THESIS PROPOSAL

NAME : MAHDANIL ULPAHNIM : TE. 090362FACULTY : TARBIYAHMAJOR : ENGLISH DEPARTMENTTITLE : THE INFLUENCE OF METHODE INTENSIVE

CONVERSATION TOWARD SPEAKING ABILITY FOR THIRD YEAR OF MTS X

A. Background of the Study

English is an international language which has an important role in the

world. In some countries the power language is the official language which is

used for government education commerce and international communication. In

Indonesian, English is a foreign language that is taught as a subject in elementary

school, junior high school, and senior high school. English is a foreign language

used a medium of instruction at school, many students think that English is the

most difficult subject.

Today, education is one of the aspect should be completed. The government has

made efforts to improve the quality of education. In this case, the government

suggested all teachers use teaching method based on the school curriculum.

In learning English, students are hoped to have for skills. They are, listening,

speaking, reading and writing. One of them, speaking is the important thing to

communicate with other people or foreign people, but the student have difficulties

in learning words in a foreign language. The difficulties of finding out the English

word and memorizing new words sometimes make the student discouraged and

they confused to arrange the word to be a good sentence.

Teaching English in junior high school is different from the elementary level

because in this level the student will be easier to learn English words, because the

teacher teaches use intensive conversation. The students have to collect many new

word (vocabulary) to support intensive conversation. Based on the above

statements, the writer tries to discuss the influence of intensive conversation

toward speaking ability for third year of MTs XXX Kecamatan XXX Kabupaten

XXX.

Being able to speak English (Speaking skill), which is one of the main

English skills that people should have in order to be able to connect each other,

becomes the prior of their needs. It becomes prior due to English is as a Lingua

Franca where almost the whole world uses this unique language. For a speaking

English country, of course, it won’t be a serious problem because the people

always use it every day. However, a non-speaking English country, Indonesia, for

instance, the people fairly will have a problem for gaining such skill.

According to Stevick (in Fauziati, 2002: 126) speaking refers to the

gap between linguistic expertise and teaching methodology. Linguistic expertise

concerns with language structure and language content. Teaching speaking is not

like listening, reading, and writing. It needs habit formation because it is a real

communication. Speaking requires practice as often as possible. It is not writing

or reading but it must be practiced directly in full expression.

Students who are the highest number of people who learn English are

supposed to be able to speak as early as possible. This aims how important verbal

communication is. Once students can express what in their mind is orally or are

able to convey information to the other students or people, they will be more

confident and motivated to widen their knowledge. And from that reason, students

will get some benefits from their skill. The more they can speak fluently, the

better future they will get.

Teachers, who have the authority in leading their students in learning

process, definitely play an important role. The presence of the teacher is

absolutely needed in order to reinforce the students. Teachers probably are the

ones who know the students’ characteristics a lot. Therefore, they are demanded

to apply the suitable methods for their students while doing the teaching process.

From the method that is used, after firstly finding out the students’ characteristics,

hopefully will work as what they have intended or programmed.

Podcasts, which has been hot since 2005, are one of the examples of

learning media that can help students to improve their speaking skill.

B. Problem Statement

Based on the background, the writer formulates the problem as follows:

B. Statement of The Problem

As stated in the background above, the researcher finds the problem as

follows :

1. Is there positive relationship and significance of intensive conversation

toward speaking ?

2. How far is the intensive conversation efficient toward speaking ability ?

3. In what case does intensive conversation influence the speaking ability ?

C. Limitation of Study

In order to make the research focuses on the study and to avoid

misinterpretation among the readers, the study is limited as follows:

1. The subject of the research is the students in the 3 grade of MTS X

2. The achievement of the students is the achievement in cognitive range

which is gained from the result of the test at MTS X

3. The influence of treatment can be proved after the conversation.

D. Objective of the Study

Based on the problem statement, so that the objectives of the study are

stated as follows:

1. To count how high the score of students’ achievement in speaking to

conversation at MTS X

2. To count how high the score of students’ achievement in speaking and

good pronounciation.

E. Benefit of the Study

The benefits of the study are stated as follows:

1. To prove any influence of using podcasts toward students’ achievement in

speaking at MTS X

2. As a consideration for the teachers who use learning strategies to improve

students’ achievement in speaking

3. As an orientation for the school instancy in enriching the manner applying

of students learning

4. As one of the requirements for the writer to obtain Bachelor Degree in

English Department.

