IMPROVE ABILITY LISTENING AND SPEAKING STUDENT IN LEARNING ENGLISH LANGUAGE WITH METHOD DEMONSTRATION IN THE CLASS VII-A SMP SWASTA MERANTI IN THE ACADEMIC YEAR 2012/2013

class action research proposal

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NAMA             : RESTAN ARITONANG

No. PESERTA : 13070615710544

No. URUT       : 20

I.       Title:

IMPROVE ABILITY LISTENING AND SPEAKING STUDENT IN LEARNING ENGLISH LANGUAGE WITH METHOD DEMONSTRATION IN THE CLASS VII-A SMP SWASTA MERANTI IN THE ACADEMIC YEAR 2012/2013

Top of Form

II.    CCChapter I: Introduction

1. Background of the Study

As English language lesson teacher, researcher find problem represent difficulty student in communicate with English language good in learning process teach besides beyond environment class. Every stimulation that given by teacher represent question that should be answered or assignation to do dialogue not get response such as those which expected.

From the observations of researchers, students seem to lack the courage to express their opinions in English. Meanwhile, if anyone tries to speak in English, they have difficulty in revealing the expression is considered true. Therefore they are always free to speak in English.

For researcher, this problem is very important and need settlement that appropriate and fast because seen from this situation is not walk him listening activity learning and speaking in class. Besides if in view of England language teaching purpose aimed at development ability listen communicate in English through craftsmanship read, hear, talk and write by poised. Because this thing needed in era globalization and information century 21 now.

There are several factors that contribute to the problem above, including:

·         The low student mastery of how to express their thoughts in English.

·         Lack of facilities and opportunities / time for students to speak in English discussed.

·         Scarcity model / sample English phrases they need to communicate in English.

·         Lack of interest of students to practice because of the lack of stimulation or challenges that require them to use English.

The above factors have actually realized by the teacher for a long time and many attempts have been made to megatasinya. For example, by applying the model "Communicative Approach" which is considered the most appropriate in the teaching of English. However, these efforts are still not showing the expected results. Maybe not the method that is considered weak, but its application should be creative. Especially this method is very flexible in targeting the source of learning and teaching.

In SMP Swasta Meranti, many students of class VII-A in particular who find it difficult to follow English lessons in particular on listening and speaking. For example, when given the task of hearing and the following conversation predefined theme or title, and the text of the conversation, most students do not immediately implement, even are left talking with friends nearby. Appears to be serious and lazy to do it.

There is a possibility that due to the difficulty that so far , most students consider English as a subject or subjects scourge difficult and unattractive . Because it is difficult and unattractive , students tend not to like , lazy and want to avoid it . As a result , students are lazy or less follow the lesson seriously and lazy to do the tasks assigned by the teacher . Dictionary , as a means of support are important in learning a foreign language , also rarely have them . No one has , but lazily take the weight . It all happened because of lack of motivation and lack of interest in the subjects in English . There are students who have started listening and speaking , then jammed in the middle of the road , this is due to difficulties led to the idea , but the theme or title has been determined . As a result, the task of conversation many are not collected . Homework has even made ​​, there are still many who do not collect . Until one day , forcing the investigator ever , that all students should collect the conversation tasks . What happened ? All students actually collect the task. But upon inspection , it turns out a lot of student work exactly the same . That means a lot of students who do not work , but only cheating his job .

Apparently, the problem faced by most students of class VII-A SMP Swasta Meranti on learning aspects of listening and speaking is quite complex. Ranging from lack of interest, lack of facilities, lack of motivation that is less serious in following subjects English so the impact on the poor mastery of vocabulary and grammar which is indispensable in learning the aspects of listening and speaking.

Really concerning. What's more, including the English National Examination subjects. If there is nothing that can attract the attention of students in learning the English language, whether it's the method, strategy, or approach, they seem to be getting away or hate the English subjects. Which in turn will lower the competence and their English achievement. Such is the picture of how hard the task of English teachers face the challenge of National Exam and students that such condition.

