Contoh Skripsi B. Inggris

CHAPTER I

INTRODUCTION

1.1   The Background of the Topic

Communicative and whole language instructional approaches promote integration of speaking, listening, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning if they are to support language development.

Speaking is the process of building and sharing meaning through the use of verbal and non – verbal symbols in a variety   of contexts (Chaney, 1998, p. 13), speaking is a crucial part of second language learning and teaching. Despite its importance. For many  years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repletion of drill or memorization of dialogues. However, today’s word  requires that the goal of teaching speaking should improve students’ communicative skills, because only in the way students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach language learners how to speak in the best  ways possible, some speaking activities are provided bellow, that can be applied to an EFL classroom settings, together with suggestions for teachers who teach oral language.

Speaking lesson can follow the usual pattern of preparation, presentation, , practice, evaluation, and extension.

The teacher can use the preparation step to establish a context for the speaking task (Where, When, Why, and with whom it will occur and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher can provide

Learners with the production model that furthers learner comprehension and helps them become more attentive observers of language use. Practice involves learners in reproducing the targeted structure, usually in controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and asses their own progress. Finally, extension consists of activities that ask learner to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously ones (Brown, 1994; Burns & Joyce, 1997; Carter & Mc Carthy, 1995).

In lain with the pattern in teaching speaking, there is a technique of presenting the lesson for the purpose of improving students’ skill. The process is referred to students’ mapping of ideas certain topic. In this case , the students are exposed to develop their related vocabularies in order to express their mind and filling. In order words the concept map of certain topic will be explored.

The process of building a concept map comprises of four major activities (as in Kayi, 2008:3):

a. Indentifying the main topic or key concept of the map by enclosing it in a graphic element (usually called a node or symbol);

b. Entering subordinate concepts in a similar nodes the radiate from the key concept;

c. Identifying the relationship between each subordinate concept and the key concept by creating and labeling a link (line) between the two; and

d. Repeating this process as information is added to the map and more conceptual relationships between and among concepts is portrayed.

Relationships included on a concept map is usually of two kinds: Propositions ( or sentence -  like  statements about relationship of one concept to another) and examples (a specific type of relationship in which one of the linked concepts is an example of the other). Because of learning is often best achieved when the details organized under broader, more general categories, concepts maps are usually hierarchical in form, with the most general concept (the main topic or key concept) at the top.

1.2   The Reasons for Choosing the Topic

There are, at least, two reasons for the writer to conduct this research which deals with the problem of teaching speaking and the advantages of applying the concept map in organizing the students’ ideas. The reasons are as follow:

1.2.1   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, speaking in class can be a lot of fun, raising general learner motivation and making the English Language classroom a fun and dynamic place.

1.2.2            In our daily lives most of us speak more than write, yet many English teachers still spend the majority of class time on reading and writing practice, almost ignore speaking and listening skills. If the goal of our language course is truly to enable their students to communicate in English, then speaking skills should be taught and practiced in the language classroom.

1.3   The Problem Statements

The focus the investigation on the basis of reasons above, this study is mainly based on the questions bellow:

1.       What are the effects of mapping ideas (concepts map) of a certain topic to the students’ speaking improvement?

2.       Is there any correlation between mapping ideas and their speaking achievement?

1.4      The Assumptions

1.       Concept map is a graphical representation of concepts and their interrelationships.

2.       Concept maps are composed of nodes (concepts) and links (lines), arranged hierarchically or in some order to reflect the information domain being represented.

3.       Concept map can be an effective tool organizing new information and integrating it with existing knowledge. The act constructing concept maps helps learners to recognize new relationships among concepts and refine their understanding of existing relationship.

4.       Concept maps are externalized representations of the learners’ knowledge they can also be effective tools for revealing misconceptions.

1.5      Hypothesis

Based on the formulation of this research, the hypothesis is stated bellow:

“There is a positive correlation between mapping ideas with the students’ speaking achievement.”  

