Thesis Proposal English State
Tuesday, January 30, 2018
IN
SMP 2 BALONG PONOROGO IN
ACADEMIC
YEAR2012/2013
THESIS
PROPOSAL
State
Islamic College of Ponorogo
in
partial fulfillment of the requerement
for
the deggree of sarjana in English
Laguage Educatio
By
Ngantori
Nim.
210910066
FACUALY
OF EDUCATION
ENGLISH
EDUCATION DEPARTEMENT
STATE
ISLAMIC COLLEGE OF PONOROGO
(STAIN)
PONOROGO
2012/2013
I.
Research
Title
The
Using of
Media Projector For Teaching Speaking English to The Seven Class In SMP 2 Balong
Ponorogo In Academic Year 2012/2013
II.
Background
of Study
Laguage
has an importance role in human live because laguage is a means of human
comunucation. With laguage, everybody can explore their adeans, thought,
feelings or can explore information to the other. Laguage is complex,
specialized skill which develops in the child spontaneousely, without effort or
formal intrucions, is deployed whitout awareness of its underlying logic, is
qualitatively the same in every individual, and is distinct from more general
abilities to prosess inforemation and behave intelligently. In the world, there
are many kind of laguage. One of them is english laguage.
English
is international laguage that give important role in all fields of live.
English uses in every where, for anything, like jobs, education, politic,
economic, sosial, and other. The development of tecnology also put English as
medium to spread innovations.
English
is one of subject that is give fore everyday and English can help students face
in confidently. The student should be undertand and try study to be master
English. To comfrot this, student lear english in formal and informal
education.
Develop
English ability is important. The one of ways to developed is whit teaching and
learning process. Teaching and learning prpcess that is oreanted for achieving
certain students’ competence should pay attention to the student need. Teaching
and learning process using to the help someone undrestand English well and have
ability to use English. The aspect must be understand and developed in english
skill like as reading, speaking, reading, writing, and listening.
III. Research Focus
To
avoid irragularities in the research, this study only focused on the using of
media projector for teaching speaking english to the seven class in SMP 2
Balong Ponorogo
in academic year 2012/2013
IV.
Statement
of the Problems
Regarding
to the background to the study, the problem statements are formulated into:
1. How
is the application of media projector for teaching speaking english to the
seven class in SMP 2 Balong Ponorogo in academic year 2012/2013?
2. What
are the obstacles the using of media projector for teaching speaking english to
the seven class in SMP 2 Balong Ponorogo in academic year 2012/2013?
3. What
are the ways of solving the obstacles of the implementation of media projector
for teaching speaking english to the seven class in SMP 2 Balong Ponorogo in
academic year 2012/2013?
V.
Objective
of the study
The research conduets this research to the using of media
proyector for teaching speaking english to the seven class in SMP 2 Balong Ponorogo in academic year 2012/2013,
with the main purposes of:
1.
To the application of media projector
for teaching speaking english to the seven class in SMP 2 Balong Ponorogo in
academic year 2012/2013
2.
To find the obstacles using of media
projector for teaching speaking english to the seven class in SMP 2 Balong Ponorogo
in academic year 2012/2013
3.
To find the ways of solving obstacles of
the implementation of media projector for teaching speaking english to the
seven class in SMP 2 Balong Ponorogo in academic year 2012/2013
VI.
Significance
of the study
This study focuses on
the application of teaching speking by using of media proyector and the result
is expected to have its benefits pointed to:
1. Teacher
The
result of study is expected to vary the way teachers teach speaking english, particularly the English teacher of
SMP 2 Balong Ponorogo
in academic year 2012/2013
2. Students
The
result of study is expected to make students more excited in apprecianting
classroom, particularly the tenth grade studenys of SMP 2 Balong Ponorogo in academic year 2012/2013
3. Readers
This
study is expected to give a contribution to readers, particularly the study of
English department of STAIN Ponorogo, in enriching reference concerned with the
implementation of role play technique in teaching speaking.
VII.
Theoretical
Background
Researcher
has some teories that are releven studied and used as the main ingredient in
connection with theme of the discussion.
A.
Teaching
Teaching
is one of educative activities. In educational syatem, teaching plays an
important role in which an interactional between a teacher and students occurs.
There is an assumption that teaching is a prosess of tranforming knowledge to
students. In the teaching prosess, a teacher stands in front of the classroom
to present a certain subject metter and student are required to sit and listen
it.
Teaching
is proses of arrangig, organizing environments that exist around the students,
to foses and encourage the students learning process. Teaching is also defined
as the process of providing guidance and assistence to students in the lerning
process.[1]
Thus, teaching is activity of helping students to lerning the subject matter
and guiding them to understand new knowledge.
B.
Teaching
Speaking
1. Definition
of speaking
Speking
is an interactive proses of contruting meaning that involves producion,
receiving and prosessing.[2]
Teaching speaking is an excllent, teacher, friendly imtruduction to the main
tecnique for dealing speking tasks, covering fluency practice, topic vs
task-vocused speking activities.
