A TASK
SUBMITTED AS
A PARTIAL FULFILLMENT OF THE REQUIREMENT FOR COURSE OF RESEARCH METHODOLOGY
CHAPTER
I
A.
Theory
According to Ladouse (1991)
speaking is described as the activity as the ability to express oneself in the
situation, or the activity to report acts, or situation in precise words or the
ability to converse or to express a sequence of ideas fluently. Furthermore,
Tarigan (1990: 8) said that “Speaking is a way to communicate
that influences our daily lives ".It means that speaking as the way of
communication influences our individual life strongly.[1]
A S Hornby has explained
that speaking is "to say exactly what you think, in every direct way"
it means that speaking is the thing that has meaning from the mind to convey
messages to other people. In other words, speaking a way to say what you feel
now, and it is out of our mind.[2]
Wendy and Listbeth state
that speaking is perhaps the demanding skill for the teacher to teach. In their
own language children are able to express emotions, communicate intonations and
reactions, explore the language and make fun of it, so they expect to be able
to do the same in English. In other words, speaking activity must be done on
fun situation that make the students feel enjoy to learn it. When the condition
of the learning process class are good, enjoy, fun, full of spirits, etc. it
will make the brain’s of the students are processed, so that acquisition
process of the students run effectively.[3]
B. Advantage and disadvantage
Advantages:
1.
as a teacher, you know the struggle to study
English and how to level up your English based on your own experience.
2.
You know your student level, and can adjust
your teaching method. Sometime you can mix the teaching with your native
language to explain something.
Disadvantages:
1.
Sometime you forget that your students are
not the same. Some will grasp it quickly, and some are a little bit lazy.
2.
There are many varieties of spoken English in
the world based on their geographical location and cultures. British English,
American English, Canadian English, Australian English, etc. Sometime you’ll
got confuse of which one to teach. Because of your own culture, you may create
another version of English like the pronunciation and the intonation.[4]
CHAPTER II
A. Definition
skill
Speaking
is one of the most difficult skills language learners have to face. In spite of
this, it has traditionally been forced into the background while we, teachers
of English, have spent all our classroom
time trying to teach our students how to write, to read and sometimes even to
listen in a L2 because grammar has a long written tradition. Speaking is
generally thought to be the most important of the four skills. Indeed, one
frustration commonly voiced by learners is that they have spent years
studying English, but still they cannot
speak it.[5]
Based on Competence Based Curriculum speaking is one
of the four basic competences that the students should gain well. It has an
important role in communication. Speaking can find in spoken cycle especially
in Joint Construction of Text stage (Departmen Pendidikan Nasional, 2004). In
carrying out speaking, students face some difficulties one of them is about
language its self. In fact, most of students get difficulties to speak even
though they have a lot of vocabularies and have written them well. The problems
are afraid for students to make mistakes. Speaking is the
productive skill. It could not be separated from listening. When we speak we
produce the text and it should be meaningful. In the nature of communication,
we can find the speaker, the listener, the message and the feedback. Speaking
could not be separated from pronunciation as it encourages learners to learn
the English sounds.[6]
Language
is a tool for communication. We communicate with others, to express our ideas,
and to know others’ ideas as well. Communication takes place, where there is
speech. Without speech we cannot communicate with one another. The importance
of speaking skills, hence is enormous for the learners of any language. Without
speech, a language is reduced to a mere script. The use of language is an
activity which takes place within the confines of our community. We use
language in a variety of situations. People at their work places, i.e.
researchers working either in a medical laboratory or in a language laboratory,
are supposed to speak correctly and effectively in-order to communicate well
with one another. Any gap in commutation results in misunderstandings and
problems.[7]
Speaking is
one of the
language skills. In
everyday life. Speaking is the
delivery of language through the mouth. To speak, we create sounds using
many parts of our body, including the lungs, vocal tract, vocal chords, tongue,
teeth and lips.Speaking plays an
important role in
everyday life. Therefore,
oral language skills
are the main basis
of language teaching
because oral language
proficiency is a
commonly used mode
of expression, is
the first skill
form usually studied
of language ability
most commonly used.
