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THE COOPERATIVE LEARNNING THREE-STEP INTERVIEW
TOWARDS STUDENTS SPEAKING ABILITY IN THE
FIRST GRADE ANALYS KESEHATAN
AT SMK SIERE CENDEKIA PERUM II
KARAWACI TANGERANG
THESIS
Submitted as Partial Fulfillment of the Requirement
to Obtain the Strata One Degree
By
ADE PUTRA
Student Number : 0805020045
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
ISLAMIC UNIVERSITY OF SYEKH YUSUF
TANGERANG
2011
CHAPTER I
INTRODUCTION
1.1 Background of Study
English language teaching, for more than six decades of research and
practice, has identified the four skills-listening, speaking, reading and writing
as the most important parameter in the textbooks or curriculum development,
the textbook or curricula used tends to focus on one or two of the four skills
(Brown, 2001). The teaching process above is used in the English TOWARDS
STUDENT ABILITY language teaching from elementary to the high school
curriculum development.
In fact, many senior high school students still cannot explain certain
procedure fluently in English when they are asked to do or make something.
So, the teacher should be smart to choose an approach or technique of
teaching that is suitable with the condition and the needs of the students. As a
result, the goal of teaching and learning can be achieved. Therefore, this issue
has become a dilemma for most English curriculum developers in finding the
best approach to teach English in order to enable the students’ competence to
communicate in English both spoken and written successfully (Burkart, 1998).
Cooperative learning is a teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to
improve their understanding of a subject. Each member of a team is
responsible not only for learning what is taught but also for helping teammates
learn, thus creating an atmosphere of achievement. Students work through the
assignment until all group members successfully understand and complete it
(Kagan, 1994).
A three-step interview is defined as a cooperative learning technique
which enables and motivates members of the group to acquire certain concept
deeply by students’ role. It is an adaptable process in the classroom. The aim
of this technique is to gather students in a conversation for analysis purpose
and new information synthesis (Kagan, 1994). Regarding to the explanation
above, there should be a technique which is effective to improve student’s
mastery of English language, especially speaking ability. Due to what most
English teacher of senior high school or vocational school deliver the
materials which is dominated by grammar focus, student cannot speak
fluently because lack of practice and use of spoken English itself. In line with
it, this study is expected to prove whether a cooperative learning : three-step
interview is effective to improve students’ speaking ability.
1.2. Reasons for Choosing the Topic
The researcher chooses this topic to examine the effectiveness of the
cooperative learning: three-step interview in improving students’ achievement
especially on active speaking ability. So far as the researcher knew that there
had not been a study about this issue. This study would be undertaken
through experimental study.
To measure the effectiveness of Three-Step Interview in this research, the
writer would use speaking test as the research instrument. Florez &
Cunningham (1999) stat that speaking is one the important skill in language
learning. Inside the classroom, it is used twice as often as listening and the
most often used skill (Brown, 2001).
In line with it, Dawson (1975) states that speaking is truly basic skill in
language learning. Oral language or speaking is truly basic in the preschool.
Furthermore, speaking is basic because in the everyday affairs of life, it is use
more frequently than written communication. Moreover, speaking is
fundamental aspect of spoken language that similar to those of written
communication. However, people speak first instead of both reading and
writing.
On the other hand, three-step interviews still rarely used in the English
teaching process. It can be an alternative strategy instead of classical teaching
model. This technique would be tried to be applied to the students of senior
high school and whether it was effective or not to improve their ability on
active speaking.
1.3. Statement of the Problem
Nowadays, in the government’s plan on the nine years basic education,
English has been thought at some elementary schools. The function of
learning English in elementary school is as follows; by studying English,
students are expected to have a means to develop their knowledge of sciences,
technology, and culture so that they can grow up with Indonesian personality
Later the students are expected to be able to support the development of
tourism industry (GBPP Mulok SD, 1995.1)
In the Elementary school, English is to be thought as on of the local
contents The aim of teaching English in Elementary school is to motive them
to be ready and self confident in learning English at higher level of education.
The Elementary school students learn English for the first time. So, they just
learn the simple English pattern including vocabulary, grammar, etc.
Vocabulary is one of the most important language components of
language, which has to be mastered and acquired by students by students in
learning a new language. By learning vocabulary first the students, will be
able communicate in English.
