ENHANCING STUDENTS’ SPEAKING ABILITY AT 10TH GRADE OF COMPUTER AND NETWORK ENGINEERING CLASS C AT
SMKN 4 MALANG THROUGH L1/L2 BASED STRATEGIES
THESIS
By:
RIZKI JUNAIDA 201210100311251
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
ENHANCING STUDENTS’ SPEAKING ABILITY AT 10TH GRADE AT COMPUTER AND NETWORK ENGINEERING CLASS C AT
SMKN 4 MALANG THROUGH L1/L2 BASED STRATEGIES
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education
By:
RIZKI JUNAIDA 201210100311251
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
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MOTTO AND DEDICATION
MOTTO :
Verily, Allah will not change (good) condition of people as long as they do not change their state (of goodness) themselves (by committing sins and by being ungrateful and disobedient of Allah) (Q.S. Ar-Ra’ad: 11)
DEDICATION :
This thesis is dedicated to :
My dearest mother, Sri Rejeki, A.Ma, for her unconditional love, support, and
prayers along my life. She gives me and shows me the true love in every day My beloved husband, Ahmad Firdaus, for his endless love, affection, and
never ending support in facing this life.
My baby who still in my womb when I write this thesis, for his kicking in all
day long to show his support and love to me.
My beloved sister, Rohma Diana F. for her love and support as well.
My beloved friends, “Keluarga Baru” Class E, “AMK”,“Kelompok Belajar”,
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ACKNOWLEDGEMENTS
Bismillahirrahhmanirrahim
Saying hamdalah is the best thing to be said and praised to Allah who gave
the writer a chance finishing this thesis under the title “Enhancing Students’ Speaking
Ability at 10th Grade of Computer and Network Engineering Class C at SMKN 4 Malang through L1/L2 Based Strategies”.
The researcher faced many challenges and also some difficulties during do this thesis. Indeed, the researcher would like to say thank you to everyone who supported and helped finishing this thesis. The sincere gratitude is addressed to Santi Prasetyowati, S.Pd., M.Pd and Drs. Jarum, M.Ed as the advisors who gave valuable guidance, critics, and suggestions.
The next gratitude goes to all of lecturers of English Department for their best teaching. Besides, the researcher wants to thank to all who gave their hands to finish this thesis.
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TABLE OF CONTENTS
APPROVAL ………. LEGALIZATION ……….… MOTTO AND DEDICATION ……… LETTER OF AUTHENTICITY ……….……… ABSTRACT ……….. CHAPTER I: INTRODUCTION
1.1 Background of Study ……….
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Speaking ………..…….…
2.2 Teaching Speaking ………..…
2.3 Communication ………..…
2.4 Elements of Communication ……..……… 2.5 Types of Communication ……….…...……… 2.6 The Classification of Communication ………
2.7 Communicative Competence ………
2.8 Communication Strategies ………
2.8.1 The Definition of Communication Strategies ………...… 2.8.2 Kind of Communication Strategies ………
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2.8.2.1 Bialystok Classification of Communication Strategies …… 2.8.2.2 Faerch and Kasper Typology of Communication Strategies … CHAPTER III: RESEARCH METHOD
3.1 Research Design ………..
3.3.2.2 Preparing the research instruments ………... 3.3.2.3 Preparing Teaching Materials ………
3.3.2.4 Procedure of Presentation ………..
CHAPTER IV: FINDINGS AND DISCUSSION
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4.3.4 Reflection ………..
4.4 Overall Findings ………..…
4.5 Discussion ………
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ………
5.2 Suggestions ………..
REFFERENCES ……….. APPENDICES ………..
45 47 48
52 53
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LIST OF TABLES
Table 2.2 The Typology of Communication Strategies by Faerch an
Kasper………..………
Table 4.1 Students’ Speaking Score in Cycle 1……….………..
Table 4.2 Students’ Speaking Score in Cycle 2……….………..
Table 4.3 Mean Score of Speaking Test………...…….………..
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LIST OF FIGURES
Figure 2.1 Types of Communication ………..………… Figure 2.2 Model of Communicative Competence by Archibald and
O’Grady……….
