TEACHING SPOKEN PROCEDURE TEXT TO YOUNG LEARNERS (A Pre-Experimental Study at the Seventh Grade of SMPN 1 Banjarsari) A PAPER Submitted to the English Education Program Faculty of Teacher Training and Education Sciences of Galuh University in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree By YUSUF HIDAYAT 2109060194 ENGLISH EDUCATION PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCES GALUH UNIVERSITY 2010
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TEACHING SPOKEN PROCEDURE TEXT TO YOUNG LEARNERS
(A Pre-Experimental Study at the Seventh Grade of SMPN 1 Banjarsari)
A PAPER
Submitted to the English Education Program Faculty of Teacher Training and Education Sciences of Galuh University in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By YUSUF HIDAYAT
2109060194
ENGLISH EDUCATION PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCES GALUH UNIVERSITY
2010
APPROVAL PAGE
Name : YUSUF HIDAYAT
Card Number : 2109060194
Program Study : ENGLISH EDUCATION PROGRAM
Title :1TEACHING SPOKEN PROCEDURE TEXT TO
YOUNG LEARNERS
Approved by
First Advisor, Second Advisor,
ISKHAK SAID, Drs., M.M., M.Pd. U. D. GUNTORO, Drs., M.M.
Acknowledged by
Head of English Education Program
ELAN SUHERLAN, S.Pd., M.Hum.
This is to certify that the Board of Examiners has approved the paper of YUSUF
HIDAYAT as the requirements for the Sarjana Pendidikan in English Program.
Ciamis, August 8th, 2010
Board of Examiners
ISKHAK SAID, Drs., M.M., M.Pd. _____________________ (Chairman) A. M. SURACHMAT, Drs., M.Pd. _____________________ (Member) RACHMAT S., Drs., Dipl., TEFL _____________________ (Member) U. D. GUNTORO, Drs., M.M. _____________________ (Member) Acknowledged by: Head of English Education Program ELAN SUHERLAN, S.Pd., M.Hum.
MOTTO
All praise be to You, we have no knowledge
Except what You have taught us.
(Surah 2 Verse 32.)
To:
My lovely parents
My lovely wife
My lovely younger brother
DECLARATION
Hereby I certify that this paper is completely my own work. I am fully aware that
I have quoted some statements and ideas from the other resources and they are
properly acknowledged in the text.
Ciamis, July 2010
YUSUF HIDAYAT
ABSTRAK YUSUF HIDAYAT. 2109060194. “TEACHING SPOKEN PROCEDURE TEXT TO YOUNG LEARNERS” (A Pre-Experimental Study a t the Seventh Grade of SMPN 1 Banjarsari).
Penulis mengambil judul di atas karena penulis ingin mengetahui apakah pengajaran teks Procedure secara lisan (spoken cycle) yang masih jarang diterapkan kepada siswa khususnya siswa kelas VII bisa memberikan dampak yang positif guna meningkatkan kemampuan speaking disamping kemampuan writing siswa. Jika memang ada, maka dapat dikatakan bahwa pengajaran genre-based khususnya pengajaran spoken untuk teks Procedure turut menentukan kemampuan speaking disamping kemampuan writing siswa.
Masalah pokok yang perlu dijawab pada penelitian ini adalah apakah ada perbedaan signifikan antara kemampuan speaking siswa sebelum dan sesudah diberi treatment berupa pengajaran teks Procedure secara lisan (spoken cycle). Populasi pada penelitian ini adalah seluruh siswa kelas VII B, yang dipilih secara purposive di SMPN 1 Banjarsari tahun pelajaran 2009/2010 yang berjumlah 39 orang siswa, kemudian penulis mengambil semuanya sebagai sampel.
Adapun instrument yang digunakan untuk mengumpulkan data adalah pre-test dan post-test berbentuk tes lisan berupa sebuah pertanyaan bagi setiap siswa, yang berfungsi mengukur kemampuan speaking siswa khususnya pada teks Procedure.