Speaking is a
form human behavior
that utilizes physical,
psychological, neurological, semantic
and linguistic factor.
At the time
of speech one
utilizes the physical factor,
is use utterance
to produce the
sound of the
language. In the
process of learning to the speak the
language, children developed
the ability vertical
not only horizontal.
That is, they
have been able
to express the
message completely though
not perfect in
the sense that
the structure is
correct, the choice
of the word
more precisely, in
the sentence more
varied, and soon.
B. Deffinition
Technique
The most common view of simulations
is that they provide a way of creating a rich communicative environment (a
representation of reality) where students actively become a part of some
real-world system and function according to predetermined roles as members of
that group. More important, however, is the notion that a simulation becomes
reality and the "feeling of representivity fades", so much so
that the world outside the simulation becomes, paradoxically, imajiner.[8]
Simulation is students’ simulate a real-life encounter
(such as a business meeting, an encounter in an aero plane cabin, or an
interview) as if they were doing so in the real world, either as them selves in
that meeting or aero plane, or taking on the role of a character different from
themselves or with thought and feeling they do not necessarily share.
Simulation encourages the students to be actively participating in teaching
learning process because this method provides a way of creating a rich
communicative environment where students actively become a part of some real
word systems and function according to predetermined roles as members of that
group. Simulation does not only make the students active but also creative and
critical. Simulations stimulate real life situations and realistic environment.
In simulation, student can bring item to the class to create a realistic
environment. For example, if a student is acting as a singer, she brings a microphone
to sing. So, it is appropriate to use simulation in improving student’s
speaking skill.[9]
Simulation is a method of teaching/learning or
evaluating learning of curricular content that is based on an actual situation.
The simulation, designed to replicate a real-life situation as closely as
desired, has students assume roles as they analyze data, make decisions and
solve the problems inherent in the situation. As the simulation proceeds,
students respond to the changes within the situation by studying the
consequences of their decisions and subsequent actions and predicting future
problems/solutions. During the simulation students perform tasks that enable
them to learn or have their learning evaluated. A simulation includes time for
reflection and processing which allows students to share their experiences,
assess their learning and evaluate their assessments against the intended
outcomes of the simulation. In addition to accomplishing the objectives of the
simulation activity, students often become interested in the real world system
on which it is based and what makes it work the way it does. A simulation is an
instructional strategy (teaching method) that can be used with appropriate
learning material at any level from the primary grades through graduate
studies. The complexity of a simulation should reflect the grade level and the
sophistication of the material being taught or evaluated. There are published
simulations available for purchase but many teachers prefer to create their
own. A well-designed simulation simplifies a real world system while
heightening awareness of the complexity of that system. Students can
participate in the simplified system and learn how the real system operates
without spending the days, weeks, or years it would take to undergo this
experience in the real world.[10]
C. Procedure
Simulation
plays a significantrole inhumancognition. This article reviews evidence for a
simulational account of mind reading. Drawing on findings in developmental
psychology and cognitive neuroscience, it shows that mind reading involves the
imitation, copying, or reexperience of the mind reading target’s mental
processes. The article also introduces evidence for simulational accounts of
episodic memory
and
prospection. It identifies relevant similarities between mind reading, memory,
and prospection as well as independent evidence for a role for simulation in
memory.[11]
Theoretical aspects of
modelling and simulation including formal modelling, model-checking, random
number generators, sensitivity analysis, variance reduction techniques,
experimental design, meta-modelling, methods and algorithms for validation and
verification, selection and comparison procedures etc. Methodology and
application of modelling and simulation in any area, including computer systems,
networks, real-time and embedded systems, mobile and intelligent agents,
manufacturing and transportation systems, management, engineering, biomedical
engineering, economics, ecology and environment, education, transaction
handling, etc. Simulation languages and environments including those, specific
