PROPOSAL SEKRIPSI BAHASA INGGRIS "THE APPLICATION OF IDENTIFYING GAMES IN TEACHING SPEAKING AT FIFTH GRADE OF SDN II WATUBONANG, BADEGAN, PONOROGO IN THE ACADEMIC YEAR 2016/2017"
Wednesday, September 19, 2018
THE APPLICATION OF IDENTIFYING GAMES
IN TEACHING SPEAKING AT FIFTH GRADE
OF SDN II WATUBONANG, BADEGAN, PONOROGO
IN THE ACADEMIC YEAR 2016/2017
Proposal of Qualitative Research
Submitted to Fullfil One of the Assignments
of Qualitative Research of Methodology
Lecturer: Rifa Suci Wlandari Spd
By:
SUSANTI
NPM: 1021082104;
PBI A
IN TEACHING SPEAKING AT FIFTH GRADE
OF SDN II WATUBONANG, BADEGAN, PONOROGO
IN THE ACADEMIC YEAR 2016/2017
Proposal of Qualitative Research
Submitted to Fullfil One of the Assignments
of Qualitative Research of Methodology
Lecturer: Rifa Suci Wlandari Spd
By:
SUSANTI
NPM: 1021082104;
PBI A
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
STKIP PGRI PONOROGO
2017
CHAPTER I
INTRODUCTION
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 )
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 2016/2017”.
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
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
