Proposal Sekripsi Pendidikan Bahasa Ingris
Wednesday, January 31, 2018
TITLE
THE APPLICATION OF IDENTIFYING GAMES IN TEACHING SPEAKING AT THE FIFTH GRADE OF
SDN II WATUBONANG, BADEGAN, PONOROGO IN THE ACADEMIC YEAR OF 2013/2014
CHAPTER I
INTRODUCTION
A. Background
The beginning of the 21st century is a time of global
transition. According to some experts, faster economic globalization is going
hand in hand with the growing use of English. More and more people are being
encouraged to use English rather than their own language. On the other hand,
the period of most rapid change can be expected to be an uncomfortable and at
times traumatic experience for many people around the world. Hence, the
opposite view, that the next 20 years or so will be a critical time for the
English language and for those who depend upon it. The patterns of usage and
public attitudes to English which develop during this period will have
long-term effects for its future in the world. ( David Crystal, English as a global
language: http://www.studyenglishtoday.net/english_language.html
)
Nowadays, English become the
international language, because English is so widely spoken in the world. It has
often been refer to as a world language in the modern era as we live right now.
Although English is not an official language in most countries, it is most
often taught as a second language in many countries in the world, such as
Malaysia, Thailand, Hong Kong and also Indonesia. Since the 1994 curriculum,
English had been teaching in Elementary School level in Indonesia.
English is the language most often
studied as a foreign language. In the European Union, it is studied by 89% students
of any level. In the European Union, a large fraction of the population reports
being able to converse to same extent in English. Among non English speaking
countries, a large percentage at the population claimed to be able to converse
in English, in the Netherlands 87%, Sweden 85%, Denmark 83%, Luxemburg 66%,
Finland 60%, Slovenia 56%, Austria 53%, Belgium 50% and Germany 51%. The other
countries, Norway and Iceland also have a large majority at component English
speakers (http:en.wikipedia.org/wiki/English-Language).
Based on the description above,
English is very important to study, because it is the dominant international
language for real communication, science, business, aviation, entertainment,
cross-country diplomacy, etc. Beside that, many books, magazines and newspapers
are written in English.
Basically, there are four language
skills to learn English. Those are listening, speaking, reading and writing. Listening
and reading are known as receptive skills, while speaking and writing are
productive skills. Students are hoped to be able to master both spoken and
written English. The teaching of English should be focused on those skills.
In the good education should be
involved the three points of education, such as: teacher, curriculum, and
learners. Beside that, the education
should be supported by the good methods, technique, students’ need, evaluation,
sources of learning and also the goals of learning. A teaching and learning process will be
successful if the goals are stated in the exact and real action. Without the
goals, the result of teaching and learning will not be achieved wholly by the
students, and the education can not running well.
The purpose of language learning is to improve the
speakers' four skills of listening, speaking, reading and writing, with the
base of large vocabulary and good grammar, but this is not the final purpose.
The final purpose is to let speakers be able to use the language. For instance,
why do people study English? If a man is only good at listening and speaking,
can people say that he is good at English? No. If a woman is only good at
reading and writing, can people say that she is good at the language? No. In
addition, most of the speakers do better in reading and writing than in
listening and speaking. They can read and write, but they can hardly
communicate. They can hardly express themselves with their own words. We are
not able to change the examination system, but we can improve our learning
method. So when speakers want to use a language well, do not forget to know all
the abilities of the four skills.
The English had been teaching at
Junior High School level since along year ago, but the result is the students
of Junior High School are unable to speak English well. It is caused by the
differences between English and mother tongue. English has totally different
aspects as the role of spelling, pronunciation words and how to place them in
the sentences. The other reason is most of the teachers teach it using the
monotonous method, technique, and strategy. So, the learners become boring and
uninterested in learning process.