Figure 2.3 The Typology of Communication Strategies by Bialystok……….. Figure 3.1 Research Procedure ………….……...…….………..
Figure 4.1 Students’ Speaking Score in Cycle 1..…….………..
Figure 4.2 Students’ Speaking Score in Cycle 2..…….……….. Figure 4.3 Students’ Progress in Mean Scores..…….………...…..
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LIST OF APPENDICES
Appendix 1 Lesson Plan Cycle 1 ………... Appendix 2 Lesson Plan Cycle 2 ………. Appendix 3 Rubric Assessment ..………. Appendix 4 Observation Checklist ……….. Appendix 5 Teacher’s Interview...………... Appendix 6 Preliminary Questionnaire ……… Appendix 7 Score of Preliminary Test ……….
Appendix 8 Field note ………..
Appendix 9 Score of Cycle 1 ………
Appendix 10 Score of Cycle 2 ………
Appendix 11 Documentations ………
Appendix 12 Thesis Approval ………
Appendix 13 Letter of Research Permission ……….. Appendix 14 Letter of Recommendation from Educational Office …………... Appendix 15 Letter of Research Completed ………..
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REFERENCES
Archibald, John, and O’Grady, William. 2000. Contemporary Linguistics: An
Introduction. Boston/New York: Bedford St. Martins
Begovic, Nina. 2011. A Study of Communicative Strategies in Upper-Secondary
School. Galve:Hongskolan I Galve.
Bialystok, Ellen. 1990. Communication Strategies: A Psychological Analysis of
Second Language Use. London: Basil Blackwell Ltd.
Brown, H Douglas.2007.Principles of Language Teaching and Learning. New York: Pearson Education Inc.
Bueno, A., Madrid, D., & McLaren, N. 2006. TEFL in Secondary Education. Granada: Editorial Universidad de Granada.
Burns. A. 2002. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Canale, M., and Swain, M. 1980. Theoritical Bases of Communicative Approach to
Second Language Teaching and Testing. Applied Linguistic (1): 1-47.
Cervantes and Rodriguez, R.R. 2012. The Use of Communication Strategies in the
Beginner EFL Classroom. Gist Education and Learning Research Journal
ISSN 1692-5777. No. 6, pp. 111-128.
Dong, Yang and Peng, Gai Fang. 2010. Chinese Learners’ Communication Strategies
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Communication Vol. 6, No. 1 pp. 56-81.
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Faerch, Claus. Kasper, Gabrielle.1983. Strategies in Interlanguage Communication. New York: Longman Inc.
Harmer, J. 2002.The Practice of English Language Teaching. (3rd ed.).New York: Longman.
Harmer, J. 2007. The Practice of English Language Teaching: 4th Edition. London: Longman.
Himstreet, Wiliam C., and Baty, Wayne Murlin. 1990. Business Communication:
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Introduction. Malang: Universitas Negeri Malang Press.
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Strategies in the Foreign Language Classroom. Link&Letter 7, 2000 p.
13-27.
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Praktek. Malang: UMM Press.
Mitchell, Rosamond and Myles, Florence.1995. Second Language Learning Theories. New York: Hodder Headline Group.
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Savignon, S. J. 1983. Communicative Competence: Theory and Classroom Practice;
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CHAPTER I
INTRODUCTION
This chapter delivers the reasons of revealing this topic. They are:
background of the study, problems of the study, scope and limitation of the study,
significance of study, and definition of the key terms used in this research.
1.1 Background of Study
The main goal of learning a foreign language is to communicate effectively with others by using the language. However, communication can be done not only in spoken but also in written forms. Concerning the needs of effective communication orally, teaching speaking becomes much more demanded than other skills: reading and writing.
However, sometimes English skills such as listening, reading, speaking, reading, and writing are not taught specifically in Senior High School. In SMKN 4 Malang, English subject is taught once a week. Hence, the teaching and learning process focuses on the textbook. The teacher and the students tend to do textbook exercises. The situation only covers reading and writing skills. Thus, the speaking skill is lack practiced.