Dari penelitian yang telah dilaksanakan, diperoleh t-observed adalah 23,036, sementara t-critical adalah 2,042. Dengan demikian nilai t-observed > nilai t-critical, pada taraf signifikasi 0,05. Oleh karena itu, hipotesa alternatif yang menyatakan bahwa pengajaran spoken teks Procedure berpengaruh terhadap kemampuan speaking siswa bisa diterima. Hal ini membuktikan adanya hubungan yang signifikan antara kedua variabel yang dibandingkan, yaitu pengajaran spoken teks Procedure dengan peningkatan kemampuan speaking siswa. Oleh karena itu, penulis menarik kesimpulan bahwa pengajaran speaking (spoken cycle) di dalam genre-based approach perlu diperhatikan oleh para guru Bahasa Inggris disamping pengajaran writing (written cycle) guna meningkatkan kemampuan speaking disamping kemampuan writing siswa.
PREFACE
In the Name of Allah, the Most Gracious, the Most Merciful. All the
praises and thanks be to Allah, the lord of the universe. Peace and blessing may
always be bestowed to our Prophet Muhammad peace be upon him, his relatives
and his companions.
Alhamdulillah, the writer had had an opportunity to write this paper, he
tried to make an inquiry about “TEACHING SPOKEN PROCEDURE TEXT
TO YOUNG LEARNERS ”, which is his paper’s title. The purpose of this study
is to know whether there is a significant difference in students’ speaking ability
before and after being taught by means of spoken procedure text, especially in the
seventh grade of SMPN 1 Banjarsari.
The writer hopes through this experiment, he could know whether spoken
cycle is important or not to be learnt by students of young learners besides written
cycle in genre-based curriculum.
Ciamis, July 2010
The writer
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful. All the
praises and thanks be to Allah, the lord of the universe. Peace and blessing may
always be bestowed to our Prophet Muhammad peace be upon him, his relatives
and his companions.
The writer is well aware of his shortcoming in completing this paper.
Therefore, the writer would like to express his deepest appreciation to many
people who helped him in his study. He would like to express his great honor to:
1. Iskhak Said, Drs., M.M., M.Pd., his first advisor who has patiently given
valuable advices and guidance to finalize this paper.
2. U.D. Guntoro, Drs., M.M., his second advisor who has also patiently given
valuable advices and guidance to finalize this paper.
3. Elan Suherlan, S.Pd., M.Hum., the Head of English Education Program.
4. All the lecturers of the English Education Program who give him knowledge of
English.
5. Dra. Kustinah, M.Pd., the school principal of SMPN 1 Banjarsari and also for
the other teachers who helped him.
6. His beloved wife that also helped and guided him in completing this paper.
7. His parents and younger brother who also always support him in completing
this paper.
8. The other people who can not be mentioned one by one for their contribution to
the writer during the completion of this paper.
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Finally, the writer hopes that this paper can be useful for the writer
himself and for the readers in general. And the writer also hopes for any
suggestions and corrections to make the paper come out better.
Ciamis, July 2010
The writer
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TABLE OF CONTENTS
APPROVAL PAGE
DECLARATION
ABSTRAK
PREFACE .................................................................................................... i
ACKNOWLEDGEMENT .......................................................................... ii
TABLE OF CONTENTS ........................................................................... iv
LIST OF TABLES ..................................................................................... vi
LIST OF APPENDICES ........................................................................... vii
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of Study ................................................................. 1
B. Research Questions ................................................................... 6
C. The Objective of the Study ....................................................... 6
D. Hypotheses ................................................................................ 6
E. Significance of the Study .......................................................... 7
F. Limitation of the Study ............................................................. 8
G. Operational Definitions ............................................................. 8
H. Research Paper Organization .................................................. 10
CHAPTER II LITERATURE REVIEW ................................................... 11
A. Concept of Teaching ............................................................... 11
B. Spoken Language .................................................................... 14
C. Defining Young Learners ........................................................ 17
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D. Genre-Based Approach ........................................................... 21
E. Procedure Text ........................................................................ 25
F. The Application of Genre-Based Approach in the Classroom.. 26
CHAPTER III RESEARCH METHODOLOGY ..................................... 32
A. Research Method ..................................................................... 32
B. Research Design ...................................................................... 33
C. Population and Sample ............................................................ 34
D. Data Collection Technique ...................................................... 34
E. Data Analysis Technique ........................................................ 35
CHAPTER IV DATA ANALYSIS AND DISCUSSION ........................ 46
A. Analyzing And Computing the Data ....................................... 46
B. Interpreting the Result of Computation ................................... 52
C. Testing the Hypothesis ............................................................ 52
D. Discussion ............................................................................... 53
CHAPTER V CONCLUSION AND SUGGESTION .............................. 56
A. Conclusion .............................................................................. 56
B. Suggestion ............................................................................... 56
Appendix 5: Surat Keputusan Penetapan Judul ........................................ 84
Appendix 6: Surat Keterangan Penelitian ................................................. 85
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CHAPTER I
INTRODUCTION
This chapter is divided into some subsequent parts. It consists of
background of study, research question, objective of the study, hypothesis,
significance of the study, limitation of the study, operational definition and
research paper organization.
