Here's the first Research Proposal that I made by my own. Hopefully it can be an example and help you in making your own Research Proposal, especially for the students in English Dept Faculty of Teacher Training and Education. :)
IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING IN TEACHING SPEAKING SKILL TO TENTH GRADE STUDENTS
OF SMA
N 1 TEMBUKU
IN ACADEMIC YEAR 2012/2013
BY
I
DEWA AYU WIDARINI
NPM:
10.8.03.51.31.2.5.4074
ENGLISH
DEPARTMENT
FACULTY
OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI
DENPASAR UNIVERSITY
DENPASAR
2013
IN ACADEMIC YEAR 2012/2013
1.1 Background of the Study
Speaking
is an interactive process of constructing meaning that involves producing,
receiving, and processing information. Speaking is important skill because it
is one of the abilities to carry out conversation. Through speaking, people are
able to communicate and deliver their message directly to the others. The use
of English for speaking is not simple, especially for the EFL students, because
the speaker should also master other important elements of English such as:
pronunciation, grammar, vocabulary, fluency, and comprehension.
Since
the elements of the teaching speaking are various, many problems occur in the
teaching learning process. The students are not enthusiastic and not courage
enough to involve in the speaking learning process. They encounter the
hesitance of practicing the material as well as the drilling conducted by the
teacher in the teaching learning process. In the other words, the students are
having the problem with their confidence. Furthermore, the students are coming
from various backgrounds as well as different prior knowledge in English. Thus,
it is not very easy to cope with the learning material. In that case, teachers are supposed to be
creative in developing their teaching learning process to create good classroom
atmosphere in order to improve the student’s speaking skill.
There
are many techniques in teaching English in order to motivate the students in
learning speaking; one of them is Communicative Language Teaching.
Communicative Language Teaching is a set of principles about the goals of
language teaching, how students learn a language, the kinds of classroom
activities that best facilitate learning, and the roles of teachers and students
in the classroom.
Early
views of language learning focused primarily on the mastery of grammatical
competence. Language learning was viewed as a process of mechanical habit
formation by having students produce correct sentences and not through making
mistakes. Errors were to be avoided through controlled opportunities and by
memorizing dialogs and performing drills, the chances of making mistakes were
minimized. Learning was very much seen as under the control of the teacher.
Richards
(2006) writes that through the implementation of Communicative Language
Teaching, students will gain not only grammatical competence, but also
communicative competence. By implementing Communicative Language Teaching, the
students will be more active in teaching learning process toward the use of
pair work activities, role plays, group work activities and project work. These
activities give students greater opportunities to use the language and to
develop fluency. Students will become comfortable with listening to their peers
in group work or pair work tasks, rather than relying on the teacher for a
model. They are expected to take on a greater degree of responsibility for
their own learning while the teacher’s role in teaching and learning process is
facilitator and monitor.
Most of the
activities discussed above reflect an important aspect of classroom tasks in Communicative
Language Teaching, namely that they are designed to
be carried out in pairs or small groups.
Through completing activities in this way, students will obtain several
benefits:
·
They can learn from hearing
the language used by other members of the group.
·
They will produce a greater
amount of language than they would use in teacher-fronted activities.
·
Their motivational level is
likely to increase.
·
They will have the chance to
develop fluency.
According
to the facts above, the researcher is favorably motivated in investigating the improvement of students’ speaking
skill through Communicative Language Teaching.
1.2 Statement of Research
Question
Based on the background of the research, the research question can
be formulated as follows: to what extent can
the speaking skill of the tenth grade students of SMA N 1 Tembuku in the
academic year 2012-2013 be improved through
Communicative Language Teaching?
1.3 Objective of the Study
In
accordance with the previous statement, and also the research question
mentioned above, the researcher; consequently, is able to write the objective
of the study intends to improve the speaking skill of tenth grade students of
SMA N 1 Tembuku in academic year 2012/2013 through Communicative
Language Teaching.
1.4 Limitations of the Study
In order to avoid the generalization of the
topic, limitation is necessary in this present research. The researcher simply
limits her research only on improving speaking skill through
information–gap activities to the tenth grade students of SMA N 1 Tembuku in
academic year 2012/2013.
1.5 Significance of the
Study
This
research is concerned with teaching speaking skill using Communicative Language Teaching to improve the
students’ speaking ability. The
type of classroom
activities proposed in Communicative
Language Teaching also implied
new roles in the
classroom for teacher
and students. Students now have
to participate in classroom activities that are based on a cooperative rather
than individualistic approach to learning.