Nunan
give offer a viwpoint “teaching speaking are a. Produc the english speech sound
patterns, b. Use words and sentence stress, intonation patterns and the second
laguage, c. Use the laguage quickly and confidently with few unnutural pouse
which is called fluency. hayriye kayi, teaching speaking: activies to promote
speaking in a secound laguage teaching, the internet the internet TESL journal,
vol xii, no 11 november 2006.[3]
According
to penny Ur’s (Hughes), “Teaching speaking is an excellent, teacher, friendly
introduction to the main technique for dealing speaking tasks, converting
fluency practice, topic Vs task-focused speaking activities, discussion
activities, other interaction role play and oral testing.”[4]
Thus, nunan
recommended. “What is meant by” teaching speaking” is to teach ESL learners to:
1. Produce
the English speech sounds and sound patterns.
2. Use
word and sentence stress, intonations patterns and the rhythm of the second
language.
3. Select
appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
4. Organize their thoughts in a meaningful and
logical sequence.
5. Use
language as a means of expressing values and judgments.
6. Use
language quickly and confidently with few unnatural pauses, which are called as
fluency.[5]
In the teaching
speaking, there are three basic reasons why the students need to give student
speaking task to improve their comment.[6]
a.
Rehearsal: getting student to have free
discussions outside the class room
b.
Feedback: speaking task where students
are trying to use all and any language they know provide feedback for both
teacher and students. Speaking activities can give them enormous confident and
satisfaction, and with sensitive teacher guidance can and courage them into
further study.
c.
Engagement: good speaking activities can
and should be highly motivating if all students are participating fully and the
teacher has setup the activity properly and can give sympathetic and useful
feedback, so they will get tremendous satisfaction from it.
d.
Rehearsal : getting student to have a
free discussions outside the classroom
To
speak effectively the speaker should understand what he is goig to express. The
speaker sould be eble to evaluate communication effect to the audience and know
all speaking situation fprmally or individually. The gol of teaching speking
skill for the student is:
2. Communication
Learners
will acquire comunication skills in the target laguage, in oder to widen their
networks of interpesonal relations, have direct acces to iformation in the
target laguage, and use their laguage skill for study, vocational and leisure
based purposes.
3. Motivation
Nunan
wrote, success in meansured in term of the ability to carry out a conversation
in the (tqrget) laguage. Therefore, if students do not learn how to speak or do
not get any opportunity to speak in the language classroom they may soon get
de-motivated and lose interest in learning. On the other hand, if the right
activities are taught in the right way, speking in class can be a lot of fun,
raising in general learner motivation and making English language classroom a
fun and dynamic place.
In
the other hand, teaching speaking are :
a. Produce
the English speech sound and sound patterns
b. Use
words and sentence stress, intonation patterns and the rhythm of the second
language
c. Select
appropriate words and sentences according to the proper social setting,
audience, situation, and subject matter
d. Organize
their thoughts in a meaningful and logical sequence
e. Use
laguage as a means of expressing values and judgments.
f. Use
the laguage quickly and confidently with few unnatural pauses.
Teaching
speking is a very important part of second language learning. The ability to
communicate in second laguage clerly and efficiently contrybutes to the success
of the lerniner in school and later in every phase of life.
4. Kinds
of speaking
There
are kinds of speaking. They are public speaking and conference speaking.
a. Public
speaking involves
1. To
speak in formative speaking
2. Fellowship
speaking
3. Persuasive
speaking
4. Deliberate
speking
b. Conferen
speaking involves:
1. Group
discussion include inforemal (study groups, policy making group, comic) and a
formal (conference, planel discussion, symposium)
2. Parliament
procedure
3. Debate.[7]
4. The
Componant of Speaking
The
components of speaking are as follows; a. Pronuncition, b. Vocabulary,
comprehensition d. Grammar e. Fluency
C.
Aspect
of speaking
Every
opportunity for speaking in the classroom should be taken. It is trying to
communicate that students realize their need for language and by speaking that
they increase their fluency and confidence. There are some aspects of speaking.
Those are[8]
1. Accuracy
Accuracy involves the correct use of
vocabulary, grammar, and pronunciation. In controlled
and guided activities the focus is
usually on accuracy and the teacher makes it clear from feedback that accuracy
is important. Ongoing correction is often appropriate during accuracy
activities. In freer activities the
teacher is hoping for the correct use of language but it also keeps encouraging
the students’ attempts to use the language they have in order to communicate.
2. Fluency
Fluency can be thought of as the ability
to keep going when speaking spontaneously. When student were speaking fluency,
students should be able to get the message across with whatever resources and
abilities they’ve got, regardless of grammatical and order mistakes
Some
of these aspect are more difficult to focus on the other.
Students
obviously transfer many of the speaking skill they have in their own language
when they are speaking English. However, don’t forget that some conventions of
conversation are not universal and it can be very useful to focus on particular
aspect in class.
D.