The role of English teacher in elementary school is very important
because they have the task to give the basic introduction of the first foreign
language. Later the students’ preference over the English lesson will depend
on how the teachers teach. The teacher, in this case, have got challenging ask
to motive them.
The teachers are expected to be imaginative and creative in developing
and teaching technique to make the English lesson more exciting. As stated by
Allen (1983:33), the teaching of English to the beginner and should need the
technique to make the English lesson more exciting. The best technique is
using an approach, which still has relation to their world.
1.2 Identification of the Problem
The vocabulary is very important aspect in teaching a language, and
the vocabulary is also important element to be used to communicate in written
or spoken language. The students also have to know the structure in relation
with the vocabulary usage in the simple sentences or in passage.
Picture is one alternative technique enriches students’ vocabulary
because picture can direct students to move their motoric system that fill their
cognitive, so that can memorize the vocabulary for longer period of time.
Based on the explanation of background of the study above there can
be some problems that can be identified as following:
1. Is any influence on the teaching vocabulary using picture media
toward the students reading achievement?
2. Can students reading skill get increasing after getting much additional
vocabularies?
3. Can students’ vocabulary mastery get increasing by teaching
vocabulary using media picture?
4. Can teaching vocabulary using media picture increase students’
vocabulary mastery?
1.3 Limitation of the Problem
Relating to the identification of the problem above, the writer would like
to limit or focuses the problem in the influence of teaching vocabulary using
picture media toward the students reading achievement for the 3 th grade students
of SDN Tuis II in Sukadiri Subdistrict, Tangerang in academic years 2011-2012.
1.4 Statement of the Problem
Based on the identification and limitation of the problem as mentioned
above, the problem of the research is stated as the following: is any influence of
teaching vocabulary using picture media toward the students reading achievement
for the 3th grade students of SDN Tuis II in Sukadiri Subdistrict, Tangerang in
academic years 2011-2012?
1.5 Objective of the Problem
The objective of this study is to collect information and to answer the
research problem as formulated and related with the teaching vocabulary using
media picture, the writer hopes that this technique will give a better way for the
teacher in teaching materials.
1.6 Significance of the Study
It is hoped that the result of this research will be useful for many people.
The significance of the research can be explained as the following:
1.6.1 The researcher
The study will give a deeper understanding and accurate information to the
researcher about influence of teaching vocabulary using picture media toward the
students reading achievement.
1.6.2 The school
The result of this research will make aware the school with their
responsibility and increase the school quality.
1.6.3 The teachers
The teacher, especially English teacher will be aware to teach the students
by using the best method when they teaching in the class room.
1.6.4 The students
The students will get increasing not only in reading but also in other
English competencies.
CHAPTER II
THEORITICAL FRAMEWORK AND RESEARCH HIPOTHESIS
2.1 Theoretical Framework
The explanation is about vocabulary, picture and reading. The writer tries
to gives the explanations about them. Vocabulary is necessary in real life when
people speak because the vocabulary is base of words for speaking and studies
language. According to oxford dictionary (1890:461), list of words with their
meaning ,esp. at the back of a book used for teaching a foreign language”. So the
vocabulary is the basic material for teaching foreign language.
Picture is very useful media in EFL teaching, they can be used to teach all
language skill as listening, speaking, reading and writing. Pictures are also used
effectively for teaching structure, vocabulary and cultural content. In teaching
reading and writing, the roles of pictures as media of instructions are same as
those pictures drawn ion the blackboard. However, pictures may provide more
variety from blackboard drawings. Lado (1964) say that picture can be used
effectively to teach language and cultural content.
As Lado Robert (1964 : 132) stated that reading is grasping language
pattern from their written presentation.
2.1.1 Vocabulary
a. Definition of Vocabulary
Broadly defined, vocabulary is knowledge of words and word
meanings. However vocabulary is more complex than this definition
suggests. First, words come in two forms: oral and print. Oral vocabulary
includes those words that we recognize and use in listening and speaking.
Print vocabulary includes those words that we recognize and use in
reading and writing. Second, word knowledge also comes in two forms,
receptive and productive. Receptive vocabulary includes words that we
recognize when we hear or see them. Productive vocabulary includes
words that use when we speak or write. Receptive is typically larger then
productive vocabulary, and my include many words to which we assign
some meaning, even if we don’t know their full definition and
connotations – or ever use them ourselves as we speak and write ( Kamil
& Hiebert in press)
According to Harimurti Kridalaksana (1993:127) ”Kosa kata
adalah sebuah komponen bahasa yang mengungkap semua informasi
tentang makna dan penggunaan kata dalam bahasa”. Based on statement
above vocabulary is all the words that someone knows, learn, or the words
that are typically used when talking about a particular subject or a list of
words with explanation of their meanings in a book for learning foreign
language.
