chapter i aq

8/8/2019 Chapter I Aq

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STA IN B A T U S A N G K A R

An Analysis of Students Ability in Performing Oral Recount Text(A Study of the Third Semester Students of Islamic Junior High School

Bonjol) Academic year 2010/2011

PROPOSAL SKRIPSI

Diajukan kepada Jurusan TarbiyahSebagai Syarat Penulisan Skripsi

Oleh:

Nurfitri Handayani

206 233

PROGRAM STUDI TADRIS BAHASA INGGRIS

JURUSAN TARBIYAH SEKOLAH TINGGI AGAMA ISLAM NEGERI

(STAIN) BATUSANGKAR

2010


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Chapter I

Introduction

A. Background of the problem

There are several standard competence and basic competence that

has been established in 2006 Curriculum or KTSP about all subjects will be

taught to students start from elementary school until senior high school. That

is also with English. English is guided to develop four skills, listening,

speaking, reading and writing, so the students are able to communicate on

certain literacy. 2006 Curriculum has stated some literacy degree that should

have been reached by student in learning language. They are, performative,

functional, informational, and epistemic.In performative level, ones are able

to read, write, listen and speak. In functional level, ones are able to use

language like : read newspaper, manual or directions in daily life. In

informational level, ones are prepared to acces knowledge with their abilty

in a language. While in epistemic level, ones are able to express knowledge

in target language.

Each level of students has different goals to reach certain literacy.

For elementary school, the government states it constitutes as local content

subject, due to that not all over the region in Indonesia apply English as their

local content subject. It is depend on the needs of a region. While in

Junior/Islamic Junior High School, students are targeted able to reach

functional level to communicate spoken and written in daily life. For Senior


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High school/ Islamic Junior High School, students are hoped to reach

informational level because they are assumed to continue their study to the

higher level.

As explained before, students in Junior high school are hoped to be

able to communicate in daily life both spoken and written. Since that, they

have to master four skills in English, listening, speaking, reading and writing.

One of the importance skills is speaking. Harmer (2001:26) says speaking is

ability to speak fluent presupposes not only knowledge of language feature,

but also the ability to process the information and language and message.

To reach that goal, the students are taught some genre. Each genre

has its communicative purpose, generic structure (the beginning, middle, and

end structure of a type of text), and certain lexicon grammatical features (the

word choices, the use of tenses, etc.). Students will benefit a lot in studying

genre. The awareness of genre will enable them to produce an effective text

that will function in English communication, either spoken or written. Thus,

the goal of English language teaching stated in 2006 English Curriculum will

be achieved.

The genres suggested in 2006 English Curriculum for junior

high school/ Islamic Junior high School are descriptive, recount, procedure

and narrative. Every grade has different genre that will be taught. Harmer

(2004: 69) states the types of the text given depend on who the students are.

The text should be suitable with the students. Especially in third semester

students will be taught two genres, they are: descriptive and recount. In


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speaking at the junior high school especially the third semester students as

stated in content of standard competence, they have to be able to express idea

in functional text and short monologue in descriptive and recount text to

interact arround environment. In speaking as stated in curriculum 2006 ones

are able to express an idea both functional and monologue.

One of the genres of the text is recount. Sofyanda, et al (2005:95)

states recount is a report of events or activity in the past. It is inform or to

entertain thereaders. It has three structure : Orientation gives information

about who, what, when and where. Event tells what happened, in what

sequence. Re-orientation (optional) shows personal comments. Recount text

also has language features they are: Written in the past tense. In

chronological order. Focused on individual or group participants(available in

http://nationalstrategies.standards.dcsf.gov.uk/node/19259?uc%20=

%20force_uj).

Students in Junior High School are intended as beginner because they

have been assumed not learnt English yet in elementary school. It can be said

they are as young language learner. Young language learners have different

characteristics than adult learners. Children bring to their language learning

their own personalities, likes and dislikes and interest. As known, English in

Indonesia as foreign language, because of that many students learning a

language in a situation where the language is seldom heard or used outside

classroom. Yet, students are expected to use language spoken and written.
http://nationalstrategies.standards.dcsf.gov.uk/node/19259?uc%20=%20force_ujhttp://nationalstrategies.standards.dcsf.gov.uk/node/19259?uc%20=%20force_ujhttp://nationalstrategies.standards.dcsf.gov.uk/node/19259?uc%20=%20force_ujhttp://nationalstrategies.standards.dcsf.gov.uk/node/19259?uc%20=%20force_uj


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As Junior High School Students especially at the third semester, it

can be assumed they will be able to identify some genre with its components

both spoken and written. The phenomenon that was found in Islamic Junior

High School Bonjol the students are still difficult to tell the past event in

recount form. The students feel shy when speaking. They have less

vocabulary to express their idea; they do not know how to express their idea

in past form. The teacher had said, it caused almost students are less practice.