One of the way to optimize the student’s competence in
speaking English is using the identifying
games. The identifying
games is the applicant of SDN II Watubonang in it’s learning process. As
the result,
the most of the student have good ability in speaking skill. Based on this fact, the writer proposes the
proposal of research by the title “THE APPLICATION OF IDENTIFYING GAMES IN TEACHING SPEAKING AT THE FIFTH GRADE OF
SDN II WATUBONANG, BADEGAN, PONOROGO IN THE ACADEMIC YEAR OF 2013/2014”.
B. Problem Identification
Based on the background above, the writer makes some
identification of the problems, as follows:
1. Are the students interested in identifying games?
2. Is the teacher capable to apply the identifying
games?
3. Does the teacher make lesson plan in teaching
speaking?
4. What kinds of material do the teacher use in
teaching speaking?
5. How is the apply of identifying games in teaching
speaking?
6.
How does the teacher apply identifying games in teaching speaking?
7.
How is the activeness of the students at the identifying games in
teaching speaking?
C. Problem Limitation
1.
Focus : This research focus on describing on the
apply of identifying games.
2.
Subject of
research : Fifth grade
3.
Place of
research : SDN II Watubonang, Badegan,
Ponorogo
4.
Time of
research :September - October in
the Academic Year 2013/2014
5.
Standard of
Competence : 2. Mengungkapkan
instruksi dan informasi sangat sederhana
dalam konteks sekolah
6.
Basic of
Competence : 2.2 Bercakap- cakap untuk meminta/ memberi jasa/ barang secara
berterima yang melibatkan tindak tutur: meminta bantuan/ memberi bantuan,
meminta barang dan memberi barang.
7.
Indicators : 2.2.1 Menggunakan ungkapan meminta barang
2.2.2 Meraspon ungkapan meminta barang
2.2.3 Menggunakan ungkapan memberi barang
2.2.4 Merespon ungkapan meminta barang
D. Statement of the Problem
Based on identification of the problem above, the writer makes some
statement of the problem, as follows :
1. Are the students interested in identifying games?
2. How does the teacher apply identifying games in
teaching speaking?
3.
How is the activeness of the students at the identifying games in
teaching speaking?
E. Research Objective
Based on statement of the problem above, the writer makes some purpose of
research, as follows :
1.
To describe
are the students interested in identifying games in teaching speaking
2. To describe
how does the apply of identifying games in teaching speaking
3.
To describe
the activeness of the students at applying identifying games in teaching
speaking
F. The Significance
of the Research
The
result of this study is expected to be beneficial for:
1.
Theoretically:
Through this research is hoped to
give the clear description about the application
of the identifying games in teaching speaking,
furthermore it will strengthen the
application of the method and technique
in teaching and learning process.
2.
Practically.
2.1
For students
a. Get the interesting games for lerning speaking
b. Get motivation to learn speaking English
c. To enrich achivement
2.2
For teacher
a. To develop their technique, method
and games to teach speaking
b. To motivate their self yo to be a
best teacher
c. To enrich their achivment
2.3 For school
a. To
collect the techniqoe, method and games
b. To
develop techniqoe, method and games
c. To
enrich scholl’s achivment
CHAPTER II
REVIEW
OF LITERATURE AND FRAME OF THOUGHT
A.
Review of Literature
1.
The Definition of Identifying Games
One of the
earliest question-answer sequence to be used will be the identifying What’s /
that? It’s a..... First the teacher will ask and answer the questions, and then the pupils will answer in
the same way. But not much opportunity for a game arises until the pupils are
encouraged to ask the questions too. It is essential that they shoud get as
familiar with question-patterns as with the patterns of answer or statements. So, often one finds that the
pupils are uncertain in their use of questions, and the reason is always the same the teacher has ask questions but
they have not. Identification games consisting of questions and answer can
begin early in the course. (W.R. Lee, 1965:14)
Based on the
definition above, the writer is able to take conclusion that identifying games
are able to increase the student’s speaking skills because the students will be active to conversition
with the teacher and their friends.
2. The Kinds of
Identifying Games
The types and number of
variations of identifying games are:
a.