A. Background of Study
Language plays an important role for human beings in their social
relationship. As a communication media, language is used by people to express
their ideas, talk about their problems heart to heart, teach their children and their
students, besides as a medium for thought, a vehicle for literacy expression, a
social institution, a matter for political controversy, and a factor in nation building
(O’Grady and Dobrovolsky, 1989:1).
The statement above means that language is a complex media that can
not be separated from the human daily activities. Even, today in globalization era
all people should be able to involve themselves in the international society using
the international language. English as one of the international languages is very
important since it requires as a bridge of communication. In Indonesia, English is
one of the compulsory subjects which is being taught in every school from
Kindergartens, Elementary School, Junior and Senior High School and in
University as the first foreign language.
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Teaching English particularly in Junior and Senior High School has been
accepted in Indonesia in line with our government’s newest curriculum, namely
School Based Curriculum (KTSP) as the revision of curriculum 2004. It is stated
in Government’s Rule (Peraturan Pemerintah No. 19/2005) which is also
supported and issued in National Education Rule (Peraturan Menteri Pendidikan
Nasional RI, No. 24/2006). The implementation of the new curriculum offers
wider opportunities to the teacher to manage the whole classroom activities based
on the school’s policy which is related to the society environment condition. It is
imperative to remember that activities were never intended to be replaced the
school curriculum, their purpose is giving reinforcement and enrichment to the
curriculum itself (Howard 1968:113, as cited in Astuti, 2009:3).
In School-Based Curriculum, both for Junior and Senior High School
contain new teaching approach, the so-called genre-based approach. The students
have to know and learn about genres (text types). The students of Junior High
School are demanded to understand and be able to create text types like
procedure, descriptive, recount, narrative and report. Meanwhile the students of
Senior High School are demanded to understand and be able to create text types
like procedure, descriptive, recount, narrative, news item, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review and public speaking
(Surachmat and Sundayana, 2008:64 and 72).
In learning genres, the students have to learn both spoken and written
genres, because in general genre-based approach comprises of 2 cycles, they are
spoken and written cycle. In spoken cycle, it focuses on the students’ ability in
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producing the language orally (spoken). Whereas in written cycle focuses on the
students’ ability in writing. The last product of students is about written product.
To know about what genre is, many experts introduce and present their concept
about it. Christie (2005:233) says that “Genre is a technical term for a particular
instance of a text type”.
The argument above means that genre is a term used to mention a
particular text types both in spoken and written text. Therefore, genre is important
for the students to be able to create a good and functional text. In addition, Nunan
(1999:308) also pointed out that:
Genre is a purposeful, socially constructed oral or written communicative event, such as narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.
From the definition above, we can infer that genre is a meaningful constructed
form both in spoken and written, and its forms are influenced by its structures and
stages. The form can be a narrative, descriptive, a recipe, poem, recount, report
and so on. After analyzing two definitions about genre above, the writer infers that
genre is a meaningful term used to mention a particular text types both in spoken
and written text.
Besides that in the application particularly in Indonesia, genre-based
approach has four stages in its teaching and learning process. The four stages are:
The first stage is building knowledge of field (BKoF), where teacher and students