KOMPETENSI ORGANISASI DALAM PENGEMBANGAN BAHASA INGGRIS

---

Unknown on 11:27 AM

---

CHAPTER I

INTRODUCTION

            This chapter introduces the background of the study, the research question, the objectivities of the study, the significance of the study, the scope and limitation of the study and definitions of key terms.

A.            Background of The Research

Language is a means of communications. By using language, people express ideas, thought, opinions and their minds. Language is the most important means in our life, because it is impossible for people to communicate with other and carry on their daily activities without using language. In addition, the development of human civilization is being resulted from the regular contact that involves the use of language.

English is one of language which is known and used by most people in the world either as the first the native language, the second the language which is used after the first language such as Indonesia which is spoken by Javanese, or foreign language the language that used not as first or second language. Teaching the speaking in Indonesia is integrated with the instruction of the other skills, reading, listening, and writing skill. In reality, however, Indonesia learners do not master these skills well even after they have learned English since senior high school. They are some factors that cause the student to unable to speak, such as lack exposure to English psychological factors anxiety, nervousness, and shyness, linguistic factors and cultural factors. In addition, the environment does not support positively toward the development of learners’ speaking since English in Indonesia is a foreign language.

In Indonesia, especially in education, is often seen in the phenomenon of learning English. Since the fourth grade of primary school students are introduced to English as a second language. Until high school they still continue to acquire English language learning materials, even to the bench lectures for students who went to college they still receive English language learning materials, which on average are given in two semesters in each of the existing faculty. But so far, the level of their success in mastering the English language is lacking. Beside we get the English learning from school we also often encounter the phenomenon of learning the English language derived from a foreign language course.

The mastery of speaking skills in English is a priority for many second language or foreign language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. Oral skills have hardly been neglected in English Foreign Language (EFL) or English Second Language (ESL) courses witness the huge number  of conversation  and other speaking course books in the market, though how best to approach the teaching of oral skills has long been the focus of methodological debate. Teachers  and  textbooks make use of a variety of approaches, ranging from direct approaches focusing on specific features of oral interaction e.g. turn-taking, topic management, and questioning strategies to indirect  approaches  that  create conditions for oral interaction through group work, task work, and other strategies (Richards, 1990).

Speaking as one of four language skills is an act of communication. It plays an important role of learners’ language development. Learners’ oral skills are considered crucial in the process of learners’ language growth in that communicative competence develops shifting from oral to written mode, spoken language come first. The reason is that naturally language acquisition is initiated through spoken language, and written language is difficult to develop before mastering spoken language. The spoken form has generally been regarded as the primary form of a language upon which the written form is essentially dependent.

Speaking English and Arabic in an Islamic Modern Boarding School is a phenomenon that is quite interesting to observe. The case is similar to what we can see in the English and Arabic language learning in formal classroom and English course. But in the same case, what happens in an Islamic Modern Boarding School suggested specific characteristics that stand out, which we can not get in formal classes or course. Learning English and Arabic in quarantine is an expression that can distinguish the case of English and Arabic language learning in formal classroom or course with learning the English and Arabic language that is in boarding school.

Besides quarantine imposed on students who are in the process of learning the English and Arabic language, it is strictly controlled by their circumstances that created by boarding schools such that they have no other choice to talk without using the English and Arabic language to be used in everyday conversation. In addition, from the boarding party also formed an organization engaged in the field of language learning to help the success of the English and Arabic language learning process by providing motivation and guidance material for the students to use English or Arabic for everyday conversation. Similarly, the presence of certain sanctions if students speak a language or languages ​​other than English and Arabic will accelerate the success of learning the English and Arabic   language.

In the previous study that conducted by Titin Rahmawati which took place in Islamic Boarding School Termas Baron Nganjuk, mentioned that in inserting the speaking into the English instruction, the teachers used some techniques that they have to use them in teaching learning process at the classroom including discussion technique, repetition, questions and answers, reading aloud, story telling and practicing dialogue in pair. In other side there some techniques that teacher used in teaching speaking in the classroom and no explanation about more student’s activities out of class in improving their speaking ability.