Pursuant to the problems mentioned above, researchers tried to use demonstration method to overcome some of the problems. Researchers try this method because researchers never follow the English Teacher Training organized by the North Sumatra Provincial Education Office in cooperation with the Neuroscience Super Learning North Sumatra, in which no matter the method of demonstration. Based on the researchers' understanding, the method of demonstration material presented by the instructor, he said that this method could lead to the idea, to develop ideas and interesting. With the use of this method is expected the students to be more interested in following subjects in English. If students already feel interested , the teacher will be easier to deliver the material to the students . Which is consequently expected that students no longer had difficulty in following the English teaching competence especially in listening and speaking or aspect of this.

2. Formulation of the Problem

From the description of the background of the above problems, it is known that the scope of this research includes the study of learning, particularly in the implementation of the demonstration method in teaching English in listening and speaking aspects. Furthermore, in this study the use of the procedures discussed in the demonstration method of learning English in listening and speaking aspects.

The formulation of the problem in this study are:

a.       Is the implementation of demonstration method to attract students to the subject of learning English in listening and speaking aspects?

b.      Is the implementation of demonstration method in teaching English, can increase the competence and achievements of students listening and speaking?

c.       How the students' response to the implementation of demonstration method in teaching English listening and speaking in particular aspect?

3. Hypothesis Action

Based on the reasons above, it can be argued hypothesis following actions:

a.       If students learn English with the method demonstration, the students listening skills will increase.

b.      If students learn English with the method demonstration, the students speaking ability will increase.

4. Purpose of Research

Implementation of demonstration method in teaching English was done in order to:

a.       Increase students' interest in learning English subjects.

b.      Improve competence and achievements of students listening and speaking.

c.       Knowing how the students' response to the implementation of demonstration method in teaching English.

5. Benefit of Research

Benefits that can be gleaned from the results of this study are:

a.       For Students:

·         Can improve students' interest in learning English subjects.

·         Can raise or cultivate students' creativity.

·         Can improve the competence and achievements of students listening and speaking.

b.      For Teachers:

·         Can improve the performance and professionalism of teachers in learning

·         Can spur creativity and innovative power of teachers in designing learning programs (RPP).

·         Getting a very meaningful experience.

c.       For School:

·         Can be used as feedback to improve the effectiveness and efficiency of learning.

·         Can improve the quality of learning in schools.

·         Can improve school performance through increased student achievement and teacher performance.

6. Definition Operational

To clarify the issues to be studied, it is necessary to explain the definition operasinal as follows:

a.       Increase is an attempt to make better or more qualified, more efficient and effective.

b.      According ability Mohammad Zain in Milman Yusdi (2010:10) defines that ability is the ability, skill, kakuatan we seek with yourself.

c.       Listening is an attempt to gain an understanding of a story or a message using the senses of the listener.

d.      Speaking is informing undertaken orally, through the utterance of words or sentences.

e.       Method of demonstration is a show about the occurrence of an event or object to the appearance of behavior exemplified in order to be known and understood by learners real or replica (Syaiful, 2008:210).

III. Chapter II: Review Of Related Literature

1. Ability Listening And Speaking Student In Learning English Language

a.       Ability Listening Student In Learning English Language

English listening skills are usually developed with the skills of speaking. For example, in English conversation classes, we inevitably have to hone your listening skills in English so that we can have conversations with other people. So, how do I learn to hear English is good and right? Surely listening skills is a bit difficult to be studied separately, but still can be trained. For example, by watching English movies and also to hear a song or radio broadcasts in English. If we do this on a regular basis, then the English language listening skills will be honed and improved.

b.      Ability Speaking Student In Learning English Language

Speaking is a form of information delivery by using words or sentences. In other words, to speak the language to mean varies from the speakers. Speaking skills is the ability to express their opinions or thoughts and feelings to a person or group verbally, either facing or with the remote. Harmer (1983) states that speaking is a natural means of communication between members of the public to express their thoughts and as a form of social behavior. Furthermore Harmer (1983) states that speaking skills are ability to construct sentences because communication occurs through the sentences to show the difference in behavior which varies from different communities.