F. Purpose of The Study

In the line with the problem formulated, the writer wishes :1. There is positive relationship and significance of intensive conversation toward speaking2. To know How far is the intensive conversation efficient toward speaking ability3. To know In what case does intensive conversation influence the speaking ability

Method of Research

1. Research Location

The location of this research is MTS Xwhich is located on Jl. SMP No. 11 Telp. (0517) 41017 Barabai – HST – 71315.

2. Research Design

This research will use descriptive design. Descriptive designs are designed to gain more information about a particular characteristic within a particular field of study. The approach used in this research is quantitative approach.

Research Procedure

a. Data Source

In this case, the researcher will use two sources of data to get the result of the research.

1. Primary data is taken from test.

2. Secondary data is taken from interview with the English teacher about students’ ability in using conversation.

b. Technique of Data Collection

The technique used discussion and question and answer

c. Sampling

1. Research Population

The population of this research is the eighth grade students of MTS X. Which the number of population at the seventh grade is 153 students they are divide into third class MTS X.

d. Technique of Data Analysis

To analyze the data uses the quantitative method, which after the data obtained it is interpreted with statistic to exam the hypothesis in this research.

1. To find out individual score the formula used is:

P = Percentage N = Number of sample

F = Frequency of wrong answer

2. To know the group average score or mean score the formula used is:

M = Mean score x = Total score

∑ = Sum of N = Number of students

3. The data will be interpreted by using the following category constructed based on the theoretical norm category which has been converted into the following table:

Score

Qualification

> 9.5

8.00 – 9.45

6.50 – 7.99

5.50 – 6.49

4.01 – 5.49

< 4.00

Excellent Very Good ,Good,Sufficient,Less,Bad

To study reading is very important as the student of English department, because there are many advantages from study reading. By reading, we will be able to increase our knowledge on culture. If we read every rule in written English from our country, we will know what our country is like. For instance read novel from another country, we will get more knowledge about the other country with Its culture. In English Department, we study English do not only master of grammar or vocabulary but also master the culture of the target language. If we do not know about the culture, we will get difficulties to understand to communicate with a native speaker. Although, we may learn about English words through the dictionary, we still need to learn the English culture, so the communication can be understood and avoid misunderstanding.

In this modern developing age, people are demanded to facilitate the development of their knowledge in any sectors in order to be able to answer any supplicated problems related to the progress of any modern development, especially in Indonesia.

In Indonesia as developing country puts the education problem as essential and dominant points, for examples by building ns schools, adding facilities, such as new scientific books served in libraries, laboratory equipments, etc.

In line with the development of education, our government also tries hard to improve their skills by having in – service training held by the government. Here, teachers are acknowledged with communicative approach.

Communicative approach in teaching learning process is encouraged not only structure but also in reading comprehension.

To get a good achievement for English subject, students need perseverance and patience in learning it since most students regard this subject difficult, especially in Reading Comprehension with communicative approach. In this case students are demanded to have a hobby in reading and practicing communicative. That is why the teachers’ help is absolutely needed to increase their achievement.

Based on the above statements, the writer held a research to know how far the ability of the eight year students of SMP Brawijaya kepung – Kediri after being taught with reading comprehension by using communicative approach through songs and game. The writer therefore chooses the little dealing with the method used in the subject above is Teaching Reading songs and games to the eight year students of SMP Brawijaya Kecamatan Kepung –Kabupaten Kediri.

G. Theory Frame

1. Podcast

a. Conceptual Definition

A podcast is simply an on-demand media file that can be automatically

downloaded from the web to a computer or portable media player, such as an

iPod, for listening offline. The use of these portable devices are emerging as a

major technology to create and publish on-demand media such as an audio MP3

file has been with us from the advent of the internet, the recognition and uses for

podcasts within higher education are relatively new.1

A podcast refers to any automatically downloadable audio or audio/video

file (commonly in mp3 format). Whereas webcasting generally refers to streaming

or broadcasting real-time audio or video footage over the internet, podcasting goes

1 Tim barry, School Of Sport. University of Cumbria. A strategy for Using Podcasts for teaching and Learning in the Bioscience. page 1

a step beyond by making audio or video footage available for downloading on a

computer or digital media device. Futhermore, the option of subscribing to

updated files that are automatically downloaded via a “really simple syndication”