Hence, the lack speaking practice will cause some communication problems. Related to communication problems, Cervantes and Rodriguez (2012) state that when language learners do not know how to say a word in English, they
can communicate effectively by using their hands, imitating sounds, using new
words, or describing what they mean. Those ways which can be done by the
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language, learners will get communication problems frequently as the result of the lack of English as second language (L2) proficiency. Therefore, they should find ways to overcome their lackness by using one or more communication strategies.
Communication strategies can keep on communication channel, encourage hypothesis formation and create automatization. All the explanations above reveal the same purpose of communication strategies, namely to solve communication problems that appeared by applying some kind of techniques.
Although the importance of communication strategies is widely recognized, there has not been discovered the development of nature of communication strategies in English as second language (L2) production (Ellis, 1994:402). There are two communication strategies according to Fearch and Kasper. Those are reduction strategies and achievement strategies (Fearch&Kasper, 1983). The reduction strategies are divided into formal and functional reduction. While achievement strategies consist of compensatory strategies and retrieval strategies.
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of students get score ≥75. The minimum passing grade in SMKN 4 is 75. Thus, 75
is chosen as the criteria of success in this research.
Before communication strategies are implemented in the class, preliminary study has been conducted. The result of the preliminary study indicated that most of students have difficulties in speaking; it is proven by the mean score 64.84. In this case, the highest score is 100 points. From 33 students, the researcher found that there are only two students who achieved 80. Moreover, there are two students who gain the lowest score which is accounted by 45. The data from the questionnaire showed that there were 9 students (27.3%) who did not agree that they often speak English during teaching and learning process. From the students’ proficiency, the
questionnaire showed that there were 12 students (36.4%) who agreed enough if they had enough vocabulary to be used in speaking English. Besides, there were 15 students (45.5%) who agreed enough that they had good structure when they speak English. From the speaking comprehension, there were 15 students (45.5%) who agreed enough that they can understand well if somebody talked to them in English. Hence, ten students (30.3%) agreed that the topics given in speaking were interesting.
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overcome students’ communication problems, in which it focuses on L1/L2 based
strategies. The title of this study is “Enhancing Students’ Speaking Ability in 10th Grade at Computer and Network Engineering Class C at SMKN 4 Malang through L1/L2 Based Strategies”.
1.2 Statement of the Problem
Related to the background of the study, the problem is formulated as follows:
“How can L1/L2 based strategies enhance students’ speaking ability at Network Engineering Class C at SMKN 4 Malang?”
1.3 Objective of the Study
Derived from the statement of problem above, this research is expected to describe the enhancement of students’ speaking ability at Network Engineering Class C at SMKN 4 Malang by using L1/ L2 based strategies.
1.4 Significance of the Study
The result of this study is expected to give theoretical and practical contribution to the teaching and learning of English especially at Network Engineering Class C at SMKN 4 Malang.
Theoritically, the result of this study can give insights related to communication strategies. This study will lead as a reference of communication strategies that are used to overcome communication problems, as well as giving
information to understand the students’ communicative competence and their
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Practically, the result of this study provides information of the use of communication strategies in classroom settings. Knowing the successful type of communication strategies employed by students at Network Engineering Class C at SMKN 4 Malang then, the teacher can convey communication strategies to students to overcome their communication problems in speaking.
1.5 Scope and Limitation of Study
It is important to make a clear limitation of this study. This study has some considerations. The subjects of this study are Network Engineering students at SMKN 4 Malang. The students in the chosen class have the same L1 background that is Bahasa Indonesia. This study only focuses on L1/L2 based strategies than other communication strategies.
1.6 Definition of Key Terms
In terms of clarfying and avoiding misunderstandings in comprehending this study, the terms used are explained as follow:
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2. Speaking Ability is kind of ability that focuses students’ fluency and accuracy
in speaking in which the accuracy involves pronunciation, vocabulary and syntax.
3. L1/L2 based strategies is one of communication strategies which includes code switching, foreignizing, and literal translation to overcome students’
communication problems and enhance students’ speaking ability.
4. Engineering Network Class C is one of vocational class at SMKN 4 Malang consisting of 33 students, in which it is used to prepare students to be professional employee in computer hardware and network field.
