PROPOSAL THESIS

LECTURER
Mr YAN

RESEARCH PROPOSAL

(THESIS)

The effectiveness of presentation  method  to improve  the  students’  vocabulary and  oral skills  for  the first years student SMK NEGERI 1 Ampelgading  2012/2013

Chapter 1

Introduction

                

                 This paper propose a research study that will test and determine the effectiveness presentation method and study skills approach on improving  the students’ vocabulary and oral skills in English as foreign language (EFL) students. This goal of this paper is to determine and  examine  the effectiveness presentation method and help the students to build the vocabulary and oral skills ability.

                  

A.      Background

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols. Speaking is a crucial part of second language learning and teaching. However, the goal of teaching speaking should improve  students’ oral skills to communicate. Nowadays, many teachers agree that students should learn to speak the second language by interacting to others,” speaking  in a second or foreign language has often been viewed as the most demanding of the four skills”(belly and savage 1994 p. vii) For this case, students should master several speaking components’, such as: comprehension, pronunciation, grammar, vocabulary, and fluency. In brief, English teacher should be creative in developing their teaching learning process to create good atmosphere, improve the students speaking skill, give attention to the speaking components’, and make the English lesson more exiting.For this reason, the English teacher should apply appropriate method and technique of teaching speaking.

One of the methods  used  is Communicative approach. In communicative approach,language is primarily a tool of communication. so, learning a language means learning to perform communicative speech acts with it(Brickerton.1996: 1).In general, speech acts are acts of communication. To communicate is to express a certain attitude. Forexample, a statement expresses a belief, a request expresses a desire,and an apology expresses a regret.  the attitude being expressed which realized in the language.

To reach that goals.  teachers should use appropriate teaching methods for greater effectiveness in students acquisitions on English, designing and implementing materials,test, and practice. Teachers are responsible to educate the students from little  to sufficient English speaking environment. The KTSP curriculum of teaching English takes emphasis of the curriculum that the students are able to communicate in English by mastering the whole skills. Murphy (1991) believe that oral skill teachers should always connect speaking , listening, and pronunciation teaching although the focus in any one class or activity maybe highlight one  or another, more broadly, oral  skill classes may use reading and writing activity as the basis or follow up for speaking activity.

However, it is not easy to master all the skills;there must be one important skill that covers the whole skills. Based on the statement above speaking is the most important skill that should bemastered by students in order to communicate in English fluently.

B.      Reasons for choosing the topic

The factual that many method have used in teaching  and learning process but  in  the real situation in class , speaking activities don’t work because of many factors prevent students from speaking English with their friends. They are afraid of making mistakes, of being laughed  and having lack of confidence in their ability.

Helping students to improve their speaking skill is part of the teacher’s job. And the student need to have  right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. And the  students will have opportunity to use English among themselves. Because of those all reason above , The teachers need sufficient  methodology  to make the student speak up. And in this case  I use presentation method in my teaching learning process

Presentation method  is interesting  way  .The students more relax to study, Task can do in group or single . They can  build in simple the sentence using their own word .  may help each other  for fitting their presentation. In doing  grouping and using simple way. This method  possibility can  cut down their mental  to be brave to show their oral skills.

C.      Statement of the problem

By improving the theory of teaching learning, presentation method is better than conventional method. Firstly, in presentation method,  teaching learning process point to the student where the students active and trying to understand the material  and directly they try to produce  speaking using their own words. In presentation method, the learners will try to do how to change the learning habits

Another hand, in conversional method or Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes) They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998).

Teachers think  that  just  The lesson's content are considered to be most important and students master knowledge through drill. The purpose of teaching English is that the student have  oral ability and produce speech  to communicate with  other. For example ; in drilling lesson, the student just imitate everything  they  get, while sometime the teacher its self don’t give in good model for speaking, Never  create configuration seating , it arranges used by the traditionalists is rows in teaching and learning process.

Because of the problems above, my statement :

“There Is effectiveness of presentation method  to improve  the  students’ vocabulary and  oral skills ability   for  the first years student SMK NEGERI 1 Ampelgading  2012/2013”

D.     Objective of the study

The objective of this study is  to measure the effectiveness of presentation method  to improve the students’ vocabulary and oral skills ability  . The following objectives, on the other hand, will be addressed in the study:

1.  To determine , is there any effectiveness of presentation method to improve the students’ vocabulary ?

2. To determine , is there any effectiveness of presentation method to improve the students’ oral skill ?

3.  To contribute to the teachers  using by  sufficient teaching  method in improving the students’ vocabulary and  oral skills in teaching speaking.