They speak English just in class atmosphere. English are very rarely used by

the students there. Even recount has function to tell the event that had

happened. With recount, the students are expected to be able to tell their

experience or some thing happened in the past.

Based on explanation above, the researcher is interested to conduct a

study about students ability in performing recount text in speaking of third

semester of Islamic Junior High School students.

B. Identification of the problem

Dealing with the 2006 curriculum for Junior High School or

Islamic Junior High School there are several genres that will be learnt by

students. They are descriptive, recount, narrative and procedure. As

known, every semester will be taught different genre. At the third

semester, students will be offered descriptive and recount text.

Each genre has different characteristic. Larson (1984) defines a

descriptive text is a text which lists the characteristics of something.

Its purpose is to describe and reveal a particular person, place, or thing.


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Descriptive text has structure as below Identification; identifying the

phenomenon to be described, Description; describing the phenomenon in

parts, qualities, or/and characteristics. The Language Feature of this text

are using attributive and identifying process, using adjective and classifiers

in nominal group, using simple present tense. While, recount text is a text

that retells events for the purpose of informing or entertaining. Purpose: to

retell something that happened in the past and to tell a series of past event

Generic structure: Orientation, Event(s) Reorientation. The Language

Features: Uses of simple past tense. Uses of temporal conjunction. Uses of

personal pronoun. In each genre students have to master to use it both

spoken and written.

C. Limitation and Formulation of the Problem

Based on the identification the problem, this research will be

limited on students ability in performing recount text in speaking.

Furthermore, the problem can be formulated in following question:

What is student ability in performing oral recount text?

D. Definition of Key Terms

In order to avoid misunderstanding of these key terms, the

researcher defines:

1. Students ability is students competence to perform on a

monologue of recount text.

2. Recount text is a text that tells about past event. It construct with

two components Generic structure and language feature. Generic


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structures of recount are orientation, events and re-orientation.

Language feature of its, Uses of simple past tense. Uses of temporal

conjunctions. Uses of personal pronoun.

3. The purpose of this research

The main purpose of this research is to analyze students ability in

performing oral recount text doing by the third semester students of

MTsN Bonjol in academic year 2010/2011.

E. Significance of the purpose

The result of this research hopefully can give some contributions to:

1. Students, as information to students of their ability in performing

oral recount text.

2. Teachers, the research is expected to provide additional references

for the English teachers about the students ability in applying such

component of recount text.

3. Researcher, as additional knowledge of the field and as

requirement to get academic degree S1 at STAIN Batusangkar.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theories.

1. Speaking

a. Definition of speaking

Speaking is on of skill that is became a priority in learning English

as foreign language. Morris in David in Mahdalena says language is

basically oral communications. Based on Nunan (2003: 48), speaking is

productive aural/ oral which happens in real time, usually the person you

are talking to is waiting for you speak. It consists of producing systematic

verbal utterances to convey meaning. According to Moris in Zulfahmi in

Mahdalena (2008: 4) defines speaking serves as a natural means of

communication between members of community in which language is

used both for expression of thought and as a form of a social behavior.

In addition, Brown (2004) says speaking is a productive skill that

can be directly and empirically observed. Mastering the art of speaking is

the single most important aspect of learning a second or foreign language.

Speaking is a complex skill requiring the simultaneous use a number of

different abilities which often develop at different rates. Either four or five

components are generally recognized in analyses of speech process:

pronunciation, grammar, vocabulary, fluency, and added comprehension.


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Furthermore, Sari Luoma (2003) says in a typical spoken

interaction, two or more people talk to each other about things that they

think are mutually interesting and relevant in the situation.

So it means, speaking is oral communication in which consider

the components of speaking itself.

b. What make speaking difficult

Brown (2001:270) list some problem in speaking,they are:

a. Cluster

Fluent speech is phrasal, not word by word. Learners can

organize their output both cognitively in physical through such as

clustering.

b. Redundancy

The speaker has an opportunity to make clearer thought the

redundancy of language. Learner can capitalize on this feature of

spoken language.

c. Reduced form

Construction, elisions, reduced vowel, etc, all from special

problem in teaching spoken language.

d. Performance variable

One the most different between native and non native

speaker of language is their hesitation phenomena.