Assessing
speaking
A
major concern for teachers how we can assess students speaking abilities in the
new language. In some regards, testing speaking is not as straight forward as
lasting grammar or vocabulary. Another issue has to do with whether your
approach to testing speaking is direct, indirect, or semi direct.[9]
a. Direct
test
A direct test of speaking involves a
procedure in which the learners actually speak the target language. Interacting
with the test administrator or with other students an generation novel
utterances. So, for instance, an oral proficiency interview, a conversation, or
unscripted role play can be considered direct tests of speaking
b. Indirect
test
Indirect test of speaking is one which
the test-taker do not speak. For example, the student may be given a
conversation cloze test. A cloze test is one where the original text is the
transcript of an actual conversation. The learners’ job is to fill in each
blank with a word that would be appropriate in the context of that
conversation.
c. Semi
direct test
This term has been applied in contexts
where student actually speak (they produce oral language), but they don’t
interact in a conversation, interview, or role play. In order words, the task
tasks delivered voice, and also respond by talking to recording device.
d. Objective
scoring
Objective scoring does not involve any
judgment during the scoring process (through a great deal of judgment may be
involved in determining the correct answers to compile the key). Truly
objective scoring can be done by an untrained person using a scoring key. In many
cases, objective scoring can be done by a computer.
e. Holistic
Rating
In holistic ratings, a speech sample
(such as an oral interview, a recorded conversation, or a passage that a
learner read alone) is given one overall evaluation, which may be a rating (a
“six” on a ten-point scale) or a designation (pass vs not pass, or the
“advanced” designation in a system that consist of novice, intermediate,
advanced, or superior categories).
f. Analytic
Rating
Analytic ratings involve rating systems
in which the abilities underlying the speaking skill have been analyzed (hence
the name, analytic) and the
test-takers are evaluated on how well they perform the various sub-skills.
E.
Technique
in Teaching Speaking
a. Definition
of Technique
Technique is the method of procedure
(with reference to practical or formal details), or way of using basic skills,
in rendering an artistic work o carrying out a scientific or mechanical
operation.[10]
A technique is implementation that which
actually takes place in classroom. It is a particular trick, stratagem, or
contrivance used to accomplish an immediate objective. Techniques must be
consistent with a method, and therefore in harmony with an approach as well.[11]
b. Kinds
of Technique
There are lot of speaking
activities/technique, some of them that can support teaching speaking
activities, those are:[12]
1.
Information gap
Information gap is speaking activities
where two speakers have different information. In this activity one student has
a picture which he or she must not show his or her partner. All the partners
has to draw the picture without looking at original, so the one with the
picture will give instructions and descriptions, and the artist will ask
question.[13]
2.
Surveys
One of provoking conversation and
opinion exchange is to get students to conduct questionnaires and survey. If
the students plan these questionnaires themselves, the activity becomes even
more useful. That are varies structure of classroom periods, allows people a
bit of physical movement, and provides a welcome variety of interaction.
3.
Discussion
Discussion can provoke spontaneous
fluent language use. Teacher gives question about the issue of the film,
politic, and the other. Then, the class discuss about the topic.
4.
Brainstorming
On a given topic, students can produce
ideas in a limited time. Depending on the context, either individual or group
brainstorming is effective and learner generates ideas quickly and freely. The
good characteristic of brainstorming is that the students are not criticized
for their ideas so students will be opened to share new ideas.
5.
Story Telling
Student can briefly summarize a tale of
the story they heard from somebody beforehand, or they may create their own
stories to tell their classmates. Story telling fosters creative thinking. It
also helps student express ideas in the format of beginning, development and
ending, including then character and setting a story has to have. Students also
can tell riddles or jokes. For instance at the very beginning of each class
session, the teacher address students’ speaking ability, but also get the
attention of the class.
6.
Interviews
Student can conduct interviews on
selected topics with various people. It good idea that the teacher provides a
rubric to students so that they know what type of question they can ask or what
path to follow, but students should prepare their own interview question.
Conducting interviews with people gives students a chance to practice their
speaking ability not only in class but also outside and helps them becoming
socialized. After interview, each student can present his or her study to the
class. Moreover, student can interview each other and “introduce” his or her
partner to the class.
7.
Story Completion
This is very enjoyable, whole-class,
free-speaking activities for which student sit in a circle. For this activity,
a teacher starts to tell a story, but after view sentences ne or she stops the
narrating. Then, each student is starts to narrate from the point where the
previous one stopped. Each student is supposed to add new character, events,
description and so on.
8.
Reporting
Before coming to the class, student is
asked to read newspaper or magazine and in class they report to they find as
the most interesting news. Students also can to talk about whether they have
experienced anything worth telling their friend in their daily lives from the
class.
9.
Picture narrating
This activity is based on several
sequential pictures. Students are as to tell the story taking place in the
sequential pictures by paying attention to the criteria provided by the teacher
as a rubric. Rubies can include the vocabulary, or structures they need to use
while narrating.
10. Picture
describing
Another way to make use of picture in
speaking activity is to give students just one picture and having them describe
what it is in the picture. For this activity students can form group and each
group is given different picture. Students discuss the picture with their
group, and then the spoken person for each group describes the picture to the
whole class. This activity fosters the creativity and imagination of the
learners as well as their public speaking skills.
11. Find
the Difference
For this activity student can work in
pairs and each couple is given two different pictures, for example, picture of
boy playing football and another picture of girl playing tennis. Student in
pairs discuss the similarities and/or differences in the pictures.
F.
Media.