Pupils in turn hold up or touch or point to objects or other pupils
The game is most easily played with two teams. If
there are four teams and room enough, it is best to have two games in progress
simultaneously. Those who answer is incorrect, the questioner or perhaps
another pupil from the same team ask another question. A point may be scored
for every correct question and answer.
b.
Hidden Objects
A guessing game brings extra variety to this work.
Any small objects of wich the names have been learnt can be put, unseen by the
pupils, on tray and covered by newspaper or cloth. Pupils from different teams
then came out, feel them, and going to questins and answer.
c.
Who is it?
Where there is space, the familiar Blind Man’s Buff
can easily be made use of to give elementary pattern practice. The game can be
played by groups of ten or fifteen pupils, and most easily out of doors. An
unsuccesful Blind Man must not be allowed to continue too long, and the players
must be instructed to keep within a certain area, preferably small.
d.
Unfinishsed Drawing
The
teacher draws a few objects simply on the board. Then he rubs out some of the
essential lines in the sketches, goes back to one of the picture and says, as if puzzled.
e.
Is it?
The
teacher thinks of objects and persons the class know the names of, and pupils
ask questions. The first to ask the right questiont takes the teacher’s place,
but must whisper to the teacher what he or she thougt of. Suitably elaborated,
this game can be played at almost any stage. Pupils may each ask question in turn, or the
teacher ( or pupil being questioned ) may name those with their hands up. A pupil may be
quesioned by members of another team only and point scored according to the
number of questions asked (e.g. one point for a guess after only five
questions, etc): there should be a frequent change from one team to another, to
keep the whole class active.
f.
One pupil goes out
The class
chooses an object or person in the classroom or visible in a picture. The
returning pupil touches or points to things and asks questions.
g.
Wrapped object
A number
of pupils stand facing the class with their hands behind their backs. The
teacher puts small wrapped objects into every pupil’s hands. Each pupil has to
feel what he has and say what it is. As soon as all have guessed, they unwrap
their objects in turn and show them to the class.
h.
One player from each of two teams goes out.
These two
players between them decide on an object or person, return to the room, and
joint the opposite teams, by whom they are asked questions (possibly restricted
to the yes no type). The first team to find out the answer is the winner.
i.
Spider and fly
The
teacher or leader pretends to be spider, curves her fingers like tentacles, and
puts on an angry expression. The children are flies, who may be eaten up if
they do not answer correctly.
3. Definition of speaking
Speaking is the
productive skill in the oral mode. It like the other skills, is more
complicated than it seems at first and involves more than just pronouncing words. http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngprgrm/SpeakingSkill.htm, diakses 27 Mei 2013
Speaking is a productive skill. It cannot be separated from
listening. When we communicate we convey the message, which is meaningful. It
comes from the meaning, which is expressed in the form of speech act. In
teaching speaking teachers should know the concept of speaking, the element of
the sound for instance phonemes because it seems the teachers still find
difficulties in pronouncing them based on the classroom observation during the
upgrading and it is important for teachers to pronounce correctly since they
should be a good models for their students.
The
goal of teaching speaking skills is communicative efficiency. Learners should
be able to make themselves understood, using their current proficiency to the
fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural
rules that apply in each communication situation. http://www.nclrc.org/essentials/speaking/goalsspeak.htm, diakses 27 Mei 2013.
Based on the definition above, speaking is what we
say to communicate with another, and we get it from what our heard from another
people.
4.
Kinds of speaking
There
are three kinds of speaking situations in which we find ourselves:interactive, partially interactive and
non inteactive.
Interactive
speaking situations include face-to-face conversations and telephone calls, in
which we are alternately listening and speaking, and in which we have a chance
to ask for clarification, repetition, or slower speech from our conversation
partner. Some speaking situations are partially interactive, such as when
giving a speech to a live audience, where the convention is that the audience
does not interrupt the speech. The speaker nevertheless can see the audience
and judge from the expressions on their faces and body language whether or not
he or she is being understood.Some few speaking situations may be totally non-interactive, such as when
recording a speech for a radio broadcast .