Students will become comfortable with listening to their peers in group
work or pair work tasks, rather than relying on the teacher for a model. They
are expected to take on a greater degree of responsibility for their own
learning. The teacher now assumes the new role as facilitator and monitor. Rather
than being a model for correct speech and writing and one with the primary
responsibility of making students produce plenty of error-free sentences, the
teacher have to develop a different view of students’ errors and of her/his own
role in facilitating language learning.
Essentially, the practical
consideration of the research is the significance of the expected research
findings. Hence, the ultimate results of this study are expected to be
advantageous both theoretical as well as practical, especially to the teachers
and students in the context of English teaching and learning process. The
findings of the present research are expected to indicate significant
theoretical and practical information on the importance of implementing Communicative
Language Teaching in teaching speaking described as follows:
Theoretically,
Communicative
Language Teaching can be used to improve students’ speaking
skill. The findings are expected to be used as evidence that information-gap
activity is an effective technique in teaching speaking.
Practically,
the outcome of this research study will be able to give feedback to English
language teachers, especially those who teach tenth grade
students of SMA N 1 Tembuku.
1.6 Assumption
In this research, the
researcher considers that it is compulsory to have several assumptions. These
assumptions can be written down as follows:
(1)
all subjects under study are assumed to
have learnt English for the same period of time,
(2)
all subjects under study are assumed to
have similar learning motivation,
(3)
all subjects under study are assumed to
have similar language experience and language exposure,
(4)
the instruments used for collecting the
data are constructed in such a way that they are supposed to be valid and
reliable.
1.7 Hypothesis
On attempting to give a
tentative solution to the problem, the hypothesis will be stated as the
following: the students’ speaking ability can be improved through Communicative
Language Teaching.
1.8 Definition of the Key
Terms
Key terms are several typical
words used in a research. Here, the number of operational definitions are given
in order to avoid misunderstanding to the readers and to give clear
understanding of terms in this present study; the terms are Communicative
Language Teaching, speaking, and SMA N 1 Tembuku.
Communicative Language
Teaching is defined as a set of principles of teaching speaking to the tenth
grade students of SMA N 1 Tembuku; including how students learn a language, the
kinds of classroom activities that best facilitate learning, and the roles of
teachers and students in the classroom. Teaching learning process is conducted toward
the use of pair work activities, role plays, group work activities and project
work. These activities give students greater
opportunities to use the language and to develop fluency in speaking English.
Speaking is
defined as an interactive process of constructing meaning that
involves producing, receiving, and processing information of the tenth grade
students of SMA N 1 Tembuku measured by administering
reflection or post test by the end of each session.
Furthermore, SMAN 1 Tembuku
is one of senior high schools in Bangli Regency which is located in Tembuku
subdistrict, where the present research is going to be conducted.
1.9 Theoretical Framework
A scientific
investigation is expected to contribute practical significance and should be
conducted on the basis of some relevant theoretical constructs and empirical
evidences. There are a number of theories in this present study which are
going to be discussed thoroughly in Chapter II, that is, review of related
literature, such as (1) the conception of speaking, (2) the importance of speaking,
(3) components of speaking, (4) Techniques of teaching speaking, and (5)
assessment of speaking skill.
1.10. Research Methodology.
1.10.1 Subject of the study
This
study is conducted to the tenth grade students of SMA N 1
Tembuku. There are 5 (five) classes of the
tenth grade students of SMA N 1 Tembuku with
the total of the students are 154 students. The students of class X E are
selected as the subjects of the study which consists of 30 students. The subject of the study which total of 30 students
are considered to be representative enough for the purpose of this study. The
students of class X E are selected as the subjects of the study because based
on the preliminary study and the result of pre test or the initial reflection
showed their ability in speaking is very poor, therefore immediate improvement
is really needed.
1.10.2
Research Design
Classroom action
research design will be used in this investigation. It makes use of a
collection of pre-test post-test research design. Hence, this classroom action
study is concerned with teaching speaking skill by using two kinds of tests,
that is, initial refection or pre-test and reflection or post-test. Initial
reflection (IR) is intended to evaluate the pre-existing speaking skill while
reflection (R) which is administered at the end of each session, is meant to
reveal the expected increase in the students’ speaking ability after they have
been taught speaking through Communicative
Language Teaching.