1. The
definition of media
There
is no statement in PP no.19, 2005, articles 42, chapter VII, verses 1, that
every education media unit must have medium including untensils, equipment,
edication media, books, and other equipments that support the continuosly and
disiciplinary learning.[14]
The media is the intermediary or introductory
messages from the sender of the message to the recipien t of the massage.[15]
According to, Association of Education and Tecnologi defines the media is all
from and channels that people use to convey messages or informatio.[16]
Romiszowski
reecommends, “the media is any extention of men which allows him to affect
other people who are not in face to face with him. Thus, communication media
include latters, televition, film, radio, printed metter, and telephone.[17]
2. The
Selections Media Criteria of Media
In choosing a medium for teaching English
purposes should consider the following criteria.[18]
a)
Appropriate with the goals of teaching.
b)
Support to ward contet of teaching
materials.
c)
Ease to get media.
d) Teacher’s
skills in the use it.
e)
A vailable time to use it.
f)
Appropriate with their level of student
thinking
Based
on the statements above, by selection criteria of media above, teachers can
more easily use which media is appropria to help facilitate his duties as a
teacher.
3. The
kinds of media
The
media has various kinds of foms and sizes. Some teacher may be able to buy
them, more likely, they will need to make them. Making them will give the
teachers’ opportunity to use local available materials and provide exactly the
kinds of media, some statements can be presented in the following it:
Omar
Hamalik (in Asnawir 2002:29)
a)
Original media and imitation.
b)
Media from boards.
c)
Media charts and grahics
d) Media
projections.
e)
Media audio
f)
The print media or printed materials.
4. Teaching media
Teaching
media to increase students’ lerning prosess in teching whice in trun is
expected to increase study result achieved. Several reasons why teaching media
to increase students’ lerning prosess, according to sudjana and Rivai (2001),
are identified as follows.[19]
1.
Regard to the advantages of the medium
of intruction in student learning prosess includes.
a)
Teaching more attention students in oder
to grow motivation to learn.
b)
Teaching materials will more clerly the
meaning in oder to better understand by the students, and enables students to
master the teaching objectives better.
c)
Teaching method will be more varied, not
only verbal communication though the narative of words by the teacher, so
student are not bored and teachers do not exhaustion, especially if the teacher
teaches for each hour lesson.
d) Students
more activities to learn, because not only listen to discriptions of teachers,
but also other activities such as observing, perfoming, demontrating, and
others.
2.
Use media to increase the process of
teaching and lerning outcomes are releted to students’ level of thinking.
The
other view from Anderson, teachers need to play attention in using the using of
media proyector for teaching speaking englishthe medium of intruction to
increase teaching quality. First, teacher need to have undertanding teaching
media, among others, the types and benefits of teaching media, criteria fore
slecting and using teching media, using media as a teching tool and follow-up
the use of media in teaching and learning of students. Second, skilled teacher
make teaching media fore teaching purposes. Third, the teacher must know the
knowledge and skills in evaluating the effectiveness using media in the
teaching process.[20]
In
the process, hamalik (1986) states “bahwa
penggunaan media pembelajran akan sangat menbantu keefektifan proses
pembelajaran dan penyampaian pesan dan isi pesan pada saat itu. Selain itu
media pembelajaran juga dapat meningkatkan pemahaman, menyajikan data dengan
menarik dan terpercaya serta mendapatkan informasi”.[21]
Moreover,
it is also in accordance with Asnawir idea. Who argues “dengan menggunakan media seolah-olah pengajaran yang diberikan dapat
mempunyai nilai lebih dibandingkan hanya berceramah melulu”.[22]
In
conclution, use teaching media is very dependent on the purpose of teaching,
teaching material; ease in get the needed media and the ability of teachers to
use in use the teaching prosess.
G.
The
Using Media Projector
Learning and
teaching a foreign
language needs a lot of patience, energy, time, creativity and competence. The
success of the teaching and learning of foreign language skills including
English is determined by a number of factors both linguistic and non linguistic
such as the students, the teacher, the methods, material and media or aids
used.
English teaching media are
very important to help students acquire new concepts of, the skills and
language competences. They are many kinds of media which can be used by the
teachers in the teaching learning process, but the teacher should be
selective when choosing. This paper discusses about Kinds of Instructional
Media For Teaching English. This case followed their picture, definition and
how to use in English teaching.
Projectors
are another multimedia tool that is commonly used by
teachers. Projectors are used to project images from a computer onto a larger
screen so that students can easily see what is being shown. Projectors make it
possible for teachers to show a large classroom or auditorium multimedia
content such as videos, or Powerpoint presentations. Projectors are now
commonplace in classrooms as a tool for showing multimedia.
1.
Microsoft Powerpoint
When we
using rojector for teaching english, we also can use microsoft powerpoin. Microsoft
Powerpoint is one of the most popular programs used for creating multimedia
presentations. Powerpoint is an incredible tool because it allows teachers to
combine text, audio and video into one presentation. With the use of computers
and projectors, the presentation can be displayed to a large audience.
Powerpoint and other similar presentation programs have changed the way
teachers provide information; Powerpoint presentations are a more effective way
of conveying information because they can be prepared beforehand, unlike hand
written notes on a blackboard. These presentations can be distributed to
students on the Internet for studying purposes.
2.
Film Strips
It is an improvement upon slide
projector (magic lantern). The device may be used as a slide projector or as a
film strip projector. Instead of using different slide for different topics or
more slides for one topic, one strip or piece of still film is prepared. Slides
produced on films are called film strips. A film strip consists of a strip of
cellulose acetate film 16mm or 35mm wide and length 2 to 5 feet. It usually
consists of 40 to 100 separate pictures related to a particular subject, topic
or theme. These pictures may be connected with series of drawings, photographs,
diagrams or combination of these. Such strip or a piece of still film serves
the same purpose as served by a number of slides.
