1. ENGLISH RESEARCH PROPOSAL
IMPROVING SPEAKING SKILL THROUGH SIMULATION AS THE
COMMUNICATIVE ACTIVITIES AT TENTH GRADE STUDENT OF
TOURISM DEPARTMENT SMK NEGERI 1 KUBU
IN ACADEMIC YEAR 2012/2013
1.1 Background of Study
Language is the most significant possession of human being to do
communication in conveying and sharing idea, feeling, emotion, and information
to people both in spoken and written forms. Language has an important role in
everyday life interactions. Nowadays, in global era, English is used as
international language for business, tourism, political and international
relationship.
Related to the fact above, Broughton (2003: 1) states that English is an
international language and most people in the world use this language. It is the
most broadly studied as foreign language in the world. This fact can also be seen
in Indonesia. English is learnt widely either for general or specific purpose in
formal as well as information and education from the elementary school up to
junior and senior high school as well as universities or colleges.
Richard (2008) states that a large percentage of the world’s language
learners study English in order to develop proficiency in speaking. This is caused
by the functions of speaking that cover many aspects of human interaction, such
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as involved expressing ideas and opinions, expressing a wish or a desire to do
something, negotiating, solving a particular problem, establishing and building
social relationship and friendships, maintaining business or other professional
reasons. Those are just a few reasons why people may wish to speak, and then it
seems fair to assume that speaking skills play a large part in this overall
competence.
Furthermore, Harmer (2005) drawn that one of communicative
activities in English language teaching (ELT) is simulation. By applying
simulation in ELT classroom, the students are given an opportunity to practice
communicating in different social context and in different social roles. The
students are given more chances for practicing their English skills, particularly
their English speaking by carrying out the conversation in meaningful contexts
and functionally situations that commonly occurred in their daily activities.
Since the speaking is an essential to improve, the researcher thinks
that it is necessary for the teacher to find out the applicable technique in order to
create a situation which leads the students to consider that learning is for fun.
From a lot of methods of teaching speaking, the researcher is interested in
applying the simulation to improve the students` ability in speaking skill.
Therefore, in accordance with the above facts, the researcher is highly motivated
to find out the effectiveness of simulation in improving the students` speaking
mastery.
1.2 Statement of Research Question
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Based on the background above, the researcher formulates research
questions as follows: to what extent can the students` ability in speaking be
improved trough Simulation of the tenth grade students of Tourism department at
SMK Negeri 1 Kubu in academic year 2012/2013?
1.3. Objectives of the Research
Objective of the study is certainly intended to answer and solve the
research question which has been stated before. This thesis also has its purpose. In
line with the research question stated above, the objectives of this research are as
follows: to find out how far the use of simulation improve the students’ speaking
skills at the tenth grade students of Tourism department at SMK Negeri 1 Kubu.
1.4. Limitation of the study
On account this fact, challenges related to the teaching of Speaking and
Understanding English at Basic Operational Level at the tenth grade students of
Tourism department at SMK Negeri 1 Kubu by using simulation.
1.5. Significance of the Study
The result of the research are generally expected to be: (1) the
source of information to improve the teaching techniques in encouraging students
to speak English, (2) the useful information for teachers, particularly the English
teachers at SMK to develop their speaking class activities, so their activities
become more effectively, communicatively and functionally, (3) the source of
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information for teachers or other researcher who want to have further study on
speaking activities.
1.6. Assumption
In this investigation, the researcher thinks that is essential to make
some assumption for the purpose of emphasizing the present study. There are
some other variables that may be related and have effects to this research,
however the researcher only concerns with the variables as stated on research
question. In order to neutralize the compounding variables, it is essential, to state
some assumption as follows : (1) all subject under study are assumed to have
learnt English for the same period of time, (2) all subject 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
Concerning the review of related literature and the conceptual framework
the hypothesis of this research are formulated as follows: (1) there is a significant
improvement of the students’ achievement in speaking taught by using simulation,
(2) the students are interested to speak English through simulation.