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e. Colloquial language

Make sure your students are reasonably well

acquainted with he words, idiom, and phrases of colloquial

language and that they get practice in producing these forms.

f. Rate of delivery

Another silent characteristic of fluency is rate of delivery.

One of your tasks in teaching spoken English is to help learners

achieve an acceptable speed along with other attributes of

fluency.

g. Stress, rhythm, and intonation

This is the most important characteristics of English

pronunciation. The stress timed rhythm of spoken English and its

intonation patterns convey important messages.

h. Interaction

Learning to produce waves of language in a vacuum-

without interlocutors- would rob speaking skill of its richest

component: the creativity of conversational negotiation.

c. Type of classroom speaking performance

In the classroom activities related with the speaking skill

teacher command to perform his/ her students perform an oral task.

Brown (2001: 271) mention six categories that include in speaking

performance, they are:


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1. Imitative

Imitative is the activity that performance to simply parrot back

(imitate) a word or phrase or possibly a sentence. While this is

purely phonetic level of oral production, a number of prosodic,

lexical, and grammatical properties of language include in criterion

performance.

2. Intensive

Intensive speaking goes one step beyond imitative to include any

speaking performance that is designed to practice some

phonological or grammatical aspect of language. Intensive

speaking can be self-initiated or it can even form part of some

pair work activities, where learner are going over certain form

of language.

3. Responsive

Responsive: short replies to teacher or students initiated questions

or comments. These replies are usually sufficient and do not

extend into dialogues.

4. Transactional (dialog)

Transactional language, carried out for the purpose of conveying

or exchanging specific information, is an extended form of

responsive language.


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5. Interpersonal (dialog)

Interpersonal dialogue carried out more for the purpose of

maintaining social relationship than for the transmission of facts

information.

6. Monolog

Students are called on to give extended monologues in the form of

oral report, summaries, or perhaps short speech. Here the register

is more formal and deliberative. These monologues can be planed

or impromptu.

Furthermore MCkay states some task type for assessment of oral

interaction (2008:198), they are:

1. News telling

News telling involves children telling other children what

they have done recently.

2. Storytelling.

Childrens ability to tell a story can be assessed with the use

of illustrations cut away and laminated into a book.

3. Picture talks

Children can be asked to describe a picture.

4. Categorization tasks

A categorization task involves children sorting ad finding

patterns.


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5. Oral presentations

Oral presentation is also extended speaking tasks. Children

may be talking their own experiences without preparation, or

may be delivering project that has been prepared over

number of weeks.

6. Other speaking-only genres.

Children may be asked to do the following in speaking-only

situation.

Based on the categories above, it can conclude that there are many

ways to asses students ability in speaking in classroom.

2. Criteria in Speaking Test.

Speaking is not only the content but also the accuracy and fluency.

In testing oral presentation teacher can use the criteria of speaking test as

argued by Clark in Vallete in Mahdalena (2008:14) :

A. Pronunciation.

1. Incomprehensible or no response.

2. Many phonemic errors, very difficult to perceive meaning.

3. Occasional phonemic error, but general comprehensible.

4. Phonemically accurate pronunciation throughout.

B. Vocabulary

1. Vocabulary inaccurate, throughout or no response.

2. Vocabulary usually inaccurate except for occasional correct

word.


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3. Minor lexical problems, but vocabulary generally appropriate.

4. Consistent use of appropriate words throughout.

C. Structure

1. Virtually no correct structures or no response.

2. Errors of basic structure, but some phrase sundered correctly.

3. Generally accurate structure, occasional slight error.

4. No errors of morphology or syntax.

D. Fluency

1. Long pauses, utterances left unfinished, or no response.

2. Some definite stumbling, but manages to rephrase and

continuo.

3. Speech is generally naturally and continuous. Occasional slight

stumbling or pauses at unnatural points in the utterances.

4. Speech is natural and continuous. Any pauses. corresponded to

those which might be made by a native speaker.

3. Nature of Recount text

a. Definition of recount text

Recount is a reconstruction of something happened in the past. It is

the unfolding sequence of events over time and the purpose is to tell what

happened. Recounts begin with by telling the reader who was involved,

what happened where this event took place and when it happened. The

sequence of event is then described in some sort of order, for instance a

time order (Seaton,2007).


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Furthermore Derewianka in Mckay (2008:182) argues recount text

is giving an account of what happened.