In mastering speaking English well in the boarding school is not always depend on the techniques that the teacher use in the teaching speaking at the classroom, the student have to apply them out of class in their daily activities.    The researchers’ want in this study is to describe some students’ activities that occur out of class which is as the big factor in mastering speaking.

A lot of perceptions from society appreciate that the students’ speaking from this boarding school is more excellent than other. This case is proven when we look at the graduation from this islamic modern boarding school. The society appreciates that every graduation from Islamic Modern Boarding School Raden Paku can speak English and Arabic well than other graduations from other schools in Trenggalek.

In reference to the explanation above the writer has motivation to do a research in under title “Students’ Activities supporting Students’ Speaking Ability in Islamic Modern Boarding School Raden Paku Trenggalek”.

B.            Statement of Research Problems

Based on the background study, the focus of this research is formulated as follows:

1.      How the description of activities that support students’ speaking ability in Islamic Modern Boarding School Raden Paku Trenggalek?

2.      What techniques that the teacher used in activities that support the students’ speaking ability in Islamic Modern Boarding School Raden Paku Trenggalek?

3.      What are of evaluation in teaching speaking in the activities that supporting student’s speaking ability?

C.            The Objectives of The Research

The general purpose of this research is to describe the activities that support the students’ speaking ability in Islamic Modern Boarding School Raden Paku Trenggalek.

In other side there are specific purposes in this research as below:

1.      To describe what kind of activities that used to develop and support the students’ speaking ability in Islamic Modern Boarding School Raden Paku Trenggalek.

2.      To know the techniques that the teacher used in activities in supporting students’ speaking ability in Islamic Modern Boarding School Raden Paku Trenggalek.

3.      To know the evaluation in teaching speaking in the activities that supporting student’s speaking ability?

D.            Significance of  The Research

The researcher hope for the result of this research will give contributions to :

1.      For the next researcher, may the result of this study will be materials to enrich the kindness that related with the more credible theory about the method to develop the students’ speaking abilities.

2.      For the institute Islamic Modern Boarding School Raden Paku Trenggalek, the result of this study may can be feedback about the student’s organization role in developing students’ English Learning.

E.            Scope and Limitation of The Research

The study will be conducted in Islamic Modern Boarding School Raden Paku Trenggalek. This research will involve the students of Islamic Modern Boarding School Raden Paku Trenggalek and its’ students’ activities as a subject of the study. The researcher wants to investigate the activities process of supporting students’ speaking ability when they involve their self in the activities that programmed by institute. Therefore, this study is expected to be beneficial for every institute in that it can be inspirations for them on how to help students improve their speaking skill by supporting students to learn English most effectively and efficiently so they can use the language for real-life purposes.

F.            Definition of The Key Term

The technical terms that looked like important to explain in this study is arranged below:

1.      Islamic Modern Boarding School Raden Paku here is one of famous moslem boarding school in Trenggalek in which ranged in education area. One of its programs is to teach the student to master foreign language especially English as the daily communication.

2.      The activities here are any activities that programmed by institute to support the students’ speaking English in Islamic Modern Boarding School Raden Paku Trenggalek.

3.      Speaking: the action of expressing oneself in speech or giving speechs. ( concise oxford dictionary: 2001 ). Speaking is the uniquely human act or process of sharing and exchanging information, ideas, and emotions using oral languages . In this case, it refers to students’ speaking.

CHAPTER II

REVIEW OF LITERATUR

In this chapter, the reviews of the theoretical background concerning the research questions are presented. The first point discusses the nature of speaking, then the next section presents the importance of speaking skill, motivating students to speak, principles for designing speaking techniques, and previous study.

