a paper - chapter 1 teaching spoken procedure text to young learners
DESCRIPTION
Yusuf's Literature CollectionsTRANSCRIPT
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
i
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.
ii
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
iii
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
iv
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
BIBLIOGRAPHY ..................................................................................... 59
TABLES .................................................................................................... 62
APPENDICES .......................................................................................... 63
v
LIST OF TABLES
Table 1. Score of Students’ Pre-Test and Post-Test ................................... 46
Table 2. Table of Product Moment Correlation Coefficient ...................... 62
vi
LIST OF APPENDICES
Appendix 1: Syllabus as Research Instrument ........................................... 63
Appendix 2: Lesson Plan ........................................................................... 64
Appendix 3: Sample of Procedure Text ..................................................... 74
Appendix 4: Students’ Answer Sheet ........................................................ 76
Appendix 5: Surat Keputusan Penetapan Judul ........................................ 84
Appendix 6: Surat Keterangan Penelitian ................................................. 85
vii
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.
1
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
2
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
build culture context, share experience, discuss vocabulary, grammatical pattern
and so on. The second stage is modeling of the text (MoT), where students listen
3
the statements of short functional text, conversation, and monologue that is
completed by a certain communicative purpose. Next stage is Joint Construction
of Text (JCoT), at this stage, the students try to develop their spoken text with
their peers and with the teacher’s help. They need to demonstrate their speaking
ability to show confidence to speak. The last stage is Independent Construction of
the Text (ICoT), at this stage the students are expected to be able to speak
spontaneously monologue that are aimed to give directions or showing ways to do
things such as how to make sweet tea, how to make cake and so on.
Based on some research literature did in the past, the writer read most of
them investigated genre-based only in written cycle aspect. For instance, the
writer would like to show the previous study to prove the originality of this study.
The first research was conducted by Belcher (2005), her research entitled
“Effectiveness of the Genre-based Approach for Graduate Students’ Writing”.
The aims of the study is to investigate how the ESL program in Georgia State
University has applied the genre-based approach give the satisfaction effect to the
students’ writing ability and how they perceive the benefit of this approach. The
findings of this study based on the data collected from the students and the
teacher, it appears that the program offered by Georgia State University showed
the effectiveness of the genre-based approach for the students’ writing ability.
The second is the research conducted by Kongpetch (2008), his research
entitled “The Implications of The Genre-based Approach on The Teaching of
English Writing at The Department of Foreign Languages, Khon Kaen University
in North-Eastern Thailand”. His research focuses on factual English writing
4
because it is highly valued in government, commerce and industry. The result of
that research showed that genre-based approach had a significant positive impact
on students’ factual writing, showing gains in the control of generic structure and
language features of the text.
The third research was conducted by Widiyanti (2009), her research
entitled “The Mastery in Writing Procedure Text of The Students of SMPN 1
Wiradesa Pekalongan”. Her research focuses on how the students are able to
create a good procedure text concerned with the social purposes of language,
vocabulary, and language feature of simple present tense, imperative sentence,
mainly the temporal conjunctions, material process and focus on generalized
human agents. The findings of her research showed that the students are able to
master in writing procedure text.
From the three researches above, it can be inferred that all of them had
the effectiveness impact of genre-based approach for the students’ writing ability.
But unfortunately, all those researches only focuses on writing cycle aspect,
whereas spoken cycle aspect is still rare to be investigated. Meanwhile genre
spoken based materials give more opportunities for the students to speak actively
for language performance in daily life context, such as stated by Astuti (2009:3).
Therefore, the writer feels unsatisfactory to the past investigations as mentioned
above. Based on the condition above, the writer would like to investigate genre-
based in spoken cycle aspect specifically in procedure text to students of young
learners particularly in the seventh grade of SMPN 1 Banjarsari. The writer would
like to conduct his study entitled “TEACHING SPOKEN PROCEDURE TEXT
5
TO YOUNG LEARNERS (A PRE-EXPERIMENTAL STUDY AT THE
SEVENTH GRADE OF SMPN 1 BANJARSARI)”.
Then, the writer expects that the result of this study can enrich the past
study concerning genre-based investigation, and also at least it can give a bit
contribution both for teachers and students in teaching and learning about genre-
based in their classroom.
B. Research Questions
This research will be designed to answer the following question:
“Is there a significant difference in students’ speaking ability before and after
being taught by means of teaching spoken procedure text?”
C. The Objective of the Study
The objective of this research is as follows:
To know whether there is a significant influence of the implementation of genre-
based approach in teaching spoken procedure text to students of young learners.
D. Hypotheses
In this study, the writer will propose two hypotheses as follows:
1. Null Hypotheses (H0) : There is no significant difference in
students’ speaking ability before and
after being taught by means of teaching
spoken procedure text
2. Alternative Hypotheses (H1) : There is a significant difference in
students’ speaking ability before and
6
after being taught by means of teaching
spoken procedure text.
In addition, to get clear what hypotheses is, the writer refers to Burns’s
(1995:83) definition that hypothesis is “A hunch, an educated guess which is
advanced for the purpose of being tested”.