E.      Significance of the study

1.  Significance for teachers  is to prove new insight towards new method in teaching speaking

2.  For students is  to enhance the learners level of competence in speaking. Presentation methodology  may help them understand more about the skills they need in learning English as fast as possible. It may also help them reflect on their English language skills and may be influenced to improve them. 

3.  For  teaching learning process  in general is to give  empirical knowledge about the effectiveness of  presentation methodology in teaching strategy in  improving   the students’ oral skills

Chapter ll

II. REVIEW OF THE RELATED LITERATURE

This research study will   give details in  review of the previous studies, theoretical background and  theoretical framework

A.      Review if the previous study

Previous related studies are functioned to compare between what have we been analyzed before  and  what is being analyzed  to find out the effectiveness method. Teacher know  that teaching method or  teaching strategy in teaching and learning process  always be needed.  Teachers have always expected to use good method for learners to prove a model of behavior specially for the students’ oral skill in teaching speaking.

Marrianne Celce-Murcia shows, teacher have found many ways or method for teaching language. Within  the last quarter century, communicative language teaching have been put forth around the world the new way to teach English as a second or foreign language. The course of study for senior high school, guidelines published by the Japanese minister of education, science , and culture(Mombuso) state the objective of  English of Language Teaching(ELT):” To develop students’ ability to understand and to express themselves in a foreign language; to foster  students’ positive attitude toword communicating in goreign language, and to heighten their interest in language and culture, thus deepening international understanding” (Wada 1994.p.1)

     

B.    Review of the theoretical background

For education to play these roles according to Lockheed and Verspoor (1991), it needs to meet minimum quality standard in terms of minimum inputs (facilities, teaching materials, qualified teachers, parent and community support), processes (effective leadership, monitoring and Evaluation, accountability, community participation, effective teaching and learning and Student assessment) and outputs (high student learning, societal and individual returns).Achieving universal participation also depends fundamentally upon the quality of education available. Parents make judgments about school quality when investing in their children’s education. They expect schooling to help their children develop creative thinking and acquire the skills, values and attitudes necessary for them to lead productive lives and become responsible citizens.

Presentation is the practice of showing and explaining the content of a topic to an audience or learner. Presentations come in nearly as many forms as there are life situations. In the business world, there are sales presentations, informational and motivational presentations, first encounters, interviews, briefings, status reports, image-building, and training sessions. Presentation can be defined as The process of offering for consideration or display. A social introduction, as of a person at court. A demonstration, lecture, or welcoming speech, A manner or style of speaking, instructing, or putting oneself forward, The manner of presenting, esp. the organization of visual details to create an overall impression, The formal introduction of a person, as into society or at court; debut. In Kathryn Mitchell Pierce's classroom, said that :”presentations are creative and generative, help students dig deep into a book's meaning, and inspire new thoughts and questions about a common theme. Her structure, detailed below, can be followed or adapted in nearly any classroom.

For students, developing such a vocabulary can be challenging because the language is extremely complex. One reason is its sheer size. The editors of the Oxford English Dictionary estimate that English contains at least a quarter million distinct words, many more than comparable world languages (Oxford Dictionaries, 2010a, b). A second reason is its intricacy. In the English vocabulary, many synonyms represent one concept, but each one suggests a slightly different shade of meaning, is more appropriate in a specific context, and/or indicates the background of the speaker or writer. A third reason is that English vocabulary continues to evolve over time. As new concepts and ideas are developed, new words are coined or old words take on new meanings. Abbreviations and acronyms appear frequently. In addition, English regularly incorporates non-English words into the general lexicon..

Vocabulary words will not only be important in themselves but will also serve as anchors and examples for self-directed learning. Regular instruction keeps students focused on the importance of word learning and gives them the tools to unlock word meanings as they encounter new words in their assigned and independent reading. The Common Core State Standards in English Language Arts (www.corestandards.org) emphasizes vocabulary significantly; the standards’ adoption by the majority of states suggests that vocabulary instruction will become a central part of the language arts curriculum. The strategies we use to develop students’ vocabulary must be research-based and proven effective in order to help them achieve high levels of literacy and success.