The teaching of vocabulary has been studied for many decades,
there are still many uncertainties regarding: a) what constitutes a
vocabulary item; b) which vocabulary items should be thought and
learned; c) how vocabulary can be thought and learned most effective.
b. Kind of Vocabulary
1. Active vocabulary
Active vocabulary is the words they use .Is also called as
productive vocabulary , students must know how to pronounced it
well, they must know and be able to use grammar of the target
language, and they also must be familiar with collection and
understand the connotation meaning of the word.
Teaching active vocabulary is very important for
students ,and teaching many techniques to teaching active
vocabulary, according to Julia Dobson (1972:5), there are many
special technique to help the EFL/ESL students enlarge their
English vocabulary quickly. Here is a sampling of those techniques
that are especially helpful:
a) Make a meaning of new vocabulary word clear through definitions,
synonyms, antonyms, analysis of the part of the word (prefix, stem,
and suffix),dramatization, picture, or other devices.
b) After teaching new word , briefly describe related vocabulary
words. For instance, if you have thought the word envy, list and
explain other words describing emotions ,such as jealousy,
melancholy, and so on.
c) Have the students memorize up to 10 new words a day. Some may
think that this technique, a favorite in the classic grammar-
translation method, has no place in the modern classroom.
Recent studies have shown, however, that it remains one of the
most effective devices for vocabulary building-as long as the
number of new words does not exceed 10 words per day.
d) Ask students to make up an original sentence, using a given
vocabulary word. The sentence should relate to some aspect of the
student’s life. This usually reveals whether or not he
understands the word and gives him additional practice in using it.
e) Give vocabulary quizzes or tests frequently to determine student
progress in mastering vocabulary items.
That the explanation above is technique to teach active
vocabulary, and teaching with those technique makes students
more understand and easier to study vocabulary.
2. Passive Vocabulary
Passive vocabulary is the words they know .Passive vocabulary
refer to language item that can be recognize and understood in context
of reading or listening and also called as receptive vocabulary.
A vocabulary is defined as “all the words known and used by a
particular person”. However ,the words known and used by a particular
person do not constitute all the words a person is exposed to By
definition, A vocabulary includes the last two categories of this list:
1) Never encountered the world
2) Heard the word ,but cannot define it.
3) Recognize the word due to context or tone of voice
4) Able to use word but cannot clearly explain it
5) Fluent with the word – its used definition.
http://en.wikipedia.org/wiki/Vocabulary# Reading vocabulary date of
downloading on November 25 in 2011
2.1.2 Picture
Picture is nonverbal sources information .the non-verbal help us to
predict what the text might be bout, and this ability to predict to predict help
us to recognize meaning quickly than if we had to sport it out solely from what
we hear and read.
Pictures are very useful in teaching English: they can be used to teach
all language skill as listening, speaking, reading, and writing. Pictures are also
used effectively for teaching structure, vocabulary and cultural content. In
teaching reading and writing, the roles of pictures as media of instruction are
same as those pictures drawn on the blackboard. However, pictures may
provide more variety from blackboard drawings.
According to H. Sabrony, Andy Muchtar, and Moch, and Moch
Sudja’i (2002:7.34) picture can be printed in the books, for individual student.
If it is designed for groups, or the whole class picture should be large enough
so that everyone could see it clearly, or they could be shown on a bulletin
board for individual or group observation.
Advantages;
a. Pictures are relatively cheap and widely available.
b. They give the experience to the students
c. They enable students to study complicated subject because of their visual
detail
d. They can to prevent and correct misconception
e. Pictures can be stimulating further studies
f. They can focus student attention and develop critical judgment.
Base on statement above studying using pictures is very interesting and
easily to understand for student especially in elementary school.
Meanwhile according to Andrew Wright (1989:29), picture is not just an
aspect of method but through its representation of place object, and people, it
is essential part of the overall experiences.
