Tuesday, September 27, 2016

Proposal Penelitian “Improving Students Students Writing Skill By Using Recitation Method At Ten Grade The State Senior High School 11 Tebo”



PROPOSAL PENELITIAN

Name                                             : Arif Ridiawan
Students Number                            : TE. 11 0551
Faculty/ Department                        : Tarbiyah Science and Teacher Training
        English   Department       
Title                                                :
“Improving Students Students Writing Skill By Using Recitation Method At Ten Grade The State Senior High School 11 Tebo”
 


CHAPTER I
INTRODUCTION

A.    Background
       English language is one of foreign language. It becomes very important in education aspect. Because English language including to several language lesson in our country. And there are several functions of foreign language: a. international communication and study of language, b. language as a system of communication, c. the most complex of man’s tool, d. each language is structurally different system.
       As a international language, it is used to communicate among people in the different country. However, it can be an important to that it should be learned by the students.
       In our country, English learned since elementary school. Because English is not our native language, the students are difficult to learn it, based on that statement, English taught with many methods to make student easily to learn English as their second language. One of method that helps the students to master English is by using a recitation method.
       We know that English not our native language, as a fact that mastery it is not easy. The components and skill of English language is important for language learner. The components include grammatical structure, phonology, vocabulary and pronunciation that can give the effect to the English-language skills; such as listening, reading, speaking and writing. Writing is the written productive language skill. It refers to the ability to communicate to the reader with the written language. Reading is refers to produce the spoken language. Listening is the receptive spoken. It refers to the ability to understand the spoken language. It is the skill of a listener or group of listener to interpret information transferred by the speaker. Speaking is the spoken productive language. It refers to produce spoken language. It the skill of speaker to communicate the information to the listener.
       In writing, students have to know about grammar, vocabulary, sentence structure, sentence sequence, sentence connection. Sometimes the students could speak English fluently but they did not definite understand in Writing or making essay.
       But in fact, most Indonesian students could not learn English well, especially in Writing. It is usually indicated when they write paper or thesis in English. Many students make mistake when they write essay. Not all students had some ability in pouring the ideas when they write essay, it is because they do not have interest in studying writing skill.
       This is also happens at The State Senior High School 11 Tebo, they ought to write an essay, but many students got many problems, namely: they  have much vocabulary but they could not pour it into a written text. Students less vocabulary so they can’t write, they do not master in grammar, and many students were not interested in writing. Because writing activity was considered bored, and they seldom practice writing in English.
       The researcher did observation at The State Senior High School 11 Tebo. The researcher found some problems related to the instructional activities at the school. Those problems are that: the students have low writing ability, the students have low motivation in learning English, and the teacher still uses monotonous and inappropriate teaching technique. So, probably, it was caused by students’ uninterested in lesson, because there is not variation in teaching English from teacher. The teachers should implement an appropriate method to improve students’ ability. One way to improve students writing skills is the students have to be more active than the teacher and the students also have to be coincident. It can be tired recitation method. By using recitation method, the researcher would like to the researcher the Ten Grade Students of State Senior High School 11 Tebo as subject of this research.
        Based on explanation above, researcher is interested to do a research entitle “Improving Students’ Writing Skill By Using Recitation Method To Ten Grade The State Senior High School 11 Tebo”.
B.    The Identification of the Problem
         Problem to be addressed in this research is how can be obtained by using recitation method in learning to improv students writing skill to Ten Grade The State Senior High School 11 tebo.
C.    Delimitation of the Problem
       In order to be more effective, efficient, and focus to the research of the problems namely: Application Recitation Method in teaching writing to improve writing skill at Ten Grade of the State Senior High School 11 Tebo academic year 2014/2015.



D.    The Formulation of the Problem
       Based on the background mentioned, the problem research is to know the students’ writing skill through Recitation Method. So, the writer thinks the problem is:
“How can Recitation Method improve students’ Writing skill at Ten Grade of the State Senior High School 11 Tebo?”