B. Review Of Related Studies
Based on the case will describes are the students
interested in identifying games in teaching speaking. Speaking very important
in life and in the world, because if the students can improve their speaking i
beleive that the student to be able competence in their academic and social. They should try to learn
many important thing in the english language like pronunciation,
grammar, or vocabulary, and to observe the social and cultural rules that apply
in each communication situation
C. Frame of Thought
1.
Speaking is important skill in the language study. If the learners study
the language they must able to speak well in the target language.
2.
In teaching and learning process, the teacher should apply the appropriate
method, technique and game.
3.
Identifying games can be applyed to the students’ skill aspecially
speaking.
CHAPTER III
SEREARCH METHOD
A. Research Design
Design of study is one of the
phase from the planning and doing the study. Design of study is a frame of
planning that consist of how to collect and analyze the data exactly, so
the study can be held effectively. To apply the identifying games, the
teachers should understand the concept of identifying games it’s self.
Identifying games can
be applied in the class, based on these steps :
Step 1:Introduction
The teachers should do:
1. Prepare the syllabus and lesson
plan
2. Prepare the material
3. Prepare student to be good
condition
Step 2 : Organizing
In this step, the teacher should do the activity based on the
lesson plan and syllabus. At list, the lesson plan should available with
identifying games. These the activities in the class :
1.
Teachers students do the opening activity; like says greeting, check the
attendent list and pray together
2.
The teacher and students do the main activity, here the teacher devide the
students into some groups and give assignments to the students, any small
object of which the names have been learnt can be put, unseen by the pupils, on
a try and convered by nespapar or cloth. Pupuils from different teams then come
out, feel them and answer the question What
is it?. This sounds is very easy but it is not so if the objects are also
wrapped. Each pupil has one guess only. The first to guess right scores a point
for the team.
3. The teacher clos the activity ;
lead the pray and clossing the meeeting.
Step 3: The
application of model
After
the model arranged, it is time to apply and refining. In this condition,
the teacher should make the notation about the application of the model since
the beginnning till the end. If there are mistake or disadvantages, the teacher
must overcome its as soon as possible.
B.
Setting
1. Subject of research
This
subject of research is fifth grade of elementery school because the students of
fifth grade have taught the english for
many year since at first grade.
2. Place
of Study
First, the study will
be done at SDN II
Watubonang, beacuse the place of SDN II
Watubonang is very strategies so the reserchers easy to get it. Second, SDN II
Watubonang is suitable to observe because SDN II Watubonang had been applying the identifying gmaes in it’s learning process.
3. Time
of Study
The study will be carried out at SDN II Watubonang, Badegan Ponorogo during September
up to October 2014.
C. Data and Data Resourcers
The data will be taken from the sources through the
observation, interview, and documentation. The observation will be held to
observe the implementation of the integrated learning for speaking class during
the determined time. The interview will be focused on the finding of oral data
from principal, teachers, and the students. Documentation will be done to get
the supporting data for this study, and also to examine the validity of
information.
D. Technique of Collecting Data
The writer uses
several instruments to support and complete this study as follows:
1. Observation
The
writer must observe directly the object of study. The observation can be used
to examine the validity of data.
2 Interview
It is used to get the comprehend
information, data, and anything related to the studied field from the sources.
3. Documentation
It is used to get the supporting data
or information from the sources in written or printed data
E. Triangulation Technique
The data will be taken from the sources as follows:
1.
Documentation
2.
Observation
3.
Interview
F. Technique of Analyzing Data
1. Data collecting
Data will be collected from
observation, interview, and documentation.
2.
Data analyzing
a.
Observation
The writer analyze the observation result during the
term of observation.
b.
Interview
All of the interview result will be analyze and
connected to the other data that the writer gotten.
c.
Documentation
The document will be analyze to support
and strengthen the other data.