There is not much difference between a slide
projector and a film strip projector. In a slide projector we use separate
slide while in a film strip, a strip of film (having ling strip of many slides)
is exhibited. The film strip projector is a recent development and it is
growing to be a more popular means of pictorial representation.
3.
Slides
Among the
various types of materials available still projection, slides
and film strips are the foremost visual aids. They are of great value in
teaching. Slide Projector or Diascope popularly known as Magic Lantern, is an
optical aid to the process of teaching. It is used for projecting pictures from
a transparent slide on a wall or screen. As it is used to project slides, i.e.,
why it is called a slide projector. It helps in showing the magnified image of
the slide. When the figure or illustration is very small and it is required
that the whole class should see it clearly, a transparent slid of this small
figure is prepared.
The slide is placed
inverted into the slide carrier part of the magic lantern (slide projector).
The slide projector projects its erect image on the well or screen by enlarging
its dimension and making the vision more sharp and clear. If he slide or film
strip is colored then it would be more attractive. The slide projector is
useful for small as well as large groups.[23]
VIII. Research Methodology
One of most important things in this
research is method of study. The method is the way, which used to reach the aim
of the result:
A. Research Design
This research applies a qualitative approach. For
qualitative researcher the pupros of
phenomena can understood carefully if conducted though interaction with the
subject by deep interview. Besides that, it can do though observation now to
the location of phenomena.[24]
In education, qualitative research is frequently called naturalistic because
the research in naturally occur. Moreover, people engaging in natural behavior
gather the data: talking, visiting, looking, eating, and so on.[25]
Thus, in the qualitative
research, natural setting takes place. The statement offers and idea that data
is collected naturally by observing a phenomenon while it is happening and conducting a
verbal communication with respondents.
B. Researcher Role
The characteristic of qualitative research is not being able to separate from participant
observation. Nevertheless, the role of researcher determines the entire of
scenario. Therefore, in this research, the researcher is a key instruments
support the data.
C. Research Location
These study taken places in
SMP 2 Balong Ponorogo. Some reasons for selecting
the place are:
1.
English is thought
to the students of SMP 2 Balong Ponorogo
2.
The place of
the research is reachable
3.
Media
projector method is frequently applied in teaching speaking English to the
tenth grade students of SMP 2 Balong in academic year 2012/2013
D. Data source
Data source is subject or somebody who can give data as material or analysis for researc. Data is obtained from population that determined by sample. Data source in
the research is the subject where have come from obtainable information.[26]
It means that data source in a research is subject where the data can obtained.
E. Technique of Data
Collection
Collecting data in this
research, the researcher use observation and interview.
1.
Observation
Observation is the directly
research that involves focusing the attention to the specific object by using
all senses. Observation has a goal of obtaining information by seeing and
hearing phenomenon while it is happening. Moreover, observation involves
watching and listening to the events, then recording what occurred. Thus, the
researcher must conduct a face to face interaction with subject of the
research. This method is very useful to clarify, to check, and to classify the
phenomenon. In this research, this method is used to find the application of
media projector in teaching speaking and students’ ability in speaking.
2.
Interview
Interview is the dialogue
conducted by interviewer to get the information from the people who are
interview.[27]
Interview divided into three kinds; there are unstructured interview, structure
interview, and semi structure interview. Thus, interview method has goal of
geeing information done though verbal communication used as source of data.
This method was applied to obtain the numbered heads together technique.
Researcher to hold an interview with;
a.
Mrs. Umi
English teacher in first grade. It aims to get the data about the students and
the effort of English teacher to improve the students’ skill, especially in
speaking ability.
b.
Students’ of
firs grade to get data their skill in speaking before and after applied the
using media projector for teaching English speaking.
Collecting data use interview
and observation because considering that concrete phenomena are different with
abstract phenomena can understand as like the result of fixed condition.[28]
By using this technique, the researcher cans exploration the different
interpretations, and variety opinion about some fact.
F.
Data Analysis
Data analysis is the process
of systematically searching and arranging the interview transcripts, field note
and other materials that accumulated to increase understanding of them and to
enable you to present what you have discovered to others.[29]
On the other head, data analysis is the last process of the research before
writing the report of the research. It is used to answer the hypothesis that
will be done.[30]
Qualitative data analysis is a
process of searching and arranging the data taken from the observation,
interview, and documentation. Quantitative data analysis consists of three
current flows of activity: data reduction, data display, and data verification.
Each of the stage is presented in the following:
1.
Data
reduction
Data reduction is stage of summarizing,
classifying, and focusing on essential things. In this stage research needs to
separate the accurate data from the inaccurate ones. Though the data reduction,
the researcher my focus on the data the using of media projector for teaching
English speaking, will be analyzed.
2.
Data display
Data display is stage of
organizing the data into pattern of relationship. The data display can make the
collected data easier to understand. In this stage, the research presents the
using of media projector for teaching English.
3.
Conclusion
Drawing/verification
In this stage, the research
problem, make conclusion. The conclusion can be in form of thick description.
The conclusion is the answer of the
using of media projector for teaching English, Which have formulated.