A.            The Nature of Speaking

Most of learners in the world study English in order to develop their proficiency in speaking. The ability to speak second or foreign language well is very complex task if we try to understand the nature of what appears to be involved. To begin with, speaking is used for many different purposes, and each purpose involves different skills. When we use casual conversation, for example, our purposes may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of the time we spend with friends. When we engage in discussion with someone, on the other hand, the purpose may be to seek or express opinions, to persuade someone about something, or to clarify information. In some situations, we use speaking to give instructions or to get things done. We may use speaking to describe things, to complain about people’s behavior, to make polite requests, and to entertain people with jokes. Each of these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationships, and the kind of activity the speakers are involved in.

Shumin (2002:204) states “Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions”. According to Jack CRichards and Willy A. Renandya (2002:204) that speaking is one of the elements of communication. Where communication is the output modality and learning is the input modality of language acquisition. As a human being, we always need communication to express our idea to do everything, what’s more as a students or learners they have to speak with their teacher as long as in learning process to express their idea.

“Communication in the classroom is embedded in focused meaningactivity. This requires teachers to tailor their instruction carefully to the needs of learners and teach them how to listen to others, how to talk with others, and how to negotiate meaning in a shared context. Out of interaction, learners will learn how to communicate verbally and nonverbally as their language store and language skills develop. Consequently, the give and take exchanges of messages will enable them to create discourse that coveys their intention in real life communication”.

Therefore, in formal environment between  teachers  and  students  have  to always interact to make communication. Because in fact, most of our daily communication remain interactional. It can interact in language is essential. Therefore, language instructors should provide learners with opportunities for meaningful communicative behavior about relevant topic by using interaction as the key to teach language for communication because communication derives essentially from interaction.

In other view, speaking is fundamental and instrumental act. According to Herbert H. Clark and Eve H. Clark (1997:223) Speakers talk in order to have some effect on their listeners. They assert things to change their state of knowledge. They ask them questions to get  them to  provide  information. They request  things to get them to do things for them. And they promise, warn, and exclaim to affect them in still other ways. The nature of the speech act should therefore play a control role in the process of speech production. Speakers begin with the intention of affecting their listeners in a particular way. They select and utter a sentence they will bring just this affect.

The skill of speaking skill is as crucial as any other language skill. The four skills (reading, writing, speaking and listening) naturally appear together in every English class, even in the  EFL  context. As  Peregoy and  Boyle  (2001:107)  state,  “Listening, speaking, reading and writing also occur naturally together in learning events in school at all grade levels, even though traditionally they were taught separately”.  In addition, Shumin (1997:97) states that learning to speak a foreign language requires more than knowing its grammar and vocabulary. Learners should acquire the skill through interaction with each other. However, it is difficult for EFL learners to speak appropriate English in the classroom because of the limited language use in their real lives.

Affective factors are the most important issues that may promote students’ speaking. Affective factors include self esteem, emotion, attitude, anxiety, and motivation. Shumin (2002:206) believes that “foreign language learning is a complex task that is susceptible to human anxiety, which is associated with feelings of uneasiness, frustration, self doubt, and apprehension”. These are the factors that affect students’ speaking in most EFL contexts and there are other issues as well. For example, the language level may be too difficult, or too much is given at once and the amount of the language the teacher gives the students in each session may be too much.

B.            The Importance of Speaking

According to Anne Burns and Helen Joyce (1997:54) mention that one of the aims of most of the language programs used by today’s teachers is to develop spoken language skills, and most programs aim to integrate both spoken and written language. However the emphasis given to speaking in a language program varies according to the needs and goals of the students and the focus of the course.

It is also important that the development of spoken language is not simply a matter of learning skills such as pronouncing English sounds or being able to produce single utterance or phrases. Quite on the contrary, the development of the speaking is an ongoing and complex process of acquiring knowledge and developing skills and strategies to interact with people in social situations. From the very beginning levels of language learning students need to: (1) experience various kinds of spoken texts, (2) Develop knowledge about how social and cultural contexts affect the type of spoken language used, (3) learn how to participate in different spoken interactions, (4) expand their language resource and learn to use a range of spoken language strategies, (5) learn how different spoken texts are constructed, (6) develop skills which will enable them to predict what will occur in a conversation, (7) improve their accuracy and fluency.