2.1.3 Reading
According to Robert C. Put (1983: 3), reading can be defined as a process
that that is physical process. Timothy and Nancy (2004:113) repeated that
reading is a simple instructional procedure in which students are asked to
practice reading on passage several times until they achieve a
predetermined degree of fluency, usually defined in terms of rate or word
recognition accuracy.
Teaching reading in elementary school is useful for students because
usually many students are lazy to read all material especially in English
subject. To find out the appropriate method to teach the children in each
level, the teachers need many information to choose the best method to
teach them, in this case exactly is teaching reading.
2.2 Framework of Thought justification
Teaching learning process is one of the activities in the educational
field. every school has the activity that is teaching learning process. From
the statement teaching learning process above ,we can see that there are two
activities in this process are teaching and learning.
Every teaching learning process has some objective that will be
achieved by students. In the learning English lesson consist of the four
aspect, those are listening ,speaking, reading, and writing. To master that
skill we need to know the vocabulary as well ,because in learning foreign
language, vocabulary is very important ,if students don’t know the
vocabulary they can not understand about reading text, can not speak
English and write word correctly and listen words when someone speak in
English, so in the English teaching learning process vocabulary is very
important.
There are many problems when students learning English Lesson.
Students feels that learning English vocabulary is very difficult, bored, and
not interesting. To solve that problem we need the teachers’ creativity in
teaching learning vocabulary ,and the alternative of the problem is by using
picture, because picture can make the meaning clear, memorable, can
express the situation in daily life, can carry of information more effective
and efficient, and make class more active and lively. But we don’t know
whether there is correlation vocabulary using media pictures and their
mastery.
Teaching English Using media picture can help students to
understand and memorize every word easier so students more enjoy when
learning English .But in teaching English without picture there is not visual
aid and image of the object that can be easier to understand. The students
must use dictionary, but using dictionary is not effective, because need much
time to search one words. In teaching this way will make student feel bored.
So the writer assumes, there will be different in the result of teaching
English vocabulary using media picture and without picture.
2.3 Research Hypothesis
Based on all explanation above we can take the hypothesis that there
is positive influence of teaching vocabulary using picture media toward the
students reading achievement.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Aim of the Research
The aim of this study is to collect the information and to find out the
answer from research problem as has been stated in chapter one and to relate with
teaching vocabulary using picture media toward the students reading achievement.
3.2 Place and Time of the Research
The writer would like to do the research at 3 th grade of SDN Tuis II
Sukadiri subdistrict Tangerang. It will be done in two months from the beginning
of April until the last of May 2012.
3.2 Method of Research
In this research the writer uses the experiment method and to collect data
the writer follow the quantitative research. The writer will use two variable; 1).
Independent variable (X variable) is teaching reading by using picture media. 2).
Dependent variable (Y variable) is the students’ achievement in reading. The
writer will compare that variables and find out the result.
3.3 Population and Sample of the Research
The writer will do the research at 3th grade of SDN Tuis II. The sample will
be taken randomly and all of them has to has same characteristics. According to
Suharsimi Ariskunto (2006: 134) is the sample can not taken more than 100%.
Due to time and financial limitation the writer limit the sample of research to 30
students of 60 students.
3.4 Technique of Collecting Data
In order to get the data accurately, the writer does the following activities :
Pre –test, the writer doesn’t conduct pre –test because the school has only
two classes and they according to the teacher they have the same
capability.
The writer teaching vocabulary using pictures to student, to test it student
must answer the blank of the sentence using pictures.
To obtain data of teaching vocabulary using pictures ,the writer give the
vocabulary test. To test it the student must answer the questions that have
been given by writer.
3.5 Instrument of the Research
Data resources will be taken from the students, the writer used the written
test to collect the data. The aim of test is to find out which class has got better
result systematic and objective test. Then the writer divided number of sample
into two classes each class given same treatment but different technique in
teaching English vocabulary, the writer give the test to 3A and 3B class, about
vocabulary using picture and without picture in learning reading English.
3.6 Technique of Data Analysis
In this research, the writer would like to used the data analysis procedure by
getting the average score of two groups then analyze them by using T-test.
Explanation :
T = is the result of T-test calculation
Mx = is the average of experiment class score
My = is the average of control class score
ΣX2 = is the sum squared deviation (X) score of the experiment class
ΣY2 = is the sum squared deviation (Y) score of the control class
Nx = is the number of the student of experiment class
Ny = is the number of student of the control class