Data analysis steps shown in
the picture as below:
Data display
|
Data collectio
|
Data reduction
|
Verification
|
G. Checking the
Data Validity
Validity of data is important concept that renewable from validity concept and reliability concept.[31]
To get data valid and reliable, the researcher must be deep accompanying in the
location. Because of in qualitative research, the researcher ia as instrument.
It means the degree of data validity can be checking with observation.
H. Research Procedure
In this research, there are four research procedures as below:
1.
Planning
This
procedure includes arranging the research plan, choosing the research location,
organization permission, choosing the informants, and preparing the research
equipment.
2.
Application
This
procedural includes:
a.
Understanding
the research preparation
b.
Entering the
field
c.
Interact
with the subject while collecting data
d.
Data
Analysis
e.
It includes
analyzing data along after collecting data.
f.
Writing the
research report.
IX.
Organization of the
Thesis
Thesis consists of live chapters as follow:
Chapter 1: introduction
discuss about: background of the study research focus, statement of problem,
objectives of study, significance of the study, organization of thesis.
Chapter 2: review of literatures. This chapter gives the explanation
about the theory of teaching, theory of speaking and teaching speaking, theory
media projector for teaching.
Chapter 3: research findings. This chapter contains the common data of
research location involving the history SMP 2 Balong Ponorogo, where it takes
places, organization structure, the condition of the teachers and students,
vision and mission, data description involving about the reason of using of
media projector for teaching English speaking.
Chapter 4: discussion. This chapter contains of data analysis the using media
projector for teaching speaking english to the seven class in SMP 2 Balong
Ponorogo in academic year 2012/2013
Chapter 5: this chapter consists of the conclusion of the research and about
the research recommendation.
X. Table of
Content
COVER
APPROVAL SHEET
RATIVICATION SHEET
MOTTO
ABTRACT
ACKNOWLEDMENTS
TABLE OF CONTEN
LIST OF TABLES
LIST OF FIGURES
APPENDICES
CHAPTER I INTRODUCTION
A. Background
of the study
B. Reseach
focus
C. Statement
of the problems
D. Objective
of the study
E. Significance
of the study
F. Research
methodology
1. Research
design
2. Researcher
role
3. Research
location
4. Data
source
5. Technique
of data collection
6. Data
analysis
7. Cheeking
of the data validity
8. Research
procedure
G. Organization
of thesis
H.
Research Procedure
CHAPTER II THEORITICAL BACKGROUND
1. Teaching
2. Teaching
Speaking
3. Aspect
of speaking
4. Technique
in Teaching Speaking
5. Cooperative
Learning
6. Media.
7. Teaching
Media
8. The
Using Media Projector
CHAPTER III Data on the
using of media projector for teaching speaking english to the seven class in
SMP 2 Balong Ponorogo in academic year 2012/2013
A. Research
location
1. History
of school establishments
2. Geographical
of SMP 2 Balong Ponorogo
3. School
Profile
4. Vision
and Mission
5. Condition
of teacher, Administrator, Students, and Infrastructures
B. Data
Description
CHAPTER IV analisis on
the using of media projector for teaching speaking english to the seven class
in SMP 2 Balong Ponorogo in academic year 2012/2013
CHAPTER V CONCLUSION
A. Conclusio
B. Recommendation
BIBLIOGRAHY
Arif S. Sadiman, et al, Media
Pendidikan: pengertian,
Pengembangan dan
Pemanfaatanya,
Jakarta: PT Raja Grafindo Persada, 2002.
Asnawi dan M Basyrudin, Media
Pembelajaran, Jakarta Selatan: PT Intermas, 2002
Ashar Arsyad, Media
Pembelajaran, akartan Raja Grafindo Perada, 2002.
As Quated by Lexy J. Moleog, Metodologi Penelitian Kualitatif,
Bandung: PT. Remaja Rosdakarya, 2001
Burhan
Bungin, Metodologi Penelitian Kualitatif, Jakrta: PT Raja Grafindo Persada, 2006.
David Nunan, Practical English Language Teaching speaking, American new york;
mcgraw-hill ESL/ELT).
Harmer. How to teach English. England: Person Education Limited. 2001.
Hayriye Kayi, Teaching Speaking: Activites to Promote Speaking in A second Language,
the Internet TESL Journal, Vol. XII, 31 March 2010.
Henry guntur, berbicara
sebagai keterampilan
berbahasa. Angkas. Bandung, 1984.
Hisam, et al. Strategi
belajar aktif
di perguruan tinggi.
Yogyakarta: CTSD. 2002.
Israeli Ministry of
Education. A curriculum for the teaching of mass media in secondary schools
(Hebrew). Jerusalem, Israel: Author. 1993.
Jack C. Richard, Approaces and Method in Language Teaching Melbourne:
Cambridge University Press, 1986.
James Dean Brown. The Element of Language Curriculum.
Boston: Heinle & Heinle Publishers, 1995.
Jeremy Harmer, How to teach English Introduction To the practice of language teaching England:
Addison Wesley Longman 2001.
Julian Edge, Essential of English Language Teaching, England: Longman Group UK
Limited, 2001.
Kasihani K. SUYANTO, English for
young Lerner (jakarta: PT Bumi Aksara, 2007.
Kozma, R. Learning with media. Review
of Educational Research, 1991.