(RSS) feed separates podcasting from previous pinnacles of convenient

dissemination of materials (e.g., posting files to a website or course management

system like Blackboard).2

Although the primary use of podcasts has been for personal

entertainment or information, there is a burgeoning interest in its potentail value

for more formal educational purposes. Universities across the globe are

implementing podcasting technology with increasing frequency, investing

significant resources and money to provide an array of file types to students for

educational uses. Examples of podcasting uses appear across a wide variety of

domains, including nursing and general healthcare, astronomy and general

science, geography and teacher education, computer science, and tourism.3

Podcasting can empower students by giving them opportunities to create

and publish for a real audience and facilitate recording and distributing news

broadcasts, developing brochures, creating or listening to teachers’ notes,

recording lectures distributed directly to students’ MP3 players, recording meeting

and conference notes, supporting student projects and interviews, and providing

oral history archiving and on-demand distribution.4

2 Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K. McVaugh, Daniel H. Robinson. Computer & Education. the University of Texas at Austin, United States. Elsevier Ltd.. 2009. page 3713 Ibid, page 3714 Lara Ducate and Lara Lomicka. Podcasting: An effective tool for Honing Language Students’ Pronunciation?. Language Learning & Technology, October 2009, Vol. 13, Number 3. page 68

Podcasts have been incorporated into the curriculum in variety ways to

meet a range of learning objectives. The most commonly reported use of podcasts

involves recording of face-to-face lectures. Other researchers have reported using

podcasts to record tutorials and deliver short recordings or “episodes” of core or

supplementary material. Podcasts have also been used to provide glossaries of key

terms and as a feedback mechanism for lectures to communicate with individuals

and groups on assessment tasks.5

Podcasts available on the Web fall broadly into two types: “radio

podcasts” and “independent podcasts.” Radio podcasts are existing radio

programs turned into podcasts, such as those produced by BBC (British

Broadcasting Corporation) and RTHK (Radio Television Hong Kong).

Independent podcasts are Web-based podcasts produced by individuals and

organizations.6

ELT podcasts cover a wide range of subject matter. A brief survey of

ELT podcasts reveals the following content types:7

Comprehensive (e.g., http://www.englishteacherjohn.com/podcast/) — These

are podcasts that cover a wide range of content types, such as traditional

listening comprehension activities, interviews, and vocabulary. A well-

known “comprehensive” podcast is the one quoted above, created by

“Teacher John,” who teaches ESL in Japan.

5 Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in Education: Student Attitudes, Behaviour and Self-Efficacy. Educational Technology & Society, 14 (2), page 2366 Paul Man-Man SZE. Developing Students’ Listening and Speaking Skills through ELT Podcasts. Department of Curriculum and Instruction, the Chinese University of Hong Kong. Education Journal Vol. 34, No. 2, Winter 2006. page 117.7 Ibid, 118

Whole lessons (e.g., http://www.breakingnewsenglish.com/) — These are

whole lessons based on a podcast. The podcast quoted above, for example,

makes use of a news story in each episode. The text of the news story is

provided, and is accompanied by the audio file. There is then a lesson plan

with accompanying worksheet materials. In effect, these are ready-made

lessons based on podcasts which teachers can use in the classroom directly.

Vocabulary, idioms, etc. (e.g., http://englishteacherjohn.com/) — This is a

popular type of podcast, probably because it is easy to produce. In this kind

of podcast, the host chooses some vocabulary items and explains their usage.

The example presents a few idioms in each episode.

Conversations with script (e.g., http://www.e-poche.net/ conversations/) —

These podcasts contain conversations between native speakers. To help less

proficient learners, each episode is accompanied by the script, for learners to

refer to while listening to the conversation.

Jokes (e.g., http://www.manythings.org/jokes/) — These are podcasts

containing jokes. Because they usually play on language, they encourage

careful listening by the learner.

Songs (e.g., http://englishpodsong.blogspot.com/) — These podcasts contain

songs for ESL learners. The songs are either traditional children’s songs, or

authentic popular songs for teenagers. They are also often accompanied by

the text of the lyrics.

Phonetics, pronunciation (e.g., http://phoneticpodcast.com/) — Podcasts are

obviously highly suited for teaching phonetics and pronunciation. These

podcasts are lessons which focus on specific phonemes and pronunciation

problems in English.

Stories (e.g, http://www.englishthroughstories.com/) — These are usually

story read-alouds. They may or may not be followed by listening

comprehension questions.