To be effective, vocabulary instruction must provide both adequate definitions and illustrations of how words are used in natural sounding contexts.  Based on surveys of available research (Stahl 1986; Graves and Prenn 1986; Carr and Wixson 1986) three priorities of vocabulary instruction that is effective in increasing reading comprehension can be identified: integration, repetition, and meaningful use. And  Intensive instruction is called for if one wants students to incorporate the instructed words onto their writing or speaking vocabularies (Duin and Graves, 1987).Effective vocabulary instruction helps the learner to use the instructed words meaningfully.  One motivation for this property is simply that students learn more when they are actively involved.  Another is what is called “depth of processing.” Simply stated, the more deeply some information is processed, the more likely It is to be remembered.  In other words, vocabulary instruction that makes students think about the meaning of a word and demands that they do some meaningful processing of the word will be more effective than instruction that does not. There is a big difference between being able to say what a word means and being able to use it (p. 24)

An oral presentation is a form of assessment that teachers frequently use in the classroom. Oral assessments come in a variety of styles, from multimedia projects to group work to speeches. An oral presentation involves explaining something to an audience, usually in a classroom, but sometimes in a work setting. Teachers grade oral presentations based on the quality of the information presented as well as the method of presenting it. An oral presentation can be defined is similar to giving a speech, but the idea that it is a presentation invokes images of visual aids and teaching tools rather than just a single person talking behind a podium, as with a speech.
An individual can give an oral presentation alone or as part of a group. An oral presentation might come with the added component of using some type of technology, such as a slide show, video clip or audio portion. In this case, it might be called a multimedia presentation. Most oral presentations require the presenter to use a combination of spoken words and visual aids in order to present an idea or an explanation to a group of people.

Oral   communication   reflects   the   persistent   and   powerful   role   of   language   and communication in human society. As Halliday (1978, p. 169 explains, ommunication is more  than  merely  an  exchange  of  words  between  parties;  it  is  a  “…sociological encounter” (Halliday, p. 139) and through exchange of meanings in the communication process, social reality is  “created,  maintained  and  modified”  (Halliday, p. 169).  Such  a capacity of language is also evident in Austin’s (1962) earlier work on speech act theory where,  as  cited  by  Clyne  (1994,  p.  2),  language  and  thus  ommunication  is  an “…instrument of  action”.  Speech  act  theory,  concerned with the  communicative effect, that is, the function and effect of utterances, dissects an utterance into three components: the actual utterance (the locution); the act performed by the utterance (the illocution); and the effect the act has on the hearer (the perlocution). Searle’s (1969) work further defined speech acts as directives, imperatives, requests, and so on.

Learning  to  speak  is  an  important  goal  in  itself,  for  it equips  students  with  a  set  of  skills  they  can  use  for  the  rest  of  their  lives. Speaking  is  the  mode  of  communication  most  often  used  to  express  opinions, make arguments, offer explanations, transmit nformation, and make impressions upon  others.  Students  need  to  speak  well  in  their  personal  lives,  future workplaces, social interactions, and political endeavors. One of the standard text book for this purpose  is speaking naturally communication skills in American(Tillit and bruder 1985, English, which has chapters covering, opening and closing a conversation, introducing, and addressing  people, giving invitations, expressing thanks, apologizing, complementing, getting attention and interrupting, agrreing and disagreeing, controlling the conversation , and getting information.

A number of researchers  focusing  that presentation is  the new method which can help  the students to improve their Englishs’ oral skill than use conventional strategy. Even In the late 1980’s national attention began to focus on the quality and outcomes of university classroom teaching.  Paralleling this emphasis has been a growing body of pedagogy centered on non-traditional teaching and learning techniques.  These include  “Active Learning”   (Ebert-May et al. 1997, Tanenbaum  et al. 1998), “Collaborative Learning” (Tanenbaum et al. 1998), “Cooperative Learning” (Johnson and Johnson www.clcrc.com, Herried 1998, Lancaster and Strand 2001), Problem-Based Learning” (Edens 2000, Major and Palmer 2001), and “Small Group Teaching” (Rubin and Herbert 1998, Potthast 1999).Collectively these teaching techniques emphasize:

C, Theoretical framework

Demanding that speaking in foreign language  have to be viewed of the four skills. Teaching  learning oral skills used by  presentation method can fulfill that requirement such as;  reading, writing and listening. Belly and savage 1994,p.vii sait that;” speaking in second  or foreign  language has often been viewed as the most demanding of the four skill”. Teaching students’ oral skill have to use comprehenship-based approach, listening skills are stress before speaking or  in production-based approach , the students’ oral skills is controlled for structure and content.  It all can’t use by convensional method.