Nana Syaodih Sukmadinata, Metodolgi Penelitian Pendidikan,
Bandung: Rosdakarya, 2007.
Punawan
Junaidi, Pengantar Analysis Data,
Jakata, Rineka Cipta, 1995.
Rebecca Hughes, Teaching and Researching Speakng, London: Person Education, 2002.
Robert
C Bogdan, Qualitative Research for
education; an introduction to theory and method, London: Allyn and Bacon, 1982.
Roger gower cs, teaching practical handbook macmillan: macmillan education,1995.
Ronald H. Anderson, Pemilihan
dan Pengembangan
Media untuk
Pembelajaran, Jakarta: PT Raja Grafinda Persada,
1994.
Sudjana ans Rivai, Media Pengajaran,
Pengunaan dan Pembuatanya,
Suharsini
Arikunto, Proedur Penelitian, Suatu Pendekatan Practic, Jakarta: PT Rineka Cipta, 1992.
Syamsudin
and Vismaia S. Damaitanti, Metodologi
Penelitian Pendidikan Bahasa, Bandung: Remaja Rosdakarya, 2006.
http://www.yourdictionary.com/technique. 05/11/2012.23:06
Ponorogo, November...., 2012
Menyetujui
Ka.Prodi
|
Nama
Mahasiswa
|
Drs.
Harjali, M.Pd
|
Ngantori
|
NIP.19670413
2000031002
|
NIM.
210910066
|
RENCANA PELAKSANAAN
PEMBELAJARAN (RPP)
Nama sekolah :SMP 2 Balong Ponorogo
Mata Pelajaran :Bahasa Inggris
Kelas/Semester :VII A (Tuju) / 2
Aspek/Skill :Mendengarkan
Alokasi Waktu :2 x 40 menit
A. Standar Kompetensi
1. Memahami makna
dalam percakapan transaksional dan interpersonal pendek sederhana untuk
berinteraksi dengan lingkungan sekitar
B. Kompetensi Dasar
1. Merespon makna yang terdapat
dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar
C. Indikator Pencapaian Kompetensi
1. Kognitif: Proses
a. Menggarisbawahi kosakata
dan ungkapan yang telah diperdengarkan
b. Review berbagai jenis teks fungsional
pendek yang sering dijumpai
c. Mendengarkan teks fungsional
pendek terkait tema/topik tertentu
d. Menjawab berbagai pertanyaan
terkait informasi dalam teks fungsional yang didengar
e. Menentukan tujuan komunikatif
dari teks yang didengar
2. Kognitif: Produk
a. Menjelaskan isi percakapan
berdasarkan materi yang telah diperdengarkan
b. Mengetahui berbagai jenis teks
fungsional pendek terkait tema/topik tertentu
c. Memberikan contoh jenis-jenis
teks fungsional
3. Psikomotor :
a. Mendengarkan dengan seksama
materi yang akan diperdengarkan/dibacakan oleh guru
4. Afektif :
a. Melakukan komunikasi:
practice/praktek,bertanya,dan berpendapat.
b. Melakukan kerjasama.
D. Tujuan Pembelajaran
1. Pengetahuan: Proses
a. Dengan diperdengarkan bacaan
tentang suatu percakapan,siswa dapat menggarisbawahi konsep-konsep penting
tentang percakapan sesuai dengan aturan-aturan yang ditetapkan.
b. Dengan diperdengarkan berbagai
macam percakapan,siswa dapat membedakannya.
c. Dengan diberikan masalah,siswa
dapat menyelesaikannya sesuai dengan peraturan yang ditetapkan.
d. Dengan diperdengarkan sebuah
percakapan,siswa dapat membuat kesimpulan isi percakapan.
e. Dengan diberikan lembar
kerja,siswa dapat melengkapi isian percakapan berdasarkan materi yang
diperdengarkan/dibacakan
2. Pengetahuan: Produk
a. Dengan tanpa membuka (C),siswa
(A) dapat menjelaskan isi percakapan sederhana (B) sesuai dengan criteria/kunci
yang ditetapkan (D).
b. Dengan diperdengarkan berbagai
macam percakapan,siswa dapat menyebutkan 3 jenis percakapan
c. Dengan tanpa membuka buku,siswa
dapat menyebutkan 2 contoh untuk setiap jenis percakapan.
3. Psikomotor
a. Dengan diperdengarkan berbagai
macam percakapan,siswa dapat mengetahui dan membedakan 3 jenis teks fungsional.
4. Afektif
a. Dengan terlibat aktif dalam
pembelajaran,siswa dapat melakukan komunikasi dengan benar dan santun yang
meliputi praktek, bertanya, dan berpendapat.
b. Dengan terlibat secara aktif
dalam pembelajaran,siswa dapat melakukan kerjasama dengan baik dalam kelompok.
E. Materi Pembelajaran:
1. Percakapan (Lihat LKS kelas VIII
UNIT 8 halaman 127)
a. Listen the following text
carefully!
b. Find the meaning of the following
words with the dictionary!
F. Metode Pembelajaran
1. Model : STAD
(Student Teams Achievement Divisions)
2. Metode : Diskusi,practice/praktek,Pemberian
tugas.