to distributed computing, grid computing, high performance computers or
computer networks, etc. distributed and real-time simulation, simulation
interoperability. tools for high performance computing simulation, including
dedicated architectures and parallel computing.Papers covering applications
should be presented in such a way that the separate steps in the process, such
as model development, computer implementation of the derived model, mathematical
and scalability problems encountered and validation/verification with real data
become transparent to all readers. Theory may play an important role in a
paper, but it should be presented in the context of its applicability to the
work being described. For application-oriented readers it is essential that
theoretical papers should cover the following aspects: why the theory is
relevant and how it can be applied, what is the novelty of the approach and
what are the benefits and objectives of a new theory, method or algorithm; what
experience has been obtained in applying the approach and what innovations did
result, (Variations from these prototypes, such as comprehensive surveys of
active research areas, critical reviews of existing work, and book reviews, will
be considered provided they make a clear contribution to the field.) Special
issues on specific topics will be published from time to time; proposals for
such issues are invited.[12]
D. Advantage
and Disadvantage
Advantages of Simulated Teaching Method:
Cruick Shank has
described the following advantages of simulated Teaching Method
- Student-teachers are helped in
a variety of ways through simulated training. It helps in developing
self-confidence among them.
- This technique helps in linking
theory with practice of teaching.
- Student-teachers are given an
opportunity to study and analyze critical teaching problems.
- Student-teacher understand the
behavioral problems of the classroom and develop insight to encounter
them.
- Simulated training provides
feedback to student teachers to modify their behavior.
- It helps in developing social
skills like social manners and etiquettes among the student-teachers.
- There is self-monitoring in
simulated-training. It reinforces the student-teachers for the desired
behavior.
- It helps in developing
efficiency in student- teachers and in predicting consequences of teaching
before going to actual classroom
- As a result of role-playing, it
helps in the development of critical-thinking in student-teachers.
Disadvantages
of Simulated Teaching Method
- In
simulation role-playing is done in artificial situations which are
un-psychological and impracticable.
- Simulation
is like socio-drama or sort of gaming, which reduces seriousness of
learning.
- No
emphasis is given on teaching skills or content-taught only the social
behavior is considered.
- It
requires the supervision by training personnel which are generally not
available or not devoted to their duties.
- Simulation
attempts to portray the real situations in a simple way, which in general,
are very complex and difficult.[13]
CHAPTER
III
A.
Research design
According to Green and Tull, “ It is the
specification of techniques and processes for obtaining the information
required. It is the over-all operational pattern or framework of the project which
states what data is to be gathered from which source by what processes.”[14]
Yin states that research
design is dependent element for research project helping the researcher to
decide what questions to study, which information are relevant to the current
case study, how to collect data and to do analysis of presented findings. In
the view of Saunders et al.[15]
`The research design is to
ensure the evidence needed for us to answer the final question sufficiently
possible Results of relevant evidence required specification of the type of
evidence needed to answer the research question, for a theory, a program with
some examples in other words, when composing research We need to ask: what is
this evidence is needed to answer the question (or atheism).
Definition
Qualitative
Qualitative research
methods are probably the oldest of all scientific techniques, with the ancient Greek
philosophers qualitatively observing the world around them and trying to understand and explain what
they saw.
While qualitative methods are sometimes assumed to be
“easier” or less rigorous than quantitative ones, the fact is that information
of this kind can provide a depth of understanding about phenomena that cannot
be achieved in other ways.
Quantitative
and qualitative are, importantly, words to describe the
kind of data gleaned
from an experiment and not the phenomena themselves The kind of data we
extract from an experiment depends on the experiment design and the
parameters we as researchers set before beginning. Thus, external phenomena of
the world are interpreted through a chosen experimental framework – whether
this is quantitative or qualitative depends on the research question.[16]
Qualitative
research is research on descriptive research and tend to use process analysis
and meaning more highlighted in qualitative research.