It means recount is a text which retells events or experiences in the

past. Its purpose is either to inform or to entertain the audience. There is

no complication among the participants and that differentiates from

narrative

b. Generic structures of Recount text

The focus of recount text is on a sequence of events, all of which

relate to a particular occasion. The Recount generally begins with an

orientation giving the reader/listener the background information needed

to understand the text (i.e., who was involved, where it happened, when it

happened).Then, the Recount unfolds with a series of events ordered in a

chronological sequence. At various stages there may be some personal

comment on the incident (e.g., We had a wonderful time).(Derewianka,

1990 in http://www.kirj.ee/public/trames_pdf/2010/issue_2/trames-2010-

2-120-140.pdf).

The generic structure of a recount consists of three parts; they are

the setting or orientation, events, and conclusion. The setting or orientation

is the background information answering who, when, where and why.

Events are where you tell about the things that happened and are identified

and described in chronological order. And the conclusion expresses a

personal opinion regarding the events described. In other words this is,


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saying what speaker felt about the things that happened and/or mentioning

something which will or may happen later.

c. Language Features of Recount Text

A recount describes events, so plenty of use is made of verbs

(action words), and of adverbs (describe or add more detail to verbs). And

since it describes events in a chronological order, to describe the events

words which link events in time can be used, such as next, later, when,

then, after, before, first. The lexicon grammatical features of recount are

focus on specific participants, use of past tense, use of material processes,

circumstances of time and place, and focus on temporal sequence.

It means in recount text the language features that is available are :

Introducing personal participant, using chronological connection, Using

linking verb, using action verb and using simple past tense.

According to the 2006 English Curriculum, recount is being taught

in eighth year. The basic competence is the students can use various kinds

of language, either written or verbal in smooth and accurate transactional

and monologue texts especially on the form of descriptive and recount.

Example of recount text

Going to Sanur Beach

Orientation Last holiday our family went to Bali to have a

picnic. We went there by plane. We were in Bali for six days, so

we had to stay in a hotel because we didnt have any relatives

there. We stayed in Bali Beach Hotel near Sanur Beach.

Event 1 When we came to the hotel, we didnt come to our

room directly, but we have to check in first. We were received

by the receptionists who were friendly and kind, and then we


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were helped by a room boy who took us to our rooms.

Event 2 On the second day we visited Sanur Beach. We just

took a walk, because the beach is in front of the hotel. Wewalked along the seashore, played water and sand. Actually we

also wanted to swim in the beach but the lifeguard didnt allow

us.

Event 3 Besides doing many activities we also watched some

foreign tourists activities. Some tourists were lying on the beach,

while others were having message or surfing.

Re-Orientation When we felt tired, we took a rest to have some

meals and drinks. And at 2 p.m. we went to the hotel. It was

tiring but we were happy.

http://one.indoskripsi.com/judul-skripsi-tugas-makalah/bahasa-inggris/recount

B. Review of Relevant Studies

Based on literature that writer had read there is a researcher have

done this research. Wiwit Rahmi Hidayah has conducted about An

Analysis of the Application of generic Structure and Language Feature of

Procedure Text, and that in written form. And the research was done in

MAS Asy-Syarif Koto Laweh, Kec. Tilatang Kamang in the tenth grade

Register in 2009/ 2010. the researcher got the result: most of respondences

can apply the generic structure in procedure text with percentages 86%,

and the language feature also most of students apply the language feature

in writing of procedure text with percentage 79,06%.

C. Conceptual Framework

In this research, the researcher wants to know the students

speaking ability in performing oral recount text. The writer will do

research about students speaking in recount text. Then the writer will find


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the result from it. The following diagram shows the conceptual framework

of this research.

Students speaking

Recount text

Content Vocabulary Grammar Fluency Pronunciation

Analysis

Result


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CHAPTER III

RESEACH METHODOLOGY

1. Research Design

In this research, the researcher will use descriptive research.

According to Gay (2000: 189) Descriptive research involves collecting data

in order to answer the questions concerning the current status of the subject of

the study. In this case, the researcher describes the ability of students in

performing oral recount text..

2. Population and Sample

a. Population

According to Gay (2000:122) population is the group of interest to

the researcher, the group to which she or he would like the results of the

study to be generalized. The populations of this research will be second

grade students of Islamic Junior High School (MTsN) Bonjol. The

researcher chooses the second grade of Islamic Junior High School students

as population because they have learned topic about recount text and they are

assumed have basic knowledge in speaking recount text. The total population

of this research is 109 students: they are divided into three classes VIII 1,

VIII 2 and VIII 3. It will be pictured on the below table

Table 1


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Population of this research

No Class Number of students

1 VIII 1 35 students



Total 109 students

b. Sample

Sampling is the process of selecting a number of individual for a

study in such a way that they represent the larger group from which they

were selected. The purpose of sampling is to gain information about

population using sample (Gay, 2000: 122).in this research, the researcher

will use stratified proportional randomly sample because the sample can

be generalization of the population. As stated by Gay (2000:126) that

stratified sampling is the process of selecting a sample such as way that

identified subgroup in the population in same proportional that they exist

in the population

The researcher classifies the sample into three strata: high,

average, and low. This classification based on their previous score of

result their examination in previous semester. The criterion to classify

them described in Anas (2005: 176)