1.8 Definition of the Key Terms
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There are some terms, which are define operationally so as to avoid
misunderstanding on the part of the readers, that is, the speaking skill, Simulation,
and the students’ interest at tenth grade of SMK Negeri 1 Kubu.
1. Speaking skill is an interactive process of constructing meaning that
involves producing, receiving and processing information (Brown, 2001:
26). It is form and meaning are dependent on the context in which it
occurs, including the participant themselves, their collective experiences,
the physical environment , and the purpose for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always
unpredictable. Therefore, in line with this study the term `speaking skill`
refers to the skill of the students in producing, receiving and processing
information orally after they are taught through Simulation.
2. Simulation is one of oral communicative activities that used as the
teaching technique in improving the students’ speaking skills. By
applying simulation in speaking class, the students carry out
conversations in meaningful and functional context, and performing how
to use English in the real situation.
3. The students’ interest is the aspect that enables students to be active in
speaking English. By simulating the teaching materials, the students’
interest are hope to be improve, because they believe that the activities
will be useful and matches with the situation when they get the job
training or the world of work after graduated.
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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. The present investigation is based on the
following theoretical framework:(1) Theory of speaking, (2) Technique of
teaching speaking, (3) Teaching speaking through Simulation Technique, (4)
Assessment of speaking.
1.10. Research Method
1.10.1 Setting and subject of the study
The study is conducted at SMK N 1 Kubu. There `s only one class of
tenth grade students of SMK Negeri 1 Kubu in academic year of 2012/2013. The
total numbers of the student are 36 consisting of 26 females and 10 males. The
researcher is selected this class because they have crucial problem in speaking.
1.10.2 Research Design
In this methodology the researcher acted as a teacher because this
study make use of classroom action research which is further defined as a cyclic
process of action.
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Scholaert (2000:56) states that classroom action is divided into two
cycles that consist of four elements. They are: planning (theory formulation),
Action (intervention was carried out), Observation (Data collection and
intervention), and Reflection (Data analysis). It was necessary to note IR used in
classroom action study, which refers to a pre-test in speaking skill. To make clear,
the design at the action study could be described as follow:
Cycle I IR P1 A1 O1 R1
Cycle II RP P2 A2 O2 R2
The six elements are elaborate as follows:
A. Initial Reflection
A classroom action research always starts from administering IR
and interview. The term IR commonly used in a classroom action research to refer
to the pre-test. The main purpose is to figure out the pre existing speaking
achievement of the subject under study. The result of IR is used as starting points
the undertaking action research.
B. Planning
Before the present action research could be successfully
undertaken, the research has to carry out instructional planning for all the session.
In order to achieve the objective of the present classroom action study, the
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researcher plan the instructional activities as follows: determining the subjects of
study of SMK N 1 Kubu, preparing pre-test in speaking, selecting the speaking
material, setting up the teaching scenario session for each, setting up the post test,
and constructing questionnaires to the subject under study.
C. Action
Implementing the previously planned teaching scenario is the main
activity in this classroom action study. In line with the objective of the study,
action or classroom activities refers to what the research really do in the classroom
setting during the process of teaching speaking by using simulation technique.
The researcher will attempt to manage and conduct the previously planned
classroom activities in the teaching scenario, so that the objectives of teaching
speaking for each session can be most effectively and efficiently attained. There
are three main activities that the researcher will do in the classroom, they are: pre-
activity, whilst activity, and post activity.
D. Observation
The observation will do during the process and after the process of
teaching learning activity. During the process, the researcher observes the
situation of the class and the ability of the students in speaking. The students seem
to enjoy the technique using simulation.
Post-test is administered in order to know the result of the application
of simulation in speaking ability. The analysis on the result of the achievement on
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speaking through simulation can be seen from the score got by the students in
mean score.