B.
Deffinition skill
1.
Speaking
Speaking is the delivery of language through
the mouth. To speak, we create sounds using many parts of our body,
including the lungs, vocal tract, vocal chords, tongue, teeth and lips.
This vocalized form of
language usually requires at least one listener. When two or more people speak
or talk to each other, the conversation is called a "dialogue".
Speech can flow naturally from one person to another in the form of dialogue.
It can also be planned and rehearsed, as in the delivery of a speech or
presentation. Of course, some people talk to themselves! In fact, some English
learners practise speaking standing alone in front of a mirror.
Speaking can be formal or informal:
- Informal speaking is typically
used with family and friends, or people you know well.
- Formal speaking occurs in
business or academic situations, or when meeting people for the first
time.
Speaking is probably the language skill that
most language learners wish to perfect as soon as possible. It used to be the
only language skill that was difficult to practise online. This is no longer
the case. English learners can practise speaking online using voice or video
chat and services like Skype. They can also record and upload their voice for
other people to listen to.[17]
2.
Simulation
Simulation is a representation of the functioning
of a system or process. Through simulation, a model may be implanted with
unlimited variations, producing complex scenarios. These capabilities allow
analysis and understanding of how individual elements interact and affect
the simulated environment.
Example
of a simulation:
three-dimensional
model of an armoured vehicle which moves across a model of terrain over time
The
tool that executes the simulation is a "simulator".
Live Simulations - Real people operate in the real world. Virtual Simulations -
Real people operate in synthetic worlds. Constructive Simulations - Simulated
entities operate in synthetic worlds. Undefined Simulations - Simulated
entities are subjected to real world environments. Applications of Simulation:
Experimentation, Operational Planning, Training, Missions Rehearsal, Support to
the Conduct of Operations, Life Cycle Management. Generally, people most
readily associate Modelling and Simulation (M&S) with training. M&S
tools are used to train astronauts, commercial and military aircrews, nuclear
power specialists, healthcare workers, and maintenance specialists, just
to name a few professionals. M&S provides rehearsal environments for
civilian first responder and military personnel. Repeated rehearsal of
procedures improves performance, saving countless lives as well as aircraft,
ships, and other vehicles. Also, training individuals before allowing them to
use actual equipment improves the safety of the individuals undergoing
training, the participants around them and the safety of the actual equipment.
While training is perhaps the most visible of M&S applications, M&S can
be used to study any system or process. This ranges from human bodily systems
and transportation networks, to vehicle systems, communities, and product
design or manufacturing. M&S tools and processes help solve pressing issues
across government, industry, and academic domains. M&S can answer “what if”
questions or provide a robust experimentation or training environments that may
not be otherwise realised.[18]
Research is design as the attempt to plan
and de term ne all of the possibilities and the material that be need in a
qualitative research. Research design is used in this research is the classroom
action research. According to suharsimi, of innovative development process in
detecting and solving problem.
The procedure of the classroom action
research consists of cycles. The cycle is administrated based on the progress
being achieved. To identify the students’ ability in English pronunciation, the
students were given diagnostic test functioning as initial evaluation. This initial
observation is conducted in order to determine appropriate action in increasing
English. Form evaluation and the observation, it is determine in the reflection
that to increase students English pronunciation in reading aloud focusing on
the narrative text.[19]
In classroom action research design, there
are four components that will be done, there are planning, action, observing
and reflecting[20]
(in the same page, Kammis and Mc Teggart united the second and third component,
those are acting and observing. Then the components show cycles or the ongoing
activities that can be seen in this component below:
1.
Planning
Before beginning the first cycle, however
at the very beginning step as the preliminary, a diagnostic evaluation was done
to investigate the degree of the students’ English pronunciation in reading
aloud focusing on the narrative text. It is done by applying a pre-test to the
students. The result of pre-test is telling the researcher how far the
students’ ability.