1.6   The Purposes of Study

Based on the problem statements above, this study is aimed:

1.       to find out the effects of mapping ideas (concepts map) of a certain topic on the students’ speaking improvement ( e.g. vocabulary, pronunciation, structure);

2.       to detect the correlation between mapping ideas and their speaking achievement

1.7   The Significance of the Study.

The possible findings of this research may contribute to give some information, theoretical and practical perspectives to those who are concerned with language learning and teaching, especially in teaching technique for speaking in particular.

1.8   Research Design

1.       Method

Descriptive method deals with describing the existing conditions of variables (Fraenkel and Wallen, 1990;  Hatch and Farhady, 1982; and Brown, 1990). For this purpose, the study compares the groups in a certain conditions of treatment in order that a clear portrait of the issues investigated can be obtained. This process involves the treatment variable and the outcome variable (Frankel and Wallen, 1990;231).  

Statistical computation obtained will, at last, be used to describe how treatment variable provides the significant effect to the outcome variable.

For conducting this, some related points have been prepared. The writer selected the practice material, testing material, plausible testing, procedure, and scoring procedures. These four preparations will be consequently elaborated in the following:

1.1   Practice materials. Practice materials used consist of a selected topic for speaking activities.

1.2   Testing procedure. Testing procedures consist of pre – test which is given to both experimental and control groups to test their basic achievement in vocabulary and speaking. Progress test is given to control the progress of the treatment to experimental group. Post test is given to both groups to find out the different achievement.

1.3   Scoring procedure. Scoring procedures are used to assess the students’ achievement during the test.

2.       Subjects

        This study locates at Mts. Darul Huda Pakuwon Cisurupan Garut where the writer serves as one of teaching staff members. This choice is rested on to major considerations. First, the writer is intentionally eager to explore the existing problems that are usually encountered in reading classroom activities. In due course, the findings are expected to be the alternatives tenets to stand on in judging the appropriate techniques that are going to be adopted. Second, within crucial limit of time scheduled, the writer merely tried to get a simple bureaucratic administration, which might be difficult to get from other institutions.

Research population is all students of this school in the seventh year in the academic year of 2008/2009. The writer chose the seventh grade learner (class A, B, C, D) were taken as a simple. The former class is served as the experimental group and the latter as the control group. Both groups have the same reading passage and test at the end of every reading session assisted by the use of text books, whereas for the control group had the text only. They assigned purposively, in the sense that they have been studying the English Language at the same level and at the previous two terms. This consideration is possible to be taken due to the continuous contact with students; therefore, teacher could use her knowledge to select the samples that can be ascribed as representatives. Consistent with this issue, Fraenkel and Wallen (1990) also argue that researches, in selecting samples, can use their own judgment based on the logical considerations like the prior knowledge of the population. In details, they suggest as follows:

             

             On occasion, based on previous knowledge of a population and the specific purpose of the research, investigators use personal judgment to select a sample. Researchers assume they can use their knowledge of the population to judge whether or not a particular sample will be representative (p.75).    

In relation to the statement above the writer thinks that he can judge the population and sample based on his own consideration. So to make it clear, the total population is 120 (four classes) and the sample involved is 40 students. The sample in this research is the subjects of the investigation.

3.       Setting
The research will take place at Mts.Darul huda Jl merpati Kampung Pakuwon Desa SimpangSari Kecamatan Cisurupan Kabupaten Garut.

1.9   The limitation of Study

the sampling procedure with it small number of the sample taken at Mts.Darul Huda may decrease the all- purpose of the finding. This study on  mapping ideas for students speaking ability may not be generalized to all areas of teaching reading in different setting and larger scope of the research.

1.10     The Definitions of Important Terms

There are two terms that should be clarified for the purpose of understanding:

1.       A Concept map is a schematic device for presenting a set of concept meanings embedded in framework of propositions (Kayi, 2008:3).

2.       Speaking is “the process of building and sharing meaning through the use of verbal and non – verbal symbols, in a variety of contexts (Chaney, 1998,p. 13).