Speaking skills is a complex skill and are associated with a variety of micro skills ( Brown , 2001) such as ( 1 ) produce utterances varied language , ( 2 ) produce phonemes and variants alophon different verbal in English , ( 3 ) produce stress patterns , words got and not under pressure , rhythmic structure and intonation , ( 4 ) produce forms of words and phrases are shortened , ( 5 ) the right to use a number of words to achieve pragmatic goals , ( 6 ) generating pemberbicaraan who are fluent in a variety of different speeds , ( 7 ) observed the resulting oral language and use different strategies varied , which includes layoffs , correcting himself , repetition , for clarity of message , ( 8 ) use the word class ( noun , verb , etc. . ) system ( tenses , agreement and plural ), word sorting , patterns , rules and forms of ellipsis , ( 9 ) generating pemberbicaraan that use natural elements in the phrase , stop , breath and appropriate sentence , ( 10 ) express a specific meaning in grammatical forms are different , ( 11 ) using cohesive forms in oral discourse , ( 12 ) complete the communication functions properly according to situations , participants and goals , ( 13 ) using registers , implicature , pragmatic rules and sociolinguistic features right in direct communication , ( 14 ) shows the relationship between events and communicate the relationships between main ideas , supporting ideas , old information , new information , generalization and example , ( 15 ) using a facial language , kinetic , body language and nonverbal languages ​​along with other verbal language to convey meaning , and ( 16 ) develop and use a variety of strategies to talk , such as putting pressure on keywords , paraphrasing , providing context to interpret meaning - the meaning of the word , ask for help and precisely assess how well the interlocutor understand what is being said .

Richard (1986 : 21-28 ) divides into three functions speaking , among others : ( 1 ) talking as interaction ( talk as interaction) , ( 2 ) speaks as transactions ( talk as transaction) , and ( 3 ) speaks as appearance ( talk as performance). Speaking as a function of interaction refers to the usual activities and conversations related to social functioning . Its primary focus is to the speakers and how they show themselves to others . Tuturannya language can be formal or utterances that are often used in everyday conversation . Some capabilities that are involved in the talks as an interaction activities , among others : ( 1 ) open and close , ( 2 ) selecting a topic , ( 3 ) make small conversations / light , ( 4 ) jokes , ( 5 ) described the events and personal experience , ( 6 ) performed alternately , ( 7 ) any interruptions / interrupt a conversation , ( 8 ) vbreaksi against each other , and ( 9 ) using appropriate speaking style.

In language learning , according Bygate ( 1995:5-6 ) there are two fundamental ways that often we do that can be categorized as a skill ( skill ) are:

1)      Motor - Perceptive skills include interpreting , generating , and utter sounds and structure of language correctly .

2)      Interaction skills include making decisions about a communication example want to reveal what , how to say it , develop it according to that intended by others .

Learning English means having the ability to produce grammatically speech of a language and know how to use it properly to be able to communicate effectively . ( Harmer , 1983:13 ) . In studying the language in the classroom , students are more likely to pay attention to become more conscientious ( accuracy ) but basically they will also have to practice to use the language fluently (fluency).

There are several reasons for doing exercise speaks during the lesson in class , among others ( Baker and Westrup , 2003:5 ), among others :

1)      The talk will reinforce new vocabulary acquisition , grammar , and functional language.

2)      Provide students the opportunity to use the language of the learned.

3)      Provide an opportunity for students who are more proficient to try out the language they already know in different situations and topics.

4)      Provide an opportunity for students who are more proficient to try out the language they already know in different situations and topics.

Thus , to facilitate teachers in designing a good teaching program in order to achieve the purpose of communication , the teacher is required to determine the function of the language that will be used to interact with students in a communication.