In this classroom
action study, the teaching and learning processes are divided into two cycles
where each cycle consists of four sessions. Each session consists of four
interconnected activities, namely: planning (P), action (A), observation (O),
and reflection (R). It is necessary to note that IR is a term normally used in
a classroom action study, which refers to a pre-test in speaking skill. The IR
was administered to the tenth grade students of SMA N 1 Tembuku, in order to
measure the real pre-existing speaking ability of the subjects. The mean scores
of the IR was compared to the corresponding mean scores of the R administered
at the end of each session for the sake of establishing the degree of the improvement
of speaking ability of the subjects.
This classroom
action investigation makes use of a collection of pre-test post-test research
design. Hence, this classroom action study is concerned with teaching speaking
skill by using two kinds of tests, that is, initial refection or pre-test and
reflection or post-test. Initial reflection (IR) is intended to evaluate the
pre-existing speaking skill ability while reflection (R) which is administered
at the end of each session, is meant to reveal the expected increase in the
students’ speaking skill achievement after they have been taught speaking through Communicative Language Teaching.
In this classroom
action study, the teaching and learning processes are divided into two cycles
where each cycle consists of four sessions. Each session consists of four
interconnected activities, namely: planning (P), action (A), observation (O),
and reflection (R). It is necessary to note that IR is a term normally used in
a classroom action study which refers to a pre-test in speaking skill. The IR
was administered to class X E students of the tenth grade students of SMA N 1
Tembuku, in order to measure the real pre-existing speaking ability of the
subjects. The mean scores of the IR was compared to the corresponding mean
scores of the R administered at the end of each session for the sake of
establishing the degree of the speaking ability of the subjects.
1.10.3 Research Instrument
The
selection and construction of appropriate, valid and reliable research
instrument are very essential step of a scientific investigation, this is on
account of the fact merely valid and reliable research instruments can be used
to collect the valid and reliable required data for the study being undertaken.
The study deals with research question: to what extent is the effectiveness of Communicative
Language Teaching in improving the speaking
ability of the tenth grade students of SMA N 1 Tembuku. This research question logically suggests that
there are three sets of data or raw scores, which are required for the study.
They are pre-test, post-test and questionnaires.
1.10.4. Data Collection
There are three kinds of instruments used to gather the
data of this classroom action study; they are pre-test, post-tests and questionnaires.
Thus, the data required to answer the research question are gathered through
administering pre-test, post-tests and questionnaires to the tenth grade
students of SMA N 1 Tembuku. The pre-test of IR is administered to the subjects
under study to obtain their pre-existing speaking ability. In pre-test the
subjects were asked to act out a conversation based on the situations that the researcher
had given. Post test or reflection is administered for eight times (four times
in cycle I and four more times in cycle II).
1.10.5. Data Analysis
The most important
data required to answer the research question under study was collected through
administering IR and post-tests, some supporting additional data are gathered
through administering questionnaires to the subjects under study, that is, the tenth
grade students of SMA N 1 Tembuku. Thus, there are considerably three kinds of
raw scores obtained for the present class action study, that is:
1)
scores indicating the subjects’
pre-existing speaking skill ability,
2)
scores showing the subjects’
progress achievement in speaking skill; and
3) scores showing the subjects’ changing learning behaviours.
The data then are analyzed in percentage
as follows:
- The average score of each student will be counted using this formula:
Total
of the right answers
Mean = ____________________________ x 100 %
Total
of test items
The average score of the whole students
will be counted using this formula:
The total score of all the test takers
Mean = __________________ ___________ 100 %
Total of test
takers
The students’ achievement will be
calculated into the following criteria:
Excellent :
those students who are able to answer the test items between 80% - 100%
correctly
Good : those students who are able to
answer the test items between 70% - 79% correctly
Fair :
those students who are able to answer the test items between 60% - 69%
correctly
Poor :
those students who are able to answer the test items between 50% - 59%
correctly
Failure :
those students who are able to answer the test items between 0% - 49% correctly
REFERENCES
Krashen, S.D. 1988. Second
Language Acquisition and Second Language
Learning. New York:
Prentice- Hall International, Inc.
Larsen-Freeman,
Diane. 2000. Techniques and Principles in
Language Teaching. New York: Oxford University Press
Tillitt,
Bruce. 1995. Speaking Naturally. Cambridge:
Cambridge University Press.
Richards, Jack C. 2006. Communicative Language Teaching Today. Cambridge:
Cambridge University Press
Good plen, Bisa buatin satu gak. hehe
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