The advent  of the theory of communicative competence ( Hymes 1972) and the practice of communicative language teaching(see Sawignon’s chapters); that the teaching of oral communication skill as a contextualized sociocultural activity has become the focal point in many ESL classroom. Breafly, Canale and swin’s (1980) adaption of hymes’s theory of communicative competence that the ability to communicate  in a language comprises four dimensions: grammatical  competence, sociolinguistic, discourse competence, and strategic competence. The impact of all theories above, are relevant presentation method be used in oral skills teaching?.

Now days, teacher  are expected to balance a focus on accuracy with a focus on fluency and natural language use. Classroom is that  students are encourage  to take responsibility for their own learning, no longer is learning seen as a one-way transfer of knowledge from teacher to the student. Today  all know that students learn from teacher, classmate,  the world outside the classroom

Chapter III

RESEARCH  METHOD

The action research which is based on the researchers motivation to increase the students’ Vocabulary and  oral skills. This is collaborative research which is done by the researchers and the observers. This  discovery this research  study  use quantitative and statistical analysis of investigation :

A.    Object of the study :

 “The effectiveness of presentation  method  to improve  the  students’  vocabulary and  oral skills  for  the first years students SMK NEGERI 1 Ampelgading  2012/2013”

B.    Population and sample :

Population             : The first years students of SMKN 1 Ampelgading

   2012/2013

Sample                  :  Automotive class

             

C.    Research variables

1.      Variable Independence( Vi )

a.        presentation method  to improve the student’s vocabulary and

oral  skills for the first years students SMKN 1 Ampelgading  (: ordinal data)

b.        presentation method to improve vocabulary the students’

      vocabulary for the first students SMKN 1 Ampelgading

2.       Variable dependence ( VD)

a.       Effectiveness to improve the student’s vocabulary and  oral

        Skills  (: ordinal data)

D.   Research hypothesis

Nill hypothesis (Ho):

There is no difference in effectiveness between presentation  and conventional method. For presentation method be used average mean (Mx)And conventional method be used average mean (My)

Ho : Mx – My  = 0; Mx = My

Working  hypothesis (Ha/Hw):

The use of presentation  is more effective than the use of conventional

 technique in teaching students’oral skills. For presentation method be used average mean (Mx) and the conventional be used average mean (My)

      Ho: Mx – My  > 0; Mx >  My

The research question in this research study :

“Is effectiveness of presentation method  to improve  the  students’  vocabulary and oral skill  for  the first years students SMK NEGERI 1 Ampelgading  2012/2013?”

                              Hypothesis “

“ That presentation method is effectiveness method to improve the students’  vocabulary and oral skills  for the first years students SMK Negeri 1 ampelgading 2012/2013”.

E.    Instrument for collecting data :

1. observation sheet during the student      preparing

      presentation

2. Interview activity that is addressed to the students and discuss

            about  presentation its self

3.Questionnaire  for question relating  to  the students’

    presentation

F.     Method of collecting data

a.      Object ( presentation method Vs conventional method ) use random assignment and to measure the validity and reliability we use  data collection  and  for process of experiment, we use quasi  experiment Instrument

b.      Validity  is the extent to which a test measures what it claims to measure. It is vital for a test to be valid in order for the results to be accurately applied and interpreted. in this research study  use contain validity

c.       Reliability is defined as the probability that a given item will perform its intended function for a given period of time under a given set of conditions. This research studies using properly  process and date collection to measurement the validity and reliability of the test

Reliability =     2r

                              1 + r

G.   Method of analyzing data

Data analysis in this research study  use interval scale and to analyze use

             t-test, u-test,

Chapter  IV

            RESEARCH DINFING AND DISCUSSION

A.      Findings

B.      Discussion

Chapter  V

CONCLUTION AND SUGGESTION

A.      Conclusion

B.      Suggestion

OUT LINE OF THE RESEACH REPORTt

Abstract

Table of Contents

Chapter

I Introduction

1.1              ckground

1.2              Reasons

1.3              Problem

1.4              Objective

1.5              Significance

1.6              Limitation of the study

II. Review of the Related Literature

2.1       Review of the Previous Studies

2.2       Review of the theoretical background

2.3       Theoretical Framework

III Research Methods

1.1              Object of the study

1.2              Population and sample

1.3              Research variables

1.4              Research hypothesis

1.5              Instrument for collecting data

1.6              Method of collecting data

1.7              Method of analyzing data

IV Research Findings and Discussion

4.1       Findings

4.2       Discussion.

V Conclusion and Suggestion

1.1              Conclusion

1.2                Suggestion

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