for
accuracy. Reflective learners, on the other hand, will want to think through
what they have to say before speaking out in class.7
D. Fluency and Accuracy
Fluency is the extent to which speakers use the language quickly and
confidently, with few hesitations or unnatural pause, false stars, word searches,
etc.
Adopted the position taken by Hammerly. “Although the word ‘fluency’ has
long been used in everyday speech to mean speaking rapidly and well, in our
field it has largely come to mean speaking rapidly and smoothly but not
necessarily grammatically”8 In contrast, accuracy involves control over “the
linguist code” using the rules of language.9
E. Technique of Teaching English Speaking
Penny Ur said, also states some problems that may prohibit the students
to develop their speaking skill, which are inhibition, lack of ideas shy, low
participation, and students; preference to use their mother language10 And also
7 Op cit. H.D. Brown. P. 113-1148 H. Hammerly, Fluency an Accuracy : Toward balance in language Teaching and Learning.
(Clevedon, UK : Multilingual Matters, Ltd. 1991)p. 129 ibid. H. Hammerly10 Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966).p. 121
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she says, “Of all four skills (listening, speaking, reading and writing) speaking
seem intuitively the most important.”11 Based on the statement above speaking
is the most important skill that should be mastered by students in order to
communicate in English fluently. Speaking is essential to all interaction and his
is an ability to understand and master about what an active process of
constructing a message, especially for student in high school.
It is important for us as language teacher to be aware of how much we
are talking in class so we do not take up all the time the students could be
talking.
Pair work and group work activities can be used to in crease the amount
of time that learners get to speak target language during lessons. One further
interesting point is that when the teacher is removed from the conversation, the
learner take on diverse speaking roles that normally filled by the teacher (such
as posing questions or offering clarification).
CHAPTER III
RESEARCH METHOLOGY
A. Purpose of the Research
11 Ibid. Penny Ur, p. 120
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Speaking is learned in two board contexts: foreign language and second
language situations. The challenges of us as a teacher are determined partly by
the target language context.
The purpose of this research is for examining and improvement speaking
skill of students to learn the target language as a foreign language. Learning
speaking skill is very challenging for students in foreign language contexts,
because they have very few opportunities to use the target language outside in
the classroom.
B. Research Method
The researcher, use the fluently from daily language to make
improvement of speaking’ skill. Students' experiences, observations, and
interactions inside and outside of the classroom have an impact upon what they
say and how they say it. Speaking activities involve thought and reflection, and
provide opportunities for students to plan and organize for speaking.
C. Place and Time
The research will take a place at SMPN 1 Cisauk Tangerang ninth grade.
D. Object of the Research
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The object of the research is the students at Senior High School ninth
grade.
E. Technique of Data Analysis
The researcher attends to the data which are the result of applying
teaching speaking using daily language.
In the following section, the researcher explains about procedure of
teaching speaking. In order to communicate and interact with others, students
need to engage in a variety of formal and informal speaking situations,
depending upon their purpose for speaking. Some purposes for speaking
include the following:
1. to express personal feelings, ideas, or viewpoints
2. to tell a story
3. to entertain or amuse
4. to describe
5. to inform or explain
6. to request
7. to inquire or question
8. to clarify thinking
9. to explore and experiment with a variety of ideas and formats
10. To converse and discuss.
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E. Technique of Data Analysis
The researcher prediction there some advantages using daily language are
as follows:
1. The daily language can be used activity and interaction between
students like small discussion and sharing information
2. The daily language is more familiar with activities of the students
3. The daily language theme can be more variety
And disadvantages are as follow:
1. Teacher has to make preparation of theme before beginning in class
2. The pronunciation from the native speaker (teacher) have to clearly
3. The teacher must consider with influence from slang language and
make limitation when speaking activities on the class.
BIBLIOGRAPHIES
Veenman S.. Perceived Problem of Beginning Teacher. Review of Education Reseach, (American Education Reseach Journal 1984)
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Gage, N and Fisher, The Scientific Basic of The Art of Teaching, (New York: Teacher College Press, 1978)
Barnes D, From Communication to Curriculum. (Middlesex: Penguin 1976). P. 120
Brown H.D., Principal of Language Learning and Teaching, 3rd Edition (Englewood Cliftts, NJ: Pretice-hall Regent, 1994)
Kinsella.K. Understanding and Empowering Diverse Learners. In J. Reid, ed. Learning Style in the ESL/EFL Classroom (Boston, MA: Heinle/Thomson 1995)
Hammerly. H., Fluency an Accuracy : Toward balance in language Teaching and Learning.(Clevedon, UK : Multilingual Matters, Ltd. 1991)
Penny. Ur, A Course in Language Teaching: Practice an Theory (Great Britain: Cambridge University Press, 1966)
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