2. Method of Demonstration

Method of Demonstration is a method of teaching by demonstrating goods, events, rules, and perform a sequence of activities, either directly or through the use of teaching aids relevant to the subject matter or material that is being presented "(Muhibbin Shah, 2000:22).

While according Djamarah Syaiful Bahri, (2000:2) that "demonstration method is a method used to demonstrate something or the workings of a process with respect to the material object lesson".

According Syaiful (2008:210) demonstration method is more suitable for teaching learning materials that constitute a movement, a process and the things that are routine. With the method of demonstration learners the opportunity to develop the ability to observe all things that are involved in the process and can take the expected conclusions.

a.       Purposes method of demonstration

Purposes of teaching method demonstration is to show the occurrence of an event appropriate teaching materials, and ease the path to be understood by students in the classroom teaching.

b.      Psychological benefits of the method is the demonstration:

1)      Students' attention can be focused.

2)      Student learning is more focused on the material being studied.

3)      Experiences and impressions as a result of learning more inherent in students.

c.       Advantages and disadvantages of demonstration method

According Syaiful Bahri Djamarah ( 2008:211 ) the advantages and disadvantages of demonstration method is as follows :

1)      Advantages of demonstration method

·         Attention students can focus on the things that are considered important by teachers so it is important that it can be closely monitored. In addition, students' attention is more easily focused on the learning process and not to the other.

·         Can guide students toward thinking the same thoughts in the same channel.

·         Economical in school hours and economically for a long period can be shown through the demonstration with a short time.

·         Can reduce errors when compared to simply reading or listening, because the students get a clear gambaan of observations.

·         Because the movements and processes performed it does not require a lot of particulars

·         Some issues that raise questions or doubts can be clarified when the demonstration.

2)      Disadvantages of demonstration method

·         Degree of visibility less, learners can not see or observe the whole thing or event that demonstrated occasional uncontrolled change.

·         Used to hold demonstration style-specific tool, the tool sometimes hard to come by. Demonstration is a method that is not natural that the tools demonstrated can not be observed carefully.

·         In the conduct observations of the things that needed focusing demonstrated. In this case much overlooked by learners.

·         Not all things can be demonstrated in class.

·         Requires a lot of Waku while the results are sometimes very minimum.

·         Sometimes it is demonstrated in the class will be different if the process was demonstrated in a real situation or fact.

·         In order for the demonstration mendapaptkan good results required accuracy and patience.

With the demonstration of the method, the process of admission of students to be more memorable lesson in depth, thus forming a good understanding with and perfect. Also students can observe and pay attention to what was shown during the lesson.

Good demonstration of the method used to get a clearer picture of things related to the process of arranging something, the process of making something, the workings of the process of doing something or using it, the components that make up something, compare the way the other way and to find out or see the truth of something.

3. Research that is relevant

Research of Puji Wiyanti (2007), with observations during the study, indicate that students seem so enthusiastic demonstration method was introduced to apply to write the description. Time task, which first performed in groups, all groups gathering tasks. And at the time the individual replications, all students can complete assignments on time. And the result, 92% of students from 36 students, meaning there are 33 students can achieve the KKM. While the results of the pretest, students were able to reach the KKM there are 29 students or 81%. There was an increase of 13%.

4. Frame of Mind

 

5. Research Hypothesis

The hypothesis of this research proposal are:

a.       Demonstration on the use of the method of learning the English language more suited to the characteristics and cognitive development of students of class VII-A  SMP Swasta Meranti which is expected to improve the ability of students' listening and speaking.

b.      Increased activity of students in a demonstration on the use of methods of learning English are expected to have positive impact on the learning process that can lead to increased student of class VII-A SMP Swasta Meranti.

IV.  Chapter III: Methodology of Research

1. Setting of Research

a.       Place of Research

In this study the authors take a place in the junior class VII-A SMP Swasta Meranti. Authors take the location or the place with the consideration that the researchers working at the school, making it easier to find the data, while the vast opportunities and research subjects is in accordance with professional writers.

b.      Research time

With some considerations and reasons authors determined using the 3-month the time of research from 4 September 2012 to 23 November 2012.