High

M + 1 SD

Average

M 1 SD


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Low

c. Technique of Data Collection

1. Research instrument

The instrument that will be used to collect the data in this research

is performance test. In this research, the form of the test is performance

test. Performance test is done for productive skill like speaking and writing

A good test should validity and reliability. Gay (2000:128) states

that validity is degree to which the instrument measures what it is intend

to measure. Furthermore, Harmer (2004:322) states that a test is said to

valid if it tests is supposed to test. Gay (2000: 169) states that reliability is

the degree to which a test consistently measures A test is reliable if we get

consistence result.

2. Research procedure

This research will be conducted by applying these following steps:

a. Preparation

Doing primarily research

Writing thesis proposal

Consulting with advisor

Revising the proposal

Doing try out

Revising the instrument


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b. Operation

Giving the test to students

Scoring the test

c. Analysis

Analysis the data

Discussing research finding

Making the conclusion

d. Technique of Data Analysis

In this data, the researcher will use the descriptive analysis. To

analyze the data, researcher will follow steps, they are:

The researcher will collect the data by administrating the test. The

students performance in speaking recount text and the percentage of

correct answer will be calculated by using formula suggested by Sudjono

(2005:40) as follow

P = F X 100%

N

It means: P: the index of percentage

F: the number of frequency

N: the number of sample

Next, researcher will interpreted the percentage of students ability

Table 2

Classification of Students Ability

Class Interval Predicate


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80-100 Very good

66-79 Good

56-65 Sufficient40-55 Poor

30-39 Very poor

BIBLIOGRAPHY


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Brown H, Douglas, 2001. Teaching by Principles An Interactive Approach to

Language Pedagogy, 2nded. New York: Longman Publisher.

Departemen Pendidikan Nasional. 2006.Peraturan Menteri Pendidikan Nasional

Republik Indonesia Nomor22 Tahun 2006 tentang standar Isi UntukSatuan Pendidikan Dasar Dan Menengah. Indonesia. Pusat Kurikulum,Badan Penelitian dan Pengembangan

Gay, L.R.2000.Educational Research. Merril: Publishing Company

Harmer, J. 2001. The Practice of English Language Teaching. London:LongmanGroup Limited.

Larson.1984.whatis descriptive

text.http://www.sil.org/linguisticTerms/WhatISADescriptiveText,htm.retrieved onMay 28, 2010

Luoma Sari.2003. Assessing Speaking. Melbourne :Cambridge university.Available in

http://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf.retrie

ved on july 15,2010

Mahdalena. 2008. The Correlation between Students Perception Toward Speaking

Classroom and Their Speaking Achievement. Batusangkar: English

Department ( Unpublished)

McKay,Penny.2008. Assessing Young Language Learners. United Kingdom:

Cambridge.

Nunan, David, 2003. practical English language teaching.International edition.

Language Teaching Methodology. London : Longman Publisher.

Seaton, A. 2007. The Recount Genre in

http://www.andrewseaton.com.au/grecount.htm, retrieved in May 28 2010.

Sofyanda,anwar et al.2005.Competence Based English Developing Competencies

in English for Grade VIII Junior High School ( SMP/MTS). Bandung:

Grafindo Media Pratama

Sudjono, Anas.2005.Pengantar Statistik Pendidikan.Jakarta :Bumi Aksara
http://www.sil.org/linguisticTerms/WhatISADescriptiveText,htmhttp://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf.retrieved%20on%20july%2015,2010http://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf.retrieved%20on%20july%2015,2010http://www.sil.org/linguisticTerms/WhatISADescriptiveText,htmhttp://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf.retrieved%20on%20july%2015,2010http://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf.retrieved%20on%20july%2015,2010


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Wiwit Rahmi Hidayah. 2010.An Analysis of the Application of generic Structure

and Language Feature of Procedure Text by Students . ( a Study of the

Tenth Grade Students of MAS Asy-Syarif Koto Laweh, Kec. TilatangKamang in 2009/ 2010 Academic Year. Batusangkar: English

Department (Unpublished).

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