E.   The Purpose and Significant of Research
       The purpose of this research is:
1.  To know whether the Recitation Method can improve students’ writing skill in English at Tent Grade of the State Senior High School 11 Tebo.
2.  To help students in improve English language.
3.  To be requirement for writer to get Tiered Master title One (S1) on Tadris majors (English language) IAIN STS Jambi.
The result of this research is expected to give contribution to teacher, students and other researcher. The significance of the studies are:
1.    For the writer (researcher)
       By using this method perhaps to researcher will get one solution to evaluate. The researcher will know what the advantages are by using recitation method in teaching English language. And next time, researcher will choose this method as one of solution to evaluate.
2.    For the teacher
       Teacher can evaluate clearly what the result of teaching English language uses the recitation method. This research can be given to the teacher as variation in teaching English language.
3.    For the student
       This research as presence to increase students interest in learning English language with enjoyable and can be used to broaden and develop.
CHAPTER II
REVIEW OF RELATED LITERATURE

A.    Theory of Writing
1.    Nature of writing

2.    Definition of Writing

B.  Recitation Method

C.  Descriptive Text

D.  Relevant Studies
       



CHAPTER III
METHODOLOGY OF RESEARCH

A.    Design of Research
       This research used Classroom Action Research (CAR). The researcher used a collaborative action research in which the researcher and one of other English teacher conducted thus research. In this case the researcher and collaborative teacher become a team work who worked together for solving the problem in teaching speaking. The researcher in this as the teacher to teach in the class room to apply this strategy and the English teacher as the collaborator.

B.    Types and Sources of data
1.    Type of data
The types of data taken in classroom action research are as follows:
a.  Qualitative data about the activities of students and the teachers in the classroom.
b.  Quantitative data about student’s learning outcomes in the end of each cycle.
2.    Sources of data
Sources is data in this study consisted of several sources they are: the head master, teachers and students, situation and conditions and documented of the State Senior High School 11 Tebo.
C.    Setting and Subjects of Research
1.    Setting of research
Classroom action research was conducted at the State Senior High School 11 Tebo English subject at class X academic year 2014/2015.

2.    Subject of research
The subject are students X at the State Senior High School 11 Tebo consist of 40 students.
D.    Research Procedure
The procedure of this Classroom Action Research is adapted from Kemmis and Mc Taggart. This type of research comprises four stages, followed procedure by preliminary study, planning the action, implementing the action, and reflecting the action.
Figure 3: Flow Implementation of Action adapted from Kemmis and Taggart Model







1.    Planning the Action
       In relation to the application of Collaborative Action Research. The researcher and the collaborator had preparation prior the implementation of the section based on the result of the preliminary study, at this stage, both of them prepared a suitable Numbered Heads Together Strategy in improving writing skill, designing the lesson plan, and determining the indicators of the performance.

2.    Implementing the Action
            After completing all preparation in planning, then researcher Come to the phase implementing the action. The follow:
a)    Teachers used scenario that will be performed.
b)    Teachers motivated the students
c)    Teachers give a clear instructional goal of lesson
d)    Teachers explain the meaning of the questioning the author strategy and the step of using this strategy in writing English.
e)     Teachers give exercise to the students.

3.    Observing the Action
       In the classroom, the collaborator observes and monitors the implementation of the action directly to observe the students responses and interaction on learning process from first time of teaching learning process until end. The collaborator seen, listened that happen in the classroom, the make a checklist students writing and make a notes which are not covered in the observation checklist during the teaching.

4.    Reflection
       This phase intended to consider a whole action that has been done, according to the data collected, afterwards, being done evaluation in other improve on the next action. (Arikunto: 2012, 80).

       Steps that done by teacher are:
a.    Analyze students’ activity when learning process by using instrument of observation.
b.    Analyze students’ respond and result of study.
c.    Analyze Recitation Method that used is effective or not.
d.    Determine the next step or way to upgrade the result of this action.

E.  Technique and Instrument of Collecting Data
       Based on the activities done for action research, the researcher will collect the data from test, questionnaire and observation checklist.

1.    Questionnaire
            Questionnaire is the number of written questions used to obtain
Information from respondents in terms of personal reports about, or things
That he knew.
       “Questionnaires is data collected is done by giving a set of questions or written statement for the respondents to answer. The data collection instrument also called the questionnaires.
Prepare questionnaire to get comment or response from students about using questioning the Author strategy in writing English. Questioner will give to students at the end of the cycle.