2. Subject of Research

Subject implementing instructional improvement through action research are the students of class VII-A SMP Swasta Meranti in the Academic Year 2012/2013. Age class VII children an average of 13 years, in which the characteristics of 13 year olds still love to play, working in groups and doing activities that smells challenges. This is good enough capital to carry out quality learning, because the students in SMP where the author conducted a study quite tractable and easy to be directed.

3. Techniques and Tools of Data Collection

a.       Sources of Data

Sources of data in this study is students of class VII-A SMP Swasta Meranti and colleagues.

b.      Type of Data

The data collected is qualitative and quantitative data comprising:

1)      Teaching and learning process

2)      Data results of learning / formative tests

3)      Data linkage between planning and implementation of activities

c.       Techniques Collection and Analysis of Data

1)      Data taken during the teaching-learning process improvement actions implementation class using the observation sheet.

2)      Learning outcomes data were taken with the conduct of formative tests.

3)      Data on the relationship between planning and execution is taken from the RPP and the observation sheet.

4)      From the results of both data retrieval teaching and learning, formative tests and linkage data is then analyzed to find alternative solutions to the next instructional improvement.

4. Analysis of Data

The data obtained and analyzed by several techniques to obtain satisfactory quality, performed data analysis include:

a.       Analysis of student motivation

b.      Biographical data analysis and student background

c.       Analysis of students' abilities

d.      Analysis of teachers teaching by peers

5. Indicator of Research

The study focused on the following:

a.       Improve listening and speaking skills of students in the eyes of English language lessons so as to obtain maximum value with an average of at least 7.00

b.      Motivating students to have a willingness to learn with minimal activity reached 75% of the students are motivated.

6. Procedure of Research

Research procedures that apply in this case include:

a.       Planning

1)      Create a learning plan using the demonstration at each meeting,

2)      Prepare the necessary teaching aids,

3)      Making the observation sheet to mengemati conditions when implementing action learning is ongoing,

4)      Make a test question to see the students' ability to solve simple problems,

5)      Discuss a plan of action that will be carried out with colleagues.

b.      Action activities, including:

1)      First cycle, including: initial activities, core activities, and weekend activities.

2)      Cycle II (same as I)

3)      Cycle III (same as I and II)

c.       Reflection, the results achieved in the observation and evaluation phase, then collected and analyzed. Reflection is intended to correct or review the things that have been accomplished and that has not been achieved, what the barriers and how to overcome them and what needs to be done in the next cycle as expected.

7. Schedule of Research

Nu.	Time	Activity	Implementer
1.	4-9 September 2012	Identify the problem	Researcher
2.	11 September 2012	Asking Permission to Headmaster	Researchers and HM
3.	20 - 22 September 2012	Manufacture of Research Proposal	Researcher
4.	23 Sep. –  25 Sept. 2012	Making RPP, LKS, Observation Instruments, doubling devices and other learning	Researcher
5.	26 September 2012	Collaborative team meetings to discuss the implementation of the action Cycle I.	Team of Researcher
6.	27 Sep.-11 Oct. 2012 27 September 2012 29 September 2012 30 September 2012 2 October 2012 4 October 2012 6 October 2012 9 October 2012 11 October 2012	Implementation of the Action: Cycle I: - Meeting I - Meeting II Cycle Action Plan II Cycle II: - Meeting III - Meeting IV Cycle Action Plan III Cycle III: - Meeting V - Meeting VI	Team of Researcher Team of Researcher Team of Researcher Team of Researcher Team of Researcher Team of Researcher
7.	12 – 31 October 2012	Writing Report of PTK	Researcher
8.	Week of 1,2 Nov	Preparation of Seminar	Researcher
9.	Week of 3 Nov. 2012	Seminar results of PTK	Researcher

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