E. Reflection
Reflection is a term that refers to a post test. The present classroom
action study is divided into 2 cycles and each cycle consists of 4 interconnected
sessions. Reflection is administered during the post activities of each session. At
the end of action, their mastery will be tested to know ether their mastery it
getting better or improve. The result of the entire whole reflections of post test in
cycle I are used as feedback and basis to plan the actions in cycle II much better.
During the action the researcher will observe directly the student`s interest and
involvement in teaching and learning process.
1.10.3 Research Instrument
The research instruments are the tools which are used by the
researcher to collect the required data.
There are some instruments that are used in this study in obtaining the data,
namely:
1. Lesson Plan
The lesson plan is prepared in order to have a clear description of
what to be done in classroom. It is a guideline for the teacher in conducting every
steps of the teaching plan. This lesson plan also will help teachers organize their
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objective and methodologies; determines the purpose, aim, and rational of the
class time activity. This lesson plan involves the activities that are conducted, the
time allocation, the teachers` approach, and the material used in teaching and
learning process. It will help the teacher think through the best way to present the
information to the students.
2. The Test
The tests are used to measure the students` achievement on the lesson
being though such as: pre test and post test. The pre test is conducted before the
treatment is carried out to know the students prior knowledge on speaking. After
pre test, the post test are conducted at the end of the cycle to measure the students`
achievement upon the lesson being present through simulation where the post test
is designed in the same form with the pre test.
3. Questionnaire
The questionnaires are used to know the students` response on the
application of the simulation in order to help them to improve their
communication in English speaking. The questionnaire contains some items and
the questionnaire is distributed to all the end of the cycle.
1.10.4 Data Collection
In this study, there are two kinds of data, namely: quantitative and
qualitative data. Quantitative data are obtained from the result of the test. The data
are collected through administering IR and post-tests. These data are presented in
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the form of table and analyzed descriptively. While the qualitative data are
obtained from non-number data taken from observation during the treatments, the
questionnaire is administered at the end of cycle 1 respectively.
Therefore, there are considerably three kinds of raw scored which are
obtained for the present class action study, those are:
1. Score indicating the subjects` pre-existing mastery in speaking.
2. Score showing the subjects` progress achievement in speaking
English; and
3. Scores showing the subjects` changing learning behaviors.
1.10.5 Data Analysis
The data obtained for the present classroom action study are analyzed
descriptively so as to reveal the extent of the subjects` progress or increasing
mastery in speaking. The mean scores in reflection or post-tests for both cycle I
and cycle II. In order to find out the percentage of mean score of pre-test, post test
1, and post test 2, the score is analyzed by using the following formula:
M = ∑X
N
Where:
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M = Mean score/average score of the students` achievement on
speaking skill.
∑X = The sum of the total score
N = The total number of the students.
The computing formula above is adopted from Heaton (2003:9). The
scores showing the subjects` positive changing behaviors are computed in the
form of percentage which refers to respective items on the questionnaires. The
means of IR scores and post-test scores are calculated and computed. The grand
mean of cycle I and cycle II is finally computed and compared.
The grand mean of both cycles, cycle I and cycle II, is calculated by
totaling the means of the scores in each cycle and then divide by four. The amount
of the difference between the two means show increasing effectiveness of cycle I
and cycle II. This occurs because cycle II is the revised version cycle I.
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REFERENCES
Broughton, Geoffrey. 2003. Teaching English as a Foreign Language. London:
Franchise-Library University.
Brown. H. Douglas. 2001. Teaching by Principle: An Interactive Approach to
Language Pedagogy. New York: Longman
Harmer, Jeremy. 2005. The Practice of English Language Teaching. New York:
Longman.
Richards, J.C. 2008.Teaching Listening and Speaking. United Kingdom:
Cambridge University Press
Schollaert, Rudy. 2000 Effective staff Development: An Evaluation Manual.
Belgium: The Author and Grant Publisher