2.    Observation checklist
       The data will be collected by using observation. Observation is the way to collects the data or information with observe and make a field note in systematically to an event as an observation aim. The activities are related to the teaching way of teacher, study of student, the leader of school, and etc. This method is used to express the data that can observe relate with the classroom activities and development directly. It will be used by collaborator to collect the information during teaching and learning process in the classroom.
       To know the percentage of the students who do of the listed activities, the following formula is used.

3.   Test
                  According Suharsimi Arikunto (2010:193) that “test is a series of question or exercise and other tools used to measure skill knowledge or intelligence, ability or talent possessed by individual or group.
                  Test conducted each and the cycle, it is intended to measure students’ result obtained after administration of the action. One a way to view assessment is through various rating checklist or grids that can indicate to students their areas of strength and weakness, and in many cases such taxonomies are scoring rubrics. It is a typical list of general categories that are often the basis for the evaluation of students writing.
            In this research, the test is asking the students to write and writing about descriptive text. Asking the students to make their writing by using the generic structure of descriptive text.
In evaluating the students’ skill in descriptive, the researcher will use in scoring of composition profile proposed by J.B Heaton. The criteria of scoring of composition are described as the following table:

Scoring Rubric
No
Items evaluated
Score
Criteria
1.
Content
30-27
(excellent)
Knowledge, substantive, etc
26-22
(good)
Some knowledge of subject adequate range, etc
21-17
(poor)
Limited knowledge of subject, little substantive
16-13
(very poor)
Does not show knowledge of subject, non substantive, etc
2.
Organization
20-18
(excellent)
Fluent expression, ideas clearly stated, etc
17-14
(good)
Somewhat choopy, loosely organized
13-10
(poor)
Non fluent, ideas confused of disconnected
9-7
(very poor)
Does not communicative no organization
3.
Vocabulary
20-18
(excellent)
Effective word
17-14
(good)
Occasional error of word
13-10
(poor)
Error of word
9-7
(very poor)
Little knowledge of English vocabulary
4.
Language focus
25-22
(excellent)
Effective complex construction
21-19
(good)
Effective but simple construction
17-11
(poor)
Major problem in simple construction
10-5
(very poor)
Virtually no mastery of sentences construction roles
5.
Mechanics
5
(excellent)
Demonstrates mastery of sentences construction
4
(good)
Occasional error of spelling, punctuation, and capitalization
3
(poor)
Frequents error spelling, punctuation and capitalization
2
(very poor)
No mastery of conversations, dominated by error of spelling, punctuation, capitalization, paragraphing

Total
100



F.   Data Analysis
The stages of interactive analysis applied in this research are data reduction, data display, and conclusion. Each of the stages is presented in the following.
1.    Data reduction
Data reduction is a stage of summarizing, classifying, and focusing on essential things. In this stage, the researcher needs to separate the accurate data from the in accurate ones. Through the data reduction, the research may focus on the data that will be analyzed.
2.    Data display
Data display is a stage of organizing the data into pattern of relationship. The data display can make the collected data easier to be understood. In this stage, the researcher presents the narrative text.
3.    Conclusion
In this stage, the researcher makes a conclusion. The conclusion can be in a form of thick description. The conclusion is the answer of the research problem that has been formulated.



BIBLIOGRAPHY

Alice Oshima & Ann Hogue. 2007. Introduction to Academic Writing. US of America: PEARSON Longman
Heaton.J.B (1975). Writing Language Test. Londen. Longman Grup
Keith S. Folse. 2002. Great Essays An introduction to Writing Essays. Boston: HEINLE CENGAGE Learning
Roestiyah. 2008. Strategi Belajar Mengajar. Rineka Cipta
Syaiful, Bahri. 2010. Strategi Belajar Mengajar. Jakarta. Rineka Cipta.
Syaiful, Sagala. 2003. Konsep Dan Makna Pembelajaran. Bandung. Alfabeta
Sugiyono. Metode Penelitian Pendekatan Kuantitatif, Kualitatif, dan R&D. bandung: alfabeta, 2010
Suharsimi, Arikunto dkk. 2012. Penelitian Tindakan Kelas. Jakarta. Bumi Aksara

Share this

0 Comment to "Proposal Penelitian “Improving Students Students Writing Skill By Using Recitation Method At Ten Grade The State Senior High School 11 Tebo”"

Post a Comment