Listening comprehension (e.g., http://mylcpodcasts.blogspot.com/) —

These podcasts provide conventional listening comprehension practice.

Learning strategy is a plan of action ( a series activities), including

the use methods and utilization of various resources/in learning use to get

success in learning achievement ( wina sanjaya,2006:126)

Killen (1998) in sanjaya’s bokk (2006:131),” no teaching strategies

is better than others in all circumstances, so yo have to be able to use a

variety of teacing strategies, and make rational decisios about when each

teaching strategies is likely to most effective.

Dough buehl (2001:85) said that “maps are visual representations

designed to guide us to our destination. They allow us to perceive how the

necessary information is connected within the context of the larger picture.

Winkle (1996:482) in tukiran taniredja dkk,(2010:69) prestasi

belajar yang diberikan oleh siswa berdasarkan kemampuan internal yang

diperolhnya sesuai dengan tujuan instruksional menampakkan hasil

belajar.

b. Operational Definition

Based on the definitions about podcast above, it can be concluded that

podcast is an audio format (usually in mp3 format) whose its contents can be

various subject matters, such as news; conversations; songs; jokes and so on,

which can be listened over and over through several devices, such as computer,

iPod, or Mp3 player. Using podcast in the classroom can make the atmosphere

more vivid. It can also make the students motivated to learn as they are curious

about what the topic is being talked.

Steps of how to use podcast in the classroom are briefly stated below:

1. Choose the subject matter that is going to talked or discussed. Then find it

in the links that are provided above.

2. Print the full script of the subject matter to make the students know every

detail of the subject.

3. Provide several questions for students’ group (each group may have 3 to

five questions) related to the subject matter.

4. Have the students make their own group. Each group may consist of three

to four students.

5. Play the podcast two times without script and one time with script.

6. Have the students to take the questions in random.

7. Ask the students based on the questions that they have and set the time

(normal time is 2 minutes).

A. Hypothesis

“Hypothesis is a temporary answer toward the problem statement where such

problem statement has been stated in interrogative sentence”.8

The hypothesis of this research is stated as follow:

“There is influence of using podcasts toward the students’ achievement

in speaking at MTS X”

B. Research Procedure

1. The Research Approach and Range

a. The research approach

The approach that is going to be used in this research is Quantitative

Approach. This research is aimed to find the influence between the two

variables, relatively, independent and dependent variable. The one

which is as independent variable is “Using Podcasts” and the other is

“Students’ achievement in Speaking”

b. The research range

This research is conducted at MTS X. This range is a study about the

influence of using podcasts toward Students’ achievement in speaking.

2. Data Source

8 Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta. Page 64

a. Primer Data

“Primer data are the data source of the research which are

directly gained from the original source (not through the )”9

Such data are the data which are directly collected or gained from

the respondents during the research is conducted. They can be either

information or explanation that related to the study.

b. Secondary Data

“Secondary data are the data source of the research which are

indirectly gained through perantara media (gained and noted by other

participant).10

Such data are stated as follows:

1. The history and geographical location of MTS X

2. Organization structure

3. Teachers’, students’, and administrative officers’ condition

4. Curriculum

5. Facilities

3. Population and Sample

a. Population

9Muchammad Fauzi. Metode Penelitian Kuantitatif. Semarang: Walisongo Press. 2009. Page 16510 Ibid. Page 166

“Population is general area which consists of object or subject that has

certain characteristic which is determined by the researcher in order to

study and conclude it, then.11

The population in this research is the whole students in the 3nd grade of

Science Program whose amount is 61.

Class Name

Sex

Amount

Male Female

3 a 12 18 31

3 b 13 17 30

Student amount 61

11 Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta. Page 297

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S.Nasution.(1982), metode penelitian Kuantitatif Kualitatif Belajar dan Mengajar

M. echols,john, Hassan Sadly.(2007).kamus inggris-indonsia . jakarta : PT.Gramadia Pustaka Utama

Suratno dkk.(2007) Penlitian Tindakan Kelas.jambi.universitas jambiTukiran Taniredja,dkk.(2010).peneletian tindakan kelas, bandung : alfabethaDough Buehl.(2005).classroom strategies for interactive learning, USA : international Reading AssociationS.Nasution,(1982).berbagai pendekatan dalam proses belajar dan mengajar .jakarta : bina aksara