E. Significance of the Study
The results of this study will give contributions to the following
educational agents:
1. For The Writer
It will give the accurate data whether the implementation of genre-based
approach in teaching spoken procedure text is useful to improve students’
speaking skill.
2. For Students
It will give a model in learning English to the students who are given the
freedom in creating the text types particularly procedure text, especially in the
daily context which is appropriate to the students’ environment. In addition, it
also helps the students to understand more about how to learn genre-based
approach particularly in procedure text.
3. For Teachers
It will give an alternative model in teaching English for the English teachers to
motivate the students’ thinking pattern to make them more active in learning
text types based on genre-based approach particularly procedure text.
7
4. For the Institution
It will give a little variation in teaching style to develop the function from that
education institution in managing school-based curriculum which focuses on
school basis management. In the other hand, teaching and leaning process
will be based on the condition and the competition of the school and the
environment as the learning source for the students.
F. Limitation of the Study
Talking about genre, there are several genres which are currently learnt
by students in Junior and Senior High Schools in Indonesia. One of the genres is
procedure text. In this study, the writer will only take one type of genre that is
“procedure text” as a sample. Therefore, he would like to implement genre-based
approach by means of spoken procedure text to improve young learners’ speaking
ability.
G. Operational Definitions
To avoid the readers’ misunderstanding when they are reading this paper,
it is better to define the keywords which is used frequently in this study. The
writer clarifies and specifies each term as follows:
1. Teaching
Brown (2000:7) says that “Teaching is showing or helping someone to learn
how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand”. Regarding the
Brown’s definition aforementioned, the writer argues that teaching is a process
8
of transferring knowledge to the students by guiding and helping in order to
know and understand the knowledge.
2. Spoken language
Bryne (1998:8) pointed out that “Spoken language is a two way process
between speaker and listener and involves the productive skill of speaking and
the receptive skill of understanding”. Based on the previous definition
expressed by Bryne (1998:8) above, the writer argues that spoken language is
a communication of two ways process between speaker and listener in order to
understand each other.
3. Genre
Christie (2005:233) argues that “Genre is a technical tem for a particular
instance of a text type”. Referring to the Christie’s definition above, the writer
implies that genre is a technical tem for a particular instance of a text type.
4. Procedure text
Anderson and Anderson (2003:50) define that “Procedure text is piece of text
that gives us instructions for doing something. The purpose of a procedure text
type is to explain how something can be done”. Regarding the definition
expressed by Anderson and Anderson (2003:50) aforementioned, the writer
pointed out that procedure text is a kind of text that explains how to do
something.
5. Young learners
Nafi (2003:2) defines that “Young learners are children ranged between 1 to
12 years old. Young learners usually show different characteristics at different
9
ages”. Referring to the Nafi’s definition above, the writer also argues that
young learners are all children ranged between 1 to 12 years old.
In this study, the writer took the students ranged between 11 to 12 years old
as respondent. They are normally learning at seventh grade of Junior High
School.
H. Research Paper Organization
This paper is divided into five chapters. Chapter I is the introduction
which includes background of the study, research question, the objective of the
study, hypothesis, significance of the study, limitation of the study, operational
definition and research paper organization.
Chapter II is literature review. It consists of the discussions concerning
concept of teaching, spoken language, defining young learners, genre based
approach, and the application of genre-based approach in the classroom.
Chapter III is research methodology. This chapter consists of research
method, research design, population and sample, data collection technique, and
data analyses technique. Then, chapter IV is data analysis and discussion, and
chapter V presents conclusion and suggestion.
10
CURRICULUM VITAE
Yusuf Hidayat was born in Ciamis, December 9th 1983.
He is the first son from two siblings of Mr. Sarip
Hidayat and Mrs. Yayah Rokayah. The writer got
married with Euis Ika Gartika, S.Pd on December 9th
2008. He graduated from SDN Kubangpari Banjarsari
in 1996, SLTPN 1 Banjarsari in 1999 and SMK
Muhammadiyah 2 Banjarsari in 2002. Then he continues his study to the English
Education Program Galuh University in 2006 up to now.
When he was studying in SMK Muhammadiyah 2 Banjarsari, he was active in
Intra School Organization (OSIS), in Boy Scouts organization and in an English
Club. In 2002 he got the first winner for the best speaker category in the Speech
Contest Program of SMK level for regency level conducted by SMKN 1 Ciamis.
After being the student of English Education Program of Galuh University, in
2008 he got the big 10th winner of the International Youth Exchange Program
2008. In November 2009 he was elected as one of the ten of the honor invitation
guests from all over Indonesia invited by the Australian Consulate, Australian
Ambassador, Indonesia Australia Language Foundation (IALF) and the KangGuru
Indonesia (KGI) in the 20th Anniversary of Australia Indonesia Partnership (AIP)
in Bali. And recently he is active teaching in MTs. Al-Hidayah located in Desa
Ciulu, Banjarsari, and in an English Club in his village.