G. Kegiatan Pembelajaran
1. Kegiatan
(waktu)
Fase
Kegiatan
Guru Terlaksana/ Tidak
Pendahuluan
(10 Menit)
(10 Menit)
-
Menyampaikan
Tujuan Dan Memotivasi siswa
-
Memotivasi
siswa: Memperdengarkan bacaan seperti pada LKS.
Guru bertanya pada siswa :
Guru bertanya pada siswa :
Apakah
jenis percakapan?
Inti
(60 Menit)
(60 Menit)
-
Menyajikan
Informasi Memberikan informasi :
a. Pengertian Percakapan sederhana
berdasarkan LKS
b. Meminta siswa mendengarkan
percakapan berdasarkan LKS
c. Siswa halaman 35-36 dan menggaris
bawahi kata-kata kunci/ penting.
Mengorganisasikan
-
Siswa
dalam kelompok belajar
-
Membentuk
5 kelompok belajar: anggota kelompok beragam( dari segi kemampuan,dan ras) dan
membagikan. LKS
-
Membimbing
Kelompok Membimbing kelompok:
-
Mengawasi
saat kelompok mengerjakan LKS
-
Membimbing
Praktek:(Membimbing kelompok terpilih) untuk mempraktekkan kerja kelompoknya.
-
Sambil
membimbing kerja kelompoknya dan presentasi siswa, Guru menilai sikap siswa
dengan panduan rubrik penilaian
-
Membimbing
kelompok menjawab masalah sesuai dengan kesimpulan yang telah diperoleh.
Evaluasi
-
Meminta
siswa Mengerjakan lembar penilaian 1 dan LP kinerja
-
Menentukan
kelompok yang memiliki kinerja terbaik
Penutup
(10 Menit) Penghargaan
(10 Menit) Penghargaan
Memberikan
Penghargaan
-
(Misalnya
dalam bentuk pujian) terhadap kelompok yang kinerjanya baik.
-
Merangkum:
Membantu siswa merangkum hasil belajar yang diperoleh melalui kegiatan
.
H.
Penilaian
Hasil Belajar
1.
Penilaian
produk: Lembar Penilaian 1
2.
Penilaian
Kinerja:membuat hipotesis,melakukan penyelidikan,membuat kesimpulan,dan peta
Konsep.
3.
Penilaian
sosial: melakukan komunikasi dan kerjasama.
I.
Sumber
Pembelajaran
1.
Buku
siswa English in Focus kelas VIII UNIT 3 mendengarkan
2.
Lembar
Penilaian 1: Produk dan proses
3.
Lembar
Penilaian Kinerja 1: jenis percakapan
4.
Lembar
Penilaian Kinerja 2: Menemukan konsep-konsep penting
5.
Lembar
Penilaian Kinerja 3: Melakukan Penyelidikan
6.
Lembar
pengamatan keterampilan sosial beserta rubric penilaian keterampilan social
7.
Kebutuhan
untuk masing-masing kelompok sesuai dengan LKS 3
[2] David nunan practical english laguage teaching speaking ( american new york; mcgraw-hill
ESL/ELT),2.
[3] James Dean Brown. The Element of Language Curriculum.
(Boston: Heinle & Heinle Publishers, 1995). 179
[4] Rebecca Hughes, Teaching and Researching Speakng (London:
Person Education, 2002), 48.
[5] Hayriye Kayi, Teaching Speaking: Activites to Promote
Speaking in A second Language, the Internet TESL Journal, Vol. XII, 31
March 2010.
[6] Jeremy Harmer, How to teach English Introduction To the
practice of language teaching (England: Addison Wesley Longman 2001), 870
[8] Roger gower cs, teaching practical handbook (macmillan:
macmillan education,1995), 99-100
[9]
Julian Edge, Essential of English
Language Teaching (England: Longman Group UK Limited, 2001), 25.
[11] Jack C. Richard, Approaces and Method in Language Teaching (Melbourne:
Cambridge University Press, 1986), 15
[12] Hayriye Kayi, Teaching Speaking: Activites to Promote
Speaking in A second Language, the Internet TESL Journal, Vol. XII, 31
March 2010
[13] Harmer. How to teach English. 88
[16] Arif S. Sadiman,
et al, Media Pendidikan: pengertian, Pengembangan dan Pemanfaatanya (jakarta: PT Raja Grafindo Persada,
2002), 6.
[17] Kasihani K.
SUYANTO, English for young Lerner (jakarta: PT Bumi Aksara, 20070, 100
[20] Ronald H.
Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran (Jakarta: PT Raja Grafinda Persada,
1994), 17
[21] Azhar Asyad, Media Pembelajaran, 15.
[23] Israeli Ministry of
Education. (1993). A curriculum for the teaching of mass media in secondary
schools (Hebrew). Jerusalem, Israel: Author.
[24] Syamsudin
and Vismaia S. Damaitanti, Metodologi Penelitian
Pendidikan Bahasa, (bandung: Remaja Rosdakarya, 2006), 94
[25] Robert C
Bogdan, Qualitative Research for
education; an introduction to theory and method, (London: allyn and Bacon,
1982), 3
[26] Suharsini
Arikunto, Proedur Penelitian, Suatu Pendekatan Practic, (Jakarta: PT Rineka Cipta,
1992), 102
[31] As Quated by Lexy J. Moleog,
Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 200), 171