The students will also need to develop a critical perspective on spoken language which will enable them to understand how speakers embed their values, beliefs, and attitudes in their spoken language.

C.            Motivating Students to Speak

To motivate students in EFL context, teacher should include many activities that attract students’ attention and make them interested to the lesson. Activities need to be child centered and communication should be authentic. This means that student are listening or speaking about something that interests them, for their own reasons, and not merely because a teacher has asked them to. Also Peck (2001:139) cited some points that the teacher should consider in the activities: a focus on meaning and value, not correctness; a focus on collaborations and social development; the provision of the reach context, and teaching the four skills through a variety activities. A superior teacher encourages his/her students to speak English as much as possible inside and outside the classroom.

EFL teachers must encourage students to use language for social interaction in the classroom. Brown (1994) advocates that students get enough opportunities to practice the language. This helps them to acquire the language in more natural context. Through interactions, the students can build their own conversations and create meaning that they understand, and that support and helps them. This means the communications provides students with opportunities for them to focus on using the language rather than talking and learning the structure of language. Therefore the topics and themes around which students learn language should capture their attention and encourage them to interact more with each other. Teachers’ emphasis should be on making meaning, not on error corrections.

D.            Principle for Designing Speaking Techniques

There are six principles for designing speaking techniques. It explained as follows:

1.      As the technique that cover spectrum of learner needs, from language based focus on accuracy to message based focus on interaction, meaning, and fluency.

In our current seal for interactive language teaching, we can easily slip into a pattern of providing zesty content-based  interactive activities that don’t capitalize grammatical pointers or pronunciation tips.

2.      Provide intrinsically motivation technique

Try at all times to appeal the students’ ultimate goals and interest, to their need for knowledge, for status, for achieving competence and autonomy, and for being all that they can be. Even in those techniques that don’t send student into ecstasy, help them to see activity will benefit them. Often students don’t know why we ask them to do certain things; it usually pays to tell them.

3.      Encourage the use of authentic language in meaningful context

This theme has been played time, but one more reminder shouldn’t hurt! It is not easy to keep coming up with meaningful interaction.

4.      Provide appropriate feedback and correction

In most EFL situation, students are totally dependent on the teacher for useful linguistic feedback.  In ESL situation, they may get such feedback “out there” beyond the classroom, but even then you are in a position to be of great benefit. It is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback that are appropriate for moment.

5.      Give students opportunities to initiated oral communication

A good typical classroom interaction is characterized by teacher initiation of  language.  We  ask  question,  give  direction,  and  provide  information,  and students have been conditioned only to “speak when spoken to”

6.      Encourage the development of speaking strategies

Your classroom can be one in which students become aware of, and have a chance to practice, such strategies as follows:

a)  Asking for clarification (what?)

b)  Asking someone to repeat something (excuse me?)

c)  Using fillers (I mean, well) in order to gain time to process

d)  Using conversation maintenance cues (right, yeah, okay)

e)  Getting someone attention (hey, say, so)

E.            Previous Study

In the previous study that conducted by previous researcher in her study explained about some techniques she find in her exploration. In the techniques of teaching speaking that were applied in the first and second years are different. In the first years the teachers invite the student to discuss the previous lesson, she/he tries to explore the ideas about previous lesson by giving questions and attracting the learners to answer the questions orally and voluntarily.

Concerning with the techniques that the teacher applied in the teaching English in the first year, Rahmawati (2008:53) cited: “the teacher applied some techniques. The first technique was giving a model of reading aloud to the learners and asking the learners to read in order to check the pronunciation. The second used expressing new vocabulary and asking learners to invite. The third is in the form of asking and answering questions orally based on the topic, and the fourth is practicing a dialogue in the text book in pairs or in groups.”

                

Filled Under:

MAKALAH STUDY UNKATEGORIZED