The details of the research planning can
be describe as follows; before implementing the determined action, the teacher
will prepare all need and supportive material as well as the steps applied.
They are:
a.
Making
the lesson plan i, e, the step of presenting the teacher material based on the
there-phase technique and the activity as done by the students.
b.
Preparing
all facilities and supportive material in presenting the teaching materials,
such as; English pronunciation in reading aloud focusing on the narrative text.
c.
Designing
a test to find out the increase implementation of English pronunciation in
reading aloud focusing on the narrative text.
The research will be using analytic
scoring rubric to score students work. The students can be at “pass” level if
their score have achieved equal or more that 6 of the range that lays from 0 to
10. The students result will be analyzed using following formula.
2.
Acting
In implementing the action the research is
assisted by his collaborator the research acted as the teacher who is taught
how the students’ increases English pronunciation in reading aloud focusing on
the narrative text.
The main stops in the students and
learning activated were designed as follows;
a.
Pre-activity
1.
The
teacher greets the students and checks the students’ attendance.
2.
The
teacher asking for the students’ attention by giving some questions about their
last week activities.
3.
The
teacher tells the students about the objective of the lesson.
b.
While-activity
1.
The
teacher introduces some pronunciation in peaking ability to the students’.
2.
The
teacher explanation how the way of speaking easily.
3.
The
teacher asks the students in difficulties to speaking easily.
c.
Post-activity
1.
The
teacher makes reflection on the students’ activities.
2.
Distributed
the students test.
3.
Check
the students’ works.
3. Observing
Observing the action is the process of
recording and gathering all relevant data about any aspects that was happening
during the teaching and learning process. In classroom action research, the
observation is focus on collecting what the data relating with the treatment
activity this observation took an important role in this research since what
happens within the process of treatment may influence the result of this
research.
4.
Reflection
Reflection is an activity to think what is
has been done, how the result, and what is has not been completely done. The
result of this reflection will become the standard of determining the following
steps until the objectives of the research were achieved. The result of reflection
may show either the action is successful or not, then follow up can be plan
after, if the reflection result tells the action is successful, the cycle is
over, but if is not, the next cycle must be plan with is any improvement.
[1] http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html
[2] A S Hornby, Oxford Advanced
Learner’s Dictionary, Sixth Edition, (New York: Oxford University Press, 2003),
p. 1289.
[3] Wendy A. Scott and Lisbeth H.
Ytreberg, Teaching English to Children. (New York: Longman), p. 33.
[5]Dra. María Rodríguez Rodríguez, The importance of teaching listening
and speaking skills (Segura Alonso, Rocío Convocatoria de Junio, Dpto.
Didáctica de la Lengua y la Literatura Facultad de Educación, 2011 – 2012) p.19
[6]
http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html
[7] Mrs Ishrat Aamer Qureshi, THE
IMPORTANCE OF SPEAKING SKILLS FOR EFL LEARNERS (Pakistan, Department of
English, Alama Iqbal Open University) p.2
[8] Crookall & Oxford, 1990,
p. 15
[9] Harmer (1999: 274)
[10] Jane Dunkel
Chilcott, Effective
Use of Simulations in the Classroom(Creative Learning Exchang, 1996) p.2
[11] John Wiley & Sons, Ltd. WIREs
Cogn Sci, 2010
[12]
https://www.journals.elsevier.com/simulation-modelling-practice-and-theory
[13]
https://www.journals.elsevier.com/simulation-modelling-practice-and-theory
[14] http://universalteacher.com/1/definition-of-research-design/
[15] https://www.ukessays.com/essays/international-studies/understanding-of-the-research-methodology.php
[16] https://explorable.com/qualitative-research-design
[17] https://www.englishclub.com/speaking/what-is-speaking.htm
[18] http://www.simulationaustralasia.com/about/what-is-simulation
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